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Principles or
Mathematics 9
Student Skills Book
AUTHORS

Chris Dearling Fran McLaren

B.Sc., M.Sc. B.Sc., B.Ed.
Burlington, Ontario Upper Grand District School Board

Wayne Erdman Roland W. Meisel

B.Math, B.Ed. B.Sc., B.Ed., M.Sc.
Toronto District School Board Port Colbome, Ontario

Fred Ferneyhough Jacob Speijer

B.Math. B.Eng., M.Sc.Ed., P.Eng.
Peel District School Board District School Board of Niagara

Brian McCudden
M.A., M.Ed., Ph.D.
Toronto, Ontario

S McGraw-Hill
tilfihl Ryerson
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 McGraw-Hill
lzffiE Ryerson
McGraw-Hill Ryerson
Principles of Mathematics 9 Student Skills Book

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ISBN-l3: 978-0-07-097347-3
ISBN-lO: 0-07-097347-4

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567890 MP 0987

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The Geometers Sketchpad®, Key Curriculum Press., 1150 65 Street, Emeryville, CA 91608,
1-800-995-MATH.

Statistics Canada information is used with the permission of Statistics Canada. Users are forbidden to copy the data
and redisseminate them, in an original or modified form, for commercial purposes, without permission from
Statistics Canada. Information on the availability of the wide range of data from Statistics Canada can be obtained
from Statistics Canada’s Regional Offices, its World Wide Web site at http:/fwww.statcan.ca. and its toll-free
number 1-800-263-1136.

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 Contents

Lowest Common Denominator .1

Add and Subtract Fractions 3
Multiply and Divide Fractions 5
Add Integers 7
Subtract Integers 8
Multiply and Divide Integers 9
Distributive Property 10
Order of Operations 11
Bar Graphs 12
Measures of Central Tendency 14
Scatter Plots 15
Linear Relationships 17
Rational Numbers 19
Rates 21
Ratio and Proportion 22
Percents 24
Powers 26
Classify Triangles 28
Classify Polygons 30
Angle Properties 32
Calculate Perimeter and Circumference 35
Apply Area Formulas 37
Calculate Surface Area and Volume 39
Use The Geometer’s Sketchpad® 41
Compare Figures 43
Review of Grade 8 45
Answers 53
Glossary 59
Lowest Common Denominator
The lowest common denominator (LCD) is the lowest common multiple of the denominators of
two or more fractions. You can find the LCD using multiples or prime factors.

Example: LCD of Two Fractions

Find the LCD for ± and
6 8

Solution
Method 1: Use Multiples
List the multiples of 6 and 8 until a common value is reached.
6,12,18,24
8, 16,24
The LCD for .! and ± is 24.
6 8

Method 2: Use Prime Factors

6=2x3
8=2x2x2

The LCD will have all the prime factors of each number.
Start with the factors of the first number. Add any missing factors from the next number.
LCD=2x3x2x2
=24

The LCD is 24.

Practise
1. Use multiples to find the LCD for each 2. Use prime factors to find the LCD for
pair of fractions. each pair of fractions.
II I I
a) — a) —, —
48
—,

23

b) 1,1 b)
4 5 6 18

Ii I I
c) —,— c) —,—
8
3 7 16

d)--,1
8’9 9 27

I MHR • Student Skills Book

 3. Use multiples to find the LCD for each 6. Find the LCD for each set of fractions.
pair of fractions. I I I
a) —,—,—

a)

b) 1,1 b)
4 10 2 5 15

I I
c) —, —

6 10
7. Use the LCD to write equivalent
fractions.
57
d) 1,1 a) —,

8 20 6 9

4. Use prime factors to find the LCD for

each pair of fractions.
a)
b)
8 12

b)
6 15

I I
c) —,—

c) —, —, —

246

d) 1,1
9 12

5. Find the LCD for each set of fractions.

3’ 6’ 9

b)
4 5 10

Lowest Common Denominator • MHR 2

Add and Subtract Fractions
Fractions can be added or subtracted only if they have the same denominator.
213
For example, —+—=—
555 U I
To add or subtract fractions with different denominators, the first step is to find the
lowest common denominator (LCD).

Example 1: Add Fractions

Find each sum.
31 31
a) —+— b) —+—
42 86

Solution
3 1 3 1.
a) The LCD forand — is 4.
— b) The LCD forand — is 24.
—
4 2 8 6
3 I 3 1x2 31 3x3 1x4
—+—=—+— —+— =—+———
4 2 4 2x2 86 8x3 6x4
32 94
=—+—
44 24 24
5 13
4 24
=!
4
Example 2: Subtract Fractions
Find each difference.
31
a) b) 3-21
43 54

Solution
3 1.
a) The LCD of — and —is 12. b) First, convert the mixed numbers to
4 3
3 13x3 1x4 improper fractions. Then, use the LCD of
20, and subtract.
4 3 4x3 3x4
94 3--2’=-
5454
12 12 17x4 9x5
5
5x4 4x5
12 68 45
20 20
23 3
or 1—
=—
20 20

3 •
MHR Student Skills Book
Practise
1. Find each sum or difference. Express 4. Find each difference.
your answers in lowest terms.
48 a Z _!
a) —+—
99
37
b) —+—
8 8 ii’
31 ‘96
c)
44
93
d) ——— 5 5
10 10 c)
68
2. Find each sum.
51
a)
6 3
5. Find each difference.
a) 3.-2’
32 7 2
b) —+—
10 5

b) 1k--
51
c) —+—
12 6

c) 21’
53
3. Find each sum.
23
a) —+—
35
6. During one week, it rained for 2-i- h on
3 5
Monday, 1— h on Tuesday, and 2— h
53 4 6
b) .+— on Wednesday.
a) Find the total period of rainfall for
this week.

25
c) —+—
9 12
b) How much longer did rain on
Wednesday than on Tuesday?

Add and Subtract Fractions • MHR 4

Multiply and Divide Fractions
To multiply fractions, divide the numerator and the denominator by any common factors. Any
mixed numbers should first be converted to improper fractions. To divide by a fraction, multiply
by its reciprocal.

Example 1: Multiply Fractions

Multiply.
83 21
a) —x— b) l—xl—
94 34

Solution
2 I
83%Z 2155
a) —x—=—x— b) 1—xl—=—x—
940% 3434
-

=—x— 72
31 1
2 =2—
12
3

Example 2: Divide Fractions

Divide.
24 16
a) b) 3—+—
59 27

Solution i

595% 2727
2
77

=44 V 12
10
12

Practise
Express your answers in lowest terms.
1. Multiply. 2. Multiply.
36 54
a) —x— a) —x—
5 7 8 11
13 23
b) —x— b) —x—
3 4 7 10

S MHR • Student Skills Book

3. Multiply. 5. Divide.
I 2 14
a) —x2— a) 1—÷—
35 45

b) 1-x. b)
67 84

c) 4’x2. c) 3!÷2.

d) 1x2-- d)

4. Divide. . . . 2 3
6. Ajar ofjelly beans is of these
hill.
4 1
—

a) ÷
8
7 2 jelly beans are orange. What fraction of
the hill jar are the orange jelly beans?

b)
93

7. A bowl of strawberries is . hill. Janice

53 4
c)
+ 10
and her friends had each eaten of a .

8
bowl of strawberries. Now many people
ate strawberries?
2 7
d)
3 15

Multiply and Divide Fractions • MHR 6

Add Integers
An integer number line can be used to add integers.

Example: Add Integers

Find each sum.
a)5+(—7) b)—3+(—4)

Solution
a) • Start at the first integer.
Add the second integer by drawing an arrow.
• The arrow points to the right if the second integer is positive, and to the left if it is negative.
• The answer is at the tip of the arrow.
—7

4 I I I I I I
—3 —2 —1 0 1 2 3 4 5 6
5+(—7)=—2
—4
4
b) 4 I I I I I I
g —e —7 —6 —S —4 —3 —2 —1 0

—3 + (-4) = —7

Practise
1. Use a number line to model each sum. 4. The temperature in Ottawa starts at
a) -4+4 —3°C, rises 13°C, and then falls 11°C.
What is the final temperature?
4 I I I I I I I I I
—5 —4 —3 —2 —1 0 1 2 3 4

b) —2+(—3)
5. On Monday the price of a company’s
4 I I I I I I I I I
—5 —4 —3 —a —i 0 1 2 3 4 stock is $25 per share. On Tuesday the
price drops $2, on Wednesday it rises
2. Find each sum. $6, on Thursday it rises $3, and on
a) 3+(—9) Friday it drops $4. What was the price at
the end of the week?
b) —5+(—7)
c) 8+(—8)
d) —12+6
6. In a magic square, each row, column,
3. Find each sum. and diagonal has the same sum. Find the
integers that complete this magic square.
a) —3+(—2)+6
b) 7+(—5)+5
c) 2+(—4)+(—3)
il) —9+8+(—5)

7 MHR • Student Skills Book

Subtract Integers
Opposite integers add to zero. For example, (+4) + (-4) = 0.
Subtracting an integer is the same as adding the opposite.

Example: Subtract Integers

Subtract.
a) 5 (—2)
—

b)—3—(+1)

Solution 2
a) 5—(—2) — I I I
.

=5+ (+2) —1 0 1 2 3 4 5 6 7 8
=7

b) —3—(+l) 4-
4 I I I I I I I
=—3 +(—1) —7 —6 —5 —4 —3 — —1 0 1 2

Practise
1. Subtract. 5. Which expressions have the same result?
a) 8—3 a) 7—2
b) 5—(—3) b) —8—(—44)
c) 7—10 c) 2—6
d) 1—(—6) d) —2—3
c) 3—(—2)
2. Subtract. 1) -9-H)
a) —10—2
b) —9—(—6) 6. The average low temperature in Parry
c) —l —(—1) Sound in September is 8°C. In January,
d) —4—8 it is 22°C lower. What is the average low
temperature in Parry Sound in January?
3. Fill in each D with the correct integer.
a) 5—EJ=’—l
b) —9—D=—3
7. The air temperature is —10°C. With the
c) LJ—(—4)=5
wind blowing at a speed of 15 kin/h, this
d) LJ—10=—7 temperature feels like —17°C. How many
degrees does the temperature change
4. Evaluate. because of the wind chill?
a) 15—10—7
b) 4—12—(—3)
c) —5—(—1)—9
d) —20—(—5)—(—10)

Subtract Integers• MHR 8

Multiply and Divide Integers
The product or quotient of two integers of the same sign gives a positive result. The product or
quotient of two integers of opposite signs gives a negative result.

Example 1: Multiply Integers

Find each product.
a)5x3 b)—3x(—4) c)—5x6 d)5(—2)

Solution
a)5x3=15 b)—3x(—4)=12 c)—5x6=—30 d)5(—2)=—10

Example 2: Divide Integers

Find each quotient.
a)—14÷(—7) b)36÷9 c)—. d)15÷(—5)

Solution
a)—14+(—7)=2 b) 36±9=4 e) —=—1 d) 15÷(—5)=—3

Practise
1. Find each product. 4. List all integers that divide evenly into
a) 4x6 each.
b) 2x(—9) a) 15
c) (—5)x(—7)
b) —18
d) (—4)(—6)
e) 7H3) 5. Write a multiplication expression and a
division expression that would have each
2. Find each quotient. result.
a) 20÷5 a) —10
b) (—12)±4
c) —35±(—7) b) —12

d) — 6. Determine how each multiplication or

8 division pattern is formed. Then, write
e) the next two numbers.
—5 a) 1,3,9,...

3. Multiply. b) —240, —120, —60,

a) 2x(—4)x(—l)
b) (—3)x2x2 c) 81,—27,9,...
c) (—2) x (—3) x (5)
d) 5, —20, 80,
d) (—6)x4x(—2)

9 MHR • Student Skills Book

Distributive Property
To multiply the sum or difference of two numbers by a third number, use the distributive
property.

Example: Apply the Distributive Property

Use the distributive property to evaluate.
a) 20(48) b) 30(32)

Solution
First, express one of the numbers as the sum or difference of two numbers. Then, apply the
distributive property.
a) 20(48) b) 30(32)
=20(50—2) =30(30+2)
= 20(50) 20(2)
— = 30(30) + 30(2)

=1000—40 =900+60
=960 =960

Practise
I. Use the distributive property to evaluate. 3. Evaluate using the distributive property
a) 6(80 1) — and mental math.
a) 2(2.4)

b) 0.600—0.3)
b) 6(8.9)

c) 5(100+20+9)
c) 7(3.1)

d) 4(3 ± 0.9 + 0.02)

d) 3(9.4)

2. Evaluate using the distributive property

and mental math. 4. Evaluate using the distributive property
a) 6(202) and mental math.
a) 20(19)

b) 5(87)
b) 30(89)

c) 7(36)
c) 50(210)

d) 3(104)
d) 40(320)

Distributive Property. MHR 10

Order of Operations
Use the order of operations to evaluate expressions.
B Brackets
£ Exponents
D Division and
M J Multiplication, in order from left to right
A Addition and
S J Subtraction, in order from left to right

Example: Apply the Order of Operations

Evaluate.
a)2(15—18) b)7—3(42+l0)

Solution
3(42
a) 2(15 — 18) Brackets. b) 7 + 10) Exponents.
= 2(—3) Multiply. = 7—3(16 + 10) Brackets.
= —6 = 7—3(26) Multiply.
= 7—78 Subtract
= —71

Practise
1. Evaluate. 3. Evaluate.
a)23—4(5+l)2 a) 4.1+0.7x3_3

b)3+2(9—42) b) (12+5.2)_1.l

c)—14+7 6—30+2 c) (0.2)2+0.5(l0_6)

d)6(32+2)—ll d) 7.3+2(1+4)2

2. Evaluate. 4. Insert brackets to make each equation

a) 3(—4) + (5)2 true.
a) 15÷5_l0x32=_27
b) 15÷5—10x32=_63
b)42+(—12+10) c) l5÷5_10x32=_87

5. Fill in each D with the symbols +, —,

c) —6(7—3) ± (—3Y ><, ÷, and ( ) to make the equation true.

a) 5J9EJ2=—2
d) (—1)—10÷(—2) b) 7EEI3EJ—4=—5
c) 30E1121Z—2=—5
11 MHR • Student Skills Book
Bar Graphs
A bar graph is a graph that uses bars to represent data.
Cinema Ticket Sales
Example: Read a Bar Graph 1600
This bar graph shows the number of tickets sold 1400
during one week at the Main Street Cinema.
a) On which day were the fewest tickets sold?
the most tickets sold?
800
b) Describe any trends in ticket sales during this
600
week at the Main Street Cinema.
400
200
0
q
Solution -—_________________

a) The graph shows that the cinema sold the fewest tickets on Monday and the most on Saturday.

b) The attendance increases from Monday to Saturday then drops on Sunday.

Practise
1. This graph shows data from a survey Unemployment in 2003
taken by Statistics Canada.
a) What do the heights of the bars
represent?

b) Which provinces have an

unemployment rate greater than
10%? I
I
c) Which provinces have an
unemployment rate of about 5%?
Adapted from Statistics Canada, CANSIM database, Table 109-
5204, accessed via http://estat.statcan.ca, February 2006.

2. The table shows the number of members attending a fitness

club during one week. Day of the Number of
a) Make a bar graph of the data. Week Members
Monday 550
Tuesday 575
Wednesday 560
Thursday 580
Friday 400
Saturday 300
Sunday 200

b) Describe any trends in member attendance during this week at the fitness club.

Bar Graphs • MHR 12

3. This graph shows exchange rates
U.S. Dollar Exchange Rates In 2005
between the U.S. dollar and the
Canadian dollar in 2005. 1,25
a) What is the greatest value of the 125
U.S. dollar shown on the graph? 124
123 —

b) When was the value of the U.S.

g 122 — ——

dollar the least compared to the V

Canadian dollar? 121

ft
tJ
C
w
c) Describe any trends in U.S. dollar a 1.19 - - - - —

exchange rates in 2005. 1.18 - - -- -—

1.17 - - - -—

1.16
0

4. The table shows the average cost of I L of gasoline

in various cities across Canada for one week in Average Cost of
March in 2006. City Gasoline (Ø/L)
a) Make a bar graph of the data. St John’s, NL 99.7
Charlottetown, PE 92.7
Halifax, NS 99.7
Saint John, NB 99.9
Montréal. QC 95.4
Toronto, ON 88.7
Winnipeg, MB 86.5
Regina, SK 87.5
Calgary. AB 87.8
Vancouver, BC ] 95.4

b) In what region was the average cost of gasoline the least? Why?

13 MHR • Student Skills Book

 Measures of Central Tendency
The measures of central tendency for a set of data are the mean, median, and mode.

Example: Measures of Central Tendency

The heights, to the nearest centimetre, of a group of I 5-year-olds are shown.
155 148 156 159 155 169 153 144 158 171 157 163
Find the mean, median, and mode.

Solution
sum of values
mean =
number of values
155 + 148 + 156 + 159 + 155 + 169 + 153+144 + 158 + 171 + 157 + 163
12
1888
12
157.3
The mean height is 157.3 cm, to the nearest tenth of a centimetre.

To find the median, arrange the values in order from least to greatest.
Jd)A8tt8156 157
The median height is 156.5 cm, or halfway between 156 cm and 157 cm.

The mode is the most common value, or 155 cm. This height occurs twice.

Practise
1. Find the mean, median, and mode for 4. For the height data in the Example,
each set of data, which measure of central tendency best
a) 12, 17, 18, 17, 19 represents the “average” height of
I 5-year-olds? Explain.
b) 60, 65, 90, 70, 65

2. Find the mean, median, and mode for 5. The fuel efficiencies, in litres per
each set of data. 100 km, of 11 sport utility vehicles are
a) 21,26,21,26,27,26 shown.
17.2 16.4 15.7 17.0 15.5
b) 85, 84, 91, 102, 87, 85 16.9 17.2 15.1 13.7 16.6
15.8
Find the mean, median, and mode.
3. The masses, in kilograms, often
different models of mountain bicycle
are shown.
15.2 14.4 12.2 16.5 13.4 6. For the fuel efficiency data in question 5,
15.9 11.8 14.3 16.0 15.2 which measure of central tendency best
Find the mean, median, and mode. represents the “average” fuel efficiency
of sport utility vehicles? Explain.

Measures of Central Tendency • MI-JR 14

Scatter Plots
You can use a scatter plot to display data involving two variables.

Example: Create a Scatter Plot

The ages and annual incomes of II members of a family are shown.
Age (years) 25 28 32 32 33 45 47 53 54 59 60
lncome($1000) 35 75 34 37 36 44 60 51 58 68 72
Make a scatter plot of the data. Put age on the horizontal axis and income on the vertical axis.

Solution
Label the axes.

Plot the ordered pairs with age on the horizontal axis

and income on the vertical axis.
%f ---4
iF---
.o
-—H--i--t
.L!a
cL
c
I’ -1 H
-

::7J
F
:
- ?I

SO 60A

f I f 4F

Practise
1. The table shows the wrist and neck sizes of some students.
Make a scatter plot of the data. Put wrist size on the x-axis and neck Size Neck Size
: :::::::(Cm) (cm)
size on they-axis. Label the axes, and include a title for the scatter
15.5 33.0
plot.
19.0 34.5
21.5 40.5
L 22.5
15.0
44.0
34.0
I VITE”F
21.0 38.9
17.0 32.0
19.5 37.0

H EE.E SE
18.0 35.0
E 16.5 33.5

:i::::::::::::::: 16.0
15.0
31.0
32.5

•
15 MHR Student Skills Book
2. The table shows approximate flight distances
and times from Toronto, ON to various Distance Flight Time
Canadian cities. Make a scatter plot of the City (1cm) (h)
data. Put distance on the x-axis and flight Windsor, ON 315 0.7
time on they-axis. Label the axes, and StJohn’s,NL 2119 2.8
include a title for the scatter plot. London, ON 145 0.4
Halifax,NS 1289 1.8
H—I Ottawa, ON 362 0.7
Montreal, QC 504 0.8
Timmins, ON 557 1.0
-•- H-
: ::zp z
Winnipeg, MB 1503 2.3
Sudbury, ON 336 0.7
::j:::::1::I:::::::: Sault Ste Marie, ON 491 0.9

:±c::zL::±c::::
I *41 II.

3. The table shows the mean air pressure at various

altitudes. _ff
..tud e(k
.,
‘) Air Pressure (kPa)
a) Make a scatter plot of the data. Put altitude on 0 101.3
the x-axis and air pressure on the y-axis. Label 2 80.0
the axes, and include a title for the scatter plot. 4 62.0
r7 IT, 6
8
48.0
36.0
10 26.0
12 19.0
-
- 1 14 14.0

UH::zi: -

Hzz - -

E1 : z t
b) Estimate the air pressure at an altitude of 9 km.

Scatter Plots • MHR 16

 ______

Linear Relationships
Two variables share a linear relationship if a graph of their data forms a straight line.

Example: Graph a Linear Relationship

The table shows earnings based on time worked, in hours.
Time Worked (h) Earnings (S)
2 20
3 30
6 60
9 90
a) Graph the relationship.
b) What are the earnings for 5 h of work?

Solution
a)
!E
I 90 -.

&0.
90
ri —

5o
E
I,
40
w 3Q
20
iG
0 1234567 89.i0t
Time Worked (h)

b) From the graph, earnings for 5 h of work are $50.

Practise
1. The graph shows that the relationship between the cost of apples
and quantity of apples, in kilograms, is linear.
a) Complete the table.
I Apples (kg) Cost ($)
I

b) ldenti& the coordinates where the graph crosses the vertical

axis. Explain the meaning of this point.

17 MHR • Studcnt Skills Book

 2. The graph shows that the relationship between the cost of a taxi
ride and the distance, in kilometres, is linear.
a) Complete the table.
.M4stanceOcm) Cost ($)

3.50 1
4 I k3 45
Distance (km)
5.00
b) Identify the coordinates where the graph crosses the vertical axis. Explain the meaning of
this point.

3. Benson records the height of a tomato plant after planting it

in his garden. Time (weeks)...:....: Height (cm)
a) Graph this linear relationship. 1 8
2 10
I 3 12
6 18
14
I
JZ

b) When does the height of the tomato plant reach 16 cm?

c) Identify the coordinates where the graph crosses the vertical axis. Explain the meaning of
this point.

4. The table shows how the distance a car travels changes

with time. Time (Ii) Distance (cm)
a) Graph this linear relationship. 1 40
2 80
J YJTflj
3 120
ZELi 4 160

-
s4Jtt H tiI r
cit :rIii
t hLHtTTmT -

b) How many hours does the car take to travel 140 km?
c) How far does the car travel in 1.5 h?
d) Identify the coordinates where the graph crosses the vertical axis. Explain the meaning of
this point.

Linear Relationships• MHR 18

Rational Numbers
A rational number is a number that can be written as a quotient of two integers, where the divisor
is not 0.

Rational numbers can be written in many equivalent forms.

For example, —1, _2., .2, —- and —1.5 are equivalent rational numbers.
2 2 2 —2

Example 1: Equivalent Rational Numbers

Write each rational number as a quotient of two integers.
a)21 b)0.3 c) d)—1.9

Solution

a) 2! b) 0.3 c) 11 d) —1.9

7 =1. 5 =_2
10 10
=i. =_4 19
10

Example 2: Order Rational Numbers

Graph the rational numbers on a number line. Then, write the numbers in order, from least to
greatest.
‘5—3 —l-- —2’S 05 ,
4

Solution
—2.25

!2 054 2.5
i t • I i I. I
—3 —2 —1 0 1 2 3

The rational numbers in order from least to greatest are —3, —2.25, _4,0.5, ,and 2.5.

Practise
1. In each part, decide which rational 2. In each part, decide which rational
number is not equivalent to the others, number is not equivalent to the others.
2 —2 —2 3 —3 —3
a) —,0.4, a) —0.75,—,—,—
—4—44
—,

5 5—5
b) —3.25, _3!, ___,
b) 2.2, 2!, zLi, IL
4 4 4 5 —5 —5

19 MHR • Student Skills Book

 3. Express each rational number in decimal 7. Graph the rational numbers on a number
form. line. Then, write the numbers in order,
3 from least to greatest.
a)—
1 12
-.2.1,3, 2.5,—O.5,
lj
b) --

c) —
—3 —2 —1 0 1 2 3
8

5 8. Graph the rational numbers on a number

line. Then, write the numbers in order,
4. Express each rational number as a from least to greatest.
quotient of two Lntegers.
3 .7 5 15
2 1.5, —, —1—,—0.]25,
—, —

a) 1— —4 —8 8 12
3
b)0.7
4 .

—3—2—10123
c) —2—
12
d) —3.1
9. Fill in eachEwith the symbols <>
or = to make the statement true.
5. Write three equivalent rational numbers 3 —3
for each number, a) — —

c) —0.25
c) -11D
3
_3!
3
d) 4.5
d) 2
6. Write three equivalent rational numbers
for each number. .

a)
_4 10. Fill in each D
with the symbols <,>,

10 or = to make the statement true.

a)D±
4
6
b)-Dt
2 -4

d) c) _.Lfl ——

—10 3 —20

d)
7 —5

Rational Numbers • MHR 20

Rates
A rate compares quantities that are measured in different units.

Example: Calculate a Unit Rate

A car travelled 348 km in 4 h. Write a unit rate that describes how fast the car was travelling.

Solution
348 km
4h
— 87 km
lh

The car was travelling 87 km/h.

Practise
1. Calculate each unit rate. 4. Which brand of honey is a better buy?
a) A bus travelled 288 km in 3 h. Brand A: $2.44 for 250 g
Brand B: $4.92 for 500 g
b) Sumi swam 50 m in 405.

c) Franca ran lOOm in 20s.

5. Which brand of maple syrup is a better

2. Calculate each unit rate. buy?
a) Four lemons cost S1.40. Brand A: $12.75 for 375 mL
Brand B: $15.25 for 500 mL
h) Five pairs of socks cost $12.50.

c) Six bagels cost $7.50.

6. Julie and Murray work at different

3. Calculate each unit rate. coffee shops. Julie works at Stamite and
a) A breakfast cereal costs $3.75 for earns $35 for 4 h of work. Murray works
750g. at Brew On and earns $49.50 for 6 h of
work. Which coffee shop offers better
b) An oatmeal raisin cookie recipe calls pay?
for 375 mL of raisins to make
30 cookies.

c) A printer prints 45 pages in 5 mm.

21 MHR • Student Skills Book

Ratio and Proportion
A ratio is a comparison of quantities measured in the same units. A ratio can be written in ratio
form as 3:6 or in fraction form as -&6 Similar to fractions, ratios can be written with terms that
have no common factors, or in simplest form.

A proportion is a statement that two ratios are equal. For example, 3:6 = 1:2 or . =

Example: Apply Ratios and Proportions

The body of a 50-kg woman contains about 25 kg of water. The body of an 80-kg man contains
about 48 kg of water.
a) Compare the mass of water in a person’s body to the total mass. Write the ratio in simplest
form.
b) Find the mass of water in the bodies of a 60-kg woman and a 60-kg man.

Solution
a)
Ratio of Water Ratio in
Person to Mass Simplest Form
50-kg woman 25:50 1:2
80-kg man 48:80 3:5

b) Use a proportion.
For a 60-kg woman: For a 60-kg man:
3 x
2 60
‘x60=x x60=x
2
30=x 36=x

The body of 60-kg woman contains 30kg of water, and the body of a 60-kg man contains 36 kg
of water.

Practise
1. Write each ratio in simplest form. 2. Write each ratio in simplest form.
a) 6:12 a) 24:9
b) 15:5 b) 150:10
c) 16:40 c) 33:162
d) 100:30 ci) 80:256

Ratio and Proportion . MHR 22

3. To make 1500 mL of orange juice, 7. Seven out of ten people prefer FastPop
Tamara uses 375 mL of frozen popcorn. How many would prefer
concentrate and 1125 mL of water. FastPop in a group of 150 people?
a) Write a ratio, in simplest form, to
compare the amount of frozen
concentrate to the total amount of
orange juice. 8. The volleyball court is drawn to a scale
of 1:300. Use the drawing to determine
b) Write a ratio, in simplest form, to each of the lengths, in metres.
compare the amount of water to the
back Hne
total amount of orange juice.

attack line
4. How much frozen concentrate and water
are needed to make 1000 mL of the
orange juice in question 3? centre One and net

attack line

5. One recipe for fresh lemonade uses

425 mL of lemon juice, 2000 mL of back line
water, and 375 mL of sugar.
a) Write a ratio, in simplest form, to a) the length of the court
compare the amount of lemon juice
to the amount of water.

b) Write a ratio, in simplest form, to b) the distance between attack lines

compare the amount of lemon juice
to the amount of sugar.

c) Write a ratio, in simplest form, to c) the perimeter of the court

compare the amount of sugar to the
amount of water.

6. Use the lemonade recipe in question 5.

a) How much sugar is needed to mix
with 850 mL of lemon juice?

b) How much water is needed to mix

with ISO mL of sugar?

23 MHR • Student Skills Book

Percents
Percent means “out of 100” and can be written in decimal or fraction form. For example, 75%
75
means 0.75 or —.

100

Example: Apply Percents

Over the track-and-field season, the height Fred cleared in the high jump increased from 1.81 m
to l.96m.
a) Find Fred’s percent increase in height.
b) What final height would Fred have to clear for a 20% increase in height over the track-and-
field season?

Solution
a) Height increase= 1.96— 1.81
= 0.15

height increase
Percent increase = . x 100%
original height
= x 100%
1.81

Fred increased his jump height by about 8.3%.

b) For a 20% increase, multiply by 20% or 0.2, and then add the result to the original height.
0.20 x 1.81 = 0.362
1.81 +0.362=2.172

Fred would have to clear about 2.17 m to increase his jump height by 20%.

Practise
1. Express as a percent. 2. Express as a percent. Round to one
1 decimal place, if necessary.
a)—
a)2
b) 0.245
3 b)
c)

d) 1.12 c)

d)
9

Percents • MHR 24
3. Write each as a decimal 6. Jennifer’s height increased from 157cm
to 163 cm in one year.
a) 17%
a) Find Jennifer’s increase in height as
b) 33.3% a percent. Round to one decimal
c) 4%
place.

d) 105%

4. The table lists the number of days with

precipitation during January in four
Canadian cities. For each city, express b) How tall would Jennifer have to
the number of days with precipitation as grow to have a 5% increase in height
a percent of the 31 days in January. over the year? Round to the nearest
Round to one decimal place. centimetre.
• Number of Days
Location With Precipitation
Sudbury, ON 20
Vancouver, BC 29 7. A pair of designer jeans were originally
Charlottetown. PE 18 priced at S129.99. The jeans are on sale
St. John’s, NL 1 15 for S103.99.
a) Find the percent discount, to the
nearest whole number.

b) What sale price would represent a

5. About 99% of the mass of the human 25% discount?
body is made up ofjust six elements.
• oxygen 65%
• carbon 18%
• hydrogen 10%
• nitrogen 3% 8. A retailer buys a pair ofjeans for S25,
• calcium 1.5% and sells the jeans for S59.99.
• phosphorus 1.0%
Find the mass of each element in a a) Find the percent markup, to the
human body with mass 60 kg. nearest whole number.

b) What selling price would represent a

150% markup?

25 1HR • Student Skills Book

Powers
Powers are a convenient way to write repeated multiplication.

is a power. It consists of two parts: a base and an exponent.

Base Exponent
34
can be read as “three to the exponent four”
“three to the fourth power”
“the fourth power of three”
or simply “three to the fourth”

Example 1: Write Powers

Write each as a power.
a) 4 x 4 x 4 x 4 x 4 x 4 x 4
b) 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7

Solution
a) A power is written in exponential form.

4 x 4 x 4 x 4 x 4 x 4 x 4=47
7
expanded form exponential form

b) 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7=78

Example 2: Evaluate Powers

Evaluate.
a)25 b)36

Solution
a)25=2x2x2x2x2 b) 363x3x3x3x3x3
4x2x2x2 =729
8x2x2
= 16 x 2

=32

Practise
1. Write each as a power in exponential 2. Write each as a power in exponential
form. form.
a) 5x5x5 a) 1.5x1.5x1.5x1.5
b)lOxlOxlOxlOxIO b)23x2.3x2.3
c) 8x8x8x8x8x8 e) (—2)x(—2)x(—2)
d)l2xl2xl2xl2xl2xl2xl2 d)(—4)x(—4)x(—4)x(-4)x(—4)

Powers•MHR 26
3. Write each as a power in exponential 8. Express 64 as
form, a) a power of 8
a) xxx b) apowerof4
b) YXY c) apowerof2
c) rxr

d) . x . x .
9. Write each power.
a) 81 as a power of3
4. Expand each power and then evaluate. b) 256 as a power of 4
52
a) c) 1 000 000 as a power of 10

b) 26 10. Write each power.

a) 4096 as a power of 8

c) 44 b) 3125 as a power ofs

c) 1728 as a power of 12

d) l0
11. Fill in each D
with the correct number
to make the equation true.
5. Expand each power and then evaluate, 46
a) I
a) = D
b) 2 =128
b) 6 c) J3 =729

c) 74 12. Fill in each D

with the correct number
to make the equation true.

d) 94

6. Evaluate. —

a) 1.4
c) J = 100000

b) o.s4
C,‘ 02 13. The number 16 can be written as 2 or as
42
Write each of the following numbers
as a power with an exponent greater than
7. Evaluate. 1 in three ways.
a) 342 a) 1024

b) 2.1
c) 1.3 b) 6561

27 MHR • Student Skills Book

Classify Triangles
Triangles can be classified using their side lengths or their angle measures.

Example 1: Classify Triangles I

ClassifS’ each triangle by its side lengths.

a) C)A
Solution
a) This is a scalene triangle, because the side lengths are all different.
There are no equal angles in a scalene triangle.

b) This is an isosceles triangle, because two side lengths are equal.

There are also two equal angles in an isosceles triangle.

c) This is an equilateral triangle, because all three side lengths are equal.
There are also three equal angles in an equilateral triangle.

Example 2: Classify Triangles LI

Classi& each triangle by its angle measures.

a) b) c)

Solution
a) This is an acute triangle, because each of the three angles is an acute angle, or measures less
than 90°.

b) This is a right triangle, because one of the angles is a right angle, or measures 90°.

c) This is an obtuse triangle, because one of the angles is an obtuse angle, or measures between
90° and 180°.

Practise
1. Classify each triangle using its side 2. Classify each triangle using its side
Lengths. lengths.
a) b)

3m /\mfm

4m 12cm

Classify Triangles MHR 28

3. Classify each triangle as acute, right, or 7. Classify each triangle in two ways.
obtuse. a)
a) b)

b)

4. Classify each triangle as acute, right, or

obtuse.
a) h)

8. a) Name all the triangles in the figure.

b) Classify each triangle by its angle

measures.
5. Classify each triangle in two ways. 0
a)

Sm

Gm

b)

7 cm 9. a) Name all the triangles in the figure.

7 cm
b) Classify each triangle in two ways.
6. Classify each triangle in two ways.
S
a)

Scm
b)

Sm
29 MHR • Student Skills Book
Classify Polygons
A polygon is a closed figure formed by three or
more line segments. • Number of Sides Name
3 Triangle
A regular polygon has all sides equal and all angles 4 Quadrilateral
equal. 5 Pentagon
6 Hexagon
A polygon that is not regular is called an irregular
polygon.

Some quadrilaterals have special names. A regular quadrilateral is a square. An irregular

quadrilateral may be rectangle, a rhombus, a parallelogram, or a trapezoid.

Example: Classify Quadrilaterals

Classi& each quadrilateral.
a) A B b) F c) K

d) IL
e)
Q/A/’1;;

U T

Solution
a) Two pairs of opposite sides have equal lengths. All four angles are 90°.
Quadrilateral ABCD is a rectangle.

b) No sides are marked as equal. One pair of opposite sides is parallel.

Quadrilateral EFGH is a trapezoid.

c) All sides are marked as equal. Two pairs of opposite sides are parallel. The quadrilateral
contains no right angles.
Quadrilateral JKLM is a rhombus.

d) Two pairs of opposite sides have equal lengths and are parallel. The quadrilateral contains no
right angles.
Quadrilateral NOPQ is a parallelogram.

e) All sides are marked as equal. All four angles are 900,
Quadrilateral RSTU is a square.

Classify Polygons• MUR 30

Practise
1. Classify each polygon according to its 4. Classify each quadrilateral. Give reasons
number of sides, and tell whether it is for your answer.
regular or irregular. a)
a) A E

b) P U

Q
b)
R S

2. Classify each polygon according to its

number of sides and tell whether it is
regular or irregular.

5. Classify each quadrilateral. Give reasons

for your answer.
a) z

b)

3. Classify each polygon according to its

number of sides and tell whether it is
regular or irregular.
a) 6. Name and classify the two quadrilaterals
found in the figure.
P Q R

b)

7N
31 MHR • Student Skills Book
Angle Properties
You can use angle properties to find the measure of an unknown angle.

The sum of the When two lines Two angles whose Two angles whose
interior angles of a intersect, the sum is 1 80° are sum is 90° are
triangle is 180°. opposite angles are supplementary angles. complementary
equal. angles.

b c 180° a+b: 18O

+ b = 9Q0

When a transversal crosses parallel lines, many pairs of angles are related.
Alternate angles are equal. Corresponding angles are Co-interior angles have a
equal. sum of 180°.
/

/
7. 7
1
Example 1: Apply Angle Properties I
Find each angle measure.
a) ZABF
b) LACB

Solution
a) LABC is a right angle. So LABF and LCBF are complementary angles.
ZABF + ZCBF = 90°
ZABF±35°=90°
ZABF + 35° — 35° = 90° — 35°
ZABF=55°

b) ZACB + ZABC + ZBAC = 180°

ZACB+90°+45°=180°
ZACB+135°=180°
ZACB+135°—135°=180°—l35°
ZACB=45°

Angle Propertics• MHR 32

Example 2: Apply Angle Properties II
Find the measure of each unknown angle.

Solution
Opposite angles are equal.
a = 40°

Supplementary angles add to 1800.

b+40°=1800
b+40°—40°=180°—40°
b=40°

Since c and b are opposite angles, c = 1400.

Example 3: Apply Angle Properties LII

Find the measure of each unknown angle.
73\

Solution nr
Corresponding angles are equal.
a73° \
Alternate interior angles are equal.
ba
= 730

Co-interior angles add to 180°.

b+c=180°
73°±c=180°
73°+c—73°=180°—73°
c=107°

Practise
1. Find the measure of angle x. 2. Find the measure of ZXZY.
x

V
z

33 MHR • Student Skills Book

 3. Find the measure of ZPRQ. 6. Find the measure of angle a.
p

4. Find the measure of each unknown

angle. 7. Find the measure of angle b.
a)

b)

8. Find the measure of angle c.

c)

1 2O
9. Find the measures of the angles a, b, and
c. Give reasons for each answer.
a)
5. Find the measure of each unknown
angle.
77
a)

b)
47C
rx
Angle Properties s MHR 34
 ______

Calculate Perimeter and Circumference

The perimeter of a shape is the distance around the outside.
Circumference is the perimeter of a circle.

Example 1: Calculate Perimeter

Find the perimeter of the rectangle.

Solution
5.6cm
J• 1-
82cm

P=2Q+w)
= 2(8.2 + 5.6)

= 2(13. 8)
= 27.6

The perimeter of the rectangle is 27.6 cm.

Example 2: Calculate Circumference

Calculate the circumference of the
circle, to the nearest tenth.

Solution
C 2nr
= 2r(5.3) Estimate: 2 x 3 x 5 = 30
33.3 ED a CEDED 5.3 ED

The circumference of the circle is approximately 33.3 cm.

Practise
1. Find the perimeter of each shape. 2. Find the perimeter of each shape.
a)
a)
+m
6.3mm
12 m

b) b)

52 cm

3.8 cmQ

35 MHR • StudeAt Skills Book

 3. Find the perimeter of each shape. 5. Calculate the circumference of each
a) circle. Round answers to the nearest
tenth of a unit.
32cm a)

20cm

b)

b)
6.5mm

5 mm

4. Calculate the circumference of each

circle. Round answers to the nearest c)
tenth of a unit.
a) cm

b) 6. A flower bed has the dimensions shown.

6m
•SS, N
•SSSSN.
17 m

c) Find the perimeter of the flower

bed.

Calculate Perimeter and Circumference • MHR 36

Apply Area Formulas
Area measures how much space a two-dimensional shape covers.
It is measured in square units.

The table gives the area formulas of some common shapes.

Shape Name Area Formula

H H rectangle A = 1w

triangle A = bh

circle A =

Jh
/ parallelogram A = bh

7 I
h trapezoid A = h(a + b)

Example: Apply Area Formula

Determine the area of the shape.
4.5 cm

6.0 cm
Solution
4.5.
Use the formula for the area of a rectangle. Substitute I = 6.0 and w
A =1w
= (6.O)(4.5)
=27

The area of the rectangle is 27 cm2.

37 MHR • Student Skills Book

 Practise
1. Determine the area of each shape. 4. Determine the area of each shape. Round
a) answers to the nearest tenth of a square
unit.
ag

12mE

0.4 m

b)
b)
5.2 cm

15.1cm

2. Determine the area of each shape.

a) 5. Determine the area of each shape.
a)
J L
Sm
Sm F
- Sm

20 m

h)

10.5 cm
62 cm b) 44mm- 62mm
5.4 cm
62m ->
62mm
3. Determine the area of each shape. Round
answers to the nearest tenth of a square
unit.
a)

5.5mm
c)

9.4 cm

b)

Apply Area Formulas • MI-JR 38

Calculate Surface Area and Volume
onal figures.
Surface area and volume are measurement concepts that apply to three-dimensi

Example 1: Calculate Surface Area

4cm
Find the surface area of the cylinder,
to the nearest square centimetre.
20cm

Solution
A net, which is a flat pattern that can be folded to form a figure, A = itt’.

can help you visualize the faces of a three-dimensional figure.

The surface area of the cylinder consists of the top and bottom,
w:h

which are circles, and the curved surface, which is a rectangle.

A itt’ 2ur
Apply the formula for the surface area of a cylinder.
SA = 2iw2 + 2itrh
= 2n(4)2 + 2z(4)(20) rn2 4 PDED2 CSJao
603

The surface area is approximately 603 cm2

Example 2: Calculate Volume

Find the volume of the cylinder, to
the nearest cubic centimetre.
c-:1 4cm

20cm

Solution
Apply the formula for the volume of a cylinder.
V= (area of base)(height)
= jrr2h
= (4)2(20)
1005

The volume is approximately 1005 cm3.

39 MHR • Student Skills Book

 Practise 4. Determine the surface area of each
I. Determine the surface area of each three-dimensional figure in question 3.
three-dimensional figure. If necessary, If necessary, round answers to the
round answers to the nearest square unit. nearest square unit.
a)

4m b)

5. Find the surface area and volume of each

2m
three-dimensional figure. Round answers
3m to the nearest tenth of a square unit or
cubic unit.
a)
b) 10cm

30cm
4.1 m

surface area:
volume:

b) 2Sm
2. Determine the volume of each
three-dimensional figure in question 1.
If necessary, round answers to the 1Gm
nearest cubic unit.
a)

b) surface area:
volume:
3. Determine the volume of each
three-dimensional figure. If necessary, 6. a) Draw a net for the triangular prism.
round answers to the nearest cubic unit. What shapes do you need? Label the
a) dimensions
on the shapes
in your net.
‘1
/ ,4
/7 I

lOm
b)

12cm b) Find the surface area of the prism.

c) Find the volume of the prism.

Calculate Surface Area and Volume • MUR 40

Use The Geometer ‘s Sketchpad®
The Georneter s Sketchpad® is computer software that allows the user to construct two-
dimensional shapes, measures them, and transform them by moving their parts.

Example 1: Line Segment

Draw and measure a line segment using The Geometer ‘s Sit-c/clipad®.

Solution
• Use the Straightedge Tool to create line segment AB. o lu. G.uoi.Wr, SIwIcIIpdd
• Use the Selection Arrow Tool to select the line t KS Ed4 Rsfly (ornjrt Tnjlooi tn Cnph

segment. m AS 75 Cm

• From the Measure menu, choose Length.

0
Drag one of the endpoints of the line segment to
change the segment’s length. Notice how the measurement c A
screen changes as you do this. A B

Example 2: Triangle
Draw and measure the perimeter and area of a triangle using
The Georneter c Sketchpad®.

Solution
• Use the Straightedge Tool to create three line ‘) Tit Goin,Ler. SksIIIpdd
Rb Edt [.pb COITU[t TranIotm Ibasn Gn9
segments to form ZABC.
• Use the Selection Arrow Tool to select all three m4l5fl1
CR
vertices. —

• From the Construct menu, choose Triangle Interior.

• Next, from the Measure menu, choose Perimeter
and then Area.

Drag one vertex of the triangle to change the triangle’s

shape. Notice how the perimeter and area measurements
change as you drag the vertex.

Example 3: Circle
Draw and measure the circumference and area of a circle using
The Geonieter s Sketchpad®.

41 MHR • Student Skills Book

 Solution
• Use the Compass Tool to create any circle. (‘I lie (,er,uieI ci, She’ ii
• Make sure the circle is selected. Next, from the pjy Cra,un Wi,irrtn Maacj,. Graph

Measure menu, choose Circumference and Ckum1erenceOA99.9Ocm

iaOB?SCrm2
then Area. Rac’u 04D= 1.58cm
0
You can also measure the radius.
• Select the circle. From the Measure menu, A /
choose Radius.

Change the size of the circle and watch the — B

measurements change.

Practise
Either draw a sketch ofyour results or
choose Printfrom the File menu. 4. Use The Geometer ‘s Sketchpad® to
1. Use The Geometers Sketchpad® to create any triangle.
create a triangle with each characteristic. a) Measure its area.
a) a perimeter of 25 cm

b) Create a circle that has

approximately the same area as the
b) an area of 12 cm2 triangle.

2. Use The Geometer ‘s Sketchpad® to c) Compare the perimeters of the two

create a circle with each characteristic. figures.
a) a circumference of 15 cm

5. Use The Geometer ‘s Sketchpad® to

create any circle.
b) an area of 28 cm2 a) Measure its circumference and area.

b) Create a quadrilateral that has the

3. Use The Geometer ‘s Sketchpad® to same perimeter. Predict which figure
create a quadrilateral with each has the greater area.
characteristic.
a) a perimeter of 12 cm

c) Calculate the area of the

quadrilateral. Was your prediction
b) an area of 20 cm2 correct?

Use The Gcometer c Sketchpad®. M HR 42

Compare Figures
Measurement concepts, such as surface area and volume, can be useful when comparing three
dimensional figures.

Example: Compare Popcorn Containers

The Pop-it-up Popcorn company is looking for
the best design for an open-topped popcorn

L-
container to be used at concession stands.

Compare the volume and surface area of the J:m

two containers.
10cm 53cm

Solution
For the square-based prism:
V by/i
= (lO)(l0)(24)

= 2400

SA = Asides + Auouom
=4(lO)(24)+(10)(l0)
= 960+ 100

= 1060

For the cylinder:

V itr2h
= n(57)2(24)
2450

SA = Abottom + surface
= + 2icr/i
= (57)2
+ 2it(5.7)(24)
962

The rectangular prism has a volume of 2400 cm3 and the cylinder has a volume of about
2450 cm3, so the cylinder has a slightly larger capacity.

The rectangular prism has a surface area of 1060 cm2 and the cylinder has a surface area of about
962 cm2, so the cylinder requires less material to make.

43 MHR • Student Skills Book

Practise
1. a) Calculate the surface area and the 3. a) Calculate the surface area and the
volume of the two open-topped volume of the two open-topped
containers. containers. Round to the nearest
Container A cubic or square unit.
Container A

8cm
10cm
48cm
8cm surface area:
volume:
surface area:
Container B

volume:

Container B

3a cm

16cm
surface area: 5 cm

volume: surface area:

volume:

b) How do their volumes compare? b) How do their volumes compare?

c) Which container requires less

c) Which container requires less material?
material?
4. Compare the volume and surface area of
the two open-topped containers. Round
2. Compare the volume and surface area of to the nearest cubic or square unit, if
the two open-tapped containers. necessary.
Container A Containers Container B
10 cm
8 cm
10cm
8 cm Container A

10cm 10cm 10cm

10cm
4cm

8 cm ‘ 113cm

Compare Figures• MHR 44

Review of Grade 8 5. Use the diagram.
Measurement and Number Sense r
-j-
Round your answers to one decimal place if
necessary.

1. A circular field has a radius of 55 m.

E!EEHEtf:

3
a) Find the centre of the circle that
passes through K, L, and M.
b) Explain how you found the centre.

a) Find the circumference of the field.

b) Find its area. 6. When Juliette swims across her circular

POOL and back, she travels a total
distance of 16 m. She swims through the
2. A disk has a diameter of 8 cm. centre of the pool both ways. Find the
a) What is its circumference? surface area of the swimming pooi.

b) What is its area?

7. Lars walks a distance of 120 m, halfway

3. Create a concept map showing how around a circular field. How much less
circumference, diameter, and radius are would he walk if he walked straight
related. across the diameter?

Two-Dimensional Geometry
8. a) Which side of AABC is the
4. a) Construct a circle with radius 1.5 cm. hypotenuse?

b) Construct a circle with diameter

2.8 cm. b) What is the area of the square on
side AB?

45 MHR • Student Skills Book

9. Write the following values in order from
least to greatest. Label the approximate 13. One Saturday Grace spent h cleaning
position of each value on the number
line. her room and h cutting the grass.
iLo.5, Jö4, .Ji How long did she spend on chores that
day?
4 I I I I I
—3 —2 —1 0 1 2 3
14. Estimate, then evaluate.
10. Estimate the length of the missing side a) of2O
in each triangle. Then, use a calculator to 3
find the approximate length, to the b) . of30
nearest tenth. 4
a)
s cm 4
15. On Ian’s hockey team, — of the players
8cm
are right-handed. Of these players, 1
b) have brown eyes. What fraction of Ian’s
team members are right-handed and
have brown eyes?

16cm

11. Renata swims diagonally across a square 16. What fraction of the rectangle is shaded?
pooi. Each side of the pooi is 8 m long.
How many times will she need to go
diagonally across the pool to complete a
distance of 100 m? Round your answer
to the nearest whole number.
17. Evaluate. Write each answer in lowest
terms.
513
Fraction Operations a) ———+—
12. Find each sum or difference. Write each 824
answer in lowest terms. 1527
b) —+—÷———
11 5 6 3 10
a) —+—
32
b)- 18. It takes Jill h to type up haifa page of
45
her handwritten report If the report is
51
c) —+— 1
63 10. pages long, how long will it take

her to type up the whole report?

10 2

Review of Grade 8 • MHR 46

Probability
19. A number cube is rolled. 23. A poll is conducted to predict the
a) What is the probability of outcome of an election. Of the 200
rolling a 6? people polled, 36 chose Brad, 112 chose
Josi. and 52 chose Aaron.
b) What is the probability of
a) Based on the poll, what is the
rolling an odd number?
probability that Josi will win the
e) What is the probability of rolling an election?
8?
b) What percent of the people chose
Aaron?
20. A number cube is rolled and a coin is
c) Who is the least likely to win the
tossed.
election? Find his or her probability
a) Use an organizer to show all the
of winning.
possible outcomes.

Ratios, Rates, and Percents

24. Ron is threading beads to make a
friendship bracelet. He has created a
b) State each predicted probability. pattern of 2 red, 3 yellow, I green, 3
• rolling a 3 and tossing heads yellow, and 2 red beads.

• rolling an even number and tossing

tails

21. Describe an item that could be used to

simulate each situation. Explain why
each item is appropriate. a) What is the ratio, in lowest terms, of
a) Choose a CD from a box of 6. the number of red beads to yellow
beads?
b) Ron completes the bracelet. He uses
five green beads. How many red
b) Choose a video to watch from a beads does he use?
choice of 10 titles.
c) There are 55 beads altogether in the
finished bracelet. How many of them
are yellow?
c) Choose a colour of T-shirt to wear
from your drawer, which contains 5 25. Selena runs 450 m in 90 s at a fairly
white, 3 blue, and 2 black T-shirts. constant speed.
a) Express her speed as a unit rate.
b) At this rate, how long will it take
22. The weather report says there is a 60% Selena to run I km?
chance of snow tomorrow. What is the
probability of no snow?

47 MHR • Student Skills Book

26. Which is the better buy? What 30. The value of the nth term of a sequence
assumption did you make? is 3.5 + 2i-z. Write the first four terms of
the sequence. Explain how you found
the terms.

31. Franka is a salesperson at a health club.

She earns $500 per week, plus $80 for
each membership she sells.
a) Complete the table for 0 to 6
27. The regular price for a computer is $850. memberships sold in a week.
The store offers a 20% discount. The Number of Weekly
computer is subject to both PST and Memberships Sold Earnings (5)
GST. Find
a) the amount of the discount
b) the sale price
c) the total taxes
d) the amount you have to pay the store

Patterning and Algebra

28. Josh takes mushrooms, green peppers, b) Plot the ordered pairs on a grid.
and tomatoes out of the refrigerator. Use
Pascal’s triangle to find how many
different ways Josh can make a pizza
with up to three tpings.

:::::::::i:::
29. Examine the pattern of equivalent
triangles.
c) Describe the pattern of points.

Inside line
a) Describe the relationship between
the number of triangles and the d) What will Franka earn if she sells 10
number of inside lines. memberships in one week? JustifS’
your method.

b) Model the relationship with an

equation.
c) How many inside lines are in a row
of 32 triangles?

Review of GradeS • MHR 48

32. Your school holds a table tennis Three-Dimensional Geometry and
tournament. A player who wins a match Measurement
advances to play against another winner 38. The front views of some objects are
in the next round. A player who loses a shown. Name two possible three-
match is eliminated. How many players dimensional figures each might be.
can enter a tournament that needs five a)
rounds to find the overall winner?

Exponents front view

33. Are 2, 35, 6, and io all powers of 5? b)
Explain your thinking.

34. The sum of the digits in the number 63 is

A
front view

a perfect square. How many other 39. Sketch the skeleton for each three-
natural numbers up to 100 have this dimensional shape. How many pieces of
property? straw would you need to build each
polyhedron?
a) cube

35. The number of bacteria in a culture

doubles every 6 h. There are 1000 b) square-based pyramid
bacteria in the culture at noon today.
How many bacteria will be in the culture
at noon in 2 days? c) triangular prism

36. Which number is closest in value to 40. The tent shown has an attached
8.9 x 106? Explain your reasoning. groundsheet. The entire outside surface
5.3 x l&’ is to be sprayed with waterproofing. The
6.1 x 106 can of waterproofing says it will cover
1.1 x up to 8 m2. How many cans are needed
8.9 x 1o7 for this tent?

37. Estimate the height, in metres, of a stack 2.67/1 -

often million pennies.

2Gm 2.2m

49 MHR • Student Skills Book

41. Gordon has a ruler that is an equilateral 44. a) Draw a comparative bar graph to
triangular prism. Find the volume of the show both data sets.
ruler.
Area
k3cmz
ao cm

42. The dimensions of a scalene triangular

prism are given. b) What conclusions can you draw from
this graph?
3cm

Scm
S.8cmL__ 2cm
—9cm—
45. Keira records the current temperature, in
degrees Celsius, for a number of cities
a) Determine its surface area. across Canada.
3 11 9 10
13 9 10 10
b) Calculate its volume. 13 13 19 20
20 18 18 10
a) Organize the temperatures into
Data Management: Collection and intervals of 5.
Display

A sample group of teens are asked how

important healthy eating is. The results for
males andfemales are recorded separately.
Use this infonnationfbr questions 43 and b) Draw a histogram to show the data.
44.
Number of Number of
Response Male Female
Teens Teens

Very Important 14 18

Important 22 30
46. a) Describe a problem you could solve
Not Important 4 2 using a database in a library.

43. The population for this study is 800 male

teens and 1000 female teens. Use the
sample data to predict how many of each b) Describe some advantages of using a
gender think healthy eating is important. spreadsheet to create graphs and
perform calculations for data.

Review of Grade 8 • MHR 50

Data Management: Analysis and Integers
Interpretation 51. a) Use integer chips or a number line to
47. Kelly is interested in being an industrial model 5 + (—7).
mechanic. She finds data listing starting
salaries for this career. How
much might she expect to earn?
Salaries (5) b) Use integer chips or a number line to
Stein Leaf model (—2) —(—6).
(thousands) (hundreds)
30 23
31 144
32 89 c) Draw a triangle for the multiplication
statement 5 x (—3) = —15. Then, write
48. Dominic is training for a 100-m race. the related division statements.
His practice times, in seconds, are
shown. -

10.7 10.5 12.3 10.4 10.6 10.3

a) Find the mean, median, and mode.
52. Evaluate each expression.
a)—2+(—7)
b) One of the practice times is unusual. b)—12+4
Recalculate the mean without this
value. How much has the mean c) 17—25
changed? d) 15—(—4)
e) —6 x 8
49. Claire thinks that the school’s library is fl—S x (-7)
too small. She asks four of her friends,
g)42+(—7)
who all agree. She presents her findings
to the student council. Identify the bias h)—32÷(—8)
in Claire’s sample.
53. Evaluate. Check your answers with a
calculator.
50. Aly conducts a random survey to find a)—2(5—9)
which option grade 8 students prefer for
a school trip. He claims that the majority b)—6+3(42—6)
of students prefer SPORTS WORLD. c) 22_ 92
Majority of Students Favour SPORTSWORI.D!
‘g. d)(10—15)÷(—5)
=1
wB
o7
u-B
S
S PORT SWOR LO Canadas Algonquin
Wonderland Pwvindal Park
School Trip Option
How has Aly distorted data to make a
convincing argument?

51 11HR • Student Skills Book

54. A grade 8 science class recorded the 57. Alfred charges $28 per month plus $9.25
water levels of Laurel Creek. The table per hour for cutting grass. He charges a
shows the weekly water level readings, customer $74.25 for June.
in centimetres, above or below the mean a) Model this situation with an
level. equation.
%‘eek 1 2 3 4 5 6
b) How many hours did Alfred spend
Level —7 —9 -4 +3 —1 +6 cutting grass in June?

a) The mean water level is 123 cm.

Compare the 6-week mean to this 58. Ruby designs patio stones using a mould
value. of an equilateral triangle. She increases
the length of each side of the triangle
mould by 4 cm. The perimeter of Ruby’s
new mould is 90 cm. What was the
I,) In which season might these original perimeter of her mould?
recordings have been taken? Explain
why.

55. The first four numbers in a pattern are

12, 8,4, 0.
a) Describe the pattern.
59. Model each diagram using an inequality.
Then, find the whole number solution
set.
b) Determine the next three numbers in a)
Sn,
the pattern.

Patterning and Equations

56. Model each equation. Then, solve using

jJ f
the opposite operation. b)
a) HZ + 4 = 20

b)7y— I

c) 1 6 = 5x —
< .5.....

d)33n÷3

Review of GradeS • MHR 52

 3.a)l b)7 c)—5 d)—6
Answers
4. —1°C
Lowest Common Denominator, pages 1 and 2 5. 528
1.a)6 b)20 c)2J d)72
6.
2.a)8 b) IS c) 16 d)27
+4 —I 0
3. a) 12 b) 20 c) 30 d) 40
—3 +1 +5
4. a) 28 b) 30 c) 40 d) 36
+2 +3 —2
5.a)12 b)20
6.a)12 b)30
Subtract Integers, page 8
7.a)J!,± b)2-J- I.a)5 b)8 c)—3 d)7
18 18 24 24 2.a)—12 b)—3 c)0 d)—12
6 9 2 12 3 14 3.a)6 b)—6 c)I d)3
c) —, —, —d) —, —, —

12 12 12 IS 18 18 4.a)—2 b)—5 c)—13 d)—5

5. a) and e) both equal 5. b) and c) both equal —4.
Add and Subtract Fractions, pages 3 and 4 d) and I) both equal —5.
Lafl-! b)11 c)’ d)2. 6. —14°C
7. —7°C
2.a)11 b)-2- )2_ Multiply and Divide Integers, page 9
6 10 12
4 Il 23 l.a)24 b)—18 c)35 d)24 e)—27
3.a)l— b)l— c)— 2.a)4 b)—3 c)5 d)—3 e)l
15 42 36
3.a)8 b)—l2 c)—30 d)48
13 13 5
4.a)— b)— c)— 4.a)—1, 1,—3,3,—5,5,—15, IS
24 IS 24 b)—l,l,—2,2,—3,3,—6,6,—9,9,—18,18
5.a)11 b) c)l± 5. Answers may vary, a) 2 x (—5) and 20 ÷ (—2)
14 45 15 b)_4x3and_36÷3
6.a)x 3;27,81 b)÷2;—30,—15 c)÷—3;—3, I
6.a) 7± h b) 1’ h
12 12 d) x_4; —320, (280

Multiply and Divide Fractions, pages 5 and 6 Distributive Property, page 10

1. a) 474 b) 5.82 c) 645 d) 15.68
1.a)!L b)1
35 4 2.a)1212 11)435 c)252 d)312
3. a) 4.8 h) 53.4 c) 21.7 d) 28.2
2.a)_?_ b)-1- 4. a) 380 11)2670 c) 10500 d) 12800
22 35
3.a)± 11)! c)ll1 d)3- Order of Operations, page 11
5 2 5 8 1.a)—136 11)—Il c)13 d)55
4.a)l! b) c)1’ d)1-- 2.a)13 b)—8 c)—15 d)4
7 3 18 7 3. a) 3.2 b) 5.1 c) 2.04 d) 57.3
32
5.a)l2 11)3.! C)?! d)! 4. a) IS ÷ (5—10) x =—27
16 6 5 6 b)(15÷5— 10) x 32__63
32)
c) 15 + 5— (10 —87
6.! x_4)=_5
4 5.a)(5—9)+2 =—2 h)7+(3
7. 6 c)30+(12÷— 2)=—5

Add Integers, page 7 Bar Graphs, pages 12 and 13

+4 I. a) unemployment rate for each province in 2003
I.a) I I I I I I 11) Nova Scotia, Prince Edward Island, and
4 -3 —2 —1 0 1234 Newfoundland and Labrador c) Alberta,
1-4=0 Saskatchewan, and Manitoba
—3 2. a) Graphs may vary. b) Attendance is fairly
4
Wi I I constant from Monday through Thursday, and then
- 4 —à — — —à —â —1 0 1 2 declines over the weekend
—2 + (—3) = —5 3. a) 51.255 CDN b) December c) general
2.a)—6 b)—12 c)0 d)—6 downward trend from May to December

53 MHR • Student Skills Book

4. a) Graphs may vary. b) The prairie provinces,
b) c) d)
since gasoline does not have to be transported as far 1 —4 3 9 18 10 5 5
and taxes are lower. 7.4 4 I
—3 — —1 0 1 2 3
Measures of Central Tendency, page 14
1. a) mean: 16.6; median: 17; mode: 17 — ,—2.l, .5, 11,2.5,3
5 10
b) mean: 70; median: 65; mode: 65 8. i .1

2. a) mean: 24.5; median: 26; mode: 26

b) mean: 89; median: 86; mode: 85
.. a 3

3. mean: 14.49 kg; median: 14.8 kg; mode: 15.2 kg _i2., .i,_o.125, 2, i.s
4. The mean, since the numbers are centralized. 8 —4 —8 12
5. mean: 16.1 LIl00 km; median: 16.4 L/lOO km; 9. a) < b)> c)> d) =
mode: 17.2 L/100 km l0.a)< bfr c)< d)<
6. The median since there is an outlier.
Rates, page 21
Scatter Plots, pages 15 and 16 1. a) 96 km/h b) 1.25 mIs c)5 mis
1. Graphs may vary. 2. a) $0.35/lemon b) $2.50/pair of socks
2. Graphs may vary. c) $1 .25/bagel
3. a) Graphs may vary. b) about 31.0 kPa 3. a) $0.005/g b) 12.5 mL/cookie c) 9 pages/mm
4. Brand A
Linear Relationships, pages 17 and 18 5. Brand B
1.a) 6. Stamite
Apples (kg) Cost(S)
I 1.50 Ratio and Proportion, pages 22 and 23
2 3.00 1.a)1:2 b)3:l c)2:5 d)10:3
2. a) 8:3 b) 15:1 c) 11:54 d) 5:16
3 4.50
3.a)1:4 b)3:4
b) (0, 0) This point shows the cost, $0, for 0 kg of
4. 250 mL frozen concentrate, 750 mL water
apples.
5.a) 17:80 b) 17:15 c)3:16
2. a)
6. a) 750 mL b) 800 mL
Distance (km) Cost (5)
7. 105 people
1 2.50 8.a) 18m b)6m c)54m
3 3.50
4 4.00 Percents, pages 24 and 25
6 5.00 1. a) 25% b) 24.5% c) 37.5% d) 112%
b) (0, 2) This point shows the cost, $2, for 0 km. 2. a) 40% b) 91.7% c) 66.7% d) 77.8%
3. a) Graphs may vary. h) week 5 c) (0, 6) This 3. a) 0.17 b) 0.333 c) 0.04 d) 1.05
point shows the height of the plant, 6 cm, at week 0. 4. Sudbuiy, ON 64.5%; Vancouver, BC 93.5%;
4. a) Graphs may vary. b) 3.5 h c) 60 km d) (0, 0) Charlottetown, PE 58.1%; St. John’s, NL 48.4%
This point shows the distance, 0 km, for 0 h. 5. oxygen 39kg, carbon 10.8 kg, hydrogen 6kg,
nitrogen 1.8 kg, calcium 0.9 kg, phosphorus 0.6 kg
Rational Numbers, pages 19 and 20 6. a) 3.8% b) 165cm
1.a)—! b)11 7. a) 20% b) $97.49
5 4 8. a) 140% b) $62.50
2.a)—2
—4 —5 Powers, pages 26 and 27
3. a) 0.6 b) —0.9 c) —0.625 d) 2.6 1. a) 53 b) l0 c) 86 d) l2
5 2. a) l.5 b) 2.3 c) (—2) d) (4)5
4. a) — b)
--
c) — d) fl! 3.a)r b)y c)r d)s 3
I 1 1

3 10 12 10
4. a) 25 b) 64 c) 256 d) 1000
—7 7
5. Answers may vary, a) —,——,—0.875 5.a)1 b)7776 c)2401 d)6561
88 6. a) 2.744 b) 0.0625 c) 0.000 32
8 3 1—11 19—9 7. a) 11.56 b) 19.4481 c) 2.197
b) —,1.6,1— c) ——,—,— d) 4—,—,—
5 5 44—4 22—2 8. a) 82 b) 43 c) 26
—2 4 2 9.a)34 b)44 c)106
6. Answers may vary, a)
10. a) 8 b) 5 c) l2

Answers • MHR 54
8. a) 82 b) 43 c) 26 5. a) 34.9cm b) 111.8mm c) 32.0 m
9.a)31 b)44 c)106 6.42 m
10. a) 34 b) 55 c) l2
11. a) 4096 b)7 c)9 Apply Area Formulas, pages 37 and 38
12.a) 1331 b)4 c)l0 1. a) 0.48 m2 b) 27.04 cm2
13. a) 2’°, 45, 322 b) 38 g4, g2
2. a) 586 m2 b) 45.09 cm2
3. a) 17.3 mm2 b) 43.0 cm2
Classify Triangles, pages 28 and 29 4. a) 81.7 m2 5)42.3cm2
I. a) isosceles b) scalene 5. a) 84 m2 b) 6572 mm2 c) 41.36 cm2
2. a) equilateral b) isosceles
3. a) right b) acute Calculate Surface Area and Volume,
4 a) acute b) obtuse pages 39 and 40
5. a) scalene, obtuse b) isosceles, right 1. a) 52 m2 5) 2513 cm
6. a) scalene, acute b) equilateral, acute 2. a) 24 m3 b) 9425 cm
7. a) right, isosceles b) equilateral, acute 3. a) 320 cm3 b) 1847 cm3
8. a) 1FDK, 1FHE, AEDE ii) AFDH is obtuse; 4. a) 304 m 5) 836 cm2
AFKE is obtuse; AFDE is obtuse 5. a) surface area: 143.5 m2; volume: 114,4 m3
9. a) ASTX, AXTU, ASTU b) ASTX is obtuse and b) surface area: 290.6 m2; volume: 314.2 m3
scalene; AXTU is acute and scalene; ASTU is right 6.a) 2Dm
and isosceles
1Dm
Classify Polygons, pages 30 and 31
1. a) pentagon, irregular b) hexagon, regular
2. a) triangle, regular b) quadrilateral, irregular 10 ml.
3. a) pentagon, regular h) triangle, irregular
4. a) rectangle; Two pairs of opposite sides have --as m
equal lengths, and all four angles are 90°. b) square;
It has four equal sides and all four angles are 90°.
S. a) parallelogram; Two pairs of opposite sides have 5) 685 m2 c) 850 m3
equal lengths and are parallel. The quadrilateral
contains no right angles. 5) rhombus; All sides are Use The Geometer ‘s Sketchpad®,
marked as equal. The quadrilateral has no right
pages 41 and 42
angles.
1.—S. Answers may vary.
6. PQTU is a trapezoid. QRST is a rectangle.
Compare Figures, pages 43 and 44
Angle Properties, pages 32—34
1. a) Container A: surface area 1280 cm2, volume
1 60°
3072 cm3: Container B: surface area 1088 cm2,
2. 50°
volume 3072 cm3 5) Their volumes are equal.
3. 55°
700, 650 c) c) Container B
4. a) 110° b) 30°
2. Container A: volume MO cm3, surface area
5.a)dJ 118°,e62°b)x=z=33°,v= 147°
384 cm’; Container B: volume 320 cm3, surface area
6. 124°
305 cm; The volume ofcontainerA is twice that of
7. 36°
container B. Container B requires less material.
8. 82°
3. a) Container A: surface area 817 cm2, volume
9. a) a = 75°, opposite angles; c = 75°, altemate
2513 cm3; Container B: surface area 1084 cm2,
angles; b = 75°, corresponding angles b) a = 40°,
volume 2513 cm3 b) Their volumes are equal.
corresponding angles; b = 40°, opposite angles;
c) Container A
c = 140°, supplementary angles
4. Container A: volume 503 cm3, surface area 302
cm2; Container B: volume 500 cm3, surface area 391
Calculate Perimeter and Circumference, cm2; The volume of container A is greater than
pages 35 and 36 container B. Container A requires less material.
1. a) 3,2 m 5) 20.8 cm
2.a) 18.9mm b) 19cm Review of Grade 8, pages 45—52
3.a) 104m 5)33mm 1. a) 345.6 m b) 9503.3 m2
4. a) 23.2cm b) 55.9 m c) 64.1 mm 2. a) 25.1 cm 5)50.3cm2

55 MHR • Student Skills Book

3. Answers may vary.
x2x,t b)’;’
12 4
radius I circumference
21. Answers may vary, a) Use a number cube. Order
the CDs from I to 6, roll the number cube, and
choose the CD that matches the number rolled.
diameter b) Use the ace, 1,2 9, 10 of one suit ofa deck of
cards. Order the videos from Ito 10. Shuffle the 10
4. a) cards and place face down. Pick one card and choose
the video that matches that number drawn.
c) Use 5 white counters, 3 blue counters, and 2 black
counters. Place the coloured counters in a bag and
take one out without looking.
22.
5
5. a)
23. a) 1± b) 26% c) Brad,
25 50
24. a) 2:3 b) 20 c) 30
25. a) 5 mIs b) 200
26. smaller size costs I .475Ø/mL, larger size costs
I .38Ø/mL. So, the larger size is the better buy,
assuming they are the same quality.
27.a)5170 b)$680 c)5102 d)$782
b) Count the grid squares to find the bisector of KL;
28. 8 different ways: no toppings: I way; one
count the grid squares to find the bisector of KM. The
topping: 3 ways; two toppings: 3 ways; three
point where these two bisectors meet is the centre.
toppings: I way
6. 50.3 m2
29. a) The number of inside lines is one less than the
7.43.6 m
8. a) AC b) 5 cm2 number of triangles. b) n = I I, where t is the
—

number of triangles and ii is the number of inside

9.0.5, .Jö4, ,,ii, lines. c) 3 I
30. 5.5, 7.5, 9.5, 11.5; substitute n = 1,2,3, and 4
.
.‘\. A into the expression 3.5 + 2,2.
• ‘I.2 m
31. a)
2 Number or Weekly Earnings
11.9 times Memberships Sold (5)
0 500
12.a)! b)2- c) d)1
6 20 6 5 I 580
2 660
13. 2! h
3 740
4 82t)
14. E:imates may vary, a) 6! b) 22!
5 900
6 980
IS.!
5 b) t
1190
16.! ftOo
2 & 1oo - 4(5,900
t’ BdO 4(4.sPo
17.a)1 b)!
8 4
.r=L t7do -H
I
1
bb4P_ — —

18. Si h
1—4dO
;)0 ::
/\ /\ /\ /\ /\ /\ mber I
H TH TH TH TH TH T F Membershfs Sold

Answers • MHR 56
c) For each increase of I horizontally, go up 80 b) Temperature Armu Canada
vertically. d) $1300 10
32. 32
33. None of them are powers of 5, Powers of 5 have 8
base 5, such as
34. 16(4,9, 13, 18, 22, 27, 31, 36, 40,45,54,72,81,
=
88, 90, 97) C

35. 256 000

36. 6.1 x 106; express all four as a number multiplied
by 106, then compare the first numbers. 2
37. Answers may vary. If one penny is approximately
1.5mm thick, then 15000 m.
38. a) square prism, cylinder b) triangular pyramid,
0 . 1 5 iO 15 20 25
triangular prism Temperature (C)
39.a) b)
46. a) Answers may vary. You could use a library
database to find books written by a particular author.
b) A spreadsheet can be used to quickly and
accurately perform calculations. Spreadsheets also
quickly and easily create accurate graphs Ihat are
c) visually appealing and easy to understand.
47. mean: 31443; median: 31400; mode: 31400.
She should expect a starting salary of about $31 400.
48. a) mean: 10.8; median: 10.55; no mode
I,) The new mean is 10.5, which is 0.3 lower than the
old mean.
49. Claire’s sample is not random, too small, and
does not represent the school population. She only
40. 4 cans interviewed her friends. Her friends are much more
41. 90 cm3 likely to agree with her than the average person.
42. a) 100.6 cm2 b) 45 cm3 50. The vertical axis starts at 5 when it should
43. males: 440, females: 600 actually start at 0. The title states that a majority of
44. a) students favour SPORTS WORLD, which is not true.
The SPORTS WORLD bar is a different colour.
How Important Is H..Ilh Eatinh? —7
60 — 51. a)
C Halt +5
[j Female

—à —â —i d • • + . +‘

—8 —7 —6 —5 —4 —3 —2 —1 0 +1
Woy Important Important N0 macrunt
ReflO#dJ c) —15 ÷ 5 = —3 and —IS ÷ (—3) = 5
(N

b) Answers may vary. Both males and females

realize the importance of a healthy diet, but females /
seem to be slightly more aware.
45. a) Intervals may vary
Temperature (‘C) Tally Frequency /
/ N
0-4 ---S
I I
5—9 2
( 5 ) [—3
10—14 H 1.1 52. a)—9 b)—8 c)—8 d) 19 e)—48 1)35 g)—6 h)4
15—19 II 3 53. a) 8 b) 24 c)—77 d) I
20—24 l 2 54. a) The 6-week mean is UI cm of rain.

57 MUR • Student Skills Book

h) Answers may vary. The readings may have been
taken during the summer because in the summer
there is less than average rainfall and it is much
hotter.
55. a) Each term is 4 less than the previous term.
b) 4, —8, —12
56.a)nz 16 b)y8 c)x .!± d)n=99
57. a) 74.25 = 28 + 9,25t, where I represents the
number of hours worked. b) 5
58. 78 cm
59.a)x8 b)lv 12,x6 c)x—3<7,x< 10

Answers • MHR 58
Glossary equilateral triangle A triangle with all three
sides equal.
acute triangle A triangle in which each of the
three interior angles measures less than 90°.
A
equivalent rational numbers Numbers, such as
alternate angles Pairs of equal angles formed
on either side of a transversal crossing a pair of —1’ and —1.5, that represent the same rational
parallel lines. /
bg ale number.
b/f
c =f
exponent A raised number to denote repeated
a/h
multiplication of a base.
In 34, the exponent is 4.
base (of a power) The number used as a factor
for repeated multiplication. integer A number in the sequence ... , —3, —2,
In 6, the base is 6. —1,0,1,2,3,...

BEDMAS A way of remembering the order of isosceles triangle A triangle with exactly two
operations. BEDMAS stands for Brackets, equal sides.
Exponents, Division, Multiplication, Addition,
Subtraction.

co-interior angles Pairs of supplementary

angles formed between a pair of parallel lines by
a transversal.
/ lowest common denominator (LCD) The least
b+c 1800 a/e
f+g 1800 b/f common multiple of the denominators of two or
c more fractions.
4/h
The LCD of — and — is 6.
2 3
common factor A number that is a factor of
(divides evenly into) all the numbers in a set. lowest common multiple (LCM) The least
3 is a common factor of6, 12, and 15. multiple that two or more numbers have in
common.
corresponding angles Pairs of equal angles, in The LCM of5 and 15 is IS.
corresponding positions, formed by a transversal
crossing a pair of parallel lines. lowest terms The form in which the numerator
ac and the denominator of a fraction have no
b=d common factors other than I.
b/f
eg
c 3
1=11 a/h —is in lowest terms.
5

denominator The number of equal parts in the mean The sum of a set of values divided by the
whole or the group. number of values in the set.
The mean of2, 8,4,6, and 10 is
— has a denominator of 4. 2 +8+4+ 6+ 10
4 ,oró.
5

59 MHR • Student Skills Book

measure of central tendency A value that reciprocals Two numbers that have a product of
represents the “average” of a set of data. It can
be the mean, median, or mode.
3 and are reciprocals.
median The middle value when data are
arranged in order from least to greatest. If there rectangle A quadrilateral with two pairs of
is an even number of pieces of data. then the equal opposite sides and four right angles.
median is the average of the two middle values.
The median of I, 1,3, 5,6 is 3. rhombus A quadrilateral in which the lengths of
The median of I, 1,3,5 is 2. all four sides are equal.

mode The value that occurs most frequently in a

set of data.
For I, 2. 3, 3, 8, the mode is 3.

obtuse triangle A triangle containing one

obtuse angle.
—7 right triangle A triangle containing a 90° angle.
scalene triangle A triangle with no sides equal.
/
opposite angles When two lines cross, the pairs
of angles formed on either side.
scatter plot A graph showing two-variable data
as points plotted on a coordinate grid.
opposite integers Two integers, such as 5 and
—5, that are equal distance either side of 0. Their simplest form (of a ratio) When the terms of
sum is 0. the ratio are whole numbers having no common
factors other than I.
order of operations The convention for
square A rectangle in which the lengths of all
evaluating expressions containing several
four sides are equal.
operations: Brackets, Exponents, Division,
Multiplication, Addition, Subtraction. See surface area The number of square units needed
B EDM A S. to cover the surface of a three-dimensional
object.
parallelogram A quadrilateral with two pairs of
opposite sides that are parallel. trapezoid A quadrilateral with one pair of
parallel sides.

power A short form of writing repeated

unit rate A comparison of two quantities in
multiplication of the same number by itself.
53, which the second term is 1. For example, 55 per
x2, and I o are powers.
ticket, or 30km/h.
ratio A comparison of two quantities with the volume The amount of space that an object
same units. occupies, measured in cubic units.

Glossary• MHR 60