Solving Linear Equations

Chapter Overview and Pacing

An electronic version of this chapter is available on StudentWorksTM.

This backpack solution CD-ROM allows students instant access to Year-long and two-year pacing: pages T20–T21.
the Student Edition, lesson worksheet pages, and web resources.
PACING (days)
Regular Block
LESSON OBJECTIVES Basic/ Basic/
Average Advanced Average Advanced
Writing Equations (pp. 120–126) 1 optional 0.5 optional
• Translate verbal sentences into equations.
• Translate equations into verbal sentences.
Solving Equations by Using Addition and Subtraction (pp. 127–134) 2 optional 1 optional
Preview: Use algebra tiles to solve addition and subtraction equations.
• Solve equations by using addition.
• Solve equations by using subtraction.
Solving Equations by Using Multiplication and Division (pp. 135–140) 1 optional 1 optional
• Solve equations by using multiplication. (with 3-4
• Solve equations by using division. Preview)
Solving Multi-Step Equations (pp. 141–148) 3 optional 0.5 optional
Preview: Use algebra tiles to solve multi-step equations. (with 3-4
• Solve problems by working backward. Preview)
• Solve equations involving more than one operation.
Solving Equations with the Variable on Each Side (pp. 149–154) 1 optional 0.5 optional
• Solve equations with the variable on each side.
• Solve equations involving grouping symbols.
Ratios and Proportions (pp. 155–159) 1 optional 0.5 optional
• Determine whether two ratios form a proportion.
• Solve proportions.
Percent of Change (pp. 160–164) 1 optional 0.5 optional
• Find percents of increase and decrease.
• Solve problems involving percents of change.

Solving Equations and Formulas (pp. 166–170) 2 optional 1 optional

• Solve equations for given variables.
• Use formulas to solve real-world problems.
Weighted Averages (pp. 171–178) 2 optional 1 optional
• Solve mixture problems.
• Solve uniform motion problems.
Follow-Up: Use a spreadsheet to find a weighted average.
Study Guide and Practice Test (pp. 179–185) 1 3 1 1
Standardized Test Practice (pp. 186–187) (with 3-9
Follow-Up)
Chapter Assessment 1 1 0.5 0
TOTAL 16 4 8 1

118A Chapter 3 Solving Linear Equations

 Timesaving Tools
™

All-In-One Planner
and Resource Center
Chapter Resource Manager See pages T5 and T21.

CHAPTER 3 RESOURCE MASTERS

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Materials
137–138 139–140 141 142 19 3-1 3-1 scissors, rectangular box

143–144 145–146 147 148 21–22, 20 3-2 3-2 (Preview: algebra tiles,
59–60 equation mat)

149–150 151–152 153 154 205 9–12, 21 3-3 3-3

51–52

155–156 157–158 159 160 77–78 SC 5, 22 3-4 3-4 4 (Preview: algebra tiles,
SM 37–40 equation mat)

161–162 163–164 165 166 205, 207 23–24 GCS 27 23 3-5 3-5 5

167–168 169–170 171 172 27–28, SC 6 24 3-6 3-6 6

67–74

173–174 175–176 177 178 206 17–18, GCS 28 25 3-7 3-7

41–44,
71–72,
77–78
179–180 181–182 183 184 81–82 26 3-8 3-8 7, 8

185–186 187–188 189 190 206 27 3-9 3-9

191–204, 28
208–210

*Key to Abbreviations: GCS
Graphing Calculator and Spreadsheet Masters,

SC
School-to-Career Masters,
SM
Science and Mathematics Lab Manual

ELL Study Guide and Intervention, Skills Practice, Practice, and Parent
and Student Study Guide Workbooks are also available in Spanish.

Chapter 3 Solving Linear Equations 118B

 Mathematical Connections
and Background
Continuity of Instruction Writing Equations
Writing equations from verbal sentences is an
essential tool for solving real-world problems. Variables
are used to represent unspecified amounts. There are
key words to assist in writing the mathematical equa-
Prior Knowledge tions, such as equals, is, times, and, sum, difference, less,
In previous courses, students did work with more, and so on. Use the Four-Step Problem-Solving
ratios. They also found percents, and con- Plan to solve problems. Always examine the solution to
make sure the answer is reasonable. Translating equa-
verted percents to decimals and decimals to
tions to verbal sentences can help give meaning to the
percents. In Chapter 1, students wrote math- equations.
ematical expressions for verbal expressions
and vice versa. In Chapter 2, students
performed mathematical operations with Solving Equations by Using
rational numbers.
Addition and Subtraction
Solving an equation means finding all the values
of the variable in the equation that make the statement
true. To solve an equation, isolate the variable so that it
has a coefficient of 1 on one side of the equation. If a
number is being added to or subtracted from the variable
This Chapter in the original equation, use the inverse function to
isolate the variable. Use the Addition or Subtraction
Students obtain the crucial skills necessary Property of Equality to preserve equality. These properties
for solving equations. Algebra tiles are used stress the importance of performing the same operation
as models to develop an understanding of on each side of the equation to result in an equivalent
the Addition and Subtraction Properties of equation.
Equality. They expand this same understand-
ing to the Multiplication and Division
Properties of Equality. Students apply this Solving Equations by Using
knowledge to solving proportions Multiplication and Division
and formulas. You also solve equations in which the variable is
multiplied or divided by a rational number by using the
inverse operation. The Multiplication and Division
Properties of Equality state that you can multiply or
divide each side of an equation by the same number
Future Connections and preserve equality.
Solving linear equations is a major mathe-
matical concept that is used throughout all
of the math courses the students will study Solving Multi-Step Equations
in the future. To solve some problems, the problem-solving
strategy of working backward is helpful. This strategy is
used to solve multi-step equations. Working backward
and using inverse operations undo the order of opera-
tions. First, like terms must be combined. Then, the
opposite of the order of operations is used: the Addition
or Subtraction Property of Equality is performed before
the Multiplication or Division Property of Equality.

118C Chapter 3 Solving Linear Equations

 Solving Equations with the Solving Equations and
Variable on Each Side Formulas
To solve any equation, no matter how com- Some equations contain more than one vari-
plex, the variable must always be isolated. First apply able. The process for solving one-step or multi-step
the Distributive Property if necessary. Then combine equations is applied to solve these equations for one
like terms on each side of the equation. Move all vari- of the variables in terms of the other terms. Formulas
able terms to one side of the equation and all numeric are written as equations with multiple variables.
terms to the other side using the Addition and/or They can be solved for one of the variables to make
Subtraction Properties of Equality. Then apply the computation easier.
Multiplication or Division Property of Equality.
There is no solution if the two sides of the Weighted Averages
equation cannot be equal. This occurs when all vari-
able terms are eliminated and the two sides of the A weighted average is the sum of the product
equation are not equal numbers. If both sides are of the number of units in a set of data and the value
identical at any point in the solution process, then the per unit divided by the sum of the number of units.
equation is an identity. In this case, all numbers are Two or more parts are combined into a whole in mix-
solutions. ture problems. Weighted averages are used to solve
mixture problems.
Uniform motion problems also use weighted
Ratios and Proportions averages. The distance formula is used to solve these
A ratio is a comparison of two numbers by problems. You solve the distance formula for the vari-
division. The numbers of a ratio can be written side able that the two movements have in common. A
by side with "to" or a colon between them, or they table is sometimes helpful when organizing these
may be written to resemble a fraction. If the two num- problems.
bers of a ratio represent two different measures, such
as miles and hours, the ratio is called a rate. When
using a rate to make a model or drawing that is larger
or smaller than the original, the rate is called a scale.
A proportion is an equation stating that two
ratios are equal. One way to determine if two ratios
are equivalent is to use cross products. The product
of the means of a proportion equals the product of its
extremes. If the products are not equal, then the
ratios do not form a proportion.
If a proportion contains a variable, the pro-
portion can be solved for that variable by setting Quick Review
the product of the means equal to the product of the Math Handbook
extremes. Then solve the resulting equation using
Hot Words includes a glossary of
the Division Property of Equality.
terms while Hot Topics consists of
explanations of key mathematical
Percent of Change concepts with exercises to test
Percent of change is the percent amount a comprehension. This valuable
number increases or decreases. If the new number is resource can be used as a reference in
greater than the original number, the percent of change the classroom or for home study.
is called a percent of increase. If the new number is
less than the original number, it is called a percent of Lesson Hot Topics Section Lesson Hot Topics Section
decrease. Percent is found by dividing a part by its GS3 2.8, 6.1, 6.3 3-5 2.1, 6.4
corresponding whole amount. Percent of change is 3-1 2.3, 2.5, 6.1 3-6 2.8, 6.5
found by solving a proportion. The ratio of the 3-2P 6.4 3-7 2.8, 6.4, 6.5
amount of change to the original number equals the
3-2 2.4, 2.6, 6.4 3-8 6.2, 6.4
ration of the percent to 100.
3-3 1.3, 6.4 3-9 6.4, 6.5
3-4P 6.4 3-9F 6.5
3-4 6.2, 6.4
GS = Getting Started, P = Preview, F = Follow-Up

Additional mathematical information and teaching notes are available at www.algebra1.com/key_concepts.

Chapter 3 Solving Linear Equations 118D

 and Assessment
Key to Abbreviations:
TWE = Teacher Wraparound Edition; CRM = Chapter Resource Masters

Type Student Edition Teacher Resources Technology/Internet

Ongoing Prerequisite Skills, pp. 119, 126, 5-Minute Check Transparencies AlgePASS: Tutorial Plus,
INTERVENTION

134, 140, 148, 154, 159, 164, Prerequisite Skills Workbook, pp. 9–12, 17–18, Lessons 4, 5, 6, 7, and 8
170 21–24, 27–28, 41–44, 51–52, 59–60, 67–74, www.algebra1.com/self_check_quiz
Practice Quiz 1, p. 140 77–78, 81–82 www.algebra1.com/extra_examples
Practice Quiz 2, p. 164 Quizzes, CRM pp. 205–206
Mid-Chapter Test, CRM p. 207
Study Guide and Intervention, CRM pp. 137–138,
143–144, 149–150, 155–156, 161–162, 167–168,
173–174, 179–180, 185–186
Mixed pp. 126, 134, 140, 148, 154, Cumulative Review, CRM p. 208
Review 159, 164, 170, 177
Error Find the Error, pp. 138, 162 Find the Error, TWE pp. 138, 162
Analysis Unlocking Misconceptions, TWE p. 129
Tips for New Teachers, TWE pp. 136, 156
Standardized pp. 126, 134, 140, 147, 151, TWE pp. 186–187 Standardized Test Practice
Test Practice 152, 154, 159, 164, 170, 177, Standardized Test Practice, CRM pp. 209–210 CD-ROM
185, 186–187 www.algebra1.com/
standardized_test
Open-Ended Writing in Math, pp. 126, 134, 140, Modeling: TWE pp. 140, 159
Assessment 147, 154, 159, 164, 170, 177 Speaking: TWE pp. 126, 148, 164
Open Ended, pp. 123, 131, 138, Writing: TWE pp. 134, 154, 170, 177
ASSESSMENT

145, 152, 158, 162, 168, 174 Open-Ended Assessment, CRM p. 203
Standardized Test, p. 187
Chapter Study Guide, pp. 179–184 Multiple-Choice Tests (Forms 1, 2A, 2B), ExamView® Pro (see below)
Assessment Practice Test, p. 185 CRM pp. 191–196 MindJogger Videoquizzes
Free-Response Tests (Forms 2C, 2D, 3), www.algebra1.com/
CRM pp. 197–202 vocabulary_review
Vocabulary Test/Review, CRM p. 204 www.algebra1.com/chapter_test

For more information on

Yearly ProgressPro, see p. 2.
ExamView® Pro
Use the networkable ExamView® Pro to:
Algebra Lesson Yearly ProgressPro Skill Lesson(s)
• Create multiple versions of tests.
3-1 Writing Equations • Create modified tests for Inclusion students.
3-2 Solving Equations by Using Addition • Edit existing questions and add your own questions.
and Subtraction • Use built-in state curriculum correlations to create
3-3 Solving Equations by Using Multiplication tests aligned with state standards.
and Division • Change English tests to Spanish and vice versa.
3-4 Solving Multi-Step Equations
Consecutive Integer Problems
3-5 Solving Equations with the Variable on Each Side
3-6 Ratios and Proportions
3-7 Percent of Change
3-8 Solving Equations and Formulas
For more information on Intervention and Assessment,
3-9 Weighted Averages see pp. T8–T11.
118E Chapter 3 Solving Linear Equations
Reading and Writing in Mathematics
Glencoe Algebra 1 provides numerous opportunities to incorporate reading and writing
into the mathematics classroom.
Student Edition Additional Resources
• Foldables Study Organizer, p. 119 • Vocabulary Builder worksheets require students to
• Concept Check questions require students to verbalize define and give examples for key vocabulary terms as
and write about what they have learned in the lesson. they progress through the chapter. (Chapter 3 Resource
(pp. 123, 131, 138, 145, 151, 158, 162, 168, 174) Masters, pp. vii-viii)
• Reading Mathematics, p. 165 • Reading to Learn Mathematics master for each lesson
• Writing in Math questions in every lesson, pp. 126, 134, (Chapter 3 Resource Masters, pp. 141, 147, 153, 159,
140, 147, 154, 159, 164, 170, 177 165, 171, 177, 183, 189)
• Reading Study Tip, pp. 121, 129, 155 • Vocabulary PuzzleMaker software creates crossword,
• WebQuest, pp. 159, 177 jumble, and word search puzzles using vocabulary lists
that you can customize.
Teacher Wraparound Edition • Teaching Mathematics with Foldables provides
suggestions for promoting cognition and language.
• Foldables Study Organizer, pp. 119, 179 • Reading and Writing in the Mathematics Classroom
• Study Notebook suggestions, pp. 123, 127, 131, 138, • WebQuest and Project Resources
141, 145, 152, 157, 162, 165, 168, 174, 178
• Modeling activities, pp. 140, 159
• Speaking activities, pp. 126, 148, 164
• Writing activities, pp. 134, 154, 170, 177
• Differentiated Instruction, (Verbal/Linguistic), p. 121
• ELL Resources, pp. 118, 121, 125, 133, 139, 147,
153, 156, 158, 163, 165, 169, 176, 179

For more information on Reading and Writing in Mathematics, see pp. T6–T7.

A sequence map can be

used to compare and contrast similar processes.
percent of increase percent of decrease
Students often benefit from making sequence
maps as a cooperative group activity.
A sample sequence map related to finding Subtract original Subtract new
percents of increase and decrease is shown at amount from new amount from original
the right. Have students develop their own amount. amount.
diagrams to compare processes related to
solving equations using addition, subtraction,
Find the percent using
multiplication, and division.
the original amount as
the base.

Chapter 3 Solving Linear Equations 118F

 Notes Solving Linear
Equations
Have students read over the list
of objectives and make a list of
any words with which they are
not familiar. • Lesson 3-1 Translate verbal sentences into
Key Vocabulary
equations and equations into verbal sentences. • equivalent equations (p. 129)
• Lessons 3-2 through 3-6 Solve equations and • identity (p. 150)
proportions. • proportion (p. 155)
• Lesson 3-7 Find percents of change. • percent of change (p. 160)
• Lesson 3-8 Solve equations for given variables. • mixture problem (p. 171)
Point out to students that this is • Lesson 3-9 Solve mixture and uniform motion
only one of many reasons why problems.
each objective is important.
Others are provided in the
introduction to each lesson.

Linear equations can be used to solve

problems in every facet of life from
planning a garden, to investigating trends in data, to
making wise career choices. One of the most frequent
uses of linear equations is solving problems involving
mixtures or motion. For example, in the National
Football League, a quarterback’s passing performance
is rated using an equation based on a mixture, or
weighted average, of five factors, including passing
attempts and completions. You will learn how this rating
system works in Lesson 3-9.

NCTM Local
Lesson Standards Objectives
3-1 1, 2, 6, 8, 9, 10
3-2 1, 2, 10
Preview
3-2 1, 2, 6, 8, 9, 10
3-3 1, 2, 6, 8, 9, 10
3-4 1, 2, 10
Preview
3-4 1, 2, 6, 8, 9, 10
3-5 1, 2, 6, 8, 9, 10
3-6 1, 2, 3, 6, 8, 9,
10
3-7 1, 2, 6, 8, 9, 10
118 Chapter 3 Solving Linear Equations
3-8 1, 2, 6, 8, 9, 10
3-9 1, 2, 6, 8, 9, 10
3-9 1, 2, 6, 9
Follow-Up
Vocabulary Builder ELL

The Key Vocabulary list introduces students to some of the main vocabulary terms
Key to NCTM Standards: included in this chapter. For a more thorough vocabulary list with pronunciations of
1=Number & Operations, 2=Algebra, new words, give students the Vocabulary Builder worksheets found on pages vii and
3=Geometry, 4=Measurement, viii of the Chapter 3 Resource Masters. Encourage them to complete the definition
5=Data Analysis & Probability, 6=Problem of each term as they progress through the chapter. You may suggest that they add
Solving, 7=Reasoning & Proof, these sheets to their study notebooks for future reference when studying for the
8=Communication, 9=Connections, Chapter 3 test.
10=Representation
118 Chapter 3 Solving Linear Equations
Prerequisite Skills To be successful in this chapter, you’ll need to master This section provides a review of
these skills and be able to apply them in problem-solving situations. Review the basic concepts needed before
these skills before beginning Chapter 3.
beginning Chapter 3. Page
references are included for
For Lesson 3-1 Write Mathematical Expressions
additional student help.
Write an algebraic expression for each verbal expression. (For review, see Lesson 1-1.)
1 Additional review is provided in
1. five greater than half of a number t t ⫹ 5
2 the Prerequisite Skills Workbook,
2. the product of seven and s divided by the product of eight and y 7s ⫼ 8y
pp. 9–12, 17–18, 21–24, 27–28,
3. the sum of three times a and the square of b 3a ⫹ b 2 41–44, 51–52, 59–60, 67–74, 77–78,
4. w to the fifth power decreased by 37 w 5 ⫺ 37 81–82.
5. nine times y subtracted from 95 95 ⫺ 9y
6. the quantity of r plus six divided by twelve (r ⫹ 6) ⫼ 12 Prerequisite Skills in the Getting
Ready for the Next Lesson section
For Lesson 3-4 Use the Order of Operations at the end of each exercise set
Evaluate each expression. (For review, see Lesson 1-2.) review a skill needed in the next
12 264 lesson.
7. 3  6   15 8. 5(13  7)  22 8 9. 5(7  2)  32 16 10.  4
4 2
19  5 1 1
11. (25  4)  (22  1) 12. 36  4  2  3 10 13.   3 5 14. (24)  (12) 0
7 4 2
7 For Prerequisite
For Lesson 3-7 Find the Percent Lesson Skill
Find each percent. (For review, see pages 802 and 803.) 3-2 and Operations with Fractions
15. Five is what percent of 20? 25% 16. What percent of 300 is 21? 7% 3-3 (pp. 126, 134)
17. What percent of 5 is 15? 300% 18. Twelve is what percent of 60? 20% 3-4 Order of Operations (p. 140)
19. Sixteen is what percent of 10? 160% 20. What percent of 50 is 37.5? 75% 3-5 Simplifying Expressions
(p. 148)
3-6 Simplifying Fractions (p. 154)
Solving Linear Equations Make this Foldable to help you organize your notes. 3-7 Finding Percents (p. 159)
Begin with 4 sheets of plain 821" by 11" paper. 3-8 Solving Equations (p. 164)
3-9 Distributive Property (p. 170)
Fold Open and Fold Again
Fold in half Fold the bottom
along the width. to form a pocket.
Glue the edges.

Repeat Steps 1 and 2 Label

Repeat three times Label each pocket. Solvin
g
and glue all four Place an index card Linea
Equa r
pieces together. in each pocket. tions

Reading and Writing As you read and study the chapter, you can write notes and examples on each
index card.

Chapter 3 Solving Linear Equations 119

TM

Organization of Data Students will need 3 inch-by-5 inch index

cards or sheets of notebook paper cut into fourths to use as study
cards. In Lesson 3-1, have students write an equation on one side of
For more information each card and its verbal equivalent on the other side. Store these
about Foldables, see cards in the first pocket of the Foldable, labeled “3-1: Writing
Teaching Mathematics Equations.” With each lesson, use the study cards to take notes, solve
with Foldables. equations, or record and define vocabulary words and concepts.
There are 8 pockets. Place Lessons 3-8 and 3-9 in the same pocket.

Chapter 3 Solving Linear Equations 119

 Lesson
Notes Writing Equations

• Translate verbal sentences into equations.

1 Focus • Translate equations into verbal sentences.

Vocabulary are equations used to describe heights?

5-Minute Check • four-step The Statue of Liberty sits on a pedestal
Transparency 3-1 Use as a problem-solving plan that is 154 feet high. The height of the
quiz or review of Chapter 2. • defining a variable pedestal and the statue is 305 feet. If s
• formula represents the height of the statue, then
Mathematical Background notes the following equation represents the s ft
are available for this lesson on situation.
p. 118C. 154  s
305
305 ft

are equations used to

describe heights?
154 ft
Ask students:
• You could say that the total
height of the statue, 305 feet, is
equal to the sum of what two
quantities? the height of the statue Source: World Book Encyclopedia

and the height of the pedestal

• Why is the height of the statue WRITE EQUATIONS When writing equations, use variables to represent the
represented by a variable? unspecified numbers or measures referred to in the sentence or problem. Then write
The height of the statue is not the verbal expressions as algebraic expressions. Some verbal expressions that
stated in the problem, so it must suggest the equals sign are listed below.
be represented by a variable. • is • is equal to • is as much as
• What is another equation that • equals • is the same as • is identical to
could be used to represent the
situation? 305
s  154 or Example 1 Translate Sentences into Equations
305
154  s Study Tip Translate each sentence into an equation.
Look Back a. Five times the number a is equal to three times the sum of b and c.
To review translating
is equal the sum of
verbal expressions to Five times a to three times b and c.
algebraic expressions,

冦
冦

冦
冦

冦
冦
冦
see Lesson 1-1. 5  a
3  (b  c)

The equation is 5a
3(b  c).

b. Nine times y subtracted from 95 equals 37.
Rewrite the sentence so it is easier to translate.
95 less nine times y equals 37.
冦
冦

冦
冦

95  9y
37

The equation is 95  9y
37.

120 Chapter 3 Solving Linear Equations

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 3-1
• Study Guide and Intervention, pp. 137–138 Workbook, p. 19 Answer Key Transparencies
• Skills Practice, p. 139 Teaching Algebra with Manipulatives
• Practice, p. 140 Masters, p. 56 Technology
• Reading to Learn Mathematics, p. 141 Interactive Chalkboard
• Enrichment, p. 142
 Using the four-step problem-solving plan can help you solve any word problem.

Four-Step Problem-Solving Plan

2 Teach
Step 1 Explore the problem. WRITE EQUATIONS
Step 2 Plan the solution.
Step 3 Solve the problem. In-Class Examples Power
Point®
Step 4 Examine the solution.
Reading Tip Remind students
that the language of math
sentences is not always as
Each step of the plan is important. obvious as in the examples.

Study Tip Step 1 Explore the Problem 1 Translate each sentence into
To solve a verbal problem, first read the problem carefully and explore an equation.
Reading Math what the problem is about.
In a verbal problem, the a. A number b divided by three
• Identify what information is given.
sentence that tells what is equal to six less than c.
you are asked to find • Identify what you are asked to find.
b
usually contains find, c
6
what, when, or how.
Step 2 Plan the Solution 3
One strategy you can use to solve a problem is to write an equation. Choose
a variable to represent one of the unspecific numbers in the problem. This is b. Fifteen more than z times 6 is
called defining a variable . Then use the variable to write expressions for the y times 2 minus eleven.
other unspecified numbers in the problem. You will learn to use other strategies 15  6z  2y
11
throughout this book.

Step 3 Solve the Problem

2 JELLYBEANS A popular
Use the strategy you chose in Step 2 to solve the problem. jellybean manufacturer
produces 1,250,000 jellybeans
Step 4 Examine the Solution
Check your answer in the context of the original problem. per hour. How many hours
• Does your answer make sense? does it take them to produce
• Does it fit the information in the problem? 10,000,000 jellybeans? 8 hours

Example 2 Use the Four-Step Plan

ICE CREAM Use the information at the left. In how many days can
More About . . . 40,000,000 gallons of ice cream be produced in the United States?

Explore You know that 2,000,000 gallons of ice cream are produced in the
United States each day. You want to know how many days it will take
to produce 40,000,000 gallons of ice cream.
Plan Write an equation to represent the situation. Let d represent the number
of days needed to produce the ice cream.
the number
2,000,000 times of days equals 40,000,000.
冦

冦
冦

Ice Cream 2,000,000  d
40,000,000

The first ice cream plant
was established in 1851 by Solve 2,000,000d
40,000,000 Find d mentally by asking, “What number
Jacob Fussell. Today, times 2,000,000 equals 40,000,000?”
d
20
2,000,000 gallons of ice
cream are produced in the It will take 20 days to produce 40,000,000 gallons of ice cream.
United States each day. Interactive
Source: World Book Encyclopedia Examine If 2,000,000 gallons of ice cream are produced in one day, 2,000,000  20 Chalkboard
or 40,000,000 gallons are produced in 20 days. The answer makes sense. PowerPoint®
Presentations
www.algebra1.com/extra_examples Lesson 3-1 Writing Equations 121
This CD-ROM is a customizable
Microsoft® PowerPoint®
presentation that includes:
Differentiated Instruction ELL • Step-by-step, dynamic solutions of
each In-Class Example from the
Verbal/Linguistic Some students will likely translate sentences into Teacher Wraparound Edition
equations easily. Pair those students with others who are having trouble
• Additional, Your Turn exercises for
translating sentences. Have the pairs work several example problems.
each example
• The 5-Minute Check Transparencies
• Hot links to Glencoe Online
Study Tools

Lesson 3-1 Writing Equations 121

In-Class Example Power
Point®
A formula is an equation that states a rule for the relationship between certain
quantities. Sometimes you can develop a formula by making a model.

3 Teaching Tip Some students

may have the formula for the
perimeter of a rectangle Surface Area
memorized from previous w
ᐉ w
• Mark each side of a rectangular box as the ᐉ w
mathematics courses. Have length ᐉ, the width w, or the height h. ᐉ
h
these students work backward h hh
• Use scissors to cut the box so that each surface w
from their memorized formula or face of the box is a separate piece.
to confirm that it is a correct ᐉ
translation of the given sentence. Analyze
Write an expression for the area of each side of the box.
Translate the sentence into a 1. front ᐉh 2. back ᐉh 3. left side wh
formula.
4. right side wh 5. top ᐉw 6. bottom ᐉw
The perimeter of a square
7. The surface area of a rectangular box is the sum of all the areas of the faces
equals four times the length of the box. If S represents surface area, write a formula for the surface area
of the side. P  4s of a rectangular box. S  2ᐉh  2wh  2ᐉw
Make a Conjecture
8. If s represents the length of the side of a cube, write a formula for the
surface area of a cube. S  6s 2
WRITE VERBAL
SENTENCES
In-Class Example Power
Point®
Example 3 Write a Formula
Reading Tip Remind students Translate the sentence into a formula.
that there is often more than one The perimeter of a rectangle equals two times the length w
way to translate an equation plus two times the width.
into a verbal sentence. For ᐉ
example, 3m  5
14 could Words Perimeter equals two times the length plus two
also be translated as, “The sum times the width.
of three times m and 5 is 14.”
Variables Let P
perimeter, ᐉ
length, and w
width.
4 Translate each equation into two times two times
a verbal sentence. Perimeter equals the length plus the width.
冦

冦
冦

冦
a. 12  2x
5 Twelve minus Formula P
2ᐉ  2w
two times x equals negative five.
c The formula for the perimeter of a rectangle is P
2ᐉ  2w.
b. a2  3b
 a squared plus
6
three times b equals c divided
by 6. WRITE VERBAL SENTENCES You can also translate equations into verbal
Study Tip sentences or make up your own verbal problem if you are given an equation.

Answers Look Back

Example 4 Translate Equations into Sentences
To review translating
3. Sample answer: After sixteen algebraic expressions to Translate each equation into a verbal sentence.
verbal expressions, see
people joined the drama club, Lesson 1-1. a. 3m  5  14
there were 30 members. How
3m  5
14
many members did the club have
冦

冦
冦
冦

before the new members? Three times m plus five equals fourteen.
122 Chapter 3 Solving Linear Equations
10. Sample answer: The original cost
of a suit is c. After a $25 discount,
the suit costs $150. What is the
original cost of the suit?
Algebra Activity
Materials: scissors, rectangular box
• Suggest that in addition to marking the box sides with length, width, or height,
students should also label the sides as front, back, side 1, side 2, top, and bottom.
• By cutting the sides of the box into individual rectangles, students can more
easily see all six components (sides) that make up the surface area of the box.

122 Chapter 3 Solving Linear Equations

 b. w  v  y2
In-Class Example Power
Point®
wv
y2

冦
The sum of w and v equals the square of y. Teaching Tip Explain to stu-
dents that when they are trying
to write a problem based on
Example 5 Write a Problem given information, the purpose
Write a problem based on the given information. of the problem is to solve for a
a  Rafael’s age a  5  Tierra’s age a  2(a  5)  46 variable, or unknown informa-
You know that a represents Rafael’s age and a  5 represents Tierra’s age. The tion. In this case, the unknown
equation adds a plus twice (a  5) to get 46. information is Rafael’s age.
Sample problem: 5 Write a problem based on the
Tierra is 5 years older than Rafael. The sum of Rafael’s age and twice Tierra’s age
equals 46. How old is Rafael? given information.
f
cost of fries
f  1.50
cost of a burger
4( f  1.50)  f
8.25
The cost of a burger is $1.50
more than the cost of fries. Four
Concept Check 1. List the four steps used in solving problems. times the cost of a burger minus
1. Explore the 2. Analyze the following problem. 2b. $300; $600 the cost of fries equals $8.25.
problem, plan the Misae has $1900 in the bank. She wishes to increase her account to a total of $3500 by How much do fries cost?
solution, solve the depositing $30 per week from her paycheck. Will she reach her savings goal in one year?
problem, and examine
a. How much money did Misae have in her account at the beginning? $1900
the solution.
2d. No; 1900 
52(30)  3460, which
b. How much money will Misae add to her account in 10 weeks? in 20 weeks?
c. Write an expression representing the amount added to the account after w
3 Practice/Apply
is less than 3500. weeks have passed. 30w
d. What is the answer to the question? Explain.
3. OPEN ENDED Write a problem that can be answered by solving x  16
30. Study Notebook
See margin.
Have students—
Guided Practice Translate each sentence into an equation.
• add the definitions/examples of
GUIDED PRACTICE KEY 4. Two times a number t decreased by eight equals seventy. 2t
8  70
5. Five times the sum of m and n is the same as seven times n. 5(m  n)  7n
the vocabulary terms to their
Exercises Examples
4, 5 1
Vocabulary Builder worksheets for
1
6, 7 3 Translate each sentence into a formula. 6. A  bh Chapter 3.
2
8, 9 4 6. The area A of a triangle equals one half times the base b times the height h. • write the steps of the four-step
10 5 7. The circumference C of a circle equals the product of two, pi, and the radius r.
11, 12 2
C  2r problem-solving plan in their
Translate each equation into a verbal sentence. 1 3
 of b minus 
study notebooks. In addition to the
8. 14  d
6d 14 plus d equals 6 times d. 9. 13b  34
2a 3 4
equals 2 times a.
steps, students should include
10. Write a problem based on the given information. See margin. examples of what each step means.
c
cost of a suit c  25
150 • include any other item(s) that they
find helpful in mastering the skills
Application WRESTLING For Exercises 11 and 12, use the following information. in this lesson.
Darius is training to prepare for wrestling season. He weighs 155 pounds now.
He wants to gain weight so that he starts the season weighing 160 pounds.
11. If g represents the number of pounds he wants to gain, write an equation to
represent the situation. 155  g  160
12. How many pounds does Darius need to gain to reach his goal? 5 lb
Lesson 3-1 Writing Equations 123

Lesson 3-1 Writing Equations 123

 ★ indicates increased difficulty
Practice and Apply
About the Exercises…
Organization by Objective Translate each sentence into an equation.
Write Equations: 13–28, 41–52 13. Two hundred minus three times x is equal to nine. 200
3x  9
For See
Exercises Examples 14. The sum of twice r and three times s is identical to thirteen. 2r  3s  13
Write Verbal Sentences: 29–40
13–22 1 1
15. The sum of one-third q and 25 is as much as twice q. q  25  2q
Odd/Even Assignments 23–28 3
3
29–38 4
Exercises 13–40 are structured 39, 40 5
16. The square of m minus the cube of n is sixteen. m 2
n 3  16
so that students practice the 41–51 2 17. Two times the sum of v and w is equal to two times z. 2(v  w)  2z
same concepts whether they Extra Practice ★ 18. Half of the sum of nine and p is the same as p minus three. 1(9  p)  p
3
2
are assigned odd or even See page 825.
★ 19. The number g divided by the number h is the same as seven more than twice the
problems. sum of g and h. g  h  2(g  h)  7
20. Five-ninths the square of the sum of a, b, and c equals the sum of the square of
Assignment Guide a and the square of c. 5(a  b  c)2  a 2  c 2
9 46% of
Basic: 13–17 odd, 21–39 odd, Earth’s
Pacific
41–47, 52–76 21. GEOGRAPHY The Pacific Ocean covers about Ocean
Surface
46% of Earth. If P represents the area of the
Average: 13–39 odd, 41–47, Pacific Ocean and E represents the area of Earth,
52–76 write an equation for this situation. 0.46E  P
Advanced: 14–40 even, 43–68
Source: World Book
(optional: 69–76) 22. GARDENING Mrs. Patton is planning to place a Encyclopedia

fence around her vegetable garden. The fencing costs $1.75 per yard. She buys f
yards of fencing and pays $3.50 in tax. If the total cost of the fencing
is $73.50, write an equation to represent the situation. 1.75f  3.50  73.50
Answers
39. Sample answer: Lindsey is Translate each sentence into a formula.
7 inches taller than Yolanda. If 23. The area A of a parallelogram is 24. The volume V of a pyramid is
2 times Yolanda’s height plus the base b times the height h. one-third times the product of the
Lindsey’s height equals 193 A  bh area of the base B and its height h.
1
inches, find Yolanda’s height. V  Bh
3
h
40. Sample answer: The price of a h
new backpack is p dollars and the
b
tax on the backpack is 0.055p. If
the total cost of the backpack and B

the tax is $31.65, what is the 25. The perimeter P of a 26. The volume V of a cylinder equals
price of the backpack? parallelogram is twice the sum of the product of , the square of the
the lengths of the two adjacent radius r of the base, and the height.
sides, a and b. P  2(a  b) V  r 2h
r

b h

27. In a right triangle, the square of the measure of the hypotenuse c is equal to the
sum of the squares of the measures of the legs, a and b. c 2  a 2  b 2
28. The temperature in degrees Fahrenheit F is the same as nine-fifths of the degrees
Celsius C plus thirty-two. F  9C  32
5
124 Chapter 3 Solving Linear Equations

124 Chapter 3 Solving Linear Equations

29. d minus 14
NAME ______________________________________________ DATE ____________ PERIOD _____
Translate each equation into a verbal sentence. Study Guide andIntervention
Intervention,
3-1 Study Guide and
equals 5. 29. d  14
5 30. 2f  6
19 31. k2  17
53  j p. 137
Writing(shown)
Equations and p. 138
30. 2 times f plus 6 3 1 2 1 Write Equations Writing equations is one strategy for solving problems. You can use a
32. 2a
7a  b 33. p  
p 34. w
w  3 variable to represent an unspecified number or measure referred to in a problem. Then you
equals 19. 4 2 5 2 can write a verbal expression as an algebraic expression.

31. k squared plus 17 35. 7(m  n)
10n  17 36. 4(t  s)
5s  12 Example 1 Translate each
sentence into an equation or a
Example 2 Use the Four-Step
Problem-Solving Plan.
formula. The population of the United States in 2001
equals 53 minus j. a
a. Ten times a number x is equal to
was about 284,000,000, and the land area of
the United States is about 3,500,000 square
37. GEOMETRY If a and b represent the lengths of the 2.8 times the difference y minus z.

Lesson 3-1
miles. Find the average number of people
32. 2 times a equals 7 bases of a trapezoid and h represents its height,
10  x
2.8  ( y  z)
The equation is 10x
2.8( y  z).
per square mile in the United States.
Source: www.census.gov

times a minus b. then the formula for the area A of the trapezoid is
b. A number m minus 8 is the same
as a number n divided by 2.
Step 1 Explore You know that there are
284,000,000 people. You want to know

1 h m8
n2 the number of people per square mile.

3 1 A
h(a  b). Write the formula in words.
n
The equation is m  8
 . Step 2 Plan Write an equation to represent the
33.  of p plus  2
2
situation. Let p represent the number of
4 2 c. The area of a rectangle equals the
length times the width. Translate
people per square mile.
3,500,000  p
284,000,000
this sentence into a formula.
equals p. 38. SCIENCE If r represents rate, t represents time, b Let A
area,

length, and
Step 3 Solve 3,500,000  p
284,000,000.
3,500,000p
284,000,000 Divide each side by
w
width.
p
81.14
and d represents distance, then rt
d. Write the
3,500,000.

2 Formula: Area equals length times

34.  times w equals width. There about 81 people per square mile.
A

w Step 4 Examine If there are 81 people per
5 formula in words. Rate times time equals distance. The formula for the area of a square mile and there are 3,500,000
1 rectangle is A

w. square miles, 81  3,500,000

 times w plus 3. 283,500,000, or about 284,000,000 people.

2 39–40. See margin. The answer makes sense.

WRITE A PROBLEM Write a problem based on the given information. Exercises

35. 7 times the sum of Translate each sentence into an equation or formula.

m and n equals 10 39. y
Yolanda’s height in inches 40. p
price of a new backpack 1. Three times a number t minus twelve equals forty. 3t
12  40

y  7
Lindsey’s height in inches 0.055p
tax

1
2. One-half of the difference of a and b is 54.  (a
b)  54
times n plus 17. 2

2y  (y  7)
193 p  0.055p
31.65 3. Three times the sum of d and 4 is 32. 3(d  4)  32

36. 4 times the 4. The area A of a circle is the product of  and the radius r squared. A  r 2

WEIGHT LOSS For Exercises 5–6, use the following information.

quantity t minus s GEOMETRY For Exercises 41 and 42, use the following information. Lou wants to lose weight to audition for a part in a play. He weighs 160 pounds now. He

equals 5 times s plus The volume V of a cone equals one-third times the product of , the square of the
wants to weigh 150 pounds.

5. If p represents the number of pounds he wants to lose, write an equation to represent

12. radius r of the base, and the height h. this situation. 160
p  150

6. How many pounds does he need to lose to reach his goal? 10 lb

37. The area A of 1
41. Write the formula for the volume of a cone. V  r 2h Skills
NAME ______________________________________________ DATE

Practice, p. 139 and

____________ PERIOD _____

a trapezoid equals 3 3-1 Practice (Average)

one-half times the 42. Find the volume of a cone if r is 10 centimeters and h is 30 centimeters. Practice, p. 140 (shown)
Writing Equations
product of the height about 3142 cm3 Translate each sentence into an equation.
1. Fifty-three plus four times c is as much as 21. 53  4c  21
h and the sum of the GEOMETRY For Exercises 43 and 44, use the following information. 2. The sum of five times h and twice g is equal to 23. 5h  2g  23

bases, a and b. The volume V of a sphere is four-thirds times  times the radius r of the sphere 3. One fourth the sum of r and ten is identical to r minus 4.  (r  10)  r
4
1
4
cubed. 4. Three plus the sum of the squares of w and x is 32. 3  (w 2  x 2)  32

4
43. Write a formula for the volume of a sphere. V  r 3
Translate each sentence into a formula.
5. Degrees Kelvin K equals 273 plus degrees Celsius C. K  273  C
3 6. The total cost C of gas is the price p per gallon times the number of gallons g. C  pg
44. Find the volume of a sphere if r is 4 inches. about 268 in3 7. The sum S of the measures of the angles of a polygon is equal to 180 times the difference
of the number of sides n and 2. S  180(n
2)

Translate each equation into a verbal sentence.

LITERATURE For Exercises 45–47, use the following information. 1
8. q  (4  p)
 q q minus the sum
3
3
9.  t  2
t
5
Edgar Rice Burroughs is the author of the Tarzan of the Apes stories. He published his 1
of 4 and p equals  times q.
3
3
Two more than  of t equals t.
5
first Tarzan story in 1912. Some years later, the town in southern California where he 10. 9(y2  x)
18 9 times the sum 11. 2(m  n)
v  7 Twice the quantity

lived was named Tarzana. 46. 1912  y  1928

of y squared and x is 18. m minus n is v plus 7.

Write a problem based on the given information.

45. Let y represent the number of years after 1912 that the town was named 12. a
cost of one adult’s ticket to zoo 13. c
regular cost of one airline ticket
a  4
cost of one children’s ticket to zoo 0.20c
amount of 20% promotional discount

Tarzana. Write an expression for the year the town was named. 1912  y 2a  4(a  4)
38
Sample answer: The cost of two
3(c  0.20c)
330
Sample answer: The cost of three
adult’s tickets and 4 children’s airline tickets that are discounted
46. The town was named in 1928. Write an equation to represent the situation. tickets to the zoo is $38. How
much is an adult’s ticket?
20% is $330. What is the regular
cost of a ticket?

★ 47. Use what you know about numbers to determine the number of years between 14. GEOGRAPHY About 15% of all federally-owned land in the 48 contiguous states of the
United States is in Nevada. If F represents the area of federally-owned land in these

the first Tarzan story and the naming of the town. 16 yr states, and N represents the portion in Nevada, write an equation for this situation.
0.15F  N
FITNESS For Exercises 15–17, use the following information.
Deanna and Pietra each go for walks around a lake a few times per week. Last week,

Literature TELEVISION For Exercises 48–51, use the following information. Deanna walked 7 miles more than Pietra.
15. If p represents the number of miles Pietra walked, write an equation that represents the
During a highly rated one-hour television program, the entertainment portion lasted total number of miles T the two girls walked. T  p  (p  7)
More than 50 movies 16. If Pietra walked 9 miles during the week, how many miles did Deanna walk? 16 mi
15 minutes longer than 4 times the advertising portion.
featuring Tarzan have been 17. If Pietra walked 11 miles during the week, how many miles did the two girls walk
together? 29 mi
made. The first, Tarzan of ★ 48. If a represents the time spent on advertising, write an expression for the NAME ______________________________________________ DATE ____________ PERIOD _____

the Apes, in 1918, was entertainment portion. 4a  15 Reading

3-1 Readingto
to Learn
Learn Mathematics
among the first movies to Mathematics, p. 141 ELL
gross over $1 million.
★ 49. Write an equation to represent the situation. a  (4a  15)  60 Writing Equations
Pre-Activity How are equations used to describe heights?

Source: www.tarzan.org ★ 50. Use your equation and the guess-and-check strategy to determine the number of Read the introduction to Lesson 3-1 at the top of page 120 in your textbook.
Does the equation 305  s
154 also represent the situation? Explain.
minutes spent on advertising. Choose different values of a and evaluate to find Yes; the total height minus the height of the statue itself gives
the height of the pedestal.
the solution. 9 min
★ 51. Time the entertainment and advertising portions of a one-hour television

Lesson 3-1
Reading the Lesson
1. Translate each sentence into an equation.
program you like to watch. Describe what you found. Are the results of this a. Two times the sum of x and three minus four equals four times x.

problem similar to your findings? See students’ work. 2  (x  3)
4  4  x

b. The difference of k and 3 is two times k divided by five.

www.algebra1.com/self_check_quiz Lesson 3-1 Writing Equations 125 k
3  2  k  5

2. A 1 oz serving of chips has 140 calories. There are about 14 servings of chips in a bag.
How many calories are there in a bag of chips? Write what your solution would be as you
use each step in the Four-Step Problem-Solving Plan.
NAME ______________________________________________ DATE ____________ PERIOD _____
Explore What do you know?
A 1 oz serving of chips has 140 calories and there are 14
Enrichment,
3-1 Enrichment p. 142 servings of chips in a bag.
What do you want to know?
How many calories are in a bag of chips?
Rep-Tiles
A rep-tile is a figure that can be subdivided into Plan Write an equation.
smaller copies of itself. The large figure is similar
to the small ones and the small figures are all 140  14  x
congruent. Solve Solve the problem.
140  14  1960; There are 1960 calories in a bag of chips.
Examine Does your answer make sense?
See students’ work.
Show that each figure is a rep-tile by subdividing it into four smaller and
similar figures.

1. 2. 3. Helping You Remember

3. If you cannot remember all the steps of the Four-Step Problem-Solving Plan, try to
remember the first letters of the first word in each step. Write those letters here with
their associated words.
EPSE; Explore, Plan, Solve, Examine

4. 5. 6.

Lesson 3-1 Writing Equations 125

 52. CRITICAL THINKING The surface area of a prism is the a 3

4 Assess sum of the areas of the faces of the prism. Write a

formula for the surface area of the triangular prism at
2

a
a

a
the right. a2兹苶 3 h
S  3ah   h
Open-Ended Assessment 2
h
Speaking Translating sentences 53. WRITING IN MATH Answer the question that was posed
at the beginning of the lesson. See a
into equations and vice versa a
How are equations used to describe heights? margin.
presents an excellent opportunity
for students to practice their Include the following in your answer:
speaking skills. Ask volunteers • an equation relating the Sears Tower, which is 1454 feet tall; the twin antenna
towers on top of the building, which are a feet tall; and a total height, which
to translate sentences into is 1707 feet, and
equations and equations into • an equation representing the height of a building of your choice.
sentences aloud for the entire
class to hear.
Standardized 54. Which equation represents the following sentence? B
Test Practice One fourth of a number plus five equals the number minus seven.
Getting Ready for A
1
n  7
n  5 B
1
n  5
n  7
4 4
Lesson 3-2 C 4n  7
n  5 D 4n  5
n  7
PREREQUISITE SKILL In Lesson
3-2, students will learn how to 55. Which sentence can be represented by 7(x  y)
35? D
A Seven times x plus y equals 35.
solve equations using addition
B One seventh of the sum of x and y equals 35.
and subtraction. In addition to
C Seven plus x and y equals 35.
solving equations involving
D Seven times the sum of x and y equals 35.
integers, students solve equations
involving decimals and fractions.
Use Exercises 69–76 to determine
your students’ familiarity with Maintain Your Skills
finding sums and differences of
decimals and fractions. Mixed Review Find each square root. Use a calculator if necessary. Round to the nearest
hundredth if the result is not a whole number or a simple fraction. (Lesson 2-7 )

Answer
56. 8100 90 
25
57.  

36
5
6
58. 90 9.49 59.  55
7.42

53. Equations can be used to describe Find the probability of each outcome if a die is rolled. (Lesson 2-6)
the relationships of the heights of 60. a 6 1 61. an even number 
1
62. a number greater than 2
various parts of a structure. 6 2
2
Answers should include the 3
following. Simplify each expression. (Lesson 1-5)
• The equation representing the 63. 12d  3  4d 8d  3 64. 7t2  t  8t 7t 2  9t 65. 3(a  2b)  5a 8a  6b
Sears Tower is
1454  a  1707. Evaluate each expression. (Lesson 1-2)
66. 5(8  3)  7  2 39 67. 6(43  22) 408 68. 7(0.2  0.5)  0.6 4.3

Getting Ready for PREREQUISITE SKILL Find each sum or difference.

the Next Lesson (To review operations with fractions, see pages 798 and 799.)
69. 5.67  3.7 9.37 70. 0.57  2.8 3.37 71. 5.28  3.4 1.88 72. 9  7.35 1.65
2 1 13 1 2 5 7 2 1 3 1 7
73.     74.     75.     76.    
3 5 15 6 3 6 9 3 9 4 6 12
126 Chapter 3 Solving Linear Equations

126 Chapter 3 Solving Linear Equations

 Algebra
A Preview of Lesson 3-2
Activity
A Preview of Lesson 3-2

Solving Addition and Subtraction Equations Getting Started

Objective Use equation mats
You can use algebra tiles to solve equations. To solve an equation means to find the and algebra tiles to model
value of the variable that makes the equation true. After you model the equation, the
goal is to get the x tile by itself on one side of the mat using the rules stated below. solving equations.
Materials
Rules for Equation Models equation mats and algebra tiles
You can remove or add the same number of identical
algebra tiles to each side of the mat without changing the 1 1 1 1  1 1 1 1
equation. Teach
One positive tile and one negative tile of the same unit are a
zero pair. Since 1  (1)
0, you can remove or add zero
1 1 1 1  1 1
• Remind students that when
pairs to the equation mat without changing the equation. they are modeling subtraction
with algebra tiles, they must
add negative tiles.
Use an equation model to solve x
3  2. • Explain to students that they
can remove or add the same
Model the equation. Isolate the x term.
number of identical algebra
tiles to each side of the mat or
x x they can remove or add a zero
1 1

1
1 1 1
1 1 pair to one side of the mat.
1 1
  1 1
• There are not enough negative

1
1 1
1 1
1 1 tiles on the right side of the
1 1
1 1
mat, so that 3 negative 1 tiles
can be removed from each side
x3
2 x
5 as in Example 1. In this case,
add 3 positive 1 tiles to both
x33
23
sides to create three zero-pairs
Place 1 x tile and 3 negative 1 tiles on one side of Group the tiles to form zero pairs. on the left side.
the mat. Place 2 positive 1 tiles on the other side Then remove all the zero pairs. The
of the mat. Then add 3 positive 1 tiles to each side. resulting equation is x
5.
Assess
Model and Analyze
Use algebra tiles to solve each equation. After Exercises 1–6, students
1. x  5
7 2 2. x  (2)
28 30 3. x  4
27 23 need to recognize that zero pairs
4. x  (3)
4 7 5. x  3
4
7 6. x  7
2
5 must be formed.
Exercises 7–8 provide a symbolic
Make a Conjecture representation for the activity.
7. If a
b, what can you say about a  c and b  c? a  c  b  c
8. If a
b, what can you say about a  c and b  c? a
c  b
c
Algebra Activity Solving Addition and Subtraction Equations 127

Resource Manager
Teaching Algebra with Glencoe Mathematics Classroom
Manipulatives Manipulative Kit Study Notebook
• pp. 10–11 (masters for algebra tiles) • algebra tiles
You may wish to have students
• p. 16 (master for equation mat) • equation mat
summarize this activity and what
• p. 59 (student recording sheet)
they learned from it.

Algebra Activity Solving Addition and Subtraction Equations 127

 Lesson Solving Equations by Using
Notes Addition and Subtraction
• Solve equations by using addition.

1 Focus • Solve equations by using subtraction.

Vocabulary can equations be used to compare data?

5-Minute Check • equivalent equation The graph shows some of the fastest-growing occupations from 1992 to 2005.
Transparency 3-2 Use as a • solve an equation
quiz or review of Lesson 3-1.
Mathematical Background notes
are available for this lesson on
p. 118C.

Building on Prior
Knowledge
In the Algebra Activity on
page 127, students learned that
adding or subtracting the same
tiles from each side of the equa-
tion mat results in an equation
that is still true. In this lesson
The difference between the percent of growth for medical assistants and the
students will define these actions percent of growth for travel agents in these years is 5%. An equation can be
as the addition and subtraction used to find the percent of growth expected for medical assistants. If m is the
properties of equality. percent of growth for medical assistants, then m  66
5. You can use a
property of equality to find the value of m.
can equations be used
to compare data?
SOLVE USING ADDITION Suppose your school’s boys’ soccer team has
Ask students: 15 members and the girls’ soccer team has 15 members. If each team adds 3 new
• Is the percent growth for players, the number of members on the boys’ and girls’ teams would still be equal.
medical assistants shown on 15
15 Each team has 15 members before adding the new players.
the graph? no 15  3
15  3 Each team adds 3 new members.

• Why is the percent growth for 18
18 Each team has 18 members after adding the new members.

medical assistants represented This example illustrates the Addition Property of Equality .
by a variable? The percent
growth for medical assistants is
unknown, so it is represented by Addition Property of Equality
the variable m. • Words If an equation is true and the same number is added to each side, the
resulting equation is true.
• Is the value of m greater than
• Symbols For any numbers a, b, and c, if a
b, then a  c
b  c.
or less than 66? Explain your
• Examples 7
7 14
14
answer. The value of m is greater
73
73 14  (6)
14  (6)
than 66 because the difference
10
10 8
8
between m and 66 is a positive
number, 5.
128 Chapter 3 Solving Linear Equations

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 3-2
• Study Guide and Intervention, pp. 143–144 Workbook, p. 20 Answer Key Transparencies
• Skills Practice, p. 145 Prerequisite Skills Workbook,
• Practice, p. 146 pp. 21–22, 59–60 Technology
• Reading to Learn Mathematics, p. 147 Interactive Chalkboard
• Enrichment, p. 148
 If the same number is added to each side of an equation, then the result is an
equivalent equation. Equivalent equations have the same solution.
t3
5 The solution of this equation is 2.
2 Teach
t32
52 Using the Addition Property of Equality, add 2 to each side.
SOLVE USING ADDITION
t5
7 The solution of this equation is also 2.

Study Tip To solve an equation means to find all values of the variable that make the In-Class Examples Power
Point®
equation a true statement. One way to do this is to isolate the variable having a
Reading Math coefficient of 1 on one side of the equation. You can sometimes do this by using
Remember that x means the Addition Property of Equality. 1 Solve h  12
 27. Then
1  x. The coefficient of check your solution. h 
15
x is 1.
Example 1 Solve by Adding a Positive Number 2 Solve k  63
92. Then
Solve m
48  29. Then check your solution. check your solution. k  29
m  48
29 Original equation

m  48  48
29  48 Add 48 to each side.

m
77 48  48
0 and 29  48
77 SOLVE USING

To check that 77 is the solution, substitute 77 for m in the original equation. SUBTRACTION
CHECK m  48
29 Original equation Teaching Tip Before introducing
the Subtraction Property of Equality,
77  48
29 Substitute 77 for m.
ask students whether the Addition
29
29 ⻫ Subtract. Property of Equality could be revised
The solution is 77. to include subtraction. Students
should notice that when using the
Addition Property of Equality, adding
a negative number is the same as
Example 2 Solve by Adding a Negative Number
subtracting that number. So, if
Solve 21  q 
18. Then check your solution. a
b, then a  (c)
b  (c) is
21  q
18 Original equation the same as a  c
b  c.
21  q  (21)
18  (21) Add 21 to each side.
q
39 21  (21)
0 and 18  (21)
39

CHECK 21  q
18 Original equation

21  (39)
18 Substitute 39 for q.

18
18 ⻫ Add.

The solution is 39.

SOLVE USING SUBTRACTION Similar to the Addition Property of Equality,

there is a Subtraction Property of Equality that may be used to solve equations.

Subtraction Property of Equality

• Words If an equation is true and the same number is subtracted from each
side, the resulting equation is true.
• Symbols For any numbers a, b, and c, if a
b, then a  c
b  c.
• Examples 17
17 3
3
17  9
17  9 38
38
8
8 5
5

www.algebra1.com/extra_examples Lesson 3-2 Solving Equations by Using Addition and Subtraction 129

Unlocking Misconceptions
Isolating Variables Explain to students that when isolating a variable,
it does not matter whether the variable ends up on the left or right side
of an equation. For example, the solution of 8
15  z is still 7,
even though the final step may be 7
z.

Lesson 3-2 Solving Equations by Using Addition and Subtraction 129

SOLVE USING Example 3 Solve by Subtracting
SUBTRACTION Solve 142  d  97. Then check your solution.
142  d
97 Original equation
In-Class Examples Power
Point® 142  d  142
97  142 Subtract 142 from each side.

3 Solve c  102
36. Then d
45 142  142
0 and 97  142
45

check your solution. c 
66 CHECK 142  d
97 Original equation

4 2 142  (45)
97 Substitute 45 for d.

4 Solve y  5
3 in two ways.
97
97 ⻫ Add.
2 The solution is 45.
y 

15
Remember that subtracting a number is the same as adding its inverse.

Teaching Tip Tell students that Example 4 Solve by Adding or Subtracting

they may use whichever method is 3 1
Solve g   
 in two ways.
most comfortable for them when 4 8
solving equations. Method 1 Use the Subtraction Property of Equality.
3 1
g  
 Original equation
4 8
3 3 1 3
g    
   Subtract 43 from each side.
Concept Check 4 4 8 4
7 3 3 1 3 1 6 7
Solving Equations Ask students g
   
0 and   
   or 
4 4 8 4 8 8 8
8
to describe the types of equations 7
The solution is .
8
they would solve using the
Subtraction Property and what Method 2 Use the Addition Property of Equality.
3 1
types they would solve using the g  
 Original equation
4 8
Addition Property. Look for 3 3 1 3
g    
   Add 43 to each side.
logical choices that make 4 4 8 4
7 3 3 1 3 1 6 7
computation simpler. g
   
0 and   
   or 
4 4 8 4 8 8 8
8
7
The solution is .
8
In-Class Example Power
Point®
Example 5 Write and Solve an Equation
Teaching Tip Students may try Write an equation for the problem. Then solve the equation and check
to skip a step and solve the your solution.
problem without first writing an
A number increased by 5 is equal to 42. Find the number.
equation. Tell students that they
will make fewer mistakes in A number increased by 5 is equal to 42.






solving equations if they first n  5
42
Study Tip
translate the sentence and write n  5
42 Original equation
down the equation, before Checking
Solutions n  5  5
42  5 Subtract 5 from each side.
trying to solve it. You should always check
your solution in the n
37 5  5
0 and 42  5
37
5 Write an equation for the context of the original
problem. Then solve the problem. For instance, in CHECK n  5
42 Original equation
Example 5, is 37 increased 37  5
42
equation and check your by 5 equal to 42? The
Substitute 37 for n.

solution. solution checks. 42
42 ⻫

Fourteen more than a number is The solution is 37.
equal to twenty-seven. Find the
number. 130 Chapter 3 Solving Linear Equations
14  n  27
n  13

Differentiated Instruction
Visual/Spatial Students will most easily grasp the concept of solving
equations by addition or subtraction if they physically observe adding or
removing objects from both sides of the equals sign. Use the procedures
from the Algebra Activity on page 127 to solve simple equations.

130 Chapter 3 Solving Linear Equations

 Example 6 Write an Equation to Solve a Problem In-Class Example Power
Point®
HISTORY Refer to the information at the right. Amount
In the fourteenth century, the part of the Great Wall
added
6 HISTORY The Washington
of China that was built during Qui Shi Huangdi’s Monument in Washington,
time was repaired, and the wall was extended. When 1000 mi
D.C., was built in two phases.
the wall was completed, it was 2500 miles long. How
much of the wall was added during the 1300s? During the first phase, from
2500 mi 1848–1854, the monument
Words The original length plus the additional Source: National
was built to a height of 152
length equals 2500. Geographic World feet. From 1854 until 1878, no
Variable Let a
the additional length. work was done. Then from
History 1878 to 1888, the additional
The original the additional
The first emperor of China, length plus length equals 2500. construction resulted in its


Qui Shi Huangdi, ordered



the building of the Great Equation 1000  a
2500
final height of 555 feet. How
Wall of China to protect his much of the monument was
people from nomadic 1000  a
2500 Original equation
added during the second
tribes that attacked and 1000  a  1000
2500  1000 Subtract 1000 from each side.
looted villages. By 204 B.C., a
1500 1000  1000
0 and 2500  1000
1500. construction phase? Write an
this wall guarded 1000 equation to solve the problem.
miles of China’s border. The Great Wall of China was extended 1500 miles in the 1300s. 152  a  555; a  403 ft
Source: National Geographic
World

3 Practice/Apply
Concept Check 1. OPEN ENDED Write three equations that are equivalent to n  14
27.
1. Sample answers: 2. Compare and contrast the Addition Property of Equality and the Subtraction
n  13, n  16  29, Property of Equality. See margin.
n  12  25 Study Notebook
3. Show two ways to solve g  94
75.
(1) Add
94 to each side. (2) Subtract 94 from each side. Have students—
• add the definitions/examples of
Guided Practice Solve each equation. Then check your solution.
4. t  4
7
3 5. p  19
6
13 6. 15  r
71 56
the vocabulary terms to their
GUIDED PRACTICE KEY
2 1 5 Vocabulary Builder worksheets for
Exercises Examples 7. 104
y  67 171 8. h  0.78
2.65 3.43 9.   w
1 
3 2 6 Chapter 3.
4–9 1–4
10, 11 5 Write an equation for each problem. Then solve the equation and check your • include any other item(s) that they
12–14 6 solution.
find helpful in mastering the skills
10. Twenty-one subtracted from a number is 8. Find the number. n
21 
8; 13
in this lesson.
11. A number increased by 37 is 91. Find the number. n  (
37) 
91;
54

Application CARS For Exercises 12–14, use the following information.

The average time it takes to manufacture a car in the United States is equal to the
average time it takes to manufacture a car in Japan plus 8.1 hours. The average time Answers
it takes to manufacture a car in the United States is 24.9 hours.
12. Write an addition equation to represent the situation. ᐉ  8.1  24.9
2. The Addition Property of Equality
and the Subtraction Property of
13. What is the average time to manufacture a car in Japan? 16.8 h Equality can both be used to solve
14. The average time it takes to manufacture a car in Europe is 35.5 hours. What is equations. The Addition Property
the difference between the average time it takes to manufacture a car in Europe of Equality says you can add the
and the average time it takes to manufacture a car in Japan? 18.7 h
same number to each side of an
Lesson 3-2 Solving Equations by Using Addition and Subtraction 131 equation. The Subtraction Property
of Equality says you can subtract
the same number from each side
of an equation. Since subtracting
a number is the same as adding
its inverse, either property can be
used to solve any addition
equation or subtraction equation.

Lesson 3-2 Solving Equations by Using Addition and Subtraction 131

 ★ indicates increased difficulty
Practice and Apply
About the Exercises…
Solve each equation. Then check your solution. 29.
2.58
Organization by Objective
15. v  9
14 23 16. s  19
34
15 17. g  5
33 28
Solve Using Addition: 15–64 For See
Exercises Examples 18. 18  z
44 26 19. a  55
17 38 20. t  72
44 28
Solve Using Subtraction; 15–40 1–4
21. 18
61  d 43 22. 25
150  q 125 23. r  (19)
77
96
15–64 41–48 5
51–64 6 24. b  (65)
15
50 25. 18  (f )
91 73 26. 125  (u)
88
37
Odd/Even Assignments 27. 2.56  c
0.89 3.45 28. k  0.6
3.84
4.44 29. 6
m  (3.42)
Extra Practice
Exercises 15–50 are structured See page 825. 30. 6.2
4.83  y 11.03 31. t  8.5
7.15 15.65 32. q  2.78
4.2 6.98
so that students practice the 3 5 7 3 7 1 1 5 1
same concepts whether they 33. x  
 1 34. a  

 35.   p
 1
4 6 12 5 10 10 2 8 8
2 4 1 2 4 2 2 3
are assigned odd or even 36.   r

1 37. 
v  
 38. 
w  
7
3 9 9 3 5 15 5 4 20
problems.
★ 39. If x  7
14, what is the value of x  2? 19
Assignment Guide ★ 40. If t  8
12, what is the value of t  1?
19
Basic: 15–37 odd, 41–49 odd,
51–57, 65–89 GEOMETRY For Exercises 41 and 42, 78 cm
use the rectangle at the right.
Average: 15–49 odd, 51–61, 24 cm (y
17) cm
41. x  55  78; 23 41. Write an equation you could use to
65–89 solve for x and then solve for x.
(x  55) cm
Advanced: 16–50 even, 58–81 42. Write an equation you could use to solve
(optional: 82–89) for y and then solve for y. y
17  24; 41
Write an equation for each problem. Then solve the equation and
check your solution.
43. n
18  31; 49 43. Eighteen subtracted from a number equals 31. Find the number.
44. What number decreased by 77 equals 18? n
77 
18; 59
45. A number increased by 16 is 21. Find the number. n  (
16) 
21;
5
46. The sum of a number and 43 is 102. What is the number? n  (
43)  102; 145
1 3 1
47. n
 
;
 ★ 47. What number minus one-half is equal to negative three-fourths?
2 4 4
★ 48. The sum of 19 and 42 and a number is equal to 87. What is the number?
19  42  n  87; 26
49. Determine whether x  x
x is sometimes, always, or never true. Explain.
Sometimes; if x  0, x  x  x is true.
50. Determine whether x  0
x is sometimes, always, or never true. Explain.
Always; any number plus 0 is always the number.
GAS MILEAGE For Exercises 51–55, use the following information.
A midsize car with a 4-cylinder engine goes 10 miles more on a gallon of gasoline
than a luxury car with an 8-cylinder engine. A midsize car consumes one gallon of
gas for every 34 miles driven.
51. Write an addition equation to represent the situation. ᐉ  10  34
52. How many miles does a luxury car travel on a gallon of gasoline? 24 mi
53. A subcompact car with a 3-cylinder engine goes 13 miles more than a luxury
car on one gallon of gas. How far does a subcompact car travel on a gallon
of gasoline? 37 mi
54. How many more miles does a subcompact travel on a gallon of gasoline than a
midsize car? 3 mi
55. Estimate how many miles a full-size car with a 6-cylinder engine goes on one
gallon of gasoline. Explain your reasoning. Sample answer: 29 mi; 29 is the
average of 24 (for the 8-cylinder engine) and 34 (for the 4-cylinder engine).
132 Chapter 3 Solving Linear Equations

Online Lesson Plans

USA TODAY Education’s Online site offers resources and
interactive features connected to each day’s newspaper.
Experience TODAY, USA TODAY’s daily lesson plan, is
available on the site and delivered daily to subscribers.
This plan provides instruction for integrating USA TODAY
graphics and key editorial features into your mathematics
classroom. Log on to www.education.usatoday.com.

132 Chapter 3 Solving Linear Equations

 HISTORY For Exercises 56 and 57, use d ft Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____

3-2 Study Guide and

the following information. p. 143
Solving(shown)
Equations by and p. 144
Using Addition and Subtraction
Over the years, the height of the Great Solve Using Addition If the same number is added to each side of an equation, the
Pyramid at Giza, Egypt, has decreased. resulting equation is equivalent to the original one. In general if the original equation
involves subtraction, this property will help you solve the equation.

481 ft Addition Property of Equality For any numbers a, b, and c, if a
b, then a  c
b  c.

56. Write an addition equation to 450 ft

represent the situation. 450  d  481 Example 1 Solve m
32  18. Example 2 Solve
18  p
12.
m  32
18 Original equation 18
p 12 Original equation
m  32  32
18  32 Add 32 to each side. 18  12
p 12  12 Add 12 to each side.
57. What was the decrease in the m
50 Simplify. p
6 Simplify.

The solution is 6.

height of the pyramid? 31 ft The solution is 50.

Source: World Book Encyclopedia Exercises

Solve each equation. Then check your solution.

Lesson 3-2
1. h  3
2 1 2. m  8
12
4 3. p  5
15 20

1 5 1
4. 20
y  8 28 5. k  0.5
2.3 2.8 6. w  
 1 
2 8 8

LIBRARIES For Exercises 58–61, 7. h  18
17 1 8. 12
24  k 12 9. j  0.2
1.8 2

use the graph at the right to write USA TODAY Snapshots® 10. b  40
40 0 11. m  (12)
10
2
3
12. w  
 
2
1 7
4 4

an equation for each situation. Write an equation for each problem. Then solve the equation and check the
Then solve the equation. USA’s largest libraries solution.

13. Twelve subtracted from a number equals 25. Find the number. n
12  25; 37
Among public and
58. 13.6  x  24.0; ★ 58. How many more volumes does academic libraries 14. What number decreased by 52 equals 12? n
52 
12; 40

10.4 million volumes the Library of Congress have in the USA, here
are the largest: 15. Fifty subtracted from a number equals eighty. Find the number. n
50  80; 130
than the Harvard University 1 1
16. What number minus one-half is equal to negative one-half ? n
 
 ; 0
Library? 2 2
lions)
es (mil
Volum 17. The difference of a number and eight is equal to 14. What is the number?
59. 11.4  x  13.6; ★ 59. How many more volumes does Library of
Congress
24.0 n
8  14; 22

2.2 million volumes the Harvard University Library Harvard U

niversity
13.6 18. A number decreased by fourteen is equal to eighteen. What is the number?
n
14  18; 32
have than the New York Public New York 11.4 NAME ______________________________________________ DATE ____________ PERIOD _____
Public
Library? Skills
3-2 Practice,
Practice p. 145 and
Yale Unive 9.9 (Average)
rsity Practice, p. 146 (shown)
60. 11.4  x  24.0; ★ 60. How many more volumes does Queens, N
.Y., Public 9.2
Solving Equations by Using Addition and Subtraction
Solve each equation. Then check your solution.
12.6 million volumes the Library of Congress have University
of Illinois 9.0 1. d  8
17 25 2. v  12
5
17 3. b  2
11
9

than the New York Public (Urbana) 4. 16
s  71
87 5. 29
a  76 105 6. 14  y
2 12

Library? 7. 8  (c)
1
7 8. 78  r
15
93 9. f  (3)
9
6

Source: American Library Association 10. 4.2
n  7.3
3.1 11. w  1.9
2.5
4.4 12. 4.6  (b)
0.4
5
61. 24.0  13.6  ★ 61. What is the total number of By Anne R. Carey and Quin Tian, USA TODAY 13. y  (1.5)
0.5
1 14. a  0.13
0.58
0.45 15. k  (4.21)
19

14.79

11.4  x; 49.0 million volumes in the three largest 1 9

16. r  
 
5 10 10
7 5
17.   q
 
9
2 1
3 9
1
18. 
h  

3
2
5
1
15
volumes U.S. libraries? 1 7
19.   x
 

5 4
20. y  


3 1 7
21.    (n)
  
7 7
4 12 6 5 4 20 8 12 24

Write an equation for each problem. Then solve the equation and check your
solution.

22. What number minus 9 is equal to 18? n
9 
18;
9

ANIMALS For Exercises 62–64, use the information below to write an equation 23. A number plus 15 equals 12. What is the number? n  15 
12;
27

for each situation. Then solve the equation. 24. The sum of a number and 3 is equal to 91. Find the number.
n  (
3) 
91;
88
Wildlife authorities monitor the population of animals in various regions. One year’s 25. Negative seventeen equals 63 plus a number. What is the number?

17  63  n;
80
deer population in Dauphin County, Pennsylvania, is shown in the graph below. 26. The sum of negative 14, a number, and 6 is 5. What is the number?

14  n  6 
5; 3
1 3 1
27. What number plus one half is equal to three eighths? n     ;

Dauphin County Deer Population 2 8 8

HISTORY For Exercises 28 and 29, use the following information.

Galileo Galilei was born in 1564. Many years later, in 1642, Sir Isaac Newton was born.
Newborn Males 1379 28. Write an addition equation to represent the situation. 1564  y  1642
29. How many years after Galileo was born was Isaac Newton born? 78
Newborn Females 1286 HURRICANES For Exercises 30 and 31, use the following information.
The day after a hurricane, the barometric pressure in a coastal town has risen to
One-Year-Old Males 679 29.7 inches of mercury, which is 2.9 inches of mercury higher than the pressure when the
eye of the hurricane passed over.
30. Write an addition equation to represent the situation. b  2.9  29.7
One-Year-Old Females 634 31. What was the barometric pressure when the eye passed over? 26.8 in. of mercury

Adult Males 1707 Reading

NAME ______________________________________________ DATE ____________ PERIOD _____

3-2 Readingto
to Learn
Learn Mathematics
Adult Females 3714 Mathematics, p. 147 ELL
Solving Equations by Using Addition and Subtraction
Pre-Activity How can equations be used to compare data?
0 1000 2000 3000 4000 Read the introduction to Lesson 3-2 at the top of page 128 in your textbook.

62. 679  634  x  Source: www.visi.com

In the equation m  66
5, the number 5 represents
the difference between the percent of growth for medical
1379  1286; 1352 assistants and the percent of growth for travel agents,

63. 1379  679  ★ 62. How many more newborns are there than one-year-olds? and the number 66 represents
the rate of growth for travel agents.

1707  x  1286  ★ 63. How many more females are there than males?
634  3714; 1869 ★ 64. What is the total deer population? t  1379  1286  679  634  1707  Reading the Lesson
3714; 9399 1. To solve x  17
46 using the Subtraction Property of Equality, you would subtract
www.algebra1.com/self_check_quiz Lesson 3-2 Solving Equations by Using Addition and Subtraction 133

Lesson 3-2
17 from each side.

2. To solve y  9
30 using the Addition Property of Equality, you would add
9 to each side.

3. Write an equation that you could solve by subtracting 32 from each side.
NAME ______________________________________________ DATE ____________ PERIOD _____ Sample answer: m  32  50

Enrichment,
3-2 Enrichment p. 148 4. A student used the Subtraction Property of Equality to solve an equation. Explain why it
would also be possible to use the Addition Property of Equality to solve the equation.
Subtracting one number from another gives the same result as adding
the opposite of the number that was subtracted.
Counting-Off Puzzles
Solve each puzzle.

1. Twenty-five people are standing in a circle. 2 3 4

1
Starting with person 1, they count off from 25
5
1 to 7 and then start over with 1. Each 24 6 Helping You Remember
person who says “7” drops out of the circle. 23
7
5. Explain how you decide whether to use the Addition Property or the Subtraction
Who is the last person left? number 15 8
22
Property of Equality to solve an equation.
9 Sample answer: If the given equation has a number added to the
21 variable, then use the Subtraction Property of Equality. If the equation
10 has a number subtracted from the variable, then use the Addition
20
11
Property of Equality.
19
18 12
17 13
16 15 14

2. Forty people stand in a circle. They count off so that every third
person drops out. Which two people are the last ones left? 13th and 28th people

Lesson 3-2 Solving Equations by Using Addition and Subtraction 133

 65. CRITICAL THINKING If a  b
x, what values of a, b, and x would make the
4 Assess equation a  x
b  x true? a  b, x  0

66. WRITING IN MATH Answer the question that was posed at the beginning
Open-Ended Assessment of the lesson. See margin.
Writing Have students pick an How can equations be used to compare data?
example problem from the exer- Include the following in your answer:
cises of this lesson, and explain in • an explanation of how to solve the equation to find the growth rate for
medical assistants, and
writing how to solve the problem
• a sample problem and related equation using the information in the graph.
using addition or subtraction.
Standardized 67. Which equation is not equivalent to b  15
32? C
Getting Ready for Test Practice A b  5
52 B b  20
27
Lesson 3-3 C b  13
30 D b
47

PREREQUISITE SKILL Students 68. What is the solution of x  167
52? A

will learn how to solve equations A 115 B 115
using multiplication and division C 219 D 219
in Lesson 3-3. In addition to
integers, they will solve equations
involving decimals and fractions. Maintain Your Skills
Use Exercises 82–89 to determine
your students’ familiarity with Mixed Review GEOMETRY For Exercises 69 and 70, use the
following information.
finding products and quotients The area of a circle is the product of π times the radius r
of decimals and fractions. r squared. (Lesson 3-1)
69. Write the formula for the area of the circle. A  πr 2
70. If a circle has a radius of 16 inches, find its area.
Answers about 804 in2
66. Equations can be used to describe Replace each with ,
, or  to make the sentence true. (Lesson 2-7)
1 3 2 3
the relationships of growth and 71.  2
72.   73. 0.375  
2 4 3 8
decline in job opportunities.
Answers should include the Use each set of data to make a stem-and-leaf plot. (Lesson 2-5)

following. 74. Stem Leaf 74. 54, 52, 43, 41, 40, 36, 35, 31, 32, 34, 42, 56
• To solve the equation, add 66 to 3 1 2 4 5 6 75. 2.3, 1.4, 1.7, 1.2, 2.6, 0.8, 0.5, 2.8, 4.1, 2.9, 4.5, 1.1
each side. The solution is 4 0 1 2 3
5 2 4 6 Identify the hypothesis and conclusion of each statement. (Lesson 1-7)
m  71.
31  31 76. For y
2, 4y  6
2. H: y  2; C: 4y
6  2
• An example such as “The
75. Stem Leaf 77. There is a science quiz every Friday.
percent increase in growth for H: it is Friday; C: there will be a science quiz
0 5 8
paralegals is 16 more than the Evaluate each expression. Name the property used in each step. (Lesson 1-4)
1 1 2 4 7
percent increase in growth for 78. 4(16  42) 4 79. (25  52)  (42  24) 7
detectives. If the growth rate for 2 3 6 8 9
78–79. See margin for properties used in each step.
paralegals is 86%, what is the 3
Find the solution set for each inequality, given the replacement set. (Lesson 1-3)
growth rate for detectives? 4 1 5
80. 3x  2 2; {0, 1, 2} {1, 2} 81. 2y2  1 0; {1, 3, 5} {1, 3, 5}
d  16  86; 70%” 05  0.5
78. 4(16  42) Getting Ready for PREREQUISITE SKILL Find each product or quotient.
 4(16  16) Subst. Property the Next Lesson (To review operations with fractions, see pages 800 and 801.) 83. 10.545
 4(1) Substitution Property 82. 6.5  2.8 18.2 83. 70.3  0.15 84. 17.8  2.5 7.12 85. 0.33  1.5 0.22
2 5 5 5 3 1 1 2 1 8 4 1
 4 Multiplicative Identity 86.     87.     88.    1 89.    3
3 8 12 9 10 6 2 5 4 9 15 3
79. (25
52)  (42
24) 134 Chapter 3 Solving Linear Equations
 (32
25)  (16
16)
Substitution Property
 7  0 Substitution Property
 7 Additive Identity

134 Chapter 3 Solving Linear Equations

 Solving Equations by Using Lesson
Multiplication and Division Notes

• Solve equations by using multiplication.

• Solve equations by using division.
1 Focus
can equations be used to find how long
it takes light to reach Earth? 5-Minute Check
It may look like all seven stars in the
Transparency 3-3 Use as a
Big Dipper are the same distance from 821, 800, 000, 000, 000 mi quiz or review of Lesson 3-2.
Earth, but in fact, they are not. The 434, 380, 000, 000, 000 mi
diagram shows the distance between 381, 550, 000, 000, 000 mi Mathematical Background notes
311, 110, 000, 000, 000 mi
each star and Earth. are available for this lesson on
469, 600, 000, 000, 000 mi
587, 000, 000, 000, 000 mi p. 118C.
Light travels at a rate of about 363, 940, 000, 000, 000 mi
5,870,000,000,000 miles per year. In general,
the rate at which something travels times can equations be used
the time equals the distance (rt
d). The to find how long it
following equation can be used to find the takes light to reach Earth?
time it takes light to reach Earth from the
closest star in the Big Dipper. Ask students:
rt
d • What is the unknown quantity
5,870,000,000,000t
311,110,000,000,000 Source: National Geographic World in the equation given in the
example? how much time it takes
for light from the star to reach Earth
SOLVE USING MULTIPLICATION To solve equations such as the one above, • What variable represents the
you can use the Multiplication Property of Equality . unknown quantity in the
equation? t
Multiplication Property of Equality • What do you need to
accomplish to solve this
• Words If an equation is true and each side is multiplied by the same number,
the resulting equation is true. equation? isolate the variable on
• Symbols For any numbers a, b, and c, if a
b, then ac
bc.
one side of the equation
• Examples 6
6 9
9 10
10 • Space Flight The manned
62
62 9  (3)
9  (3)
1 1
10  
10   Apollo missions to the moon
2 2
12
12 27
27 5
5
traveled from Earth at a rate of
about 25,000 miles per hour
(219,000,000 miles per year).
What equation could be used to
Example 1 Solve Using Multiplication by a Positive Number find the time it would take a
t 7
spacecraft traveling at that
Solve   . Then check your solution. speed to reach the closest star in
30 10
t 7

 Original equation
the Big Dipper? 219,000,000t 
30 10
311,110,000,000,000
 
t 7
30 
30 
30 10   Multiply each side by 30.
t 7
t
21 (30)
t and (30)
21
30 10
(continued on the next page)
Lesson 3-3 Solving Equations by Using Multiplication and Division 135

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 3-3
• Study Guide and Intervention, pp. 149–150 Workbook, p. 21 Answer Key Transparencies
• Skills Practice, p. 151 Prerequisite Skills Workbook,
• Practice, p. 152 pp. 9–12, 51–52 Technology
• Reading to Learn Mathematics, p. 153 Interactive Chalkboard
• Enrichment, p. 154
• Assessment, p. 205

Lesson x-x Lesson Title 135

 t 7
CHECK 
 Original equation

2 Teach 30
21
30
10
7


10
Substitute 21 for t.

7 7 ⻫
Building on Prior 
 The solution is 21.
10 10
Knowledge
In Lesson 3-2, students learned Example 2 Solve Using Multiplication by a Fraction
that to solve an equation, the
Solve 冢2冣 g  1.
1 1
variable must be isolated on one 4 2
side of the equation. Because the
numbers were added to or 214g
112 Original equation

subtracted from the variable,

they added (or subtracted) the
94g
32 Rewrite each mixed number as an improper fraction.

same quantity to each side of the  

4 9 4 3
  g
 
9 4 9 2   4
9
9
Multiply each side by , the reciprocal of .
4
equation to accomplish this. Ask
12 2
students how the number is g
 or  Check this result.
18 3
“connected” to the variable 2
The solution is .
(multiplication). Then ask what 3
is the opposite operation of
multiplication. Example 3 Solve Using Multiplication by a Negative Number
Solve 42 
6m.
SOLVE USING 42
6m Original equation
MULTIPLICATION 1 1
(42)
(6m) 1
Multiply each side by , the reciprocal of 6.
6 6 6
In-Class Examples Power
Point®
7
m Check this result.

The solution is 7.

Teaching Tip Remind students
that the goal is to multiply the You can write an equation to represent a real-world problem. Then use the
coefficient of the variable by a equation to solve the problem.
number so that the resulting
coefficient is 1. Example 4 Write and Solve an Equation Using Multiplication
s 3 SPACE TRAVEL Refer to the information about space travel at the left. The
1 Solve 
 . Then check weight of anything on the moon is about one-sixth its weight on Earth. What
12 4 was the weight of Neil Armstrong’s suit and life-support backpacks on Earth?
your solution. 9
Words One sixth times the weight on Earth equals the weight on the moon.
Teaching Tip Remind students
that the product of a fraction Variable Let w
the weight on Earth.
and its reciprocal is 1. the weight the weight
One sixth times on Earth equals on the moon.





2 Solve 3 3 k
1 4 .

8 5
8
15 Equation
1

6
 w 
33

3 Solve 75
15b. 5 Space Travel 1

w
33 Original equation
6
On July 20, 1969, Neil
6w
6(33)
Armstrong stepped on the 1
Multiply each side by 6.
surface of the moon. On 6
the moon, his suit and 1
Intervention life-support backpacks w
198 (6)
1 and 33(6)
198
6
New Students are weighed about 33 pounds. The weight of Neil Armstrong’s suit and life-support backpacks on Earth
sometimes Source: NASA was about 198 pounds.
confused about
what to do with 136 Chapter 3 Solving Linear Equations

a variable in an equation like

x
27. Remind students that
the variable actually has a coef-
ficient of 1 in this case. Re-
membering that the product of
two negative numbers is posi-
tive, you can multiply each
side of the equation by 1.
(1)(x)
(1)27
x
27

136 Chapter 3 Solving Linear Equations

 SOLVE USING DIVISION The equation in Example 3, 42
6m, was solved In-Class Example Power
1
by multiplying each side by . The same result could have been obtained by Point®
6
dividing each side by 6. This method uses the Division Property of Equality.
4 SPACE TRAVEL Using
information from Example 4
Division Property of Equality in the Student Edition, what
• Words If an equation is true and each side is divided by the same nonzero would be the weight of Neil
number, the resulting equation is true.
TEACHING TIP a b Armstrong’s suit and life-
• Symbols For any numbers a, b, and c, with c
0, if a
b, then 
.
Ask students why c  0. c c support backpack on Mars if
• Examples 15
15 28
28
three times the Mars weight
15 15 28 28

 
 equals the Earth weight? 66 lb
3 3 7 7
5
5 4
4

SOLVE USING DIVISION

Example 5 Solve Using Division by a Positive Number
Solve 13s  195. Then check your solution. In-Class Examples Power
Point®
13s
195 Original equation
13s 195 5 Solve 11w
143. Then check

 Divide each side by 13.
13 13 your solution. 13
13s 195
s
15 
s and 
15
13 13
6 Solve 8x
96.
CHECK 13s
195 Original equation

12
13(15)
195 Substitute 15 for s.

195
195 ⻫ 7 Write an equation for the

problem below. Then solve
The solution is 15.
the equation.
Negative fourteen times a
number equals 224.
Study Tip Example 6 Solve Using Division by a Negative Number
14n  224;
16
Alternative Solve
3x  12.
Method 3x
12 Original equation
You can also solve
3x 12
equations like those in 
 Divide each side by 3.
Examples 5, 6, and 7 by 3 3
3x 12
using the Multiplication x
4 
x and 
4
3 3
Property of Equality. For
instance, in Example 6, The solution is 4.
you could multiply each
1
side by .
3

Example 7 Write and Solve an Equation Using Division

Write an equation for the problem below. Then solve the equation.
Negative eighteen times a number equals
198.
Negative eighteen times a number equals 198.







18  n
198
18n
198 Original equation
18n 198

 Divide each side by –18.
18 18
n
11 Check this result.

The solution is 11.

www.algebra1.com/extra_examples Lesson 3-3 Solving Equations by Using Multiplication and Division 137

Differentiated Instruction
Auditory/Musical Have students all clap twice per second for five
seconds. Write on the chalkboard: 5 seconds
10 claps. Have students
clap twice per second for 10 seconds. Write  2 under each side of the
equation. Then write 10 seconds
20 claps. Point out that each side of
the equation doubled but the equation is still correct. In an equation, as
long as you perform the same operation on each side, the equation
remains correct.

Lesson 3-3 Solving Equations by Using Multiplication and Division 137

 3 Practice/Apply Concept Check 1. OPEN ENDED Write a multiplication equation that has a solution of 3.
1. Sample answer: 2. Explain why the Multiplication Property of Equality and the Division Property
4x 
12 of Equality can be considered the same property.
Study Notebook 2. Dividing each side Juanita; to find
of an equation by a 3. FIND THE ERROR Casey and Juanita are solving 8n
72. an equivalent
Have students— number is the same as equation with 1n
multiplying each side Casey Juanita
• add the definitions/examples of on one side of the
of the equation by the 8n = -72 8n = -72 equation, you
the vocabulary terms to their number’s reciprocal. 8n -72 must divide each
8n(8) = -72(8)  = 
Vocabulary Builder worksheets for 8 8 side by 8 or
n = -576 n = -9 multiply each side
Chapter 3. 1
• include any other item(s) that they Who is correct? Explain your reasoning.
by .
8
find helpful in mastering the skills
in this lesson. Guided Practice Solve each equation. Then check your solution.
t
GUIDED PRACTICE KEY 4. 2g
84 42 5. 
5
35
7
Exercises Examples a 4 4 8 1
6. 
 16 7. k
 1
36 9 5 9 9
4–9 1–3, 5, 6
1 10
9. 3p
2 
1
10, 11 7 8. 3.15
1.5y 2.1
12 4 4 2 13

FIND THE ERROR Write an equation for each problem. Then solve the equation.
Tell students to 10. Five times a number is 120. What is the number? 5n  120; 24
2
think of what operation 11. Two fifths of a number equals 24. Find the number. n 
24;
60
5
must be performed to “undo” the
operation in the equation. Then Application 12. GEOGRAPHY The discharge of a river
emphasize that they should is defined as the width of the river times
the average depth of the river times the
always check their solution by speed of the river. At one location in St.
substituting the value of the Louis, the Mississippi River is 533 meters 0.6 m/s
533 m

variable in the original equation. wide, its speed is 0.6 meter per second,
and its discharge is 3198 cubic meters
per second. How deep is the Mississippi
River at this location? 10 m

About the Exercises… ★ indicates increased difficulty

Organization by Objective
Practice and Apply
• Solve Using
Multiplication: 13–49 Solve each equation. Then check your solution.
• Solve Using Division: 13–49 13. 5r
55
11 14. 8d
48 6 15. 910
26a 35
For See
Exercises Examples b v
Odd/Even Assignments 16. 1634
86s
19 17. 
11
77 18. 
45 225
13–32 1–3, 5, 6 7 5
Exercises 13–38 are structured 33–38 7 2
19. n
14 21
2
20. g
14
35
g 5
21. 
 10
so that students practice the 39–49 4 3 5 24 12
z 2
same concepts whether they 22. 
 18 23. 1.9f
11.78
6.2 24. 0.49k
6.272 12.8
Extra Practice 45 5
6
27. 2t
22 8
3
are assigned odd or even See page 826. 25. 2.8m
9.8
3.5 26. 5.73q
97.41
17
5 13
problems. 1 2 11 1 2
28. 3x
5
1
2 1
29. 5h
3  30. 3p
4 1
3 2 2 3 15 5 5

Assignment Guide ★ 31. If 4m
10, what is the value of 12m? 30

Basic: 13–29 odd, 33, 35, ★ 32. If 15b
55, what is the value of 3b? 11
39–41, 43–45, 50–70
138 Chapter 3 Solving Linear Equations
Average: 13–37 odd, 39–41,
43–45, 50–70
Advanced: 14–38 even, 43–66
(optional: 67–70)
All: Practice Quiz 1 (1–10)

138 Chapter 3 Solving Linear Equations

 Write an equation for each problem. Then solve the equation. Study Guide
NAME ______________________________________________ DATE

andIntervention
Intervention,
____________ PERIOD _____

3-3 Study Guide and

33. Seven times a number equals 84. What is the number? 7n 
84;
12 p. 149
Solving(shown) andMultiplication
Equations by Using p. 150 and Division
34. Negative nine times a number is 117. Find the number.
9n 
117; 13 Solve Using Multiplication If each side of an equation is multiplied by the same
number, the resulting equation is equivalent to the given one. You can use the property to
solve equations involving multiplication and division.
1
35. One fifth of a number is 12. Find the number. n  12; 60 Multiplication Property of Equality For any numbers a, b, and c, if a
b, then ac
bc.

3 5
36.
n  12;
32 36. Negative three eighths times a number equals 12. What is the number? Example 1 1 1
Solve 3  p  1  . Example 2 Solve
 n  16.
1
8 2 2 4

★ 37. Two and one half times a number equals one and one fifth. Find the number.
1 1 1
3p
1 Original equation   n
16 Original equation

1 1 12 2 2 4

37. 2 n  1; 
  7 3
p

Rewrite each mixed number as an
 1
4   n
4(16)  Multiply each side by 4.

★ 38. One and one third times a number is 4.82. What is the number?
2 2 improper fraction.

2 5 25  
2 7 2 3
 p
    2
Multiply each side by  .
n
64
4
Simplify.
7 2 7 2 7
The solution is 64.

冢 冣 1
38. 1 n 
4.82;
3
p

3
7
3
Simplify.

GENETICS For Exercises 39–41, use the following information. The solution is  .
7

3.615 Research conducted by a daily U.S. newspaper has shown that about
Exercises
one seventh of people in the world are left-handed. Solve each equation. Then check your solution.

39. Write a multiplication equation relating the number of left-handed people
h

1. 
2
6
1
2.  m
6 48
1
3.  p
 3
3

Lesson 3-3
3 8 5 5

and the total number of people p. ᐉ  1p 4. 5
 60

y 1
5.   k
2.5 10
m
6.  

5
5

7 12 4 8 8

40. 50 people 40. About how many left-handed people are there in a group of 350 people? 1
7. 1  h
4

2
8
3
8. 12
  k 8
3
2
j
9. 
 1 
3
2
5
1
5

41. If there are 65 left-handed people in a group, about how many people are in 1
10. 3  b
5
1 
3
1
2
7
11.  m
10 14 
10
2
7
p
12. 
 
1 
5
1
4
1
4
that group? 455 people
Write an equation for each problem. Then solve the equation.
1
13. One-fifth of a number equals 25. Find the number.  n  25; 125
5

42. WORLD RECORDS In 1993, a group of people in Utica, New York, made a n
14. What number divided by 2 equals 18?  
18;
36
2
very large round jelly doughnut which broke the world record for doughnut 15. A number divided by eight equals 3. Find the number.   3; 24
n
8
size. It weighed 1.5 tons and had a circumference of 50 feet. What was the 1
diameter of the doughnut? (Hint: C
d) about 16 ft 16. One and a half times a number equals 6. Find the number. 1  n  6; 4
2

NAME ______________________________________________ DATE ____________ PERIOD _____

Skills
3-3 Practice,
Practice (Average)
p. 151 and
BASEBALL For Exercises 43–45, Two-Seam Fastball Practice, p. 152
Solving Equations (shown)
by Using Multiplication and Division
use the following information. 126 ft/s Solve each equation. Then check your solution.

In baseball, if all other factors are the same, Four-Seam 1. 8j
96 12 2. 13z
39 3 3. 180
15m
12

the speed of a four-seam fastball is faster Fastball 4. 243
27c 9

y
5. 
8
72
9
j
6.  
8 96
12

than a two-seam fastball. The distance from 132 ft/s a

7. 
 12
15
4
5
g
8. 
 6
27
2
9
q
9. 
 4
24
1
6

the pitcher’s mound to home plate is 10. 1
  t 

4
7
7 3
11.   w
9 24
8
3
12.   s
4
20
15
4
60.5 feet. 13. 3x


3 1 8
14.  a
 
4 5 5
15.  h
 
11 11
2 2 5 3 6 3 6 10

43. How long does it take a two-seam 16. 5n
 

11 11
4 20
17. 2.5k
20 8 18. 3.4e
3.74 1.1

fastball to go from the pitcher’s mound 19. 1.7b
2.21
1.3 20. 0.26p
0.104 0.4 21. 4.2q
3.36
0.8

to home plate? Round to the nearest Write an equation for each problem. Then solve the equation.
hundredth. (Hint: rt
d) 0.48 s 22. Negative nine times a number equals 117. Find the number.
9n 
117; 13

44. How long does it take a four-seam 3

23. Negative one eighth of a number is   . What is the number?
 n 
 ; 6
4
1
8
3
4

fastball to go from the pitcher’s mound Source: Baseball and Mathematics 5

24. Five sixths of a number is   . Find the number.  n 
 ;

5 5 2
9 6 9 3
to home plate? Round to the nearest 25. 2.7 times a number equals 8.37. What is the number? 2.7n  8.37; 3.1

hundredth. 0.46 s 26. One and one fourth times a number is one and one third. What is the number?
1 1 1
1 n  1 ; 1
45. How much longer does it take for a two-seam fastball to reach home plate than 4 3 15

a four-seam fastball? about 0.02 s 27. PUBLISHING Two units of measure used in publishing are the pica and the point. A pica
is one sixth of an inch. There are 12 points in a pica, so Points
12 · Picas. How many
picas are equivalent to 108 points? 9 picas

ROLLER COASTERS For Exercises 28 and 29, use the following information.
PHYSICAL SCIENCE For Exercises 46–49, use the following information. Superman the Escape in California is the fastest roller coaster in the world. Riders fall
415 feet in 7 seconds. Speeds reach a maximum of 100 miles per hour.
In science lab, Devin and his classmates are asked to determine how many grams 28. If x represents the average rate of fall of the roller coaster, write an expression to
represent the situation (Hint: Use the distance formula d
rt.) 7x  415
of hydrogen and how many grams of oxygen are in 477 grams of water. Devin used
what he learned in class to determine that for every 8 grams of oxygen in water, 29. What is the average rate that riders fall in feet per second? about 59.3 ft/s

there is 1 gram of hydrogen. NAME ______________________________________________ DATE ____________ PERIOD _____

Reading
3-3 Readingto
to Learn
Learn Mathematics
★ 46. If x represents the number of grams of hydrogen, write an expression to Mathematics, p. 153 ELL
Solving Equations by Using Multiplication and Division
represent the number of grams of oxygen. 8x Pre-Activity How can equations be used to find how long it takes light to reach
Earth?
★ 47. Write an equation to represent the situation. x  8x  477 Read the introduction to Lesson 3-3 at the top of page 135 in your textbook.
• In the equation d
rt, shown in the introduction, what number is used
★ 48. How many grams of hydrogen are in 477 grams of water? 53 g for r? for d?
5,870,000,000,000; 311,110,000,000,000

★ 49. How many grams of oxygen are in 477 grams of water? 424 g • What equation could you use to find the time it takes light to reach Earth
from the farthest star in the Big Dipper?
5,870,000,000,000t  821,800,000,000,000

50. CRITICAL THINKING If 6y  7
4, what is the value of 18y  21? 12 Reading the Lesson
Complete the sentence after each equation to tell how you would solve the

www.algebra1.com/self_check_quiz Lesson 3-3 Solving Equations by Using Multiplication and Division 139
equation.
x
1. 
16 Multiply each side by 7 .
7
1

2. 5x
125 Divide each side by 5 , or multiply each side by 5 .
1


NAME ______________________________________________ DATE ____________ PERIOD _____
3. 8k
96 Divide each side by
8 , or multiply each side by 8 .

Enrichment, p. 154 Lesson 3-3

3-3 Enrichment 1 1 13 17
4. Explain how rewriting 4  x
2  as  x
 helps you solve the equation.
3 8 3 8
It makes it easier for you to see what number you need to multiply by on
Dissection Puzzles: Make the Square each side.
In a dissection puzzle, you are to cut apart one figure using only
straight cuts and then rearrange the pieces to make a new figure.
Usually the puzzle-solver must figure out where to make the given
number of cuts. However, for these puzzles, the cut lines are shown. Helping You Remember
You must discover how to rearrange the pieces.
5. One way to remember something is to explain it to someone else. Write how you would
2
Cut apart each figure. Then rearrange the pieces to form a square. explain to a classmate how to solve the equation  x
12.
3
Sample answer: Multiply each side of the equation by the reciprocal of
1. 2
 so you can isolate x on the left side.
B B 3
B
B
A A
B B
B
B

2.
B

Lesson 3-3 Solving Equations by Using Multiplication and Division 139

 51. WRITING IN MATH Answer the question that was posed at the beginning of
4 Assess the lesson. See margin.
How can equations be used to find how long it takes light to reach Earth?
Open-Ended Assessment Include the following in your answer:
• an explanation of how to find the length of time it takes light to reach Earth
Modeling Write an equation from the closest star in the Big Dipper, and
that involves multiplication or • an equation describing the situation for the farthest star in the Big Dipper.
division on the chalkboard or
overhead projector. Have Standardized 52. The rectangle at the right is divided into
students first identify the Test Practice 5 identical squares. If the perimeter of the
operation in the equation. Then, rectangle is 48 inches, what is the area of
each square? C
based on the operation they
identify, have students suggest A 4 in2 B 9.8 in2 C 16 in2 D 23.04 in2
which operation might be used 53. Which equation is equivalent to 4t
20? A
to solve the equation. A 2t
10 B t
80 C 2t
5 D 8t
40

Assessment Options Maintain Your Skills

Practice Quiz 1 The quiz Mixed Review Solve each equation. Then check your solution. (Lesson 3-2)
provides students with a brief 54. m  14
81 67 55. d  27
14 13 56. 17  (w)
55
72
review of the concepts and skills
in Lessons 3-1 through 3-3. 57. Translate the following sentence into an equation. (Lesson 3-1)
Lesson numbers are given to the Ten times a number a is equal to 5 times the sum of b and c. 10a  5(b  c)
right of exercises or instruction
lines so students can review Find each product. (Lesson 2-3)
concepts not yet mastered. 58. (5)(12)
60 59. (2.93)(0.003) 60. (4)(0)(2)(3) 0
0.00879
Quiz (Lessons 3-1 through 3-3) Graph each set of numbers on a number line. (Lesson 2-1) 61–64. See margin.
is available on p. 205 of the 61. {4, 3, 1, 3} 62. {integers between 6 and 10}
Chapter 3 Resource Masters.
63. {integers less than 4} 64. {integers less than 0 and greater than 6}

Getting Ready for Name the property illustrated by each statement. (Lesson 1-6)
Lesson 3-4 65. 67  3
3  67 Comm. Prop. () 66. (5  m)  n
5  (m  n)
Assoc. Prop. ()
PREREQUISITE SKILL Students
will learn how to solve multi-
Getting Ready for PREREQUISITE SKILL Use the order of operations to find each value.

step equations in Lesson 3-4.

the Next Lesson (To review the order of operations, see Lesson 1-2.)
3 15  9 3
67. 2  8  9 25 68. 24  3  8 0 69. (17  7) 9 70.  
The key to solving multi-step 8 26  12 19
equations is knowing the order
in which to “undo” operations. P ractice Quiz 1 Lessons 3-1 through 3-3
This order is the opposite of the GEOMETRY For Exercises 1 and 2, use the following information.
usual order of operations. Use The surface area S of a sphere equals four times  times the square of
Exercises 67–70 to determine the radius r. (Lesson 3-1)
r
your students’ familiarity with 1. Write the formula for the surface area of a sphere. S  4 r 2
order of operations. 2. What is the surface area of a sphere if the radius is 7 centimeters?
about 615.8 cm2
Solve each equation. Then check your solution. (Lessons 3-2 and 3-3)
Answers 3. d  18
27
45 4. m  77
61 16 5. 12  a
36
24 6. t  (16)
9
7
2 2
51. You can use the distance formula 7. p
18 27 8. 17y
391
23 9. 5x
45
9 10. d
10 25
3 5
and the speed of light to find the
time it takes light from the stars to 140 Chapter 3 Solving Linear Equations
reach Earth. Answers should
include the following.
• Solve the equation by dividing 61.
each side of the equation by
4
3
2
1 0 1 2 3 4
5,870,000,000,000. The answer 62.
is 53 years.
6
5
4
3
2
1 0 1 2 3 4 5 6 7 8 9 10
• The equation 63.
5,870,000,000,000t 
7
6
5
4
3
2
1 0 1
821,800,000,000,000 describes
64.
the situation for the star in the

7
6
5
4
3
2
1 0 1
Big Dipper farthest from Earth.
140 Chapter 3 Solving Linear Equations
 Algebra
A Preview of Lesson 3-4
Activity
A Preview of Lesson 3-4

Getting Started
Solving Multi-Step Equations
Objective Use equation mats
You can use an equation model to solve multi-step equations.
and algebra tiles to model
solving equations with more
Solve 3x  5 
7. than one operation.
Model the equation. Isolate the x term. Materials
equation mats
x
x algebra tiles
x
1
1
1
x

1
1
1
1
1
1
x

1
1
1 1
x
1 1 
1 Teach
1 1 1
1 1 1

1
1
1
1
1
1
• You may need to review
1 1

1
1
1
1
forming zero pairs before
beginning the example.
3x  5
7 3x  5  5
7  5 • Explain that, in Step 4,
Place 3 x tiles and 5 positive 1 tiles on Since there are 5 positive 1 tiles with the separating the x tiles and
one side of the mat. Place 7 negative x tiles, add 5 negative 1 tiles to each side 1 tiles into 3 equivalent groups
1 tiles on the other side of the mat. to form zero pairs. is a pictorial representation of
dividing each side of the
Remove zero pairs. Group the tiles. equation by 3.
x
x
x

1
1
1

1
1
1
x
1
1
1
1 Assess
1
1 1
1 
1 x 
1
1
1
1
In Exercises 1–8, students should
1
1 1
1

1
1
1 x
1
1
1
1
• discover which side of the
1
1
1
1
equation directs the method of
solution by locating the
3x 12 variable, and
3x
12 

3 3 • understand that addition and
Group the tiles to form zero pairs and Separate the tiles into 3 equal groups to subtraction is done before
remove the zero pairs. match the 3 x tiles. Each x tile is paired multiplication and division
with 4 negative 1 tiles. Thus, x
4.
when isolating the variable.
In Exercise 9, have students dis-
Model Use algebra tiles to solve each equation. cuss how the steps in solving the
1. 2x  3
9
3 2. 3x  5
14 3 3. 3x  2
10 4 4. 8
2x  4
6 equation is similar to or different
5. 3  4x
11 2 6. 2x  7
1
3 7. 9
4x  7 4 8. 7  3x
8
5 from the order of operations.
9. MAKE A CONJECTURE What steps would you use to solve 7x  12
61?
First add 12 to each side, and then divide each side by 7. Algebra Activity Solving Multi-Step Equations 141

Study Notebook
Resource Manager
You may wish to have students
Teaching Algebra with Glencoe Mathematics Classroom summarize this activity and what
Manipulatives Manipulative Kit
they learned from it.
• pp. 11-12 (masters for algebra tiles) • algebra tiles
• p. 16 (master for equation mat) • equation mat
• p. 68 (student recording sheet)

Algebra Activity Solving Multi-Step Equations 141

 Lesson Solving Multi-Step Equations
Notes

• Solve problems by working backward.

1 Focus • Solve equations involving more than one operation.

can equations be used to estimate the age of an animal?

Vocabulary
5-Minute Check • work backward An American alligator hatchling is about 8 inches long. These alligators grow
Transparency 3-4 Use as a • multi-step equations about 12 inches per year. Therefore, the expression 8  12a represents the length
quiz or review of Lesson 3-3. • consecutive integers in inches of an alligator that is a years old.
• number theory
10 feet 4 inches
Mathematical Background notes 8  12a
are available for this lesson on
p. 118C.

can equations be used

to estimate the age of
an animal?
Ask students: Since 10 feet 4 inches equals 10(12)  4 or 124 inches, the equation 8  12a
124
can be used to estimate the age of the alligator in the photograph. Notice that
• What does the number 8 this equation involves more than one operation.
represent in the expression
8  12a? eight inches, the length WORK BACKWARD Work backward is one of many problem-solving strategies
of an alligator hatchling that you can use. Here are some other problem-solving strategies.
• What does the 12a represent in Problem-Solving Strategies
the expression 8  12a? Twelve draw a diagram solve a simpler (or similar) problem
represents the number of inches make a table or chart eliminate the possibilities
the alligator grows per year, and a make a model look for a pattern
guess and check act it out
represents the number of years of
check for hidden assumptions list the possibilities
growth. use a graph identify the subgoals
• What does this expression
assume about the growth of an Example 1 Work Backward to Solve a Problem
alligator over its lifetime?
Solve the following problem by working backward.
An alligator continues to grow at a
constant rate during its entire life. After cashing her paycheck, Tara paid her father the $20 she had borrowed.
She then spent half of the remaining money on a concert ticket. She bought
lunch for $4.35 and had $10.55 left. What was the amount of the paycheck?
Start at the end of the problem and undo each step.

Statement Undo the Statement

She had $10.55 left. $10.55
She bought lunch for $4.35. $10.55  $4.35
$14.90
She spent half of the money on a concert ticket. $14.90  2
$29.80
She paid her father $20. $29.80  $20.00
$49.80

The paycheck was for $49.80. Check this answer in the context of the problem.

142 Chapter 3 Solving Linear Equations

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 3-4
• Study Guide and Intervention, pp. 155–156 Workbook, p. 22 Answer Key Transparencies
• Skills Practice, p. 157 Prerequisite Skills Workbook,
• Practice, p. 158 pp. 77–78 Technology
• Reading to Learn Mathematics, p. 159 School-to-Career Masters, p. 5 AlgePASS: Tutorial Plus, Lesson 4
• Enrichment, p. 160 Science and Mathematics Lab Manual, Interactive Chalkboard
pp. 37–40
 SOLVE MULTI-STEP EQUATIONS To solve equations with more than one
operation, often called multi-step equations , undo operations by working backward.
2 Teach
Example 2 Solve Using Addition and Division
Solve 7m
17  60. Then check your solution. WORK BACKWARD
Study Tip 7m  17
60 Original equation
In-Class Example Power
Point®
Solving Multi- 7m  17  17
60  17 Add 17 to each side.
Step Equations 7m
77 Simplify.
When solving a multi-step 7m 77
1 Solve the following problem
equation, “undo” the 
 Divide each side by 7. by working backward.
7 7
operations in reverse of
m
11 Simplify.
the order of operations. Danny took some rope with
CHECK 7m  17
60 Original equation
him on his camping trip. He
used 32 feet of rope to tie his
7(11)  17
60 Substitute 11 for m.
canoe to a log on the shore.
77  17
60 Multiply. 1
He then gave  of the
60
60 ⻫ The solution is 11. 3
remaining rope to some
fellow campers who also
You have seen a multi-step equation in which the first, or leading, coefficient is
needed to tie a canoe. The
an integer. You can use the same steps if the leading coefficient is a fraction. next night, he used half of the
remaining rope to secure his
Example 3 Solve Using Subtraction and Multiplication tent during a thunderstorm.
t
Solve   21  14. Then check your solution. On the last day, he used 7 feet
8
t
  21
14 Original equation
as a fish stringer to keep the
8 fish that he caught. After the
t
  21  21
14  21 Subtract 21 from each side. camping trip, he had 9 feet
8
t left. How much rope did he

7 Simplify.
8
have at the beginning of the
8
t
 
8 
8(7) Multiply each side by 8. camping trip? 80 ft
t
56 Simplify.

t
CHECK   21
14 Original equation
8
56
SOLVE MULTI-STEP
  21
14 Substitute 56 for t.
EQUATIONS
8
7  21
14 Divide.
14
14 ⻫ The solution is 56. In-Class Examples Power
Point®

2 Solve 5q  13
37. Then

check your solution. 10
Example 4 Solve Using Multiplication and Addition
s
p
15 3 Solve   9
11. Then
Solve  
6. 12
9
p  15 check your solution.
24

6 Original equation
9
p  15 r8
 
9 
9(6) 4 Solve 
2.
2
9
Multiply each side by 9. 3
p  15
54 Simplify.
p  15  15
54  15 Add 15 to each side.
p
39 The solution is 39.

www.algebra1.com/extra_examples Lesson 3-4 Solving Multi-Step Equations 143

Lesson 3-4 Solving Multi-Step Equations 143

 Example 5 Write and Solve a Multi-Step Equation
Concept Check Write an equation for the problem below. Then solve the equation.
Multi-Step Equations Ask Two-thirds of a number minus six is ⫺10.
students: why do you multiply Two-thirds of a number minus six is 10.









2
each side by 9 in Example 4  . n  6
10
3
before you add 15 to each side,
which is different from what you 2
n  6
10 Original equation
3
did in Examples 2 and 3? 2
a n  6  6
10  6 Add 6 to each side.
This equation is like  
6, where 3
9 2
n
4 Simplify.
3
a
a  p
15. To solve  
6, you 3 2 3
n
(4) 3
9 2 3 2
Multiply each side by .
2
multiply each side by 9 first. n
6 Simplify.

The solution is 6.

In-Class Examples Power

Point®

5 Write an equation for the Consecutive integers are integers in counting order, such as 7, 8, and 9.
Beginning with an even integer and counting by two will result in consecutive
problem below. Then solve even integers. For example, 4, 2, 0, and 2 are consecutive even integers. Beginning
the equation. with an odd integer and counting by two will result in consecutive odd integers. For
Eight more than five times a example, 3, 1, 1, 3 and 5 are consecutive odd integers. The study of numbers
and the relationships between them is called number theory.
number is negative 62.
5n  8 
62; n 
14
Teaching Tip Ask students to Example 6 Solve a Consecutive Integer Problem
explain why an equation to find Study Tip NUMBER THEORY Write an equation for the problem below. Then solve the
consecutive odd integers looks equation and answer the problem.
like an equation to find Representing
Consecutive Find three consecutive even integers whose sum is
42.
consecutive even integers. Odds Integers Let n
the least even integer.
(or evens) are both calculated You can use the same
by adding 2 to the previous odd expressions to represent Then n  2
the next greater even integer, and
(or even). either consecutive even
n  4
the greatest of the three even integers.
integers or consecutive
odd integers. It is the
6 NUMBER THEORY Write an value of n—odd or
The sum of three consecutive even integers is 42.


equation for the problem even—that differs n  (n  2)  (n  4)
42
below. Then solve the equation between the two
expressions. n  (n  2)  (n  4)
42 Original equation
and answer the problem.
Find three consecutive odd 3n  6
42 Simplify.

integers whose sum is 57. 3n  6  6
42  6 Subtract 6 from each side.

n  (n  2)  (n  4)  57 or 3n
48 Simplify.
3n  6  57. The consecutive 3n 48

  Divide each side by 3
integers are 17, 19, and 21. 3 3
n
16 Simplify.

n  2
16  2 or 14 n  4
16  4 or 12

The consecutive even integers are 16, 14, and 12.

CHECK 16, 14, and 12 are consecutive even integers.

16  (14)  (12)
42 ⻫

144 Chapter 3 Solving Linear Equations

Differentiated Instruction
Logical Some students will identify with the orderly way in which multi-
step equations are solved by undoing the steps in reverse of the order
of operations. Suggest that students make a table with the steps to
follow to solve multi-step equations. For example:
For ax  b
c, subtract b from each side, then divide each side by a.
For ax  b
c, add b to each side, then divide each side by a.

144 Chapter 3 Solving Linear Equations

 Concept Check 1. OPEN ENDED Give two examples of multi-step equations that have a solution
3 Practice/Apply
of 2. Sample answers: 2x  3 
1, 3x
1 
7
w3
2. (1) Add 4 to each 2. List the steps used to solve   4
6.
5
side. (2) Multiply each
3. Write an expression for the odd integer before odd integer n. n
2 Study Notebook
side by 5. (3) Subtract
3 from each side. 4  2d
4. Justify each step.   3
9
5 Have students—
4  2d
  3  3
9  3 a. ? • add the definitions/examples of
5
4  2d the vocabulary terms to their

6 b. ? Simplify.
5
4  2d Vocabulary Builder worksheets for
(5)
6(5) c. ?
5 Chapter 3.
4  2d
30 d. ? Simplify.
4  2d  4
30  4 e. ?
• copy the Problem-Solving
a. Subtract 3 from each side. 2d
26 f. ? Simplify. Strategies chart from p. 142.
c. Multiply each side by 5. 2d 26 • include any other item(s) that they

 g. ?
e. Subtract 4 from each side. 2 2
g. Divide each side by
2. d
13 h. ? Simplify. find helpful in mastering the skills
in this lesson.
Guided Practice Solve each problem by working backward.
GUIDED PRACTICE KEY 5. A number is multiplied by seven, and then the product is added to 13.
The result is 55. What is the number? 6
Exercises Examples
4, 7–12 2–4 6. LIFE SCIENCE A bacteria population triples in number each day. If there are
5, 6 1 2,187,000 bacteria on the seventh day, how many bacteria were there on the
13–15 5, 6 first day? 3000 bacteria About the Exercises…
Organization by Objective
Solve each equation. Then check your solution. Work Backward: 16–21
7. 4g  2
6
1 8. 18
5p  3 3 Solve Multi-Step Equations:
3 2 b4 22–54
9. a  8
11 12 10. 
17 30
2 3 2
11. 0.2n  3
8.6 28 12. 3.1y  1.5
5.32 2.2 Odd/Even Assignments
Exercises 16–47 are structured
Write an equation and solve each problem. 13. 12
2n 
34; 23 so that students practice the
13. Twelve decreased by twice a number equals –34. Find the number. same concepts whether they
14. Find three consecutive integers whose sum is 42. are assigned odd or even
n  (n  1)  (n  2)  42; 13, 14, 15 problems.
Application 15. WORLD CULTURES The English alphabet contains 2 more than twice as many Alert! Exercises 59–64 require
letters as the Hawaiian alphabet. How many letters are there in the Hawaiian the use of a graphing
alphabet? 12 letters calculator.

★ indicates increased difficulty

Assignment Guide
Basic: 17–39 odd, 43–49 odd,
Practice and Apply 51–53, 55–58, 65–89
Solve each problem by working backward. Average: 17–49 odd, 51–53,
16. A number is divided by 4, and then the quotient is added to 17. The result is 25. 55–58, 65–89 (optional: 59–64)
Find the number. 32
Advanced: 16–50 even, 54–83
17. Nine is subtracted from a number, and then the difference is multiplied by 5. (optional: 84–89)
The result is 75. What is the number? 24
www.algebra1.com/self_check_quiz Lesson 3-4 Solving Multi-Step Equations 145

Lesson 3-4 Solving Multi-Step Equations 145

Answer Solve each problem by working backward.
18. GAMES In the Trivia Bowl, each finalist must answer four questions correctly.
For See
56. By using the length at birth, the Exercises Examples Each question is worth twice as much as the question before it. The fourth
amount of growth each year, and 16–21 1 question is worth $6000. How much is the first question worth? $750
the current length, you can write 22–41 2–4
42–54 5, 6
and solve an equation to find the 19. ICE SCULPTING Due to melting, an ice sculpture loses one-half its weight
5
age of the animal. Answers Extra Practice every hour. After 8 hours, it weighs  of a pound. How much did it weigh
See page 826. 16
in the beginning? 80 lb
should include the following.
• To solve the equation, subtract 20. FIREFIGHTING A firefighter spraying water on a fire stood on the middle rung
8 from each side and then of a ladder. The smoke lessened, so she moved up 3 rungs. It got too hot, so she
divide each side by 12. backed down 5 rungs. Later, she went up 7 rungs and stayed until the fire was
2 out. Then, she climbed the remaining 4 rungs and went into the building. How
• The alligator is about 9  or many rungs does the ladder have? 19 rungs
3
10 years old.
21. MONEY Hugo withdrew some money from his bank account. He spent
one third of the money for gasoline. Then he spent half of what was left for a
haircut. He bought lunch for $6.55. When he got home, he had $13.45 left.
How much did he withdraw from the bank? $60

Solve each equation. Then check your solution. 35.
42.72 36. 0.2
22. 5n  6
4
2 23. 7  3c
11
6 24. 15
4a  5 5
c y
25. 63
7g  14
7 26.   5
7
6 27.   9
6
15
3 5
a p t
28. 3  
2 35 29. 9  
5
56 30.   6
12
48
7 4 8
m 17  s 3j  (4) 1
31.   6
31
125 32. 
10 57 33. 
12 25
5 4 6 3
34. 3d  1.2
0.9
0.7 35. 2.5r  32.7
74.1 36. 0.6  (4a)
1.4
p 9z  4
37.   0.5
1.3
7

12.6 38. 3.5x  5  1.5x
8 1.5 39.  5
  8
5.4 7

★ 40. If 3a  9
6, what is the value of 5a  2? 27

★ 41. If 2x  1
5, what is the value of 3x  4? 2

Write an equation and solve each problem.

2
42. n
6 
10; 42. Six less than two thirds of a number is negative ten. Find the number.
3

6 43. Twenty-nine is thirteen added to four times a number. What is the number?
43. 29  13  4n; 4 44. Find three consecutive odd integers whose sum is 51.
44. n  (n  2)  45. Find three consecutive even integers whose sum is 30.
(n  4)  51; 15,
17, 19 46. Find four consecutive integers whose sum is 94.
45. n  (n  2)  47. Find four consecutive odd integers whose sum is 8.
(n  4) 
30; n  (n  2)  (n  4)  (n  6)  8;
1, 1, 3, 5

12,
10,
8 48. BUSINESS Adele Jones is on a
46. n  (n  1)  business trip and plans to rent a
(n  2)  (n  3)  subcompact car from Speedy Subcompact
Rent-A-Car. Her company has $14.95 per day plus $0.10 per mile
94; 22, 23, 24, 25
given her a budget of $60 per day Compact
for car rental. What is the $19.95 per day plus $0.12 per mile
maximum distance Ms. Jones can Full Size
drive in one day and still stay $22.95 per day plus $0.15 per mile
within her budget? 450.5 mi

146 Chapter 3 Solving Linear Equations

146 Chapter 3 Solving Linear Equations

 49. GEOMETRY The measures of the three sides of a triangle are consecutive even Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____

3-4 Study Guide and

integers. The perimeter of the triangle is 54 centimeters. What are the lengths of p. 155
Solving(shown) and p. 156
Multi-Step Equations
the sides of the triangle? 16 cm, 18 cm, 20 cm Work Backward Working backward is one of many problem-solving strategies that
you can use to solve problems. To work backward, start with the result given at the end of a
problem and undo each step to arrive at the beginning number.

Example 1 A number is divided Example 2 A bacteria culture doubles

50. MOUNTAIN CLIMBING A general rule for those climbing more than 7000 feet by 2, and then 8 is subtracted from each half hour. After 3 hours, there are

a  7000 the quotient. The result is 16. What 6400 bacteria. How many bacteria were

above sea level is to allow a total of   2 weeks of camping during the is the number? there to begin with?

2000 Solve the problem by working backward.

The final number is 16. Undo
Solve the problem by working backward.
The bacteria have grown for 3 hours. Since there
ascension. In this expression, a represents the altitude in feet. If a group of subtracting 8 by adding 8 to get 24. To
undo dividing 24 by 2, multiply 24 by 2
are 2 one-half hour periods in one hour, in 3 hours
there are 6 one-half hour periods. Since the
mountain climbers have allowed for 9 weeks of camping in their schedule, how to get 48.
The original number is 48.
bacteria culture has grown for 6 time periods, it
has doubled 6 times. Undo the doubling by

high can they climb without worrying about altitude sickness? 21,000 ft halving the number of bacteria 6 times.
1 1 1 1 1
6,400            
6,400  
1 1
2 2 2 2 2 2 64

100
There were 100 bacteria to begin with.

SHOE SIZE For Exercises 51 and 52, use the following information. Exercises
If
represents the length of a person’s foot in inches, the expression 2
 12 can be Solve each problem by working backward.

used to estimate his or her shoe size. 1. A number is divided by 3, and then 4 is added to the quotient. The result is 8. Find the
number. 12

51. What is the approximate length of the foot of a person who wears size 8? 10 in. 2. A number is multiplied by 5, and then 3 is subtracted from the product. The result is 12.
Find the number. 3

52. Measure your foot and use the expression to determine your shoe size. How does 3. Eight is subtracted from a number, and then the difference is multiplied by 2. The result
is 24. Find the number. 20
this number compare to the size of shoe you are wearing? See students’ work.

Lesson 3-4
Mountain 4. Three times a number plus 3 is 24. Find the number. 7

Climbing 5. CAR RENTAL Angela rented a car for $29.99 a day plus a one-time insurance cost of
$5.00. Her bill was $124.96. For how many days did she rent the car? 4 days

Many mountain climbers 53. SALES Trever Goetz is a salesperson who is paid a monthly salary of $500 plus 6. MONEY Mike withdrew an amount of money from his bank account. He spent one

experience altitude a 2% commission on sales. How much must Mr. Goetz sell to earn $2000 this fourth for gasoline and had $90 left. How much money did he withdraw? $120

sickness caused by a month? $75,000 7. TELEVISIONS In 1999, 68% of households with TV’s subscribed to cable TV. If 8,000 more
subscribers are added to the number of households with cable, the total number of
decrease in oxygen. households with cable TV would be 67,600,000. How many households were there with
TV in 1999? Source: World Almanac 99,400,000 households
Climbers can acclimate
themselves to these higher ★ 54. GEOMETRY A rectangle is cut from the corner Skills
NAME ______________________________________________ DATE

Practice, p. 157 and

____________ PERIOD _____

4 in. 3-4 Practice (Average)

altitudes by camping for of a 10-inch by 10-inch of paper. The area of the Practice, p. 158 (shown)
4 Solving Multi-Step Equations
one or two weeks at remaining piece of paper is  of the area of the 10 in. Solve each problem by working backward.

various altitudes as they 5 1. Three is added to a number, and then the sum is multiplied by 4. The result is 16. Find

ascend the mountain. original piece of paper. If the width of the rectangle the number. 1

Source: Shape
removed from the paper is 4 inches, what is the 2. A number is divided by 4, and the quotient is added to 3. The result is 24. What is the
number? 84
length of the rectangle? 5 in. 10 in. 3. Two is subtracted from a number, and then the difference is multiplied by 5. The result
is 30. Find the number. 8

4. BIRD WATCHING While Michelle sat observing birds at a bird feeder, one fourth of the
birds flew away when they were startled by a noise. Two birds left the feeder to go to
55. CRITICAL THINKING Determine whether the following statement is another stationed a few feet away. Three more birds flew into the branches of a nearby
tree. Four birds remained at the feeder. How many birds were at the feeder initially? 12
sometimes, always, or never true.
Solve each equation. Then check your solution.
The sum of two consecutive even numbers equals the sum of two consecutive 5. 12n  19
77
8 6. 17  3f
14
1 7. 15t  4
49 3
odd numbers. never u
8.   6
2
20
d
9.   3
15
48
b
10.   6
2 12
5 4 3
1 1 7 3 3
11.  y  
 2 12. 32   f
17
25 13. 8   k
4 32
2 8 8 5 8

56. WRITING IN MATH Answer the question that was posed at the beginning r  13
14. 
1
1
12
15  a
15. 
9 42
3
3k  7
16. 
16 29
5

of the lesson. See margin. x

17.   0.5
2.5 21
7
18. 2.5g  0.45
0.95 0.2 19. 0.4m  0.7
0.22 2.3

How can equations be used to estimate the age of an animal? Write an equation and solve each problem.

20. Seven less than four times a number equals 13. What is the number? 4n
7  13; 5
Include the following in your answer:
21. Find two consecutive odd integers whose sum is 116. n  (n  2)  116; 57, 59
• an explanation of how to solve the equation representing the age of the
22. Find two consecutive even integers whose sum is 126. n  (n  2)  126; 62, 64
alligator, and
23. Find three consecutive odd integers whose sum is 117.
n  (n  2)  (n  4)  117; 37, 39, 41
• an estimate of the age of the alligator.
24. COIN COLLECTING Jung has a total of 92 coins in his coin collection. This is 8 more
than three times the number of quarters in the collection. How many quarters does Jung
have in his collection? 28

Standardized 57. Which equation represents the following problem? B NAME ______________________________________________ DATE ____________ PERIOD _____

Test Practice Fifteen minus three times a number equals negative twenty-two. Find the number. Reading
3-4 Readingto
to Learn
Learn Mathematics
ELL
Mathematics, p. 159
Solving Multi-Step Equations
A 3n  15
22 B 15  3n
22 Pre-Activity How can equations be used to estimate the age of an animal?

C 3(15  n)
22 D 3(n  15)
22 Read the introduction to Lesson 3-4 at the top of page 142 in your textbook.
• Write the equation 8  12a
124 in words.
Eight plus twelve times a equals one hundred twenty-four.

58. Which equation has a solution of 5? D • How many operations are involved in the equation? two

A 2a  6
4 B 3a  7
8 Reading the Lesson

3a  7 3 1. What does the phrase undo the operations mean to you? Give an example.
C 
2 D a  19
16 Using the opposite operations in the opposite order undoes the
4 5 operations; subtraction undoes addition.

2. a. If we undo operations in reverse of the order of operations, what operations do we do

Lesson 3-4 Solving Multi-Step Equations 147 first? addition or subtraction

b. What operations do we do last? multiplication or division

x3
3. Suppose you want to solve 
6.
5
x3
NAME ______________________________________________ DATE ____________ PERIOD _____
a. What is the grouping symbol in the equation 
6? the fraction bar
5
b. What is the first step in solving the equation? Multiply each side by 5.
Enrichment,
3-4 Enrichment p. 160 c. What is the next step in solving the equation? Subtract 3 from each side.

4. Write an equation for the problem below.

Consecutive Integer Problems
Seven times k minus five equals negative forty-seven
Many types of problems and puzzles involve the idea of consecutive
integers. Knowing how to represent these integers algebraically can 7 • k
5 
47
help to solve the problem.
Lesson 3-4

Example Find four consecutive odd integers whose sum is
80.

An odd integer can be written as 2n  1, where n is any integer. Helping You Remember
If 2n + 1 is the first odd integer, then add 2 to get the next largest odd 5. Explain why working backward is a useful strategy for solving equations.
integer, and so on.
Sample answer: You can undo the operations to get back to the value of
Now write an equation to solve this problem.
the variable that will make the equation true. That value is the solution.
(2n  1)  (2n  3)  (2n  5)  (2n  7)
80

Exercises
Write an equation for each problem. Then solve.

1. Complete the solution to the problem in the example.

23,
21,
19,
17

Lesson 3-4 Solving Multi-Step Equations 147

 Graphing EQUATION SOLVER You can use a graphing calculator to solve equations that are
4 Assess Calculator rewritten as expressions that equal zero.
Step 1 Write the equation so that one side is equal to 0.

Open-Ended Assessment Step 2 On a TI-83 Plus, press and choose 0, for solve.

Speaking Have one student Step 3 Enter the equation after 0
. Use ALPHA to enter the variables.
volunteer read a word problem Press ENTER .
similar to Example 1, while Step 4 Press ALPHA [SOLVE] to reveal the solution. Use the key to begin
another volunteer describes how entering a new equation.
to solve the problem, either by Use a graphing calculator to solve each equation.
working backward or by writing w2 h
59. 0
11y  33
3 60.   4
0 18 61. 6
12  
126
5 7
and solving a two-step equation. p  (5) r  0.8
62. 
6
17 63. 0.7
 5 64. 4.91  7.2t
38.75 4.7
2 6

Getting Ready for

Lesson 3-5 Maintain Your Skills
PREREQUISITE SKILL Students
will learn how to solve equations
Mixed Review Solve each equation. Then check your solution. (Lesson 3-3)
r 2 1 1
65. 7t
91
13 66. 
8
120 67. b
1 2
with the variable on both sides 15 3 2 4
in Lesson 3-5. This requires TRANSPORTATION For Exercises 68 and 69, use the following information.
students to add or subtract In the year 2000, there were 18 more models of sport utility vehicles than there were
expressions involving a variable in the year 1990. There were 47 models of sport utility vehicles in 2000. (Lesson 3-2)
from each side of the equation. 68. Write an addition equation to represent the situation. m  18  47
Use Exercises 84–89 to determine 69. How many models of sport utility vehicles were there in 1990? 29 models
your students’ familiarity with
simplifying expressions. Students Find the odds of each outcome if you spin the spinner
need to know how to simplify at the right. (Lesson 2-6) 8 1
these sums or differences readily. 70. spinning a number divisible by 3 1:3 7 2
71. spinning a number equal to or greater than 5 1:1 6 3
5 4
72. spinning a number less than 7 3:1

3
Find each quotient. (Lesson 2-4) 75.
a  4
4
2

6 2 3 1 3a  16 15t  25
73.    3
 74.   75.  76.  5
3t
7 7 8 12 4 5

Use the Distributive Property to find each product. (Lesson 1-5)

79. 161 20 80. 182 38
1 1
77. 17 · 9 153 78. 13(101) 1313
4 9

Write an algebraic expression for each verbal expression. (Lesson 1-1)

n
81. the product of 5 and m plus half of n 5m  
2
82. the quantity 3 plus b divided by y (3  b)  y
83. the sum of 3 times a and the square of b 3a  b 2

Getting Ready for PREREQUISITE SKILL Simplify each expression.

the Next Lesson (To review simplifying expressions, see Lesson 1-5.)
84. 5d  2d 3d 85. 11m  5m 6m
86. 8t  6t 14t 87. 7g  15g
8g
88. 9f  6f
3f 89. 3m  (7m)
10m
148 Chapter 3 Solving Linear Equations

148 Chapter 3 Solving Linear Equations

 Solving Equations with the Lesson
Variable on Each Side Notes

• Solve equations with the variable on each side.

• Solve equations involving grouping symbols.
1 Focus
can an equation be used to determine
Vocabulary when two populations are equal? 5-Minute Check
• identity In 1995, there were 18 million Internet Transparency 3-5 Use as a
users in North America. Of this total, Internet Users quiz or review of Lesson 3-4.
12 million were male, and 6 million were in North America
female. During the next five years, Mathematical Background notes

Internet Users (millions)

the number of male Internet users on 12  7.6x  6  8x
140 are available for this lesson on
average increased 7.6 million per year, 120
and the number of female Internet users
p. 118D.
100
increased 8 million per year. If this trend 80 Male
continues, the following expressions 60
can an equation be
represent the number of male and female 40 Female used to determine
Internet users x years after 1995. 20 when two populations are equal?
Male Internet Users: 12  7.6x 0 5 10 15 Ask students:
Years Since 1995
Female Internet Users: 6  8x • In the example, the expression
12  7.6x represents male
The equation 12  7.6x
6  8x represents the time at which the number of male
and female Internet users are equal. Notice that this equation has the variable x Internet users. In this
on each side. expression, what do the 12 and
7.6x represent? 12 represents
12 million male Internet users in
VARIABLES ON EACH SIDE Many equations contain variables on each side. 1995. 7.6x represents an addition
To solve these types of equations, first use the Addition or Subtraction Property of of 7.6 million male Internet users
Equality to write an equivalent equation that has all of the variables on one side. per year for x years.
Example 1 Solve an Equation with Variables on Each Side • In the example, the expression
Solve
2  10p  8p
1. Then check your solution.
6  8x represents female Inter-
net users. In this expression,
2  10p
8p  1 Original equation
what do the 6 and 8x represent?
2  10p  8p
8p  1  8p Subtract 8p from each side.
6 represents the 6 million female
2  2p
1 Simplify.
Internet users in 1995. 8x repre-
2  2p  2
1  2 Add 2 to each side.
sents an addition of 8 million female
2p
1 Simplify.
Internet users per year for x years.
2p 1

 Divide each side by 2. • From the graph, in how many
2 2
1
p
 or 0.5 Simplify.
years from 1995 will the
2 number of female Internet
CHECK 2  10p
8p  1 Original equation users equal the number of
2  10(0.5)
8(0.5)  1 Substitute 0.5 for p. male Internet users? 15 years
2  5
4  1 Multiply. • How many male and female
1 Internet users will there be in
3
3 ⻫ The solution is  or 0.5.
2
15 years? 126 million male and
Lesson 3-5 Solving Equations with the Variable on Each Side 149 126 million female

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Graphing Calculator and 5-Minute Check Transparency 3-5
• Study Guide and Intervention, pp. 161–162 Spreadsheet Masters, p. 27 Answer Key Transparencies
• Skills Practice, p. 163 Parent and Student Study Guide
• Practice, p. 164 Workbook, p. 23 Technology
• Reading to Learn Mathematics, p. 165 Prerequisite Skills Workbook, pp. 23–24 AlgePASS: Tutorial Plus, Lesson 5
• Enrichment, p. 166 Interactive Chalkboard
• Assessment, pp. 205, 207

Lesson x-x Lesson Title 149

 GROUPING SYMBOLS When solving equations that contain grouping
2 Teach symbols, first use the Distributive Property to remove the grouping symbols.

Example 2 Solve an Equation with Grouping Symbols

VARIABLES ON EACH SIDE
1
Solve 4(2r
8)  (49r  70). Then check your solution.
7
In-Class Example Power
Point® 1
4(2r  8)
(49r  70) Original equation
7
Study Tip
Teaching Tip Explain to 8r  32
7r  10 Distributive Property
students that the side of the Look Back 8r  32  7r
7r  10  7r Subtract 7r from each side.
To review the
equation on which the variable Distributive Property, r  32
10 Simplify.
is isolated does not matter. In see Lesson 1-5.
r  32  32
10  32 Add 32 to each side.
Example 1, 10p could be sub-
r
42 Simplify.
tracted from each side of the
equation to end up with 2p CHECK
1
4(2r  8)
(49r  70) Original equation
on the right side. Challenge 7
1
students to solve the equation 4[2(42)  8]
[49(42)  70]
 Substitute 42 for r.
7
this way to see that the result is 1
the same. 4(84  8)
(2058  70) Multiply.
7
1
1 Solve 8  5s
7s  2. Then 4(76)
(2128) Add and subtract.
7
check your solution. 5 304
304 ⻫
The solution is 42.

GROUPING SYMBOLS
Some equations with the variable on each side may have no solution. That is,
In-Class Examples Power
Point®
there is no value of the variable that will result in a true equation.

Teaching Tip To remind Example 3 No Solutions

students of how they use the Solve 2m  5  5(m
7)
3m.
Distributive Property, you may
2m  5
5(m  7)  3m Original equation
want to add a step in the
solution in Example 2. 2m  5
5m  35  3m Distributive Property
1 2m  5
2m  35 Simplify.
4(2r  8)
 (49r  70)
7 2m  5  2m
2m  35  2m Subtract 2m from each side.
1 1 5
35
4(2r)  4(8)
 (49r)   (70) This statement is false.
7 7
Since 5
35 is a false statement, this equation has no solution.
8r  32
7r  10

2 Solve 1 (18  12q)
6(2q  7).

3 An equation that is true for every value of the variable is called an identity.
Then check your solution. 6
Example 4 An Identity
Teaching Tip Emphasize that
there are two possible Solve 3(r  1)
5  3r
2.
outcomes when the variable 3(r  1)  5
3r  2 Original equation
can be eliminated from an 3r  3  5
3r  2 Distributive Property
equation: either the equation 3r  2
3r  2 Reflexive Property of Equality
has no solution (false Since the expressions on each side of the equation are the same, this equation
statement) or the equation is an is an identity. The statement 3(r  1)  5
3r  2 is true for all values of r.
identity (true statement).
150 Chapter 3 Solving Linear Equations
3 Solve 8(5c  2)
10(32  4c).
no solution
4 Solve
1 Differentiated Instruction
4(t  20)
 (20t  400).
5
all numbers Kinesthetic Students will benefit from manipulating or moving
objects to help them solve equations with variables on both sides.
Allow students to use equation mats and algebra tiles to model simple
equations. Manipulating the tiles will give students a different way to
learn the concepts in this lesson.

150 Chapter 3 Solving Linear Equations

 Steps for Solving Equations In-Class Example Power
Point®
Step 1 Use the Distributive Property.
5 Multiple-Choice Test Item
Step 2 Simplify the expressions on each side.
Solve
Step 3 Use the Addition and/or Subtraction Properties of Equality to get the 8(b  1)  4
3(2b  8) 16.
variables on one side and the numbers without variables on the other side. D
Step 4 Simplify the expressions on each side of the equals sign.
A 13
Step 5 Use the Multiplication or Division Property of Equality to solve. B 13
C 26
D 26

Standardized Example 5 Use Substitution to Solve an Equation

Test Practice Multiple-Choice Test Item

Solve 2(b
3)  5  3(b
1).

A 2 B 2 C 3 D 3

Read the Test Item

You are asked to solve an equation.

Solve the Test Item

Test-Taking Tip You can solve the equation or substitute each value into the equation and see if it
makes the equation true. We will solve by substitution.
If you are asked to solve a
complicated equation, it
sometimes takes less time A 2(b  3)  5
3(b  1) B 2(b  3)  5
3(b  1)
to check each possible
answer rather than to 2(2  3)  5
3(2  1) 2(2  3)  5
3(2  1)
actually solve the equation.
2(5)  5
3(3) 2(1)  5
3(1)

10  5
9 2  5
3

5
9 3
3 ⻫

Since the value 2 results in a true statement, you do not need to check 3 and 3.
The answer is B.

Concept Check 1. Determine whether each solution is correct. If the solution is not correct, find the
error and give the correct solution.
1a. Incorrect; the 2
a. 2(g  5)
22 b. 5d
2d  18 c. 6z  13
7z
must be distributed
over both g and 5; 6. 2g  5
22 5d  2d
2d  18  2d 6z  13  6z
7z  6z
2g  5  5
22  5 3d
18 13
z
3d 18
2g
17 
 Incorrect; to eliminate
3 3
2g 17
6z on the left side of

 d
6 the equals sign, 6z
2 2
g
8.5 correct must be added to each
side of the equation; 1.
www.algebra1.com/extra_examples Lesson 3-5 Solving Equations with the Variable on Each Side 151

Standardized Example 5 Caution students to be very careful when

checking possible answers on test items. It is very easy to
Test Practice make a substitution or arithmetic error when checking
possible answers. Often, some of the incorrect possible
answers are similar to the correct answers, such as 2 and 2 in Example 5. It would be
easy to substitute 2 in the equation and then inadvertently choose 2 as the answer.

Lesson 3-5 Solving Equations with the Variable on Each Side 151
 2. If both sides of the 2. Explain how to determine whether an equation is an identity.

3 Practice/Apply equation are always

equal, the equation is
an identity.
3. OPEN ENDED Find a counterexample to the statement all equations have
a solution. Sample answer: 2x
5  2x  5

Guided Practice 4. Justify each step. 6n  7
8n  13

6n  7  6n
8n  13  6n a. ?
GUIDED PRACTICE KEY
Study Notebook Exercises Examples a. Subtract 6n from 7
2n  13 b. ? Simplify.
Have students— each side. 7  13
2n  13  13 c. ?
4–12 1–4
• add the definitions/examples of 13 5 c. Add 13 to each 20
2n d. ? Simplify.
side. 20 2n
the vocabulary terms to their 
 e. ?
e. Divide each side 2 2
Vocabulary Builder worksheets for by 2. 10
n f. ? Simplify.
Chapter 3.
Solve each equation. Then check your solution.
• copy the Concept Summary for 5. 20c  5
5c  65 4
3 1 1 3 1
6.   t
t   1
8 4 2 4 2
Solving Equations into their study 7. 3(a  5)
6 3 8. 7  3r
r  4(2  r) no solution
notebooks. c1 c
9. 6
3  5(d  2) 2.6 10. 
 1
• include any other item(s) that they 8 4
11. 5h  7
5(h  2)  3 all numbers 12. 5.4w  8.2
9.8w  2.8 2.5
find helpful in mastering the skills
in this lesson. Standardized 13. Solve 75  9t
5(4  2t). D
Test Practice A 5 B 4 C 4 D 5

★ indicates increased difficulty

Practice and Apply
About the Exercises… Justify each step.
3m  2 7
Organization by Objective 14. 
 15. v  9
7v  9
For See 5 10
Exercises Examples 3m  2
• Variables on Each Side: 7
 (10)
(10) a. ? v  9  v
7v  9  v a. ?
14–48 1–4 5 10
14–21, 30, 31, 34–37, 40, 41, 51, 52 5
(3m  2)2
7 b. ? 9
6v  9 b. ?
46
Extra Practice 6m  4
7 c. ? 9  9
6v  9  9 c. ?
• Grouping Symbols: 22–29, See page 826.
6m  4  4
7  4 d. ? a. Subtract v 0
6v d. ?
32, 33, 38, 39, 42–45, 47, 48
from each side.
14a. Multiply each 6m
11 e. ? 0 6v

 e. ?
Odd/Even Assignments side by 10. 6m 11
b. Simplify. 6 6

 f. ? 0
v f. ?
Exercises 14–47 are structured 14b. Simplify. 6 6 c. Subtract 9
so that students practice the 5
m
1  g. ?
from each side. e. Divide each
14c. Distrib. Prop. 6 side by 6.
same concepts whether they d. Simplify.
14d. Add 4 to each f. Simplify.
are assigned odd or even side.
Solve each equation. Then check your solution.
problems. 14e. Simplify.
16. 3  4q
10q  10
0.5 17. 3k  5
7k  21 4
14f. Divide each side
Assignment Guide by 6. 18. 5t  9
3t  7 2 19. 8s  9
7s  6
3
Basic: 15–45 odd, 49–75 14g. Simplify. 3 1
20. n  16
2  n
16 1 2 3 1 1
21.   y
  y
1
4 8 4 3 4 3 2
Average: 15–47 odd, 49–75 22. 8
4(3c  5)
1 23. 7(m  3)
7 4
Advanced: 14–46 even, 48–67 24. 6(r  2)  4
10
3
1
25. 5  (x  6)
4 8
(optional: 68–75) 2
26. 4(2a  1)
10(a  5) 3 27. 4( f  2)
4f no solution
28. 3(1  d)  5
3d  2 all numbers 29. 2(w  3)  5
3(w  1) 2
152 Chapter 3 Solving Linear Equations

152 Chapter 3 Solving Linear Equations

 3 1 2 2
30. y  y
4  y no solution 31. 3  b
11  b 10
NAME ______________________________________________ DATE ____________ PERIOD _____

2 2 5 5 Study
3-5 Guide
Study andIntervention
Guide and Intervention,
1 g 1 1 p. 161
Solving(shown) and p. 162
32. (7  3g)

4 8

2 33. (a  4)
(2a  4)
4
6 3
Equations with
Variables on Each Side
the Variable on Each Side
To solve an equation with the same variable on each side,
first use the Addition or the Subtraction Property of Equality to write an equivalent

34. 28  2.2x
11.6x  262.6
17 35. 1.03p  4
2.15p  8.72 4

equation that has the variable on just one side of the equation. Then solve the equation.

Example 1 Solve 5y
8  3y  12. Example 2 Solve
11
3y  8y  1.

36. 18  3.8t
7.36  1.9t 5.6 37. 13.7v  6.5
2.3v  8.3 0.925 5y  8
3y  12 11  3y
8y  1
5y  8  3y
3y  12  3y 11  3y  3y
8y  1  3y

★ 38. 2[s  3(s  1)]
18 3 39. 3(2n  5)
0.5(12n  30) 2y  8

2y  8  8




12
12  8
11
11  1




11y  1
11y  1  1
all numbers 2y
2y 20

20 12
12


11y
11y

 

40. One half of a number increased by 16 is four less than two thirds of the number. 2 2
y
10
11
1
1 
y
11

Find the number. 120 The solution is 10.

11
1
The solution is 1  .
11

41. The sum of one half of a number and 6 equals one third of the number. What is Exercises

the number?
36 Solve each equation. Then check your solution.

1. 6  b
5b  30 2. 5y  2y
3y  2 3. 5x  2
2x  10

4 no solution
4

42. NUMBER THEORY Twice the greater of two consecutive odd integers is 13 less 4. 4n  8
3n  2 5. 1.2x  4.3
2.1  x 6. 4.4s  6.2
8.8s  1.8

than three times the lesser number. Find the integers. 17, 19 10
1 20

11
1 1 3 1
7.  b  4
 b  88 8.  k  5
 k  1 9. 8  5p
4p  1
2 8 4 4
224 8 1
43. NUMBER THEORY Three times the greatest of three consecutive even integers 10. 4b  8
10  2b 11. 0.2x  8
2  x 12. 3y  1.8
3y  1.8
exceeds twice the least by 38. What are the integers? 26, 28, 30 3 5 all numbers

13. 4  3x
7x  6 14. 8  4k
10  k 15. 20  a
10a  2

1

6 2
44. HEALTH When exercising, a person’s pulse rate should not exceed a certain 5
2 1 2 3
16.  n  8
 n  2 17.  y  8
9   y 18. 4r  5
5  4r
limit, which depends on his or her age. This maximum rate is represented by the 3 2 5 5

Lesson 3-5

36 17 all numbers
expression 0.8(220  a), where a is age in years. Find the age of a person whose 19. 4  3x
6x  6 20. 18  4k
10 4k 21. 12  2y
10y  12
maximum pulse is 152. 30 years 2

9
no solution 3

NAME ______________________________________________ DATE ____________ PERIOD _____

45. HARDWARE Traditionally, nails are x -penny nail Skills

3-5 Practice,
Practice (Average)
p. 163 and
given names such as 2-penny, 3-penny, Practice, p. 164
Solving Equations with(shown)
the Variable on Each Side
Solve each equation. Then check your solution.
and so on. These names describe the nail length  1  1 (x
2) 1. 5x  3
13  3x 2 2. 4c  11
4c  21
4
4
lengths of the nails. What is the name
1
1 3. 1  s
6  6s 1 4. 14  5n
4n  17 
of a nail that is 2 inches long? 8-penny Source: World Book Encyclopedia 3
2 1
5.  k  3
2   k 4
3 1
6.  (6  z)
z 2
2 4 2

★ 46. TECHNOLOGY About 4.9 million households had one brand of personal 7. 3(2  3x)
9x  4 no solution 8. 4(4  w)
3(2w  2) 1

computers in 2001. The use of these computers grew at an average rate of 9. 9(4b  1)
2(9b  3) 
5
6
10. 3(6  5y)
2(5  4y)
4

0.275 million households a year. In 2001, about 2.5 million households used 11. 5x  10
2  (x  4)
2 12. 6  2(3j  2)
4(1  j) 1
another type of computer. The use of these computers grew at an average rate 5 3
13.  t  t
3   t no solution 14. 1.4f  1.1
8.3  f 3
Energy of 0.7 million households a year. How long will it take for the two types of 2 2

One British Thermal Unit computers to be in the same number of households? about 5.6 yr 2 1 1
15.  x  
 x   6
3 6 2
5
6
3
4
1
16. 2   z
 z  9
8
8

(BTU) is the amount of 1

2
g 3
17.  (3g  2)
 
6 4
1 1
18.  (c  1)
 (3c  5)
3 6
7

energy needed to raise the ★ 47. GEOMETRY The rectangle and square shown below have the same perimeter. 1
19.  (5  2h)
 1 
4
h
2
1 1
9
1
20.  (2m  16)
 (2m  4)
7
3
temperature of one pound Find the dimensions of each figure.
4
all numbers
21. 3(d  8)  5
9(d  2)  1
8
of water 1ºF. If a heating 22. 2(a  8)  7
5(a  2)  3a  19

system is 100% efficient, 23. Two thirds of a number reduced by 11 is equal to 4 more than the number. Find the
number.
45
one cubic foot of natural
gas provides 1000 BTU. 2.5 by 0.5 24. Five times the sum of a number and 3 is the same as 3 multiplied by 1 less than twice

Source: World Book Encyclopedia

and 1.5 by 1.5 the number. What is the number? 18

x
25. NUMBER THEORY Tripling the greater of two consecutive even integers gives the same
result as subtracting 10 from the lesser even integer. What are the integers?
8,
6
3x  1 3x
26. GEOMETRY The formula for the perimeter of a rectangle is P
2
 2w, where
is

★ 48. ENERGY Use the information on energy at the left. The amount of energy E
the length and w is the width. A rectangle has a perimeter of 24 inches. Find its
dimensions if its length is 3 inches greater than its width. 4.5 in. by 7.5 in.

in BTUs needed to raise the temperature of water is represented by the equation NAME ______________________________________________ DATE ____________ PERIOD _____

E
w(tf  tO). In this equation, w represents the weight of the water in pounds, Reading
3-5 Readingto
to Learn
Learn Mathematics
tf represents the final temperature in degrees Fahrenheit, and tO represents the Mathematics, p. 165 ELL
Solving Equations with the Variable on Each Side
original temperature in degrees Fahrenheit. A 50-gallon water heater is 60% Pre-Activity How can an equation be used to determine when two populations
are equal?
efficient. If 10 cubic feet of natural gas are used to raise the temperature of water Read the introduction to Lesson 3-5 at the top of page 149 in your textbook.
In the equation 12  7.6x
6  8x, what do 7.6x and 8x represent?
with the original temperature of 50°F, what is the final temperature of the 7.6x represents the increase (in millions) in the number of
water? (One gallon of water weighs about 8 pounds.) 65°F male Internet users, and 8x represents the increase (in
millions) in the number of female Internet users.

49. Sample answer: 3(x  1)  x
1 Reading the Lesson

49. CRITICAL THINKING Write an equation that has one or more grouping 1. Suppose you want to help a friend solve 6k  7
3k  8. What would you advise her to
do first? Why?
symbols, the variable on each side of the equals sign, and a solution of 2. Subtract 3k from each side; after she does that and simplifies, all of the
variables will be on the left side.

www.algebra1.com/self_check_quiz Lesson 3-5 Solving Equations with the Variable on Each Side 153
2. When solving 2(3x  4)
3(x  5), why is it helpful first to use the Distributive Property
to remove the grouping symbols?
Once you have removed the grouping symbols, you can tell what you need
to add or subtract to each side to get all of the variables on one side.

NAME ______________________________________________ DATE ____________ PERIOD _____

3. On a quiz, Jason solved three equations. His teacher said all the work was correct, but

Enrichment,
3-5 Enrichment p. 166 she asked him to write short sentences to tell what the solutions were. In what follows,
you see the last equation in his work for each equation. Write sentences to describe the
solutions.
a. x
4 The solution is
4.
Identities
b. 6m
6m All numbers are solutions.
An equation that is true for every value of the variable is called an
identity. When you try to solve an identity, you end up with a c. 12
37 There are no solutions.
statement that is always true. Here is an example.
4. In Question 3, one of the equations Jason solved was an identity. Which equation was it?
Explain how you know.
Example Solve 8
(5
6x)  3(1  2x). The one for which the last step was 6m  6m; the expressions on the left
and right sides are the same.
8  (5  6x)
3(1  2x)
8  5  (6x)
3(1  2x)
8  5  6x
3  6x Helping You Remember
3  6x
3  6x
Lesson 3-5

5. An equation with variables is an identity when the equation is always true. In other
words, the expressions on the left and right sides always have the same value. Look up
the word identity in the dictionary. Write all the definitions that are similar to the
Exercises mathematical definition. See students’ work.

State whether each equation is an identity. If it is not, find its solution.

1. 2(2  3x)
3(3  x)  4 2. 5(m  1)  6
3(4  m)  (2m  1)

Lesson 3-5 Solving Equations with the Variable on Each Side 153
 50. WRITING IN MATH Answer the question that was posed at the beginning of
4 Assess the lesson. See margin.
How can an equation be used to determine when two populations are equal?
Open-Ended Assessment Include the following in your answer:
• a list of the steps needed to solve the equation,
Writing Have students solve the
• the year when the number of female Internet users will equal the number of
equation 3x  2
5x  8. Beside male Internet users according to the model, and
each step, have students write • an explanation of why this method can be used to predict future events.
one or two sentences explaining
and justifying their method.
Standardized 51. Solve 8x  3
5(2x  1). D
Test Practice A 4 B 2 C 2 D 4
Getting Ready for 52. Solve 5n  4
7(n  1)  2n. C
Lesson 3-6 A 0 B 1 C no solution D all numbers
PREREQUISITE SKILL Students
will learn about ratios and
proportions in Lesson 3-6. Ratios Maintain Your Skills
are fractions and proportions are
equations involving fractions. Mixed Review Solve each equation. Then check your solution. (Lesson 3-4)
2 x3
Students should be able to 53. v  6
14 90 54. 
2
11 55. 5  9w
23
2
9 7
simplify fractions readily before
beginning Lesson 3-6. Use HEALTH For Exercises 56 and 57, use the following information.
Exercises 68–75 to determine Ebony burns 4.5 Calories per minute pushing a lawn mower. (Lesson 3-3)
your students’ familiarity with 56. Write a multiplication equation representing the number of Calories C burned if
simplifying fractions. Ebony pushes the lawn mower for m minutes. C  4.5m
1
57. How long will it take Ebony to burn 150 Calories mowing the lawn? 33 min
3
Assessment Options
Use each set of data to make a line plot. (Lesson 2-5) 58–59. See margin.
Quiz (Lessons 3-4 and 3-5) is
available on p. 205 of the Chapter 3 58. 13, 15, 11, 15, 16, 17, 12, 12, 13, 15, 16, 15
Resource Masters. 59. 22, 25, 19, 21, 22, 24, 22, 25, 28, 21, 24, 22

Mid-Chapter Test (Lessons 3-1

through 3-5) is available on Find each sum or difference. (Lesson 2-2)

p. 207 of the Chapter 3 Resource 60. 10  (17)
27 61. 12  (8)
4 62. 6  14
8
Masters.
Write a counterexample for each statement. (Lesson 1-7)
63. Sample answer: 63. If the sum of two numbers is even, then both addends are even.
Answers 134 64. If you are baking cookies, you will need chocolate chips. Sample answer: You
50. Set two expressions equal to each could bake sugar cookies, which do not require chocolate chips.
other and solve the equation. Evaluate each expression when a  5, b  8, c  7, x  2, and y  1. (Lesson 1-2)
Answers should include the 3a
65.  5
2
66. x(a  2b)  y 41 67. 5(x  2y)  4a 0
bc
following.
• The steps used to solve the
equation are (1) subtract 7.6x Getting Ready for PREREQUISITE SKILL Simplify each fraction.
from each side, (2) subtract 6 the Next Lesson (To review simplifying fractions, see pages 798 and 799.)
12 4 28 4 36 3 8 1
from each side, and (3) divide 68.   69.   70.   71.  
15 5 49 7 60 5 120 15
each side by 0.4. 108 28 2 16 2 19 1
72.  12 73.   74.   75.  
• The number of male and female 9 42 3 40 5 57 3

Internet users will be the same 154 Chapter 3 Solving Linear Equations

in 2010.
• If two expressions that represent
58.  59. 
the growth in use of two items  
are set equal to each other, the        
solution to the equation can            
predict when the number of 10 12 14 16 18 20 18 20 22 24 26 28
items in use will be equal.

154 Chapter 3 Solving Linear Equations

 Ratios and Proportions Lesson
Notes

• Determine whether two ratios form a proportion.

• Solve proportions.
1 Focus
Vocabulary are ratios used in recipes?
• ratio The ingredients in the recipe 5-Minute Check
• proportion will make 4 servings of honey Honey Frozen Yogurt Transparency 3-6 Use as a
• extremes frozen yogurt. Keri can use 2 cups 2% milk 2 eggs, beaten quiz or review of Lesson 3-5.
• means ratios and equations to find 3
cup honey 2 cups plain low-fat
• rate the amount of each ingredient 4
Mathematical Background notes
• scale needed to make enough yogurt 1 dash salt yogurt
for her club meeting.
are available for this lesson on
1 tablespoon vanilla
p. 118D.

are ratios used in

recipes?
RATIOS AND PROPORTIONS A ratio is a comparison of two numbers by
division. The ratio of x to y can be expressed in the following ways. Ask students:
x
x to y x:y 
y
• The recipe is for 4 servings. If
Ratios are often expressed in simplest form. For example, the recipe above states that you want to double the recipe
for 4 servings you need 2 cups of milk. The ratio of servings to milk may be written to make 8 servings, what would
4 you do to the amounts for each
as 4 to 2, 4:2, or . Written in simplest form, the ratio of servings to milk can be
2
written as 2 to 1, 2:1, or .
2 ingredient? Double each amount.
1
• What would you do to the
Study Tip Suppose you wanted to double the recipe to have 8 servings. The amount of milk
8
amount for each ingredient if
required would be 4 cups. The ratio of servings to milk is . When this ratio is you wanted to make enough
Reading Math 2
4
A ratio that is equivalent simplified, the ratio is . Notice that this ratio is equal to the original ratio. frozen yogurt for two servings?
1
to a whole number is
Halve the amount of each
written with a 2 4
ingredient.
←

denominator of 1.
4 2 8 2

 
 • Suppose you want to make
2 1 4 1
←

2 4
enough frozen yogurt for six
servings. How much more is
An equation stating that two ratios are equal is called a proportion . So, we can
six servings than four? Six is
1
4 8
state that 
 is a proportion. 1  times as much as four.
2 4 2
• By what number would you
Example 1 Determine Whether Ratios Form a Proportion multiply the amount of each
4 24 ingredient to make six
Determine whether the ratios  and  form a proportion.
5 30
servings? You would multiply
1 6 1
each amount by 1  .
←

4 4 24 4 2

 

5 5 30 5
←

1 6
The ratios are equal. Therefore, they form a proportion.

Lesson 3-6 Ratios and Proportions 155

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 3-6
• Study Guide and Intervention, pp. 167–168 Workbook, p. 24 Answer Key Transparencies
• Skills Practice, p. 169 Prerequisite Skills Workbook,
• Practice, p. 170 pp. 27–28, 67–74 Technology
• Reading to Learn Mathematics, p. 171 School-to-Career Masters, p. 6 AlgePASS: Tutorial Plus, Lesson 6
• Enrichment, p. 172 Interactive Chalkboard
Multimedia Applications

Lesson x-x Lesson Title 155

 Another way to determine whether two ratios form a proportion is to use cross

2 Teach products. If the cross products are equal, then the ratios form a proportion.

Example 2 Use Cross Products

RATIOS AND
Use cross products to determine whether each pair of ratios form a proportion.
PROPORTIONS
0.4 0.7
a. , 
0.8 1.4
In-Class Examples Power
Point®
Study Tip 0.4 0.7

 Write the equation.
0.8 1.4
Teaching Tip Students may Cross Products 0.4(1.4)
0.8(0.7) Find the cross products.
notice that two ratios form a When you find cross
products, you are said to
0.56
0.56 Simplify.
proportion when the numerator 0.4 0.7
and denominator of the less be cross multiplying. The cross products are equal, so 
. Since the ratios are equal, they form
0.8 1.4
simplified ratio are products of a proportion.
the numerator and denominator 6 24
of the more simplified ratio by b. , 
8 28
the same factor. In Example 1,
6 24
4 6 24 
 Write the equation.
  
. 8 28
5 6 30
6(28)
8(24) Find the cross products.
1 Determine whether the ratios 168
192 Simplify.
6 24
7 49 The cross products are not equal, so 
. The ratios do not form a proportion.
 and  form a proportion. 8 28
8 56
The ratios are equal when
expressed in simplest form. 0.4 0.7
In the proportion 
 above, 0.4 and 1.4 are called the extremes , and 0.8 and
Therefore, they form a proportion. 0.8 1.4
0.7 are called the means .
2 Use cross products to
determine whether each pair Means-Extremes Property of Proportion
of ratios form a proportion.
• Words In a proportion, the product of the extremes is equal to the product
of the means.
0.25 1.25
a.  ,  not a proportion a c
0.6 2 • Symbols If 
, then ad
bc.
b d
4 16
b.  ,  a proportion • Examples
2 1
Since 
, 2(2)
4(1) or 4
4.
5 20 4 2

SOLVE PROPORTIONS SOLVE PROPORTIONS You can write proportions that involve a variable.
To solve the proportion, use cross products and the techniques used to solve other
In-Class Example Power
Point®
equations.

n 3 Example 3 Solve a Proportion

3 Solve the proportion 
. n 24
12 8 Solve the proportion   .
4.5 15 16
n 24

 Original equation
15 16
16(n)
15(24) Find the cross products.
16n
360 Simplify.
16n 360

 Divide each side by 16.
16 16
n
22.5 Simplify.

156 Chapter 3 Solving Linear Equations

ELL Explain to students that the definitions of extremes and

New a c
means are not arbitrary. In the proportion 
 , a and d are the
b d
extremes, and b and c are the means. Remind students that ratios
can also be written in the form x:y. If you rewrite the proportion
above in this form, you have a:b
c:d. Looking at this proportion, a and d are
the extremes because they are on the outside, and extreme is a synonym for
outside. Similarly, b and c are the means because they are in the middle, and
mean is often a synonym for middle.

156 Chapter 3 Solving Linear Equations

 The ratio of two measurements having different units of measure is called a rate . In-Class Examples Power
Point®
For example, a price of $1.99 per dozen eggs, a speed of 55 miles per hour, and a
salary of $30,000 per year are all rates. Proportions are often used to solve problems
involving rates. 4 BICYCLING The gear on a bi-
cycle is 8:5. This means that for
Example 4 Use Rates every 8 turns of the pedals, the
BICYCLING Trent goes on a 30-mile bike ride every Saturday. He rides the wheel turns 5 times. Suppose
distance in 4 hours. At this rate, how far can he ride in 6 hours? the bicycle wheel turns about
2435 times during a trip. How
Explore Let m represent the number of miles Trent can ride in 6 hours. many times would you have
Plan Write a proportion for the problem. to crank the pedals during
miles → 30 m ← miles the trip? about 3896 times


hours → 4 6 ← hours
30 m
5 MAP In a road atlas, the scale
Solve 
 Original proportion for the map of Connecticut is
4 6
30(6)
4(m) Find the cross products. 5 inches
41 miles. The scale
180
4m Simplify. for the map of Texas is
180 4m 5 inches
144 miles. What

 Divide each side by 4.
4 4 are the distances in miles
45
m Simplify. 1
represented by 2  inches on
Examine If Trent rides 30 miles in 4 hours, he rides 7.5 miles in 1 hour. So, in 2
each map?
6 hours, Trent can ride 6  7.5 or 45 miles. The answer is correct. 1
Connecticut 20  mi; Texas 72 mi
2
Since the rates are equal, they form a proportion. So, Trent can ride 45 miles in
6 hours.

3 Practice/Apply
A ratio or rate called a scale is used when making a model or drawing of
something that is too large or too small to be conveniently drawn at actual size. The
scale compares the model to the actual size of the object using a proportion. Maps
and blueprints are two commonly used scale drawings.
Study Notebook
Have students—
Example 5 Use a Scale Drawing • add the definitions/examples of
CRATER LAKE The scale of a map for Crater Lake National Park is 2 inches  the vocabulary terms to their
9 miles. The distance between Discovery Point and Phantom Ship Overlook
3 Vocabulary Builder worksheets for
on the map is about 1 inches. What is the distance between these two places?
4 Chapter 3.
Let d represent the actual distance.
• include any other item(s) that they
3
1 find helpful in mastering the skills
scale → 2 4 ← scale


actual → 9 d ← actual
in this lesson.
2(d)
91
3
Find the cross products.
4
Crater Lake 63
2d
 Simplify.
Crater Lake is a volcanic 4 About the Exercises…
crater in Oregon that was 63
2d  2
  2 Divide each side by 2. Organization by Objective
formed by an explosion 4
42 times the blast of 63 7 • Ratios and Proportions:
Mount St. Helens. d
 or 7 Simplify.
8 8 11–18
Source: travel.excite.com
The actual distance is about 7 miles.
7 • Solve Proportions: 19–35
8
Odd/Even Assignments
www.algebra1.com/extra_examples Lesson 3-6 Ratios and Proportions 157 Exercises 11–34 are structured
so that students practice the
same concepts whether they
are assigned odd or even
Differentiated Instruction problems.
Interpersonal Place students in small groups to work through the
Check For Understanding problems. Have a student from each group Assignment Guide
report on that group’s progress, and areas in which the group may need Basic: 11–23 odd, 31, 33, 36–58
further assistance.
Average: 11–35 odd, 36–58
Advanced: 12–34 even, 36–54
(optional: 55–58)

Lesson 3-6 Ratios and Proportions 157

 NAME ______________________________________________ DATE ____________ PERIOD _____

Study
3-6 Guide
Study andIntervention
Guide and Intervention,
p. 167
Ratios (shown) and p. 168
and Proportions
Ratios and Proportions A ratio is a comparison of two numbers by division. The ratio
Concept Check 1. OPEN ENDED Find an example of ratios used in advertisements.

Lesson 3-6
x
of x to y can be expressed as x to y, x:y or  . Ratios are usually expressed in simplest form.
y
An equation stating that two ratios are equal is called a proportion. To determine whether
two ratios form a proportion, express both ratios in simplest form or check cross products. 1. See students’ work. 2. Explain the difference between a ratio and a proportion.
Example 1 Example 2
24 12
Determine whether the
ratios  and  form a proportion.
Use cross products to
10 25
determine whether  and  form a
2–3. See margin. 3. Describe how to solve a proportion if one of the ratios contains a variable.
36 18 18 45
proportion.
24 2

 when expressed in simplest form. 10 25


36
12
18
3
2

 when expressed in simplest form.
3
18 45
10(45)
18(25)
Write the proportion.

Cross products
Guided Practice Use cross products to determine whether each pair of ratios form a proportion.
24 12
The ratios  and  form a proportion
36 18
450
450 Simplify.
10 25
Write yes or no.
The cross products are equal, so 
 .
because they are equal when expressed in 18 45
GUIDED PRACTICE KEY 4 12 16 8 2.1 0.5
simplest form. Since the ratios are equal, they form a
proportion. 4. ,  yes 5. ,  no 6. ,  no
Exercises Examples 11 33 17 9 3.5 0.7
Exercises
Use cross products to determine whether each pair of ratios forms a proportion. 4–6 1, 2 Solve each proportion. If necessary, round to the nearest hundredth.
1 16
1.  , 
5 10
2.  , 
10 25
3.  ,  7–9 3 3 6 a 5 0.6 n
2 32
yes
8 15
no
20 49
no
10 4, 5 7. 
 8 8. 
 15 9. 
 4.62
4 x 45 15 1.1 8.47
25 15 12 3 4 12
4.  ,  5.  ,  6.  , 
36 20 32 16 9 27
no no yes
Application 10. TRAVEL The Lehmans’ minivan requires 5 gallons of gasoline to travel
0.1 5
7.  , 
2 100
15 9
8.  , 
20 12
14 20
9.  , 
21 30
120 miles. How much gasoline will they need for a 350-mile trip? about 14.6 gal
yes yes yes

10. 2:3, 20:30 11. 5 to 9, 25 to 45

72 9
12.  , 
64 8
★ indicates increased difficulty
yes yes yes

13. 5:5, 30:20 14. 18 to 24, 50 to 75 15. 100:75, 44:33

Practice and Apply
no no yes

0.05 1
16.  , 
1.5 6
17.  , 
0.1 0.45
18.  , 
Use cross products to determine whether each pair of ratios form a proportion.
1 20 2 8 0.2 0.9
yes yes yes Write yes or no.
For See 3 21 8 12 2.3 3.0
Skills
NAME ______________________________________________ DATE

Practice, p. 169 and

____________ PERIOD _____
Exercises Examples 11. ,  yes 12. ,  no 13. ,  no
3-6 Practice (Average) 2 14 9 18 3.4 3.6
Practice,
Ratios andp. 170 (shown) 11–18 1, 2 4.2 1.68 21.1 1.1 5 4
Proportions
19–30 3 14. ,  yes 15. ,  no 16. ,  yes
Use cross products to determine whether each pair of ratios forms a proportion.
Write yes or no.
5.6 2.24 14.4 1.2 2 1.6
7 52 3 15 18 36
31, 32 4
1.  ,  no 2.  ,  no 3.  ,  yes
6 48 11 66 24 48 33, 34 5
12 108 8 72 1.5 1
4.  ,  yes
11 99
5.  ,  yes
9 81
6.  ,  yes
9 6
Extra Practice SPORTS For Exercises 17 and 18,
3.4 7.14
7.  ,  yes
5.2 10.92
1.7 2.9
8.  ,  no
1.2 2.4
7.6 3.9
9.  ,  no
1.8 0.9 See page 827. use the graph at the right. USA TODAY Snapshots®
Solve each proportion. If necessary, round to the nearest hundredth. 17. Write a ratio of the number of
5
10. 
 9
a
30
54
v
11. 
 68
46
34
23
40
12. 
 5
56
k
7
17. USA: ;
871 gold medals won to the total USA stands atop
28
49
4
13. 

w
7 3
14. 

u
27
162
18 y 48
15. 

3 9
16
2116 number of medals won for each all-time medals table
498 country. The USA, which led the 2000
2
16. 
 12
10 5
17. 
 77
35 3
18. 
 1
z USSR/Russia: ; Summer Olympics with 97 medals,
y 60 11 x 51 17 1278 has dominated the medal standings
6 12 g 6 14 2
374 18. Do any two of the ratios you
19. 
 20. 
 21. 
 over the years. The all-time Summer
Germany: ;
61 h
122 16 4
24 49 a
7

7 8 2 3 5 3 m 5 3 1182 wrote for Exercise 17 form a Olympics medal standings:

22. 
 10  23. 
 3  24. 
 3 
9 c 7 q 6 5 6 8 4
180 188 proportion? If so, explain the Gold Silver Bronze Total
v
25. 
 1
7 3
26. 
 2.88
12 6
27. 
 1.02
3 GB: ; France: ; real-world meaning of the USA 871 659 586 2,116
0.23 1.61 0.72 b n 0.51 638 598
7 14 3 2 m1 2 proportion. No; if two of these USSR/Russia1 498 409 371 1,278
28. 
 7 29. 
 2 30. 
 5 179
a4 6 12 y6 8 4
Italy: ; ratios formed a proportion, the Germany2 374 392 416 1,182
5
31. 
 
x1 2 r2
32. 
 3
5 3
33. 
 4 
x2 4 479 Great Britain 180 233 225 638
12 4 3 7 7 7 6 7
136 two countries would have the France 188 193 217 598
34. PAINTING Ysidra paints a room that has 400 square feet of wall space in 2  hours. At
1 Sweden:  same part of their medals as Italy 179 143 157 479
this rate, how long will it take her to paint a room that has 720 square feet of wall
2
469
space? 1
4 h
2
gold medals. Sweden 136 156 177 469
1 – Competed as the Unified Team in 1992
35. VACATION PLANS Walker is planning a summer vacation. He wants to visit Petrified after the breakup of the Soviet Union
National Forest and Meteor Crater, Arizona, the 50,000-year-old impact site of a large 2 – Totals include medals won by both
meteor. On a map with a scale where 2 inches equals 75 miles, the two areas are about East and West Germany.
1
1  inches apart. What is the distance between Petrified National Forest and Meteor Source: The Ultimate Book of Sports Lists
2
Crater? about 56.25 mi By Ellen J. Horrow and Marcy E. Mullins, USA TODAY

NAME ______________________________________________ DATE ____________ PERIOD _____

Reading
3-6 Readingto
to Learn
Learn Mathematics Solve each proportion. If necessary, round to the nearest hundredth.
Mathematics, p. 171 ELL
Ratios and Proportions 4 2 1 3 6 x
Pre-Activity
19. 
 20 20. 
 5 21. 
 18
How are ratios used in recipes?
x 10 y 15 5 15
Read the introduction to Lesson 3-6 at the top of page 155 in your textbook.
20 n 6 7 1 16 9 15
• How many servings of honey frozen yogurt are made by this recipe?
4 servings 22. 
 15 23. 
 9 24. 
 3
• How many recipes would be needed to make enough honey frozen yogurt
28 21 8 a 3 7 b 16
for all the students in your class? See students’ work.
1 12 2 8 2.405 s
★ 25.  
 2.28 26. 
 0.84 27. 
 1.23
0.19 n 0.21 n 3.67 1.88
Reading the Lesson
7 z 6 7 1 5 6 3
★ 28.  
 63.37 29. 
 19  30. 
 1
x3 x2 5
1. Complete the following sentence.
A ratio is a comparison of two numbers by division .
1.066 9.65 14 3 3
2 8
2. Describe two ways to decide whether the sentence 
 is a proportion.
Express the ratios in simplest form to see if they are equal. Check to see
5 20
158 Chapter 3 Solving Linear Equations
whether the cross products are equal.

3. For each proportion, tell what the extremes are and what the means are.
14 6 NAME ______________________________________________ DATE ____________ PERIOD _____
a. 
 Extremes: 14 and 15 Means: 35 and 6
35 15

b. 

6
8
12
16
Extremes: 6 and 16 Means: 8 and 12 Enrichment,
3-6 Enrichment p. 172
4. A jet flying at a steady speed traveled 825 miles in 2 hours. If you solved the proportion
825 x Angles of a Triangle

 , what would the answer tell you about the jet?
2 1.5 In geometry, many statements about physical space are proven to be
how far the jet traveled in 1.5 h true. Such statements are called theorems. Here are two examples of
geometric theorems.
a. The sum of the measures of the angles of a triangle is 180°.
Helping You Remember b. If two sides of a triangle have equal measure, then the two angles
opposite those sides also have equal measure.
5. Write how you would explain solving a proportion to a friend who missed Lesson 3-6.
Use cross products. Write an equation with the product of the extremes For each of the triangles, write an equation and then solve for x. (A tick mark on
on the left side and the product of the means on the right side. Then two or more sides of a triangle indicates that the sides have equal measure.)
solve this second equation.
1. x  60 2. x  45
70° x

x 50° 90° 45°

3. x  45 4. x  30° x  20

158 Chapter 3 Solving Linear Equations

 31. WORK Seth earns $152 in 4 days. At that rate, how many days will it take him

A percent of increase
to earn $532? 14 days
32. DRIVING Lanette drove 248 miles in 4 hours. At that rate, how long will it take
4 Assess
her to drive an additional 93 miles? 11 h
or decrease can be used
to describe trends in
2 Open-Ended Assessment
33. BLUEPRINTS A blueprint for a house states that 2.5 inches equals 10 feet. If the
populations. Visit length of a wall is 12 feet, how long is the wall in the blueprint? 3 in. Modeling Give students coins,
www.algebra1.com/ paper clips, or other manipula-
webquest to continue 34. MODELS A collector’s model racecar is scaled so that 1 inch on the model
1 2 tives and have them model a
work on your WebQuest equals 6 feet on the actual car. If the model is  inch high, how high is the 2 6
project. 4 1
actual car? 4 ft
3
simple proportion such as 
 .
6 3 9
★ 35. PETS A research study shows that three out of every twenty pet owners got
their pet from a breeder. Of the 122 animals cared for by a veterinarian, how Getting Ready for
many would you expect to have been bought from a breeder? 18
Lesson 3-7
36. CRITICAL THINKING Consider the proportion a:b:c
3:1:5. What is the value of
2a  3b PREREQUISITE SKILL Students
? (Hint: Choose different values of a, b, and c for which the proportion is
4b  3c 9 will learn about percent of change
true and evaluate the expression.) 
19 in Lesson 3-7. Students use a
37. WRITING IN MATH Answer the question that was posed at the beginning of the proportion to find percent of
lesson. See margin. change but need to understand
How are ratios used in recipes? how to find percents in order to
Include the following in your answer: set the proportion up correctly.
• an explanation of how to use a proportion to determine how much honey is Use Exercises 55–58 to determine
needed if you use 3 eggs, and
your students’ familiarity with
• a description of how to alter the recipe to get 5 servings.
finding percents.
9
Standardized 38. Which ratio is not equal to ? D
12
Test Practice 18

3

15

18

A
24
B
4
C
20
D
27 Answers
39. In the figure at the right, x:y
2:3 and y:z
3:5. 2. A ratio is a comparison of two
If x
10, find the value of z. C x y z
numbers and a proportion is an
A 15 B 20 C 25 D 30 equation of two equal ratios.
3. Find the cross products and divide
Maintain Your Skills by the value with the variable.
37. Sample answer: Ratios are used
Mixed Review Solve each equation. Then check your solution. (Lessons 3-4 and 3-5) to determine how much of each
1 4
41. no solution 40. 8y  10
3y  2 1 41. 17  2n
21  2n 42. 7(d  3)
4 3 ingredient to use for a given
11 m z7 7
43. 5  9w
23
2 44.   6
31
125 45. 
3
8 number of servings. Answers
5 5
should include the following.
Find each product. (Lesson 2-3)
46. (7)(6) 42 47. 
1
8 9 3 3 9
48.   49. (0.075)(5.5) • To determine how much honey
9 8 7 7 49
0.4125 is needed if you use 3 eggs,
Find each absolute value. (Lesson 2-1) write and solve the proportion
50. 33 33 51. 77 77 52. 2.5 2.5 53. 0.85 0.85 3
2:   3:h, where h is the
4
54. Sketch a reasonable graph for the temperature in the following statement. amount of honey.
In August, you enter a hot house and turn on the air conditioner. (Lesson 1-8)
See margin. • To alter the recipe to get
5 servings, multiply each
Getting Ready for PREREQUISITE SKILL Find each percent. 1
(To review percents, see pages 802 and 803.)
amount by 1  .
the Next Lesson 55. Eighteen is what percent of 60? 30% 56. What percent of 14 is 4.34? 31% 4
57. Six is what percent of 15? 40% 58. What percent of 2 is 8? 400% 54.
Temperature

www.algebra1.com/self_check_quiz Lesson 3-6 Ratios and Proportions 159

Online Lesson Plans

USA TODAY Education’s Online site offers resources and Time
interactive features connected to each day’s newspaper.
Experience TODAY, USA TODAY’s daily lesson plan, is
available on the site and delivered daily to subscribers.
This plan provides instruction for integrating USA TODAY
graphics and key editorial features into your mathematics
classroom. Log on to www.education.usatoday.com.

Lesson 3-6 Ratios and Proportions 159

 Lesson
Notes Percent of Change

• Find percents of increase and decrease.

1 Focus • Solve problems involving percents of change.

Vocabulary can percents describe growth over time?

5-Minute Check • percent of change Phone companies began using Area codes on
Transparency 3-7 Use as a • percent of increase area codes in 1947. The graph
quiz or review of Lesson 3-6.
the rise 285
• percent of decrease shows the number of area codes
in use in different years. The
Mathematical Background notes growth in the number of area 171
are available for this lesson on codes can be described by using
p. 118D.
a percent of change. 84
1947 1996 1999

can percents describe

growth over time?
Ask students: Source: Associated Press

• What do the numbers 84, 171,

and 285 represent on the graph?
The number 84 represents the
PERCENT OF CHANGE When an increase or decrease is expressed as a
number of area codes in 1947, 171 percent, the percent is called the percent of change . If the new number is greater
was the number of area codes in than the original number, the percent of change is a percent of increase. If the new
1996, and 285 was the number of number is less than the original, the percent of change is a percent of decrease .
area codes in 1999.
• Are these numbers percents? Example 1 Find Percent of Change
Why do you think so? No, State whether each percent of change is a percent of increase or a percent of
these numbers are not percents decrease. Then find each percent of change.
because they are not followed by a. original: 25 b. original: 30
new: 28 new: 12
the percent sign.
Find the amount of change. Since The percent of change is a percent of
• Do you think 171 is at least the new amount is greater than the decrease because the new amount is
100% more than 84? Explain original, the percent of change is a less than the original. Find the
your reasoning. 100% of 84 is percent of increase. change.
84. So, 84  84 is 168. Since 171 28  25
3 30  12
18
is greater than 168, then 171 must Find the percent using the original Find the percent using the original
be at least 100% more than 84. number, 25, as the base. number, 30, as the base.
Study Tip change → 3 r change → 18 r

original amount → 25

 
original amount → 30


Look Back 100 100
To review the percent 3(100)
25(r) 18(100)
30(r)
proportion, see page 834. 300
25r 1800
30r
300 25r 1800 30r

 
 
25 25 30 30
12
r 60
r

The percent of increase is 12%. The percent of decrease is 60%.

160 Chapter 3 Solving Linear Equations

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Graphing Calculator and 5-Minute Check Transparency 3-7
• Study Guide and Intervention, pp. 173–174 Spreadsheet Masters, p. 28 Real-World Transparency 3
• Skills Practice, p. 175 Parent and Student Study Guide Answer Key Transparencies
• Practice, p. 176 Workbook, p. 25
• Reading to Learn Mathematics, p. 177 Prerequisite Skills Workbook, Technology
• Enrichment, p. 178 pp. 17–18, 41–44, 71–72, 77–78 Interactive Chalkboard
• Assessment, p. 206
 Example 2 Find the Missing Value
FOOTBALL The National Football League’s (NFL) fields are 120 yards long. The
Canadian Football League’s (CFL) fields are 25% longer. What is the length of a
2 Teach
CFL field?
PERCENT OF CHANGE
Let

the length of a CFL field. Since 25% is a percent of increase, an NFL field is
shorter than a CFL field. Therefore,
 120 represents the amount of change. In-Class Examples Power
Point®
change →
 120 25
original amount →

 Percent proportion
1 State whether each percent of
120 100
(
 120)(100)
120(25) Find the cross products. change is a percent of increase
100
 12,000
3000 Distributive Property or a percent of decrease. Then
find each percent of change.
100
 12,000  12,000
3000  12,000 Add 12,000 to each side.
Football 100

15,000 Simplify.
a. original: 32
On November 12, 1892, new: 40
100
15,000
the Allegheny Athletic 
 Divide each side by 100. percent of increase; 25%
Association paid William 100 100
“Pudge” Heffelfinger $500

150 Simplify. b. original: 20
to play football. This game
is considered the start of The length of the field used by the CFL is 150 yards. new: 4
professional football. percent of decrease; 80%
Source: World Book
Encyclopedia
SOLVE PROBLEMS Two applications of percent of change are sales tax and
2 SALES The price a used-book
discounts. Sales tax is a tax that is added to the cost of the item. It is an example of store pays to buy a book is $5.
a percent of increase. Discount is the amount by which the regular price of an item The store sells the book for
is reduced. It is an example of a percent of decrease. 28% above the price that it
pays for the book. What is
Example 3 Find Amount After Sales Tax the selling price of the $5
SALES TAX A concert ticket costs $45. If the sales tax is 6.25%, what is the total book? $6.40
price of the ticket?
The tax is 6.25% of the price of the ticket.
6.25% of $45
0.0625  45 6.25%
0.0625
SOLVE PROBLEMS

2.8125 Use a calculator.
In-Class Examples Power
Point®
Round $2.8125 to $2.81. Add this amount to the original price.
$45.00  $2.81
$47.81 3 SALES TAX A meal for two
The total price of the ticket is $47.81. at a restaurant costs $32.75. If
the sales tax is 5%, what is the
total price of the meal? $34.39
Example 4 Find Amount After Discount 4 DISCOUNT A dog toy is on
DISCOUNT A sweater is on sale for 35% off the original price. If the original sale for 20% off the original
price of the sweater is $38, what is the discounted price?
price. If the original price of
The discount is 35% of the original price.
the toy is $3.80, what is the
35% of $38
0.35  38 35%
0.35 discounted price? $3.04

13.30 Use a calculator.

Subtract $13.30 from the original price.

$38.00  $13.30
$24.70

The discounted price of the sweater is $24.70.

www.algebra1.com/extra_examples Lesson 3-7 Percent of Change 161

Differentiated Instruction
Naturalist Have students make a list of three items for which they
know the exact price. The items can be gifts they want to buy for
themselves or everyday household items. Then have students calculate
the price of each item if each price were discounted 15%.

Lesson 3-7 Percent of Change 161

 3 Practice/Apply Concept Check 1. Compare and contrast percent of increase and percent of decrease.
1. Percent of increase 2. OPEN ENDED Give a counterexample to the statement The percent of change
and percent of must always be less than 100%. See margin.
decrease are both per-
Study Notebook cents of change. If the 3. FIND THE ERROR Laura and Cory are writing proportions to find the percent
new number is greater of change if the original number is 20 and the new number is 30.
Have students— than the original num-
• add the definitions/examples of ber, the percent of Laura Cory
change is a percent of
the vocabulary terms to their increase. If the new Amount of change: 30 – 20 = 10 Amount of change: 30 – 20 = 10
Vocabulary Builder worksheets for number is less than the 10 r 10 r
 =   = 
original number, the 2 0 100 30 100
Chapter 3. percent of change is a
• include any other item(s) that they percent of decrease. Who is correct? Explain your reasoning. Laura; Cory used the new number as
the base instead of the original number.
find helpful in mastering the skills
Guided Practice State whether each percent of change is a percent of increase or a percent of
in this lesson. decrease. Then find each percent of change. Round to the nearest whole percent.
GUIDED PRACTICE KEY 4. original: 72 5. original: 45
new: 36 decrease; 50% new: 50 increase; 11%
Exercises Examples
FIND THE ERROR 6. original: 14 7. original: 150
4–7, 12, 13 1
new: 16 increase; 14% new: 120 decrease; 20%
The only differ- 8, 9 3
ence between Laura’s 10, 11 4
Find the total price of each item.
and Cory’s work is the number 8. software: $39.50 9. compact disc: $15.99
in the denominator of the first sales tax: 6.5% $42.07 sales tax: 5.75% $16.91
ratio in the proportion. Laura has
Find the discounted price of each item.
put 20, which is the original num-
ber in the problem, and Cory has 10. jeans: $45.00 11. book: $19.95
discount: 25% $33.75 discount: 33% $13.37
put 30, which is the new number
in the problem. Suggest that stu- Application EDUCATION For Exercises 12 and 13, use the following information.
dents review Examples 1 and 2 to According to the Census Bureau, the average income of a person with a bachelor’s
help them find the error. Then degree is $40,478. For a person with a high school diploma, it is $22,895.
remind them that the ratio to use 12. Write an equation that could be used to find the percent of increase from the
is the amount of change to the average income for a person with a high school diploma to the average income
for a person with a bachelor’s degree. 40,478
22,895 x
original amount.   
22,895 100
13. What is the percent of increase? about 77%

About the Exercises… ★ indicates increased difficulty

Organization by Objective Practice and Apply
Percent of Change: 14–30,
State whether each percent of change is a percent of increase or a percent of
46–48 decrease. Then find each percent of change. Round to the nearest whole percent.
Solve Problems: 31–45 For See
14. original: 50 15. original: 25 16. original: 66
Exercises Examples
Odd/Even Assignments 14–27 1 new: 70 inc.; 40% new: 18 dec.; 28% new: 30 dec.; 55%
28–30, 2
Exercises 14–29 and 31–44 are 46, 47
17. original: 58 18. original: 13.7 19. original: 15.6
structured so that students 31–36 3 new: 152 inc.; 162% new: 40.2 inc.; 193% new: 11.4 dec.; 27%
37–42 4
practice the same concepts 43– 45 3, 4
20. original: 132 21. original: 85 22. original: 32.5
whether they are assigned new: 150 inc.; 14% new: 90 inc.; 6% new: 30 dec.; 8%
Extra Practice
odd or even problems. See page 827.
23. original: 9.8 24. original: 40 25. original: 25
new: 12.1 inc.; 23% new: 32.5 dec.; 19% new: 21.5 dec.; 14%
Alert! Exercise 48 involves the
use of the Internet or other 162 Chapter 3 Solving Linear Equations

reference materials.
Assignment Guide Answers
Basic: 15–27 odd, 31–41 odd, 2. Sample answer: If the original number is x P xy
49–71 49. x % of y ⇒    or P  
10 and the new number is 30, the percent 100 y 100
Average: 15–45 odd, 46, 47, 30
10 r y xy
proportion is    and the P
y % of x ⇒    or P  
49–71 10 100 100 x 100
Advanced: 14–42 even, 43–65 percent of change is 200%, which is
(optional: 66–71) greater than 100%.
All: Practice Quiz 2 (1–10)

162 Chapter 3 Solving Linear Equations

 26. THEME PARKS In 1990, 253 million people visited theme parks in the United Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____

3-7 Study Guide and

States. In 2000, the number of visitors increased to 317 million people. What was p. 173
Percent(shown)
of Change and p. 174
the percent of increase? about 25% Percent of Change When an increase or decrease in an amount is expressed as a
percent, the percent is called the percent of change. If the new number is greater than the
27. MILITARY In 1987, the United States had 2 million active-duty military original number, the percent of change is a percent of increase. If the new number is less
than the original number, the percent of change is the percent of decrease.

personnel. By 2000, there were only 1.4 million active-duty military personnel. Example 1 Example 2
What was the percent of decrease? 30% Find the percent of increase.
original: 48
Find the percent of decrease.
original: 30
new: 60 new: 22
★ 28. The percent of increase is 16%. If the new number is 522, find the original

Lesson 3-7
First, subtract to find the amount of First, subtract to find the amount of
increase. The amount of increase is decrease. The amount of decrease is
number. 450 60  48
12.
Then find the percent of increase by using
30  22
8.
Then find the percent of decrease by using

★ 29. FOOD In order for a food to be marked “reduced fat,” it must have at least
the original number, 48, as the base. the original number, 30, as the base.
12 r 8 r

 Percent proportion 
 Percent proportion
48 100 30 100
25% less fat than the same full-fat food. If one ounce of reduced fat chips has 12(100)
48(r) Cross products 8(100)
30(r)
800
30r
Cross products

1200
48r Simplify.

6 grams of fat, what is the least amount of fat in one ounce of regular chips? 8 g
Simplify.
1200 48r 800 30r

 Divide each side by 48. 
 Divide each side by 30.
48 48 30 30
2
★ 30. TECHNOLOGY From January, 1996, to January, 2001, the number of internet 25
r Simplify.

The percent of increase is 25%.

26 
r
3
Simplify.

2
The percent of decrease is 26  %, or about
hosts increased by 1054%. There were 109.6 million internet hosts in January, 27%.
3

2001. Find the number of internet hosts in January, 1996. Exercises

about 9.5 million internet hosts State whether each percent of change is a percent of increase or a percent of
decrease. Then find each percent of change. Round to the nearest whole percent.

1. original: 50 2. original: 90 3. original: 45

Find the total price of each item. new: 80 new: 100 new: 20
increase; 60% increase: 11% decrease; 56%

Military 31. umbrella: $14.00 32. backpack: $35.00 33. candle: $7.50 4. original: 77.5 5. original: 140 6. original: 135

A military career can involve tax: 5.5% $14.77 tax: 7% $37.45 tax: 5.75% $7.93 new: 62
decrease; 20%
new: 150
increase: 7%
new: 90
decrease; 33%

many different duties like 34. hat: $18.50 35. clock radio: $39.99 36. sandals: $29.99 7. original: 120 8. original: 90 9. original: 27.5
new: 180 new: 270 new: 25
working in a hospital, tax: 6.25% $19.66 tax: 6.75% $42.69 tax: 5.75% $31.71 increase; 50% increase: 200% decrease; 9%
programming computers,
10. original: 84 11. original: 12.5 12. original: 250
or repairing helicopters. The new: 98 new: 10 new: 500
increase; 17% decrease: 20% increase; 100%
military provides training Find the discounted price of each item. NAME ______________________________________________ DATE ____________ PERIOD _____
and work in these fields and Skills Practice, p. 175 and
others for the Army, Navy,
37. shirt: $45.00 38. socks: $6.00 39. watch: $37.55 3-7 Practice (Average)

discount: 40% $27.00 discount: 20% $4.80 discount: 35% $24.41 Practice,
Percent of p. 176 (shown)
Change
Marine Corps, Air Force, State whether each percent of change is a percent of increase or a percent of
Coast Guard, and the Air 40. gloves: $24.25 41. suit: $175.95 42. coat: $79.99 decrease. Then find each percent of change. Round to the nearest whole percent.
1. original: 18 2. original: 140 3. original: 200
and Army National Guard. discount: 33% $16.25 discount: 45% $96.77 discount: 30% $55.99 new: 10 new: 160 new: 320
decrease; 44% increase; 14% increase; 60%

Online Research 4. original: 10

new: 25
5. original: 76
new: 60
6. original: 128
new: 120
increase; 150% decrease; 21% decrease; 6%
For information about Find the final price of each item. 7. original: 15 8. original: 98.6 9. original: 58.8
a career in the military, new: 35.5 new: 64 new: 65.7

visit: www.algebra1. ★ 43. lamp: $120.00 ★ 44. dress: $70.00 ★ 45. camera: $58.00 increase; 137% decrease; 35% increase; 12%

Find the total price of each item.

com/careers discount: 20% discount: 30% discount: 25% 10. concrete blocks: $95.00 11. crib: $240.00 12. jacket: $125.00
tax: 6% $101.76 tax: 7% $52.43 tax: 6.5% $46.33 tax: 6%
$100.70
tax: 6.5%
$255.60
tax: 5.5%
$131.88
13. class ring: $325.00 14. blanket: $24.99 15. kite: $18.90
tax: 6% tax: 7% tax: 5%
$344.50 $26.74 $19.85
POPULATION For Exercises 46 and 47, use the following table. Find the discounted price of each item.
16. dry cleaning: $25.00 17. computer game: $49.99 18. luggage: $185.00
discount: 15% discount: 25% discount: 30%
1997 Population Projected Percent of $21.25 $37.49 $129.50
Country 19. stationery: $12.95 20. prescription glasses: $149 21. pair of shorts: $24.99
(billions) Increase for 2050 discount: 10% discount: 20% discount: 45%
$11.66 $119.20 $13.74
China 1.24 22.6% Find the final price of each item.

India 0.97 57.8% 22. television: $375.00

discount: 25%
23. DVD player: $269.00
discount: 20%
24. printer: $255.00
discount: 30%
tax: 6% tax: 7% tax: 5.5%
United States 0.27 44.4% $298.13 $230.26 $188.32
25. INVESTMENTS The price per share of an internet-related stock decreased from $90 per
Source: USA TODAY share to $36 per share early in 2001. By what percent did the price of the stock
decrease? 60%

26. HEATING COSTS Customers of a utility company received notices in their monthly bills
46. China: about 1.52 46. What are the projected 2050 populations for each country in the table? that heating costs for the average customer had increased 125% over last year because
of an unusually severe winter. In January of last year, the Garcia’s paid $120 for heating.
What should they expect to pay this January if their bill increased by 125%? $270
billion people; India: ★ 47. Which of these three countries is projected to be the most populous in 2050?
about 1.53 billion India Reading
NAME ______________________________________________ DATE ____________ PERIOD _____

3-7 Readingto
to Learn
Learn Mathematics
people; United States: 48. RESEARCH Use the Internet or other reference to find the tuition for the last Mathematics, p. 177 ELL
Percent of Change
about 0.39 billion several years at a college of your choice. Find the percent of change for the Pre-Activity How can percents describe growth over time?

people tuition during these years. Predict the tuition for the year you plan to graduate Read the introduction to Lesson 3-7 at the top of page 160 in your textbook.
• How many area codes were in use in 1947? 84 area codes
from high school. See students’ work. • How many more area codes were in use in 1999? 281 area codes

49. CRITICAL THINKING Are the following expressions sometimes, always, or never Reading the Lesson

Lesson 3-7
1. If you use (original amount) — (new amount) to find the change for a percent of change
equal? Explain your reasoning. Always; see margin for explanation. problem, then the problem involves a percent of decrease
(increase/decrease).

x% of y y% of x 2. If you use (new amount) — (original amount) to find the change for a percent of change
problem, then the problem involves a percent of increase
(increase/decrease).
www.algebra1.com/self_check_quiz Lesson 3-7 Percent of Change 163
Complete the chart.
Original New Percent Increase or
Percent Proportion
Amount Amount Percent Decrease?
change → 3 r
3. 10 13    increase
NAME ______________________________________________ DATE ____________ PERIOD _____ original → 10 100
change → 3 r

Enrichment,
3-7 Enrichment p. 178 4. 10 7 
original →

10 100
decrease
change → 8 r
5. 50 42    decrease
original → 50 100
Using Percent change → 8 r
6. 50 58    increase
original → 50 100
Use what you have learned about percent to solve each problem.
A TV movie had a “rating” of 15 and a 25 “share.” The rating is the percentage
of the nation’s total TV households that were tuned in to this show. The share 7. When you find a discount price, do you add to or subtract from the original price?
is the percentage of homes with TVs turned on that were tuned to the movie. subtract
How many TV households had their TVs turned off at this time?
To find out, let T
the number of TV households
and x
the number of TV households with the TV off. Helping You Remember
Then T  x
5 the number of TV households with the TV on.
Since 0.15T and 0.25(T  x) both represent the number of households tuned 8. If you remember only two things about the ratio used for finding percent of change, what
to the movie, should they be? Subtract the prices, then divide by the original number.
0.15T
0.25(T  x)
0.15T
0.25T  0.25x.
Solve for x. 0.25x
0.10T
0.10T
x

0.40T
0.25
Forty percent of the TV households had their TVs off when the movie was aired.

Answer each question.

Lesson 3-7 Percent of Change 163

 50. WRITING IN MATH Answer the question that was posed at the beginning of
4 Assess the lesson. See margin.
How can percents describe growth over time?
Open-Ended Assessment Include the following in your answer:
• the percent of increase in the number of area codes from 1996 to 1999, and
Speaking Give students pairs of
• an explanation of why knowing a percent of change can be more informative
numbers. Tell which number is the than knowing how much the quantity changed.
original. Have students determine
whether the percent of increase or Standardized 51. The number of students at Franklin High School increased from 840 to 910
Test Practice over a 5-year period. Which proportion represents the percent of change? B
the percent of decrease is needed
70 r 70 r r 70 r 70
to find the other number. A 
 B 
 C 
 D 

910 100 840 100 910 100 840 100
52. The list price of a television is $249.00. If it is on sale for 30% off the list price,
what is the sale price of the television? C
Getting Ready for
A $74.70 B $149.40 C $174.30 D $219.00
Lesson 3-8
PREREQUISITE SKILL Students
Maintain Your Skills
will solve equations and formulas
for a given variable in Lesson 3–8. Mixed Review Solve each proportion. (Lesson 3-6)
This requires algebraic manipula- a 3 2 8 5.22 t
53. 
 9 54. 
 12 55. 
 18
45 15 3 d 13.92 48
tion, which they used in solving
equations in one variable. Use Solve each equation. Then check your solution. (Lesson 3-5)
Exercises 66–71 to determine 56. 6n  3
3
1 57. 7  5c
23
6 58. 18
4a  2 5
your students’ familiarity with
solving equations. Find each quotient. (Lesson 2-4)
1 1 3 4
61.    
2 4 2 1
59.   4  60.   
1
5 10 5 3 5 9 4 27
Assessment Options
State whether each equation is true or false for the value of the variable given.
Practice Quiz 2 The quiz (Lesson 1-3)
provides students with a brief 62. a2  5
17  a, a
3 true 63. 2v2  v
65, v
5 false
review of the concepts and skills 64. 8y  y2
y  10, y
4 false 65. 16p  p
15p, p
2.5 true
in Lessons 3-4 through 3-7.
Lesson numbers are given to the Getting Ready for PREREQUISITE SKILL Solve each equation. Then check your solution.
right of exercises or instruction the Next Lesson (To review solving equations, see Lesson 3-5.)
lines so students can review 66. 43  3t
2  6t 15 67. 7y  7
3y  5
3 68. 7(d  3)  2
5 4
concepts not yet mastered. 69. 6(p  3)
4(p  1)
11 70. 5
4  2(a  5) 9.5 71. 8x  4
10x  50 3
Quiz (Lessons 3-6 and 3-7) is
available on p. 206 of the Chapter 3
Resource Masters. P ractice Quiz 2 Lessons 3-4 through 3-7
Solve each equation. Then check your solution. (Lessons 3-4 and 3-5)
1 m5
Answer 1. 3x  7
18
8 2. 5
 25 3. 4h  5
11 1.5
3 4
4. 5d  6
3d  9 7.5 5. 7  2(w  1)
2w  9 6. 8(4  9r)
7(2  11r) 3.6
50. Find the amount of change and all numbers
express this change as a percent Solve each proportion. (Lesson 3-6)
2 1 3 24 y y5
of the original number. Answers 7. 
 5 8. 
 40 9. 
 5
10 a 5 x 4 8
should include the following.
10. POSTAGE In 1975, the cost of a first-class stamp was 10¢. In 2001, the cost of
• To find the percent of increase,
a first-class stamp became 34¢. What is the percent of increase in the price of
first find the amount of a stamp? (Lesson 3-7) 240%
increase. Then find what
percent the amount of increase 164 Chapter 3 Solving Linear Equations
is of the original number.
• The percent of increase from
1996 to 1999 is about 67%.
• An increase of 100 is a very Teacher to Teacher
large increase if the original Barbara Szymczak Bayonne H.S., Bayonne, NJ
number is 50, but a very small
increase if the original number “When teaching percents, I have students cut out sales advertisements and
is 100,000. The percent of make posters showing savings. They also cut out car ads to compute interest
change will indicate whether they would pay and compare companies for the best deals.”
the change is large or small
relative to the original.

164 Chapter 3 Solving Linear Equations

 Reading
Mathematics

Sentence Method and Getting Started

Proportion Method Ask students to give examples of
Recall that you can solve percent problems using two different methods. With “clue” words that they look for in
either method, it is helpful to use “clue” words such as is and of. In the sentence word problems that allow them
method, is means equals and of means multiply. With the proportion method, the
“clue” words indicate where to place the numbers in the proportion. to translate the word problem
into an equation. Examples
Sentence Method Proportion Method might be sum, difference, product,
15% of 40 is what number? 15% of 40 is what number? dividend, more than, less than, etc.
(is) P R(percent) P 15
0.15  40
? 
  → 

(of) B 100 40 100

You can use the proportion method to solve percent of change problems. In this
difference %
Teach
case, use the proportion 
. When reading a percent of change
original 100
problem, or any other word problem, look for the important numerical information. Sentence Method and
Proportion Method Ask
Example In chemistry class, Kishi heated 20 milliliters of water. She let the students to discuss the
water boil for 10 minutes. Afterward, only 17 milliliters of water
remained, due to evaporation. What is the percent of decrease in
advantages and disadvantages
the amount of water? of either method for solving
difference % 20  17 r
percentage problems. An

 → 
 Percent proportion advantage of the sentence method
original 100 20 100
3 r

 Simplify. might be that the equation looks
20 100
much like the sentence. A
3(100)
20(r) Find the cross products.
disadvantage might be that you
300
20r Simplify.
300 20r
have to remember to change the

 Divide each side by 20. percent to a decimal. An
20 20
15
r Simplify. advantage of the proportion
There was a 15% decrease in the amount of water. method might be that the
numbers in the problem can be
1–3. See margin for original number, amount of change, and percent proportion. used without changing percents
Reading to Learn to decimals. A disadvantage
Give the original number and the amount of change. Then write and solve a might be that you have to
percent proportion. remember how to set up the
1. Monsa needed to lose weight for wrestling. At the start of the season, he weighed proportion.
166 pounds. By the end of the season, he weighed 158 pounds. What is the
percent of decrease in Monsa’s weight? about 5%
2. On Carla’s last Algebra test, she scored 94 points out of 100. On her first
Algebra test, she scored 75 points out of 100. What is the percent of increase
Assess
in her score? about 25%
3. In a catalog distribution center, workers processed an average of 12 orders per
hour. After a reward incentive was offered, workers averaged 18 orders per hour.
What is the percent of increase in production? 50%
Study Notebook
Ask students to summarize each
Reading Mathematics Sentence Method and Proportion Method 165
method and discuss which they
prefer.
Answers
8 r
1. original number: 166 lb; amount of change: 166
158 or 8 lb;   
166 100
19 r ELL English Language
2. original number: 75 points; amount of change: 94
75 or 19 points;    Learners may benefit from
75 100
6 r writing key concepts from this
3. original number: 12 orders; amount of change: 18
12 or 6 orders;    activity in their Study Notebooks
12 100
in their native language and then
in English.
Reading Mathematics Sentence Method and Proportion Method 165
 Lesson Solving Equations
Notes and Formulas
• Solve equations for given variables.

1 Focus • Use formulas to solve real-world problems.

Vocabulary are equations used to design roller coasters?

5-Minute Check • dimensional analysis Ron Toomer designed the Magnum
Transparency 3-8 Use as a XL-200. This roller coaster starts
quiz or review of Lesson 3-7. with a vertical drop of 195 feet and
then ascends a second shorter hill.
Mathematical Background notes
Suppose when designing this coaster, 49 ft/s
are available for this lesson on Mr. Toomer decided he wanted to
p. 118D. adjust the height of the second hill so
that the coaster would have a speed 195 ft
are equations used to of 49 feet per second when it reached h

design roller coasters? its top.

If we ignore friction, the equation
Ask students:
g(195  h)
12v2 can be used to find
• What are the known quantities
the height of the second hill. In this
in the roller coaster equation? equation, g represents the acceleration
g is the acceleration due to gravity, due to gravity (32 feet per second
and v is the velocity of the roller squared), h is the height of the
coaster at the top of the second hill second hill, and v is the velocity of
the coaster when it reaches the top
• What is the unknown quantity of the second hill.
in the roller coaster equation?
h, the height of the second hill
• Can Ron Toomer’s problem SOLVE FOR VARIABLES Some equations such as the one above contain more
about the height of the second than one variable. At times, you will need to solve these equations for one of the
hill be solved with the given variables.
information? Explain why or
why not. Yes, the problem can Example 1 Solve an Equation for a Specific Variable
be solved because the values for Solve 3x
4y  7 for y.
g and v are given.
3x  4y
7 Original equation
3x  4y  3x
7  3x Subtract 3x from each side.
4y
7  3x Simplify.
4y 7  3x

 Divide each side by 4.
4 4
7  3x 3x  7
y
 or  Simplify.
4 4
3x  7
The value of y is .
4

It is sometimes helpful to use the Distributive Property to isolate the variable for
which you are solving an equation or formula.
166 Chapter 3 Solving Linear Equations

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 3-8
• Study Guide and Intervention, pp. 179–180 Workbook, p. 26 Answer Key Transparencies
• Skills Practice, p. 181 Prerequisite Skills Workbook, pp. 81–82
• Practice, p. 182 Technology
• Reading to Learn Mathematics, p. 183 AlgePASS: Tutorial Plus, Lessons 7, 8
• Enrichment, p. 184 Interactive Chalkboard
Multimedia Applications
 Example 2 Solve an Equation for a Specific Variable
Solve 2m
t  sm  5 for m. 2 Teach
2m  t
sm  5 Original equation
2m  t  sm
sm  5  sm Subtract sm from each side. SOLVE FOR VARIABLES
2m  t  sm
5 Simplify.
Teaching Tip Sometimes it is
2m  t  sm  t
5  t Add t to each side.
helpful for students to circle the
2m  sm
5  t Simplify. term containing the requested
m(2  s)
5  t Use the Distributive Property. variable or highlight it with color so
m(2  s) 5t they can remember which variable

 Divide each side by 2  s.
2s 2s they are trying to isolate.
5t
m
 Simplify.
2s
5t
The value of m is . Since division by 0 is undefined, 2  s
0 or s
2.
In-Class Examples Power
Point®
2s
1 Solve 5b  12c
9 for b.
9
12c
USE FORMULAS Many real-world problems require the use of formulas. b
5
Sometimes solving a formula for a specific variable will help you solve the problem.
2 Solve 7x  2z
4  xy for x.
Example 3 Use a Formula to Solve Problems 4  2z
x
7y
WEATHER Use the information about the Kansas City hailstorm at the left.
The formula for the circumference of a circle is C  2r, where C represents
circumference and r represents radius.
a. Solve the formula for r.
USE FORMULAS
C
2r Formula for circumference
C 2r In-Class Examples Power

 Divide each side by 2.
Point®
2 2
C

r Simplify.
2 3 FUEL ECONOMY A car’s fuel
b. Find the radius of one of the largest hailstones that fell on Kansas City economy E (miles per gallon)
in 1898. is given by the formula
C m

r
2
Formula for radius E

g , where m is the number
9.5 of miles driven and g is the
Weather 
r C
9.5
2
On May 14, 1898, a 1.5
r The largest hailstones had a radius of about 1.5 inches. number of gallons of fuel used.
severe hailstorm hit
Kansas City. The largest a. Solve the formula for m.
hailstones were 9.5 inches m  Eg
in circumference. Windows When using formulas, you may want to use dimensional analysis. Dimensional
were broken in nearly analysis is the process of carrying units throughout a computation. b. If Claudia’s car has an
every house in the area. average fuel consumption of
Source: National Weather
Service Example 4 Use Dimensional Analysis 30 miles per gallon and she
1
PHYSICAL SCIENCE The formula s  at2 represents the distance s that a used 9.5 gallons, how far did
2
free-falling object will fall near a planet or the moon in a given time t. In the she drive? 285 mi
formula, a represents the acceleration due to gravity.
a. Solve the formula for a.
4 GEOMETRY The formula for
1 the volume of a cylinder is
s
at2 Original formula
2 V
πr2h, were r is the radius
2

2 1
2(s)
2 at2
t t 2  2
Multiply each side by 2.
t
of the cylinder and h is the
2s height.
2
a Simplify.
t
a. Solve the formula for h.
www.algebra1.com/extra_examples Lesson 3-8 Solving Equations and Formulas 167 V
h  2
r
b. What is the height of a
cylindrical swimming pool
that has a radius of 12 feet
and a volume of 1810 cubic
feet? about 4 ft

Lesson 3-8 Solving Equations and Formulas 167

 b. A free-falling object near the moon drops 20.5 meters in 5 seconds. What is

3 Practice/Apply the value of a for the moon?

2s
a
2
t
Formula for a
2(20.5m)
a
 s
20.5m and t
5s.
(5s)2
1.64m
a
 or 1.64 m/s2 Use a calculator.
Study Notebook s2
The acceleration due to gravity on the moon is 1.64 meters per second squared.
Have students—
• add the definitions/examples of
the vocabulary terms to their
Vocabulary Builder worksheets for
Chapter 3. Concept Check 1. List the steps you would use to solve ax  y
az  w for a. See margin.
• include any other item(s) that they r
2. Describe the possible values of t if s
. t can be any number except 2.
t2
find helpful in mastering the skills
3. OPEN ENDED Write a formula for A, the area of a geometric figure such as
in this lesson. a triangle or rectangle. Then solve the formula for a variable other than A.
1 2A
Sample answer for a triangle: A  bh; b  
2 h
Guided Practice Solve each equation or formula for the variable specified.
b 54  y
GUIDED PRACTICE KEY 4. 3x  b
6x, for x x   5. 5a  y
54, for a a  
9 ya 5
c
b
Exercises Examples 6. 4z  b
2z  c, for z z   7. 
c, for y y  3c
a
p 2 3
5t
4–9 1, 2 8. p
a(b  c), for a a   9. mw  t
2w  5, for w w  
About the Exercises… 10–12 3, 4 bc m
2
Organization by Objective Application GEOMETRY For Exercises 10–12, use the Area
• Solve for Variables: 13–33 formula for the area of a triangle. A  12 bh
• Use Formulas: 34–41 10. Find the area of a triangle with a base of
18 feet and a height of 7 feet. 63 ft2
Odd/Even Assignments 2A h
Exercises 13–32 are structured 11. Solve the formula for h. h  
b
so that students practice the 12. What is the height of a triangle with area
of 28 square feet and base of 8 feet? 7 ft b
same concepts whether they
are assigned odd or even
★ indicates increased difficulty
problems.
Practice and Apply
Assignment Guide Solve each equation or formula for the variable specified.
h r
Basic: 13–25 odd, 34–39, 42–66 13. 5g  h
g, for g g 
 14. 8t  r
12t, for t t 

For See 4 4
Exercises Examples y
b v
r
Average: 13–29 odd, 34–39, 15. y
mx  b, for m m   16. v
r  at, for a a  
13–30 1, 2 x t
42–66 31–41 3, 4 am
z 2b c
17. 3y  z
am  4y, for y y   18. 9a  2b
c  4a, for a a  
Advanced: 14–30 even, 31–33, Extra Practice 7 5
6y
5x 5
t
38–60 (optional: 61–66) See page 827. 19. km  5x
6y, for m m   20. 4b  5
t, for b b  
k 4
3ax  n n
20 5x  y 5x  y
21. 
4, for x x   22. 
2, for a a  
5 3a a 2
Answer by  2 3c
2 6c  t 7b  t
23. 
c, for y y   24. 
b, for c c  
3 b 7 6
1. (1) Subtract az from each side. 3 4 3 5
25. c
y  b, for y y  (c
b)
    26. m  a
b, for m m  (b
a)

(2) Add y to each side. (3) Use the 4 3 5 3
2S
nt
2
p
Distributive Property to write ★ 27. S
n(A  t), for A A    28. p(t  1)
2, for t t  
2 n p
ax
az as a(x
z). (4) Divide cb 5m
★ 29. at  b
ar  c, for a a   30. 2g  m
5  gh, for g g  
each side by x
z. r
t 2h
168 Chapter 3 Solving Linear Equations

Differentiated Instruction
Intrapersonal Write Watch Out! at the top of the chalkboard before
students begin working the Check for Understanding problems. Invite
students to compile a collective list of mistakes to watch out for as they
work these problems. For each mistake, have students suggest a way
they could work differently to avoid the mistake.

168 Chapter 3 Solving Linear Equations

 NAME ______________________________________________ DATE ____________ PERIOD _____
Write an equation and solve for the variable specified. Study Guide andIntervention
Intervention,
3-8 Study Guide and
31. t
5  r  6; ★ 31. Five less than a number t equals another number r plus six. Solve for t. p. 179
Solving(shown)
Equations andand p. 180
Formulas
t  r  11 ★ 32. Five minus twice a number p equals six times another number q plus one. Solve for Variables Sometimes you may want to solve an equation such as V

wh for
one of its variables. For example, if you know the values of V, w, and h, then the equation

Solve for p. 5
2p  6q  1; p  2
3q
V


 is more useful for finding the value of
. If an equation that contains more than one
wh
variable is to be solved for a specific variable, use the properties of equality to isolate the
specified variable on one side of the equation.
★ 33. Five eighths of a number x is three more than one half of another number y. Example 1 Example 2
Solve for y. 5x  1y  3; y  5x
6 2x  4y
8
Solve 2x
4y  8 for y. Solve 3m
n  km
8 for m.
3m  n
km  8
8 2 4 2x  4y  2x
8  2x 3m  n  km
km  8  km
3m  n  km
 8
4y
8  2x
4y 8  2x 3m  n  km  n
 8  n

 3m  km
8  n
GEOMETRY For Exercises 34 and 35, use the Area
4 4
8  2x
y
 or 
2x  8 m(3  k)
8  n
4 m(3  k) 8  n
A  12 h(a  b)
4 

formula for the area of a trapezoid. a 2x  8
The value of y is  .
3k 3k
8  n n8

Lesson 3-8
2A 4 m
 , or 

34. Solve the formula for h. h  

3k 3k
n8
ab The value of m is  . Since division by 0 is
3k
undefined, 3  k
0, or k
3.
35. What is the height of a trapezoid with h
Exercises
an area of 60 square meters and bases
Solve each equation or formula for the variable specified.
of 8 meters and 12 meters? 6 m 1. ax  b
c for x 2. 15x  1
y for x 3. (x  f)  2
j for x
b cb y
1
x
a ,a0 x
15 xj
2
f

WORK For Exercises 36 and 37, use the following information. 4. xy  z
9 for y
9
z
5. x(4  k)
p for k
p
6. 7x  3y
m for y
m
7x
y
x ,x0 k  4
, x  0 y
w  10e x 3
The formula s
 is often used by placement services to find keyboarding
m 7. 4(c  3)
t for c 8. 2x  b
c for x
c
b
9. x(1  y)
z for x
t z
speeds. In the formula, s represents the speed in words per minute, w represents c
3 x x , y 
1
4 2 1y

the number of words typed, e represents the number of errors, and m represents the 10. 16z  4x
y for x 11. d
rt for r
h(a  b)
12. A
 for h
2
y
16z
number of minutes typed. x
4
d
r ,t0
t
2A
h , a 
b
ab

w
sm
36. Solve the formula for e. e  
5
13. C
 (F  32) for F 14. P
2
 2w for w 15. A

w for

9

10 9
F C  32
5
w
2
P
2
A

 ,w0
w
37. If Miguel typed 410 words in 5 minutes and received a keyboard speed of NAME ______________________________________________ DATE ____________ PERIOD _____

76 words per minute, how many errors did he make? 3 errors Skills
3-8 Practice,
Practice (Average)
p. 181 and
Practice, p. 182
Solving Equations and(shown)
Formulas
Solve each equation or formula for the variable specified.
FLOORING For Exercises 38 and 39, use the following information. 1. d
rt, for r r  
d
t
2. 6w  y
2z, for w w  
2z  y
6
1.2W
The formula P
 represents the amount of pressure exerted on the floor by the 3c
4y
3. mx  4y
3c, for x x  
m

4u 5g
4. 9s  5g
4u, for s s  
H2 2d
3c 2p  q
9

5. ab  3c
2d, for b b   6. 2p
kx  q, for x x  

heel of a shoe. In this formula, P represents the pressure in pounds per square inch, 2
a
3 2 5
k

7.  m  a
a  c, for m m   c 8.  h  g
d, for h h   (d
g)
W represents the weight of a person wearing the shoe in pounds, and H is the width 3 2 5 2
2 3 3 4
9.  y  v
s, for y y   (s
v) 10.  a  q
k, for a a   (k  q)
of the heel of the shoe in inches. 3 2 4 3
rx  9 5h
9 3b  4 2c  4
H 2P 11. 
h, for x x   12. 
c, for b b  
38. Solve the formula for W. W  
5 r 2 3
2
y y
5
13. 2w  y
7w  2, for w w   14. 3
 y
5  5
, for

 
1.2 5 2

39. Find the weight of the person if the heel is 3 inches wide and the pressure Write an equation and solve for the variable specified.

exerted is 30 pounds per square inch. 225 lb 15. Three times a number s plus 4 times a number y is 1 more than 6 times the number s.
Solve for s.
4y
1
3s  4y  6s  1; s  
3
16. Five times a number k minus 9 is two thirds of a number j. Solve for j.

40. ROCKETRY In the book October Sky, high school students were experimenting 2
5k
9   3
j; j  
3
(5k
9)
2
SFP
with different rocket designs. One formula they used was R
, which ELECTRICITY For Exercises 17 and 18, use the following information.
SP The formula for Ohm’s Law is E
IR, where E represents voltage measured in volts,
I represents current measured in amperes, and R represents resistance measured in ohms.
relates the mass ratio R of a rocket to the mass of the structure S, the mass of the 17. Solve the formula for R. R  
E
I
fuel F, and the mass of the payload P. The students needed to determine how 18. Suppose a current of 0.25 ampere flows through a resistor connected to a 12-volt battery.
What is the resistance in the circuit? 48 ohms
much fuel to load in the rocket. How much fuel should be loaded in a rocket
whose basic structure and payload each have a mass of 900 grams, if the mass MOTION For Exercises 19 and 20, use the following information.
In uniform circular motion, the speed v of a point on the edge of a spinning disk is v
 r,
2

ratio is to be 6? 9000 g where r is the radius of the disk and T is the time it takes the point to travel once around
T

the circle.
Tv
19. Solve the formula for r. r  
2

★ 41. PACKAGING The Yummy Ice Cream 20. Suppose a merry-go-round is spinning once every 3 seconds. If a point on the outside
edge has a speed of 12.56 feet per second, what is the radius of the merry-go-round?
(Use 3.14 for .) 6 ft
Company wants to package ice cream
in cylindrical containers that have a NAME ______________________________________________ DATE

Reading
____________ PERIOD _____

3-8 Readingto
to Learn
Learn Mathematics
volume of 5453 cubic centimeters. The Mathematics, p. 183 ELL
Volume  5453 cm3 Solving Equations and Formulas
marketing department decides the Pre-Activity How are equations used to design roller coasters?
diameter of the base of the containers Read the introduction to Lesson 3-8 at the top of page 166 in your textbook.
1
The equation mg(195  h)
 mv2 contains several variables. What
should be 20 centimeters. How tall 2

vanilla
number values do you know for these variables in this situation?
should the containers be? 32 for g and 49 for v

(Hint: V
r2h) about 17.4 cm

Reading the Lesson
1. Suppose you have an equation with several variables. You want to solve for a particular
20 cm variable. How does the procedure compare with that for solving an equation with just
one variable? How does the solution compare with the solution for an equation with one
variable?
Sample answer: The procedure is basically the same. You use properties
www.algebra1.com/self_check_quiz Lesson 3-8 Solving Equations and Formulas 169 of operations and equality to isolate the variable in which you are

Lesson 3-8
interested. The solution will probably contain variables instead of just a
number.

2. Describe what dimensional analysis involves.

Sample answer: You use the units along with number values as you do
NAME ______________________________________________ DATE ____________ PERIOD _____ calculations. You treat the units pretty much the same way you would
variables. For example, you can divide them and use exponents with them.
Enrichment,
3-8 Enrichment p. 184 3. What do you have to be careful about when you use variables in denominators of
fractions?
Dr. Bernardo Houssay You have to be sure that you do not use values that would make the
Even though researchers have been studying the disease diabetes denominator 0.
mellitus for hundreds of years, scientists have only recently discovered
the cause of the disease and developed methods for reducing its
severity. Dr. Bernardo Houssay, an Argentine physiologist, was one of
the pioneers of this more modern research. He studied the relationship
between diabetes and the pituitary gland, and in 1947 became the first Helping You Remember
Latin American to win the Nobel Prize in Medicine and Physiology.
4. When you give the dimensions of a rectangle, you have to tell how many units long it is
Though there is no cure for diabetes, specific diets and exercise can help and how many units wide it is. How can this help you remember what dimensional
people control the disease. The American Diabetes Association (ADA) analysis involves.
has helped establish flexible dietary guidelines for consumers to follow.
These guidelines include some of the following general nutrition rules. Sample answer: Keep the words dimension and unit in mind. In
dimensional analysis, you include units for dimensions in calculations.
• Fat intake should be equal to or less than 30% of daily calories.
• Saturated fat intake should be equal to or less than 10% of daily
calories.
• Protein should be limited to 10% to 20% of daily calories. Persons
showing the initial signs of diabetes-induced kidney disease should
limit protein to 10% of daily calories.
• Cholesterol intake should be 300 milligrams or less daily.

Lesson 3-8 Solving Equations and Formulas 169

 42. CRITICAL THINKING Write a formula for the area
4 Assess of the arrow. A  5s 2
2 s s
s

s s
Open-Ended Assessment s
Writing Have students pick a
formula that was not used in this 43. WRITING IN MATH Answer the question that was posed at the beginning of
lesson, perhaps from a science the lesson. See margin.
class, and explain the variables How are equations used to design roller coasters?
in the formula and what the Include the following in your answer:
formula is used to find. Then • a list of steps you could use to solve the equation for h, and
have students solve the formula • the height of the second hill of the roller coaster.
for the different variables.
Standardized 44. If 2x  y
5, what is the value of 4x? B
Getting Ready for Test Practice A 10  y B 10  2y
5y 10  y
Lesson 3-9 C 
2
D 
2
PREREQUISITE SKILL Students 45. What is the area of the triangle? C
will learn about weighted A 23 m2 B 28 m2 7m
averages in Lesson 3-9. Weighted C 56 m2 D 112 m2
average problems frequently
16 m
require students to use the
Distributive Property to simplify
equations containing expressions Maintain Your Skills
in parentheses. Use Exercises
61–66 to determine your Mixed Review Find the discounted price of each item. (Lesson 3-7)

students’ familiarity with the 46. camera: $85.00 47. scarf: $15.00 48. television: $299.00
discount: 20% $68.00 discount: 35% $9.75 discount: 15% $254.15
Distributive Property.

Solve each proportion. (Lesson 3-6)

Answer 2 5 15 t x1 3
49. 
 22.5 50. 
 3.75 51. 
 5
9 a 32 8 8 4
43. Equations from physics can be
used to determine the height Write the numbers in each set in order from least to greatest. (Lesson 2-7)
needed to produce the desired
results. Answers should include
1
4
1
4  1
冪莦
1
, 0.2 0.2, , , 0.5
52. , , 0.5
4 4
苶
2
3
2
53. 5, 3, , 1.1 , 1.1, 兹苶
3
5, 3

the following.
Find each sum or difference. (Lesson 2-2)
• Use the following steps to solve 3 1 1
55.    
1 2 2
54. 2.18  (5.62)
3.44 56.   
1
for h. (1) Use the Distributive 2 4 4 3 5 15
Property to write the equation in
1 Name the property illustrated by each statement. (Lesson 1-4)
the form 195g
hg   mv2.
2 58. Symm. Prop. () 57. mnp
1mnp Mult. Id. Prop. 58. If 6
9  3, then 9  3
6.
(2) Subtract 195g from each 59. 32  21
32  21 Ref. Prop. 60. 8  (3  9)
8  12
side. (3) Divide each side by
g. Subst. Prop.
• The second hill should be 157 ft.
Getting Ready for PREREQUISITE SKILL Use the Distributive Property to rewrite each expression
the Next Lesson without parentheses. (To review the Distributive Property, see Lesson 1-5.)
61. 6(2  t) 12
6t 62. (5  2m)3 15  6m 63. 7(3a  b)
21a
7b
2 3
64. (6h  9) 4h
6 65. (15  5t)
9  3t 66. 0.25(6p  12) 1.5p  3
3 5
170 Chapter 3 Solving Linear Equations

170 Chapter 3 Solving Linear Equations

 Weighted Averages Lesson
Notes

• Solve mixture problems.

• Solve uniform motion problems.
1 Focus
Vocabulary are scores calculated in a figure skating competition?
• weighted average 5-Minute Check
In individual figure skating competitions, the score for the long program is
• mixture problem worth twice the score for the short program. Suppose Olympic gold medal Transparency 3-9 Use as a
• uniform motion problem winner Ilia Kulik scores 5.5 in the short program and 5.8 in the long program quiz or review of Lesson 3-8.
at a competition. His final score is determined using a weighted average.
Mathematical Background notes
5.5(1)  5.8(2) 5.5  11.6

 are available for this lesson on
12 3
17.1 p. 118D.

 or 5.7 His final score would be 5.7.
3
are scores calculated in
MIXTURE PROBLEMS Ilia Kulik’s average score is an example of a weighted a figure skating
average. The weighted average M of a set of data is the sum of the product of the competition?
number of units and the value per unit divided by the sum of the number of units. Ask students:
Mixture problems are problems in which two or more parts are combined into a
whole. They are solved using weighted averages.
• How would you find the
unweighted average of the two
Example 1 Solve a Mixture Problem with Prices scores? Add the two scores and
divide the sum by the number of
TRAIL MIX Assorted dried fruit sells for $5.50 per pound. How many pounds of
mixed nuts selling for $4.75 per pound should be mixed with 10 pounds of dried scores, which is two.
fruit to obtain a trail mix that sells for $4.95 per pound? • What is the unweighted
Let w
the number of pounds of mixed nuts in the mixture. Make a table. average of the two scores? 5.65
Units (lb) Price per Unit (lb) Total Price
• How is the weighted average
10 $5.50 5.50(10)
similar to adding another
Dried Fruit
w $4.75 4.75w
score? Since the score for the long
Mixed Nuts
program is counted twice, and the
Trail Mix 10  w $4.95 4.95(10  w)
sum is divided by three, it is as if a
Price of dried fruit plus price of nuts equals price of trail mix. third score has been added before






5.50(10)  4.75w
4.95(10  w) the average is taken.

5.50(10)  4.75w
4.95(10  w) Original equation • Did the weighted average help
or hurt Ilia Kulik’s score?
55.00  4.75w
49.50  4.95w Distributive Property
Would this always be the case?
55.00  4.75w  4.75w
49.50  4.95w  4.75w Subtract 4.75w from each side.
Because Ilia Kulik scored higher in
55.00
49.50  0.20w Simplify. the long program than in the short
55.00  49.50
49.50  0.20w  49.50 Subtract 49.50 from each side. program, the weighted average
5.50
0.20w Simplify. made his average score higher.
5.50 0.20w If he had scored lower in the long

 Divide each side by 0.20.
0.20 0.20 program, then the weighted average
27.5
w Simplify. would have hurt his score. If he
27.5 pounds of nuts should be mixed with 10 pounds of dried fruit. scored the same in both programs,
the weighted average would have
Lesson 3-9 Weighted Averages 171 had no effect.

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 3-9
• Study Guide and Intervention, pp. 185–186 Workbook, p. 27 Answer Key Transparencies
• Skills Practice, p. 187
• Practice, p. 188 Technology
• Reading to Learn Mathematics, p. 189 Interactive Chalkboard
• Enrichment, p. 190
• Assessment, p. 206

Lesson x-x Lesson Title 171

 Sometimes mixture problems are expressed in terms of percents.
2 Teach
Example 2 Solve a Mixture Problem with Percents
MIXTURE PROBLEMS SCIENCE A chemistry experiment calls for a 30% solution of copper sulfate.
Kendra has 40 milliliters of 25% solution. How many milliliters of 60% solution
In-Class Examples Power
Point® should she add to obtain the required 30% solution?
Let x
the amount of 60% solution to be added. Make a table.
Teaching Tip Explain to
students that the object of this Amount of Amount of
problem is to come up with a Solution (mL) Copper Sulfate
mixture of higher-priced dried Study Tip 25% Solution 40 0.25(40)
fruit and cheaper nuts that has Mixture Problems 60% Solution x 0.60x
an average price of $4.95 per When you organize the 30% Solution 40  x 0.30(40  x)
pound. information in mixture
problems, remember that Write and solve an equation using the information in the table.
1 PETS Jeri likes to feed her cat the final mixture must
contain the sum of the
Amount of amount of amount of
copper sulfate copper sulfate copper sulfate
gourmet cat food that costs parts in the correct in 25% solution plus in 60% solution equals in 30% solution.




$1.75 per pound. However,


quantities and at the
correct percents. 0.25(40)  0.60x
0.30(40  x)
food at that price is too
expensive so she combines it
0.25(40)  0.60x
0.30(40  x) Original equation
with cheaper cat food that
costs $0.50 per pound. How 10  0.60x
12  0.30x Distributive Property

many pounds of cheaper food 10  0.60x  0.30x
12  0.30x  0.30x Subtract 0.30x from each side.
should Jeri buy to go with 10  0.30x
12 Simplify.
5 pounds of gourmet food, if 10  0.30x  10
12  10 Subtract 10 from each side.
she wants the average price
0.30x
2 Simplify.
to be $1.00 per pound? Jeri
0.30x 2
should buy 7.5 lb of cheaper food. 
 Divide each side by 0.30.
0.30 0.30
2 AUTO MAINTENANCE To x
6.67 Simplify.

provide protection against Kendra should add 6.67 milliliters of the 60% solution to the 40 milliliters of the
freezing, a car’s radiator 25% solution.
should contain a solution of
50% antifreeze. Darryl has
2 gallons of a 35% antifreeze
solution. How many gallons UNIFORM MOTION PROBLEMS Motion problems are another application
of weighted averages. Uniform motion problems are problems where an object
of 100% antifreeze should moves at a certain speed, or rate. The formula d
rt is used to solve these problems.
Darryl add to his solution to In the formula, d represents distance, r represents rate, and t represents time.
produce a solution of 50%
antifreeze? Darryl should add Example 3 Solve for Average Speed
0.6 gal of 100% antifreeze to the
solution. TRAVEL On Alberto’s drive to his aunt’s house, the traffic was light, and he
drove the 45-mile trip in one hour. However, the return trip took him two hours.
Teaching Tip Once students What was his average speed for the round trip?
d
have learned the concept of To find the average speed for each leg of the trip, rewrite d
rt as r
.
t
weighted average, challenge Going Returning
them to describe a weighted d d
r
 r

average in terms of weights on t t
a balance. How do the weights 45 miles

 or 45 miles per hour
45 miles

 or 22.5 miles per hour
help to “tip” the balance? 1 hour 2 hours
172 Chapter 3 Solving Linear Equations

172 Chapter 3 Solving Linear Equations

 45  22.5
You may think that the average speed of the trip would be  or 33.75 miles UNIFORM MOTION
2
per hour. However, Alberto did not drive at these speeds for equal amounts of PROBLEMS
time. You must find the weighted average for the trip.
Round Trip In-Class Examples Power
Point®
45(1)  22.5(2)
M
 Definition of weighted average
12 Teaching Tip An alternate way
90

 or 30 Simplify. to solve Example 3 is to think of
3
Alberto’s average speed was 30 miles per hour. the total distance of the trip,
90 miles, divided by the total
time spent traveling, 3 hours.
The result is the average speed
for the entire trip, or 30 miles
Sometimes a table is useful in solving uniform motion problems. per hour.

3 AIR TRAVEL Mirasol took a

Example 4 Solve a Problem Involving Speeds of Two Vehicles non-stop flight to visit her
SAFETY Use the information about sirens at the left. A car and an emergency grandmother. The 750-mile
vehicle are heading toward each other. The car is traveling at a speed of 30 miles trip took three hours and
per hour or about 44 feet per second. The emergency vehicle is traveling at 45 minutes. Because of bad
a speed of 50 miles per hour or about 74 feet per second. If the vehicles are
1000 feet apart and the conditions are ideal, in how many seconds will the
weather, the return trip took
driver of the car first hear the siren? four hours and 45 minutes.
Draw a diagram. The driver can hear the siren when the total distance traveled by What was her average speed
the two vehicles equals 1000  440 or 560 feet. for the round trip? The
average speed for the round trip
was about 176 mi/h.
Siren can be heard

440 ft 4 RESCUE A railroad switching

1000
440 ft or 560 ft operator has discovered that
1000 ft two trains are heading toward
Let t
the number of seconds until the driver can hear the siren.
each other on the same track.
Make a table of the information. Currently, the trains are
Safety 53 miles apart. One train is
r t d  rt traveling at 75 miles per hour
Under ideal conditions,
a siren can be heard from Car 44 t 44t and the other train is traveling
up to 440 feet. However, Emergency Squad 74 t 74t at 40 miles per hour. The
under normal conditions,
a siren can be heard from faster train will require 5 miles
Write an equation.
only 125 feet. to stop safely, and the slower
Source: U.S. Department of Distance traveled distance traveled train will require 3 miles to
Transportation by car plus by emergency vehicle equals 560 feet.
stop safely. About how many






44t  74t
560

minutes does the operator
have to warn the train
Solve the equation.
engineers to stop their trains?
44t  74t
560 Original equation about 23 min
118t
560 Simplify.
118t 56 0

 Divide each side by 118.
118 118
t
4.75 Round to the nearest hundredth.

The driver of the car will hear the siren in about 4.75 seconds.

www.algebra1.com/extra_examples Lesson 3-9 Weighted Averages 173

Differentiated Instruction
Logical Some students will appreciate the way weighted averages can
be used to manipulate data. Challenge these students to come up with
additional example problems using weighted averages, and share these
problems with the class.

Lesson 3-9 Weighted Averages 173

 3 Practice/Apply Concept Check 1. OPEN ENDED Give a real-world example of a weighted average.
1. Sample answer: 2. Write the formula used to solve uniform motion problems and tell what each
grade point average letter represents. d  rt; d  distance, r  rate, t  time
3. Make a table that can be used to solve the following problem.
Study Notebook Lakeisha has $2.55 in dimes and quarters. She has 8 more dimes than quarters. How
many quarters does she have? See margin.
Have students—
• complete the definitions/examples Guided Practice FOOD For Exercises 4–7, use the following information.
for the remaining terms on their How many quarts of pure orange juice should Michael add to a 10% orange drink to
create 6 quarts of a 40% orange juice mixture? Let p represent the number of quarts
Vocabulary Builder worksheets for of pure orange juice he should add to the orange drink.
Chapter 3. 4. Copy and complete the table representing the problem.
GUIDED PRACTICE KEY
• include any other item(s) that they Exercises Examples
Quarts Amount of Orange Juice
find helpful in mastering the skills 4–9 1, 2
10% Juice 6p 0.10(6
p)
in this lesson. 10 3, 4
100% Juice p 1.00p
40% Juice 6 0.40(6)

5. Write an equation to represent the problem. 0.10(6
p)  1.00p  0.40(6)

6. How much pure orange juice should Michael use? 2 qt
7. How much 10% juice should Michael use? 4 qt
About the Exercises… 8. BUSINESS The Nut Shoppe sells walnuts for $4.00 a pound and cashews for
Organization by Objective $7.00 a pound. How many pounds of cashews should be mixed with 10 pounds
of walnuts to obtain a mixture that sells for $5.50 a pound? 10 lb
• Mixture Problems: 11–18,
22–25, 27–29, 33 9. GRADES Many schools base a student’s grade point
average, or GPA, on the student’s grade and the class credit
• Uniform Motion Problems: rating. Brittany’s grade card for this semester is shown. Find
19–21, 26, 30–32, 34 Brittany’s GPA if a grade of A equals 4 and a B equals 3.
about 3.56
Alert! Exercise 35 includes an 10. CYCLING Two cyclists begin traveling in the same
Internet research extension direction on the same bike path. One travels at 20 miles
per hour, and the other travels at 14 miles per hour. After
question. how much time will the cyclists be 15 miles apart? 2.5 h
★ indicates increased difficulty
Assignment Guide Practice and Apply
Basic: 11–14, 19–21, 23–31
odd, 36–50 BUSINESS For Exercises 11–14, use the following information.
Cookies Inc. sells peanut butter cookies for $6.50 per dozen and chocolate chip
Average: 11–14, 19–21, 23–35 For See cookies for $9.00 per dozen. Yesterday, they sold 85 dozen more peanut butter
odd, 36–50 Exercises Examples
cookies than chocolate chip cookies. The total sales for both types of cookies were
11–18, 22–25, 1, 2
Advanced: 15–21, 22–32 even, 27–29, 33
$4055.50. Let p represent the number of dozens of peanut butter cookies sold.
33–50 19–21, 3, 4 11. Copy and complete the table representing the problem.
26, 30–32, 34

Extra Practice Number of Price per Total

See page 828. Dozens Dozen Price
Peanut Butter Cookies p $6.50 6.50p
Chocolate Chip Cookies p  85 $9.00 9.00(p
85)

12. Write an equation to represent the problem. 6.50p  9.00(p
85)  4055.50
13. How many dozen peanut butter cookies were sold? 311 doz
14. How many dozen chocolate chip cookies were sold? 226 doz
174 Chapter 3 Solving Linear Equations

Answer
3. Number Value of Total
of Coins Each Coin Value
Dimes d $0.10 0.10d
Quarters d
8 $0.25 0.25(d
8)

174 Chapter 3 Solving Linear Equations

 METALS For Exercises 15–18, use the following information.
In 2000, the international price of gold was $270 per ounce, and the international
price of silver was $5 per ounce. Suppose gold and silver were mixed to obtain
15 ounces of an alloy worth $164 per ounce. Let g represent the amount of gold
used in the alloy.
15. Copy and complete the table representing the problem.

Number of Price per

Value
Ounces Ounce
Gold g $270 270g
Silver 15  g $5 5(15
g)
Alloy 15 $164 164(15)

16. Write an equation to represent the problem. 270g  5(15
g)  164(15)

17. How much gold was used in the alloy? 9 oz
18. How much silver was used in the alloy? 6 oz

TRAVEL For Exercises 19–21, use the following information.

Two trains leave Pittsburgh at the same time, one traveling east and the other
traveling west. The eastbound train travels at 40 miles per hour, and the westbound
train travels at 30 miles per hour. Let t represent the amount of time since their
departure.
19. Copy and complete the table representing the situation.

r t d  rt
Eastbound Train 40 t 40t
Westbound Train 30 t 30t

20. Write an equation that could be used to determine when the trains will be
245 miles apart. 40t  30t  245
1
21. In how many hours will the trains be 245 miles apart? 3 h
2
22. FUND-RAISING The Madison High School marching band sold gift wrap. The
gift wrap in solid colors sold for $4.00 per roll, and the print gift wrap sold for
$6.00 per roll. The total number of rolls sold was 480, and the total amount of
money collected was $2340. How many rolls of each kind of gift wrap were
sold? 270 rolls of solid wrap, 210 rolls of print wrap

23. COFFEE Charley Baroni owns a specialty coffee store. He wants to create a
special mix using two coffees, one priced at $6.40 per pound and the other
priced at $7.28 per pound. How many pounds of the $7.28 coffee should he mix
with 9 pounds of the $6.40 coffee to sell the mixture for $6.95 per pound? 15 lb

24. FOOD Refer to the graphic at the right.

How much whipping cream and 2% milk
should be mixed to obtain 35 gallons of
milk with 4% butterfat? 10 gal of cream,
25 gal of 2% milk
25. METALS An alloy of metals is 25% 2% Milk
copper. Another alloy is 50% copper. How
much of each alloy should be used to Whippin
g
Cream
make 1000 grams of an alloy that is 45%
9% But
copper? 200 g of 25% alloy, 2% Bu
tterfat terfat

800 g of 50% alloy

26. TRAVEL An airplane flies 1000 miles due
east in 2 hours and 1000 miles due south
in 3 hours. What is the average speed of the airplane? 400 mph
www.algebra1.com/self_check_quiz Lesson 3-9 Weighted Averages 175

Lesson 3-9 Weighted Averages 175

 Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____
27. 120 mL of 25% 27. SCIENCE Hector is performing a chemistry experiment that requires
3-9 Study Guide and
p. 185 (shown) solution, 20 mL of 140 milliliters of a 30% copper sulfate solution. He has a 25% copper
Weighted Averages and p. 186
Mixture Problems 60% solution sulfate solution and a 60% copper sulfate solution. How many milliliters
Weighted Average
The weighted average M of a set of data is the sum of the product of each number in of each solution should he mix to obtain the needed solution?
the set and its weight divided by the sum of all the weights.

Mixture Problems are problems where two or more parts are combined into a whole. They
involve weighted averages. In a mixture problem, the weight is usually a price or a percent 28. 60 gal of 40% 28. CAR MAINTENANCE One type of antifreeze is 40% glycol, and another type
of something.

Example
antifreeze, 40 gal of of antifreeze is 60% glycol. How much of each kind should be used to make
Delectable Cookie Company sells chocolate chip cookies for $6.95
per pound and white chocolate cookies for $5.95 per pound. How many pounds of 60% antifreeze 100 gallons of antifreeze that is 48% glycol?
chocolate chip cookies should be mixed with 4 pounds of white chocolate cookies
to obtain a mixture that sells for $6.75 per pound.
Let w
the number of pounds of chocolate chip cookies 29. GRADES In Ms. Martinez’s science class, a test is worth three times as much as
Chocolate Chip
Number of Pounds
w
Price per Pound
6.95
Total Price
6.95w
a quiz. If a student has test grades of 85 and 92 and quiz grades of 82, 75, and
White Chocolate 4 5.95 4(5.95) 95, what is the student’s average grade? 87
Mixture w4 6.75 6.75(w  4)

Equation: 6.95w  4(5.95)
6.75(w  4)

Solve the equation.
30. RESCUE A fishing trawler has radioed the Coast Guard for a helicopter to pick
6.95w  4(5.95)
6.75(w  4)
6.95w  23.80
6.75w  27
Original equation
Simplify.
up an injured crew member. At the time of the emergency message, the trawler
6.95w  23.80  6.75w
6.75w  27  6.75w Subtract 6.75w from each side.
is 660 kilometers from the helicopter and heading toward it. The average speed

Lesson 3-9
0.2w  23.80
27 Simplify.
0.2w  23.80  23.80
27  23.80
0.2w
3.2
w
16
Subtract 23.80 from each side.
Simplify.
Simplify.
of the trawler is 30 kilometers per hour, and the average speed of the helicopter
16 pounds of chocolate chip cookies should be mixed with 4 pounds of white chocolate cookies. is 300 kilometers per hour. How long will it take the helicopter to reach the
Exercises trawler? 2 h
1. SOLUTIONS How many grams of sugar must be added to 60 grams of a solution that is
32% sugar to obtain a solution that is 50% sugar? 21.6 g 31. ANIMALS A cheetah is 300 feet from its 90 ft/s 70 ft /s
2. NUTS The Quik Mart has two kinds of nuts. Pecans sell for $1.55 per pound and
walnuts sell for $1.95 per pound. How many pounds of walnuts must be added to 15
prey. It starts to sprint toward its prey at
pounds of pecans to make a mixture that sells for $1.75 per pound? 15 lb
90 feet per second. At the same time, the
3. INVESTMENTS Alice Gleason invested a portion of $32,000 at 9% interest and the
balance at 11% interest. How much did she invest at each rate if her total income from
prey starts to sprint at 70 feet per second.
both investments was $3,200. $16,000 at 9% and $16,000 at 11%
When will the cheetah catch its prey? 15 s 300 ft
4. MILK Whole milk is 4% butterfat. How much skim milk with 0% butterfat should be
added to 32 ounces of whole milk to obtain a mixture that is 2.5% butterfat? 19.2 oz

NAME ______________________________________________ DATE ____________ PERIOD _____

Skills
3-9 Practice,
Practice p. 187 and
Practice,
(Average)
p. 188 (shown) 32. No; the sprinter 32. TRACK AND FIELD A sprinter has a bad start, and his opponent is able to start
Weighted Averages
GRASS SEED For Exercises 1–4, use the following information.
would catch his 1 second before him. If the sprinter averages 8.2 meters per second and his
A nursery sells Kentucky Blue Grass seed for $5.75 per pound and Tall Fescue seed for
$4.50 per pound. The nursery sells a mixture of the two kinds of seed for $5.25 per pound.
opponent in 40 s or opponent averages 8 meters per second, will he be able to catch his opponent
Let k represent the amount of Kentucky Blue Grass seed the nursery uses in 5 pounds of
the mixture. after he has run 328 m. before the end of the 200-meter race? Explain.
1. Complete the table representing the problem.

Number of Pounds Price per Pound Cost

★ 33. CAR MAINTENANCE A car radiator has a capacity of 16 quarts and is filled
Kentucky Blue Grass k $5.75 5.75k with a 25% antifreeze solution. How much must be drained off and replaced
Tall Fescue 5
k $4.50 4.50(5
k) with pure antifreeze to obtain a 40% antifreeze solution? 3.2 qt
Mixture 5 $5.25 5.25(5)

2. Write an equation to represent the problem. 5.75k  4.50(5
k)  5.25(5) ★ 34. TRAVEL An express train travels 80 kilometers per hour from Ironton to
3. How much Kentucky Blue Grass does the nursery use in 5 pounds of the mixture? 3 lb Wildwood. A local train, traveling at 48 kilometers per hour, takes 2 hours
4. How much Tall Fescue does the nursery use in 5 pounds of the mixture? 2 lb longer for the same trip. How far apart are Ironton and Wildwood? 240 km
TRAVEL For Exercises 5–7, use the following information. ★ 35. FOOTBALL NFL quarterbacks are rated for their passing performance by a
Two commuter trains carry passengers between two cities, one traveling east, and the other
west, on different tracks. Their respective stations are 150 miles apart. Both trains leave at
the same time, one traveling at an average speed of 55 miles per hour and the other at an
type of weighted average as described in the formula below.
average speed of 65 miles per hour. Let t represent the time until the trains pass each other. R
[50  2000(C  A)  8000(T  A)  10,000(I  A)  100(Y  A)]  24
5. Copy and complete the table representing the problem.
In this formula,
r t d  rt

First Train 55 t 55t • R represents the rating,

Second Train 65 t 65t
• C represents number of completions,
6. Write an equation using t that describes the distances traveled. 55t  65t  150

7. How long after departing will the trains pass each other? 1.25 h
• A represents the number of passing attempts,
8. TRAVEL Two trains leave Raleigh at the same time, one traveling north, and the other
south. The first train travels at 50 miles per hour and the second at 60 miles per hour.
• T represents the number of touchdown passes,
In how many hours will the trains be 275 miles apart? 2.5 h
• I represents the number of interceptions, and
9. JUICE A pineapple drink contains 15% pineapple juice. How much pure pineapple juice
should be added to 8 quarts of the drink to obtain a mixture containing 50% pineapple
juice? 5.6 qt • Y represents the number of yards gained by passing.
NAME ______________________________________________ DATE ____________ PERIOD _____ In the 2000 season, Daunte Culpepper had 297 completions, 474 passing
Reading
3-9 Readingto
to Learn
Learn Mathematics attempts, 33 touchdown passes, 16 interceptions, and 3937 passing yards. What
Mathematics, p. 189 ELL
Weighted Averages was his rating for that year? about 98.0
Pre-Activity How are scores calculated in a figure skating competition?
Read the introduction to Lesson 3-9 at the top of page 171 in your textbook. 36. Sample answer: Online Research Data Update What is the current passing rating for your
Why is the sum of Ilia Kulik’s scores divided by 3?
Her first score is counted once and her second score is How many grams of favorite quarterback? Visit www.algebra1.com/data_update to get statistics
counted twice.
salt must be added to on quarterbacks.
40 grams of a 28%
Reading the Lesson
1. Read the definition of weighted average on page 171 of your textbook. What is meant by
salt solution to obtain 36. CRITICAL THINKING Write a mixture problem for the equation
the weight of a number in a set of data?
the number of times the number occurs in the set of data
a 40% salt solution? 1.00x  0.28(40)
0.40(x  40).
176 Chapter 3 Solving Linear Equations
2. Linda’s quiz scores in science are 90, 85, 85, 75, 85, and 90. What is the weight of the
score 85? 3

3. Suppose Clint drives at 50 miles per hour for 2 hours. Then he drives at 60 miles per
hour for 3 hours.

a. Write his speed for each hour of the trip. NAME ______________________________________________ DATE ____________ PERIOD _____

Speed

Hour
50
1
50
2
60
3
60
4
60
5
Enrichment,
3-9 Enrichment p. 190
b. What is the weight of each of the two speeds? 50 mph: 2; 60 mph: 3
Diophantine Equations
The first great algebraist, Diophantus of Alexandria (about A.D. 300),
devoted much of his work to the solving of indeterminate equations.
Helping You Remember An indeterminate equation has more than one variable and an
unlimited number of solutions. An example is x  2y
4.
4. Making a table can be helpful in solving mixture problems. In your own words, explain
how you use a table to solve mixture problems. When the coefficients of an indeterminate equation are integers and
you are asked to find solutions that must be integers, the equation is
Complete each row to write an expression in the last column for each called diophantine. Such equations can be quite difficult to solve,
part of the problem and for the combination, then write an equation often involving trial and error—and some luck!
using those expressions from the last column.

Solve each diophantine equation by finding at least one pair of positive

integers that makes the equation true. Some hints are given to help you.

1. 2x  5y
32
5y
a. First solve the equation for x. x  16

2
b. Why must y be an even number? If y is odd, then x won’t be an integer.

c Find at least one solution Any of these: (11 2) (6 4) (1 6)

176 Chapter 3 Solving Linear Equations

 37. WRITING IN MATH Answer the question that was posed at the beginning of
the lesson. See margin.
How are scores calculated in a figure skating competition?
4 Assess
Include the following in your answer: Open-Ended Assessment
• an explanation of how a weighted average can be used to find a skating
score, and Writing Ask students whether
• a demonstration of how to find the weighted average of a skater who received any of their teachers use weighted
a 4.9 in the short program and a 5.2 in the long program. averages to calculate student
grades. For example, a teacher
Standardized 38. Eula Jones is investing $6000 in two accounts, part at 4.5% and the remainder at might count homework assign-
Test Practice 6%. If d represents the number of dollars invested at 4.5%, which expression ments once, tests twice, and final
represents the amount of interest earned in one year by the account paying 6%? D exams three times. Have students
A 0.06d B 0.06(d  6000) describe the weighted average
C 0.06(d  6000) D 0.06(6000  d) systems used by their teachers
39. Todd drove from Boston to Cleveland, a distance of 616 miles. His breaks, and whether the weighted aver-
gasoline, and food stops took 2 hours. If his trip took 16 hours altogether, what ages help or hurt their scores.
was his average speed? C
A 38.5 mph B 40 mph C 44 mph D 47.5 mph
Assessment Options
Quiz (Lessons 3-8 and 3-9) is
available on p. 206 of the Chapter 3
Maintain Your Skills Resource Masters.
Mixed Review Solve each equation for the variable specified. (Lesson 3-8)
s
4 b1
40. 3t  4
6t  s, for t t   41. a  6
, for b b  4a  25 Answer
3 4
State whether each percent of change is a percent of increase or a percent of 37. A weighted average is used to
decrease. Then find the percent of change. Round to the nearest whole percent.
(Lesson 3-7)
determine a skater’s average.
Answers should include the
42. original: 25 43. original: 35 44. original: 244
new: 14 new: 42 new: 300 following.
decrease; 44% increase; 20% increase; 23% • The score of the short program
2
45. If the probability that an event will occur is , what are the odds that the event
3 is added to twice the score of
will occur? (Lesson 2-6) 2:1
the long program. The sum is
Simplify each expression. (Lesson 2-3) divided by 3.
46. (2b)(3a)
6ab 47. 3x(3y)  (6x)(2y) 48. 5s(6t)  2s(8t) 4.9(1)  5.2(2)

46st •   5.1
3xy 12
Name the set of numbers graphed. (Lesson 2-1)
49. 50.

2
1 0 1 2 3 4 5 6 7
1 0 1 2 3 4 5 6 7 8
{…,
2,
1, 0, 1, 2, 3} {0, 2, 5, 6, 8}

Can You Fit 100 Candles on a Cake?

It’s time to complete your project. Use the information and data you
have gathered about living to be 100 to prepare a portfolio or Web
page. Be sure to include graphs and/or tables in the presentation.
www.algebra1.com/webquest

Lesson 3-9 Weighted Averages 177

Lesson 3-9 Weighted Averages 177

Spreadsheet
A Follow-Up of Lesson 3-9
Investigation
A Follow-Up of Lesson 3-9
Finding a Weighted Average
Getting Started You can use a computer spreadsheet program to calculate weighted averages. A
spreadsheet allows you to make calculations and print almost anything that can be
Objective Find a weighted organized in a table.
average using a computer The basic unit in a spreadsheet is called a cell. A cell may contain numbers, words,
spreadsheet. or a formula. Each cell is named by the column and row that describe its location.
For example, cell B4 is in column B, row 4.
Materials
computer
spreadsheet software Example
Greta Norris manages the Java Roaster Coffee Shop. She has entered the price
per pound and the number of pounds sold in October for each type of coffee

Teach in a spreadsheet. What was the average price per pound of coffee sold?

• Suggest that students work in

pairs, with students taking
turns reading aloud the data
while the partner types in the
data.
• The spreadsheet on the student
page shows the formulas to
calculate the income. Instead of
typing the cell name, such as
B4, students can click on the
cell. The spreadsheet shows the formula that will calculate the weighted average. The
• In order for the spreadsheet to formula multiplies the price of each product by its volume and calculates its sum for
all the products. Then it divides that value by the sum of the volume for all products
calculate the formulas correctly, together. To the nearest cent, the weighted average of a pound of coffee is $11.75.
students should type an equals 2. It increases by $1.00.
sign at the beginning of any 3. It increases by 10%.
cell that contains a calculation
formula. Exercises
For Exercises 1– 4, use the spreadsheet of coffee
November Sales
prices.
Assess 1. What is the average price of a pound of coffee for the
November sales shown in the table at the right? $11.79
Product
Hawaiian Cafe
Pounds Sol
56
Sold

2. How does the November weighted average change if all Mocha Java 97
Exercises 1–4 After students of the coffee prices are increased by $1.00? House Blend 124
work these exercises, ask them 3. How does the November weighted average change if all Decaf Espresso 71
what advantages computer of the coffee prices are increased by 10%? Breakfast Blend 69
spreadsheets have over pen and 4. Find the weighted average of a pound of coffee if the Italian Roast 45
paper calculations. shop sold 50 pounds of each type of coffee. How does
the weighted average compare to the average of the
per-pound coffee prices? Explain. See margin.
178 Chapter 3 Solving Linear Equations

Study Notebook
You may wish to have students Answer
summarize this activity and what 4. The average of the prices per pound is the same as the
they learned from it. weighted average if the same number of pounds of each
type are sold. This is because each price is multiplied by
the same weight, and then that weight is divided out.

178 Chapter 3 Solving Linear Equations

 Study Guide
and Review
Vocabulary and Concept Check
Vocabulary and
Addition Property of Equality (p. 128) identity (p. 150) proportion (p. 155)
consecutive integers (p. 144) means (p. 156) rate (p. 157)
Concept Check
defining a variable (p. 121) mixture problem (p. 171) ratio (p. 155)
dimensional analysis (p. 167) Multiplication Property of Equality (p. 135) scale (p. 157)
• This alphabetical list of
Division Property of Equality (p. 137) multi-step equations (p. 143) solve an equation (p. 129) vocabulary terms in Chapter 3
equivalent equation (p. 129) number theory (p. 144) Subtraction Property of Equality (p. 129) includes a page reference
extremes (p. 156) percent of change (p. 160) uniform motion problem (p. 172) where each term was
formula (p. 122) percent of decrease (p. 160) weighted average (p. 171) introduced.
four-step problem-solving plan (p. 121) percent of increase (p. 160) work backward (p. 142)
• Assessment A vocabulary
Choose the correct term to complete each sentence. test/review for Chapter 3 is
1. According to the (Addition, Multiplication) Property of Equality, if a
b, then available on p. 204 of the
a  c
b  c. Chapter 3 Resource Masters.
2. A (means, ratio) is a comparison of two numbers by division.
3. A rate is the ratio of two measurements with (the same, different) units of measure. Lesson-by-Lesson
4. The first step in the four-step problem-solving plan is to (explore, solve) the problem. Review
5. 2x  1
2x  1 is an example of a(n) (identity, formula).
6. An equivalent equation for 3x  5
7 is (3x ⫽ 2, 3x ⫽ 12).
For each lesson,
7. If the original amount was 80 and the new amount is 90, then the percent of • the main ideas are
(decrease, increase) is 12.5%. summarized,
8. (Defining the variable, Dimensional analysis) is the process of carrying units • additional examples review
throughout a computation. concepts, and
9. The (weighted average, rate) of a set of data is the sum of the product of each • practice exercises are provided.
number in the set and its weight divided by the sum of all the weights.
10. An example of consecutive integers is (8 and 9, 8 and 10).
Vocabulary
PuzzleMaker
ELL The Vocabulary PuzzleMaker
software improves students’ mathematics
vocabulary using four puzzle formats—
3-1 Writing Equations crossword, scramble, word search using a
See pages Concept Summary word list, and word search using clues.
120–126.
• Variables are used to represent unknowns when writing equations. Students can work on a computer screen
or from a printed handout.
• Formulas given in sentence form can be written as algebraic equations.
Example Translate the following sentence into an equation.
The sum of x and y equals 2 plus two times the product of x and y. MindJogger
The sum of two times the Videoquizzes
x and y equals 2 plus product of x and y.







xy
2  2xy ELL MindJogger Videoquizzes

The equation is x  y
2  2xy. provide an alternative review of concepts
presented in this chapter. Students work
www.algebra1.com/vocabulary_review Chapter 3 Study Guide and Review 179 in teams in a game show format to gain
points for correct answers. The questions
are presented in three rounds.
TM
Round 1 Concepts (5 questions)
Have students look through the chapter to make sure they have Round 2 Skills (4 questions)
included examples in their Foldables for each lesson of the Round 3 Problem Solving (4 questions)
chapter.
For more information
Encourage students to refer to their Foldables while completing
about Foldables, see
the Study Guide and Review and to use them in preparing for the
Teaching Mathematics
Chapter Test.
with Foldables.

Chapter 3 Study Guide and Review 179

Study Guide and Review Chapter 3 Study Guide and Review

Exercises Translate each sentence into an equation. See Example 1 on page 120.
11. Three times a number n decreased by 21 is 57. 3n
21  57
12. Four minus three times z is equal to z decreased by 2. 4
3z  z
2
13. The sum of the square of a and the cube of b is 16. a 2  b 3  16
14. Translate the equation 16  9r
r into a verbal sentence. See Example 4 on pages
122 and 123. Sixteen minus the product of 9 and a number r is equal to r.

3-2 Solving Equations by Using Addition and Subtraction

See pages Concept Summary
128–134.
• Addition Property of Equality For any numbers a, b, and c, if a
b, then a  c
b  c.
• Subtraction Property of Equality For any numbers a, b, and c, if a
b, then a  c
b  c.
Example Solve x – 13  45. Then check your solution.
x  13
45 Original equation

x  13  13
45  13 Add 13 to each side.

x
58 Simplify.

CHECK x  13
45 Original equation

58  13
45 Substitute 58 for x.

45
45 ⻫ Simplify. The solution is 58.

Exercises Solve each equation. Then check your solution.

See Examples 1–4 on pages 129 and 130.
15. r  21
37
16 16. 14  c
5
19 17. 27
6  p 21
1
19. d  (1.2)
7.3
8.5 20. r  


1 3
18. b  (14)
6 20
2 4 4

3-3 Solving Equations by Using Multiplication and Division

See pages Concept Summary
135–140.
• Multiplication Property of Equality For any numbers a, b, and c, if a
b, then ac
bc.
• Division Property of Equality For any numbers a, b, and c, with c
0, if a = b,
a b
then 
.
c c
4
Example Solve t  ⴚ72.
9
4 4
t
72 Original equation CHECK t
72 Original equation
9 9

 
9 4
4 9
9
 t
(72)
4
9
Multiply each side by .
4
4
 (162)
72
9
Substitute 162 for t.

t
162 Simplify. 72
72 ⻫ Simplify.

The solution is 162.

180 Chapter 3 Solving Linear Equations

180 Chapter 3 Solving Linear Equations

 Chapter 3 Study Guide and Review Study Guide and Review

Exercises Solve each equation. Then check your solution.

See Examples 1–3 on pages 135 and 136.
3
21. 6x
42
7 22. 7w
49 7 23. n
30 40
4
3 1 5 r
24. y
50 83 25. a
25
10 26. 5
 10
5 3 2 2

3-4 Solving Multi-Step Equations

See pages Concept Summary
142–148.
• Multi-step equations can be solved by undoing the operations in reverse of
the order of operations.
Example Solve 34  8
2t. Then check your solution.
34
8  2t Original equation

34  8
8  2t  8 Subtract 8 from each side.

26
2t Simplify.
26 2t

 Divide each side by –2.
2 2
13
t Simplify.

CHECK 34
8  2t Original equation

34
8  2(13) Substitute 13 for t.

34
34 ⻫ The solution is 13.

Exercises Solve each equation. Then check your solution.

See Examples 2–4 on page 143.
y
27. 4p  7
5 3 28. 6
4v  2 1 29.   6
45
153
3
c 4d  5 7n  (1) 2
30.   8
42 136 31. 
7 11 32. 
8 9
4 7 8 7

3-5 Solving Equations with the Variable on Each Side

See pages Concept Summary
149–154.
Steps for Solving Equations
Step 1 Use the Distributive Property to remove the grouping symbols.
Step 2 Simplify the expressions on each side of the equals sign.
Step 3 Use the Addition and/or Subtraction Properties of Equality to get the variables
on one side of the equals sign and the numbers without variables on the other
side of the equals sign.
Step 4 Simplify the expressions on each side of the equals sign.
Step 5 Use the Multiplication and/or Division Properties of Equalities to solve.
Chapter 3 Study Guide and Review 181

Chapter 3 Study Guide and Review 181

Study Guide and Review Chapter 3 Study Guide and Review

3 1
Example Solve q
8
q  9.
4 4
3 1
q  8
q  9 Original equation
4 4
3 1 1 1 1
q  8  q
q  9  q Subtract  q from each side.
4 4 4 4 4
1
q  8
9 Simplify.
2
1
q  8  8
9  8 Add 8 to each side.
2
1
q
17 Simplify.
2

 
1
2 q
2(17)
2
Multiply each side by 2.

q
34 Simplify.

The solution is 34.

Exercises Solve each equation. Then check your solution.

See Examples 1–4 on pages 149 and 150.
5 1
33. n  2
4  2n 2 34. 3t  2(t  3)
t 35. 3  y
2  y 1
6 6
no solution
x2 x
36. 

1 37. 2(b  3)
3(b  1)
3 38. 8.3h  2.2
6.1h  8.8
3
6 2

3-6 Ratios and Proportions

See pages Concept Summary
155–159.
• A ratio is a comparison of two numbers by division.
• A proportion is an equation stating that two ratios are equal.
• A proportion can be solved by finding the cross products.
a c
If 
, then ad
bc.
b d
8 a
Example Solve the proportion    .
7 1.75
8 a

 Original equation
7 1.75
8(1.75)
7(a) Find the cross products.

14
7a Simplify.
14 7a

 Divide each side by 7.
7 7
2
a Simplify.

Exercises Solve each proportion. See Example 3 on page 156.

6 n x 35 12 20
39. 
 18 40. 
 7 41. 
 9
15 45 11 55 d 15
14 21 2 b5 6 9
42. 
 30 43. 
 1 44. 
 16
20 m 3 9 8 s4

182 Chapter 3 Solving Linear Equations

182 Chapter 3 Solving Linear Equations

 Chapter 3 Study Guide and Review Study Guide and Review

3-7 Percent of Change

See pages Concept Summary
160–164. amount of change
r
• The proportion  
 is used to find percents of change.
original amount 100
Example Find the percent of change. original: $120
new: $114
First, subtract to find the amount of change.
$120  $114
$6 Note that since the new amount is less than the original,
the percent of change will be a percent of decrease.

Then find the percent using the original number, 120, as the base.
change → 6 r
original amount →

 Percent proportion
120 100
6(100)
120(r) Find the cross products.
600
120r Simplify.
600 120r

 Divide each side by 120.
120 120
5
r Simplify.

The percent of decrease is 5%.

Exercises State whether each percent of change is a percent of increase or a

percent of decrease. Then find the percent of change. Round to the nearest whole
percent. See Example 1 on page 160.
45. original: 40 46. original: 50 47. original: 35
new: 32 dec.; 20% new: 88 inc.; 76% new: 37.1 inc.; 6%
48. Find the total price of a book that costs $14.95 plus 6.25% sales tax.
See Example 3 on page 161. $15.88
49. A T-shirt priced at $12.99 is on sale for 20% off. What is the discounted price?
See Example 4 on page 161. $10.39

3-8 Solving Equations and Formulas

See pages Concept Summary
166–170.
• For equations with more than one variable, you can solve for one of the
variables by using the same steps as solving equations with one variable.
xy
Example Solve   c for x.
b
xy

c Original equation
b
xy
b
b(c) Multiply each side by b.
b
x  y
bc Simplify.

x  y  y
bc  y Subtract y from each side.

x
bc  y Simplify.
Chapter 3 Study Guide and Review 183

Chapter 3 Study Guide and Review 183

 • Extra Practice, see pages 825–828.
Study Guide and Review • Mixed Problem Solving, see page 855.

Exercises Solve each equation or formula for the variable specified.

See Examples 1 and 2 on pages 166 and 167.
y bc
50. 5x
y, for x x   51. ay  b
c, for y y  
5 a
a 2y  a a  3b 7a  9b
52. yx  a
cx, for x x   53. 
, for y y  
y
c 3 4 8

3-9 Weighted Averages

See pages Concept Summary
171–177.
• The weighted average of a set of data is the sum of the product of each
number in the set and its weight divided by the sum of all the weights.
• The formula d = rt is used to solve uniform motion problems.
Example SCIENCE Mai Lin has a 35 milliliters of 30% solution of copper sulfate. How
much of a 20% solution of copper sulfate should she add to obtain a 22% solution?
Let x
amount of 20% solution to be added. Make a table.

Amount of Amount of
Solution (mL) Copper Sulfate
30% Solution 35 0.30(35)
20% Solution x 0.20x
22% Solution 35  x 0.22(35  x)

0.30(35)  0.20x
0.22(35  x) Write and solve an equation.

10.5  0.20x
7.7  0.22x Distributive Property

10.5  0.20x  0.20x
7.7  0.22x  0.20x Subtract 0.20x fom each side.
10.5
7.7  0.02x Simplify.

10.5  7.7
7.7  0.02x  7.7 Subtract 7.7 from each side.

2.8
0.02x Simplify.

2.8 0.02x

 Divide each side by 0.02.
0.02 0.02
140
x Simplify.

Mai Lin should add 140 milliliters of the 20% solution.

Exercises
54. COFFEE Ms. Anthony wants to create a special blend using two coffees,
one priced at $8.40 per pound and the other at $7.28 per pound. How many
pounds of the $7.28 coffee should she mix with 9 pounds of the $8.40 coffee
to sell the mixture for $7.95 per pound? See Example 1 on page 171. 6 lb
55. TRAVEL Two airplanes leave Dallas at the same time and fly in opposite
directions. One airplane travels 80 miles per hour faster than the other. After
three hours, they are 2940 miles apart. What is the speed of each airplane?
See Example 3 on pages 172 and 173. 450 mph, 530 mph

184 Chapter 3 Solving Linear Equations

184 Chapter 3 Solving Linear Equations

 Practice Test

Vocabulary and Concepts

Assessment Options
Choose the correct term to complete each sentence.
Vocabulary Test A vocabulary
1. The study of numbers and the relationships between them is called
(consecutive, number ) theory.
test/review for Chapter 3 can be
2. An equation that is true for (every, only one) value of the variable is
found on p. 204 of the Chapter 3
called an identity. Resource Masters.
3. When a new number is (greater than, less than) the original number, the
percent of change is called a percent of increase. Chapter Tests There are six
Chapter 3 Tests and an Open-
Ended Assessment task available
Skills and Applications in the Chapter 3 Resource Masters.
Translate each sentence into an equation. Chapter 3 Tests
4. The sum of twice x and three times y is equal to thirteen. 2x  3y  13
Form Type Level Pages
2 8
5. Two thirds of a number is negative eight fifths. n 
 1 MC basic 191–192
3 5
Solve each equation. Then check your solution. 2A MC average 193–194
6. 15  k
8 23 7. 1.2x
7.2
6 8. k  16
21
5 2B MC average 195–196
t7 3 y
9. 
11
4
51 10. y
27
4

36 11. 12
7   57
3
2C FR average 197–198
12. t  (3.4)
5.3
8.7 13. 3(x  5)
8x  18
3 14. 5a
125 25 2D FR average 199–200
r 2r 2 4 2 3 FR advanced 201–202
15.   3
  16
5 5

95 16. 0.1r
19 190 17. z
 
3 9 3
18. w  11
4.6 6.4 19. 2p  1
5p  11 4 20. 25  7w
46
3 MC = multiple-choice questions
FR = free-response questions
Solve each proportion.
36 9
21. 
 44
n 3.25
22. 
 0.25
5 10
23. 
 25 Open-Ended Assessment
t 11 4 52 12 x1 Performance tasks for Chapter 3
State whether each percent of change is a percent of increase or a percent of can be found on p. 203 of the
decrease. Then find the percent of change. Round to the nearest whole percent. Chapter 3 Resource Masters. A
24. original: 45 25. original: 12 sample scoring rubric for these
new: 9 decrease; 80% new: 20 increase; 67%
tasks appears on p. A34.
Solve each equation or formula for the variable specified.
h  0.25vt 2
26. h
at  0.25vt2, for a a  
b
a
27. a(y + 1) = b, for y y  
Unit 1 Test A unit test/review
t a can be found on pp. 211–212 of
28. SALES Suppose the Central Perk coffee shop sells a cup of espresso for the Chapter 3 Resource Masters.
$2.00 and a cup of cappuccino for $2.50. On Friday, Destiny sold 30
more cups of cappuccino than espresso for a total of $178.50 worth of
espresso and cappuccino. How many cups of each were sold? espresso: 23 cups,
cappuccino: 53 cups
29. BOATING The Yankee Clipper leaves the pier at 9:00 A.M. at 8 knots
(nautical miles per hour). A half hour later, The River Rover leaves the
ExamView® Pro
same pier in the same direction traveling at 10 knots. At what time will Use the networkable
The River Rover overtake The Yankee Clipper? 11:30 A.M. ExamView® Pro to:
30. STANDARDIZED TEST PRACTICE If 4 of 3
2 of x, find the value of x. B • Create multiple versions
5 4 5 4
A 12 B 6 C 3 D
3

of tests.
2
• Create modified tests for
www.algebra1.com/chapter_test Chapter 3 Practice Test 185
Inclusion students.
• Edit existing questions and
add your own questions.
Portfolio Suggestion • Use built-in state curriculum
Introduction Even after working through a chapter of material, you can correlations to create tests
get to the end and still feel uncertain about a problem that you still cannot aligned with state standards.
solve, or that you are worried you might not be able to solve on a test. • Change English tests to
Ask Students Write out the question that you still cannot solve and as Spanish and vice versa.
much of the solution as you can until you get to the hard part. Then
explain what it is that keeps you from solving the problem. Be clear and
precise. Place this in your portfolio.

Chapter 3 Test Practice 185

 Standardized
Test Practice

These two pages contain practice 5. Amber owns a business that transfers photos
Part 1 Multiple Choice to CD-ROMs. She charges her customers
questions in the various formats $24.95 for each CD-ROM. Her expenses
that can be found on the most Record your answers on the answer sheet include $575 for equipment and $0.80 for
frequently given standardized provided by your teacher or on a sheet of each blank CD-ROM. Which of these equations
paper. could be used to calculate her profit p for
tests.
creating n CD-ROMs? (Lesson 3-1) A
1. Bailey planted a rectangular garden that
A practice answer sheet for these is 6 feet wide by 15 feet long. What is the A p
(24.95  0.8)n  575
perimeter of the garden? (Prerequisite Skill) C
two pages can be found on p. A1 B p
(24.95  0.8)n  575
of the Chapter 3 Resource Masters. A 21 ft B 27 ft C p
24.95n  574.2
C 42 ft D 90 ft
NAME

Standardized TestPractice
Practice
DATE PERIOD
D p
24.95n  575
3 Standardized Test
Student Recording
Student Record Sheet,
Sheet (Use with pages 186–187 of p. A1Edition.)
the Student
2. Which of the following is true about 65 percent
Part 1 Multiple Choice
of 20? (Prerequisite Skill) C
Select the best answer from the choices given and fill in the corresponding oval. 6. Which of the following equations has the same
A It is greater than 20.
A B C D A B C D A B C D
solution as 8(x  2)
12? (Lesson 3-4) D
A B C D A B C D A B C D
B It is less than 10.
A B C D A B C D
A 8x  2
12
C It is less than 20.
Part 2 Short Response/Grid
R In
B x2
4
D Can’t tell from the information given
Solve the problem and write your answer in the blank.
For Questions 10, 13, 14, and 15, also enter your answer by writing each number
C 8x
10
or symbol in a box. Then fill in the corresponding oval for that number or symbol. 3. For a science project, Kelsey measured the
9 10 4 height of a plant grown from seed. She made
D 2x  4
3
the bar graph below to show the height of the
/ / / / / /
10 (grid in) . . . . . . . . . . . .
0 0 0 0 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1
11 2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3 plant at the end of each week. Which is the
7. Eduardo is buying pizza toppings for a
4 4 4 4 4 4 4 4 4 4 4 4

12
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
most reasonable estimate of the plant’s height
13 (grid in)
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9
at the end of the sixth week? (Lesson 1-8) B birthday party. His recipe uses 8 ounces of
14 (grid in) 15 shredded cheese for 6 servings. How many
15 (grid in) .
/
.
0
/
.
0
.
0 Plant Height ounces of cheese are needed for 27 servings?
16
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
(Lesson 3-6) C
5 5 5 5
17 6 6 6 6
7 7 7 7
4 A 27 B 32
Height (cm)

8 8 8 8
9 9 9 9

3
C 36 D 162
Part 3 Extended Response 2
Answers

Record your answers for Questions 18–20 on the back of this paper. 1
0
1
1 2 3 4 5 8. The sum of x and  is 0, and y does not
y
Week
equal 0. Which of the following is true?
(Lesson 3-8) D
A 2 to 3.5 cm B 4 to 5.5 cm
Additional Practice A x
y B
x

0
C 6 to 7 cm D 8 to 8.5 cm y
See pp. 209–210 in the Chapter 3 1
4. WEAT predicted a 25% chance of snow. WFOR C x
1y D x

Resource Masters for additional y
said the chance was 1 in 4. Myweather.com
standardized test practice. 1
showed the chance of snow as , and
5
Allweather.com listed the chance as 0.3. Which
forecast predicted the greatest chance of snow? Test-Taking Tip
(Lesson 2-7) D Questions 2, 6 , 8
Always read every answer choice, particularly in
A WEAT B WFOR questions that ask, “Which of the following is
true?”
C Myweather.com D Allweather.com
186 Chapter 3 Solving Linear Equations

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End-of-Course tests can be found on
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186 Chapter 3 Solving Linear Equations

 Preparing for Standardized Tests
For test-taking strategies and more
practice, see pages 867– 884.

17. The perimeter P of a rectangle with length ᐉ Evaluating Extended

Part 2 Short Response/Grid In and width w is P
2ᐉ  2w. Solve the
formula for ᐉ. (Lesson 3-8) Response Questions
Record your answers on the answer sheet
P
2w Extended Response questions
provided by your teacher or on a sheet of
 
paper. 2 are graded by using a multilevel
rubric that guides you in
9. Let x
2 and y
3. Find the value of assessing a student’s knowledge
x(xy  5)
. (Lesson 1-2)
0.5
Part 3 Extended Response of a particular concept.
4
9 Record your answers on a sheet of paper.
10. Use the formula F
 C  32 to convert Goal: Analyze rate data to
5
temperatures from Celsius (C) to Fahrenheit 18. Kirby’s pickup truck travels at a rate of determine vehicle speed and
(F). If it is 5° Celsius, what is the temperature 6 miles every 10 minutes. Nola’s SUV travels travel time.
in degrees Fahrenheit? (Lesson 2-3) 23 at a rate of 15 miles every 25 minutes. The
speed limit on the street is 40 miles per hour. Sample Scoring Rubric: The
(Lesson 3-6)
11. The stem-and-leaf plot shows the high following rubric is a sample
temperatures, in degrees Fahrenheit, during a. Is either vehicle or are both vehicles
Mieko’s two-week vacation. What was the
scoring device. You may wish to
exceeding the speed limit? Explain.
median temperature during the two weeks? Neither; see margin for explanation. add more detail to this sample to
(Lesson 2-5) 93.5ºF meet your individual scoring
b. How many miles per minute would Kirby needs.
Stem Leaf or Nola have to drive to reach a speed
8 8 9 limit of 40 miles per hour? about 0.7
9 0 0 1 1 2 5 5 5 9 Score Criteria
10 0 1 1 88
88°F 4 A correct solution that is supported
19. A chemist has one solution of citric acid by well-developed, accurate
that is 20% acid and another solution of
12. Darnell keeps his cotton socks folded in pairs citric acid that is 80% acid. She plans to mix
explanations
in his drawer. Five pairs are black, 2 pairs are these solutions together to make 200 liters of 3 A generally correct solution, but
navy, and 1 pair is brown. In the dark, he a solution that is 50% acid. (Lesson 3-9) may contain minor flaws in
pulls out one pair at random. What are the
odds that it is black? (Lesson 2-6) 5:3 a. Complete the table to show the liters of reasoning or computation
20% and 80% solutions that will be used to 2 A partially correct interpretation
make the 50% solution. Use x to represent and/or solution to the problem
13. The sum of the ages of the Kruger sisters the number of liters of the 80% solution
is 39. Their ages can be represented as three that will be used to make the 50% solution. 1 A correct solution with no
consecutive integers. What is the age of the supporting evidence or explanation
middle sister? (Lesson 3-4) 13
Liters of Liters of 0 An incorrect solution indicating no
Solution Acid
14. On a car trip, Tyson drove 65 miles more mathematical understanding of
than half the number of miles Pete drove.
20%
20% Solution
Solution 200
x 0.20(200
x) the concept or task, or no solution
Together they drove 500 miles. How many 80%
80% Solution
Solution x 0.80x is given
miles did Tyson drive? (Lesson 3-4) 210 50%
50% Solution
Solution 200 0.50(200)

b. Write an equation that represents the

15. Solve 7(x  2)  4(2x  3)
47 for x.
number of liters of acid in the solution.
(Lesson 3-5) 3
0.20(200
x)  0.80x  0.50(200)
16. A bookshop sells used hardcover books c. How many liters of the 20% solution and
with a 45% discount. The price of a book how many of the 80% solution will the
was $22.95 when it was new. What is the chemist need to mix together to make
discounted price for that book? (Lesson 3-7) 200 liters of a 50% solution?
$12.62 100 L of 20%, 100 L of 80%
www.algebra1.com/standardized_test Chapter 3 Standardized Test Practice 187

Answer
18a. When you calculate the miles per hour rate for
each vehicle, both the pickup and the SUV are
traveling at 36 mph. Therefore, neither is
exceeding the speed limit.

Chapter 3 Standardized Test Practice 187