MTTM_FM.QXD:RE_edition.

QXD 6/28/08 7:22 AM Page i

MATH TO
THE MAX
1,200 PRACTICE
QUESTIONS
TO MAXIMIZE
YOUR MATH POWER
MTTM_FM.QXD:RE_edition.QXD 6/28/08 7:22 AM Page ii

The content in this book has been reviewed

and updated by the LearningExpress Team
in 2020.

Copyright © 2008 LearningExpress, LLC.

All rights reserved under International and Pan-American Copyright Conventions. Published in the United
States by LearningExpress, LLC, New York.

Library of Congress Cataloging-in-Publication Data:

Math to the max: 1,200 practice questions to maximize your math power.
p. cm.
ISBN 978-1-57685-703-8 (1-57685-703-4)
1. Mathematics—Problems, exercises, etc. I. LearningExpress (Organization)
QA43.M2987 2008
510.76—dc22
2008012378

Printed in the United States of America

9 8 7 6 5 4 3 2 1

First Edition
MTTM_FM.QXD:RE_edition.QXD 6/28/08 7:22 AM Page iii

Contents

Introduction 1

Chapter 1: Working with Whole Numbers and Integers 3

Chapter 2: Conversions, Part I 19

Chapter 3: Fractions, Decimals, and Percents 33

Chapter 4: Algebraic Expressions 53

Chapter 5: Algebraic Equations 79

Chapter 6: Exponents and Radicals 107

Chapter 7: Coordinate Geometry 123

Chapter 8: Inequalities 151

Chapter 9: Systems of Equations 171

Chapter 10: Multiplying and Factoring Polynomials 197

Chapter 11: Quadratic Equations and the Quadratic Formula 221

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– CONTENTS –

Chapter 12: Triangles 239

Chapter 13: Polygons and Quadrilaterals 263

Chapter 14: Area and Perimeter 279

Chapter 15: Circles 303

Chapter 16: Volume and Surface Area 327

Chapter 17: Conversions, Part II 353

Glossary 375

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Introduction

N O M AT T E R W H AT G R A D E you may be in right now, or even if you are out of school, you can
always improve your math skills. As with any skill, practice keeps your strengths sharp and
helps you improve in the areas where you might struggle. This book will give you plenty of
practice—1,200 questions of practice.
We’ll start with basic operations involving integers, fractions, decimals, and percents. If you are already
strong in these areas, you’ll fy right through the frst few chapters. Or, you might want to skip ahead to Chapter
4, where we’ll begin to review algebra. In addition to hundreds of practice questions, this book will lead you
through examples of different types of problems in each chapter, step-by-step, so you can understand how to
solve each type. We’ll also highlight some tips that may help you solve problems, as well as some pitfalls to
avoid. Math can be tricky, so we’ll show you how to avoid common mistakes. You’ll also fnd many different
kinds of practice questions for a single skill. For example, after showing that the area of a square is equal to the
length of one side squared, you’ll fnd questions that ask you to fnd the area of a square given the length of one
side, and you’ll also fnd questions that ask you to fnd the length of a side given the area, or to fnd the area
given the perimeter. By asking questions in different ways and by combining different skills, this book will get
you in prime mathematical shape to handle all kinds of exams.
You can read any chapter on its own for a review of one particular subject, but some chapters do build on
others. If you are having diffculty solving algebraic equations (covered in Chapter 5), be sure to read about al-
gebraic expressions in Chapter 4 frst. Adding and subtracting like terms, as well as multiplying and dividing
terms, are covered there, and reviewing this material might make solving algebraic equations easier.
After covering algebra, we’ll move on to geometry. Some geometry problems might feel like algebra prob-
lems, because you are looking for a missing side of a triangle, or you need to manipulate a formula to fnd a
missing value. This is why the algebra chapters come frst. You may have an easier time handling certain geome-
try questions after reviewing algebra.

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– INTRODUCTION –

Keep plenty of scrap paper and a calculator on hand. Some questions involve a lot of work, and some
questions might be easier to solve if you draw a picture. A calculator can make converting fractions to decimals
or fnding the square root of a large number easier.
Everyone fnds some area of math to be diffcult, so don’t hesitate to reread a chapter. Sometimes one
chapter might make more sense after reading other chapters, or the beginning of a chapter might click for you
after reading the entire chapter. Algebraic expressions and equations are reviewed in Chapters 4 and 5 respec-
tively, but if you have trouble working with exponents and radicals, we delve deeper into those topics in Chap-
ter 6. After reading Chapter 6, the problems in Chapters 4 and 5 might be easier to solve.
This book is a guide to math that is taught in middle school, but this same math is used in high school and
college. Algebra may be brand-new to you, but someone else might pick up this book to study for the SAT, GRE,
or GMAT. If you hang on to this book, you may fnd yourself rereading it 10 years from now!

2
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C H A P T E R

Working with

1 Whole Numbers
and Integers

T HE SET OF whole numbers consists of all of the numbers 0 and greater that have no frac-
tional part. This set is written as {0, 1, 2, 3, . . .}. These are the numbers we use every day.
The set of integers is made up of the whole numbers, their negatives, and zero. This set
is written as {. . ., –3, –2, –1, 0, 1, 2, 3, . . .}. In this chapter, we review the four basic operations (addition,
subtraction, multiplication, and division) with integers.

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– MATH TO THE MAX –

 Tips for Working Example

with Integers 6 + –5 =
When the signs of two integers are differ-
Addition ent, we find the difference between the
Signed numbers the same? Find the sum and use the two numbers and use the sign of the
same sign. Signed numbers different? Find the differ- larger number for our answer. As stated
ence and use the sign of the larger number. (The earlier, the larger number is the one
larger number is the one whose value without a posi- whose value is greater without a positive
tive or negative sign is greater.) or negative sign. 6 – 5 = 1, and because 6
Addition is commutative. That is, you can add is greater than 5, the sign of our answer is
numbers in any order and the result will be the same. positive: 6 + –5 = 1.
As an example, 3 + 5 = 5 + 3, or –2 + –1 = –1 + –2.

Subtraction Example
Change the operation sign to addition, change the –6 + 5 =
sign of the number following the operation sign, and Again, because the signs of the two integers
then follow the rules for addition. are different, find the difference: 6 – 5 = 1.
6 is greater than 5, and the sign of 6 in this
Multiplication/Division example is negative, so the sign of our
Signs the same? Multiply or divide and give the result answer is negative: –6 + 5 = –1.
a positive sign. Signs different? Multiply or divide and
give the result a negative sign.
Multiplication is commutative. You can multi- Example
ply terms in any order and the result will be the same. –6 – 5 =
For example: (2 × 5 × 7) = (2 × 7 × 5) = (5 × 2 × 7) =
The signs of these two integers are the
(5 × 7 × 2) and so on.
same, so we add and keep the sign of the
two integers: 6 + 5 = 11, so –6 – 5 = –11.
Example
6+5=
The positive numbers 6 and 5 can be Example
added to each other without any worry 6 – –5 =
about signs: 6 + 5 = 11.
Check the tips. To subtract an integer
from another integer, change the opera-
tion to addition and change the sign of
the number following the operation.
6 – –5 becomes 6 + 5; 6 + 5 = 11, so
6 – –5 = 11.

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– WORKING WITH WHOLE NUMBERS AND INTEGERS –

TIP Basic Operations

and Their Parts
Here’s another way to look at adding and
subtracting signed numbers: When you have The two numbers in an addition problem that
two signs in a row, combine the two signs are being added are called the addends. The
into one. If the signs are the same, combine result of an addition problem is called the
them into the addition symbol (+). If the sum. In the problem 2 + 4 = 6, 2 and 4 are
signs are different, combine them into the addends and 6 is their sum.
subtraction symbol (–). In a subtraction problem, the number
being subtracted is called the subtrahend,
6 + +5 = 6 + 5 = 11
the number from which we are subtracting is
6 + –5 = 6 – 5 = 1 called the minuend, and the result of a sub-
6 – +5 = 6 – 5 = 1 traction problem is called the difference. In
6 – –5 = 6 + 5 = 11 the problem 8 – 1 = 7, 8 is the minuend, 1 is
the subtrahend, and 7 is the difference.
The two numbers in a multiplication
problem that are being multiplied are called
Example the factors. The result of a multiplication
6×5= problem is called the product. In the prob-
lem 7 × 3 = 21, 7 and 3 are the factors and
To multiply two numbers of the same
21 is their product.
sign, we multiply as we usually would and
In a division problem, the number being
make the sign of our answer positive:
divided is called the dividend, the number
6 × 5 = 30. that we are dividing by is called the divisor,
and the result of a division problem is called
the quotient. In the problem 35 ÷ 5 = 7, 35 is
Example the dividend, 5 is the divisor, and 7 is the
–6 × –5 = quotient.
These two integers also have the same sign
as each other, so we multiply and make the
sign of our answer positive: –6 × –5 = 30.

Example
24 ÷ 3 =
Example
–6 × 5 = Just as with multiplication, if the signs of
both integers in a division problem are
6 × –5 =
the same, we make the sign of our answer
To multiply two numbers of different
positive: 24 ÷ 3 = 8.
signs, we multiply as we usually would
and make the sign of our answer negative:
–6 × 5 = –30, and 6 × –5 = –30.

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– MATH TO THE MAX –

Example  Practice Questions

24 ÷ –3 =
Because the signs of the two integers in Evaluate the following expressions.
this division problem are different, we
1. 27 + −5
make the sign of our answer negative:
24 ÷ –3 = –8. 2. −18 + −20 − 16

3. −15 – −7
Sometimes a problem will contain more than
4. 33 + −16
one operation. These operations must be performed
in a certain order: 5. 8 + −4 − 12

P Do operations inside parentheses (or other 6. 38 ÷ −2 + 9

delimiters, such as brackets).
7. −25 × −3 + 15 × −5
E Evaluate terms with exponents.
M D Do multiplication and division in order 8. −5 × −9 × −2
from left to right.
A S Add and subtract terms in order from left 9. 24 × −8 + 2
to right.
10. 2 × −3 × −7

The acronym PEMDAS can help you remember 11. −15 + 5 + −11
the order of operations.
12. (49 ÷ 7) − (48 ÷ −4)
Example
13. 3 + −7 − 14 + 5
4 + 20 ÷ 4 =
Division comes before addition in the 14. −(5 × 3) + (12 ÷ −4)
order of operations, so we begin by divid-
ing: 20 ÷ 4 = 5. The problem is now 4 + 5:
TIP
4 + 5 = 9.

Addition: Words such as total, sum, alto-

gether, increase, and combine can signal
Example
addition.
(4 + 20) ÷ 4 =
Subtraction: Words such as difference, less
This problem looks similar, but there are than, more than, and decrease can signal
now parentheses around 4 + 20. Because subtraction.
parentheses come before division in the Multiplication: Words such as product,
order of operations, we add first: 4 + 20 = times, and each can signal multiplication.
24. The problem is now 24 ÷ 4: 24 ÷ 4 = 6. Division: Words such as quotient, share,
and each can signal division.

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– WORKING WITH WHOLE NUMBERS AND INTEGERS –

15. (−18 ÷ 2) − (6 × −3) 22. A digital thermometer records the daily high and
low temperatures. The high for the day was +5°
16. 23 + (64 ÷ −16) C. The low was −11° C. What was the difference
between the day’s high and low temperatures?
17. 23 − (−4)2
23. A checkbook balance sheet shows an initial bal-
18. (3 − 5)3 + (18 ÷ 6)2
ance for the month of $300. During the month,
19. 21 + (11 + −8)3 checks were written in the amounts of $25, $82,
$213, and $97. Deposits were made into the
20. (32 + 6) ÷ (−24 ÷ 8) account in the amounts of $84 and $116. What
was the balance at the end of the month?

Now let’s try some word problems. When work-

24. A gambler begins playing a slot machine with
ing with a word problem, fnd the key words that sig-
$10 in quarters in her coin bucket. She plays 15
nal which operation to use.
quarters before winning a jackpot of 50 quar-
ters. She then plays 20 more quarters in the
Example
same machine before walking away. How many
Cindy has $56 and Nancy has $12. How
quarters does she now have in her coin bucket?
much money do they have altogether?
The key word altogether signals addition: 25. A glider is towed to an altitude of 2,000 feet
$56 + $12 = $68. above the ground before being released by the
tow plane. The glider loses 450 feet of altitude
Example before fnding an updraft that lifts it 1,750 feet.
Sherry has 400 safety pins. If she makes What is the glider’s altitude now?
ten equal piles of safety pins, how many
pins are in each pile? 26. Bonnie has twice as many cousins as Robert.
George has fve cousins, which is nine less than
Each can signal multiplication or division.
Bonnie has. How many cousins does Robert
In this problem, Sherry has divided her
have?
total number of safety pins into ten equal
a. 17
piles, so division is the operation we must
b. 22
use: 400 ÷ 10 = 40.
c. 4
d. 7

 Practice Questions 27. Oscar sold two glasses of milk for every fve
sodas he sold. If he sold ten glasses of milk,
21. A scuba diver descends 80 feet, rises 25 feet, how many sodas did he sell?
descends 12 feet, and then rises 52 feet where a. 45
he will do a safety stop for fve minutes before b. 20
surfacing. At what depth did he do his safety c. 25
stop? d. 10

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– MATH TO THE MAX –

28. Justin earned scores of 85%, 92%, and 95% on 33. What is the prime factorization of 84?
his science tests. What does he need to earn on a. 42 × 2
his next science test to have an average (arith- b. 2 × 2 × 4 × 6
metic mean) of 93%? c. 2 × 7 × 6
a. 93% d. 2 × 2 × 3 × 7
b. 100%
c. 85% 34. What is 25?
d. 96% a. 10
b. 64
29. Brad’s class collected 270 cans of food. They c. 32
boxed them in boxes of 30 cans each. How d. 16
many boxes did they need?
a. 240 35. The low temperature in Anchorage, Alaska,
b. 10 today was −8° F. The low temperature in Los
c. 9 Angeles, California, was 63° F. What is the dif-
d. 5 ference in the two low temperatures?
a. 55°
30. Joey participated in a danceathon. His team b. 71°
started dancing at 10 a.m. on Friday and c. 61°
stopped at 6 p.m. on Saturday. How many d. 14°
hours did Joey’s team dance?
a. 52 36. The Robin’s Nest Nursing Home had a fund-
b. 56 raising goal of $9,500. By the end of the
c. 30 fund-raiser, they had exceeded their goal by
d. 32 $2,100. How much did they raise?
a. $7,400
31. Which expression has an answer of 18? b. $13,600
a. 2 × 5 + 4 c. $10,600
b. 2 × (4 + 5) d. $11,600
c. 5 × (2 + 4)
d. 4 × 2 + 5 37. Mount Everest is 29,028 feet high. Mount Kili-
manjaro is 19,340 feet high. How much taller is
32. What is the square root of 64? Mount Everest?
a. 16 a. 9,688 feet
b. 128 b. 10,328 feet
c. 32 c. 11,347 feet
d. 8 d. 6,288 feet

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– WORKING WITH WHOLE NUMBERS AND INTEGERS –

38. Mrs. Farrell’s class has 26 students. Only 21 42. A fight from Pittsburgh to Los Angeles took
were present on Monday. How many were fve hours and covered 3,060 miles. What was
absent? the plane’s average speed?
a. 15 a. 545 mph
b. 5 b. 615 mph
c. 4 c. 515 mph
d. 16 d. 612 mph

39. Lucy’s youth group raised $1,569 for charity. 43. Larry purchased three pairs of pants for $18
They decided to split the money evenly among each and fve shirts for $24 each. How much
three charities. How much will each charity did Larry spend?
receive? a. $42
a. $784.50 b. $54
b. $423.00 c. $174
c. $523.00 d. $186
d. $341.00
44. The temperature at 6 p.m. was 31° F. By mid-
40. Jason made nine two-point baskets and three night, it had dropped 40° F. What was the
three-point baskets in Friday’s basketball game. temperature at midnight?
He did not score any other points. How many a. 9° F
points did he score? b. −9° F
a. 21 c. −11° F
b. 12 d. 0° F
c. 24
d. 27 45. Jody’s English quiz scores are 56%, 93%, 72%,
89%, and 87%. What is the median of her
41. Susan traveled 114 miles in two hours. If she scores?
keeps going at the same rate, how long will it a. 72%
take her to go the remaining 285 miles of her b. 87%
trip? c. 56%
a. 5 hours d. 85.6%
b. 3 hours
c. 7 hours 46. What is the greatest common factor of 24 and
d. 4 hours 64?
a. 8
b. 4
c. 12
d. 36

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– MATH TO THE MAX –

47. Twelve coworkers go out for lunch together 51. A large pipe dispenses 750 gallons of water in
and order three pizzas. Each pizza is cut into 50 seconds. At this rate, how long will it take to
eight slices. If each person gets the same num- dispense 330 gallons?
ber of slices, how many slices will each person a. 14 seconds
get? b. 33 seconds
a. 4 c. 22 seconds
b. 3 d. 27 seconds
c. 5
d. 2 52. The light on a lighthouse blinks 45 times a
minute. How long will it take the light to blink
48. The value of a computer is depreciated evenly 405 times?
over fve years for tax purposes (meaning that a. 11 minutes
every year the computer is worth less by the b. 4 minutes
same amount and that it is worth $0 after fve c. 9 minutes
years). If a business paid $2,400 for a com- d. 6 minutes
puter, how much will it have depreciated after
two years? 53. Wendy has fve pairs of pants and seven shirts.
a. $480 How many different outfts can she make with
b. $1,200 these items (each outft consists of one pair of
c. $820 pants and one shirt)?
d. $960 a. 12
b. 24
49. Steve earned a 96% on his frst math test, a c. 35
74% on his second test, and an 85% on his d. 21
third test. What is his test average?
a. 91% 54. The operator of an amusement park game kept
b. 85% track of how many tries it took participants to
c. 87% win the game. Here is the data from the frst
d. 82% ten people:
2, 6, 3, 4, 6, 2, 8, 4, 3, 5
50. A national park keeps track of how many peo- What is the median number of tries it took
ple per car enter the park. Today, 57 cars had these participants to win the game?
four people, 61 cars had two people, 9 cars had a. 8
one person, and 5 cars had fve people. What is b. 6
the average number of people per car? Round c. 4
to the nearest whole number. d. 2
a. 2
b. 3
c. 4
d. 5

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– WORKING WITH WHOLE NUMBERS AND INTEGERS –

55. Danny is a contestant on a TV game show. If he 60. Each week Jaime saves $25. How long will it
gets a question right, the points for that ques- take her to save $350?
tion are added to his score. If he gets a question a. 12 weeks
wrong, the points for that question are sub- b. 14 weeks
tracted from his score. Danny currently has 200 c. 16 weeks
points. If he gets a 300-point question wrong, d. 18 weeks
what will his score be?
a. −100 61. Ashley’s car insurance costs her $115 per
b. 0 month. How much does it cost her per year?
c. −200 a. $1,150
d. 100 b. $1,380
c. $980
56. The Ravens played 25 home games this year. d. $1,055
They had 11 losses and 2 ties. How many
games did they win? TERMS TO REVIEW
a. 12
whole numbers
b. 13
integers
c. 14
d. 11 addends

sum
57. The temperature at midnight was 4° F. By 2 subtrahend
a.m., it had dropped 9° F. What was the tem-
minuend
perature at 2 a.m.?
difference
a. 13° F
b. −5° F factors

c. −4° F product
d. 0° F dividend

divisor
58. Find the next number in the following pattern.
quotient
320, 160, 80, 40, . . .
a. 35
b. 30
c. 10
d. 20

59. Which expression is equal to 5?

a. (1 + 2)2
b. 9 − 22
c. 11 − 10 × 5
d. 45 ÷ 3 × 3

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– MATH TO THE MAX –

 Answers 6. First divide. Signs different? Divide and give

the result the negative sign: (38 ÷ −2) = −19.
1. The signs of the terms are different, so fnd the Substitute the result into the expression:
difference of the values: 27 − 5 = 22. The sign (−19) + 9. Signs different? Subtract the value
of the larger term is positive, so the sign of the of the numbers: 19 − 9 = 10. Give the result
result is positive: 27 + −5 = +22. the sign of the term with the larger value:
2. Change the subtraction sign to addition by (−19) + 9 = −10. The simplifed result of the
changing the sign of the number that follows numeric expression is: 38 ÷ –2 + 9 = –10.
it: −18 + −20 + (−16). Because all the signs are 7. First perform the multiplications. Signs the
negative, add the absolute value of the same? Multiply the terms and give the result a
numbers: 18 + 20 + 16 = 54. Because the signs positive sign: −25 × −3 = +75. Signs different?
were negative, the result is negative: −18 + −20 Multiply the terms and give the result a
+ −16 = −54. The simplifed result of the negative sign: 15 × −5 = −75. Now substitute
numeric expression is: −18 − 20 − 16 = −54. the results into the original expression: (+75)
3. Change the subtraction sign to addition by + (−75). Signs different? Subtract the value of
changing the sign of the number that follows the numbers: 75 − 75 = 0. The simplifed
it: −15 + 7. Signs different? Subtract the result of the numeric expression is as follows:
absolute value of the numbers: 15 − 7 = 8. −25 × −3 + 15 × −5 = 0.
Give the result the sign of the larger term: 8. Because all the operators are multiplication,
−15 + 7 = −8. The simplifed expression is: you could group any two terms and the result
−15 − 7 = −8. would be the same. Let’s group the frst two
4. Signs different? Subtract the value of the terms: (−5 × −9) × −2. Signs the same?
numbers: 33 − 16 = 17. Give the result the sign Multiply the terms and give the result a
of the larger term: 33 + −16 = +17. positive sign: 5 × 9 = +45. Now substitute the
5. Change the subtraction sign to addition by result into the original expression: +45 × −2.
changing the sign of the number that follows Signs different? Multiply the terms and give
it: 8 + −4 + −12. With three terms, frst group the result a negative sign: +45 × −2 = −90. The
like terms and add: 8 + (−4 + −12). Signs the simplifed result of the numeric expression is:
same? Add the value of the terms and give the −5 × −9 × −2 = −90.
result the same sign: (−4 + −12) = −16. 9. Group the terms being multiplied and
Substitute the result into the frst expression: evaluate: (24 × −8) + 2. Signs different?
8 + (−16). Signs different? Subtract the value Multiply the terms and give the result a
of the numbers: 16 − 8 = 8. Give the result the negative sign: 24 × −8 = −192. Substitute:
sign of the larger term: 8 + (−16) = −8. The (−192) + 2. Signs different? Subtract the value
simplifed result of the numeric expression is: of the terms: 192 − 2 = 190. Give the result the
8 + −4 − 12 = −8. sign of the term with the larger value: (−192)
+ 2 = −190. The simplifed result of the
numeric expression is: 24 × −8 + 2 = −190.

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– WORKING WITH WHOLE NUMBERS AND INTEGERS –

10. Because all the operators are multiplication, 13. Change the subtraction sign to addition by
you could group any two terms and the result changing the sign of the number that follows
would be the same. Let’s group the last two it: 3 + −7 + −14 + 5. Now perform additions
terms: 2 × (−3 × −7). Signs the same? Multiply from left to right: (3 + −7) + −14 + 5. Signs
the terms and give the result a positive sign: different? Subtract the value of the numbers
(−3 × −7) = +21. Substitute: 2 × (+21). Signs and give the result the sign of the higher value
the same? Multiply the terms and give the number: 7 − 3 = 4; 3 + −7 = −4. Substitute:
result a positive sign: 2 × (+21) = +42. The (−4) + −14 + 5. Add from left to right:
simplifed result of the numeric expression is: (−4 + −14) + 5. Signs the same? Add the value
2 × –3 × −7 = +42. of the terms and give the result the same sign:
11. Because all the operators are addition, you −4 + −14 = −18. Substitute: (−18) + 5. Signs
could group any two terms and the result different? Subtract the value of the numbers
would be the same. Or you could just work and give the result the sign of the higher-value
from left to right: (−15 + 5) + −11. Signs number: 18 − 5 = 13; (−18) + 5 = −13. The
different? Subtract the value of the numbers: simplifed result of the numeric expression is:
15 − 5 = 10. Give the result the sign of the 3 + −7 + −14 + 5 = −13.
term with the larger value: (−15 + 5) = −10. 14. First evaluate the expressions within the
Substitute: (−10) + −11. Signs the same? Add parentheses: 5 × 3 = 15. Signs different? Divide
the value of the terms and give the result the and give the result a negative sign:
same sign: 10 + 11 = 21; (−10) + −11 = −21. 12 ÷ −4 = −3. Substitute the values into the
The simplifed result of the numeric original expression: −(15) + (−3). Signs the
expression is: −15 + 5 + −11 = −21. same? Add the value of the terms and give the
12. First evaluate the expressions within the result the same sign: 15 + 3 = 18; −(15) + (−3)
parentheses: 49 ÷ 7 = 7. Signs different? = −18. The simplifed result of the numeric
Divide and give the result a negative sign: 48 ÷ expression is: −(5 × 3) + (12 ÷ −4) = −18.
–4 = −12. Substitute into the original
expression: (7) − (−12). Change the
subtraction sign to addition by changing the
sign of the number that follows it: 7 + +12.
Signs the same? Add the value of the terms
and give the result the same sign: 7 + +12 =
+19. The simplifed result of the numeric
expression is: (49 ÷ 7) − (48 ÷ −4) = +19.

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– MATH TO THE MAX –

15. First evaluate the expressions within the 18. First evaluate the expressions within the
parentheses: (−18 ÷ 2). Signs different? Divide parentheses: 3 − 5. Change subtraction to
the value of the terms and give the result a addition and change the sign of the term that
negative sign: 18 ÷ 2 = 9; (−18 ÷ 2 = −9). Signs follows: 3 + (−5). Signs different? Subtract the
different? Multiply the term values and give value of the numbers and give the result the
the result a negative sign: (6 × −3); 6 × 3 = 18; sign of the higher-value number: 5 − 3 = 2;
(6 × −3) = −18. Substitute the values into the 3 − 5 = −2; 18 ÷ 6 = 3. Substitute the values of
original expression: (−9) − (−18). Change the expressions in parentheses into the
subtraction to addition and change the sign of original expression: (−2)3 + (3)2. Evaluate the
the term that follows: (−9) + (+18). Signs terms with exponents: (–2)3 = −2 × −2 × –2;
different? Subtract the value of the numbers (−2 × −2) × −2 = (+4) × −2. Signs different?
and give the result the sign of the higher-value Multiply the value of the terms and give the
number: 18 − 9 = 9; (−9) + (+18) = +9. The result a negative sign: (+4) × −2 = −8;
simplifed result of the numeric expression is: (3)2 = 3 × 3 = 9. Substitute the values into the
(−18 ÷ 2) − (6 × −3) = +9. expression: (−2)3 + (3)2 = −8 + 9. Signs
16. Evaluate the expressions within the different? Subtract the value of the numbers
parentheses: (64 ÷ −16). Signs different? and give the result the sign of the higher-value
Divide and give the result a negative sign: number: 9 − 8 = +1. The simplifed result of
64 ÷ 16 = 4; (64 ÷ −16 = −4). Substitute the the numeric expression is: (3 − 5)3 + (18 ÷ 6)2
value into the original expression: 23 + (−4). = +1.
Signs different? Subtract the value of the 19. First evaluate the expression within the
numbers and give the result the sign of the parentheses: 11 + −8. Signs different? Subtract
higher-value number: 23 − 4 = 19; the value of the numbers and give the result
23 + (−4) = +19. The simplifed result of the the sign of the higher-value number: 11 − 8 =
numeric expression is: 23 + (64 ÷ −16) = +19. 3; 11 + −8 = +3. Substitute the value into the
17. The order of operations tells us to evaluate the expression: 21 + (+3)3. Evaluate the term with
terms with exponents frst: 23 = 2 × 2 × 2 = 8; the exponent: (+3)3 = 33 = 27. Substitute the
(−4)2 = (−4) × (−4). Signs the same? Multiply value into the expression: 21 + (27) = 48. The
the terms and give the result a positive sign: simplifed result of the numeric expression is:
4 × 4 = 16; (−4)2 = +16. Substitute the values 21 + (11 + −8)3 = 48.
of terms with exponents into the original 20. First evaluate the expressions within the
expression: 23 − (−4)2 = (8) − (+16). Change parentheses: 32 + 6 = (9) + 6 = 15. Signs
subtraction to addition and change the sign of different? Divide and give the result the
the term that follows: 8 + −16. Signs different? negative sign: −24 ÷ 8 = −3. Substitute values
Subtract the value of the numbers and give the into the original expression: (15) ÷ (−3). Signs
result the sign of the higher-value number: 16 different? Divide the value of the terms and
− 8 = 8; 8 + −16 = −8. The simplifed result of give the result a negative sign: 15 ÷ 3 = 5;
the numeric expression is: 23 − (−4)2 = −8. (15) ÷ (−3) = −5. The simplifed result of the
numeric expression is: (32 + 6) ÷ (−24 ÷ 8) =
−5.

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– WORKING WITH WHOLE NUMBERS AND INTEGERS –

21. If you think of distance above sea level as a 24. You frst fgure out how many quarters she
positive number, then you must think of going starts with. Four quarters per dollar gives you
below sea level as a negative number. Going 4 × 10 = 40 quarters. You can write an
up is in the positive direction, while going expression that represents the quarters in the
down is in the negative direction. Give all the bucket and the quarters added and subtracted.
descending distances a negative sign and the In chronological order, the expression would
ascending distances a positive sign. The be: 40 − 15 + 50 − 20. Change all operation
resulting numerical expression would be: signs to addition and the sign of the number
−80 + +25 + −12 + +52. Because addition is that follows: 40 + −15 + 50 + −20. Because
commutative, you can associate like-signed addition is commutative, you can associate
numbers: (−80 + −12) + (+25 + +52). like-signed numbers: (40 + 50) + (−15 + −20).
Evaluate the numerical expression in each set Use the rules for adding integers with like
of parentheses: −80 + −12 = −92; signs: 40 + 50 = 90; −15 + −20 = −35.
+25 + +52 = +77. Substitute the values into Substitute into the revised expression:
the numerical expression: (−92) + (+77). (90) + (−35). Signs different? Subtract the
Signs different? Subtract the value of the value of the numbers and give the result the
numbers and give the result the sign of the sign of the higher-value number: 90 − 35 = 55.
higher-value number: 92 − 77 = 15. The diver The simplifed result of the numeric
took his rest stop at −15 feet. expression is: 40 + −15 + 50 + −20 = 55.
22. You could simply fgure that +5° C is 5° above 25. As in problem 21, ascending is a positive
zero and −11° C is 11° below. So the difference number while descending is a negative
is the total of 5° + 11° = 16°. Or you could fnd number. You can assume ground level is the
the difference between +5° and −11°. That zero point. An expression that represents the
would be represented by the following problem is: +2,000 + −450 + +1,750. Because
equation: +5° − −11° = +5° + +11° = +16°. addition is commutative, you can associate
23. You can consider that balances and deposits like-signed numbers: (+2,000 + +1,750) +
are positive signed numbers, while checks are −450. Evaluate the expression in the
deductions, represented by negative signed parentheses: +2,000 + +1,750 = +3,750.
numbers. An expression to represent the Substitute into the revised equation:
activity during the month would be: (+3,750) + −450. Signs different? Subtract the
300 + −25 + −82 + −213 + −97 + +84 + +116. value of the numbers and give the result the
Because addition is commutative, you can sign of the higher-value number: 3,750 − 450
associate like-signed numbers: (300 + +84 + = 3,300. The simplifed result of the numeric
+116) + (−25 + −82 + −213 + −97). Evaluate expression is: (+3,750) + −450 = +3,300.
the numbers within each set of parentheses:
300 + +84 + +116 = +500; −25 + −82 +
−213 + −97 = −417. Substitute the values into
the revised expression: (+500) + (−417) =
+83. The balance at the end of the month
would be $83.

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– MATH TO THE MAX –

26. d. Work backwards to fnd the solution. 32. d. To fnd the square root (), you ask
George has fve cousins, which is nine less yourself, “What number multiplied by itself
than Bonnie has; therefore, Bonnie has 14 gives me 64?” 8 × 8 = 64; therefore, 8 is the
cousins. Bonnie has twice as many as square root of 64.
Robert has, so half of 14 is 7. Robert has 33. d. This is the only answer choice that has only
seven cousins. prime numbers. A prime number is a
27. c. Set up a proportion with m ilk 2 10
soda: 5 = x . Cross number with two and only two distinct
multiply and solve: (5)(10) = 2x. Divide factors. In choice a, 42 is not prime. In
both sides by 2: 520 = 2x
2 ; x = 25 sodas. choice b, 4 and 6 are not prime. In choice c,
28. b. To earn an average of 93% on four tests, the 6 is not prime.
sum of those four tests must be (93)(4) or 34. c. 25 = 2 × 2 × 2 × 2 × 2 = 32.
372. The sum of the frst three tests is 85 + 35. b. Visualize a number line. The distance from
92 + 95 = 272. The difference between the −8 to 0 is 8. Then, the distance from 0 to 63
needed sum of four tests and the sum of the is 63. Add the two distances together to get
frst three tests is 100. He needs a 100 to 71; 63 + 8 = 71.
earn a 93% average. 36. d. Exceeded means “gone above.” Therefore, if
29. c. To fnd the number of boxes needed, you they exceeded their goal of $9,500 by
should divide the number of cans by 30: $2,100, they went over their goal by $2,100;
270 ÷ 30 = 9 boxes. $9,500 + $2,100 = $11,600. If you chose a,
30. d. From 10 a.m. Friday to 10 a.m. Saturday is you subtracted $2,100 from $9,500 instead
24 hours. Then, from 10 a.m. Saturday to 6 of adding the two numbers.
p.m. Saturday is another 8 hours. Together, 37. a. Subtract Mount Kilimanjaro’s height from
that makes 32 hours. Mount Everest’s height: 29,028 − 19,340 =
31. b. Use the order of operations and try each 9,688. If you chose b, you did not borrow
option. The frst option results in 14 correctly when subtracting.
because 2 × 5 = 10, then 10 + 4 = 14. This 38. b. Subtract the number of students present
does not work. The second option does from the total number in the class to
result in 18. The numbers in parentheses determine how many students are missing:
are added frst and result in 9, which is then 26 − 21 = 5.
multiplied by 2 to get a fnal answer of 18. 39. c. Divide the money raised by 3 to fnd the
Choice c does not work because the amount each charity will receive: $1,569 ÷ 3
operation in parentheses is done frst, = $523.
yielding 6, which is then multiplied by 5 to
get a result of 30. Choice d does not work
because the multiplication is done frst,
yielding 8, which is added to 5 for a fnal
answer of 13.

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– WORKING WITH WHOLE NUMBERS AND INTEGERS –

40. d. Find the number of points scored on 47. d. Find the total number of slices by
two-point baskets by multiplying multiplying 3 by 8 (3 × 8 = 24). There are
2 × 9; 18 points were scored on two-point 24 slices to be shared among 12 coworkers.
baskets. Find the number of points scored Divide the number of slices by the number
on three-point baskets by multiplying 3 × 3; of people to fnd the number of slices per
9 points were scored on three-point person: 24 ÷ 12 = 2 slices per person.
baskets. The total number of points is the 48. d. Find how much it depreciates over one year
sum of these two totals: 18 + 9 = 27. by dividing the cost by 5: $2,400 ÷ 5 =
41. a. Find the rate at which Susan is traveling by $480. Multiply this by 2 for two years: $480
dividing her distance by time: 114 ÷ 2 = × 2 = $960. It will have depreciated $960.
57 mph. To fnd out how long it will take 49. b. Add the test grades (96 + 74 + 85 = 255)
her to travel 285 miles, divide her distance and divide the sum by the number of tests
by her rate: 285 ÷ 57 = 5 hours. (255 ÷ 3 = 85). The average is 85%.
42. d. Divide the miles by the time to fnd the 50. b. Find the total number of people and the
rate: 3,060 ÷ 5 = 612 mph. total number of cars. Then, divide the total
43. c. He spent $54 on pants (3 × $18 = $54) and people by the total cars.
$120 on shirts (5 × $24 = $120). Altogether People: 57 × 4 = 228
he spent $174 ($54 + $120 = $174). If you 61 × 2 = 122
chose a, you calculated the cost of one pair 9×1= 9
of pants plus one shirt instead of three pairs 5×5= 25
of pants and five shirts. Total 384 people
44. b. Visualize a number line. The drop from 31° Cars: 57 + 61 + 9 + 5 = 132
to 0° is 31°. There are still nine more 384 ÷ 132 = 2.9, which is rounded up to
degrees to drop. They will be below zero, so 3 people because 2.9 is closer to 3 than it
−9° F is the temperature at midnight. is to 2.
45. b. To fnd the median, frst put the numbers in 51. c. Find the number of gallons per second by
order from least to greatest: 56, 72, 87, 89, dividing 750 by 50 (750 ÷ 50 = 15 gallons
93. The middle number, 87, is the median. per second). Divide 330 gallons by 15 to
If you chose a, you forgot to put the fnd how many seconds it will take
numbers in order before fnding the middle (330 ÷ 15 = 22 seconds). It will take
number. 22 seconds.
46. a. List the factors of 24 and 64. The largest 52. c. Divide 405 by 45 to get 9 minutes.
factor that they have in common is the 53. c. Multiply the number of choices for each
greatest common factor. item to fnd the number of outfts
Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24 (5 × 7 = 35). There are 35 combinations.
Factors of 64: 1, 2, 4, 8, 16, 32, 64
The largest number that appears in both
lists is 8.

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54. c. First, put the numbers in order from least 58. d. Each number is divided by 2 to fnd the
to greatest, and then fnd the middle of the next number: 40 ÷ 2 = 20, so 20 is the next
set. number.
2, 2, 3, 3, 4, 4, 5, 6, 6, 8 59. b. 9 − 22 = 9 − 4 = 5. The correct order of
The middle (median) is the average (mean) operations must be used here. PEMDAS
of the 5th and 6th data items. The mean of tells you that you should do the operations
4 and 4 is 4, so the median is 4. in the following order: parentheses,
55. a. 200 − 300 = −100 points. exponents, multiplication, division,
56. a. Thirteen games are accounted for with the addition, and subtraction—all left to right.
losses and ties (11 + 2 = 13). The remainder a is (1 + 2)2 = (3)2 = 9;
of the 25 games were won. Subtract to fnd c is 11 − 10 × 5 = 11 − 50 = −39;
the games won: 25 − 13 = 12 games won. d is 45 ÷ 3 × 3 = 15 × 3 = 45.
57. b. If the temperature is only 4° and drops 9°, it 60. b. Divide $350 by $25; 350 ÷ 25 = 14 weeks.
goes below zero. It drops 4° to zero and 61. b. Multiply $115 by 12 because there are
another 5° to −5° F. 12 months in a year; $115 × 12 =
$1,380 per year.
5°
4°
3°
2°
1°
0°
−1°
−2°
−3°
−4°
−5°
−6°

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C H A P T E R

2 Conversions,
Part I

R H O DA S P E N D S8 0 M I N U T E S washing her clothes and 100 minutes drying them. How

much time did she spend washing and drying? We could write our answer as 180 minutes
(the sum of 80 and 100), or we could convert the minutes to hours and write our answer
as three hours. In this chapter, we look at converting numbers from one form to another.

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Use the following chart to help you convert  Practice Questions

from one measure of time to another.
62. It took Kaitlyn two hours to fnish her
Time Conversion homework. How many minutes did it take her
to fnish her homework?
60 seconds = 1 minute
a. 90 minutes
60 minutes = 1 hour
b. 60 minutes
24 hours = 1 day c. 100 minutes
7 days = 1 week d. 120 minutes
365 days = 52 weeks = 1 year e. 150 minutes
10 years = 1 decade
63. Michael takes four minutes to shave each
100 years = 10 decades = 1 century
morning. How many seconds does Michael
10 centuries = 1 millennium spend shaving each morning?
a. 240 seconds
To go from a small unit of time to a larger unit b. 64 seconds
of time, use division. To go from a large unit of time c. 200 seconds
to a smaller unit of time, use multiplication. d. 120 seconds
e. 400 seconds
Example
120 hours = ____ days 64. Bill worked for a steel manufacturer for three
Because days are a larger unit of measure, decades. How many years did Bill work for the
divide the total number of hours (120) by steel manufacturer?
the number of hours in a day (24): 120 ÷ a. 15 years
24 = 5; 120 hours = 5 days. b. 60 years
c. 30 years
Example d. 6 years
54 decades = ____ years e. 12 years
Because years are a smaller unit of mea-
sure, multiply the total number of decades 65. How many minutes are there in 12 hours?
(54) by the number of years in a decade a. 24 minutes
(10): 54 × 10 = 540; 54 decades = 540 b. 1,440 minutes
years. c. 36 minutes
d. 1,200 minutes
e. 720 minutes

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– CONVERSIONS, PART I –

66. Millie’s ancestors frst arrived in the United 71. Lou just completed 48 months of service in
States exactly two centuries ago. How many the Army. How many years was Lou in the
years ago did Millie’s ancestors arrive in the Army?
United States? a. 12 years
a. 200 years b. 4 years
b. 50 years c. 6 years
c. 20 years d. 10 years
d. 100 years e. 15 years
e. 30 years
72. How many years are there in fve centuries?
67. Rita is eight decades old. How many years old
a. 35 years
is Rita?
b. 125 years
a. 40 years old
c. 250 years
b. 16 years old
d. 400 years
c. 64 years old
e. 500 years
d. 48 years old
e. 80 years old
73. How many hours are there in one week?
68. Lucy spent 240 minutes working on her art a. 168 hours
project. How many hours did she spend on b. 120 hours
the project? c. 84 hours
a. 14,400 hours d. 144 hours
b. 24 hours e. 96 hours
c. 4 hours
d. 2 hours 74. Marty has lived in his house for 156 weeks.
e. 6 hours How many years has he lived in his house?
a. 2 years
69. How many days comprise two years (assume b. 5 years
that neither year is a leap year)? c. 3 years
a. 200 days d. 11 years
b. 400 days e. 9 years
c. 624 days
d. 730 days 75. How many hours are in fve days?
e. 750 days a. 60 hours
b. 100 hours
70. Jessica is 17 years old today. How many
c. 120 hours
months old is she?
d. 240 hours
a. 204 months
e. 600 hours
b. 255 months
c. 300 months
d. 221 months
e. 272 months
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76. 2,520 seconds is equivalent to how many 81. Jacob is 7,200 minutes old. How many days
minutes? old is Jacob?
a. 84 minutes a. 120 days
b. 42 minutes b. 5 days
c. 151,200 minutes c. 24 days
d. 126 minutes d. 36 days
e. 252 minutes e. 2 days

77. A scientist has spent the past two decades 82. How many decades are in fve centuries?
studying a specifc type of frog. How many a. 500 decades
years has the scientist spent studying b. 100 decades
this frog? c. 40 decades
a. 10 years d. 50 decades
b. 12 years e. 25 decades
c. 15 years
d. 20 years 83. Today is Rosa’s seventh birthday. How many
e. 30 years months old is Rosa?
a. 84 months
78. Josh slept 540 minutes last night. How many b. 70 months
hours did he sleep? c. 74 months
a. 9 hours d. 90 months
b. 8 hours e. 104 months
c. 7 hours
d. 6 hours 84. Kyra’s biology class is 55 minutes long. How
e. 5 hours many seconds long is the class?
a. 3,000 seconds
79. How many seconds are in two hours? b. 4,400 seconds
a. 120 seconds c. 5,400 seconds
b. 240 seconds d. 8,600 seconds
c. 2,400 seconds e. 3,300 seconds
d. 72,000 seconds
e. 7,200 seconds 85. How many months are there in six decades?
a. 60 months
80. Betsy and Tim have been married 30 years. b. 720 months
How many decades have they been married? c. 48 months
a. 300 decades d. 660 months
b. 3 decades e. 960 months
c. 10 decades
d. 6 decades
e. 600 decades

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– CONVERSIONS, PART I –

86. Two hundred and forty months have passed 91. Two centuries have passed since Joan’s house
since Guy started his current job. How many was built. How many months have passed
decades has Guy worked at his current job? since Joan’s house was built?
a. 20 decades a. 200 months
b. 4 decades b. 1,200 months
c. 2 decades c. 2,400 months
d. 10 decades d. 8,000 months
e. 12 decades e. 10,400 months

87. Peter is going on vacation in exactly fve 92. Sherman took his pulse for 10 seconds and
weeks. How many days until Peter goes on counted 11 beats. What is Sherman’s pulse rate
vacation? in beats per minute?
a. 45 days a. 210 beats per minute
b. 30 days b. 110 beats per minute
c. 35 days c. 66 beats per minute
d. 40 days d. 84 beats per minute
e. 50 days
Use the following chart to help convert from
88. How many seconds are there in nine hours?
one unit of money to another.
a. 32,400 seconds
b. 540 seconds
c. 60 seconds Money Conversion

d. 44,000 seconds 5 pennies = 1 nickel

e. 960 seconds 10 pennies = 2 nickels = 1 dime

25 pennies = 5 nickels = 1 quarter

89. Wendy took out a car loan for 60 months.
100 pennies = 20 nickels = 10 dimes = 1 dollar
The loan is for how many years?
a. 6 years
b. 5 years Example
c. 4 years How many pennies are in five dimes?
d. 3 years Multiply the number of pennies in one
e. 2 years dime, 10, by the number of dimes, 5:
10 × 5 = 50. There are 50 pennies in
90. Lois spent a total of four hours working on five dimes.
her science project. How many minutes did
Lois spend on the project? As with time conversions, sometimes we may
a. 48 minutes need to use more than one step to convert from one
b. 96 minutes unit of measure to another.
c. 108 minutes
d. 220 minutes
e. 240 minutes

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– MATH TO THE MAX –

Example 95. How many pennies are there in a half dollar?

How many nickels can Dylan receive in a. 2
exchange for 15 quarters? b. 10
First, multiply the number of pennies in c. 25
one quarter, 25, by the number of quarters, d. 50
15: 25 × 15 = 375 pennies. Since there are e. 100
five pennies in one nickel, divide the
number of pennies by 5: 375 ÷ 5 = 75. 96. A $100 bill is equal to how many $5 bills?
Dylan receives 75 nickels for 15 quarters. a. 20
b. 100
c. 40
TIP d. 5
e. 10
Many conversion problems can be solved
more than one way. For instance, we could 97. Three dimes and four nickels are equal to how
have found the number of nickels in a quar- many pennies?
ter by dividing the number of pennies in a
a. 7
quarter, 25, by 5 as there are fve pennies in
b. 34
a nickel: 25 ÷ 5 = 5. Then, we could have
c. 70
multiplied the number of nickels in a quarter
d. 12
by the number of quarters: 5 × 15 = 75. Either
way, there are 75 nickels in 15 quarters.
e. 50

98. Marco needs quarters for the laundry machine.

How many quarters will he receive if he puts a
 Practice Questions $5 bill into the change machine?
a. 25
93. Two quarters are equivalent to how many b. 20
dimes? c. 5
a. 2 d. 4
b. 4 e. 100
c. 5
d. 6 99. How many dimes are there in $20?
e. 10 a. 20
b. 200
94. How many quarters are there in $10? c. 2,000
a. 80 d. 100
b. 40 e. 1,000
c. 10
d. 100
e. 250

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– CONVERSIONS, PART I –

100. How many dimes are equal to six quarters? 105. The value of 100 quarters is equal to how many
a. 16 dollars?
b. 60 a. $2.50
c. 10 b. $10.00
d. 12 c. $25.00
e. 15 d. $1.00
e. $50.00
101. Khai’s meal cost $7. He gives the waitress a $20
bill and asks for the change in all $1 bills. How 106. Sandra used the following chart to keep track
many $1 bills does he receive? of her tips. How much money did she make in
a. 5 tips?
b. 7
c. 2 Currency Amount of Each Currency
d. 13
$1 bills 7
e. 17
quarters 10
102. Sixteen half-dollar coins are equal to how
dimes 25
many dollars?
a. $8 nickels 4
b. $50
c. $16
d. $80 a. $12.00
e. $100 b. $15.50
c. $15.20
103. How many nickels are there in three quarters? d. $12.20
a. 5 e. $10.50
b. 25
c. 15 107. How many dimes are there in four half-dollars?
d. 6 a. 4
e. 50 b. 10
c. 40
104. Anna has 20 dimes. How many dollars is this? d. 200
a. $1.00 e. 20
b. $2.00
c. $5.00
d. $10.00
e. $20.00

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– MATH TO THE MAX –

108. Jack has four $50 bills. This is equal to how 113. How many pennies are there in the value of a
many $1 bills? $20 bill?
a. 200 a. 200
b. 4 b. 2,000
c. 100 c. 20
d. 2,000 d. 20,000
e. 150 e. 1,000

109. Five quarters is equal to how many nickels? 114. A parking meter allows 15 minutes for every
a. 5 quarter. If Hung puts in $2 worth of quarters,
b. 25 how much time does he get on the meter?
c. 50 a. 30 minutes
d. 125 b. 45 minutes
e. 20 c. 1 hour
d. 2 hours
110. One penny, one nickel, one dime, and one e. 4 hours
quarter are equal to how much money?
a. $0.28 115. How many nickels are there in fve half-dollars?
b. $0.46 a. 5
c. $0.41 b. 100
d. $0.81 c. 25
e. $1.01 d. 50
e. 250
111. How many quarters are there in $12?
a. 12 116. Luis won 50 nickels from the slot machine.
b. 120 How many dollars is this?
c. 24 a. $0.50
d. 84 b. $5
e. 48 c. $25
d. $15
112. Sonya buys a lamp that cost $25. She hands the e. $2.50
clerk a $100 bill and asks for her change to be
only in $5 bills. How many $5 bills does she 117. How many quarters are needed to equal the
receive as change? value of 35 dimes?
a. 20 a. 5
b. 15 b. 10
c. 50 c. 35
d. 25 d. 12
e. 5 e. 14

26
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– CONVERSIONS, PART I –

Given the conversion rate of a foreign currency, 121. A British tourist needs to change 63 British
we can convert from U.S. dollars to a foreign cur- pounds into U.S. dollars. If the exchange rate is
rency, from a foreign currency to U.S. dollars, or from 1 pound for every $1.80, how many dollars will
one foreign currency to another. he receive?
a. $28.50
Example b. $35.00
If there are 1.5 dollars in one euro, how c. $113.40
many dollars are in 14 euros? d. $180.00
Multiply the number of dollars in one e. $65.80
euro, 1.5, by the number of euros, 14: 1.5 ×
14 = 21. There are 21 dollars in 14 euros. 122. Thirty dollars is equal to how many yen if $1
equals 107 yen?
a. 3.56
 Practice Questions b. 28
c. 3,000
118. If $1 is equal to 11 pesos, how many dollars are d. 3,210
equal to 143 pesos? e. 2,100
a. $11
b. $13 123. How many Canadian dollars are equal to 20 U.S.
c. $14 dollars if one U.S. dollar equals 1.3 Canadian
d. $143 dollars?
e. $1,573 a. 23
b. 26
119. Twenty dollars is equal to how many pesos if c. 2.6
$1 equals 11 pesos? d. 15.40
a. 55 e. 10.80
b. 181
c. 1.81 There are many other units of measure—units
d. 210 of weight, length, volume, and more—but frst, we’ll
e. 220 review how to work with fractions and decimals,
since some of those conversions can involve numbers
120. If a book costs 13 Canadian dollars, how many that aren’t whole. We’ll do some more conversions in
U.S. dollars is this? Assume that the current Chapter 17.
exchange rate is $1.30 Canadian for each U.S.
dollar.
a. $10.00
b. $20.00
c. $13.00
d. $13.30
e. $16.90

27
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– MATH TO THE MAX –

 Answers 70. a. Multiply the number of months in a year by

the given number of years. There are 12
62. d. Multiply the number of minutes in an hour months in a year, so there are 204 months in
by the given number of hours. There are 60 17 years: 17 years × 12 months = 204
minutes in an hour. Therefore, there are 120 months.
minutes in two hours: 2 hours × 60 minutes 71. b. Divide the total number of months by the
= 120 minutes. number of months in a year. Each year is 12
63. a. Multiply the number of seconds in a minute months, so there are four years in 48
by the given number of minutes. There are months: 48 months ÷ 12 months = 4 years.
60 seconds in one minute. Therefore there 72. e. Multiply the number of years in a century by
are 240 seconds in four minutes: the given number of centuries. There are 100
4 minutes × 60 seconds = 240 seconds. years in a century. Therefore, there are 500
64. c. Multiply the number of years in a decade by years in fve centuries: 5 centuries × 100
the given number of decades. There are ten years = 500 years.
years in a decade, so three decades is 30 73. a. Multiply the number of days in one week by
years: 3 decades × 10 years = 30 years. the number of hours in each day. First, there
65. e. Multiply the number of minutes in an hour are seven days in a week. Next, there are 24
by the given number of hours. There are 60 hours in each of those days. Therefore, there
minutes in each hour. Therefore, there are are 168 hours in a week: 7 days × 24 hours =
720 minutes in 12 hours: 12 hours × 60 min- 168 hours.
utes = 720 minutes. 74. c. Divide the total number of weeks by the
66. a. Multiply the number of years in a century by number of weeks in a year. Each year is made
the given number of centuries. There are 100 up of 52 weeks, so there are three years in
years in a century, so two centuries is 200 156 weeks: 156 weeks ÷ 52 weeks = 3 years.
years: 2 centuries × 100 years = 200 years. 75. c. Multiply the number of hours in a day by the
67. e. Multiply the number of years in a decade by given number of days. There are 24 hours in
the given number of decades. A decade is ten each day. There are 120 hours in fve days: 5
years. Eight decades is therefore 80 years: 8 days × 24 hours = 120 hours.
decades × 10 years = 80 years. 76. b. Divide the total number of seconds by the
68. c. Divide the total number of minutes by the number of seconds in a minute. There are 60
number of minutes in an hour. There are 60 seconds in a minute, so there are 2,520 sec-
minutes in an hour. There are four hours in onds in 42 minutes: 2,520 seconds ÷ 60
240 minutes: 240 minutes ÷ 60 minutes = 4 seconds = 42 minutes.
hours. 77. d. Multiply the number of years in a decade by
69. d. Multiply the number of days in a year by the the given number of decades. A decade is ten
given number of years. A year is 365 days, so years, so two decades is 20 years: 10 years × 2
two years is 730 days: 365 days × 2 years = decades = 20 years.
730 days.

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– CONVERSIONS, PART I –

78. a. Divide the total number of minutes by the 85. b. First, determine how many years are in six
number of minutes in an hour. An hour is 60 decades. Since there are ten years in a
minutes, so 540 minutes is nine hours: 540 decade, there are 60 years in six decades
minutes ÷ 60 minutes = 9 hours. (6 decades × 10 years = 60 years). Next, mul-
79. e. First, fnd the number of minutes in two tiply this number of years by the number of
hours. There are 60 minutes in one hour, so months in one year. Because there are
there are 120 minutes in two hours. Next, 12 months in one year, there are 720 months
fnd the number of seconds in those 120 in 60 years: 60 years × 12 months =
minutes. There are 60 seconds in a minute. 720 months.
Therefore, there are 7,200 seconds in 120 86. c. You must convert the months to years and
minutes: 120 minutes × 60 seconds = 7,200 then the years to decades. First, divide the
seconds. total number of months by the number of
80. b. Divide the total number of years by the months in one year. There are 12 months in a
number of years in a decade. There are ten year. Therefore, there are 20 years in 240
years in a decade; 30 years is three decades: months (240 months ÷ 12 months = 20 years).
30 years ÷ 10 years = 3 decades. Now, divide this total number of years by the
81. b. You must change minutes to hours, then number of years in one decade. There are
hours to days. First, there are 60 minutes in ten years in a decade, so there are two decades
an hour; 7,200 minutes is 120 hours in 20 years: 20 years ÷ 10 years = 2 decades.
(7,200 minutes ÷ 60 minutes = 120 hours). 87. c. Multiply the number of days in a week by
Next, there are 24 hours in a day, so there are the given number of weeks. There are
120 hours in fve days: 120 hours ÷ 24 hours seven days in a week, so there are 35 days in
= 5 days. fve weeks: 5 weeks × 7 days = 35 days.
82. d. First, determine how many decades are in 88. a. First convert hours to minutes, and then
one century. There are 100 years in a cen- change minutes to seconds. There are
tury, and ten years in a decade. There are ten 60 minutes in an hour. Therefore, there are
decades in a century (100 years ÷ 10 years = 540 minutes in nine hours (9 hours ×
10 decades). Therefore, there are 50 decades 60 minutes = 540 minutes). Next, there are
in fve centuries: 5 centuries × 10 decades = 60 seconds in a minute. Therefore, there are
50 decades. 32,400 seconds in 540 minutes: 540 minutes
83. a. Multiply the number of months in a year by × 60 seconds = 32,400 seconds.
the given number of years. There are 12 89. b. Divide the total number of months by the
months in a year. There are 84 months in 7 number of months in a year. There are
years: 7 years × 12 months = 84 months. 12 months in a year, so 60 months is fve
84. e. Multiply the number of seconds in a minute years: 60 months ÷ 12 months = 5 years.
by the given number of minutes. A minute is
60 seconds, so 55 minutes is 3,300 seconds:
55 minutes × 60 seconds = 3,300 seconds.

29
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– MATH TO THE MAX –

90. e. Multiply the number of minutes in an hour 98. b. A quarter is worth $0.25. There are four
by the given number of hours. There are quarters in every dollar (4 × 0.25 = 1).
60 minutes in an hour, so four hours is Multiply 4 times the dollar amount to get the
240 minutes: 4 hours × 60 minutes = number of quarters: 4 × $5 = 20 quarters.
240 minutes. 99. b. Each dime is worth $0.10, so there are ten
91. c. You must convert centuries to years, then dimes in every dollar (10 × 0.10 = 1). Multiply
years to months. First, multiply the total 10 by the dollar amount to get the number
number of centuries by the number of years of dimes: 10 × $20 = 200 dimes.
in a century, so there are 100 years in a cen- 100. e. Each quarter is worth $0.25, so six quarters
tury. There are 200 years in two centuries equal $1.50 (6 × 0.25 = 1.50). Each dime is
(2 centuries × 100 years = 200 years). Now, worth $0.10. Divide $1.50 by $0.10 to get the
multiply this total number of years by the number of dimes: 1.50 ÷ 0.10 = 15 dimes.
number of months in a year. There are 101. d. The frst step is to fgure out how much
12 months in a year, so there are 2,400 change he should receive; $20 – $7 = $13.
months in 200 years: 200 years × 12 months Since he wants all $1 bills, he will receive 13
= 2,400 months. bills.
92. c. A 10-second count is 61 of a minute. To fnd 102. a. A half-dollar is equal to $0.50: 16 × $0.50
the number of beats per minute, multiply = $8.00
the beat in 10 seconds by 6: 11 × 6 = 66 beats 103. c. Each quarter is worth 25 cents; 3 × 25 cents
per minute. = 75 cents. Each nickel is worth 5 cents.
93. c. Each quarter is worth $0.25, so two quarters Divide 75 cents by 5 cents to get the number
are equal to $0.50 (2 × 0.25 = 0.50). Each of nickels: 75 ÷ 5 = 15 nickels.
dime is worth $0.10: $0.50 ÷ $0.10 = 5 104. b. Each dime is $0.10: 20 dimes × $0.10
dimes. = $2.00.
94. b. Each quarter is $0.25, so divide $10 by this 105. c. There are four quarters in every dollar: 100
amount to get the number of quarters: $10 ÷ quarters ÷ 4 quarters per dollar = $25.
$0.25 = 40 quarters. 106. d. First, calculate the dollar amount of each
95. d. A half-dollar is worth 50 cents. Each penny is form of currency: $1 bills: $1 × 7 = $7. Quar-
a cent, so there are 50 pennies. ters: $0.25 × 10 = $2.50. Dimes:
96. a. $100 ÷ $5 = 20. Therefore, 20 $5 bills are $0.10 × 25 = $2.50. Nickels: $0.05 × 4 =
equal to $100. $0.20. Next, add up all of the dollar values
97. e. Three dimes equal 30 cents (3 × 10 cents); to get the total: $7 + $2.50 + $2.50 + $0.20
four nickels equal 20 cents (4 × 5 cents). Add = $12.20.
these two values together to get the total: 30 107. e. Each half-dollar is worth $0.50; $0.50 × 4
+ 20 = 50 cents. Therefore, this is equal to 50 = $2.00. Since each dime is worth $0.10,
pennies. divide $2.00 by this value to get the number
of dimes: $2.00 ÷ $0.10 = 20 dimes.

30
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– CONVERSIONS, PART I –

108. a. Multiply $50 by the number of bills: 116. e. Each nickel is worth $0.05; 50 nickels ×
$50 × 4 = $200. Therefore, this is equal to $0.05/nickel = $2.50.
200 $1 bills. 117. e. 35 dimes × $0.10 per dime = $3.50;
109. b. A quarter is equal to $0.25: $0.25 × 5 = $3.50 ÷ $0.25 per quarter = 14 quarters.
$1.25; $1.25 ÷ $0.05 (the value of a nickel) = An alternate solution would be to fgure out
25 nickels. that there are four quarters per dollar, so
110. c. Add up the amounts of each coin: $0.01 12 quarters would equal $3 and another two
(penny) + $0.05 (nickel) + $0.10 (dime) + quarters would add the extra 50 cents.
$0.25 (quarter) = $0.41. Therefore, a total of 14 quarters (12 + 2 = 14)
111. e. There are four quarters in every dollar; would equal $3.50.
$12 × 4 quarters per dollar = 48 quarters. 118. b. Divide; there are 11 pesos for each dollar, so
112. b. The frst step is to fgure out how much 143 pesos are worth $13: 143 ÷ 11 = $13.
change she needs back: $100 – $25 (the cost 119. e. Multiply: $20 × 11 pesos per dollar =
of the lamp) = $75. Next, calculate how 220 pesos. Note that the dollar units cancel
many $5 bills total $75: $75 ÷ $5 = 15 $5 bills. out to leave the answer in units of pesos.
113. b. There are 100 pennies in every dollar; $20 × 120. a. Divide; there are $1.30 Canadian for each
100 pennies/dollar = 2,000 pennies. A short- $1 U.S., so $13 C is worth $10 U.S.
cut to this multiplication is to multiply the Basically, divide 13 by 1.3 to get the U.S.
whole numbers (2 × 1) and then add the dollar amount.
number of zeros at the end. There are three 121. c. Multiply; 63 pounds × $1.80 per pound =
zeros (1 from the 20, two from the 100), so $113.40. The units of pounds cancel out so
the total is 2,000. that you are left with the dollar value.
114. d. There are four quarters in every dollar; 122. d. Multiply; $30 × 107 yen per dollar =
$2 × 4 quarters/dollar = 8 quarters. 3,210 yen. The dollar units cancel out so that
Every quarter allows 15 minutes. Four the answer is in units of yen.
quarters × 15 minutes/quarter = 123. b. Multiply; 20 U.S. dollars × 1.3 Canadian
120 minutes, which is equal to two hours dollars per U.S. dollar = 26 Canadian dollars
(60 minutes per hour). (20 × 1.3 = 26).
115. d. A half-dollar is equal to $0.50; 5 × $0.50 =
$2.50. Divide this amount by the value of
one nickel ($0.05) to fnd the total number
of nickels; $2.50 ÷ $0.05 = 50 nickels.

31
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blank page
MTTM_01.QXD:RE_edition.QXD 6/28/08 7:25 AM Page 33

C H A P T E R

Fractions,

3 Decimals,
and Percents

W E USE INTEGERS to represent whole numbers, their negatives, and zero. We can repre-
sent parts of a whole using fractions, decimals, and percents. In this chapter, we look at
comparing, adding, subtracting, multiplying, and dividing fractions and decimals, and
we’ll learn how to fnd the percent of a number, as well as percent increase and percent decrease.

33
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– MATH TO THE MAX –

 Fractions The least common multiple of 3 and 4 is

12, because it is the smallest multiple that
A fraction represents a part of a whole. A fraction it- both 3 and 4 have in common. Now we
self is a division statement. The top number of the must convert both fractions to a numera-
fraction, the numerator, is divided by the bottom tor over the common denominator, 12. To
number of the fraction, the denominator. In the write 41 as a number over 12, we must mul-
fraction 28, the numerator is 2 and the denominator is tiply the original denominator, 4, by 3.
8. If two fractions have the same denominator, then Therefore, we must also multiply the nu-
they are like fractions. If two fractions have different
denominators, then they are unlike fractions. TIP

Here are some tips for comparing fractions:

 Comparing Fractions ■ If two fractions have the same numerator

but different denominators, the fraction

The fractions 41 and 43 are like fractions. Both have a with the smaller denominator is the bigger
1 1
denominator of 4. Like fractions are easy to com- fraction. For instance, 2 > 3. Check by
1 3
pare: The fraction with the greater numerator is the fnding common denominators: 2 = 6, and
1 2 1 1 1
greater fraction. The fractions 41 and 32 are unlike frac- 3 = 6. 2 is greater than 3. 2 is also greater
1 1 1
tions, since they do not have the same denominator. than 4, 5, and 6.
■ If the denominator of one or both of the
To compare two unlike fractions, fnd a common de-
fractions is a prime number and the other
nominator for the fractions and turn them into like
denominator is not a multiple of it, the
fractions.
least common denominator will be the
product of the two denominators. For in-
Example 1 3
stance, if you are comparing 5 and 8, the
Which is greater, 41 or 32 ? least common denominator will be 40 (5 ×
We can find a common denominator for 8), since 5 is a prime number and 8 is not
two fractions, such as 41 and 32, by finding a multiple of 5. Check by listing the multi-
the least common multiple of the denom- ples of each:
inators. The least common multiple of multiples of 5: 5, 10, 15, 20, 25, 30, 35,
two numbers is the smallest number that 40, . . .
is a multiple of both numbers. To find the multiples of 8: 8, 16, 32, 40, . . .
■ If two fractions are positive and one of
least common multiple, list the first few
them is improper while the other is proper,
multiples of each number. In this exam-
the improper fraction is greater—you don’t
ple, list the multiples of 4 and 3:
even have to fnd common denominators
multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, . . . to determine which is greater. All positive
improper fractions are equal to 1 or more,
multiples of 4: 4, 8, 12, 16, 20, 24, 28, . . .
while all positive proper fractions are equal
to less than 1.

34
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– FRACTIONS, DECIMALS, AND PERCENTS –

merator by 3, so that the value of the frac-  Adding and

tion does not change: 41 = 12
3
. In the same Subtracting Fractions
2
way, to write 3 as a number over 12, we
must multiply the original denominator, 3, To add two like fractions, add their numerators and
by 4. Therefore, we must also multiply the keep the denominator. If the fractions are unlike,
numerator by 4: 32 = 128 . Now that the frac- convert them to like fractions before adding. To sub-
tons have common denominators, we can tract a like fraction from another like fraction, sub-
3
compare them: 3 < 8, 12 < 128 , and 41 < 32. tract the second fraction from the frst and keep the
denominator. If the fractions are unlike, convert
them to like fractions before subtracting.
 Reducing Fractions
Example
We can make fractions smaller, or simpler, by reduc- 3
+ 16
5
ing them. In order to reduce a fraction to its simplest
Find a common denominator for these
form, we must divide the numerator and the denom-
fractions.
inator by the largest number that is a factor of both
multiples of 5: 5, 10, 15, 20, 25, 30, 35, . . .
the numerator and the denominator. This number is
called the greatest common factor. The greatest com- multiples of 6: 6, 12, 18, 24, 30, 36, 42, . . .
mon factor of two numbers is the largest number The least common multiple of 5 and 6 is
that divides evenly into both numbers. 30. Convert 35 to a numerator over the
common denominator, 30. 30 ÷ 5 = 6, so
Example we must multiply the numerator of 35 by 6:
Reduce 12
36. 3 × 6 = 18. Therefore, 35 = 18 1
30. Convert 6 in

Begin by listing the factors of each the same way. 30 ÷ 6 = 5, so multiply the
number: numerator of 16 by 5: 1 × 5 = 5. Therefore,
1 5 18 5
factors of 12: 1, 2, 3, 4, 6, 12 6 = 30. Now we have like fractions: 30 + 30.
Add the numerators and keep the denom-
factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36
inator: 18 + 5 = 23, so 35 + 16 = 18 5 23
30 + 30 = 30.
Although 12 and 36 have many common
factors, 12 is the greatest common factor. Sometimes, the sum of two fractions is greater
We can reduce 12 36 to its simplest form if we
than 1. When this happens, we write our answer as a
divide its numerator and denominator by mixed number. A mixed number has two parts: a
12: 12 ÷ 12 = 1 and 36 ÷ 12 = 3. There- whole number part and a fraction part. The number
fore, 12 1 1 12
36 = 3. 3 is 36 in its simplest form.
112 is a mixed number. Mixed numbers, like im-
proper fractions, which are fractions whose numera-
tors are greater than or equal to their denominators,
have a value that is greater than or equal to 1, or less
than or equal to negative 1. The improper fraction 32
is equal to the mixed number 112. We convert im-
proper fractions to mixed numbers by dividing the
numerator by the denominator. The remainder of

35
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– MATH TO THE MAX –

that division is written as a new numerator over the Example

7 5
denominator of the improper fraction. 10 × 6

Multiply the numerators: 7 × 5 = 35. Mul-

Example
tiply the denominators: 10 × 6 = 60. The
923 + 1515
7
7
product of 10 and 65 is 35
60. The greatest com-
First, add the whole numbers: 9 + 15 = mon factor of 35 and 60 is 5, so 3560 reduces
24. Next, add the fractions. The least com- 7
to 12.
mon denominator of 3 and 15 is 15. 23 =
10 10 7
15. Now, we can add the fractions: 15 + 15 =
17
15. Since 17 divided by 15 is 1 with 2 left TIP
over, 17 2
15 = 115. Finally, add this mixed
number to the sum of the whole num- You’ve seen how to reduce a single fraction
bers: 24 + 1152 = 25 152 . by dividing the numerator and denominator
of that fraction by the same number. When
Example multiplying fractions, we can divide the nu-
7 7
8– 12 merator of one fraction and the denominator
The least common multiple of 8 and 12 is of the other fraction by the same number.
24. Convert 87 to a number over 24. 24 ÷ 8 Look again at the preceding example. Be-
fore multiplying, we can divide the numera-
= 3, so we must multiply the numerator 5 7
tor of 6 by 5 and the denominator of 10 by 5,
and denominator of 87 by 3: 87 = 24 21
. Convert
7 since 5 is the greatest common factor of 5
12 to a number over 24. 24 ÷ 12 = 2, so we 1
and 10. The problem now becomes 72 × 6,
must multiply the numerator and denom-
7 7
which is easier to multiply. The product of
inator of 12 by 2: 12 = 14
24. Now we have like 7
these fractions is 12 , which is the same as
21 14
fractions: 24 – 24. Find the difference 7 5
the product of 10 × 6—and, the answer is al-
between 21 and 14 and keep the denomi- ready in simplest form!
7
nator: 21 – 14 = 7, so 87 – 12 21 14
= 24 7
– 24 = 24.

Example
 Multiplying and 5 10
21 ÷ 18
Dividing Fractions
The reciprocal of 10 18 5 10
18 is 10, so 21 ÷ 18
5
becomes 21 × 18
10. Now that it is a multipli-
To multiply two fractions, whether like or unlike,
cation problem, we can simplify these
multiply the numerators, and then multiply the de- 5
fractions. By dividing the numerator of 21
nominators. To divide two fractions, whether like or
and the denominator of 18 10 by 5, and by
unlike, take the reciprocal of the divisor and then 5
dividing the denominator of 21 and the
multiply the fractions. To fnd the reciprocal of a
numerator of 10 by 3, 21 × 10 becomes 71 × 26.
18 5 18
fraction, switch the numerator and the denominator. 6 1
2 = 3, so now the problem becomes 7 × 3,
Convert mixed numbers to improper fractions before
which is equal to 73.
multiplying or dividing them.

36
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– FRACTIONS, DECIMALS, AND PERCENTS –

 Practice Questions For each question, fnd the sum.

3
Label each pair of fractions as like or unlike. 137. 8 + 48

3
124. 7
8 and 78 138. 7 + 83

5 4 6
125. 6 and 66 139. 10 + 15

7
126. 3
5 and 58 140. 9 11 + 1015
11

Place the proper symbol (>, <, or =) between each 141. 765 + 7 45
pair of fractions.
For each question, fnd the difference.
9 3
127. 12 ____ 4
11 5
142. 14 – 14
7
128. 8 ____ 65
5
143. 7 – 49
1 6
129. 2 ____ 10
17
144. 20 – 32
3
130. 5 ____ 47
145. 832 – 521
11
131. 11 ____ 21
21
7
146. 1112 – 438
Reduce each of the following fractions to its simplest
form. For each question, fnd the product.

7
132. 10
16
147. 10 × 76

9
133. 12
20
148. 16 × 12
18

8
134. 24
27
149. 13 × 58 × 15

135. 30
48
150. 721 × 949

136. 56
72
151. 111 4
12 × 4 5

37
MTTM_01.QXD:RE_edition.QXD 6/28/08 7:25 AM Page 38

– MATH TO THE MAX –

For each question, fnd the quotient. 159. The Cheshire Senior Center is hosting a bingo
night; $2,400 in prize money will be given
1
152. 6 ÷ 58 away. The frst winner of the night will receive
1
3 of the money. The next ten winners will
153. 48
18 ÷ 183 receive 110 of the remaining amount. How
many dollars will each of the ten winners
20
154. 36 ÷ 20
27 receive?
a. $240
155. 1556 ÷ 383
b. $800
9 7 c. $160
156. 810 ÷ 512
d. $200
Answer the following word problems.
160. Lori has half a pizza left over from dinner last
157. Justin read 81 of a book the frst day, 31 the sec- night. For breakfast, she eats one-third of the
ond day, and 41 the third day. On the fourth day leftover pizza. What fraction of the original
he fnished the book. What part of the book pizza remains after Lori eats breakfast?
1
did Justin read on the fourth day? a. 4
a. 52 b. 1
6
3 1
b. 8 c. 3
7 3
c. 24 d. 8
17
d. 24

158. During a commercial break in the Super Bowl,  Decimals

there were three half-minute commercials and
fve quarter-minute commercials. How many We can also represent parts of a whole and mixed
minutes was the commercial break? numbers as decimals. A decimal is a number that is
a. 2 43 written using one or more of ten digits: 0, 1, 2, 3, 4, 5, 6,
3 7, 8, or 9. Let’s look at comparing, rounding, adding,
b. 4
subtracting, multiplying, and dividing decimals.
c. 3 21
d. 5

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– FRACTIONS, DECIMALS, AND PERCENTS –

 Comparing Decimals The digit to the immediate right of the

thousandths place is the digit in the ten-
We compare the values of decimals by comparing thousandths place, 1. Since 1 is less than 5,
their corresponding digits, place by place, from left to we round down. Notice that even though
right. The decimal with the larger digit is the larger the thousandths digit itself is greater than
number. If both decimals have the same digit in the 5, and even though the digits to the right of
same place, move one place to the right and compare the ten-thousandths place are greater than
again. 9, we still round down, because we are
rounding to the thousandths place. The
Example thousandths digit, 9, stays the same and the
8.52376 versus 8.5276 digits to the right become zero. 574.299199
First, line up the decimal points and add a to the nearest thousandth is 574.299.
trailing zero to the second number:
8.52376
 Adding and
8.52760 Subtracting Decimals
Next, compare the digits from left to
right. The numbers have the same digits To add two decimals, line up the decimal points, add
in the ones, tenths, and hundredths trailing zeros to keep the columns even, and add just
places, so we must move to the as you would add whole numbers. Subtract decimals
thousandths place. The first number has a in the same way—line up the decimal points, add
3 in the thousandths place and the second trailing zeros, and subtract.
number has a 7 in the thousandths place.
Since 7 is greater than 3, 8.5276 is greater Example
than 8.52376. 145.785 + 2.3
The first addend has six digits: three to
the left of the decimal point and three to
 Rounding Decimals the right. The second addend has only
two digits, one to the left of the decimal
Rounding is the process of taking a number and mak- point and one to the right. Keep your
ing it less precise by removing one or more digits from columns straight and place two trailing
the end of the number, replacing those digits with zeros zeros on the end of 2.3. Add column by
if necessary. To round a number to a place, look at the column and carry the decimal point down
digit to the immediate right. If that digit is 5 or greater, into your answer.
we round up. If that digit is less than 5, we round down.
145.785
Example + 2.300
Round 574.299199 to the nearest 148.085
thousandth.

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– MATH TO THE MAX –

Example  Dividing Decimals

602.107 – 74.87
Line up the decimal points. Place a trail- Before you can divide a decimal by a decimal, you
ing zero on 74.87, subtract, and carry must convert the divisor into a whole number. To do
down the decimal point: this, you must shift the decimal point to the right. In
order to keep the value of the equation the same,
602.107
every time you shift the decimal point of the divisor,
–74.870
you must also shift the decimal point of the dividend.
527.237

Example
62.314 ÷ 12.5
 Multiplying Decimals
The divisor has one digit to the right of
the decimal point. Shift the decimal point
Multiply two decimals just as you would two whole
in both the divisor and the dividend one
numbers, but be careful where you place the decimal
place to the right: 623.14 ÷ 125. The prob-
point in your answer. Count the number of digits to
lem has become a decimal divided by a
the right of the decimal points in both factors. That
whole number. Place the decimal point in
sum is the number of digits to the right of the deci-
the quotient and divide:
mal point in your product.
4.90512
Example 125623.14000
1.2534 × 24.05 500
The first factor has four digits to the right 1231
of the decimal point, and the second fac- 1125
tor has two digits to the right of the deci- 64
mal point. Our product will have six digits 0
to the right of the decimal point: 640
625
1.2534
150
× 24.05
125
62670 250
0 250
50136 0
25068
30.144270 TIP
Now that we’ve placed our decimal point
with six digits to its right, we can remove We never actually divide a decimal by another
the trailing zero. The product of 1.2534 decimal. After shifting the decimal point of the
divisor, we divide a whole number into either a
and 24.05 is 30.14427.
decimal or another whole number.

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– FRACTIONS, DECIMALS, AND PERCENTS –

 Practice Questions 174. 38.766 – 9.558

Choose the larger number. 175. 144.323 – 112.705

161. 11.43781 versus 11.43718 Multiply.

162. 0.00051 versus 0.0005 176. 4.4 × 1.3

Round these numbers to the nearest hundredth. 177. 61.8 × 1.22

163. 874.561 178. 107.4 × 0.631

164. 0.005 179. 7.461 × 1.55

Round this number to the nearest thousandth. 180. 9.241 × 2.477

165. 560.5454 Divide. If necessary, round your answers to the near-

est ten-thousandth.
Add the following numbers.
181. 9.4277 ÷ 6
166. 74.65722 + 1,045
182. 123.95 ÷ 9
167. 874 + 8.74
183. 13.2 ÷ 4.4
168. 7.91 + 6,327.7
184. 6.39 ÷ 0.18
169. 19.159 + 207.44
185. 524.475 ÷ 3.5
170. 62.3906 + 58.906
Solve the following word problems.
Subtract.
186. Mike, Dan, Ed, and Sy played together on a
171. 22 – 14.989 baseball team. Mike’s batting average was .349,
Dan’s was 0.2, Ed’s was 0.35, and Sy’s was .299.
172. 571 – 46.4 Who had the highest batting average?
a. Mike
173. 18.45 – 9 b. Dan
c. Ed
d. Sy

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– MATH TO THE MAX –

187. Kenny used a micrometer to measure the  Converting Percents to

thickness of a piece of construction paper. The Decimals and Fractions
paper measured halfway between 0.24 millime-
ter and 0.25 millimeter. What is the thickness We can rewrite a percent as a decimal by removing
of the paper? the percent symbol and moving the decimal point
a. 0.05 millimeter two places to the left. We can rewrite a percent as a
b. 0.245 millimeter fraction by removing the percent symbol and placing
c. 0.255 millimeter the value over 100.
d. 0.3 millimeter
Example
188. Brian’s 100-yard dash time was 2.68 seconds Write 28% as a decimal and as a fraction.
more than the school record. His time was 13.4 Remove the percent symbol from 28%
seconds. What is the school record? and move the decimal point two places to
a. 10.72 seconds the left: 28% = 0.28. To write 28% as a
b. 11.28 seconds fraction, remove the percent symbol and
c. 10.78 seconds 28
place 28 over 100. 28% = 100 , which
d. 16.08 seconds 7
reduces to 25.

189. Bill traveled 117 miles in 2.25 hours. What was

his average speed? PITFALL
a. 26.3 miles per hour
b. 5.2 miles per hour If you move the decimal point two places to
c. 46 miles per hour the left of a single-digit number, you will frst
d. 52 miles per hour have to add a zero to the left of the number.
For example, to write 2% as a decimal, you
must add a leading zero to 2%: 02%. Now
 Percents you can move the decimal point two places
to the left, and 2% becomes .02.

A percent is a ratio that represents a part to a whole

as a number out of 100. Fractions are used to repre-
sent a part to a whole, but fractions can have many We can convert from a decimal back to a percent
different denominators. A percent is like a fraction by moving the decimal point two places to the right
whose denominator is always 100. The value 36% is and adding the percent symbol. We can convert a frac-
read as “36 percent” and represents 36 out of 100. tion to a decimal by dividing the numerator by the de-
nominator. We can then write that decimal as a percent.

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– FRACTIONS, DECIMALS, AND PERCENTS –

Example  Percent Increase and

Write 5.6103 as a percent and as a mixed Percent Decrease
number.
Percents can be 100 or greater. After Percent increase is the difference between an original
moving the decimal point two places to value and a new value divided by the original value.
the right, we find that 5.6103 = 561.03%. When fnding a percent increase, the original value is
The whole number part of 5.6103 is 5 and subtracted from the new value, since the new value is
6,103
the fraction part is 10,000 , which means larger than the original value.
6,103
that 5.6103 = 510,000.
Example
Example Find the percent increase from 12 to 30.
Write 43 as a decimal and as a percent. Subtract the original value from the new
Divide the numerator, 3, by the denomi- value and divide by the original value:
nator, 4: 3 ÷ 4 = 0.75. 43 = 0.75. Move the 30 – 12 = 18; 18 ÷ 12 = 1.5 = 150%.
decimal point two places to the right and
add the percent symbol: 0.75 = 75%. Percent decrease, like percent increase, is the
difference between an original value and a new value
divided by the original value. However, when fnding
 Working with Percents a percent decrease, the new value is subtracted from
the original value, since the original value is larger
To fnd the percent of a number, write the percent as than the new value.
a decimal and multiply it by the number. To represent
a part of a number as a percent, divide the part by the TIP
whole and write the answer as a percent.
The percent increase from 15 to 18 is 20%,
Example but the percent decrease from 18 to 15 is only
What is 23% of 54? 16.67%. How can that be? When fnding the
23% = 0.23; 0.23 × 54 = 12.42, so 23% of percent increase from 15 to 18, our original
54 is 12.42. value is 15, so we divide the difference be-
tween the values by 15. When we fnd the per-
cent decrease from 18 to 15, our original value
Example
is 18, so we divide the difference between the
What percent is 30 of 96?
values by 18. As long as the two values are
Divide 30 by 96: 30 ÷ 96 = 0.3125. different (and if they are the same, then there
Move the decimal point two places to is no percent increase or percent decrease),
the right and add the percent sign: the percent increase from the frst to the sec-
0.3125 = 31.25%, so 30 is 31.25% of 96. ond will always be different than the percent
decrease from the second to the frst.

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– MATH TO THE MAX –

Example Write each fraction or mixed number as a decimal

Find the percent decrease from 18 to 15. and as a percent.
Subtract the new value from the original
8
value and divide by the original value: 200. 10

18 – 15 = 3; 3 ÷ 18 = 0.1667, to the near-

22
est ten-thousandth; 0.1667 = 16.67%. 201. 64

3
202. 19

 Practice Questions
203. 717
30

Write each percent as a decimal and as a fraction.

204. 8753
80

190. 24%
Find the given percent of each number.
191. 80%
205. 16% of 64
192. 11%
206. 55% of 250
193. 97%
207. 87% of 133
194. 6%
Answer the following questions.
Write each decimal as a percent and as a fraction or
mixed number. 208. What percent is 52 of 64?

195. 0.47 209. What percent of 125 is 82?

196. 0.9 210. What percent is 65 of 90?

197. 0.133 Find the percent increase from each original value to
its new value.
198. 1.52
211. 20 to 26
199. 9.01
212. 48 to 66

213. 33 to 44

214. 45 to 135

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– FRACTIONS, DECIMALS, AND PERCENTS –

Find the percent decrease from each original value to 222. Peter was 60 inches tall on his thirteenth birth-
its new value. day. By the time he turned 15, his height had
increased 15%. How tall was Peter when he
215. 64 to 56 turned 15?
a. 75 inches
216. 34 to 17 b. 69 inches
c. 72 inches
217. 98 to 0 d. 71 inches

218. 7 to –28 TERMS TO REVIEW

fraction
Solve the following word problems.
numerator

219. Michael scored 260 points during his junior denominator

year on the school basketball team. He scored like fractions
25% more points during his senior year. How unlike fractions
many points did he score during his senior
least common multiple
year?
greatest common factor
a. 195
b. 65 mixed number

c. 325 improper fractions

d. 345 reciprocal

decimal
220. Joey has 30 pages to read for history class
rounding
tonight. He decided that he would take a break
when he fnished reading 70% of the pages percent

assigned. How many pages must he read before percent increase

he takes a break? percent decrease
a. 7
b. 21
c. 9 FORMULAS TO REVIEW

d. 18 percent increase: (new value – original value) ÷

(original value)
221. The Dow Jones Industrial Average fell 2% today. percent decrease: (original value – new value) ÷
The Dow began the day at 10,600. What was the (original value)
Dow at the end of the day after the 2% drop?
a. 10,400
b. 10,812
c. 10,388
d. 7,800

45
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– MATH TO THE MAX –

 Answers 134. List the factors of the numerator and the

denominator. The factors of 24 are 1, 2, 3, 4, 6,
124. The denominators of these fractions are differ- 8, 12, and 24, and the factors of 27 are 1, 3, 9,
ent, so these fractions are unlike. and 27. The greatest common factor is 3.
125. The denominators of these fractions are the 24 ÷ 3 = 8 and 27 ÷ 3 = 9, so 24 27 reduces to 9.
8

same, so these fractions are like. 135. List the factors of the numerator and the
126. Even though the second fraction is improper, denominator. The factors of 30 are 1, 2, 3, 5, 6,
the denominators of these fractions are the 10, 15, and 30, and the factors of 48 are 1, 2, 3,
same, so these fractions are like. 4, 6, 8, 12, 16, 24, and 48. The greatest common
127. The least common denominator for 12 9
and 34 is factor is 6. 30 ÷ 6 = 5 and 48 ÷ 6 = 8, so 30 48
12. 34 = 12
9
(both the numerator and denomina- reduces to 58.
tor are 3 times bigger). 136. List the factors of the numerator and the
128. The least common denominator for 78 and 65 is denominator. The factors of 56 are 1, 2, 4, 7, 8,
24. 78 = 24
21
(both the numerator and denomina- 14, 28, and 56, and the factors of 72 are 1, 2, 3,
tor are 3 times bigger) and 65 = 20 24 (both the
4, 6, 8, 9, 12, 18, 24, 36, and 72. The greatest
numerator and denominator are 4 times common factor is 8. 56 ÷ 8 = 7 and 72 ÷ 8 = 9,
bigger). Since 21 is greater than 20, 24 21 20
> 24, so 56
72 reduces to 9.
7

7 5 137. The denominators of these fractions are 8, so

so 8 > 6.
129. The least common denominator for 12 and 10 6
is the denominator of our answer will be 8. The
1 5
10. 2 = 10 (both the numerator and denomina- sum of the numerators is 3 + 4 = 7, so 38 + 48 = 78.
5 138. The least common multiple of 7 and 8 is 56.
tor are 5 times bigger). Since 5 is less than 6, 10
6
< 10 , so 12 < 10
6
. Multiply the numerator and denominator of 37
130. The least common denominator for 35 and 47 is by 8: 37 = 24
56. Multiply the numerator and
35. 35 = 21
35 (both the numerator and denomina-
denominator of 38 by 7: 38 = 21 56. The sum of the
tor are 7 times bigger), and 47 = 20 35 (both the
numerators is 24 + 21 = 45. 37 + 38 = 24 21
56 + 56 = 56.
45

numerator and denominator are 5 times bigger). 139. The least common multiple of 10 and 15 is 30.
4
Since 21 is greater than 20, 21 20 3
35 > 35, so 5 > 7.
4 Multiply the numerator and denominator of 10
4
131. Any number over itself is equal to 1, so both by 3: 10 = 12
30. Multiply the numerator and
6 6
fractions, 11 21 11
11 and 21, are equal to 1, and 11 = 21.
21 denominator of 15 by 2: 15 = 1230. The sum of the
4 6 12 12 24
132. First, list the factors of the numerator and the numerators is 12 + 12 = 24. 10 + 15 = 30 + 30 = 30.
denominator. The factors of 10 are 1, 2, 5, and The greatest common factor of 24 and 30 is 6.
24 4 4 6
10, and the factors of 16 are 1, 2, 4, 8, and 16. 24 ÷ 6 = 4 and 30 ÷ 6 = 5. 30 = 5, so 10 + 15 = 45.
The greatest common factor is 2. 10 ÷ 2 = 5 140. Add the whole numbers: 9 + 10 = 19. Add the
7
and 16 ÷ 2 = 8, so 10 5
16 reduces to 8.
fractions: 11 + 15 22 22
11 = 11. Convert 11 to a whole
133. List the factors of the numerator and the number: 22 11 = 2. Add it to the sum of the whole
denominator. The factors of 12 are 1, 2, 3, 4, 6, numbers: 19 + 2 = 21.
and 12, and the factors of 20 are 1, 2, 4, 5, 10,
and 20. The greatest common factor is 4.
12 ÷ 4 = 3 and 20 ÷ 4 = 5, so 12 20 reduces to 5.
3

46
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– FRACTIONS, DECIMALS, AND PERCENTS –

9
141. Add the whole numbers: 7 + 7 = 14. To add the 148. 9 × 12 = 108 and 16 × 18 = 288, so 16 × 12 108
18 = 288,
fractions, find common denominators. The which reduces to 38. We also could have divided
9
least common denominator of 6 and 5 is 30. the denominator of 16 and the numerator of 12 18
5 25 4 24 25 24 49 49 9
6 = 30 and 5 = 30. 30 + 30 = 30. Convert 30 to a by 4 and divided the numerator of 16 and the
mixed number: 49 19
30 = 1 30. Add it to the sum of denominator of 12 18 by 9 before multiplying.
the whole numbers: 14 + 119 19
30 = 15 30. 149. 8 × 5 × 1 = 40 and 13 × 8 × 5 = 520, so 13 8
× 58 ×
1 40 1
142. The denominators of these fractions are both 5 = 520, which reduces to 13. We also could have
8
14, so the denominator of our answer will be canceled the 8 in the numerator of 13 with the
14. Since 11 – 5 = 6, 11 5 6
14 – 14 = 14, which reduces
5
8 in the denominator of 8 and canceled the 5 in
to 37. the numerator of 58 with the 5 in the denomi-
143. The least common multiple of 7 and 9 is 63. nator of 15 before multiplying.
Multiply the numerator and denominator of 57 150. Convert both mixed numbers to improper
by 9: 57 = 45
63. Multiply the numerator and fractions. 712 = 152 and 949 = 859 . Divide the 15 in
denominator of 49 by 7: 49 = 28 63. Subtract the the first fraction and the 9 in the second
second numerator from the first: 45 – 28 = 17. fraction by 3. The problem becomes 52 × 853 .
5 4 45 28 17
7 – 9 = 63 – 63 = 63. 5 × 85 = 425 and 2 × 3 = 6. 425 divided by 6 is
144. The least common multiple of 20 and 3 is 60. 70 with 5 left over: 7056.
Multiply the numerator and denominator of 17 20 151. Convert both mixed numbers to improper
by 3: 1720 = 51
60 . Multiply the numerator and fractions. 111 23 4 24
12 = 12 and 4 5 = 5 . Divide the 12 in
denominator of 23 by 20: 23 = 40 60. Subtract the the first fraction and the 24 in the second frac-
second numerator from the first: 51 – 40 = 11. tion by 12. The problem becomes 23 × 25. 23 × 2
17 2 51 40 11
20 – 3 = 60 – 60 = 60. = 46. 46 divided by 5 is 9 with 1 left over: 915.
145. Subtract the whole numbers: 8 – 5 = 3. To sub- 152. The reciprocal of the divisor, 58, is 85. 16 ÷ 58
tract the fractions, the least common multiple becomes 16 × 85. Divide the 6 in 16 and the 8 in 85
of 3 and 2 is 6, so convert both fractions to a by 2, and the problem becomes 13 × 45. Multiply
number over 6. 23 = 46 and 12 = 36. Subtract the the numerators and the denominators.
fractions: 46 – 36 = 16. 823 – 512 = 316. 1 × 4 = 4 and 3 × 5 = 15, so 13 × 45 and 16 ÷ 58 both
4
146. Subtract the whole numbers: 11 – 4 = 7. To equal 15 .
subtract the fractions, the least common 153. The reciprocal of the divisor, 183 , is 183 48
. 18 ÷ 183
multiple of 12 and 8 is 24, so convert both becomes 48 3 48
18 × 18. Divide the 18 in 18 and the 3
7
fractions to a number over 24. 12 = 1424 and
3
in 18 by 3, and the problem becomes 486 × 18 1
,
3 9 14 9 5 1 8 8
8 = 24. Subtract the fractions: 24 – 24 = 24. or 8 × 18, which is equal to 18. Simplify 18 by
7
11 12 – 438 = 7 24
5
. dividing the numerator and the denominator
7
147. 7 × 6 = 42 and 10 × 7 = 70, so 10 × 67 = 42
70, which
8
by 2: 18 = 49.
3
reduces to 5. We also could have canceled the 7
7
in the numerator of 10 with the 7 in the
6
denominator of 7, and divided the denomina-
7
tor of 10 and the numerator of 67 by 2 before
multiplying.

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– MATH TO THE MAX –

154. The reciprocal of the divisor, 20 27 20 20

27, is 20. 36 ÷ 27
159. c. The prize money is divided into tenths after
becomes 20 27 20
36 × 20. Cancel the 20 in 36 with the 20
the frst third has been paid out. Find one-
in 27 20
20 and divide the 36 in 36 and the 27 in 20 by
27
third of $2,400 by dividing $2,400 by 3; $800
9, and the problem becomes 14 × 31. Multiply the is paid to the frst winner, leaving $1,600 for
numerators and the denominators. 1 × 3 = 3 the next ten winners to split evenly ($2,400 −
and 4 × 1 = 4, so 14 × 31 and 20 20
36 ÷ 27 both equal 4.
3
$800 = $1,600). Divide $1,600 by 10 to fnd
155. Convert both mixed numbers to improper how much each of the ten winners will
fractions. 1556 = 956 and 338 = 278 . The reciprocal receive: $1,600 ÷ 10 = $160. Each winner will
of the divisor, 278, is 27 8
. The problem is now receive $160.
95 8
6 × 27. Divide the 6 in the first fraction and the
160. c. Refer to the drawing. If half is broken into
8 in the second fraction by 2. The problem is thirds, each third is one-sixth of the whole.
now 953 × 27 4
= 380
81 . 380 divided by 81 is 4 with 56
Therefore, she has 62 or 31 of the pizza left.
left over, so 81 = 456
380
81.
156. Convert both mixed numbers to improper
9 eaten last night
fractions. 8 10 = 89 7 67
10 and 5 12 = 12. The reciprocal
of the divisor, 67 12
12, is 67. The problem is now 10 ×
89 remaining after breakfast
12
67. Divide the 10 in the first fraction and the 12 eaten for breakfast
in the second fraction by 2. The problem is
now 895 × 67 6
= 534
335. 534 divided by 335 is 1 with
199 left over, so 534 199
335 = 1335.
161. The numbers have the same digits in the tens,
157. c. First, fnd the fraction of the book that he ones, tenths, hundredths, and thousandths
has read by adding the three fractions using places. The first number has an 8 in the ten-
3 8 6 thousandths place and the second number has
a common denominator of 24: 24 + 24 + 24
= 2174 . Subtract the fraction of the book he has a 1 in the ten-thousandths place, so the first
read from one whole, using a common number is bigger. 11.43781 is greater than
24
denominator of 24; 24 − 2147 = 274 . If you chose 11.43718.
d, you found the fraction of the book that 162. Add a trailing zero to the second number. The
Justin had already read. numbers have the same digits in the ones,
158. a. First, multiply 3 by 21 to fnd the time taken tenths, hundredths, thousandths, and ten-
by the three half-minute commercials; 3 × 21 thousandths places. The first number has a 1 in
= 23 . Then, multiply 41 by 5 to fnd the time the hundred-thousandths place and the second
taken by the fve quarter-minute commer- number has a trailing zero in the hundred-
cials; 41 × 5 = 45 . Add the two times together thousandths place, so the first number is
to fnd the total commercial time. Use a bigger. 0.00051 is greater than 0.0005.
common denominator of 4; 46 + 45 = 11 4,
3
which simplifes to 2 4 minutes. If you chose
b, you only calculated for one commercial of
each length rather than three half-minute
commercials and five quarter-minute
commercials.

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163. The digit to the immediate right of the hun- 176. 4.4 has one digit to the right of the decimal
dredths place is the digit in the thousandths point and 1.3 has one digit to the right of the
place, 1. Because 1 is less than 5, we round decimal point, so our answer has two digits to
down. The hundredths digit stays at 6, and the the right of the decimal point: 5.72.
digit to the right becomes zero. 874.561 to the 177. 61.8 has one digit to the right of the decimal
nearest hundredth is 874.56. point and 1.22 has two digits to the right of the
164. The digit to the immediate right of the hun- decimal point, so our answer has three digits to
dredths place is the digit in the thousandths the right of the decimal point: 75.396.
place, 5. We round up when the digit is 5 or 178. 107.4 has one digit to the right of the decimal
greater. The hundredths digit increases by 1 to point and 0.631 has three digits to the right of
1, and the digit to the right becomes zero. 0.005 the decimal point, so our answer has four dig-
to the nearest hundredth is 0.010, or 0.01. its to the right of the decimal point: 67.7694.
165. The digit to the immediate right of the 179. 7.461 has three digits to the right of the decimal
thousandths place is the digit in the ten- point and 1.55 has two digits to the right of the
thousandths place, 4. Because 4 is less than 5, decimal point, so our answer has five digits to
we round down. The thousandths digit stays at the right of the decimal point: 11.56455.
5, and the digit to the right becomes zero. 180. 9.241 has three digits to the right of the decimal
560.5454 to the nearest thousandth is 560.545. point and 2.477 has three digits to the right of
166. 74.65722 + 1,045.00000 = 1,119.65722. There the decimal point, so our answer has six digits
are five digits to the right of the decimal point to the right of the decimal point: 22.889957.
in 74.65722, and five digits to the right of the 181. Add one zero to the dividend: 9.42770 ÷ 6 =
decimal point in the answer. 1.57128. Since the hundred-thousandths digit
167. 874 + 8.74 = 882.74. There are two digits to the of 1.57128 is an 8, 1.57128 rounds up to 1.5713.
right of the decimal point in 8.74, and two dig- 1.57128
its to the right of the decimal point in the 69.42770
answer. 6
168. 6,335.61 34
169. 226.599 30
170. 121.2966 42
171. 7.011. There are three digits to the right of the 42
decimal point in 14.989, and three digits to the 07
right of the decimal point in the answer. 6
172. 524.6. There is one digit to the right of the dec- 17
imal point in 46.4, and one digit to the right of 12
the decimal point in the answer. 50
173. 9.45 48
174. 29.208 2
175. 31.618

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– MATH TO THE MAX –

182. Add three zeros to the dividend. Since the 185. Shift the decimal point of both the divisor and
hundred-thousandths digit of 13.77222 is a 2, the dividend one place to the right. 524.475 ÷
13.77222 rounds down to 13.7722. 3.5 becomes 5,244.75 ÷ 35:
13.77222 149.85
9123.95000 355244.75
9 35
33 174
27 140
69 344
63 315
65 297
63 280
20 175
18 175
20 0
18 186. c. If you add zeros to the end of Dan’s and Ed’s
20 averages to make them have the traditional
18 three decimal places, it will be easy to com-
2 pare the batting averages. The four averages
183. Shift the decimal point of both the divisor and are: .349, .200, .350, and .299; .350 is the
the dividend one place to the right. 13.2 ÷ 4.4 largest.
becomes 132 ÷ 44: 187. b. Find the difference between 0.24 millimeter
3 and 0.25 millimeter by subtracting:
44132 0.25 − 0.24 = 0.01 millimeter. Half of this
132 is 0.01 ÷ 2 = 0.005. Add to 0.24 to get
0 0.245 millimeter.
184. Shift the decimal point of both the divisor and 188. a. The school record is less than Brian’s time.
the dividend two places to the right. Therefore, 2.68 must be subtracted from
6.39 ÷ 0.18 becomes 639 ÷ 18: 13.4; 13.4 − 2.68 = 10.72. To subtract deci-
35.5 mals, line up the numbers vertically so that
18639.0 the decimal points are aligned. Since 13.4 has
54 one less decimal place than 2.68, you must
99 add a zero after the 4 (13.40) before sub-
90 tracting. After you have done this, subtract
90 normally. If you chose d, you added instead
90 of subtracted.
0

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189. d. Divide the distance, 117 miles, by 2.25 hours 212. 66 – 48 = 18, 18 ÷ 48 = 0.375 = 37.5%
after shifting the decimal point of both the 213. 44 – 33 = 11, 11 ÷ 33 = 0.3333 to the nearest
divisor and the dividend two places to the ten-thousandth; 0.3333 = 33.33%
right: 11,700 ÷ 225 = 52. The rate is 52 miles 214. 135 – 45 = 90, 90 ÷ 45 = 2 = 200%
per hour. 215. 64 – 56 = 8, 8 ÷ 64 = 0.125 = 12.5%
24 6
190. 24% = 0.24 = 100 = 25 216. 34 – 17 = 17, 17 ÷ 34 = 0.5 = 50%
8
191. 80% = 0.80 or 0.8 = 10 = 45 217. 98 – 0 = 98, 98 ÷ 98 = 1 = 100%
11
192. 11% = 0.11 = 100 . 218. 7 – (–28) = 35, 35 ÷ 7 = 5 = 500%
97
193. 97% = 0.97 = 100 219. c. If the number of points is increased by 25%,
6 3
194. 6% = 0.06 = 100 = 50 the number of points in his senior year is
47
195. 0.47 = 47% = 100 125% of the number of points in his junior
90
196. 0.9 = 90% = 100 = 109 year (100% + 25% = 125%). To fnd 125%
133
197. 0.133 = 13.3% = 1,000 of the number of points in his junior year,
52
198. 1.52 = 152% = 1100 = 113
25 multiply the junior year points by the deci-
1
199. 9.01 = 901% = 9100 mal equivalent of 125%; 260 × 1.25 = 325. If
200. 8 ÷ 10 = 0.8 = 80% you chose a, you calculated what his points
201. 22 ÷ 64 = 0.34375 = 34.375% would be if he scored 25% less than he did in
202. 3 ÷ 19 = 0.158, to the nearest thousandth; his junior year.
0.158 = 15.8% 220. b. To fnd 70% of 30, you must multiply 30 by
203. 17 ÷ 30 = 0.567, to the nearest thousandth. the decimal equivalent of 70% (0.70);
Write the whole number, 7, to the left of the 30 × 0.70 = 21. If you chose c, you calculated
fraction and the decimal point. 71730 is approxi- how many pages he has left to read after
mately 7.567, which equals 756.7%. his break.
204. 53 ÷ 80 = 0.6625. Write the whole number, 87, 221. c. The Dow lost 2%, so it is worth 98% of what
to the left of the fraction and the decimal it was worth at the beginning of the day
point. 87 53
80 = 87.6625 = 8,766.25%. (100% − 2% = 98%). To fnd 98% of 10,600,
205. 16% = 0.16, 0.16 × 64 = 10.24 multiply 10,600 by the decimal equivalent of
206. 55% = 0.55, 0.55 × 250 = 137.5 98%: 10,600 × 0.98 = 10,388.
207. 87% = 0.87, 0.87 × 133 = 115.71 222. b. Find 15% of 60 inches and add it to
208. 52 ÷ 64 = 0.8125 = 81.25% 60 inches. Find 15% by multiplying 60 by
209. 82 ÷ 125 = 0.656 = 65.6% the decimal equivalent of 15% (0.15);
210. 65 ÷ 90 = 0.7222 to the nearest ten- 60 × 0.15 = 9. Add 9 inches to 60 inches to
thousandth; 0.7222 = 72.22% get 69 inches.
211. 26 – 20 = 6, 6 ÷ 20 = 0.3 = 30%

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C H A P T E R

4 Algebraic
Expressions

W E ’ V E R E V I E W E D H OW
to work with integers, fractions, and decimals—adding, sub-
tracting, multiplying, and dividing them. We have also reviewed how to follow the or-
der of operations to evaluate an expression that contains more than one operation.
Now, we’ll look at how to perform those same operations on algebraic expressions.

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Evaluating Algebraic Example

Expressions What is the value of (7x2 + 5) – 3y when x
= 1 and y = –1?
A letter or symbol that takes the place of a number in Substitute 1 for x and –1 for y: [7(1)2 + 5]
an expression or an equation is called a variable. – 3(–1). Remembering the order of opera-
That’s what algebra is all about—variables. A real tions, evaluate parentheses (or in this case
number expression might be 4 + 7, and an algebraic brackets) first: 7(1)2 + 5. Exponents come
expression could be 4 + x. An algebraic expression is before multiplication or addition in the
an expression that contains one or more variables. order of operations, so we begin by squar-
ing 1. The expression is now (7 + 5) –
Example 3(–1). Now handle the operation in
x–6 parentheses: 7 + 5 = 12. The expression
This is an algebraic expression because 6 has become 12 – 3(–1). Multiplication
is subtracted from x, a variable that repre- comes before subtraction, so we multiply
sents a number. 3 by –1. 3 × –1 = –3, and our expression
has been simplified to 12 – (–3). Replace
Example the two negative signs with a positive sign,
(7x2 + 5) – 3y and 12 + 3 = 15. When x = 1 and y = –1,
This is a more complex algebraic expres- (7x2 + 5) – 3y = 15.
sion. The variable x is squared, and then
multiplied by 7. The result of that is Sometimes a variable appears in an expression
added to 5, and then finally, 3 times the more than once. Be sure to replace every occurrence
variable y is subtracted from that sum. of the variable with its real value.

If we know the value of a variable in an alge- Example

braic expression, we can replace the variable with the If a = 3, what is the value of 4a + 3a2?
value. Let’s look again at that first example. Replace both instances of a with 3: 4(3) +
3(32) = 4(3) + 3(9) = 12 + 27 = 39.
Example
x–6
If we are told that the value of x is 7, we
can replace x with 7 and the expression Practice Questions
becomes 7 – 6. Now that we have two real
numbers, we can evaluate the expression: 7 Evaluate the following algebraic expressions when
– 6 = 1. We say that when x = 7, x – 6 = 1. a=3
b = −5
What if x is equal to 2? Substitute 2 for x x=6
in the expression: 2 – 6 = –4. When x = 2, 1
y = 2
x – 6 = –4. z = −8

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– ALGEBRAIC EXPRESSIONS –

223. 4a + z Combining Like Terms

224. 3x ÷ z
Sometimes, we can simplify an algebraic expression
225. 2ax − z by combining one or more of the terms in the expres-
sion. A term is an element in the expression that is
226. 5ab + xy subtracted, added, multiplied, or divided (or, in a
single-term expression, an element that stands
227. 4b2 − az
alone). In the expression x – 6, x and 6 are both
228. 7x ÷ 2yz terms. In the expression 4a + 3a2, 4a and 3a2 are both
terms, but 4 is not considered a term because it is
229. bx + z ÷ y
multiplied by a. In the same way, a is not a term, either,
230. 6y − 2ab but 4a, the product of 4 and a, is a term.
If two terms have the same base, then the two
231. a(b + z)2 terms can be combined using addition or subtrac-
tion. These kinds of terms are called like terms. In
232. 2(a2 + 2y) ÷ b
the expression 4a + 3a2, 4a and 3a2 have different
233. a3 + 24y − 3b bases. The base of 4a is a, or a1, and the base of 3a2 is
a2. These terms cannot be combined because they are
234. −2x − b + az unlike terms.
235. 5z2 − 2z + 2

236. 5xy ÷ 2b
PITFALL

12
x −z
237. 7x +  The language we use can be tricky. Unlike
terms, such as 4a and 3a2, cannot be com-
238. 2b2 ÷ y bined into a single term using addition or
subtraction because they have different
239. bx(z + 3)
bases. However, it would be wrong to say
240. 6y(z ÷ y) + 3ab that 4a and 3a2 cannot be added together.
We can add 4a and 3a2, and we show that
241. 2bx ÷ (z − b) addition as 4a + 3a2. It’s just that we can’t do
anything more. Any two terms can be added,
242. 12ab ÷ y but we can only perform the addition and
x combine them if they are like terms.
243. y[(2 − 3) − 4a]

244. 10b3 − 4b2

What makes two algebraic terms like terms?
245. 8y(a3 − 2y)
First, they must contain the same variable. Second,
246. z2 − 4a2y the exponent(s) of the variable(s) in each term must
be the same. The terms 2x2 and 3x2 are like terms be-
247. 3x2b(5a − 3b) cause both have the same base: x2. However, 2x2 and

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3x3 are not like terms. Even though they both have Multiplying Terms
the same variable in their base, x, that variable is
raised to the second power in the first term and raised We don’t need like terms in order to multiply two
to the third power in the second term. These terms terms. To multiply two terms, multiply their coeffi-
are not alike and cannot be combined. cients and multiply their bases. How do we multiply the
The term 3x2 has a base of x2 and a coefficient of bases? After all, the bases are variables, not numbers. We
3. The number that is multiplied by the base of a term simply list the different variables next to each other, to
is called a coefficient. If a term appears to have no co- show that they are being multiplied. If two variables are
efficient, then the coefficient is 1. The coefficient of b4 the same, we multiply them by adding their exponents.
is 1, because 1b4 = b4.
Example
(ab)(b2)
Adding Like Terms To multiply ab by b2, list a next to b (since
these variables are different) and add the
To add two like terms, add the coefficients of the exponent of b in the first term to the ex-
terms and keep the bases. ponent of b in the second term. In the
first term, b is raised to the first power,
Example and in the second term, it is raised to the
6y + 9y second power. Since 1 + 2 = 3, (b)(b2) =
The coefficient of 6y is 6 and the coeffi- b3, and (ab)(b2) = ab3.
cient of 9y is 9; 6 + 9 = 15, so 6y + 9y =
15y. What would be the sum of 6y and 9z? Example
That’s a trick question: We can’t combine (12x3yz4)(2xy2z2)
6y and 9z, because they are unlike terms. First, multiply the coefficients: (12)(2) =
24. Next, multiply the variables: (x3)(x) =
x4, (y)(y2) = y3, and (z4)(z2) = z6.
(12x3yz4)(2xy2z2) = 24x4y3z6. The coeffi-
Subtracting Like Terms cient is listed right alongside the variables,
which are listed right alongside each
To subtract two like terms, subtract the coefficient of other, to show that they are all being
the second term (the subtrahend) from the coeffi- multiplied together.
cient of the first term and keep the bases.

PITFALL
Example
8ab3c2 – 5ab3c2
Don’t forget about multiplication. When you
Subtract the coefficient of the second see a number next to a variable, even
term from the coefficient of the first term: though no multiplication symbol is shown,
8 – 5 = 3, so 8ab3c2 – 5ab3c2 = 3ab3c2. that number (the coeffcient) is being multi-
plied by the variable: 3x2 means 3 × x2.

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– ALGEBRAIC EXPRESSIONS –

Dividing Terms Tips for Combining

Like Terms
Just as with multiplication, we can divide two terms
that are like or unlike. Divide the coefficient of the Distributive Property
dividend by the coefficient of the divisor. If the same of Multiplication
variable appears in both the dividend and the divi- The distributive property of multiplication tells you
sor, subtract the exponent of the variable in the divi- how to multiply the terms inside parentheses by the
sor from the exponent of that same variable in the term outside the parentheses. Study the following
dividend. general and specific examples.

Example a(b + c) = ab + ac
(60a2b6c) ÷ (20a5b3) a(b – c) = ab – ac
First, divide the coefficients: 60 ÷ 20 = 3. (b + c)a = ba + ca
Next, divide the variables: 2 – 5 = –3, so 4(6 + 3) = 4 × 6 + 4 × 3 = 24 + 12 = 36
(a2) ÷ (a5) = a–3; 6 – 3 = 3, so (b6) ÷ (b3) = (–5 + 8)3 = –5 × 3 + 8 × 3 = –15 + 24 = 9
b3. Since there is no c in the divisor, we 7(10 + 3) = 7 × 10 + 7 × 3 = 70 + 21 = 91
carry c right into our answer. (60a2b6c) ÷ 3(x + 2y) = 3 × x + 3 × 2y = 3x + 6y
(20a5b3) = 3a–3b3c. a(b – 5d) = a × b – a × 5d = ab – 5ad

Numerical examples of the commutative properties

TIP for addition and multiplication were given in the “Tips
for Working with Integers” section in Chapter 1. Now
Why did we carry c from the dividend right look at the following examples:
into our answer in the preceding example?
You can think of that two ways: c divided by Commutative Property
1 is c, since any number divided by 1 is it- of Addition
self, or you can think of c as c1 divided by c0. a+b=b+a
Subtracting exponents, 1 – 0 = 1, so (c1) ÷
This equation reminds us that terms being combined
(c0) = c1, or c. That’s why, when a variable
by addition can change their location (commute),
appears in the dividend but not the divisor of
an algebraic expression, we carry it right into
but the value of the expression remains the same.
our simplifed result.
Commutative Property
of Multiplication
x×y=y×x
This equation reminds us that the order in which we
multiply expressions can change without changing
the value of the result.

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Associative Property of Addition of these properties will come into play as we simplify
(q + r) + s = q + (r + s) algebraic expressions by combining like terms.
Here is one more example, and then we’ll be
This equation reminds us that when you are per-
ready to practice.
forming a series of additions of terms, you can associ-
ate any term with any other and the result will be the
Example
same.
[5g – 2(4g)](3g3h2)

Associative Property Begin with the first set of delimiters.

of Multiplication [5g – 2(4g)] = (5g – 8g) = –3g. The
expression is now –3g(3g3h2), which
(d × e) × f = d × (e × f )
equals –9g4h2.
This equation reminds us that you can multiply three
or more terms in any order without changing the
value of the result.
Practice Questions
Identity Property of Addition
Simplify the following expressions by combining like
n+0=n terms.

Identity Property of Multiplication

248. 5a + 2a + 7a

n×1=n 249. 7a + 6b + 3a

250. 4x + 2y − x + 3y
Term Equivalents

x=1×x 251. 27 − 3m + 12 − 5m
For purposes of combining like terms, a variable by 252. 7h + 6 + 2w − 3 + h
itself is understood to mean one of that term.
253. 4(x + 2y) + 2(x + y)
n = +n
254. 3(2a + 3b) + 7(a − b)
A term without a sign in front of it is considered to be
positive. 255. 11(4m + 5) + 3(–3m + 8)

a + –b = a − +b = a − b 256. 64 + 5(n − 8) + 12n − 24

Adding a negative term is the same as subtracting a
257. 4(x + y − 4) + 6(2 − 3y)
positive term. Look at the expressions on either side
of the equal signs. Which one looks simpler? Of 258. −7(a + b) + 12a − 16b
course, it’s the last, a − b. Clarity is valued in mathe-
259. 14 + 9(2w + 7) − 2(6 − w)
matics. Writing expressions as simply as possible is
always appreciated. 260. 8s − 3r + 5(2r − s)
While it may not seem relevant yet, as you go
through the practice exercises, you will see how each 261. 6(3m − 12) − 4(9m + 8)

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– ALGEBRAIC EXPRESSIONS –

262. 5(15 − 2j ) + 11(7j − 3) one banana, or 5w. The cost of four apples
and five bananas is 4z + 5w.
263. a(a + 4) + 3a2 − 2a + 10

264. 8(x − 7) + x(2 − x)

Practice Questions
265. 3r2 + r(2 − r) + 6(r + 4)
273. Assume that the number of hours Katie spent
266. 2x − x(5 + y) + 3xy + 4(2x − y) practicing soccer is represented by x. Michael
267. −7(c − 2d) + 21c − 3(d − 5) practiced four hours less than two times the
number of hours that Katie practiced. How
268. 5(3x − y) + x(5 + 2y) − 4(3 + x) long did Michael practice?
a. 2x – 4
269. 6(m − 3n) + 3m(n + 5) − 2n(3 − m)
b. 2x + 4
270. 9(2x − t) + 23xt + x(–4 + 5t) c. 2x + 8
d. 4x + 4
271. 4[2a(a + 3) + 6(4 − a)] + 5a2
274. Patrick gets paid three dollars less than four
272. 8(2a − b − 3c) + 3(2a − b) − 4(6 − b)
times what Kevin gets paid. If the number of
dollars that Kevin gets paid is represented by
x, what does Patrick get paid?
Translating Words into
a. 3 − 4x
Algebraic Expressions
b. 3x − 4
c. 4x − 3
We can take a phrase or sentence and convert it into
d. 4 − 3x
an algebraic expression.
275. If the expression 9y − 5 represents a certain
Example
number, which of the following could NOT be
four less than twice x
the translation?
“Twice x” means “two times x,” or 2x. a. five less than nine times y
Four less than that is 2x – 4. Four less than b. five less than the sum of 9 and y
twice x in algebraic terms is 2x – 4. c. the difference between 9y and 5
d. the product of 9 and y, decreased by 5
Example
If apples cost z cents and bananas cost 276. Susan starts work at 4:00 P.M. and Dee starts at
w cents, what is the cost of four apples 5:00 P.M. They both finish at the same time. If
and five bananas? Susan works x hours, how many hours does
If the cost of one apple is z cents, then the Dee work?
cost of four apples is four times that a. x + 1
amount, or 4z. In the same way, the cost b. x − 1
of five bananas is five times the cost of c. x
d. 2x

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277. Frederick bought 11 books that cost d dollars 282. Sally gets paid x dollars per hour for a 40-hour
each. What is the total cost of the books? workweek and y dollars for each hour she
a. d + 11 works over 40 hours. How much did Sally
b. d – 11 earn if she worked 48 hours?
c. 11d a. 48xy
d
d. 11
 b. 40y + 8x
c. 40x + 8y
278. There are m months in a year, w weeks in a d. 48x + 48y
month, and d days in a week. How many days
are there in a year? 283. Eduardo is combining two six-inch pieces of
a. mwd wood with a piece that measures four inches.
b. m + w + d How many total inches of wood does he have?
mw
c.  a. 10 inches
d
b. 16 inches
d. d + wd
c. 8 inches
d. 12 inches
279. Carlie received x dollars each hour she spent
babysitting. She babysat a total of h hours. She 284. Mary has $2 in her pocket. She does yard work
then gave half of the money to a friend who for four different neighbors and earns $3 per
had stopped by to help her. How much money yard. She then spends $2 on a soda. How
did Carlie have after she had paid her friend? much money does she have left?
hx
a. 
2 a. $18
x
b.  + h b. $10
2
h
c. 
2 +x c. $12
d. 2hx d. $14

280. A long distance call costs x cents for the first 285. Ten is decreased by four times the quantity of
minute and y cents for each additional minute. eight minus three. One is then added to that
How much would a ten-minute call cost? result. What is the final answer?
a. 10xy a. −5
b. x + 10y b. −9
xy
c.  c. 31
10
d. x + 9y d. −8

286. Eight is added to the quantity three minus the

281. Melissa is four times as old as Jim. Pat is five
sum of negative seven and positive six. This
years older than Melissa. If Jim is y years old,
answer is then multiplied by three. What is the
how old is Pat?
result?
a. 4y + 5
a. 30
b. 5y + 4
b. −21
c. 4 × 5y
c. 36
d. y + 5
d. 57
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287. John and Charlie have a total of 80 dollars. 291. Noel rode 3x miles on his bike and Jamie rode
John has x dollars. How many dollars does 5x miles on hers. In terms of x, what is the
Charlie have? total number of miles they rode?
a. 80 a. 15x miles
b. 80 + x b. 15x2 miles
c. 80 − x c. 8x miles
d. x − 80 d. 8x2 miles

288. Marty used the following mathematical 292. If the areas of two sections of a garden are 6a
statement to show he could change an + 2 and 5a, what is the difference between the
expression and still get the same answer on areas of the two sections in terms of a?
both sides: a. a − 2
10 × (6 × 5) = (10 × 6) × 5 b. 3a + 2
Which mathematical property did Marty use?
c. a + 2
a. identity property of multiplication
d. 11a − 2
b. commutative property of multiplication
c. distributive property of multiplication 293. Laura has a rectangular garden whose width is
over addition x3 and whose length is x4. In terms of x, what
d. associative property of multiplication is the area of her garden?
a. 2x7
289. Tori was asked to give an example of the
b. x7
commutative property of addition. Which of
c. x12
the following choices would be correct?
d. 2x12
a. 3 + (4 + 6) = (3 + 4) + 6
b. 3(4 + 6) = 3(4) + 3(6) 294. Jamestown High School has a soccer field
c. 3 + 4 = 4 + 3 whose dimensions can be expressed as 7y2 and
d. 3 + 0 = 3 3xy. What is the area of this field in terms of x
and y?
290. Jake needed to find the perimeter of an
a. 10xy2
equilateral triangle whose sides measure
b. 10xy3
x + 4 cm each. Jake realized that he could
c. 21xy3
multiply 3(x + 4) = 3x + 12 to find the total
d. 21xy2
perimeter in terms of x. Which property did
he use to multiply? 295. The area of a parallelogram is x8. If the base is
a. associative property of addition x4, what is the height in terms of x?
b. distributive property of multiplication a. x4
over addition b. x2
c. commutative property of multiplication c. x12
d. inverse property of addition d. x32

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296. What is the quotient of 3d 4 divided by 12d 6? 301. Express the product of −9p3r and the quantity
a. 4d2 5p − 6r in simplified form.
b. 4d 8 a. −4p4r – 15p3r2
1
c. 
4d8 b. −45p4r + 54p3r2
d. 1
 c. −45p4r − 6r
4d2
d. −45p3r + 54p3r2
297. The product of 6x2 and 4xy2 is divided by 3x3y.
What is the simplified expression? 302. A number, x, increased by 3 is multiplied by
a. 8y the same number, x, increased by 4. What is
4y the product of the two numbers in terms of x?
b. 
x
c. 4y a. x2 + 7
8y
d.  b. x2 + 12
x
c. x2 + 7x + 12
298. If the side of a square can be expressed as a2b3, d. x2 + x + 7
what is the area of the square in simplified
form? 303. The length of Kara’s rectangular patio can be
a. a4b5 expressed as 2x − 1 and the width can be
b. a4b6 expressed as x + 6. In terms of x, what is the
c. a2b6 area of her patio?
d. a2b5 a. 2x2 + 13x − 6
b. 2x2 − 6
299. If 3x2 is multiplied by the quantity 2x3y raised c. 2x2 − 5x − 6
to the fourth power, what would this d. 2x2 + 11x −6
expression simplify to?
a. 48x14y4 TERMS TO REVIEW
b. 1,296x16y4
variable
c. 6x9y4
algebraic expression
d. 6x14y4
term

300. Sara’s bedroom is in the shape of a rectangle. like terms

The dimensions are 2x and 4x + 5. What is the unlike terms
area of Sara’s bedroom?
coefficient
a. 18x
b. 18x2
c. 8x2 + 5x
d. 8x2 + 10x

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Answers 227. Substitute the values for the variables into the
expression: 4(–5)2 − (3)(–8). PEMDAS:
223. Substitute the values for the variables into the Evaluate the term with the exponent: (–5)2 =
expression: 4(3) + (–8). Order of operations (–5) × (–5). Signs the same? Multiply the
tells you to multiply first: 4(3) = 12. terms, and the result is positive: 5 × 5 = 25.
Substitute: (12) + (–8). Signs different? Substitute: 4(25) = 100. Now evaluate the
Subtract the values of the numbers and give other term: (3)(–8). Signs different? Multiply
the result the sign of the larger value (no sign and give the result a negative sign:
means +): 12 − 8 = 4. The value of the 3 × −8 = −24. Substitute the equivalent values
expression is: 4a + z = 4. into the original expression: (100) − (–24).
224. Substitute the values for the variables into the Change the operator to addition and change
expression: 3(6) ÷ (–8). PEMDAS: Multiply the sign of the number that follows: 100 + 24 =
the first term: 3(6) = 18. Substitute: (18) ÷ 124. The simplified value of the expression is:
(–8). Signs different? Divide and give the 4b2 − az = 124.
1 2 228. Substitute the values for the variables into the
result the negative sign (–24 ): 18 ÷ 8 = 28 =
1 1
24 . The value of the expression is: expression: 7(6) ÷ 2(2 )(–8). PEMDAS:
1 Multiply the terms in the expression:
3x ÷ z = –24 or –2.25.
1
225. Substitute the values for the variables into the 7 × 6 = 42[2(2 )](–8) = (1)(–8) = −8.
expression. 2(3)(6) − (–8). Multiply the factors Substitute the equivalent values into the
of the first term: 2(3)(6) = 36. Substitute: original expression: (42) ÷ (–8). Signs
(36) − (–8). Change the operator to addition different? Divide and give the result a negative
and change the sign of the number that follows: sign: (42) ÷ (–8) = −5.25. The simplified value
(36) + (8). Signs the same? Add the values of of the expression is: 7x ÷ 2yz = −5.25.
the terms and give the result the same sign: 229. Substitute the values for the variables into the
1
36 + 8 = 44. The simplified value of the expression: (–5)(6) + (–8) ÷ (2 ). Group terms
expression is: 2ax − z = 44. using order of operations: (–5)(6) + [(–8) ÷
1
226. Substitute the values for the variables into the (2 )]. PEMDAS: Multiply or divide the terms in
1 the expression: (–5)(6). Signs different?
expression: 5(3)(–5) + (6)(2 ). Evaluate the
first term of the expression: 5(3)(–5) = 15(–5). Multiply and give the result a negative sign:
Signs different? Multiply the terms and give (–5)(6) = −30. Consider the second term: (–8)
1
the result a negative sign: 15(–5) = –75. ÷ (2 ). Signs different? Divide and give the
Evaluate the second term of the expression: result a negative sign. To divide by a fraction,
1 2
1
(6)(2 ) = 3. Substitute the equivalent values you multiply by the reciprocal: 8 ÷ 2 = 8 × 1 =
1
into the original expression: (–75) + (3). Signs 8 × 2 = 16(–8) ÷ (2 ) = −16. Substitute the
different? Subtract the values of the numbers equivalent values into the original expression:
and give the result the sign of the larger value: (–30) + (–16). Signs the same? Add the value of
(–75) + (3) = –72. The simplified value of the the terms and give the result the same sign: 30
expression is: 5ab + xy = –72. + 16 = 46(–30) + (–16) = −46. The simplified
value of the expression is: bx + z ÷ y = −46.

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230. Substitute the values for the variables into the 233. Substitute the values for the variables into the
1 1
expression: 6(2 ) − 2(3)(–5). Evaluate the expression: (3)3 + 24(2 ) − 3(–5). Evaluate the
terms on either side of the subtraction sign: term with the exponent: (3)3 = 3 × 3 × 3 = 27.
1 1
6(2 ) = 3; 2(3)(–5) = 2 × 3 × −5. Positive times Evaluate the second term: 24(2 ) = 12. Evaluate
positive is positive. Positive times negative is the third term: 3(–5). Signs different? Multiply
negative: 6 × −5 = −30. Substitute the and give the result a negative sign: 3(–5) = −15.
equivalent values into the original expression: Substitute the equivalent values into the
(3) − (–30). Change the operator to addition original expression: (27) + (12) − (–15).
and change the sign of the number that Change the subtraction to addition and
follows: 3 − (–30) = 3 + 30; 3 + 30 = 33. change the sign of the number that follows:
The simplified value of the expression is: (27) + (12) + (15). Signs the same? Add the
6y − 2ab = 33. values of the terms and give the result the
231. Substitute the values for the variables into the same sign: 27 + 12 + 15 = 54. The simplified
expression: 3[(–5) + (–8)]2. PEMDAS: You value of the expression is: a3 + 24y − 3b = 54.
must add the terms inside the parentheses 234. Substitute the values for the variables into the
first: (–5) + (–8). Signs the same? Add the expression: −2(6) − (–5) + (3)(–8). Evaluate
values of the terms and give the result the first and last terms. Positive times negative
same sign: (–5) + (–8) = −13. Substitute into results in a negative: −2(6) = −2 × 6 =
the original expression: 3(–13)2. Next you −12(3)(–8) = 3 × −8 = −24. Substitute the
evaluate the term with the exponent: (–13)2 = equivalent values into the original expression:
−13 × −13. Signs the same? Multiply the terms, (–12) − (–5) + (–24). Change the subtraction
and the result is positive: 13 × 13 = 169. to addition and change the sign of the number
Substitute the equivalent values into the that follows: −12 + (5) + –24. Commutative
original expression: 3(169) = 507. The property of addition allows grouping of like
simplified value of the expression is: signs: (–12 + –24) + (5). Signs the same? Add
a(b + z)2 = 507. the values of the terms and give the result the
232. Substitute the values for the variables into the same sign: −12 + –24 = −36. Substitute:
1
expression: 2[(3)2 + 2(2 )] ÷ (–5). Look first to (–36) + (5). Signs different? Subtract and give
evaluate the term inside the outer parentheses the result the sign of the higher-value number:
1
(brackets): (3)2 + 2(2 ). The first term has an –36 + 5 = –31. The simplified value of the
exponent. Evaluate it: (3)2 = 3 × 3 = 9. expression is: −2x − b + az = −31.
1
Evaluate the second term: 2(2 ) = 1;
1
(3)2 + 2(2 ) = 9 + 1 = 10. Substitute into the
original numerical expression: 2(10) ÷ (–5).
Evaluate the first term: 2(10) = 20. Substitute
into the numerical expression: (20) ÷ (–5).
Signs different? Divide and give the result a
negative sign: (20) ÷ (–5) = −4. The simplified
value of the expression is: 2(a2 + 2y) ÷ b = −4.

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235. Substitute the values for the variables into the 238. Substitute the values for the variables into the
1
expression: 5(–8)2 − 2(–8) + 2. PEMDAS: expression: 2(–5)2 ÷ 2 . First, evaluate the term
Evaluate the term with the exponent first: with the exponent: 2(–5)2 = 2 × (–5)(–5).
(–8)2 = (–8)(–8) = 64. Substitute the value Multiply from left to right: [2 × (–5)] × (–5).
into the numerical expression: 5(64) − 2(–8) Signs different? Multiply and give the result a
+ 2. PEMDAS: Evaluate terms with negative sign: 2 × (–5) = −10. Signs the same?
multiplication next: 5(64) = 320; 2(–8) = −16. Multiply and the result is positive: (–10) × (–5)
Substitute the values into the numerical = 50. Substitute the values into the original
1
expression: 320 − (–16) + 2. Change the numerical expression: (50) ÷ 2 . Change
subtraction to addition and change the sign of division to multiplication and change the value
the number that follows: 320 + (16) + 2. Add to its reciprocal: (50) × 2 = 100. The simplified
terms from left to right. All terms are positive, value of the expression is: 2b2 ÷ y = 100.
a result of addition: 320 + 16 + 2 = 338. 239. Substitute the values for the variables into the
The simplified value of the expression is: expression: (–5)(6)[(–8) + 3)]. First, evaluate
5z2 − 2z + 2 = 338. the expression inside the outer parentheses
236. Substitute the values for the variables into the (brackets): (–8) + 3. Signs different? Subtract
1
expression: 5(6)(2 ) ÷ 2(–5). Consider the two and give the result the sign of the higher-value
terms on either side of the division sign. number: (–8) + 3 = −5. Substitute the result
Evaluate the first term by multiplying: 5 × 6 × into the numerical expression: (–5)(6)(–5).
1 1
 = (5 × 6) ×  = 15. Evaluate the second term: Multiply from left to right. Negative times
2 2
2(–5) = −10. Substitute the values into the positive equals negative: −5 × 6 = −30. Signs
original numerical expression: (15) ÷ (–10). the same? Multiply and the result is positive:
Signs different? Divide and give the result a (–30) × −5 = 150. The simplified value of the
1
negative sign: (15) ÷ (–10) = −12 . The expression is: bx(z + 3) = 150.
simplified value of the expression is: 5xy ÷ 2b 240. Substitute the values for the variables into the
1 1 1
= −12 or −1.5. expression: 6(2 )(–8 ÷ 2 ) + 3(3)(–5). First,
237. Substitute the values for the variables into the evaluate the expression inside the parentheses.
12
expression: 7(6) +  (6) − (–8). Evaluate the first Division by a fraction is the same as
1
term: 7(6) = 7 × 6 = 42. Evaluate the second multiplication by its reciprocal: −8 ÷ 2 = −8 ×
12 2
term:   = −16. Substitute the result into the
(6) = 12 ÷ 6 = 2. Substitute the values 1
1
into the original numerical expression: (42) + numerical expression: 6(2 )(–16) + 3(3)(–5).
(2) − −8. Change the subtraction to addition Evaluate the first term in the expression:
1 1
and change the sign of the number that follows: 6(2 )(–16) = 6 × 2 × −16; 3 × −16 = −48.
42 + 2 + 8. Add terms from left to right: Evaluate the second term in the expression:
42 + 2 + 8 = 52. The simplified value of the 3(3)(–5) = 3 × 3 × −5; 9 × −5 = −45. Substitute
12
expression is: 7x +  x − z = 52. the result into the numerical expression:
(–48) + (–45). Signs the same? Add the values
of the terms and give the result the same sign:
−48 + –45 = −93. The simplified value of the
expression is: 6y(z ÷ y) + 3ab = −93.

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241. Substitute the values for the variables into the 243. Substitute the values for the variables into the
1 (6)
expression: 2(–5)(6) ÷ [(–8) − (–5)]. First, expression: (2 )[(2 − 3) − 4(3)]. Evaluate the
evaluate the expression inside the outer expression in the innermost parentheses:
(6) 6
parentheses (brackets): (–8 − −5). Change the ( 2 − 3) = 2 − 3. PEMDAS: Division before

6
subtraction to addition and change the sign of subtraction: 2 − 3 = 3 − 3 = 0. Substitute the
the number that follows: −8 + 5. Signs result into the numerical expression:
1
different? Subtract and give the result the sign (2 )[(0) − 4(3)]. Evaluate the expression inside
of the higher-value number: −8 + 5 = −3. the brackets: [0 − 4(3)] = 0 − 4 × 3. PEMDAS:
Substitute the results into the numerical Multiply before subtraction: 0 − 4 × 3 = 0 − 12.
expression: 2(–5)(6) ÷ (–3). Multiply from left Change subtraction to addition and change
to right: 2 × −5 × 6 = −60. Substitute the result the sign of the term that follows: 0 − 12 = 0 +
into the numerical expression: –60 ÷ −3. Signs –12 = −12. Substitute the result into the
1 1
the same? Divide and the result is positive: –60 numerical expression: (2 )(−12) = 2 × −12.
÷ −3 = 20. The simplified value of the Signs different? Multiply numbers and give the
1
expression is: 2bx ÷ (z − b) = 20. result a negative sign: 2 × −12 = −6. The
242. Substitute the values for the variables into the simplified value of the expression is:
1 x
expression: 12(3)(–5) ÷ (2 ). Evaluate the first y[(2 − 3) − 4a] = −6.
term. Multiply from left to right: 12 × 3 × −5 = 244. Substitute the values for the variables into the
36 × −5. Signs different? Multiply the numbers expression: 10(–5)3 − 4(–5)2. Evaluate the first
and give the result a negative sign: 36 × 5 = term: 10(–5)3 = 10 × −5 × −5 × −5. Multiply
180; 36 × −5 = −180. Substitute the result into from left to right: 10 × −5 = (–50); (–50) × −5
1
the numerical expression: (–180) ÷ (2 ). = 250; 250 × −5 = −1,250. Evaluate the second
Division by a fraction is the same as term in the numerical expression: 4(–5)2 =
2
multiplication by its reciprocal: −180 × (1 ) = − 4 × −5 × −5. Multiply from left to right:
180 × 2. Signs different? Multiply numbers 4 × −5 = −20; −20 × −5 = 100. Substitute the
and give the result a negative sign: −180 × 2 = results into the numerical expression:
−360. The simplified value of the expression −1,250 − 100. Change subtraction to addition
is: 12ab ÷ y = −360. and change the sign of the term that follows:
−1,250 + –100. Same signs? Add the values of
the terms and give the result the same sign:
1,250 + 100 = 1,350; 10(–5)3 − 4(–5)2 =
−1,350. The simplified value of the expression
is: 10b3 − 4b2 = −1,350.

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245. Substitute the values for the variables into the 248. Use the associative property of addition:
1 1
expression: 8(2 )[(3)3 − 2(2 )]. Evaluate the (5a + 2a) + 7a. Add like terms: 5a + 2a = 7a.
expression in the outer parentheses (brackets): Substitute the results into the original
1 1
[(3)3 − 2(2 )] = (33) −( 2 × 2 ). Evaluate the first expression: (7a) + 7a. Add like terms: 7a + 7a
term. Multiply from left to right: 33 = 3 × 3 × 3 = 14a. The simplified result of the algebraic
= 9 × 3 = 27. Evaluate the second term: expression is: 5a + 2a + 7a = 14a.
1
2 × 2 = 1. Substitute the results into the 249. Use the commutative property of addition to
numerical expression in the parentheses: move like terms together: 7a + 3a + 6b. Use
(27) − (1). Subtract: 27 − 1 = 26. Substitute the the associative property for addition:
1
result into the original expression: 8(2 )(26). (7a + 3a) + 6b. Add like terms: (7a + 3a) =
1
Multiply from left to right: 8 × 2 = 4; 4 × 26 = 10a. Substitute: (10a) + 6b. The simplified
104. The simplified value of the expression is: result of the algebraic expression is: 7a + 6b +
8y(a3 − 2y) = 104. 3a = 10a + 6b.
246. Substitute the values for the variables into the 250. Change subtraction to addition and change
1
expression: (–8)2 − 4(3)2(2 ). Evaluate the first the sign of the term that follows: 4x + 2y +
term: (–8)2 = –8 × –8. Signs the same? Multiply (–x) + 3y. Use the commutative property of
and the result is positive: −8 × −8 = 64. Evaluate addition to move like terms together: 4x +
1 1
the second term: 4(3)2(2 ) = 4 × 3 × 3 × 2 . (–x) + 2y + 3y. Use the associative property for
Multiply from left to right: 4 × 3 = 12; 12 × 3 = addition: (4x + –x) + (2y + 3y). Add like
1
36; 36 × 2 = 18. Substitute the results into the terms: 4x + –x = 3x; 2y + 3y = 5y. Substitute
numerical expression: (64) − (18). Yes, you can the results into the expression: (4x + –x) +
just subtract: 64 − 18 = 46. The simplified (2y + 3y) = (3x) + (5y). The simplified
value of the expression is: z2 − 4a2y = 46. algebraic expression is: 4x + 2y − x + 3y =
247. Substitute the values for the variables into the 3x + 5y.
expression: 3(6)2(–5)[5(3) − 3(–5)]. PEMDAS: 251. Change subtraction to addition and change
Evaluate the expression in the outer the sign of the term that follows: 27 + –3m +
parentheses (brackets) first: [5(3) − 3(–5)] = 12 + –5m. Use the commutative property of
5 × 3 − 3 × −5; 5 × 3 − 3 × −5 = 15 − −15. addition to put like terms together:
Change subtraction to addition and change the 27 + 12 + –3m + –5m. Use the associative
sign of the term that follows: 15 + 15 = 30. property for addition: (27 + 12) +
Substitute the result into the numerical (–3m + −5m). Add like terms: 27 + 12 = 39;
expression: 3(6)2(–5)(30). PEMDAS: Evaluate −3m + –5m = −8m. Substitute the results into
terms with exponents next: (6)2 = 6 × 6 = 36. the expression: (27 + 12) + (–3m + –5m) =
Substitute the result into the numerical (39) + (–8m). Rewrite addition of a negative
expression: 3(36)(–5)(30). Multiply from left to term as subtraction of a positive term by
right: 3(36) = 108. Signs different? Multiply the changing addition to subtraction and
values and give a negative sign: (108) × (–5) = changing the sign of the following term:
−540; (–540) × (30) = −16,200; 3(6)2(–5)[5(3) (39) + (–8m) = 39 − 8m. The simplified
− 3(–5)] = −16,200. The simplified value of the algebraic expression is: 27 − 3m + 12 − 5m =
expression is: 3x2b(5a −3b) = −16,200. 39 − 8m.

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252. Change subtraction to addition and change 255. Use the distributive property of multiplication
the sign of the term that follows: 7h + 6 + on the first term: 11(4m + 5) = 11 × 4m +
2w + (–3) + h. Use the commutative property 11 × 5; 44m + 55. Use the distributive property
of addition to put like terms together: 7h + h of multiplication on the second term:
+ 2w + 6 + –3. Use the associative property for 3(–3m + 8) = 3 × −3m + 3 × 8; −9m + 24.
addition: (7h + h) + 2w + (6 + −3). Add like Substitute the result into the expression:
terms: (7h + h) = 8h; (6 + –3) = 3. Substitute (44m + 55) + (–9m + 24); 44m + 55 + –9m
the result into the expression: (8h) + 2w + (3). + 24. Use the commutative property of
The simplified algebraic expression is: addition to put like terms together: 44m +
8h + 2w + 3. –9m + 55 + 24. Use the associative property
253. Use the distributive property of multiplication for addition: (44m + –9m) + (55 + 24). Add
on the first expression: 4(x + 2y) = 4 × x + like terms: 44m + –9m = 35m; 55 + 24 = 79.
4 × 2y; 4x + 8y. Use the distributive property Substitute the result into the expression:
of multiplication on the second expression: (35m) + (79). The simplified algebraic
2(x + y) = 2 × x + 2 × y; 2x + 2y. Substitute the expression is: 35m + 79.
results into the expression: (4x + 8y) + 256. Use the distributive property of multiplication
(2x + 2y). Use the commutative property of on the second term: 5(n − 8) = 5 × n − 5 × 8;
addition to put like terms together: 4x + 2x + 5n − 40. Substitute the result into the
8y + 2y. Use the associative property for expression: 64 + (5n − 40) + 12n − 24.
addition: (4x + 2x) + (8y + 2y). Add like Parentheses are no longer needed: 64 + 5n −
terms: 4x + 2x = 6x; 8y + 2y = 10y. Substitute 40 + 12n − 24. Change subtraction to addition
the results into the expression: (6x) + (10y). and change the sign of the term that follows:
The simplified algebraic expression is: 6x + 10y. 64 + 5n + –40 + 12n + –24. Use the
254. Use the distributive property of multiplication commutative property of addition to put like
on the first term: 3(2a + 3b) = 3 × 2a + 3 × 3b; terms together: 5n + 12n + 64 + –40 + –24.
6a + 9b. Use the distributive property of Use the associative property for addition:
multiplication on the second term: 7(a − b) = (5n + 12n) + (64 + –40 + –24). Add like terms:
7 × a − 7 × b; 7a − 7b. Substitute the results 5n + 12n = 17n. Add like terms: 64 + –40 +
into the expression: (6a + 9b) + (7a − 7b); –24 = 64 + (–40 + –24); 64 + –64 = 0.
6a + 9b + 7a − 7b. Change subtraction to Substitute the results into the expression:
addition and change the sign of the term that (17n) + (0). The simplified algebraic
follows: 6a + 9b + 7a + (–7b). Use the expression is: 17n.
commutative property of addition to put like
terms together: 6a + 7a + 9b + (–7b). Use the
associative property for addition: (6a + 7a) +
(9b + –7b). Add like terms: 6a + 7a = 13a.
Signs different? Subtract the values of the
terms: 9b + –7b = 2b. Substitute the result into
the expression: (13a) + (2b). The simplified
algebraic expression is: 13a + 2b.

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257. Use the distributive property of multiplication 259. Change subtraction to addition and change
on the first term: 4(x + y − 4) = 4 × x + 4 × y the signs of the terms that follow:
− 4 × 4; 4 × x + 4 × y − 4 × 4 = 4x + 4y − 16. 14 + 9(2w + 7) + –2(6 + –w). Use the
Use the distributive property of multiplication distributive property of multiplication on the
on the second term: 6(2 − 3y) = 6 × 2 − 6 × 3y second term: 9(2w + 7) = 9 × 2w + 9 × 7;
= 12 − 18y. Substitute the results into the 9 × 2w + 9 × 7 = 18w + 63. Use the distributive
expression: (4x + 4y − 16) + (12 − 18y). property of multiplication on the third term:
Parentheses are no longer needed: 4x + 4y − 16 −2(6 + –w) = −2 × 6 + –2 × −w. Notice the
+ 12 − 18y. Use the commutative property of result of multiplication for opposite and like-
addition to put like terms together: 4x + 4y – signed terms: −2 × 6 + –2 × −w = −12 + 2w.
18y – 16 +12. Change subtraction to addition Substitute the results into the original
and change the signs of the terms that follow: expression: 14 + (18w + 63) + (–12 + 2w).
4x + 4y + –18y + –16 + 12. Use the associative Parentheses are no longer needed: 14 + 18w +
property for addition: 4x + (4y + –18y) + 63 + –12 + 2w. Use the commutative property
(–16 + 12). Add like terms: 4y + –18y = −14y; of addition to put like terms together: 18w +
−16 + 12 = 12 + –16 = −4. Substitute the 2w + 14 + 63 + –12. Use the associative
results into the expression: 4x + (–14y) + (–4). property for addition: (18w + 2w) +
Rewrite addition of a negative term as (14 + 63 + –12). Add like terms: 18w + 2w =
subtraction of a positive term by changing 20w. Add from left to right: 14 + 63 + –12 =
addition to subtraction and changing the sign of 77 + –12 = 65. Substitute the results into the
the following term. The simplified algebraic expression: (20w) + (65). Parentheses are no
expression is: 4x − 14y − 4. longer needed: 20w + 65.
258. Use the distributive property of multiplication 260. Change subtraction to addition and change
on the first term: −7(a + b) = −7 × a + –7 × b. the signs of the terms that follow: 8s + –3r +
Substitute the results into the expression: 5(2r + –s). Use the distributive property of
(–7a + –7b) + 12a − 16b. Parentheses are no multiplication on the third term: 5(2r + –s) =
longer needed: −7a + –7b + 12a − 16b. Use the 5 × 2r + 5 × −s; 5 × 2r + 5 × −s = 10r + –5s.
commutative property of addition to put like Substitute the results into the expression:
terms together: 12a + –7a + –7b − 16b. Change 8s + –3r + (10r + –5s). Parentheses are no
subtraction to addition and change the signs of longer needed: 8s + –3r + 10r + –5s. Use the
the terms that follow: 12a + –7a + –7b + –16b. commutative property of addition to put like
Use the associative property for addition: terms together: 8s + –5s + 10r + –3r. Use the
(12a + –7a) + (–7b + –16b). Add like terms: associative property for addition: (8s + –5s) +
12a + –7a = 5a; −7b + –16b = −23b. Substitute (10r + –3r). Add like terms: 8s + –5s = 3s; 10r
the results into the expression: (5a) + (–23b). + –3r = 7r. Substitute the results into the
Adding a negative term is the same as expression: (3s) + (7r). Parentheses are no
subtracting a positive term: 5a − 23b. longer needed: 3s + 7r.

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261. Change subtraction to addition and change the 262. Change subtraction to addition and change the
signs of the terms that follow: 6(3m + –12) + signs of the terms that follow: 5(15 + –2j ) +
–4(9m + 8). Use the distributive property of 11(7j + –3). Use the distributive property of
multiplication on the first term: 6(3m + –12) multiplication on the first term: 5(15 + –2j ) =
= 6 × 3m + 6 × −12; 6 × 3m + 6 × −12 = 18m + 5 × 15 + 5 × −2j; 5 × 15 + 5 × −2j = 75 + –10j.
–72. Use the distributive property of Use the distributive property of multiplication
multiplication on the second term: on the second term: 11(7j + –3) = 11 × 7j + 11
−4(9m + 8) = −4 × 9m + –4 × 8; −4 × 9m + –4 × −3; 11 × 7j + 11 × −3 = 77j + –33. Substitute
× 8 = −36m + –32. Substitute the results into the results into the expression: (75 + –10j ) +
the expression: (18m + –72) + (–36m + –32). (77j + –33). Parentheses are no longer needed.
Parentheses are no longer needed: 18m + –72 75 + –10j + 77j + –33. Use the commutative
+ –36m + –32. Use the commutative property property of addition to put like terms
of addition to put like terms together: 18m + together: 77j + –10j + 75 + –33. Use the
–36m + –72 + –32. Use the associative associative property for addition: (77j + –10j )
property for addition: (18m + –36m) + + (75 + –33). Add terms using the rules for
(–72 + –32). Add terms using the rules for terms with different signs: 77j + –10j = 67j .
terms with different signs: 18m + –36m = Add terms using the rules for terms with
−18m. Add terms using the rules for terms different signs: 75 + –33 = 42. Substitute the
with the same signs: −72 + –32 = −104. results into the expression: (67j ) + (42).
Substitute the results into the expression: Parentheses are no longer needed: 67j + 42.
(–18m) + (–104). Parentheses are no longer 263. Change subtraction to addition and change the
needed: –18m + –104. Adding a negative term signs of the terms that follow: a(a + 4) + 3a2 +
is the same as subtracting a positive term: –2a + 10. Use the distributive property of
−18m − +104. Use the commutative property multiplication on the first term: a(a + 4) = a ×
of addition: −104 + –18m. Change addition to a + a × 4. Use the commutative property of
subtraction and change the sign of the term multiplication for the second term: a × a + a ×
that follows: −104 − (+18m). The positive 4 = a2 + 4a. Substitute the results into the
symbol in front of 18m can be dropped: expression: (a2 + 4a) + 3a2 + –2a + 10.
−104 − 18m. Parentheses are no longer needed: a2 + 4a +
3a2 + –2a + 10. Use the commutative property
of addition to put like terms together: a2 + 3a2
+ 4a + –2a + 10. Use the associative property
for addition: (a2 + 3a2) + (4a + –2a) + 10. Add
the first term using the rules for terms with
the same signs: a2 + 3a2 = 4a2. Add the second
term using the rules for terms with different
signs: 4a + –2a = 2a. Substitute the results into
the expression: (4a2) + (2a) + 10. Parentheses
are no longer needed: 4a2 + 2a + 10.

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264. Change subtraction to addition and change the 266. Change subtraction to addition and change
signs of the terms that follow: 8(x + –7) + the signs of the terms that follow:
x(2 + –x). Use the distributive property of 2x + –x(5 + y) + 3xy + 4(2x + –y). Use the
multiplication on the first term: 8(x + –7) = 8 distributive property of multiplication on the
× x + 8 × −7; 8 × x + 8 × −7 = 8x + –56. Use second term: −x(5 + y) = −x × 5 + –x × y. Use
the distributive property of multiplication on the rules for multiplying signed terms:
the second term: x(2 + –x) = x × 2 + x × −x; −x × 5 + –x × y = −5x + –xy. Use the
x × 2 + x × −x = 2x + –x2. Substitute the results distributive property of multiplication on the
into the expression: (8x + –56) + 2x + –x2. fourth term: 4(2x + –y) = 4 × 2x + 4 × −y. Use
Parentheses are no longer needed: 8x + –56 + the rules for multiplying signed terms: 4 × 2x
2x + –x2. Use the commutative property of + 4 × −y = 8x + –4y. Substitute the results into
addition to put like terms together: 8x + 2x + the expression: 2x + (–5x + –xy) + 3xy +
–56 + –x2. Use the associative property for (8x + –4y). Remove the parentheses: 2x + –5x
addition: (8x + 2x) + –56 + –x2. Add terms in + –xy + 3xy + 8x + –4y. Use the associative
parentheses using the rules for terms with the and commutative properties for addition:
same signs: (10x) + –56 + –x2. Change addition (2x + –5x + 8x) + (–xy + 3xy) + (–4y). Add
to subtraction and change the sign of the term the first set of terms using the rules for terms
that follows: 10x − (56) + –x2. Use the with different signs: 2x + –5x + 8x = 5x. Add
commutative property of addition to put the the second set of terms using the rules for
terms in exponential order: −x2 + 10x − 56. terms with different signs: −xy + 3xy = 2xy.
265. Change subtraction to addition and change the Substitute the results into the expression:
signs of the terms that follow: 3r2 + r (2 + –r) + (–5x) + (2xy) + (–4y). Remove the
6(r + 4). Use the distributive property of parentheses: 5x + 2xy − 4y.
multiplication on the second term: r (2 + –r) =
r × 2 + r × −r; r × 2 + r × −r = 2r + –r2. Use the
distributive property of multiplication on the
third term: 6(r + 4) = 6 × r + 6 × 4; 6 × r + 6 ×
4 = 6r + 24. Substitute the results into the
expression: 3r2 + (2r + –r2) + (6r + 24).
Remove the parentheses: 3r2 + 2r + –r2 +
6r + 24. Use the commutative property of
addition to put like terms together: 3r2 + –r2 +
2r + 6r + 24. Use the associative property for
addition: (3r2 + –r2) + (2r + 6r) + 24. Add the
first term using the rules for terms with
different signs: 3r2 + –r2 = 2r2. Add the second
term using the rules for terms with the same
signs: 2r + 6r = 8r. Substitute the results into
the expression: (2r2) + (8r) + 24. Remove the
parentheses: 2r2 + 8r + 24.

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267. Change subtraction to addition and change 268. Change subtraction to addition and change
the signs of the terms that follow: −7(c + –2d) the signs of the terms that follow: 5(3x + –y) +
+ 21c + –3(d + –5). Use the distributive x(5 + 2y) + –4(3 + x). Use the distributive
property of multiplication on the first term: property of multiplication on the first term:
−7(c + –2d) = −7 × c + –7 × −2d . Use the rules 5(3x + –y) = 5 × 3x + 5 × −y. Use the rules for
for multiplying signed terms: −7 × c + –7 × multiplying signed terms: 5 × 3x + 5 × −y =
−2d = −7c + 14d . Use the distributive property 15x + –5y. Use the distributive property of
of multiplication on the third term: multiplication on the second term: x(5 + 2y)
−3(d + –5) = −3 × d + –3 × −5. Use the rules = x × 5 + x × 2y. Use the rules for multiplying
for multiplying signed terms: −3 × d + –3 × −5 signed terms: x × 5 + x × 2y = 5x + 2xy. Use
= −3d + 15. Substitute the results into the last the distributive property of multiplication on
expression: (–7c + 14d) + 21c + (–3d + 15). the third term: −4(3 + x) = −4 × 3 + –4 × x.
Remove the parentheses: −7c + 14d + 21c + Use the rules for multiplying signed terms:
–3d + 15. Use the commutative property of −4 × 3 + –4 × x = −12 + –4x. Substitute the
addition to move terms together: 21c + –7c + results into the original expression:
14d + –3d + 15. Use the associative property (15x + –5y) + (5x + 2xy) + (–12 + –4x).
for addition: (21c + –7c) + (14d + –3d) + 15. Remove the parentheses: 15x + –5y + 5x +
Combine like terms using addition rules for 2xy + –12 + –4x. Use the commutative
signed numbers: (14c) + (11d) + 15. Remove property of addition to move like terms
the parentheses: 14c + 11d + 15. together. Use the associative property for
addition: (15x + 5x + –4x) + –5y + 2xy + –12.
Combine like terms using addition rules for
signed numbers: (16x) + –5y + 2xy + –12.
Adding a negative term is the same as
subtracting a positive term: (16x) − (5y) +
2xy − (12). Remove the parentheses: 16x − 5y
+ 2xy − 12.

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269. Change subtraction to addition and change 270. Change subtraction to addition and change
the signs of the terms that follow: 6(m + –3n) the signs of the terms that follow: 9(2x + –t) +
+ 3m(n + 5) + –2n(3 + –m). Use the 23xt + x(–4 + 5t). Use the distributive
distributive property of multiplication on the property of multiplication on the first term:
first term: 6(m + –3n) = 6 × m + 6 × −3n. Use 9(2x + –t) = 9 × 2x + 9 × −t. Use the rules for
the rules for multiplying signed terms: 6 × m + multiplying signed terms: 9 × 2x + 9 × −t =
6 × −3n = 6m + –18n. Use the distributive 18x + –9t. Use the distributive property of
property of multiplication on the second multiplication on the third term: x(–4 + 5t) =
term: 3m(n + 5) = 3m × n + 3m × 5. Use the x × −4 + x × 5t. Use the rules for multiplying
rules for multiplying signed terms: 3m × n + signed terms: x × −4 + x × 5t = −4x + 5xt.
3m × 5 = 3mn + 15m. Use the distributive Substitute the results into the expression:
property of multiplication on the third term: (18x + –9t) + 23xt + (–4x + 5xt). Remove the
−2n(3 + –m) = −2n × 3 + –2n × −m. Use the parentheses: 18x + –9t + 23xt + –4x + 5xt. Use
rules for multiplying signed terms: −2n × 3 + the commutative property of addition to
–2n × −m = −6n + 2mn. Substitute the results move like terms together: 18x + –4x + –18t +
into the original expression: (6m + –18n) + 23xt + 5xt. Use the associative property for
(3mn + 15m) + (–6n + 2mn). Remove the addition: (18x + –4x) + –9t + (23xt + 5xt).
parentheses: 6m + –18n + 3mn + 15m + Combine like terms using addition rules for
–6n + 2mn. Use the commutative property of signed numbers: (14x) + –9t + (28xt). Adding
addition to move like terms together. Use the a negative term is the same as subtracting a
associative property for addition: (6m + 15m) positive term: 14x − 9t + 28xt.
+ (3mn + 2mn) + (–6n + –18n). Combine like
terms using addition rules for signed
numbers: (21m) + (5mn) + (–24n). Adding a
negative term is the same as subtracting a
positive term: 21m + 5mn − 24n.

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271. Change subtraction to addition and change 272. Change subtraction to addition andchange the
the signs of the terms that follow: 4[2a(a + 3) signs of the terms that follow: 8(2a + −b +
+ 6(4 + –a)] + 5a2. Simplify the terms inside −3c) + 3(2a + −b) + −4(6 + −b). Use the
the outer parentheses (brackets) first: distributive property of multiplication on the
2a(a + 3) + 6(4 + –a). Use the distributive first term: 8(2a + −b + −3c) = 8 × 2a + 8 × −b +
property of multiplication on the first term: 8 × −3c. Use the rules for multiplying signed
2a(a + 3) = 2a × a + 2a × 3. Use the rules for terms: 8 × 2a + 8 × −b + 8 × −3c = 16a + −8b +
multiplying signed terms: 2a × a + 2a × 3 = −24c. Use the distributive property of
2a2 + 6a. Use the distributive property of multiplication on the second term: 3(2a + −b) =
multiplication on the second term: 6(4 + –a) 3 × 2a + 3 × −b. Use the rules for multiplying
= 6 × 4 + 6 × −a. Use the rules for multiplying signed terms: 3 × 2a + 3 × −b = 6a + −3b. Use
signed terms: 6 × 4 + 6 × −a = 24 + –6a. the distributive property of multiplication on
Substitute the results into the expression: the third term: −4(6 + −b) = −4 × 6 + −4 × −b.
(2a2 + 6a) + (24 + –6a). Remove the Use the rules for multiplying signed terms: −4 ×
parentheses: 2a2 + 6a + 24 + –6a. Use the 6 + −4 × −b = −24 + 4b. Substitute the results
commutative property of addition: 2a2 + 6a + into the expression: (16a + −8b + −24c) + (6a +
–6a + 24. Use the associative property for −3b) + (−24 + 4b). Remove the parentheses: 16a
addition: 2a2 + (6a + –6a) + 24. Combine like + −8b + −24c + 6a + −3b + −24 + 4b. Use the
terms using addition rules for signed commutative property of addition to move like
numbers: 2a2 + (0) + 24. Use the identity terms together: 16a + 6a + −8b + −3b + 4b +
property of addition: 2a2 + 24. Substitute the −24c + −24. Use the associative property for
results into the expression: 4(2a2 + 24) + 5a2. addition: (16a + 6a) + (−8b + −3b + 4b) + −24c
Use the distributive property of multiplication + −24. Combine like terms using addition rules
on the first term: 4 × 2a2 + 4 × 24; 8a2 + 96. for signed numbers: (22a) + (−7b) + −24c +
Substitute into the expression: (8a2 + 96) + −24. Adding a negative term is the same as
5a2. Remove the parentheses: 8a2 + 96 + 5a2. subtracting a positive term: 22a − 7b − 24c
Use the commutative property of addition: − 24.
8a2 + 5a2 + 96. Use the associative property 273. a. The translation of “two times the number
for addition: (8a2 + 5a2) + 96. Add like terms: of hours” is 2x. Four hours less than 2x
13a2 + 96. becomes 2x – 4.
274. c. When the key words less than appear in a
sentence, it means that you will subtract
from the next part of the sentence, so the
number that you subtract will appear at the
end of the expression. “Four times a
number” is equal to 4x in this problem.
Three less than 4x is 4x − 3.

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275. b. Each one of the answer choices would 282. c. Because she worked 48 hours, Sally will get
translate to 9y − 5 except for choice b. The paid her regular amount, x dollars per hour,
word sum is a key word for addition, and 9y for 40 hours and a different amount, y
means “9 times y.” dollars per hour, for the additional eight
276. b. Because Susan starts one hour before Dee, hours. This becomes 40 times x plus eight
Dee works for one less hour than Susan times y, which translates to 40x + 8y.
works; thus, x − 1. 283. b. This problem translates to the expression
277. c. Frederick would multiply the number of 6 × 2 + 4. Using order of operations, do the
books, 11, by how much each one cost, d. multiplication first: 6 × 2 = 12; then add
For example, if each one of the books cost 12 + 4 = 16 inches.
$10, he would multiply 11 times $10 and 284. c. This translates to the expression 2 + 3 × 4 −
get $110. Therefore, the answer is 11d. 2. Using order of operations, multiply 3 × 4
278. a. In this problem, multiply d and w to get the first; the problem becomes 2 + 12 − 2. Add
total days in one month and then multiply and subtract the numbers in order from left
that result by m, to get the total days in the to right: 2 + 12 = 14; 14 − 2 = 12.
year. This can be expressed as mwd, which 285. b. This problem translates to the expression
means m times w times d. 10 − 4(8 − 3) + 1. Using order of
279. a. To calculate the total she received, multiply x operations, do the operation inside the
dollars per hour times h, the number of parentheses first: 10 − 4(5) + 1.
hours she worked. This becomes hx. Divide Multiplication is next, so multiply 4 × 5;
this amount by 2, because she gave half to her the problem becomes 10 − 20 + 1. Add and
friend. Thus, hx2 is how much money she has subtract in order from left to right:
left. 10 − 20 = −10; −10 + 1 = −9.
280. d. The cost of the call is x cents plus y times 286. c. This problem translates to the expression
the additional minutes. Because the call is 3{[3 − (–7 + 6)] + 8}. When dealing with
ten minutes long, the caller will pay x cents multiple grouping symbols, start from the
for one minute and y cents for the other innermost set and work your way out. Add
nine. Therefore the expression is 1x + 9y, or and subtract in order from left to right
x + 9y, as it is not necessary to write a 1 in inside the brackets. First, –7 + 6 = –1.
front of a variable. Remember that subtraction is the same as
281. a. Start with Jim’s age, y, since he appears to adding the opposite, so 3 − (–1) is 3 + (+1)
be the youngest. Melissa is four times as old = 4; the problem becomes 3(4 + 8).
as he is, so her age is 4y. Pat is five years Multiply 3 × 12 to finish the problem:
older than Melissa, so Pat’s age would be 3 × 12 = 36.
Melissa’s age, 4y, plus another five years; 287. c. If the total amount for both is 80 dollars,
thus, 4y + 5. then the amount for one person is 80
minus the amount of the other person.
John has x dollars, so Charlie’s amount is
80 − x.

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288. d. In the statement, the order of the numbers 294. c. Since the area of the soccer field would be
does not change; however, the grouping of found by the formula A = length × width,
the numbers in parentheses does. Each side, multiply the dimensions together: 7y2 ×
if simplified, results in an answer of 300, 3xy. Use the commutative property to
even though both sides look different. arrange like variables and the coefficients
Changing the grouping in a problem like next to each other: 7 × 3 × x × y2 × y.
this is an example of the associative Multiply; remember that y2 × y = y2 × y1 =
property of multiplication. y2 + 1 = y3. The answer is 21xy3.
289. c. Choice a is an example of the associative 295. a. Since the area of a parallelogram is A = base
property of addition, where changing the × height, then the area divided by the base
8
grouping of the numbers will still result in would give you the height: xx4; when
the same answer. Choice b is an example of dividing like bases, subtract the exponents:
the distributive property of multiplication x8 − 4 = x4.
over addition. Choice d is an example of 296. d. The key word quotient means division, so
3d4
the identity property of addition, where any the problem becomes 12d 6. Divide the
1d 4
number added to zero equals itself. Choice coefficients: 4d6 . When dividing like bases,
–2
c is an example of the commutative subtract the exponents: 1d4 . A variable in
property of addition, where we can change the numerator with a negative exponent is
the order of the numbers that are being equal to the same variable in the
added and the result is always the same. denominator with the opposite sign—in
290. b. In the statement, 3 is being multiplied by this case, a positive sign on the exponent:
1
the quantity in the parentheses, x + 4. 
4d 2 .
The distributive property allows you to 6x 2 × 4xy 2
297. a. The translation of the question is 3x 3 y
.
multiply 3 × x and add it to 3 × 4,
The key word product tells you to multiply
simplifying to 3x + 12.
6x2 and 4xy2. The result is then divided by
291. c. The terms 3x and 5x are like terms because
3x3y. Use the commutative property in the
they have exactly the same variable with the
numerator to arrange like variables and
same exponent. Therefore, you just add 6 × 4x 2 xy 2
the coefficients together: 3x 3 y
.
the coefficients and keep the variable:
3x + 5x = 8x. Multiply in the numerator. Remember
24x 3 y 2
292. c. Because the question asks for the difference that x2 × x = x2 × x1 = x2 + 1 = x3: 3x 3 y
.
between the areas, you need to subtract the Divide the coefficients; 24 ÷ 3 = 8:
24x 3 y 2
expressions: 6a + 2 − 5a. Subtract like 3x 3 y
. Divide the variables by subtracting
terms: 6a − 5a + 2 = 1a + 2; 1a = a, so the the exponents: 8x3 − 3y2 − 1; simplify. Recall
simplified answer is a + 2. that anything to the zero power is equal to
293. b. Since the area of a rectangle is A = length × 1: 8x0y1 = 8y.
width, multiply (x3)(x4). When multiplying
like bases, add the exponents: x3 + 4 = x7.

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298. b. Since the formula for the area of a square is 302. c. The two numbers in terms of x would be x
A = s2, then by substituting, A = (a2b3)2. + 3 and x + 4 since increased by would tell
Multiply the outer exponent by each you to add. Product tells you to multiply
exponent inside the parentheses: a2 × 2b3 × 2. these two quantities: (x + 3)(x + 4). Use
Simplify: a4b6. FOIL (first terms of each binomial
299. a. The statement in the question would multiplied, outer terms of each multiplied,
translate to 3x2(2x3y)4. The word quantity inner terms of each multiplied, and
reminds you to put that part of the last terms of each binomial multiplied) to
expression in parentheses. Evaluate the multiply the binomials: (x × x) + (4 × x) +
exponent by multiplying each number or (3 × x) + (3 × 4); simplify each term:
variable inside the parentheses by the x2 + 4x + 3x + 12. Combine like terms:
exponent outside the parentheses: x2 + 7x + 12.
3x2(24x3 × 4y4); simplify: 3x2(16x12y4). 303. d. Since the area of a rectangle is A = length ×
Multiply the coefficients and add the width, multiply the two expressions
exponents of like variables: 3(16x2 + 12y4); together: (2x − 1)(x + 6). Use FOIL (first
simplify: 48x14y4. terms of each binomial multiplied,
300. d. Since the area of a rectangle is A = length × outer terms of each multiplied,
width, multiply the dimensions to find the inner terms of each multiplied, and
area: 2x(4x + 5). Use the distributive last terms of each binomial multiplied)
property to multiply each term inside the to multiply the binomials:
parentheses by 2x: 2x × 4x + 2x × 5. (2x × x) + (2x × 6) − (1 × x) − (1 × 6).
Simplify by multiplying the coefficients of Simplify: 2x2 + 12x − x − 6; combine like
each term and adding the exponents of the terms: 2x2 + 11x − 6.
like variables: 8x2 + 10x.
301. b. The translated expression would be
−9p3r(5p − 6r). Remember that the key
word product means multiply. Use the
distributive property to multiply each term
inside the parentheses by −9p3r: −9p3r × 5p
− (–9p3r) × 6r. Simplify by multiplying the
coefficients of each term and adding the
exponents of the like variables: −9 × 5p3 + 1r
− (–9 × 6p3r1 + 1). Simplify: −45p4r −
(–54p3r2). Change subtraction to addition
and change the sign of the following term
to its opposite: −45p4r + (+54p3r2); this
simplifies to: −45p4r + 54p3r2.

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MTTM_02_053_106.QXD:RE_edition.QXD 6/28/08 7:47 AM Page 79

C H A P T E R

5 Algebraic
Equations

W E CAN USE OUR SKILLS at combining like terms and evaluating expressions to help
us solve algebraic equations. While an algebraic expression is an expression containing
one or more variables, an algebraic equation is an equation containing one or more
variables. An equation is an expression with an equal sign.
Algebraic equations are at the heart of much of the math you will learn in high school and college.
Even some geometry questions are as much algebra as they are geometry. This chapter is where you will
build the foundation for most of the math you will learn in the future.
When solving any equation, there is one unbreakable rule: Always perform the same action on both
sides of the equation. If you add 3 to one side of the equation, add 3 to the other side of the equation. If
you divide one side of the equation by 20, you must divide the other side of the equation by 20.

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One-Step Equations TIP

A one-step equation can be solved by performing a We can always check our work after solving
single operation. Usually, that one operation is addi- an algebraic equation. Substitute the value
tion, subtraction, multiplication, or division, but find- found for the variable back into the original
ing a square or square root might also help you solve equation. In the preceding example, x = 3.
an equation. We solve equations by using operations Substitute 3 for x in the original equation: 3 +
5 = 8. Since this number sentence is true,
to isolate the variable on one side of the equation.
our answer must be correct.

Addition and
Subtraction Equations Multiplication and
Division Equations
Addition and subtraction equations go together. To
solve an addition equation, we must use subtraction. Multiplication and division equations also go to-
Take the number being added to the variable and gether. To solve a multiplication equation, divide
subtract it from both sides of the equation to leave both sides of the equation by the coefficient of the
the variable alone on one side of the equation. To variable. To solve a division equation, multiply both
solve a subtraction equation, we must use addition. sides of the equation by the number that is dividing
Take the number being subtracted from the variable the variable.
and add it to both sides of the equation so that the
variable remains alone on one side of the equation. Example
5k = 35
Example
The coefficient of the variable is 5, so we
x+5=8
must divide both sides of the equation by
To solve this addition equation, subtract 5 5: (5k5 ) = 355 , and k = 7.
from both sides of the equation. Remem-
ber, in order to keep an equation true, Example
j
whatever we do to one side of the equation,
4=3
we must do to the other side: x + 5 – 5 = 8 –
The variable is being divided by 4, so we
5, and x = 3.
must multiply both sides of the equation
j
by 4. 4(4) = 4(3), and j = 12.
Example
w – 9 = 22
To solve this subtraction equation, use
addition. Add 9 to both sides of the equa-
tion: w – 9 + 9 = 22 + 9, and w = 31. Since
31 – 9 = 22, our answer is correct.

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TIP Practice Questions

When a variable is being multiplied or di- Solve the following equations.

vided by a number, we can always multiply
the variable by the reciprocal of that number. 304. a + 21 = 32
To fnd the reciprocal of a number, reverse
the values of the numerator and denomina- 305. x − 25 = 32
tor of the number. Remember, a whole num-
ber has a denominator of 1. Let’s look again
306. y + 17 = −12
at the last two examples.
5k = 35
307. b − 15 = 71
5 1
The reciprocal of 5, or 1, is 5. Multiply both
1 1 1
sides of the equation by 5: 5 (5k) = 5 (35), and 308. 12 − c = −9
1
k = 7. Multiplying by 5 is the same as divid-
ing by 5.
j
309. s − −4 = −1
4
=3
1 3 1
We could also write this problem as 4 j = 3. 310. a + 14 = 64
1 1
The reciprocal of 4 is 4: 4( 4 )j = 4(3), and j = 12.
5 2
311. b − 2 = −3

1
312. c − 4(2 − 5) = 20
Word Problems
313. m + 2(5 − 24) = −76
A word problem might describe a situation where a
quantity is unknown. Represent that unknown with a
314. 2a = 24
variable (such as x), and then solve the equation for x.

315. 4x = −20
Example
Tom and Jerry have $120. If Tom has $48,
316. −3y = 18
how much does Jerry have?
Let x represent the amount of money Jerry 317. 27b = 9
has. Since Tom has $48 and he and Jerry
have a total of $120, $48 + x = $120. Solve 318. 45r = −30
the equation by subtracting $48 from both
sides of the equation: $48 + x – $48 = $120 319. 0.2c = 5.8
– $48, and x = $72. Jerry has $72.
x
320.  = 16
7

y
321. –4 = −12

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2
322. 3 a = 54 might need to add a number to both sides of an
equation and then divide both sides of the equation
8
323. 5 b = −56 by a number, or we may need to use both division
and subtraction.
7
324. Jack paid $21,000 for his new car. This was 8
the suggested selling price of the car. What was Example
the suggested selling price of the car? 5u + 13 = 48
In this example, the variable u is multi-
325. After putting 324 teddy bears into packing
plied by 5, and then 13 is added to that
crates, there were 54 crates filled with bears. If
product. Since there are multiplication
each crate contained the same number of bears,
and addition in this equation, we will
how many bears were in each packing crate?
need to use division and subtraction to
326. Only 3% of turtle hatchlings will live to solve the equation. First, subtract 13 from
become breeding adults. How many turtles both sides of the equation.
must have been born if the current number of 5u + 13 – 13 = 48 – 13
breeding adults is 1,200? 5u = 35
Now we’re looking at a one-step equation,
327. This year, a farmer planted 300 acres of corn.
and we already know how to solve these.
This was 1.5 times as many acres as he planted
Divide both sides of the equation by 5:
last year. How many acres did he plant last year? 5u 35
5 = 5 , and u = 7.

328. A business executive received a $6,000 bonus

TIP
check from her company at the end of the year.
This was 5% of her annual salary. How much
In the preceding example, we needed to use
was her annual salary before receiving the
division and subtraction. Why did we sub-
bonus?
tract frst? In general, it is best to use addi-
tion and subtraction before multiplication or
Multistep Equations division when solving multistep equations. If
we began by dividing, we would have had to
divide three terms (instead of two) by 5, and
Sometimes, more than one step is needed to get a
that would have left us with fractions:
variable alone on one side of the equation. We 13 48
u+ 5
= 5

Our next step would have been to subtract

TIP 13
from both sides of the equation. Subtract-
5
13
ing 13 is a lot easier than subtracting 5 ! By
No matter how many steps are required to adding or subtracting frst, you are less likely
isolate the variable, each step should reduce to have to work with either very large num-
the number of terms on one or both sides of bers (if you multiply frst) or fractions (if you
the equation. divide frst).

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Example 336. 4 = 4a + 20
q
8 – 24 = –18

Since there is division and subtraction in 337. 10a + 5 = 7

this equation, we will need to use multi-
plication and addition to solve the equa- 338. 0.3a + 0.25 = 1
tion. Start with addition:
2
q 339. 3 m + 8 = 20
8 – 24 + 24 = –18 + 24
q
=6 3
8
q
340. 9 = 4 m − 3
Now multiply: 8(8)
= 8(6), and q = 48.
Let’s check our answer. It becomes more 341. 41 − 2m = 65
important to check your work as the num-
ber of steps needed to solve an equation 342. 4m − 14 = 50
increases, because there are more places in
which you could make a mistake. Substi- 343.
2m
 + 16 = 24
5
tute 48 for q in the original equation:
48
8 – 24 = –18 344. 7m − 6 = −2.5
6 – 24 = –18
–18 = –18 345. 10s − 6 = 0

Our answer is correct. s

346.  + 2.7 = 3
4

347. 8s − 7 = 41
Practice Questions

Find the solutions to the following equations. 348. −55 = 25 − s

329. 4x + 7 = 11 Find the solutions to the following word problems by

letting a variable equal the unknown quantity, mak-
330. 13x + 21 = 60 ing an equation from the information given, and then
solving the equation.
331. 3x − 8 = 16
349. A farmer is raising a hog that weighed 20
332. 5x − 6 = −26 pounds when he bought it. He expects it to
gain 12 pounds per month. He will sell it when
333.
x
 + 4 = 10 it weighs 200 pounds. How many months will
3
it be before he will sell the animal?
x
334. 
7 −5=1
350. Mary earns $1.50 less than twice Bill’s hourly
335. 39 = 3a − 9 wage. Mary earns $12.50 per hour. What is
Bill’s hourly wage?

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351. At year’s end, a share of stock in Axon Corpo- tract 3g from both sides of the equation or
ration was worth $37. This was $8 less than subtract 5g from both sides of the equa-
three times its value at the beginning of the tion. We have a lot of options, but no
year. What was the price of a share of Axon matter which we choose, we will arrive at
stock at the beginning of the year? the correct answer.
Let’s begin by combining the g terms.
352. By changing jobs, Jennifer increased her We’ll subtract 3g from both sides rather
income to $4,000 more than one and half than subtracting 5g so that we don’t have
times her former salary. She earns $64,000 at to work with negative numbers.
her new job. What was her salary at her previ-
3g + 8 – 3g = 5g – 4 – 3g
ous employment?
8 = 2g – 4
Next, we can either subtract 8 from both
353. Twenty-five more girls than two-thirds the
sides or add 4 to both sides. If we subtract
number of boys participate in interscholastic
8 from both sides, we won’t have the g
sports at a local high school. If the number of
term alone on one side of the equation,
girls participating is 105, how many boys
which is our goal. We therefore add 4 to
participate?
both sides of the equation:
8 + 4 = 2g – 4 + 4
Solving Multistep Equations 12 = 2g
by Combining Like Terms Now we’re one step away from our an-
swer. Divide both sides of the equation by
2g
In the preceding chapter, we learned to combine like 2: 122 = 2 , and g = 6. Check the answer
terms to simplify and evaluate algebraic expressions. with substitution:
Now, we’ll combine like terms to help us solve alge- 3(6) + 8 = 5(6) – 4
braic equations. So far, the examples we’ve seen have 18 + 8 = 30 – 4
had only one variable in them, and only one occur- 26 = 26
rence of that variable. These next examples have one
The two sides of the equation are equal, so
variable, but more than one occurrence of it.
our answer is correct.

Example Example
3g + 8 = 5g – 4 3p + 5 – 6(p – 2) = 2(13 + p) – 4
This equation has multiplication, addi- This example contains many operations.
tion, and subtraction. It also has a g term Begin by distributing the 6 on the left side
on both sides of the equation. We can of the equation and the 2 on the right side
start by subtracting 8 from both sides of of the equation. This will give us a clearer
the equation, or we could start by adding idea of what we need to do.
4 to both sides of the equation. Another 3p + 5 – 6p + 12 = 26 + 2p – 4
approach would be to start by combining
Next, combine like terms on each side of
the g terms. To do so, we can either sub-
the equation. On the left side, 3p – 6p = –3p
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and 5 + 12 = 17. On the right side, side of the equation. If we subtract 20

26 – 4 = 22. The equation is now: from both sides of the equation, we are
–3p + 17 = 22 + 2p left with 10x = 10x. Divide both sides by
10, and we have x = x; x will equal x for
This looks a little like the preceding exam-
any value of x, so this equation has infi-
ple. Combine the p terms. We can either
nite solutions.
add 3p to both sides of the equation or
subtract 2p from both sides of the equa-
Example
tion. It doesn’t matter which we do, so
4(3x + 5) = 2(6x – 10)
let’s add 3p:
Begin by distributing the 4 on the left side
–3p + 17 + 3p = 22 + 2p + 3p
of the equation and the 2 on the right side
17 = 22 + 5p
of the equation:
To get the p term alone on the right side
4(3x + 5) = 12x + 20
of the equation, subtract 22 from both
2(6x – 10) = 12x – 20
sides:
The equation is now 12x + 20 = 12x – 20.
17 – 22 = 22 + 5p – 22
If we subtract 12x from both sides of the
–5 = 5p
equation, we are left with 20 = –20,
We have just one step left now: Divide
5p
which is never true. This equation has
both sides by 5: –55 = 5 , so p = –1. The
no solution.
check proves our answer is true:
3(–1) + 5 – 6[(–1) – 2] = 2[13 + (–1)] – 4
–3 + 5 – 6(–3) = 2(12) – 4 Practice Questions
2 + 18 = 24 – 4
20 = 20 Find the solutions for the following equations.

Every equation we’ve seen so far has had exactly 354. 11x + 7 = 3x – 9
one solution. However, some equations can have infi-
nitely many solutions—or no solutions at all. If the 355. 3x – 23 = 54 – 4x
quantity on one side of the equation is identical to
the quantity on the other side of the equation after 356. 5x + 3 + 6x = 10x + 9 − x
like terms are combined and simplified, then the
equation has infinite solutions. If the two quantities 357. 10x + 27 − 5x − 46 = 32 + 3x − 19
on either side of the equal sign are not in fact equal,
the equation will have no solution. 358. 20x − 11 − 3x = 9x + 43

Example
359. 0.4 + 3x − 0.25 = 1.15 − 2x
5(2x + 4) = 10x + 20
First, distribute the 5 on the left side of 360. 2x + 17 − 1.2x = 10 − 0.2x + 11
the equation. 5(2x + 4) = 10x + 20, which
is the same as the quantity on the right 361. 2 + 6x − 0.2 = 5x + 2.1

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362. 0.4 + 3x − 0.25 = 1.15 − 2x Common Word Problems

363. 3x + 12 − 0.8x = 3.4 − 0.8x − 9.4 Now that we know how to solve algebraic equations,
let’s look at a few common formulas:
364. 7(x + 2) + 1 = 3(x + 14) − 4x
distance formula: D = rt where r = rate and
365. 4(4x + 3) = 6x − 28 t = time
simple interest: I = prt where p = principal,
366. 13 − 8(x − 2) = 7(x + 4) + 46 r = interest rate, and t = time in years
area of a trapezoid: A = 12h(b1 + b2) where
367. 13x + 3(3 − x) = −3(4 + 3x) − 2x h = height and b1 and b2 are the bases
Fahrenheit/Celsius equivalence: C = 59(F – 32);
368. 2(2x + 19) − 9x = 9(13 − x) + 21 F = 95 C + 32
volume of a cylinder: V = πr2h (let π = 3.14)
369. 12x − 4(x − 1) = 2(x − 2) + 16 where r = radius and h = height
surface area of a cylinder: S = 2πr(r + h)
4
370. 2x + 15 x = 1 + 3x where r = radius of the base and
h = height of cylinder (let π = 3.14)
5
371. 2 (x − 2) + 3x = 3(x + 2) − 10
The distance formula consists of distance, rate,
1 1
372. 6(2 x + 
2) = 3(x + 1) and time. Given any two of those quantities, we can
find the third using multiplication or division. The
373. 0.7(0.2x − 1) = 0.3(3 − 0.2x) simple interest formula is similar—given any three of
the four values in that formula, you can find the
374. 10(x + 2) + 7(1 − x) = 3(x + 9) fourth value using multiplication or division. The
temperature formula may look complicated, but it’s
375. 4(9 − x) = 2x − 6(x + 6) not—given the temperature in either Celsius or
Fahrenheit, you can find the temperature in the other
376. 5(2x + 3) − 9 = 14(x + 1) unit using multiplication and addition.

377. 7(x − 10) + 110 = 4(x − 25) + 7x Example

If the temperature is 86 degrees Fahren-
378. 0.8(x + 20) − 4.5 = 0.7(5 + x) − 0.9x heit, what is the temperature in degrees
Celsius?
Substitute 86 for F in the equation:
C = 59(86 – 32)
C = 59(54)
C = 5(6)
C = 30 degrees

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– ALGEBRAIC EQUATIONS –

Practice Questions 387. Jeff won’t play golf if the temperature falls
below 50° Fahrenheit. He is going to a country
379. An airplane flies at an average velocity of 350 where the temperature is reported in Celsius.
miles per hour. A flight from Miami to Aruba What would Jeff ’s low temperature limit be in
takes three and a half hours. How far is it from that country? (Round your answer to the near-
Miami to Aruba? est degree.)

380. A bicycle tour group planned to travel 68 miles 388. The temperature in Hillsville was 20° Celsius.
between two New England towns. How long What is the equivalent of this temperature in
would the trip take if they averaged 17 miles degrees Fahrenheit?
per hour for the trip? a. 4°
b. 43.1°
381. A hiking group wanted to travel along a seg- c. 68°
ment of the Appalachian Trail for four days. d. 132°
They planned to hike six hours per day and
wanted to complete a trail segment that was 60 389. Peggy’s town has an average temperature of
miles long. What rate of speed would they have 23° Fahrenheit in the winter. What is the
to average to complete the trail segment as average temperature on the Celsius scale?
planned? a. −16.2°
b. 16.2°
382. At an interest rate of 6%, how much interest c. 5°
would $12,000 earn over two years? d. −5°

383. Over a three-year period, the total interest paid 390. Celine deposited $505 into her savings
on a $4,500 loan was $1,620. What was the account. If the interest rate of the account is
interest rate? 5% per year, how much interest will she have
made after four years?
384. In order to earn $1,000 in interest over two a. $252.50
years at an annual rate of 4%, how much prin- b. $606
cipal must be put into a savings account? c. $10,100
d. $101
385. How long will it take for a $3,000 savings
account to double its value at a simple interest 391. A certain bank pays 3.4% interest per year for a
rate of 10%? certificate of deposit (CD). What is the total
balance of an account after 18 months with an
386. You plan to visit a tropical island where the initial deposit of $1,250?
average daytime temperature is 40° Celsius. a. $765
What would that temperature be on the b. $2,015
Fahrenheit scale? c. $63.75
d. $1,313.75

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392. Joe took out a car loan for $12,000. He is pay- 397. The difference between six times the quantity
ing $4,800 in interest at a rate of 8% per year. 6x + 1 and three times the quantity x − 1 is
How many years will it take him to pay off the 108. What is the value of x?
12
loan? a. 
11
35
a. 5 b. 
11
b. 2.5 c. 12
c. 8 d. 3
d. 4
398. Negative 4 is multiplied by the quantity x + 8.
393. What is the annual interest rate on an account If 6x is then added to this, the result is 2x + 32.
that earns $711 in simple interest over 36 What is the value of x?
months with an initial deposit of $7,900? a. no solution
a. 4.3% b. identity
b. 3% c. 0
c. 30% d. 16
d. 4%
399. A telephone company charges $0.35 for the
394. If 1 is added to the difference when 10x is sub- first minute of a phone call and $0.15 for each
tracted from −18x, the result is 57. What is the additional minute of the call. Which of the fol-
value of x? lowing represents the cost y of a phone call
a. −2 lasting x minutes?
b. −7 a. y = 0.15(x − 1) + 0.35
c. 2 b. x = 0.15(y − 1) + 0.35
d. 7 c. y = 0.15x + 0.35
d. x = 0.15y + 0.35
395. If 0.3 is added to 0.2 times the quantity x − 3,
the result is 2.5. What is the value of x? 400. A ride in a taxicab costs $1.25 for the first mile
a. 1.7 and $1.15 for each additional mile. Which of
b. 26 the following could be used to calculate the
c. 14 total cost y of a ride that is x miles?
d. 17 a. x = 1.25(y − 1) + 1.15
b. x = 1.15(y − 1) + 1.25
396. If twice the quantity x + 6 is divided by nega- c. y = 1.25(x − 1) + 1.15
tive 7, the result is 6. Find the number. d. y = 1.15(x − 1) + 1.25
a. −18
b. −27
c. −15
d. −0.5

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401. Jackie invested money in two different 404. The student council bought two different types
accounts, one of which earned 12% interest per of candy for the school fair. They purchased 40
year and another that earned 15% interest per pounds of candy at $2.15 per pound and x
year. The amount invested at 15% was $100 pounds at $1.90 per pound. What is the total
more than twice the amount at 12%. How number of pounds they bought if the total
much was invested at 12% if the total annual amount of money spent on candy was $162?
interest earned was $855? a. 42
a. $4,100 b. 40
b. $2,100 c. 80
c. $2,000 d. 52
d. $4,000
405. The sum of the squares of two consecutive pos-
402. Kevin invested $4,000 in an account that earns itive odd integers is 74. What is the value of the
6% interest per year and $x in a different smaller integer?
account that earns 8% interest per year. How a. 3
much is invested at 8% if the total amount of b. 7
interest earned annually is $405.50? c. 5
a. $2,075.00 d. 11
b. $4,000.00
c. $2,068.75 406. If the difference between the squares of two
d. $2,075.68 consecutive integers is 15, find the larger
integer.
403. Megan bought x pounds of coffee that cost $3 a. 8
per pound and 18 pounds of coffee at $2.50 b. 7
per pound for the company picnic. Find the c. 6
total number of pounds of coffee purchased if d. 9
the average cost per pound of both types
together is $2.85. TERM TO REVIEW
a. 42
algebraic equation
b. 18
c. 63
d. 60

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Answers 309. Change subtraction to addition and change

the sign of the term that follows: s + 4 = −1.
304. Subtract 21 from both sides of the equation. Add −4 to each side of the equation: s + 4 + −4
Associate like terms: a + (21 − 21) = = −1 + −4. Associate like terms: s + (4 + −4) =
(32 − 21). Perform the numerical operation in −1 + −4. Apply the rules for operating with
the parentheses: a + (0) = (11). Zero is the signed numbers: s + (0) = (−5). Subtracting
identity element for addition: a = 11. zero is the same as adding zero: s = −5.
3 3
305. Add 25 to each side of the equation: x − 25 + 310. Add −14 to each side of the equation: a + 14 +
3 1 3
25 = 32 + 25. Use the commutative property −14 = 64 + −14 . Associate like terms:
3 3 1 3
for addition: x + 25 − 25 = 32 + 25. Associate a + (14 + −14 ) = 64 + −14 . Apply the rules for
1
like terms: x + (25 − 25) = (32 + 25). Perform operating with signed numbers: a + (0) = 42 .
the numerical operation in the parentheses: Zero is the identity element for addition:
1
x + (0) = (57). Zero is the identity element for a = 42 .
addition: x = 57. 311. Change subtraction to addition and change
5 2
306. Subtract 17 from both sides of the equation: y the sign of the term that follows: b + −2 = −3 .
5
+ 17 − 17 = −12 − 17. Associate like terms: Subtract −2 from both sides of the equation:
5 5 2 5
y + (17 − 17) = (−12 − 17). Change b + −2 − −2 = −3 − −2 . Associate like terms: b
5 5 2 5
subtraction to addition and change the sign of + (−2 − −2 ) = −3 − −2 . Change subtraction to
the term that follows: y + (17 + −17) = addition and change the sign of the term that
5 5 2 5
(−12 + −17). Apply the rules for operating follows: b + (−2 + 2 ) = −3 + 2 . Apply the rules
with signed numbers: y + (0) = −29. Zero is for operating with signed numbers: b + (0) =
11
the identity element for addition: y = −29. . Change the improper fraction to a mixed
6
5
307. Change subtraction to addition and change number: b = 16 .
the sign of the term that follows: b + −15 = 71. 312. Change subtraction to addition and change
1
Add 15 to each side of the equation: b + −15 + the sign of the term that follows: c + −4(2 +
15 = 71 + 15. Associate like terms: −5) = 20. Use the distributive property of
1
b + (−15 + 15) = (71 + 15). Apply the rules for multiplication: c + (−4 × 2 + −4 × −5) = 20.
operating with signed numbers: b + (0) = 86. Perform the operation in parentheses:
Zero is the identity element for addition: c + (−2 + 20) = 20. Apply the rules for
b = 86. operating with signed numbers: c + (18) = 20.
308. Change subtraction to addition and change Subtract 18 from both sides of the equation:
the sign of the term that follows: 12 + −c = −9. c + 18 − 18 = 20 − 18. Associate like terms:
Add c to each side of the equation: 12 + −c + c c + (18 − 18) = 20 − 18. Perform the operation
= −9 + c. Associate like terms: 12 + (−c + c) = in parentheses: c + 0 = 2. Zero is the identity
−9 + c; 12 + (0) = −9 + c; 12 = −9 + c. Add 9 to element for addition: c = 2.
each side of the equation: 9 + 12 = 9 + −9 + c.
Associate like terms: (9 + 12) = (9 + −9) + c.
Apply the rules for operating with signed
numbers: (21) = (0) + c. Zero is the identity
element for addition: 21 = c.

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8 8 8
313. Use the distributive property of 323. Divide both sides of the equation by 5 : 5 b ÷ 5
8 8
multiplication: m + (2 × 5 − 2 × 24) = −76. = −56 ÷ 5 ; b = −56 ÷ 5 . Dividing by a fraction
The order of operations is to multiply first: is the same as multiplying by its reciprocal:
5
m + (10 − 48) = −76. Add 38 to each side of b = −56 × 8 . There are several ways to multiply
the equation: m + −38 + 38 = −76 + 38. fractions and whole numbers. Here’s one:
5
Associate like terms: m + (−38 + 38) = b = –56 –280
1 × 8 ; b = 8 ; b = −35.


−76 + 38. Apply the rules for operating with 324. Let x = the suggested selling price of the car.
7
signed numbers: m + (0) = −38; m = −38. The first and second sentences tell you that 8
314. Divide both sides of the equation by 2: 2a ÷ 2 of the suggested price = $21,000. So your
7
= 24 ÷ 2; a = 24 ÷ 2. Apply the rules for equation is: 8 x = $21,000. Divide both sides of
2a 24 7 7 7 7
operating with signed numbers:  2 =  2; the equation by 8 : 8 x ÷ 8 = 21,000 ÷ 8 ;
2a 24 7
a = 12 . Another method is:  2 = 2 ; a = 12. x = 21,000 ÷ 8 . Dividing by a fraction is the
315. Divide both sides of the equation by 4: 4x ÷ 4 same as multiplying by its reciprocal:
8
= −20 ÷ 4; x = −20 ÷ 4. Apply the rules for x = 21,000 × 7 ; x = $24,000.
operating with signed numbers: x = –5: 325. Let b = the number of bears in each packing
Another look for this solution method is: crate. The first sentence tells you that the
4x 20
 = −; x = −5. number of packing crates (54) times the
4 4
316. Divide both sides of the equation by −3: number of bears in each is equal to the total
–3y 18 18
–3 = –3 ; y = –3. Apply the rules for operating number of bears (324). Your equation is:
with signed numbers: y = −6. 54b = 324. Divide both sides of the equation
317. Divide both sides of the equation by 27: by 54: 54b ÷ 54 = 324 ÷ 54; b = 324 ÷ 54.
27b 9 9
 = ; b = . Reduce fractions to their Divide: b = 6.
27 27 27
1
simplest form: b = 3 . 326. Let t = the number of turtle hatchlings born.
318. Divide both sides of the equation by 45: The first sentence tells you that only 3%
45r
 = –30 ; r = –30 . Reduce fractions to their survive to adulthood. Three percent of the
45 45 45
simplest form (common factor of 15): r = –2 3. turtles born is 1,200. Your equation will be:
319. Divide both sides of the equation by 0.2: (3%)t = 1,200. The decimal equivalent of 3%
0.2c 5.8 5.8
 = ; c = . Divide: c = 29. is 0.03, so the equation becomes: 0.03t =
0.2 0.2 0.2
320. Multiply both sides of the equation by 7: 1,200. Divide both sides of the equation by
7(x7 ) = 7(16); x = 7(16). Multiply: x = 112. 0.03: 0.03t ÷ 0.03 = 1,200 ÷ 0.03; t = 1,200 ÷
321. Multiply both sides of the equation by −4: 0.03. Divide: t = 40,000.
y
−4 × –4 = −4 × −12; y = −4 × −12. Signs the 327. Let c = the number of acres planted last year.
same? Multiply and the result is positive: 1.5 times c is 300: 1.5c = 300. Divide both sides
y = 48. of the equation by 1.5: 1.5c ÷ 1.5 = 300 ÷ 1.5;
2 2 2
322. Divide both sides of the equation by 3 : 3 a ÷ 3 c = 300 ÷ 1.5. Divide: c = 200.
2 2
= 54 ÷ 3 ; a = 54 ÷ 3 . Dividing by a fraction is
the same as multiplying by its reciprocal:
3
a = 54 × 2 ; a = 81.

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x
328. Let d = her annual salary. Five percent of her 333. Subtract 4 from both sides of the equation: 3
salary equals her yearly bonus. Your equation + 4 − 4 = 10 − 4. Associate like terms:
x
3 + (4 − 4) = 10 − 4. Perform numerical
will be: (5%)d = $6,000. The decimal 
x
equivalent of 5% is 0.05, so the equation operations: 3 + (0) = 6. Zero is the identity
x
becomes: 0.05d = 6,000. Divide both sides of element for addition: 3 = 6. Multiply both
x
the equation by 0.05: 0.05d ÷ 0.05 = 6,000 ÷ sides of the equation by 3: 3(3 ) = 3(6);
0.05; d = 6,000 ÷ 0.05. Divide: d = $120,000. x = 18.
x
329. Subtract 7 from both sides of the equation: 334. Add 5 to each side of the equation: 7 − 5 + 5 =
4x + 7 − 7 = 11 − 7. Associate like terms: 1 + 5. Change subtraction to addition and
4x + (7 − 7) = (11 − 7). Perform numerical change the sign of the term that follows:
x
7 + −5 + 5 = 1 + 5. Associate like terms:
operations: 4x + (0) = (4). Zero is the identity 
x
element for addition: 4x = 4. Divide both sides 
7 + (−5 + 5) = 1 + 5. Perform numerical
x
of the equation by 4: 4x ÷ 4 = 4 ÷ 4; x = 1. operations: 7 + (0) = 6. Zero is the identity
x
330. Subtract 21 from both sides of the equation: element for addition: 7 = 6. Multiply both
x
13x + 21 − 21 = 60 − 21. Associate like terms: sides of the equation by 7: 7(7 ) = 7(6); x = 42.
13x + (21 − 21) = (60 − 21). Perform 335. Add 9 to each side of the equation: 39 + 9 = 3a
numerical operations: 13x + (0) = (39). Zero − 9 + 9. Change subtraction to addition and
is the identity element for addition: 13x = 39. change the sign of the term that follows:
Divide both sides of the equation by 13: 39 + 9 = 3a + (−9 + 9). Associate like terms:
13x ÷ 13 = 39 ÷ 13; x = 3. 39 + 9 = 3a + (−9 + 9). Perform numerical
331. Add 8 to each side of the equation: 3x − 8 + 8 operations: 48 = 3a + (0). Zero is the identity
= 16 + 8. Change subtraction to addition and element for addition: 48 = 3a. Divide both sides
change the sign of the term that follows: of the equation by 3: 48 ÷ 3 = 3a ÷ 3; 16 = a.
3x + −8 + 8 = 16 + 8. Associate like terms: 336. Subtract 20 from both sides of the equation:
3x + (−8 + 8) = 16 + 8. Perform numerical 4 − 20 = 4a + 20 − 20. Associate like terms:
operations: 3x + (0) = 24. Zero is the identity 4 − 20 = 4a + (20 − 20). Perform numerical
element for addition: 3x = 24. Divide both operations: −16 = 4a + (0). Zero is the identity
sides of the equation by 3: 3x ÷ 3 = 24 ÷ 3; element for addition: −16 = 4a. Divide both
4a
x = 8. sides of the equation by 4: –164 = 4 ; −4 = a.


332. Add 6 to each side of the equation: 5x − 6 + 6 337. Subtract 5 from both sides of the equation:
= −26 + 6. Change subtraction to addition and 10a + 5 − 5 = 7 − 5. Associate like terms: 10a +
change the sign of the term that follows: (5 − 5) = 7 − 5. Perform numerical operations:
5x + −6 + 6 = −26 + 6. Associate like terms: 10a + (0) = 2. Zero is the identity element for
5x + (−6 + 6) = −26 + 6. Perform numerical addition: 10a = 2. Divide both sides of the
10a 2 1
operations: 5x + (0) = −20. Zero is the identity equation by 10:   
10 = 10 ; a = 5 or 0.2.
element for addition: 5x = −20. Divide both
sides of the equation by 5: 5x ÷ 5 = −20 ÷ 5;
x = −4.

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338. Subtract 0.25 from both sides of the equation: 342. Add 14 to each side of the equation: 4m − 14 +
0.3a + 0.25 − 0.25 = 1 − 0.25. Associate like 14 = 50 + 14. Change subtraction to addition
terms: 0.3a + (0.25 − 0.25) = 1 − 0.25. Perform and change the sign of the term that follows:
numerical operations: 0.3a + (0) = 0.75. Zero 4m + −14 + 14 = 50 + 14. Associate like terms:
is the identity element for addition: 0.3a = 4m + (−14 + 14) = 50 + 14. Perform
0.75. Divide both sides of the equation by 0.3: numerical operations: 4m + (0) = 64. Zero is
0.3a 0.75
 = . Simplify the result: a = 2.5. the identity element for addition: 4m = 64.
0.3 0.3
339. Subtract 8 from both sides of the equation: Divide both sides of the equation by 4:
2 4m 64
m + 8 − 8 = 20 − 8. Associate like terms: 
3 4 =  4 ; m = 16.
2
m + (8 − 8) = 20 − 8. Perform numerical 343. This equation presents a slightly different
3
2
operations: 3 m + (0) = 12. Zero is the identity look. The variable in the numerator has a
2
element for addition: 3 m = 12. Multiply both coefficient. There are two methods for solving.
2
sides of the equation by the reciprocal of 3 : Subtract 16 from both sides of the equation:
3 2 3 2m
(m) = (12); m = 18.
2 3 2  + 16 − 16 = 24 − 16. Associate like terms:
5
2m
340. Add 3 to both sides of the equation: 9 + 3 =  + (16 − 16) = 24 − 16. Perform numerical
5
3 2m
m − 3 + 3. Change subtraction to addition operations: 
4 5 + (0) = 8. Zero is the identity
2m
and change the sign of the term that follows: element for addition:  5 = 8. Method 1:
3
9 + 3 = 4 m + −3 + 3. Associate like terms: Multiply both sides of the equation by 5:
3 2m
9 + 3 = 4 m + (−3 + 3). Perform numerical 5( 5 ) = 5(8). Use rules for multiplying whole
3 5 2m 5 × 2m
operations: 12 = 4 m + (0). Zero is the identity numbers and fractions: 1 ( 5 ) = 40; 1 × 5 = 40;
3 10m 2m
element for addition: 12 = 4 m. Multiply both  = 40; 2m = 40. Divide both sides by 2: 
5 2
3 40
sides of the equation by the reciprocal of 4 : =  2 ; m = 20. Method 2: You can recognize
4 4 3 2m 2
(12) = (m); 16 = m. that: 
3 3 4 5 = (
5 )m. Then you would multiply by
5 2 5
341. Subtract 41 from both sides of the equation: the reciprocal of the coefficient: 2 (5 )m = (2 )8;
41 − 41 − 2m = 65 − 41. Associate like terms: m = 20.
(41 − 41) − 2m = 65 − 41. Perform numerical 344. Add 6 to each side of the equation: 7m − 6 + 6
operations: (0) − 2m = 24. Zero is the identity = −2.5 + 6. Change subtraction to addition
element for addition: −2m = 24. You can and change the sign of the term that follows:
change the subtraction to addition and change 7m + −6 + 6 = −2.5 + 6. Associate like terms:
the sign of the term following to its opposite, 7m + (−6 + 6) = −2.5 + 6. Perform numerical
which in this case is −2m: −2m = 24. Divide operations: 7m + (0) = 3.5. Divide both sides
both sides of the equation by −2: −–2 2m 24
= –2 . Use of the equation by 7: 
7m 3.5

7 = 7 ; m = 0.5.
the rules for operating with signed numbers:
m = −12.

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345. Add 6 to each side of the equation: 10s − 6 + 6 349. Let x = the number of months. The number of
= 0 + 6. Change subtraction to addition and months (x), times 12 (pounds per month), plus
change the sign of the term that follows: the starting weight (20), will be equal to 200
10s + −6 + 6 = 0 + 6. Associate like terms: 10s pounds. An equation that represents these
+ (−6 + 6) = 0 + 6. Perform numerical words would be: 12x + 20 = 200. Subtract 20
operations: 10s + (0) = 6. Divide both sides of from both sides of the equation: 12x + 20 − 20
10s 6
the equation by 10:  
10 = 10 . Express the = 200 − 20. Associate like terms: 12x + (20 − 20)
3
answer in the simplest form: s = 5 = 0.6. = 200 − 20. Perform numerical operations: 12x
346. Subtract 2.7 from both sides of the equation: + (0) = 180. Divide both sides of the equation
s 12x 180
4 + 2.7 − 2.7 = 3 − 2.7. Associate like terms:
 by 12: 12 = 12; x = 15. The farmer would have
s
4 + (2.7 − 2.7) = 3 − 2.7. Perform numerical
 to wait 15 months before selling his hog.
s
operations: 4 + (0) = 0.3. Multiply both sides 350. Let x = Bill’s hourly wage. Then 2x minus
s
of the equation by 4: 4(4 ) = 4(0.3); s = 1.2. $1.50 is equal to Mary’s hourly wage, $12.50.
347. Add 7 to each side of the equation: 8s − 7 + 7 = The equation representing the last statement
41 + 7. Change subtraction to addition and would be: 2x − 1.50 = 12.50. Add 1.50 to both
change the sign of the term that follows: sides of the equation: 2x − 1.50 + 1.50 = 12.50
8s + −7 + 7 = 41 + 7. Associate like terms: + 1.50. Perform numerical operations:
8s + (−7 + 7) = 41 + 7. Perform numerical 2x = 14.00. Divide both sides of the equation
2x 14.00
operations: 8s + (0) = 48. Divide both sides of by 2:  
2 = 2 ; x = 7.00. Bill’s hourly wage is
8s 48
the equation by 8:  
8 = 8 . Express the answer $7.00 per hour.
in simplest form: s = 6. 351. Let x = the share price at the beginning of the
348. Subtract 25 from both sides of the equation: year. The statements tell us that if we multiply
−55 − 25 = 25 − 25 − s. Change subtraction to the share price at the beginning of the year by
addition and change the sign of the term that 3 and then subtract $8, it will equal $37. An
follows: −55 + −25 = 25 + −25 + −s. Associate equation that represents this amount is: 3x − 8
like terms: (−55 + −25) = (25 + −25) + −s. = 37. Add 8 to both sides of the equation:
Perform numerical operations: −80 = (0) + −s. 3x − 8 + 8 = 37 + 8. Perform numerical
Zero is the identity element for addition: operations: 3x = 45. Divide both sides of the
3x 45
−80 = −s. You are to solve for s, but the term equation by 3:  
3 = 3 ; x = 15. One share of
remaining is −s. If you multiply both sides by Axon cost $15 at the beginning of the year.
−1, you will be left with just s: −1(−80) = 352. Let x = her previous salary. The statements tell
−1(−s). Use the rules for operating with signed us that $64,000 is equal to 1.5 times x plus
numbers: 80 = s. $4,000. An algebraic equation to represent this
statement is: 64,000 = 1.5x + 4,000. Subtract
4,000 from both sides of the equation: 64,000
− 4,000 = 1.5x + 4,000 − 4,000. Perform
numerical operations: 60,000 = 1.5x. Divide
60,000 1.5x
both sides of the equation by 1.5:   
1.5 = 1.5 ;
40,000 = x. Jennifer’s former salary was
$40,000 per year.

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353. Let x = the number of boys who participate in 357. Use the commutative property of addition
interscholastic sports. The question tells us with like terms: 10x − 5x + 27 − 46 = 3x + 32
2
that 3 the number of boys plus 25 is equal to − 19. Combine like terms on each side of the
the number of girls who participate, 105. An equation: 5x − 19 = 3x + 13. Add 19 to both
equation that represents this statement is: sides of the equation: 5x – 19 + 19 = 3x + 13
2
x + 25 = 105. Subtract 25 from both sides of + 19. Combine like terms on each side of the
3
2
the equation: 3 x + 25 − 25 = 105 − 25. Perform equation: 5x = 3x + 32. Subtract 3x from both
2
numerical operations: 3 x = 80. Multiply by the sides of the equation to isolate the variable on
2 3 2 3
reciprocal of 3 : 2 (3 x) = 2(80); x = 120. The one side of the equation: 5x − 3x = 3x − 3x
number of boys who participate is 120. + 32. Simplify: 2x = 32. Divide both sides of
2x 32
354. Subtract 7 from both sides of the equation: the equation by 2:  
2 = 2 . Simplify. The
11x + 7 − 7 = 3x − 9 − 7. Simplify: 11x + (0) = solution is: x = 16. Let’s check this answer.
3x − 16. Identity property of 0 for addition: Substitute 16 for x in the original equation:
11x = 3x − 16. Subtract 3x from both sides of 10(16) + 27 − 5(16) − 46 = 32 + 3(16) − 19.
the equation: 11x − 3x = 3x − 3x − 16. Simplify: Simplify by multiplying factors: (160) + 27
8x = −16. Divide both sides of the equation by − (80) − 46 = 32 + (48) − 19. Parentheses are
8x –16
8 = 8 . Simplify: 1x = −2. The solution is:
8:  0 not needed. Add and subtract from left to
x = −2. Let’s check the answer. Substitute −2 right: 187 − 80 − 46 = 80 − 19; 107 − 46 = 61;
for x in the original equation: 11(−2) + 7 = 61 = 61. This statement is true; therefore, the
3(−2) − 9. Simplify: −22 + 7 = −6 − 9; −15 = solution is correct.
−15. The result is a true statement, so this 358. Use the commutative property to move like
answer is a correct solution. terms: 20x − 3x − 11 = 9x + 43. Combine like
355. Add 23 to both sides of the equation: 3x − 23 + terms on each side of the equation: 17x − 11 =
23 = 54 + 23 − 4x. Simplify by combining like 9x + 43. Add 11 to both sides of the equation:
terms: 3x + 0 = 77 − 4x. Identity property of 0 17x + 11 − 11 = 9x + 43 + 11. Simplify: 17x =
for addition: 3x = 77 − 4x. Now add 4x to both 9x + 54. Subtract 9x from both sides of the
sides: 3x + 4x = 77 − 4x + 4x. Simplify: 7x = equation: 17x − 9x = 9x − 9x + 54. Simplify:
77. Divide both sides of the equation by 7: 8x = 54. Divide both sides of the equation by
7x 77 8x 54
 = . Simplify: x = 11. 8:  
7 7 8 = 8 . Simplify the expression: x = 6.75.
356. Use the commutative property of addition
with like terms: 5x + 6x + 3 = 10x − x + 9.
Combine like terms on each side of the
equation: 11x + 3 = 9x + 9. Subtract 3 from
both sides: 11x + 3 − 3 = 9x + 9 − 3. Simplify:
11x = 9x + 6. Now subtract 9x from both sides
of the equation: 11x − 9x = 9x − 9x + 6.
Simplify: 2x = 6. Divide both sides by 2:
2x 6
 
2 = 2 . Simplify: x = 3.

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359. Use the commutative property to move like 361. Use the commutative property with like terms:
terms: 3x + 0.4 − 0.25 = 1.15 − 2x. Combine 6x + 2 − 0.2 = 5x + 2.1. Combine like terms
like terms on each side of the equation: 3x + and simplify the expression: 6x + 1.8 = 5x
0.15 = 1.15 − 2x. Subtract 0.15 from both sides + 2.1. Subtract 1.8 from both sides of the
of the equation: 3x + 0.15 − 0.15 = 1.15 − 0.15 equation: 6x + 1.8 − 1.8 = 5x + 2.1 − 1.8.
− 2x. Combine like terms on each side of the Combine like terms and simplify the
equation: 3x + (0) = 1 − 2x. Identity property expression: 6x = 5x + 0.3. Subtract 5x from
of 0 for addition: 3x = 1 − 2x. Add 2x to both both sides of the equation: 6x − 5x = 5x − 5x
sides of the equation: 3x + 2x = 1 − 2x + 2x. + 0.3. Combine like terms on each side of the
Simplify: 5x = 1. Divide both sides of the equation. The solution is: x = 0.3. Let’s try this
5x 1
equation by 5:  
5 = 5 . Simplify the expression: a slightly different way. Instead of subtracting
1
x = 5 . 1.8, try subtracting 2.1 from both sides of the
360. Use the commutative property with like terms. equation: 6x + 1.8 − 2.1 = 5x + 2.1 − 2.1.
2x − 1.2x + 17 = 10 + 11 − 0.2x. Combine like Combine like terms on each side of the
terms on each side of the equation: 0.8x + 17 equation: 6x − 0.3 = 5x. Now subtract 6x from
= 21 − 0.2x. Subtract 17 from both sides of the both sides of the equation: 6x − 6x − 0.3 =
equation: 0.8x + 17 − 17 = 21 − 17 − 0.2x. 5x − 6x. Combine like terms on each side of
Combine like terms on each side of the the equation: −0.3 = −x. Now divide both sides
equation: 0.8x = 4 − 0.2x. Add 0.2x to both by the coefficient of the variable x, which is
sides of the equation: 0.8x + 0.2x = 4 − 0.2x −1: –0.3 –x
–1 = –1. Dividing like signs results in a
+ 0.2x. Combine like terms on each side of the positive. Simplify: 0.3 = x. The answer is the
equation: 1x = 4. Use the identity property of same. As long as you do proper math, you can
multiplication: x = 4. manipulate an equation many ways and still
get the correct solution.

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362. Use the commutative property with like terms: 364. Use the distributive property of
3x + 0.4 − 0.25 = 1.15 − 2x. Associate like multiplication: 7(x) + 7(2) + 1 = 3(x) + 3(14)
terms on each side of the equation: 3x + − 4x. Simplify the expression: 7x + 14 + 1 = 3x
(0.4 − 0.25) = 1.15 − 2x. Simplify the + 42 − 4x. Use the commutative property with
expression: 3x + (0.15) = 1.15 − 2x. Remove like terms: 7x + 14 + 1 = 3x − 4x + 42.
the parentheses: 3x + 0.15 = 1.15 − 2x. Add 2x Combine like terms on each side of the
to both sides of the equation: 3x + 2x + 0.15 = equation: 7x + 15 = −1x + 42. Subtract 15
1.15 – 2x + 2x. Associate like terms: (3x + 2x) from both sides of the equation: 7x + 15 − 15
+ 0.15 = 1.15 + (2x − 2x). Simplify the = −1x + 42 − 15. Combine like terms on each
expression: 5x + 0.15 = 1.15. Subtract 0.15 from side of the equation: 7x = −1x + 27. Add x to
both sides of the equation: 5x + 0.15 − 0.15 = both sides of the equation: 7x + x = −1x + x
1.15 − 0.15. Combine like terms on each side + 27. Combine like terms on each side of the
of the equation: 5x + 0 = 1. Identity property equation: 8x = 27. Divide both sides of the
8x 27
of 0 for addition: 5x = 1. Divide both sides of equation by 8:  
8 = 8 . Simplify the
5x 1 3
the equation by 5:  
5 = 5 . Simplify the expression: x = 38 .
expression: x = 0.2. 365. Use the distributive property of
363. Use the commutative property with like terms: multiplication: 4(4x) + 4(3) = 6x − 28.
3x − 0.8x + 12 = 3.4 − 9.4 − 0.8x. Associate like Simplify the expression: 16x + 12 = 6x − 28.
terms on each side of the equation: (3x − 0.8x) Subtract 12 from both sides of the equation:
+ 12 = (3.4 − 9.4) − 0.8x. Simplify the 16x + 12 − 12 = 6x − 28 − 12. Combine like
expression: 2.2x + 12 = −6 − 0.8x. Subtract 12 terms on each side of the equation: 16x =
from both sides of the equation: 2.2x + 12 6x − 40. Subtract 6x from both sides of the
− 12 = −6 − 12 − 0.8x. Associate like terms on equation: 16x − 6x = 6x − 6x − 40. Simplify the
each side of the equation: 2.2x + (12 − 12) = expression: 10x = −40. Divide both sides of the
10x –40
(−6 − 12) − 0.8x. Simplify the expression: 2.2x equation by 10: 10 = 10 . Simplify the
+ (0) = (−18) − 0.8x. Identity property of 0 for expression: x = −4.
addition: 2.2x = −18 − 0.8x. Add 0.8x to both
sides of the equation: 2.2x + 0.8x = −18 + 0.8x
− 0.8x. Combine like terms on each side of the
equation: 3x = −18. Divide both sides of the
3x –18
equation by 3: 3 = 3 . Simplify the
expression: x = −6.

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366. Use the distributive property of 368. Use the distributive property of
multiplication: 13 − 8(x) − 8(−2) = 7(x) + 7(4) multiplication: 2(2x) + 2(19) − 9x = 9(13)
+ 46. Simplify the expression: 13 − 8x + 16 = − 9(x) + 21. Simplify the expression: 4x + 38
7x + 28 + 46. Use the commutative property − 9x = 117 − 9x + 21. Use the commutative
with like terms: 13 + 16 − 8x = 7x + 28 + 46. property with like terms: 38 + 4x − 9x = 117 +
Combine like terms on each side of the 21 − 9x. Combine like terms on each side of
equation: 29 − 8x = 7x + 74. Add 8x to both the equation: 38 − 5x = 138 − 9x. Subtract 38
sides of the equation: 29 – 8x + 8x = 7x + 8x from both sides of the equation: 38 − 38 − 5x
+ 74. Combine like terms on each side of the = 138 − 38 − 9x. Combine like terms on each
equation: 29 = 15x + 74. Subtract 74 from side of the equation: −5x = 100 − 9x. Add 9x to
both sides of the equation: 29 − 74 = 15x + 74 both sides of the equation: −5x + 9x = 100 −
− 74. Combine like terms on each side of the 9x + 9x. Combine like terms on each side of
equation: −45 = 15x. Divide both sides of the the equation: 4x = 100. Divide both sides of
15x 4x 100
equation by 15: –45 
15 = 15 . Simplify the the equation by 4:  
4 = 4 . Simplify the
expression: −3 = x. expression. The solution is: x = 25. Now let’s
367. Use the distributive property of multiplication: check the answer by substituting the solution
13x + 3(3) − 3(x) = −3(4) − 3(3x) − 2x. into the original equation: 2[2(25) + 19]
Simplify the expression: 13x + 9 − 3x = − 9(25) = 9[13 − (25)] + 21. Simplify the
−12 − 9x − 2x. Use the commutative property expression. Use order of operations:
with like terms: 9 + 13x − 3x = −12 − 9x − 2x. 2(50 + 19) − 225 = 9(−12) + 21;
Combine like terms on each side of the 2(69) − 225 = −108 + 21; 138 − 225 = −87;
equation: 9 + 10x = −12 − 11x. Add 11x to −87 = −87. The solution is correct.
both sides of the equation: 9 + 10x + 11x =
−12 − 11x + 11x. Combine like terms on each
side of the equation: 9 + 21x = −12. Subtract
9 from both sides of the equation: 9 − 9 + 21x =
−12 − 9. Combine like terms on each side of
the equation: 21x = −21. Divide both sides of
21x –21
the equation by 21: 
21 = 21 . Simplify the
expression: x = −1.

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369. Use the distributive property of 371. Use the distributive property on both sides:
5 5
multiplication: 12x − 4(x) − 4(−1) = (x) − (2) + 3x = 3(x) + 3(2) − 10. Simplify
2 2
5
2(x) + 2(−2) + 16. Simplify the expression: the expression: 2 x − 5 + 3x = 3x + 6 − 10. Use
5
12x − 4x + 4 = 2x − 4 + 16. Combine like the commutative property with like terms: 2 x
terms on each side of the equation: 8x + 4 = + 3x − 5 = 3x + 6 − 10. A simple way to avoid
2x + 12. Subtract 4 from both sides of the having to operate with fractions is to multiply
equation: 8x + 4 − 4 = 2x + 12 − 4. Simplify the equation by a factor that will eliminate the
the expression: 8x = 2x + 8. Subtract 2x from denominator. In this case, that would be a 2:
5
both sides of the equation: 8x − 2x = 2(2 x + 3x − 5) = 2(3x + 6 − 10). Use the
5
2x − 2x + 8. Simplify the expression: 6x = 8. distributive property: 2(2 x) + 2(3x) − 2(5) =
6x 8
Divide both sides of the equation by 6:  6 = 6. 2(3x) + 2(6) − 2(10). Simplify the expression:
4
Simplify the expression. The solution is: x = 3 5x + 6x − 10 = 6x + 12 − 20. Combine like
1
or 13 . Now let’s check the answer by terms on each side of the equation: 11x − 10 =
substituting the solution into the original 6x − 8. Add 10 to both sides of the equation:
4 4 4
equation: 12(3 ) − 4[(3 ) − 1] = 2[(3 ) − 2] + 16. 11x − 10 + 10 = 6x − 8 + 10. Simplify the
Operate inside the parentheses first. Change expression: 11x = 6x + 2. Subtract 6x from
whole numbers to fractional equivalents: both sides of the equation: 11x − 6x =
4 4 3 4 6 4 1
12(3 ) − 4(3 − 3 ) = 2(3 − 3 ) + 16; 12(3 ) − 4(3 ) 6x − 6x + 2. Combine like terms on each side
48 4 4
= 2(–2   4
3 ) + 16. Multiply: 3 − 3 = − 3 + 16. Add  3 of the equation: 5x = 2. Divide both sides of
48 4 4 5x 2
to both sides of the equation:  3 + 3 =
3 –  the equation by 5:  
5 = 5 . Simplify the
4 4 2
−3 + 3 + 16. Simplify the expression: 16 = 16. expression: x = 5 .
A true statement, so this solution is correct. 372. Use the distributive property on both sides:
1 1
370. Simplify the equation by adding like terms: 6(2 x) + 6(2 ) = 3(x) + 3(1). Simplify the
4
35 x = 1 + 3x. Subtract 3x from both sides of expression: 3x + 3 = 3x + 3. Subtract 3 from
4
the equation: 35 x − 3x = 1 + 3x − 3x. Combine both sides of the equation: 3x + 3 − 3 =
4
like terms on each side of the equation: 5 x = 1. 3x + 3 − 3. Simplify the expression: 3x = 3x.
4 3x 3x
Divide both sides of the equation by 5 . Divide both sides of the equation by 3:  
3 = 3.
Remember that division by a fraction is the Simplify the expression: x = x. An infinite
same as multiplication by the reciprocal of the number of solutions exists for this equation.
5 5 4 5
fraction. You can multiply by 4 : 4 (5 x) = 4 (1).
5
Simplify the expression: x = 4 .

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373. Use the distributive property on both sides: 376. Use the distributive property of
0.7(0.2x) − 0.7(1) = 0.3(3) − 0.3(0.2x). multiplication: 5(2x) + 5(3) − 9 = 14(x) + 14.
Simplify the expression: 0.14x − 0.7 = Simplify the expression: 10x + 15 − 9 = 14x +
0.9 − 0.06x. Add 0.06x to both sides of the 14. Combine like terms: 10x + 6 = 14x + 14.
equation: 0.14x + 0.06x − 0.7 = 0.9 − 0.06x Subtract 10x from both sides of the equation:
+ 0.06x. Combine like terms on each side of 10x − 10x + 6 = 14x − 10x + 14. Combine like
the equation: 0.2x − 0.7 = 0.9. Add 0.7 to both terms on each side of the equation: 6 = 4x +
sides of the equation: 0.2x − 0.7 + 0.7 = 0.9 + 14. Subtract 14 from both sides of the
0.7. Combine like terms on each side of the equation: 6 − 14 = 4x + 14 − 14. Combine like
equation: 0.2x = 1.6. Divide both sides of the terms on each side of the equation: −8 = 4x.
0.2x 1.6 4x
equation by 0.2:   
0.2 = 0.2 . Simplify the Divide both sides of the equation by 4: –84 = 
4.
expression: x = 8. Simplify the expression: −2 = x.
374. Use the distributive property of 377. Use the distributive property of multiplication:
multiplication: 10(x) + 10(2) + 7(1) − 7(x) = 7(x) − 7(10) + 110 = 4(x) − 4(25) + 7x.
3(x) + 3(9). Simplify the expression: 10x + 20 Simplify the expression: 7x − 70 + 110 =
+ 7 − 7x = 3x + 27. Use the commutative 4x − 100 + 7x. Combine like terms on each
property with like terms: 10x − 7x + 20 + 7 = side of the equation: 7x + 40 = 11x − 100.
3x + 27. Combine like terms on each side of Subtract 40 from both sides of the equation:
the equation: 3x + 27 = 3x + 27. Look 7x + 40 − 40 = 11x − 100 − 40. Combine like
familiar? Subtract 27 from both sides: 3x + 27 terms on each side of the equation: 7x =
− 27 = 3x + 27 − 27. Simplify the expression: 11x − 140. Subtract 11x from both sides of
3x = 3x. Divide both sides of the equation the equation: 7x − 11x = 11x − 11x − 140.
by 3: x = x. The solutions for this equation are Combine like terms on each side of the
infinite. equation: −4x = −140. Divide both sides of
−140
375. Use the distributive property of the equation by −4: –4x
–4 = –4 . Simplify the
0

multiplication: 4(9) − 4(x) = 2x − 6(x) − 6(6). expression: x = 35.

Simplify the expression: 36 − 4x = 2x − 6x −
36. Combine like terms: 36 − 4x = −4x − 36.
Add 4x to both sides of the equation: 36 – 4x +
4x = −4x + 4x − 36. Combine like terms on
each side of the equation: The two sides are
not equal: 36 =/ −36. There is no solution for
this equation. Another way of saying this is to
say that the solution for this equation is the
null set.

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378. Look for opportunities to simplify your work. 381. Write the applicable formula: D = rt. List the
In this equation, many of the terms are in values for the variables: D = 60; r = ?.
decimal form. If you multiply the equation Calculate the total number of hours: 4 days ×
by 10, it might be easier to solve: 6 hours per day = 24 hours; t = 24. Substitute
10[0.8(x + 20) − 4.5] = 10[0.7(5 + x) − 0.9x]. the given values into the formula: 60 = r (24).
Use the distributive property of Simplify the expression: 60 = 24r. Divide both
60 24r
multiplication: 10[0.8(x + 20)] − 10(4.5) = sides of the equation by 24:  
24 = 24 . Simplify
10[0.7(5 + x)] − 10(0.9x). Simplify the the expression: 2.5 = r. Include the units:
expression: 8(x + 20) − 45 = 7(5 + x) − 9x. Use r = 2.5 mph.
the distributive property again: 8(x) + 8(20) 382. Write the applicable formula: I = prt. List the
− 45 = 7(5) + 7(x) − 9x. Simplify the values for the variables: I = ?; p = 12,000;
expression: 8x + 160 − 45 = 35 + 7x − 9x. r = 6%; t = 2. Substitute the given values into
Combine like terms on each side of the the formula: I = (12,000)(0.06)(2). Simplify
equation: 8x + 115 = 35 − 2x. Subtract 115 the expression: I = 1,440. Include the units:
from both sides of the equation: 8x + 115 − I = $1,440.
115 = 35 − 115 − 2x. Combine like terms on 383. Write the applicable formula: I = prt. List the
each side of the equation: 8x = −80 − 2x. values for the variables: I = 1,620; p = 4,500;
Add 2x to both sides of the equation: 8x + 2x r = ?; t = 3. Substitute the given values into the
= −80 − 2x + 2x. Combine like terms on each formula: 1,620 = (4,500)r(3). Simplify the
side of the equation: 10x = −80. Divide both expression: 1,620 = 13,500r. Divide both sides
10x –80 1,620 13,500r
sides of the equation by 10: 10 = 10 . Simplify
0 of the equation by 13,500: 13,500 = 
13,500 .
the expression: x = −8. Simplify the expression: 0.12 = r. Express as a
379. Write the applicable formula: D = rt. List the percent: r = 12%.
values for the variables: D = ?; r = 350; t = 3.5. 384. Write the applicable formula: I = prt. List the
Substitute the values for the variables: values for the variables: I = 1,000; p = ?;
D = (350)(3.5). Simplify the expression: r = 4%; t = 2. Substitute the given values into
D = 1,225. Include the units: D = 1,225 miles. the formula: 1,000 = p(0.04)(2). Simplify the
380. Write the applicable formula: D = rt. List the expression: 1,000 = 0.08p. Divide both sides of
1,000 0.08p
values for the variables: D = 68; r = 17; t = ?. the equation by 0.08:   
0.08 = 0.08 . Simplify the
Substitute the values for the variables: expression: 12,500 = p. Include the units:
68 = (17)t. Simplify the expression: 68 = 17t. p = $12,500.
68
Divide both sides of the equation by 17:  17 =
17t
. Simplify the expression: 4 = t. Include the
17
units: t = 4 hours.

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385. Write the applicable formula: I = prt. To 389. d. Use the formula C = 95 (F − 32). Substitute
double its value, the account would have to the Fahrenheit temperature of 23° for F in
earn $3,000 in interest. List the values for the the formula. This results in the equation
variables: I = 3,000; p = 3,000; r = 10%; t = ?. C = 95 (23 − 32). Following the order of
Substitute the given values into the formula: operations, begin calculations inside the
3,000 = (3,000)(0.10)t. Simplify the parentheses first and subtract 23 from 32 to
expression: 3,000 = 300t. Divide both sides of get −9. Multiply 95 times −9 to get an answer
3,000 300t
the equation by 300:   
300 = 300 . Simplify the of −5°.
expression: 10 = t. Include the units: 390. d. Using the simple interest formula, interest =
t = 10 years. principal × rate × time, or I = prt, substitute
5
386. Write the applicable formula: C = 9 (F − 32). p = $505, r = 0.05 (the interest rate as a
List the values for the variables: C = 40; F = ?. decimal), and t = 4; I = (505)(0.05)(4).
Substitute the given values into the formula: Multiply to get a result of I = $101.
5
40 = 9 (F − 32). Multiply both sides of the 391. d. Using the simple interest formula, interest
5
equation by 9: 9(40) = 9[9 (F − 32)]. Simplify = principal × rate × time, or I = prt,
the expression: 360 = 5(F − 32); 360 = substitute p = $1,250, r = 0.034 (the interest
5F − 5(32); 360 = 5F − 160. Add 160 to both rate as a decimal), and t = 1.5 (18 months is
sides of the equation: 360 + 160 = 5F – 160 equal to 1.5 years), I = (1,250)(.034)(1.5).
+ 160. Combine like terms on each side of the Multiply to get a result of I = $63.75. To
equation: 520 = 5F. Divide both sides of the find the total amount in the account after
520 5F
equation by 5:  
5 = 5 . Simplify the 18 months, add the interest to the initial
expression: 104 = F. principal: $63.75 + $1,250 = $1,313.75.
5
387. Write the applicable formula: C = 9 (F − 32). 392. a. Using the simple interest formula, interest =
List the values for the variables: C = ?; F = 50. principal × rate × time, or I = prt, substitute
Substitute the given values into the formula: I = $4,800, p = $12,000, and r = 0.08 (the
5
C = 9 (50 − 32). Simplify the expression: interest rate as a decimal); 4,800 =
5 5 18
C = 9 (18); C = 9 (
1 ); C = 10. (12,000)(0.08)(t). Multiply 12,000 and 0.08
388. c. Use the formula F = 59 C + 32. Substitute to get 960, so 4,800 = 960t. Divide both
the Celsius temperature of 20° for C in the sides by 960 to get 5 = t. Therefore, the time
formula. This results in the equation F = is five years.
9

5 (20) + 32. Following the order of
operations, multiply 59 and 20 to get 36.
The final step is to add 36 + 32 for an
answer of 68°.

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393. b. Using the simple interest formula, interest = 396. b. Let x = the number. The sentence “If twice
principal × rate × time, or I = prt, substitute the quantity x + 6 is divided by negative 7,
2(x + 6)
I = $711, p = $7,900, and t = 3 (36 months the result is 6” translates to  −7 = 6.
are equal to 3 years); 711 = (7,900)(r)(3). Remember to use parentheses for the
Multiply 7,900 and 3 on the right side to get expression when the words the quantity are
a result of 711 = 23,700r. Divide both sides used. There are different ways to approach
by 23,700 to get r = 0.03, which is a decimal solving this problem. Method 1: Multiply
equal to 3%. both sides of the equation by −7:
2(x + 6)
394. a. The statement “If 1 is added to the −7 ×  7 = 6 × − 7. This simplifies to:
−
difference when 10x is subtracted from 2(x + 6) = −42. Divide each side of the
2(x + 6) −42
−18x, the result is 57” translates to the equation by 2:  2 =2. This simplifies
equation −18x − 10x + 1 = 57. Combine to: x + 6 = −21. Subtract 6 from both sides
like terms on the left side of the equation: of the equation: x + 6 − 6 = −21 − 6. The
−28x + 1 = 57. Subtract 1 from both sides variable is now alone: x = −27. Method 2:
of the equation: −28x + 1 − 1 = 57 − 1. Another way to look at the problem is to
Divide each side of the equation by −28: multiply each side by −7 in the first step to
−28x 56
 = . The variable is now alone: x = −2.
−28 −28 get: 2(x + 6) = −42. Then use the
395. c. The statement “If 0.3 is added to 0.2 times distributive property on the left side:
the quantity x − 3, the result is 2.5” 2x + 12 = −42. Subtract 12 from both sides
translates to the equation 0.2(x − 3) + 0.3 = of the equation: 2x + 12 −12 = −42 − 12.
2.5. Remember to use parentheses for the Simplify: 2x = −54. Divide each side by 2:
2x −54
expression when the words the quantity are  = . The variable is now alone: x = −27.
2 2
used. Use the distributive property on the 397. d. Translating the sentence “The difference
left side of the equation: 0.2x − 0.6 + 0.3 = between six times the quantity 6x + 1
2.5. Combine like terms on the left side of and three times the quantity x − 1 is 108”
the equation: 0.2x + −0.3 = 2.5. Add 0.3 to into symbolic form results in the equation:
both sides of the equation: 0.2x + −0.3 + 6(6x + 1) − 3(x − 1) = 108. Remember to
0.3 = 2.5 + 0.3. Simplify: 0.2x  2.8. Divide use parentheses for the expression when the
0.2x 2.8
both sides by 0.2: 0.
2 = 
0.2 . The variable is words the quantity are used. Perform the
now alone: x = 14. distributive property twice on the left side
of the equation: 36x + 6 − 3x + 3 = 108.
Combine like terms on the left side of the
equation: 33x + 9 = 108. Subtract 9 from
both sides of the equation: 33x + 9 − 9 =
108 − 9. Simplify: 33x = 99. Divide both
33x 99
sides of the equation by 33:  33 =  33 . The
variable is now alone: x = 3.

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398. a. This problem translates to the equation 401. c. Let x = the amount invested at 12%
−4(x + 8) + 6x = 2x + 32. Remember to use interest. Let y = the amount invested at
parentheses for the expression when the 15% interest. Since the amount invested at
words the quantity are used. Use the 15% is $100 more then twice the amount at
distributive property on the left side of the 12%, then y = 2x + 100. Since the total
equation: −4x − 32 + 6x = 2x + 32. interest was $855, use the equation 0.12x +
Combine like terms on the left side of the 0.15y = 855. You have two equations with
equation: 2x − 32 = 2x + 32. Subtract 2x two variables. Use the second equation,
from both sides of the equation: 2x − 2x − 0.12x + 0.15y = 855, and substitute
32 = 2x − 2x + 32. The two sides are not (2x + 100) for y: 0.12x + 0.15(2x + 100) =
equal. There is no solution: −32 = / 32. 855. Use the distributive property:
399. a. Let x = the total minutes of the call. 0.12x + 0.3x + 15 = 855. Combine like
Therefore, x − 1 = the additional minutes of terms: 0.42x + 15 = 855. Subtract 15 from
the call. This choice is correct because in both sides: 0.42x + 15 − 15 = 855 − 15;
order to calculate the cost, the charge is 35 simplify: 0.42x = 840. Divide both sides by
0.42x 840
cents plus 15 cents times the number of 0.42:   
0.42 = 0.42 . Therefore, x = $2,000,
additional minutes. If y represents the total which is the amount invested at 12%
cost, then y equals 0.35 plus 0.15 times the interest.
quantity x − 1. This translates to y = 0.35 + 402. c. Let x = the amount invested at 8% interest.
0.15(x − 1) or y = 0.15(x − 1) + 0.35. Since the total interest is $405.50, use the
400. d. Let x = the total miles of the ride. equation 0.06(4,000) + 0.08x = 405.50.
Therefore, x − 1 = the additional miles of Simplify the multiplication: 240 + 0.08x =
the ride. The correct equation takes $1.25 405.50. Subtract 240 from both sides: 240 −
and adds it to $1.15 times the number of 240 + 0.8x = 405.50 − 240; simplify: 0.08x =
0.08x
additional miles, x − 1. Translating, this 165.50. Divide both sides by 0.08:  
0.08 =
165.50
becomes y (the total cost) = 1.25 + . Therefore, x = $2,068.75, which is the
0.08
1.15(x − 1), which is the same equation as amount invested at 8% interest.
y = 1.15(x − 1) + 1.25.

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403. d. Let x = the amount of coffee at $3 per 405. c. Let x = the lesser odd integer and let x + 2 =
pound. Let y = the total amount of coffee the greater odd integer. The translation of
purchased. If there are 18 pounds of coffee the sentence “The sum of the squares of
at $2.50 per pound, then the total amount two consecutive positive odd integers is 74”
of coffee can be expressed as y = x + 18. Use is the equation x2 + (x + 2)2 = 74. Multiply
the equation 3x + 2.50(18) = 2.85y, because (x + 2)2 out as (x + 2)(x + 2) using the
the average cost of the y pounds of coffee is distributive property: x2 + (x2 + 2x + 2x
$2.85 per pound. To solve, substitute y = x + 4) = 74. Combine like terms on the left
+ 18 into 3x + 2.50(18) = 2.85y; 3x + side of the equation: 2x2 + 4x + 4 = 74.
2.50(18) = 2.85(x + 18). Multiply on the left Put the equation in standard form by
side and use the distributive property on subtracting 74 from both sides, and set it
the right side: 3x + 45 = 2.85x + 51.30. equal to zero: 2x2 + 4x − 70 = 0; factor the
Subtract 2.85x on both sides: 3x − 2.85x + trinomial completely: 2(x2 + 2x − 35) = 0;
45 = 2.85x − 2.85x + 51.30. Simplify: 0.15x 2(x − 5)(x + 7) = 0. Set each factor equal to
 45  51.30. Subtract 45 from both sides: zero and solve: 2 =/ 0 or x − 5 = 0 or x + 7 = 0;
0.15x + 45 − 45 = 51.30 − 45. Simplify: x = 5 or x = −7. Since you are looking for a
0.15x  6.30. Divide both sides by 0.15: positive integer, reject the solution of x = −7.
0.15x 6.30
 = ; so x = 42 pounds, which is the Therefore, the smaller positive integer is 5.
0.15 0.15
amount of coffee that costs $3 per pound. 406. a. Let x = the lesser integer and let x + 1 = the
Therefore, the total amount of coffee is 42 greater integer. The sentence “the difference
+ 18, which is 60 pounds. between the squares of two consecutive
404. c. Let x = the amount of candy at $1.90 per integers is 15” can translate to the equation
pound. Let y = the total number of pounds of (x + 1)2 − x2 = 15. Multiply the binomial (x
candy purchased. If it is known that there are + 1)2 as (x + 1)(x + 1) using the distributive
40 pounds of candy at $2.15 per pound, then property: x2 + 1x + 1x + 1 − x2 = 15.
the total amount of candy can be expressed Combine like terms: 2x + 1 = 15; subtract 1
as y = x + 40. Use the equation 1.90x + from both sides of the equation: 2x + 1 − 1
2x 14
2.15(40) = $162, because the total amount of = 15 − 1. Divide both sides by 2:  2 = 2.
money spent was $162. Multiply on the left The variable is now alone: x = 7. Therefore,
side: 1.90x + 86 = 162. Subtract 86 from both the larger consecutive integer is x + 1 = 8.
sides: 1.90x + 86 − 86 = 162 − 86. Simplify:
1.90x
1.90x  76. Divide both sides by 1.90:  1.
90 =
76

1.90 ; so x = 40 pounds, which is the amount
of candy that costs $1.90 per pound.
Therefore, the total amount of candy is 40 +
40, which is 80 pounds.

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MTTM_03_107_122.QXD:RE_edition.QXD 6/28/08 7:32 AM Page 107

C H A P T E R

6 Exponents
and Radicals

 Exponents

You probably learned long ago that 3 × 3 = 9. When a number is multiplied by itself, we say that we are
“squaring” that number. Three squared is nine. We can represent three squared (3 × 3) as 32. The small
number above and to the right of the 3 is called an exponent. An exponent tells us how many of a number
we must multiply by itself. The number 3 in this example is the base. The base is the number that is mul-
tiplied according to the value of the exponent.

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Example  Negative Exponents

42
In this example, four is squared, or raised to The preceding examples all raise bases to positive ex-
the second power. Exponents are also re- ponents. But what if an exponent is negative? Here’s
ferred to as “powers.” Because the exponent where it gets a little tricky: A negative exponent doesn’t
is 2, we must multiply two fours: 4 × 4 = 16. represent a negative number—it means we must
rewrite the base with a positive exponent in the de-
Example nominator of a fraction that has a numerator of 1.
43
In this example, four is raised to the third Example
power. When a base is raised to the third 4–3
power, we say that the base is “cubed.” If four were raised to positive 3 (43), we
Because the exponent is 3, we must multi- would multiply three fours (i.e., multiply
ply three fours: 4 × 4 × 4 = 64. four by itself twice). When four is raised
to negative 3, we begin by rewriting four
Example with an exponent of positive 3, in the
65 denominator of a fraction that has a
As exponents get larger, we may need a numerator of 1:
1
calculator to find our answer. 65 = 6 × 6 × 4–3 = 43
6 × 6 × 6 = 7,776. Now we can multiply four by itself twice:
4 × 4 × 4 = 64, so 4–3 = 413 = 64
1
.

TIP Example
8–4
Memorize the following common squares. 1 1
Just as with addition, subtraction, multipli-
8–4 = 84 = 4,096
cation, and division facts, knowing these
squares will help you find larger squares
faster:
12 = 1 92 = 81
22 = 4 102 = 100
2
3 =9 112 = 121
42 = 16 122 = 144
52 = 25 132 = 169
62 = 36 142 = 196
2
7 = 49 152 = 225
82 = 64 252 = 625

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– EXPONENTS AND RADICALS –

 Operations with Exponents If an exponent is raised to another exponent, we

can keep the base and multiply the exponents.
Now that we know how to evaluate exponents, here
are a few shortcuts we can take to simplify problems Example
with exponents. (23)5
If two identical bases are multiplied, the product The base 2 is being raised to the third
is equal to the base raised to the sum of the exponents. power, which is then raised to the fifth
power. We can simplify this by keeping
Example the base and multiplying the exponents: 3
95 × 97 × 5 = 15, so (23)5 = 215. We can check our
We can simplify 95 × 97 by adding 5 and 7: answer by doing the multiplication:
5 + 7 = 12, so 95 × 97 = 912. (23) = 8; 85 = 8 × 8 × 8 × 8 × 8 = 32,768
215 = 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2 ×
Example 2 × 2 × 2 × 2 × 2 = 32,768
118 × 1173
Because 8 + 73 = 81, 118 × 1173 = 1181. Example
(57)6
If two identical bases are divided, the product is Because 7 × 6 = 42, (57)6 = 542.
equal to the base raised to the difference between the
exponents. These same rules can be applied to algebraic ex-
pressions and equations.
Example
108 ÷ 103
We can simplify 108 ÷ 103 by subtracting  Tips for Working
3 from 8: 8 – 3 = 5, so 108 ÷ 103 = 105. with Exponents

Example Add and subtract like terms:

152 ÷ 159
3n + 5n = 8n
Because 2 – 9 = –7, 152 ÷ 159 = 15–7.
5x2y− 3x2y = 2x2y
PITFALL
When multiplying variables with exponents, if the
Be careful with these rules. We can use them variables are the same, add the exponents and write
only if the bases are the same. We cannot the base only once:
simplify 69 × 79 or 82 ÷ 22, because the
bases are different. Also, these rules can be (a4)(a3) = a(4 + 3) = a7
used only when the bases are multiplied or (x2y3)(axy5) = ax(2 + 1)y(3 + 5) = ax3y8
divided, not added or subtracted. We cannot
simplify 95 + 97 or 95 – 97.

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– MATH TO THE MAX –

When dividing variables with exponents, if the vari-  Practice Questions

ables are the same, you subtract the exponents:
Simplify the following expressions.
n5 n×n×n×n×n
n2
= n×n
= n5 – 2 = n3
407. 5x2 + 8x2
If the exponent of a similar term in the denominator
is larger than the one in the numerator, the exponent 408. 5ab4 − ab4
will have a negative sign:
409. 9mn3 + 8mn + 2mn3
2x3 −1
 = 2x
x4
n5
8
n
= n5 − 8 = n−3 410. 5c2 + 3c − 2c2 + 4 − 7c

A negative numerator becomes positive when the 411. 3x2 + 4ax − 8a2 + 7x2 − 2ax + 7a2
variable is moved into the denominator.
412. (5n2)(2n5 − 2n3 + 3n7)
−1 1 2
2x = 2(
x1
) = x
1
n−3 =  413. 5xy × 6xy + 7x2y2
n3

When the result of a division leaves an exponent of 414. (5a2 × 3ab) + 2a3b
zero, the term raised to the power of zero equals 1:
8xy2
415. 
2xy
z0 = 1
r2
3 = 3r 0 = 3(1) = 3 416. (4a2)3 + (2a3)2 − 11a6
r2

(3x)3
When a variable with an exponent is raised to a 417. x2 × x4
power, you multiply the exponent to form the new
(12s2)(2s4)
term: 418. 
3s3

7a3b 5
(b2)3 = b2 × b2 × b2 = b(2 + 2 + 2) = b6 419. 2
28ab

(2x2y)2 = 2x2y × 2x2y = 2 × 2 × x2 × x2 × y × y

420. (3xy5)2 − 11x2y2(4y4)2
= 22x2 + 2y1 + 1 = 4x4y2
2(3x2y)2 (xy)3
421. 
Remember order of operations: PEMDAS. Generally, 3(xy) 2

list terms in order from highest power to lowest 2x2y5

422. 
power. x5y3

423. 4x−2(3ax)5

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– EXPONENTS AND RADICALS –

–
3x 2 2x
424.  −  plied by itself a specified number of times
x5 x8
in order to equal 7,776. Look again at the
425. (5a2x3y)3 third example in the “Exponents” section
at the beginning of this chapter: 65 =
24x 3 3x5 (3ax)2
426. 2 + 
(2x) x4
− 
a2x
7,776. When we multiply five sixes (i.e.,
we multiply six by itself four times), the
(2x2y)4
427. (4x2y)3 + 
2x2y
result is 7,776. Six is the fifth root of 7,776.

428. 8ax 2 That’s how exponents and radicals go together: 54

(a 2 x )3
= 625 and 4 625 = 5. A base, raised to an exponent,
429. (ab2)3 + 2b2 − (4a)3b6 yields a product. The root, to the degree of the expo-
nent, of the radical of that product is equal to the base.
–
(4b)2x 2
430. 
(2ab2x)2 Example
3
4 9y2 27
431. (2xy × x )2 +  
(3y)2
What number, when multiplied by itself
Often in math, we learn how one operation is twice, is equal to 27? 2 × 2 × 2 = 8, but 3 ×
the opposite of another. After learning how to add 3 × 3 = 27. Three is the third root of 27:
3
one number to another, we learn how to subtract. Af- 27 = 3.
ter learning how to multiply, we learn to divide. Radi-
cals are the opposites of exponents.
TIP

Often, finding the root of a radical takes

 Radicals
some trial and error if you don’t have a cal-
culator. Memorize these common square
An exponent tells us how many times to multiply a
roots, and use them to help you estimate
base by itself. A radical asks us to find the “root” of third roots and larger roots:
the number under the radical symbol. The number 1 =1 81 = 9
under the radical symbol is called the radicand. The 4 =2 100 = 10
type of root we’re looking for is written inside the 9 = 3 121 = 11
pointed part of the radical. 16 = 4 144 = 12
25 = 5 169 = 13
Example 36 = 6 196 = 14
5
7,776 49 = 7 225 = 15
64 = 8 625 = 25
This radical asks us to find the fifth root of
Compare this chart to the common squares
7,776. The radicand, found under the radi-
chart at the beginning of the chapter. The
cal symbol, is 7,776, and the root is 5, found
square root of the square of a base is equal to
inside the pointed part of the radical.
that base, since taking the square root of a
But what is a root? In this example, the base is the inverse of squaring that base.
root is the number that must be multi-
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– MATH TO THE MAX –

 Tips for Solving 438. 3x + 4 + 8 = 12

Radical Equations
439. 5x − 4 + 3 = 12
■ Squaring both sides of an equation is a
valuable tool when solving radical 440. 4x + 9 = −13
equations. Use the following property:
When a and b are algebraic expressions, if 441. 5x − 6 + 3 = 11
a = b, then a2 = b2.
■ Isolate the radical on one side of an 442. 9 − x + 14 = 25
equation before using the squaring
property. 443. 3 3x + 1 = 15
■ Squaring a radical results in the radical
symbol disappearing, for example, 444. 3 − x + 7 = 25
( x + 5)2 = x + 5.
■ For second-degree equations, which are 445. 3 = 10 – 100x − 1
equations in which at least one variable
has an exponent of 2, use the radical sign 446. 3x + 46 + 24 = 38
on both sides of the equation to find a
solution for the variable. 447. −7 = 10 − 25x + 39

448. 3 13x + 43 − 4 = 29
 Practice Questions
28
449. =7
Solve the following radical equations. Watch for ex- 5x + 1
traneous solutions (solutions that do not work). 450. x = 8 − 2x

432. x2 = 49 451. x = 3x + 4

433. x2 = 135 452. x = x + 12

434. n = 11 453. x = 7x − 1 0

435. 2 a = 24 454. 4x + 3 = 2x

436. 2x − 4 = 4 455.
7
2 − 2 x = x

437. 4x + 6 = 8

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– EXPONENTS AND RADICALS –

456. x=
3
x + 10
 Answers
2

457.The square of a positive number is 49. What is 407. Add like terms: 5x2 + 8x2 = 13x2.
the number? 408. Subtract like terms: 5ab4 − ab4 = 4ab4.
a. 7 409. Use the commutative property of addition:
b. −7 9mn3 + 2mn3 + 8mn. Combine like terms:
c. 7 or −7 11mn3 + 8mn.
d. 7 410. Use the commutative property of addition:
5c2 − 2c2 + 3c − 7c + 4. Combine like terms:
458. The square of a number added to 25 equals 10 3c2 − 4c + 4.
times the number. What is the number? 411. Use the commutative property of addition: 3x2
a. −5 + 7x2 + 4ax − 2ax − 8a2 + 7a2. Combine like
b. 10 terms: 10x2 + 2ax − a2.
c. −10 412. Use the distributive property: (5n2)(2n5) −
d. 5 (5n2)(2n3) + (5n2)(3n7). Use the commutative
property of multiplication: (5 × 2 × n2n5) – (5
459. The sum of the square of a number and 12 × 2 × n2n3) + (5 × 3 × n2n7). Add the exponents
times the number is −27. What is the smaller of the variables: (10 × n2 + 5) − (10 × n2 + 3) +
possible value of this number? (15 × n2 + 7); 10n7 − 10n5 + 15n9. Show the
a. −3 expression in decreasing exponential order:
b. −9 15n9 + 10n7 − 10n5.
c. 3 413. Use the commutative property of
d. 9 multiplication: 5 × 6xxyy + 7x2y2. When the
same variables are multiplied, add the
exponents of the variables: (30x2y2) + 7x2y2.
TERMS TO REVIEW
Combine like terms: 37x2y2.
exponent
414. Use the commutative property of
base multiplication: (5 × 3a2ab) + 2a3b. When the
radical same variables are multiplied, add the
radicand exponents of the variables: 15a3b + 2a3b.
Combine like terms: 17a3b.
8xy2 4xy2
415. Divide numerical terms:  
2xy = xy . When
similar factors, or bases, are being divided,
subtract the exponent in the denominator
4xy2
from the exponent in the numerator:  xy =
4x1 − 1y2 − 1. Simplify: 4x0y1 = 4(1)y = 4y.

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416. Terms within parentheses are the base of the 419. Divide out the common factor of 7 in the
numerator and denominator: 14 ×× 77aabb2 = 
3 5 1a3 b5
exponent outside the parentheses: 4ab 2 .
(4a2)(4a2)(4a2) + (2a3)(2a3) − 11a6. Use the When similar factors, or bases, are being
distributive property of multiplication: (4 × 4 divided, subtract the exponent in the
× 4)(a2 × a2 × a2) + (2 × 2)(a3 × a3) − 11a6. denominator from the exponent in the
1a3 b5 1a3 – 1b5 – 2
When the same variables are multiplied, add numerator:  . Simplify
4ab 2 = 4
1a2b3
the exponents of the variables: 64(a2 + 2 + 2) + exponents:  4 . Separate the coefficient from
1a2b3 1 2 3
4(a3 + 3) − 11a6. Simplify: 64a6 + 4a6 − 11a6. 
the variable: 4 = 4 a b . Either expression is
Combine like terms: 57a6. Another way of an acceptable answer.
solving this problem is to multiply the 420. Multiply the exponents of each factor inside
exponents of each factor inside the the parentheses by the exponent outside the
parentheses by the exponent outside the parentheses: 32x2y10 − 11x2y242y8. Use the
parentheses: 4(1)3a(2)3 + 2(1)2a(3)2 − 11a6. commutative property of multiplication:
Simplify the expressions in the exponents: 32x2y10 − 11 × 42x2y2y8. When similar factors,
43a6 + 22a6 − 11a6. Simplify terms: or bases, are multiplied, add the exponents
64a6 + 4a6 − 11a6. Combine like terms: 57a6. of the variables: 32x2y10 − 11 × 16 × x2y10.
417. In the numerator, multiply the exponents of Evaluate numerical factors: 9x2y10 − 176x2y10.
each factor inside the parentheses by the Combine like terms: −167x2y10.
33x3
exponent outside the parentheses: x2 × x4. In the 421. Multiply the exponents of each factor inside
denominator, add the exponents of similar the parentheses by the exponent outside the
33x 3 27x3 2(32x 4y2)(x 3y3)
bases:  
x2 + 4 = x6 . When similar factors, or parentheses:  3(x2y 2)
. Use the
bases, are being divided, you subtract the commutative property of multiplication:
2 × 9 × x 4 x3 y2 y3
exponent in the denominator from the x2 y2
. When similar factors, or bases,
exponent in the numerator: 27x3 − 6 = 27x−3. are multiplied, add the exponents of the
2 × 9 × x4 + 3y2 + 3
A base with a negative exponent in the variables:  . Factor out like
x 2y 2
numerator is equivalent to the same variable numerical terms in the fraction, and simplify
6x7y5
or base in the denominator with the inverse exponents with operations:  . When similar
x2y2
27x
sign for the exponent: 27x−3 =  3 . factors, or bases, are being divided, subtract the
418. Use the commutative property of exponent in the denominator from the
multiplication: 12 × 2s3s3 × s . When similar
2 4
exponent in the numerator: 6x7 − 2y5 − 2. Simplify
factors, or bases, are multiplied, add the the operations in the exponents: 6x5y3.
exponents of the variables: 12 × 2s
2+4
3s36 . Simplify 422. When similar factors, or bases, are being
8s
the exponent and coefficients:  s3
. When divided, subtract the exponent in the
similar factors, or bases, are being divided, denominator from the exponent in the
2x2y5
subtract the exponent in the denominator numerator:  x5y3
= 2x2 − 5y5 − 3.
from the exponent in the numerator: Simplify the operations in the exponents:
8s6 − 3 = 8s3. 2x2 − 5y5 − 3 = 2x−3y2. A base with a negative
exponent in the numerator is equivalent to the
same variable or base in the denominator with
2y2
the inverse sign for the exponent: 2x−3y2 =  x3
.

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– EXPONENTS AND RADICALS –

423. Multiply the exponents of each factor inside 427. Multiply the exponents of each factor inside
the parentheses by the exponent outside the the parentheses by the exponent outside the
24x8y4
parentheses: 4x−2(23a3x3). Use the parentheses: 43x6y3 +  2x2y
. When similar
commutative property of multiplication: factors, or bases, are being divided, subtract
4 × 33 × a3x3x−2. Evaluate numerical terms: the exponent in the denominator from the
108a3x3x−2. When similar factors, or bases, are exponent in the numerator:
being multiplied, add the exponents: 43x6y3 + 24 − 1x8 − 2y4 − 1. Simplify the operations
108a3x3 − 2. Simplify the operations in the in the exponents: 43x6y3 + 23x6y3. Evaluate the
exponents: 108a3x. numerical coefficients: 64x6y3 + 8x6y3.
424. When similar factors, or bases, are being Add like terms: 72x6y3.
divided, subtract the exponent in the 428. Multiply the exponents of each factor inside
denominator from the exponent in the the parentheses by the exponent outside the
8ax2
numerator: 3x−2 − 5 − 2x1 − 8. Simplify the parentheses:  
a6x3 . When similar factors, or
operations in the exponents: 3x−7 − 2x−7. bases, are being divided, subtract the exponent
Subtract like terms: x−7. A base with a negative in the denominator from the exponent in the
exponent in the numerator is equivalent to the numerator: 8a1 − 6x2 − 3. Simplify the
same variable or base in the denominator with operations in the exponents: 8a−5x−1. A base
1
the inverse sign for the exponent: x−7 =  x7
. with a negative exponent in the numerator is
425. Multiply the exponents of each factor inside equivalent to the same variable or base in the
the parentheses by the exponent outside the denominator with the inverse sign for the
8 8
parentheses: 53a6x9y3. Evaluate the numerical exponent: 8a−5x−1 =   
a5x1 = a5x .
coefficient: 125a6x9y3. 429. Multiply the exponents of each factor inside
426. Multiply the exponents of each factor inside the parentheses by the exponent outside the
the parentheses by the exponent outside the parentheses: a3b6 + 2b2 − 43a3b6. Evaluate the
24x3 3x5 32a2x2
parentheses:   + 
22x2 x4
− 
a2x
. Evaluate the numerical coefficients: a3b6 + 2b2 − 64a3b6.
numerical coefficients and divide out Use the commutative property of addition:
common numerical factors in the terms: 2b2 − 64a3b6 + a3b6. Combine like terms in the
6x3 3x5 9a2x2

x2
+ 
x4
− a2x
. When similar factors, or bases, expression: 2b2 − 63a3b6.
are being divided, subtract the exponent in the
denominator from the exponent in the
numerator: 6x3 − 2 + 3x5 − 4 − 9a2 − 2x2 − 1.
Simplify the operations in the exponents:
6x1 + 3x1 − 9a0x1. Any term to the power of
zero equals 1: 6x + 3x − 9(1)x. Combine like
terms: 6x + 3x − 9x = 0x = 0.

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430. Multiply the exponents of each factor inside 433. Use the radical sign on both sides of the
the parentheses by the exponent outside the equation: x2 = 135. Simplify the radical:
42b2 x–2
parentheses: 
22a 2b4 x2 . Evaluate the numerical x = 135 = 9 × 15 = ±3 15. Check the
16b 2x–2
coefficients:  first solution in the original equation:
4a2 b4x2 . Simplify the numerical
factors in the numerator and the (3 15)2 = 135; 32( 15)2 = 135; 9(15) = 135;
4b 2x–2
denominator:  135 = 135. Check the second solution in the
a2 b4x2 . When similar factors, or
bases, are being divided, subtract the exponent original equation: (−3 15)2 = 135;
in the denominator from the exponent in the (−3)2( 15)2 = 135; (9)(15) = 135; 135 = 135;
4b2 – 4x–2 – 2
numerator: a 2 . Simplify the operations Both solutions, x = ±3 15, check out.
4b−2x−4
in the exponents:  . A base with a 434. First, square both sides of the equation:
a2
negative exponent in the numerator is ( n)2 = 112. Simplify both terms: n = 121.
equivalent to the same variable or base in the Check by substituting in the original equation:
denominator with the inverse sign for the 121 = 11. The original equation asks for
4
exponent:  . only the positive root of n. So when you
a2b2x4
431. Multiply the exponents of each factor inside substitute 121 into the original equation, only
the parentheses by the exponent outside the the positive root n = 11 is to be considered.
4 9y2
parentheses: (2xy)2 × (x )2 +  32y2
. Repeat the 11 = 11 checks out. Although this may seem
42 9y2 trivial at this point, as the radical equations
previous step: (22x2y2)(
x2
) + 
32y2
. Evaluate
16 9y2 become more complex, this will become
numerical factors: (4x2y2)(
x2
) + 
9y2
. The last
16 important.
term is equivalent to 1: (4x2y2)( x2
) + 1.
435. Isolate the radical on one side of the
Multiply the fraction in the first term by the 2 a 24
(4x2y2)16 equation. Divide both sides by 2:  
2 = 2.
factor in the first term: [ x2
] + 1. Use the
Simplify terms: a = 12. Now
commutative property of multiplication:
4 × 16x2y2 square both sides of the equation:
( x2
) + 1. Evaluate numerical factors:
64x2y2 ( a)2 = 122. Simplify terms: a = 144. Check
x2
+ 1. Divide out the common factor of x2
the solution in the original equation: 2 144
in the numerator and denominator: 64y2 + 1.
= 24; 2(12) = 24. The solution a = 144 checks
432. Use the radical sign on both sides of the
out: 24 = 24.
equation: x2 = 49. Show both solutions
436. Begin by adding 4 to both sides to isolate the
for the square root of 49: x = ±7. Check the
radical: 2x − 4 + 4 = 4 + 4. Combine like
first solution in the original equation:
terms on each side: 2x = 8. Square both
(7)2 = 49; 49 = 49. Check the second solution
sides of the equation: ( 2x)2 = 82. Simplify
in the original equation: (−7)2 = 49; 49 = 49.
terms: 2x = 64. Divide both sides by 2: x = 32.
Both solutions, x = ±7, check out.
Check the solution in the original equation:
2(32) − 4 = 4; 64 − 4 = 4. The solution x =
32 checks out: 8 − 4 = 4; 4 = 4.

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– EXPONENTS AND RADICALS –

437. Square both sides of the equation: 441. Subtract 3 from both sides, isolating the
( 4x + 6)2 = 82; 4x + 6 = 64. Subtract 6 from radical: 5x − 6 = 8. Square both sides of the
both sides of the equation: 4x = 58. Divide equation: ( 5x − 6 )2 = 82. Simplify terms:
58
both sides by 4 and simplify: x = 4 = 14.5. 5x − 6 = 64. Add 6 to both sides and divide the
Check the solution in the original equation: result by 5: x = 14. Check the solution in the
4(14.5 ) + 6 = 8. Simplify terms: 64 = 8. The original equation: 5(14) − 6 + 3 = 11.
solution x = 14.5 checks out: 8 = 8. Simplify the expression under the radical:
438. Subtract 8 from both sides in order to isolate 64 + 3 = 11. Find the positive square root of
the radical: 3x + 4 = 4. Square both sides of 64 and add 3: 8 + 3 = 11. The solution x = 14
the equation: ( 3x + 4)2 = 42. Simplify terms: checks out: 11 = 11.
3x + 4 = 16. Subtract 4 from both sides and 442. Subtract 14 from both sides to isolate the
divide by 3: x = 4. Check your solution in the radical: 9 − x = 11. Now square both sides
original equation: 3(4) + 4 + 8 = 12. of the equation: 9 − x = 121. Subtract 9 from
Simplify terms: 16 + 8 = 12; 4 + 8 = 12. The both sides: −x = 112. Multiply both sides by
solution x = 4 checks out: 12 = 12. negative 1 to solve for x: x = −112. Check the
439. Subtract 3 from both sides of the equation, solution in the original equation:
isolating the radical: 5x − 4 = 9. Square 9 − (−112) + 14 = 25. Simplify the
both sides of the equation: ( 5x − 4 )2 = 92. expression under the radical sign:
Simplify terms on both sides: 5x − 4 = 81. Add 121 + 14 = 25. The square root of 121 is 11.
4 to both sides and then divide by 5: Add 14 and the solution x = −112 checks out:
85
x = 5 = 17. Check your solution in the 25 = 25.
original equation: 5(17) − 4 + 3 = 12. 443. To isolate the radical, divide both sides by 3:
Simplify terms under the radical sign: 3x + 1 = 5. Square both sides of the
81 + 3 = 12. Find the positive square root of equation: ( 3x + 1)2 = 52. Simplify terms:
81: 9 + 3 = 12. Simplify: 12 = 12. The solution 3x + 1 = 25. Subtract 1 from both sides of the
x = 17 checks out. equation and divide by 3: x = 8. Check the
440. Square both sides of the equation: solution in the original equation:
( 4x + 9)2 = (−13)2. Simplify terms on both 3 3(8) + 1 = 15. Simplify the expression
sides of the equation: 4x + 9 = 169. Subtract 9 under the radical sign: 3 25 = 15. Multiply 3
from both sides and then divide by 4: x = 40. by the positive root of 25: 3(5) = 15. The
Substitute the solution in the original solution x = 8 checks out: 15 = 15.
equation: 4(40 + 9) = −13. Simplify the
expression under the radical sign:
169 = −13. The radical sign calls for the
positive square root: 13 =/ −13. The solution
does not check out. There is no solution for
this equation.

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444. Subtract 7 from both sides of the equation: 447. Add 25x + 39 to both sides of the equation:
3 −x= 18. Divide both sides by 3 to isolate 25x + 39 − 7 = 10 − 25x + 39 + 25x + 39.
the radical: −x= 6. Square both sides of the Combine like terms and simplify the equation:
equation: ( −x)2 = 62. Simplify terms: 25x + 39 − 7 = 10. Add 7 to both sides of the
−x = 36. Multiply both sides by negative 1: x = equation: 25x + 39 = 17. Square both sides:
−36. Check the solution in the original 25x + 39 = 289. Subtract 39 from both sides
equation: 3 −(−36) + 7 = 25. Simplify terms and divide the result by 25: x = 10. Check
under the radical: 3 36 + 7 = 25. Use the the solution in the original equation:
positive square root of 36: 3(6) + 7 = 25; −7 = 10 − 25(10) + 39. Simplify the
18 + 7 = 25. The solution x = −25 checks out: expression under the radical sign:
25 = 25. −7 = 10 − 289. The equation asks you to
445. Add 100x − 1 to bothsides of the equation: subtract the positive square root of 289 from
3 + 100x − 1 = 10 – 100x − 1 + 100x − 1 . 10: −7 = 10 − 17. The solution x = 10 checks
Combine like terms and simplify the equation: out: −7 = −7.
3 + 100x − 1 = 10. Now subtract 3 from 448. To isolate the radical on one side of the
both sides: 100x − 1 = 7. Square both sides equation, add 4 to both sides and divide the
of the equation: 100x − 1 = 49. Add 1 to both result by 3: 13x + 43 = 11. Square both sides
sides of the equation and divide by 100: of the equation: 13x + 43 = 121. Subtract 43
x = 0.5. Check the solution in the original from both sides and divide by 13: x = 6. Check
equation: 3 = 10 − 100(0. 5) − 1. Simplify the solution in the original equation:
the expression under the radical sign: 3 13(6) + 43 − 4 = 29. Simplify the
3 = 10 − 49 . The equation asks you to expression under the radical sign:
subtract the positive square root of 49 from 3 121 − 4 = 29. Evaluate the left side of the
10: 3 = 10 − 7. The solution x = 0.5 checks out: equation: (11) − 4 = 29. The solution x = 6
3 = 3. checks out: 29 = 29.
446. Subtract 24 from both sides to isolate the 449. To isolate the radical on one side of the
radical: 3x + 46 = 14. Square both sides of equation, multiply both sides by
the equation: 3x + 46 = 196. Subtract 46 from 5x + 1 : 28 = 7 5x + 1 . Divide both sides of
both sides of the equation and divide by 3: the equation by 7: 4 = 5x + 1 . Square both
x = 50. Check the solution in the original sides of the equation: 16 = 5x + 1. Subtract 1
equation: 3(50) + 46 + 24 = 38. Simplify the from both sides and divide the result by 5:
expression under the radical sign: 3 = x. Check the solution in the original
28
196 + 24 = 38; 14 + 24 = 38. The solution equation: 5(3)+ 1 = 7. Simplify the
x = 50 checks out: 38 = 38. 28
expression under the radical sign: 16
= 7.
Divide the numerator by the positive square
28
root of 16: 
4 = 7. The solution 3 = x checks
out: 7 = 7.

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450. The radical is alone on one side. Square both 451. With the radical alone on one side of the
sides: x2 = 8 − 2x . Transform the equation by equation, square both sides: x2 = 3x + 4. The
putting all terms on one side: x2 + 2x − 8 = 0. resulting quadratic equation may have up to
The result is a quadratic equation. Solve for x two solutions. Put it into standard form and
by factoring using the trinomial factor form factor the equation using the trinomial factor
and setting each factor equal to zero and form to find the solutions. Then check the
solving for x. (For this and the following solutions in the original equation:
questions, refer to Chapter 10 for practice and x2 − 3x − 4 = (x − 4)(x + 1) = 0. Letting each
tips for factoring quadratic equations.) It will factor equal zero and solving for x results in
be important to check each solution: two possible solutions, x = 4 and/or −1. Check
x2 + 2x − 8 = (x + 4)(x − 2) = 0. Let the first the first possible solution in the original
factor equal zero and solve for x: x + 4 = 0. equation: (4) = 3(4) + 4 = 16 = 4. The
Subtract 4 from both sides: x = −4. Check the solution checks out. Now check the second
solution in the original equation: possible solution in the original equation. (−1)
(−4) = 8 − 2(−4) . Evaluate the expression = 3(−1) + 4 = 1 = 1; −1 =/ 1. Therefore,
under the radical sign: −4 = 16. The radical x =/ −1. x = −1 is an extraneous root. The only
sign calls for a positive root: −4 =/ 4. Therefore, solution for the original equation is x = 4.
x cannot equal −4: x = −4 is an example of an 452. Square both sides of the equation. x2 = x + 12.
extraneous root. Let the second factor equal Subtract (x + 12) from both sides of the
zero and solve for x: x − 2 = 0. Subtract 2 from equation: x2 − x − 12 = 0. The resulting
both sides: x = 2. Check the solution in the quadratic equation may have up to two
original equation: (2) = 8 − 2(2) . Evaluate solutions. Factor the equation to find the
the expression under the radical sign: 2 = 4. solutions and check in the original equation:
The positive square root of 4 is 2: 2 = 2. x2 − x − 12 = (x − 4)(x + 3) = 0. Let the first
Therefore, the only solution for the equation factor equal zero and solve for x: x − 4 = 0, so
is x = 2. x = 4. Let the second factor equal zero and
solve for x: x + 3 = 0, so x = −3. Check each
solution in the original equation to rule out an
extraneous solution: (4) = (4) + 12.
Simplify the expression under the radical sign:
4 = 16. The solution x = 4 checks out. Now
check the second possible solution in the
original equation: (−3) = (−3) + 12. You
could simplify the expression under the
radical sign to get the square root of 9.
However, the radical sign indicates that the
positive solution is called for, and the left side
of the original equation when x = −3 is a
negative number. So, x = −3 is not a solution.

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7
453. Square both sides of the equation: x2 = 7x − 455. Square both sides of the equation: 2 − 2 x = x2.
7
10. Subtract (7x − 10) from both sides of the Subtract (2 − 2 x) from both sides of the
7
equation: x2 − 7x + 10 = 0. Factor the equation: 0 = x2 + 2 x − 2. Multiply both sides
quadratic equation to find the solutions, and of the equation by 2 to simplify the fraction:
check each in the original equation to rule out 0 = 2x2 + 7x − 4. Factor using the trinomial
any extraneous solution: x2 − 7x + 10 = (x − 5) factor form: 2x2 + 7x − 4 = (2x − 1)(x + 4) = 0.
(x − 2) = 0. The first factor will give you the Let the first factor equal zero and solve for x:
1
solution x = 5. The second factor will give the 2x − 1 = 0, so x = 2 . Let the second factor equal
solution x = 2. Check the first solution for the zero and solve for x: x + 4 = 0, so x = −4.
quadratic equation in the original equation: Check the first possible solution in the
original equation: 2− 7 ⎛⎜ 1 ⎞⎟ = (2 ). Simplify
1
(5) = 7(5) − 10. Simplify the expression
2 ⎝ 2⎠
under the radical sign: 5 = 25 or 5 = 5. The 7
the expression under the radical sign: 2− 4
solution x = 5 is a solution to the original
3
= 2 −1 4 =
1 1
1 =  1 1
   
equation. Now check the second solution to 4 2 ; 2 = 2 . So x = 2 is
the quadratic equation in the original: (2) = a solution. Check the solution x = −4 in the
7
7(2) − 10. Simplify the expression under the original equation: 2 − 2 (−4) = (−4). Simplify
radical sign: 2 = 4 or 2 = 2. There are two the expression: 16 = (−4) or 4 = −4. This is
solutions to the original equation: x = 2 and not true. There is one solution for the original
1
x = 5. equation, x = 2 .
454. Square both sides of the radical equation:
4x + 3 = 4x2. Transform the equation into a
quadratic equation: 4x2 − 4x − 3 = 0. Factor the
result using the trinomial factor form: 4x2 − 4x
− 3 = (2x + 1)(2x − 3) = 0. Let the first factor
equal zero and solve for x: 2x + 1 = 0, so x =
−0.5. Let the second factor equal zero and
solve for x: 2x − 3 = 0, so x = 1.5. When you
substitute −0.5 for x in the original equation,
the result will be 1 = −1. That cannot be
true for the original equation, so x =/ −0.5.
Substitute 1.5 for x in the original equation:
4(1.5) + 3 = 2(1.5). Simplify the terms on
each side of the equal sign: 9 = 3 or 3 = 3.
The only solution for the original equation is
x = 1.5.

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3
456. Square both sides of the equation: x2 = 2 x + 457. d. Let x = the number. The sentence “The
−3
10. Add ( 2x − 10) to both sides of the square of a positive number is 49” translates
3
equation: x2 − 2 x − 10 = 0. Multiply the to the equation x2 = 49. Take the square root
equation by 2 to eliminate the fraction: of each side to get x2 = 49, so x = 7 or
2x2 − 3x − 20 = 0. Factor using the trinomial −7. Since you are looking for a positive
factor form: 2x2 − 3x − 20 = (x − 4)(2x + 5) = 0. number, the final solution is 7.
Letting each factor of the trinomial factors 458. d. Let x = the number. The statement “The
equal zero results in two possible solutions for square of a number added to 25 equals 10
1
the original equation, x = 4 and/or x = −22 . times the number” translates to the
Check the first possible solution in the equation x2 + 25 = 10x. Put the equation in
original equation: 4 = 23 (4) + 10. Simplify standard form (ax2  bx  c  0), and set
the radical expression: 4 = 16 or 4 = 4. it equal to zero: x2 − 10x + 25 = 0. Factor
The solution x = 4 checks out as a solution the left side of the equation: (x − 5)(x − 5) =
for the original equation. Check the 0. Set each factor equal to zero and solve: x
second possible solution in the original − 5 = 0 or x − 5 = 0; x = 5 or x = 5. The
1 3 1
equation: −22 = 2(−22) + 10. A negative number is 5.
number cannot be equal to a positive square 459. b. Let x = the number. The statement “The
root, which the radical sign in the original sum of the square of a number and 12
1
expression calls for. Therefore, x = −22 is not a times the number is −27” translates to the
solution to the original equation. The only equation x2 + 12x = −27. Put the equation
solution for this equation is x = 4. in standard form and set it equal to zero: x2
+ 12x + 27 = 0. Factor the left side of the
equation: (x + 3)(x + 9) = 0. Set each factor
equal to zero and solve: x + 3 = 0 or x + 9 =
0; x = −3 or x = −9. The possible values of
this number are −3 or −9, the smaller of
which is −9.

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C H A P T E R

7 Coordinate
Geometry

C where algebra and geometry come together. Equations that

O O R D I N AT E G E O M E T RY I S
we looked at back in Chapter 6 can be graphed on the coordinate plane. The coordinate
plane is a set of axes, x and y, on and from which we can graph points and lines. The
x-axis is the horizontal axis and the y-axis is the vertical axis. We describe where a point lies on the coor-
dinate plane relative to these axes. Look at the following coordinate plane.

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y
coplanar. The two points do not have a common
x-coordinate or a common y-coordinate. Two or
more points are collinear if they could be connected
to form a straight line, and two or more points are
5 noncollinear if they could not be connected to form
4 a straight line.
3
(4,2)
2 The coordinate plane is divided into four areas,
1
x or quadrants, by the two axes. The upper right quad-
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 rant is called quadrant I. Points in this quadrant have
–2
–3 a positive x-value and a positive y-value. The upper
–4
–5
(3,–4) left quadrant is called quadrant II. Points in this
quadrant have a negative x-value and a positive y-
value. Quadrant III is located in the lower left area,
and quadrant IV is located in the lower right area.
The following chart summarizes the values of x and y
in each quadrant:
The point at which the y-axis and x-axis inter-
sect is called the origin. The coordinates of this QUADRANT X-VALUE Y-VALUE
point are the ordered pair (0,0). An ordered pair is
I positive positive
the x-value followed by the y-value of a point. Each
II negative positive
value represents a distance from an axis. The x-value
is the distance from the y-axis to the point, and the III negative negative
y-value is the distance from the x-axis to the point. IV positive negative
The origin has the coordinates (0,0) because at that
point we are at both axes, and we are therefore zero
units from them. y
The point (4,2) is labeled on the coordinate
plane, or graph. That is because the point is found
four units to the right of the y-axis and two units
above the x-axis. Units to the right of the y-axis are 5
4
positive, and units to the left of the y-axis are nega- 3
2
tive. Units above the x-axis are positive and units be- 1 x
low the x-axis are negative. The point (3,–4) is found –5 –4 –3 –2 –1 0 1 2 3 4 5
–1
three units to the right of the y-axis and four units –2
–3
below the x-axis. That is why its x-value is positive –4
–5
and its y-value is negative.
The points (4,2) and (3,–4) are coplanar, be-
cause they exist on the same plane. If the points were
on different planes, we would say that they are non-

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Example connect those points with a third point,

What are the coordinates of each point on point (–5,–2):
the preceding graph? y
The point in quadrant II is located five
units to the left of the y-axis, so its x-value
is –5. The point is also located two units
above the x-axis, so its y-value is 2. The 5
4
coordinates of the point are (–5,2). The (–5, 2) 3
2
point in quadrant III is located two units
5 1 x
to the left of the x-axis and two units be- 4 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1
low the y-axis. The coordinates of this –2
(–5,–2) 3 (–2,–2) –3
point are (–2,–2).
–4
–5

 Distance

What if we want to find the distance between two

points on a graph? We have a formula for that: D = Those points form a common right trian-
(x 2 − y1 )2 + (y 2 − y1 )2 . In other words, square the gle, a 3-4-5 right triangle. The distance
difference between the x-values of the two points and formula might have felt a lot like the
add that to the square of the difference between the y- Pythagorean theorem, which we’ll review
values of the two points. Then, take the square root of in Chapter 12. The length of the short leg,
that sum. This sounds complicated, so let’s look at an from (–5,–2) to (–2,–2), squared, plus the
example. length of the long leg, from (–5,2) to
(–5,–2), squared, is equal to the length of
Example the hypotenuse, from (–5,2) to (–2,–2),
What is the distance between (–5,2) and squared. The distance formula comes
(–2,–2)? directly from the Pythagorean theorem.
We just saw these points on the graph. First, The change in x-values represents the
let’s use the formula, and then let’s look at length of one leg of a triangle, and the
the graph. The second x-value, or x2, is –2, change in y-values represents the length of
and the first x-value, or x1, is –5. The second the other leg of the triangle.
y-value, or y2, is –2, and the first y-value,
or y1, is 2. Plug these values into the The distance between two points doesn’t always
formula: D = (x 2 − y1 )2 + (y 2 − y1 )2 work out to a whole number.
= [(−2) − (−5)]2 + [(−2) − 2]2
Example
= (3)2 + (−4)2 = 9 + 16 = 25 = 5
Find the distance between points (–1,5)
units. The distance from (–5,2) to (–2,–2)
and (2,–3).
is 5 units. Now, let’s look at the graph, and

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Plug these values into the formula 461. The point (–3,–2) lies in quadrant
D = (x 2 − x1 )2 + ( y 2 − y1 )2 : a. I.
[2 − (−1)]2 + [(−3) − 5]2 = (3)2 + (−8)2 b. II.
c. III.
= 9 + 64 = 73
d. IV.
We can’t simplify 73 units, so that is
our answer. 462. The point (–109,0.3) lies in quadrant
a. I.
b. II.
 Practice Questions c. III.
d. IV.
a=x–x

b=y–y 463. The point (0.01,100) lies in quadrant

a. I.
c = d (the distance between two points)
b. II.
c2 = a2 + b2 (Pythagorean theorem) c. III.
d2 = (x – x)2 + (y – y)2 d. IV.

464. A point is three spaces right and one space

above the point (–1,–2). It lies in quadrant
a. I.
Pythagorean theorem
b. II.
[2 − (−2)]
a2 + b2 = c2 c. III.
√a2 + b2 = c d. IV.
[−2 − (+4)]

465. A point is 40 spaces left and 0.02 spaces above

the point (20,0.18). It lies in quadrant
Distance = √Δx2 + Δy2 a. I.
D = √(−2 − 4)2 + (2 − −2)2 b. II.
D = √(−6)2 + (4)2
c. III.
D = √36 + 16
D = √52 = 2 √13 d. IV.

Choose the best answer. 466. A point is 15 spaces right and 15 spaces below
the point (–15,0). It lies on the
460. The origin is a. x-axis.
a. where the x-axis begins. b. y-axis.
b. where the y-axis begins. c. z-axis.
c. where the x-axis intersects the y-axis. d. origin.
d. not a location.

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467. On a coordinate plane, y = 0 is State the ordered pair for each point.
a. the x-axis.
b. the y-axis.
c. a solid line. A

d. finitely long.

B
468. A baseball field is divided into quadrants. The
pitcher is the point of origin. The second
baseman and the hitter lie on the y-axis; the
x
first baseman and the third baseman lie on the C
x-axis. If the hitter bats a ball into the far left
field, the ball lies in quadrant D
a. I.
b. II.
c. III.
y
d. IV.
472. the point A
469. Points (12,3), (0,3), and (–12,3) are
a. noncoplanar. 473. the point B
b. collinear.
474. the point C
c. noncollinear.
d. a line.
475. the point D

470. Points (14,–2), (–1,15), and (3,0)

a. determine a plane.
b. are collinear.
c. are noncoplanar.
d. are a line.

471. The distance between the point (4,–5) and the

point (–2,0) is
a. 11.
b. 29.
c. 61.
d. 22.

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Plot each point on the same coordinate plane. Re- Find the distance between each given pair of points.
member to label each point appropriately.
482. points (0,4) and (0,32)
y
483. points (–1,–2) and (4,–1)

484. points (–3,3) and (7,3)

485. points (17,0) and (–3,0)

x

 Equation of a Line

Now that we’ve seen how to connect two points to

form a line, we can find the equation of a line. The
equation of a line has two parts: the slope and the
y-intercept. The slope of a line is the change in its
y-values divided by the change in its x-values, written
y −y Δy
formally as x 2 − x1 or Δx . The Δ symbol is called a
2 1
476. From the origin, plot the point M (4,5). delta, and it represents change. The y-intercept is the
y-value of the point where the line crosses the y-axis.
477. From the origin, plot the point N (12,–1). When a line is in slope-intercept form, with y
alone on the left side of the equation, the y-intercept
478. From the origin, plot the point O (–3,–6). is added to or subtracted from the x-value multiplied
by the slope. We say that y = mx + b, where m is the
479. From the point M, plot the point P (0,1). slope of the line and b is the y-intercept of the line.
The line y = 3x + 4 has a slope of 3 and a y-intercept
480. From the point N, plot the point Q (–4,0). of 4.

481. From the point O, plot the point R (–7,–3).

Example
What is the slope of the line y = –4x + 6?
What is the y-intercept?
The slope of the line is –4, and the
y-intercept is 6.

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PITFALL Choose any two points on the line and

divide the difference between their
The slope of a line is the coefficient of the y-values by the difference between their
x term only when the equation is in slope- x-values. Let’s use the points (0,3) and
intercept form. Be sure an equation is in (1,1). Plug these values into the formula:
y −y 1− 3
slope-intercept form before finding the slope slope = x 2 − x1 = 1 − 0 = –2. The slope of
2 1
and y-intercept. If the equation is not in that this line is –2. The y-intercept is the
form, convert the equation to slope-intercept y-value of the point where the line crosses
form.
the y-axis. The line crosses the y-axis at
(0,3), which means that the y-intercept is
3. Now that we have the slope and the
Example y-intercept of the line, we can write the
What is the slope of the line 4y = 2x – 40? equation of the line. Remember, the
What is the y-intercept? y-intercept is added to the product of the
This equation is not in slope-intercept slope and the variable x: y = –2x + 3.
form, so we must put it in slope-intercept
form. To get y alone on the left side of the The slope of a line is said to be increasing when
equation, divide both sides of the equa- it is positive and decreasing when it is negative. The
tion by 4: y = 12x – 10. The slope of the line preceding graph showed a slope that was decreasing,
is 12 and the y-intercept is –10. and sure enough, the slope was negative (–2). The line
y = 2x + 3 has a positive slope, so that slope is increas-
Example ing, as shown on the following graph.
What is the slope of the line shown here?
What is the y-intercept? y
y y = 2x + 3

y=6

5
4
5
3
4
2
3
1 x
2
1 –5 –4 –3 –2 –1 0 1 2 3 4 5
x –1
–5 –4 –3 –2 –1 0 1 2 3 4 5 –2
–1 –3
–2 x=4
–4
–3 –5
–4
–5

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– MATH TO THE MAX –

The slope of a line is zero if the line is horizon- We can use the equation of a line to find the
tal. A line such as y = 6, shown here, is horizontal. x-value of a point given the y-value, or we can find
The slope is zero, so you could also think of the equa- the y-value of a point given the x-value.
tion as y = 0x + 6.
If the line is vertical, it is said to have no slope, Example
which is not the same as zero slope. A line with zero What is the y-coordinate of a point that
slope has no change in y-value, so the slope, written has an x-value of 3 on the line y = 4x – 8?
as a fraction, is 0 over a number other than 0. A line Plug the x-value into the equation and
with no slope has no change in x-value, so that slope, solve for y: y = 4(3) – 8 = 12 – 8 = 4.
written has a fraction, would have a 0 in the denomi-
nator, which would make the fraction undefined. A We can even use graphs to help us solve equa-
line such as x = 4 has no slope. tions. Given the x-value of a point on a line, we can
If two lines have the same slope, then they are use that point to locate the y-value on the graph.
parallel. The lines y = –3x + 2 and y = –3x – 13 are
parallel. If the slope of a line is the negative reciprocal Example
of the slope of another line, then those lines are per- The following graph shows the equation
pendicular. Remember, to find the reciprocal of a y = –12 x + 2. Use the graph to find the
number, switch the numerator and the denominator value of y when x = 4.
of the number. The line y = 9x + 2 is perpendicular to
the line y = – 91 x + 7, since 9 and – 91 are negative recip-
y
rocals of each other.

Example
The equation of a line is y = 12 x + 20.
5
Write the equation of a line that is parallel 4
3
to it and write the equation of a line that 2
is perpendicular to it. 1 x
1 –5 –4 –3 –2 –1 0 1 2 3 4 5
Any line with a slope of is parallel to the
2 –1
–2
line y = 12 x + 20, so y = 12 x + 1 is parallel to –3
it. Any line with a slope that is –2, the –4
–5
negative reciprocal of 12, is perpendicular
to the line y = 12 x + 20, so y = –2x is per-
pendicular to the line y = 12 x + 20.
The equation y = –2x appears to have no
y-intercept. What does that mean? It
means that this line goes through the When x = 4, the line crosses the x-axis,
origin, because the line intercepts the which means that its y value is 0.
y-axis at 0. The line does have a y-intercept,
and that intercept is 0. You could also
think of the equation as y = –2x + 0.

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 Practice Questions 490. Which equation is a line parallel to y = – 1145 x +

7?
Choose the best answer. a. y = 1145 x + 12
b. y = 1154 x + 7
486. Pam and Sam are climbing different hills with c. y = – 1145 x + 12
the same incline. If each hill were graphed, d. y = 1154 x + 12
they would have the same
a. equation. 491. The y-axis has
b. slope. a. zero slope.
c. length. b. undefined slope.
d. coordinates. c. positive slope.
d. negative slope.
487. In American homes, a standard stair rises 7″
for every 9″. The slope of a standard staircase State the slope for each of the following diagrams.
is
492.
a. 97 .
b. 72 .
c. 16
9.
9
d. 7 .

488. Which equation is a line perpendicular to y = (10,2)

– 21 x + 4?
a. y = 21 x + 4 (0,0)
x-axis

b. y = 2x + 8
c. y = –2x + 8
d. y = 21 x + 8
(−2,−6)

489. Bethany’s ramp to her office lobby rises 3 feet

for every 36 feet. The incline is
a. 36 feet
1 foot . y-axis

b. 12 feet
1 foot .
1 foot
c. 12 feet .
36 feet
d. 3 feet .

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493.  The Slope-Intercept Equation

(1,10)
A special arrangement of the linear equation looks like
y = mx + b. m represents the line’s slope. b represents
the y coordinate where the line crosses the y-axis.

x-axis
(−1,0)

x-axis

rise
(0,−2) y-intercept
y-axis
run
494.

slope = rise 2 y = 1x − 2
run = 2

y-axis

(−3,0)
x-axis
 Practice Questions

Choose the best answer.

495. In the linear equation y = –4x + 5, what is the

(0,−5)
y-intercept?
a. (5,0)
y-axis b. (–4,0)
c. (0,–4)
d. (0,5)

496. What is the slope of the linear equation

y = 32 x – 1?
a. 2
b. 32
c. 23
d. 3

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497. What is the value of b if (–2,3) satisfies the 502. Which line perpendicularly meets line 1x + 2y
equation y = 21 x + b? = 4 on the y-axis?
a. –2 a. y = – 21 x + 2
b. –1 b. y = 2x + 2
c. 3 c. y = –2x – 2
d. 4 d. y = 21 x – 2

498. What is the value of y if (1,y) satisfies the 503. A (0,–2) satisfies which equation that parallels
equation y = – 152 x + 52 ? 1 1
2x + 4y = 8?
1

a. 1 a. y = 2x + 21
b. –2 b. y = 21 x + 21
c. –3 c. y = –2x – 2
d. –1 d. y = –2x + 21

499. Convert the linear equation 4x – 2y = 4 into a

slope-intercept equation.  Graphing a Line
a. y = 2x – 2
b. y = –2x + 2 To graph a line, begin by putting its equation into
c. x = 21 y – 2 slope-intercept form. Then, plot the y-intercept. This
d. x = – 21 y + 2 is the easiest point to plot, because you can simply
place a point along the y-axis according to the value
500. The points (–4,0), (0,3), and (8,9) satisfy of the y-intercept. Next, use the slope to find a few
which equation? more points on the graph. Finally, connect your
a. y = 34 x + 3 points and label your graph.
b. y = 43 x + 0
c. y = 43 x + 3 Example
d. y = 86 x + 9 Graph the line y = 3x – 3.
Begin with the y-intercept. Place the point
501. Find the missing y value if the points (–3,–1), (0,–3). Next, count three units up and one
(0, y), and (3,–9) are collinear. unit to the right to place the next point,
a. 1 since the slope of the line is 3. Remember,
b. –1 the slope is the change in y over the
c. –3 change in x, so in this example, the
d. –5 y-value must increase by three units for
every unit by which the x-value increases.
In the same way, plot a point that is three
units down and one unit to the left, since
–3
–1 is also equal to 3.

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y  Practice Questions

Graph the following equations using the slope and

y-intercept method.
5
4
3 504. y = 2x + 3
2
1 x
–5 –4 –3 –2 –1 0 1 2 3 4 5
505. y = 5x − 2
–1
–2
–3 506. y = −2x + 9
–4
–5
3
507. y = 4 x − 1

5
508. y = 2 x − 3

509. y − 2x = 4
Plot a few more points and connect them.
Label your line y = 3x – 3.
510. y + 3x = −2
y
1 1
y = 3x – 3 511. y − 2 x = 3 2

512. 2x + 5y = 30
5
4
3 513. 2y + 4x = 10
2
1 x
514. x − 3y = 12
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3 515. 3x + 9y = −27
–4
–5
7
516. −5x − y = − 2

517. x = 7y − 14

518. 0 = 3x + 2y

519. 3x + 12y = −18

520. y − 0.6x = −2

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2 1
521. 3 y − 2x = 0 532. A dive resort rents scuba equipment at a
weekly rate of $150 per week and charges $8
5 1
522. 6x − 3y = 2 per tank of compressed air used during the
week of diving. Write an equation to represent
523. 7x = 4y + 8 a diver’s cost for one week of diving at the
resort.
524. 20x − 15 = 5y
533. A recent backyard bird count showed that one
525. 6y + 13x = 12 out of every seven birds that visited backyard
feeders was a chickadee. Write an equation to
526. 0.1x = 0.7y + 1.4 represent this ratio.

527. −34x + 85 = 17y TERMS TO REVIEW

coordinate plane
528. 6y + 27x = −42
x-axis

For the following problems, use the slope/y-intercept y-axis

method to write an equation that would enable you origin

to draw a graphic solution for each problem. ordered pair

coplanar
529. A glider has a 25:1 descent ratio when there
noncoplanar
are no updrafts to raise its altitude. That is, for
every 25 feet it moves parallel to the ground, it collinear

will lose 1 foot of altitude. Write an equation noncollinear

to represent the glider’s descent from an slope
altitude of 250 feet.
delta

y-intercept
530. An Internet service provider charges $15 plus
$0.25 per hour of usage per month. Write an
equation that would represent the monthly FORMULAS TO REVIEW

bill of a user. distance = ( x 2 − x1 ) 2 + ( y 2 − y1 ) 2

slope = y 2 − y1 or Δy
x 2 − x1 Δx
531. A scooter rental agency charges $20 per day
plus $0.05 per mile for the rental of a motor
scooter. Write an equation to represent the
cost of one day’s rental.

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 Answers 467. a. The y-coordinate of every point on the

x-axis is zero.
460. c. The origin, whose coordinate pair is (0,0), 468. b. Draw a baseball field—its exact shape is
is in fact a location. It is where the x-axis irrelevant; only the alignment of the
meets the y-axis. It is not the beginning of players matters. They form the axes of the
either axis because both axes extend coordinate plane. The ball passes the
infinitely in opposite directions, which pitcher and veers left of the second
means they have no beginning and no end. baseman; it is in the second quadrant.
461. c. Both coordinates are negative: count three 469. b. The three points are collinear; they could
spaces left of the origin; then count two be connected to make a horizontal line, but
spaces down from the x-axis. The point they are not a line. Choice a is incorrect
(–3,–2) is in quadrant III. because all points on a coordinate plane
462. b. You do not need to actually count 109 are coplanar.
spaces left of the origin to know that the 470. a. Three noncollinear points determine a
point (–109,0.3) lies left of the y-axis. Nor plane. Choices b and d are incorrect
do you need to count three-tenths of a because the points do not lie on a common
space to know that it lies above the x-axis. line, nor can they be connected to form a
Points left of the y-axis and above the straight line. Caution: Do not assume
x-axis are in quadrant II. points are noncollinear because they do
463. a. Again, you do not need to count one- not share a common x- or y-coordinate. To
hundredth of a space right of the origin or a be certain, plot the points on a coordinate
hundred spaces up from the x-axis to find in plane and try to connect them with one
which quadrant the point (0.01,100) lies. straight line.
You only need to know that the point is 471. c. First, find the difference between like
right of the y-axis and above the x-axis. coordinates: x – x and y – y: 4 – (–2) = 6,
Points right of the y-axis and above the x- and –5 – 0 = –5. Square both differences:
axis lie in quadrant I. 62 = 36, and (−5)2 = 25. Remember a
464. d. To find a new coordinate pair, add like negative number multiplied by a negative
coordinates: 3 + (–1) = 2, and 1 + (–2) = number is a positive number. Add the
–1. This new coordinate pair is (2,–1), squared differences together, and take the
which lies in quadrant IV. square root of their sum: 36 + 25 = 61, and
465. b. To find a new coordinate pair, add like d =  61. If you chose choice a, then your
coordinates: (–40) + 20 = –20, and 0.02 + mistake began after you squared –5; the
0.18 = 0.20. This new coordinate pair is square of a negative number is positive. If
(–20,0.20), which lies in quadrant II. you chose choice b, then your mistake
466. b. To find a new coordinate pair, add like began when subtracting the x-coordinates;
coordinates: 15 + (–15) = 0, and (–15) + 0 two negatives make a positive. If you chose
= –15. This new coordinate pair is (0,–15); d, then you didn’t square your differences;
any point whose x-coordinate is zero lies you doubled your differences.
on the y-axis.

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472. To locate the point A from the origin, count 484. Distance = 10. d2 = (–3 – 7)2 + (3 – 3)2; d2 =
one space right of the origin and six spaces up. (–10)2 + 02; d2 = 100; d = 10. Again, because
The coordinate pair is (1,6). these two points form a horizontal line, you
473. To locate the point B from the origin, count could just count the number of spaces along
four spaces left of the origin and two and a the line’s length to find the distance between
half spaces up. The coordinate pair is (–4, 2.5). the points.
474. To locate the point C from the origin, count 485. Distance = 20. d2 = [17 – (–3)]2 + (0 – 0)2; d2
seven spaces right of the origin and no spaces = (20)2 + 02; d2 = 400; d = 20. Because these
up or down. This point lies on the x-axis. The two points also form a horizontal line, you
coordinate pair is (7,0). could just count the spaces along the line’s
475. To locate the point D from the origin, count no length to find the distance between the points.
spaces left or right, but count three spaces down 486. b. If two lines have the same incline, they rise
from the origin. This point lies on the y-axis, the same amount over the same distance;
and x equals zero. The coordinate pair is (0,–3). the relationship of rise over distance is
slope.
For answers to questions 476–481, see the graph shown
487. a. If every step rises 7″ for every 9″, then the
here.
relationship of rise over distance is 97 .
488. b. In the slope-intercept formula, the
constant preceding the variable x is the
P (4,6)
line’s slope. Because perpendicular lines
M (4,5)
have slopes that are negative reciprocals, a
line perpendicular to y = – 21 x + 4 must
have a 12 slope.
Q (8,–1) N (12,–1) 489. c. If the ramp rises 3 feet for every 36 feet,
then the relationship of rise over distance is
3 feet 1 foot
36 feet. The simplified ratio is 12 feet.
O (–3,–6)
490. c. Parallel lines have the same rise-over-
R (–10,–9)
distance ratio, or slope. That means in
482. Distance = 28. d2 = (0 – 0)2 + (4 – 32)2; d2 = 02 slope-intercept equations, the constant
+ (–28)2; d2 = 784; d = 28. Because these two before the x-variable will be the same. In
points form a vertical line, you could just this case, – 1154 must precede x in both
count the number of spaces along the line’s equations. Choices b and d are
length to find the distance between the points. perpendicular line equations because their
483. Distance =  26. d2 = (–1 – 4)2 + [–2 – (–1)]2; slopes are negative reciprocals of the given
d2 = (–5)2 + (–1)2; d2 = 25 + 1; d = 26. slope. Choice a is an entirely different line.

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491. b. The y-axis is a vertical line; its slope is 01 or 499. a. To convert a standard linear equation into
undefined (sometimes referred to as “no a slope-intercept equation, single out the y
slope”). The x-axis is an example of a variable. Subtract 4x from both sides: –2y =
horizontal line; horizontal lines have zero –4x + 4. Divide both sides by –2: y = 2x – 2.
slope. Positive slopes are nonvertical lines Choices c and d are incorrect because they
that rise from left to right; negative slopes single out the x variable. Choice b is
are nonvertical lines that descend from left incorrect because after both sides of the
to right. equation are divided by –2, the signs were
492. Subtract like coordinates: –2 – 10 = –12, and not reversed on the right-hand side.
–6 – 2 = –8. Place the vertical change in 500. c. Find the slope between any two of the
(0 – 3)
distance over the horizontal change in given points: (–4 – 0) = –4 –3
, or 43 . The point
–8
distance: –1 2 . Then reduce the top and bottom (0,3) is the y-intercept. Plug the slope and
of the fraction by –4. The final slope is 32 . y-value of the point (0,3) into the formula
493. Subtract like coordinates: –1 – 1 = –2, and 0 – y = mx + b: y = 43 x + 3.
10 = –10. Place the vertical change in distance 501. d. The unknown y value is also the intercept
over the horizontal change in distance: –10 –2 . value of a line that connects all three
Then reduce the top and bottom of the points. First, find the slope between the
fraction by –2. The final slope is 5. points (–3,–1) and (3,–9): –3 – 3 = –6, and
8
494. Subtract like coordinates: –3 – 0 = –3, and 0 – –1 – (–9) = 8; –6 or –43 represents the slope.
(–5) = 5. Place the vertical change in distance From the point (–3,–1), count right three
5
over the horizontal change in distance: –3 . The spaces and down four spaces. You are at
5
slope is – 3 . point (0,–5). From this point, count right
495. d. When a line intercepts the y-axis, its x- three spaces and down four spaces. You are
value is always zero. Immediately, choices a at point (3,–9). Point (0,–5) is on the line
and b are eliminated. In the slope and y- connecting points (–3,–1) and (3,–9); –5 is
intercept equation, the number without a your unknown value.
variable beside it is the y-value of the y- 502. b. First, convert the standard linear equation
intercept coordinate pair. Choice c is into a slope and y-intercept equation.
eliminated because –4 is actually the line’s Isolate the y variable: 2y = –1x + 4. Divide
slope value. both sides by 2: y = – 21 x + 2. A line that
496. b. In the slope and y-intercept equation, the perpendicularly intercepts this line on the
number preceding the x variable is the y-axis has a negative reciprocal slope but
line’s slope. In this case that number is the has the same y intercept value: y = 2x + 2.
entire fraction 32 . 503. c. First, convert the standard linear equation
497. d. Plug the values of x and y into the equation into a slope-intercept equation. Isolate the
and solve: 3 = 21 (−2) + b; 3 = (–1) + b; 4 = b. y variable: 41 y = – 21 x + 81 . Multiply both
498. b. Plug the value of x into the equation and sides by 4: y = –2x + 21 . A parallel line will
solve: y = – 12 2 12 2 10
5 (1) + 5 ; y = – 5 + 5 ; y = – 5 ; have the same slope as the given equation;
y = –2. however, the y intercept will be different:
y = –2x – 2.

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504. The equation is in the proper slope and 506. The equation is in the proper slope/
2 change in y 2 change in y
y-intercept form: m = 2 = 1 = change in x . y-intercept form: m = −2 = − 1 = change in x .
b = 3. The y-intercept is at the point (0,3). A b = 9. The y-intercept is at the point (0,9). A
change in y of 2 and in x of 1 gives the point change in y of −2 and in x of 1 gives the point
(0 + 1,3 + 2) or (1,5). (0 + 1,9 − 2) or (1,7).

A change in y of 2 and in xy of 1 gives the point (0 + y

1,3 + 2) or (1,5). (0,9)

(1,7)
(1,5)

(0,3)

x
x

505. The equation is in the proper slope/

5 change in y
y-intercept form: m = 5 = 1 = change in x .
b = −2. The y-intercept is at the point (0,−2). 507. The equation is in the proper slope/
3 change in y
A change in y of 5 and in x of 1 gives the point y-intercept form: m = 4 = change in x . b = −1.
(0 + 1,−2 + 5) or (1,3). The y-intercept is at the point (0,−1). A
change in y of 3 and in x of 4 gives the point
y
(0 + 4,−1 + 3) or (4,2).
y

(1,3)

x
(4,2)
(0,−2)
x
(0,−1)

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508. The equation is in the proper slope/ 509. Put the equation in the proper form. Add 2x
5 change in y
y-intercept form: m = 2 = change in x . b = −3. to both sides of the equation: y + 2x − 2x =
The y-intercept is at the point (0,−3). 2x + 4. Simplify the equation: y = 2x + 4. The
A change in y of 5 and in x of 2 gives the point equation is in the proper slope/y-intercept
2 change in y
(0 + 2,−3 + 5) or (2,2). form: m = 2 = 1 = change in x . b = 4. The
y
y-intercept is at the point (0,4). A change in
y of 2 and in x of 1 gives the point
(0 + 1,4 + 2) or (1,6).
y

(2,2)
(1,6)
x
(0,4)

(0,−3)
x

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1
510. Put the equation in the proper form. Subtract 511. Put the equation in the proper form. Add 2 x
1 1 1
3x from both sides of the equation: y + 3x − 3x to both sides of the equation: y + 2 x − 2 x = 2 x
1 1 1
= −3x − 2. Simplify the equation: y = −3x − 2. + 3 2 . Simplify the equation: y = 2 x + 3 2 .
The equation is in the proper slope/ The equation is in the proper slope/
3 change in y 1 change in y 1
y-intercept form: m = −3 = − 1 = change in x . y-intercept form: m = 2 = change in x . b = 3 2 .
1
b = −2. The y-intercept is at the point (0,−2). A The y-intercept is at the point (0,3 2 ). A change
change in y of −3 and in x of 1 gives the point in y of 1 and in x of 2 gives the point
1 1
(0 + 1,−2 − 3) or (1,−5). (0 + 2,3 2 + 1) or (2,4 2 ).
y y

(2,4 12 )
1
(0,3 )
2

x
x
(0,−2)

(1,−5)

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512. Put the equation in the proper form. 513. Put the equation in the proper form. Subtract
Subtract 2x from both sides of the equation: 4x from both sides of the equation: 2y + 4x
2x − 2x + 5y = −2x + 30. Simplify the equation: − 4x = –4x + 10. Simplify the equation: 2y =
5y = −2x + 30. Divide both sides of the –4x + 10. Divide both sides of the equation
5y (−2x+ 30) 2y (−4x + 10)
equation by 5: 5 = 5 . Simplify the by 2: 2 = 2 . Simplify the equation:
−2x 30 −2 –4x 10
equation: y = 5 + 5 ; y = 5 x + 6. y = 2 + 2 ; y = –2x + 5. The equation is in
The equation is in the proper slope/ the proper slope/y-intercept form: m = –2 =
−2 change in y 2 change in y
y-intercept form: m = 5 = change in x . b = 6. – 1 = change in x . b = 5. The y-intercept is at the
The y-intercept is at the point (0,6). A change point (0,5). A change in y of –2 and in x of 1
in y of −2 and in x of 5 gives the point gives the point (0 + 1,5 − 2) or (1,3).
(0 + 5,6 − 2) or (5,4).
y
y

(0,6) (0,5)

(5,4) (1,3)

x
x

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514. Put the equation in the proper form. Add 3y to 515. Put the equation in the proper form. Divide
(3x + 9y) −27
both sides of the equation: x − 3y + 3y = 12 + both sides of the equation by 3: 3 = 3 .
3x 9y
3y. Simplify the equation: x = 12 + 3y. Subtract Simplify the equation: 3 + 3 = –9; x + 3y =
12 from both sides of the equation: x − 12 = –9. Subtract x from both sides of the equation:
12 − 12 + 3y. Simplify the equation: x − 12 = x − x + 3y = –x − 9. Simplify the equation: 3y =
3y. Divide both sides of the equation by 3: –x − 9. Divide both sides of the equation by 3:
(x − 12) x 12 x 3y (−x − 9) −x 9
= y. Simplify the equation: 3 − 3 = y; 3 3 = 3 . Simplify the equation: y = 3 − 3 ; y
3
x (1)(x) 1 x 1 1 1
− 4 = y; 3 = (3)( 1) = 3 × 1 = 3 x; 3 x − 4 = y. The = 3 x − 3. The equation is in the proper
1 change in y
equation is equivalent to the proper form: y = slope/y-intercept form: m = – 3 = change in x . b
1
3 x − 4. The equation is in the proper slope/ = –3. The y-intercept is at the point (0,−3). A
1 change in y
y-intercept form: m = 3 = change in x . b = –4. change in y of –1 and in x of 3 gives the point
The y-intercept is at the point (0,−4). A (0 + 3,−3 − 1) or (3,−4).
change in y of 1 and in x of 3 gives the point
y
(0 + 3,–4 + 1) or (3,–3).

x (0,−3)
(3,−4)

(3,−3)
(0,−4)

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516. Put the equation in the proper form. Add 5x 517. Put the equation in the proper form. Add 14
to both sides of the equation: 5x − 5x − y = 5x to both sides of the equation: x + 14 = 7y + 14
7 7
− 2 . Simplify the equation: −y = 5x − 2 . − 14. Simplify the equation: x + 14 = 7y.
Multiply both sides of the equation by −1: Divide both sides of the equation by 7:
7 (x + 14) 7y x
−1(−y) = −1(5x − 2 ). Simplify the equation: 7 = 7 . Simplify the equation: 7 + 2 = y;
7 1 1
y = −5x + 2 . The equation is in the proper 7 x + 2 = y; y = 7 x + 2. The equation is in the
5 1
slope/y-intercept form: m = −5 = − 1 = proper slope/y-intercept form: m = 7 =
change in y 7 1 change in y
change in x
. b = 2 = 3 2 . The y-intercept is at the change in x
. b = 2. The y-intercept is at the point
1
point (0,3 2 ). A change in y of −5 and in x of 1 (0,2). A change in y of 1 and in x of 7 gives the
1 1
gives the point (0 + 1,3 2 − 5) or (1,−1 2 ). point (0 + 7,2 + 1) or (7,3).
y y

(0,3 12 )
(7,3)
(0,2)
x x
1
(1,–1 ) 2

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518. Put the equation in the proper form. Subtract 519. Put the equation in the proper form. Divide
(3x + 12y) −18
2y from both sides of the equation: 0 − 2y = 3x both sides of the equation by 3: 3 = 3 .
3x 12y
+ 2y − 2y. Simplify the equation: −2y = 3x. Simplify the equation: 3 + 3 = −6;
Divide both sides of the equation by −2: x + 4y = −6. Subtract x from both sides of the
−2y 3x −3
−2 = −2 . Simplify the equation: y = 2 x. The equation: x − x + 4y = − x − 6. Simplify the
equation is in the proper slope/y-intercept equation: 4y = −x − 6. Divide both sides of the
−3 change in y 4y (−x − 6)
form: m = 2 = change in x . There is no b equation by 4: 4 = 4 . Simplify the
−x 6 1 1
showing in the equation, so b = 0. The equation: y = 4 − 4 : y = − 4 x − 1 2 . The
y-intercept is at the point (0,0). A change in y equation is in the proper slope/y-intercept
−1 change in y
of −3 and in x of 2 gives the point (0 + 2,0 − 3) form: m = 4 = change in x . b = − 23 . The y-
1
or (2,−3). intercept is at the point (0,−1 2 ). A change in y
of −1 and in x of 4 gives the point
y 1 1
(0 + 4,−1 2 − 1) or (4,−2 2 ).

(0,0)
x

(2,−3) x
(0,–1 12 )
(4,–2 12 )

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1
520. Put the equation in the proper form. Add 0.6x 521. Put the equation in the proper form. Add 2 x
2 1 1
to both sides of the equation: y + 0.6x − 0.6x = to both sides of the equation: 3 y − 2 x + 2 x = 0
1 2 1
0.6x − 2. Simplify the equation: y = 0.6x − 2. + 2 x. Simplify the equation: 3 y = 2 x. Multiply
3 3 2 3 1
The equation is in the proper slope/ both sides of the equation by 2 : 2 ( 3 )y = 2 ( 2 x).
6 3 change in y 3 3
y-intercept form: m = 0.6 = 10 = 5 = change in x . Simplify the equation: 1y = 4 x; y = 4 x. The
b = −2. The y-intercept is at the point (0,−2). equation is in the proper slope/y-intercept
3 change in y
A change in y of 3 and in x of 5 gives the point form: m = 4 = change in x . b = 0. The y-intercept
(0 + 5,−2 + 3) or (5,1). is at the point (0,0). A change in y of 3 and in
x of 4 gives the point (0 + 4,0 + 3) or (4,3).
y
y

(5,1)
(4,3)
x
x
(0,−2) (0,0)

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522. Simplify the equation. It would be easier to 523. Put the equation in the proper form. Subtract
operate with an equation that doesn’t have 8 from both sides of the equation: 7x − 8 = 4y
fractional coefficients. So, if you multiply the + 8 − 8. Simplify the equation: 7x − 8 = 4y.
whole equation by the lowest common Exchange the terms on each side of the equal
multiple of the denominators, you will have sign: 4y = 7x − 8. Divide both sides of the
4y 7x 8
whole numbers with coefficients. Multiply equation by 4: 4 = 4 − 4 . Simplify the
5 1 7
both sides of the equation by 6: 6( 6 x − 3 y) = equation: y = 4 x − 2. The equation is in the
7
6(2). Use the distributive property of proper slope/y-intercept form: m = 4 =
5 1 change in y
multiplication: 6( 6 x) − 6( 3 y) = 6(2). Simplify change in x
. b = −2. The y-intercept is at the
the equation: 5x − 2y = 12. Subtract 5x from point (0,−2). A change in y of 7 and in x of 4
both sides of the equation: 5x − 5x − 2y = −5x gives the point: (0 + 4,−2 + 7) or (4,5).
+ 12. Simplify the equation: −2y = −5x + 12. y
−2y
Divide both sides of the equation by −2: −2 =
−5x 12 5
−2 + −2 . Simplify the equation: y = 2 x − 6. The
equation is in the proper slope/y-intercept
5 change in y
form: m = 2 = change in x . b = −6. The
(4,5)
y-intercept is at the point (0,−6). A change in
y of 5 and in x of 2 gives the point
(0 + 2,−6 + 5) or (2,−1).
x
y
(0,−2)

x
(2,−1)

(0,−6)

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524. Exchange the terms on each side of the equal 525. Put the equation in the proper form. Subtract
sign: 5y = 20x − 15. Divide both sides of the 13x from both sides of the equation: 6y + 13x
5y 20x 15
equation by 5: 5 = 5 − 5 . Simplify the − 13x = −13x + 12. Simplify the equation: 6y =
equation: y = 4x − 3. The equation is in the −13x + 12. Divide both sides of the equation
4 6y −13x 12
proper slope/y-intercept form: m = 4 = 1 = by 6: 6 = 6 + 6 . Simplify the equation: y =
change in y −13
change in x
. b = −3. The y-intercept is at the 6 x + 2. The equation is in the proper
−13 change in y
point (0,−3). A change in y of 4 and in x of 1 slope/y-intercept form: m = 6 = change in x .
gives the point (0 + 1,−3 + 4) or (1,1). b = 2. The y-intercept is at the point (0,2). A
change in y of −13 and in x of 6 gives the point
y
(0 + 6,2 − 13) or (6,−11).

18
16
14
12
10
(1,1) 8
x 6

2 (0,2)
(0,−3) x
−18 −16 −14 −12 −10 −8 −6 −4 −2 2 4 6 8 10 12 14 16 18
−2
−4
−6
−8
−10
(6,−11)
−12
−14
−16
−18

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526. Once again, if it would be easier for you to 527. Exchange the terms on each side of the equal
operate with whole number coefficients sign: 17y = −34x + 85. Divide both sides of the
17y −34x 85
instead of decimals to start, you could equation by 17: 17 = 17 + 17 . Simplify the
multiply the whole equation by 10. Multiply equation: y = −2x + 5. The equation is in the
−2
both sides of the equation by 10: 10(0.1x) = proper slope/y-intercept form: m = −2 = 1 =
change in y
10(0.7y + 1.4). Simplify the expression: x = 7y change in x
. b = 5. The y-intercept is at the point
+ 14. Subtract 14 from both sides of the (0,5). A change in y of −2 and in x of 1 gives
equation: x − 14 = 7y + 14 − 14. Simplify the the point (0 + 1,5 − 2) or (1,3).
equation: x − 14 = 7y. If a = b, then b = a: 7y =
y
x − 14. Divide both sides of the equation by 7:
7y x 14 1
7 = 7 − 7 . Simplify the equation: y = 7 x − 2.
The equation is in the proper slope/
1 change in y
y-intercept form: m = 7 = change in x . b = −2.
(0,5)
The y-intercept is at the point (0,−2). A
change in y of 1 and in x of 7 gives the point (1,3)

(0 + 7,−2 + 1) or (7,−1).
x
y

(7,−1)
(0,−2)

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528. Put the equation in the proper form. Add −27x 530. Let y = the amount of a monthly bill. Let x =
to both sides of the equation: 6y + 27x − 27x = the hours of Internet use for the month. The
−27x − 42. Simplify the equation: 6y = −27x − costs for the month will equal $15 plus $0.25
6y
42. Divide both sides of the equation by 6: 6 = times the number of hours of use. Written
–27x 42 −27
6 − 6 . Simplify the equation: y = 6 x − 7.
as an equation, this information would be:
Simplify the coefficient of x by a common factor y = 0.25x + 15. A graph of this equation would
−9 25 1
of 3: y = 2 x − 7. The equation is in the proper have a slope of 0.25 or 100 = 4 . The y-intercept
−9 9 change in y
slope/y-intercept form: m = 2 = −2 = change in x . would be at (0,15).
b = −7. The y-intercept is at the point (0,−7). A 531. Let y = the cost of a scooter rental for one day.
change in y of 9 and in x of −2 gives the point Let x = the number of miles driven in one day.
(0 − 2,−7 + 9) or (−2,2). The problem tells us that the cost would be
y equal to the daily charges plus $0.05 times
the number of miles driven. Written as an
equation, this would be: y = $0.05x + 20. The
graph would have a y-intercept at (0,20) and
5 1
the slope would be 100 = 20 .
532. Let y = the total cost for equipment. Let x =
(−2,2) the number of tanks used during the week.
The problem tells us that the cost would be
x
equal to the weekly charge for gear rental plus
$8 times the number of tanks used. A formula
that would represent this information would
be: y = 8x + 150. The y-intercept would be at
8
(0,−7)
(0,150), and the slope = 8 = 1 .
533. Let y = the number of birds that visited a
backyard feeder. Let x = the number of
529. Let x = horizontal movement. Forward is in chickadees that visited the feeder. An equation
the positive direction. Let y = vertical that represents the statement would be: y = 7x.
7
movement. Ascending is in the positive The y-intercept is (0,0) and the slope = 7 = 1 .
direction. Descending is in the negative. The
change in position of the glider is described by
the slope. The change in y is −1 for every
change in y −1
change in x of +25: slope = change in x = 2 5 = m.
The starting position for the purposes of this
graphic solution is at an altitude of 250 feet.
So: b = 250. Using the standard form y = mx +
b, you substitute the given values into the
−1
formula: y = 25 x + 250. A graph of this
equation would have a slope of − 215 . The
y-intercept would be at the point: (0,250).

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C H A P T E R

8 Inequalities

A with an equal sign. The quantity on the left side

N E Q UAT I O N I S A N U M B E R S E N T E N C E
of the equation is equal to the quantity on the right side of the equation. An inequality is a
number sentence in which the quantity on the left side is greater than, greater than or
equal to, less than, or less than or equal to the quantity on the right side of the equation.

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There are four symbols used in inequalities:  Solving Inequalities

SYMBOL NAME
A linear equation with a single variable has one solu-
less than < tion. The equation 5x + 1 = 11 can be solved by sub-
greater than > tracting 1 from both sides, and then dividing both
less than or equal to <
sides by 5. An inequality has a set of solutions, but we
go about solving inequalities in the same way we go
greater than or equal to ≥
about solving equations.

Example
Example
4<5
5x + 1 < 11
This is read as “four is less than five.” The
Solve for x just as you would if this were
open end of the inequality symbol points
an equation:
toward the larger value, and the pointed
end of the symbol points toward the 5x + 1 < 11
smaller value. The less than sign looks a 5x + 1 – 1 < 11 – 1
little like a bent L, which might help you 5x < 10
5x 10
remember that “<” stands for “less than.” 5 < 5
x<2
We can make another statement about the val- The answer to this inequality is x < 2. All
ues 4 and 5: values of x that are less than 2 will make
this inequality true. We can test our answer
Example by substituting a value that is less than 2
5>4 into the equation. Zero is a good choice for
This is read as “five is greater than four.”
Again, the wider end of the inequality Pitfall
symbol points toward the larger value,
and the smaller end of the symbol points Unlike checking an answer to an equation,
toward the smaller value. no check can guarantee that an answer to
an inequality is correct. There are many cor-
We can also say x ≥ y, meaning x is greater than rect solutions (and many incorrect ones), so
or equal to y. We can use the ≥ symbol when the left it is impossible to test every possibility. In
side of the inequality is either greater than the right this example, if we were to test a value that
side or equal to the right side. In the same way, we can is less than 2 and found that it made the in-
also write y < x. equality untrue, we would know that our an-
swer was incorrect. However, the fact that a
check of a single value shows the inequality
to be true does not prove that our answer is
correct. It is helpful to check a few values,
but there is no surefire check.

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that value, since it makes the computations  Practice Questions

easy: 5(0) + 1 < 11, 0 + 1 < 11, 1 < 11. It’s
true that 1 is less than 11, which proves that Solve the following inequalities.
0 is definitely in the solution set.
534. 3x + 2 < 11
Besides the absence of a surefire check, there is
one other difference between solving an equation and 535. 4x − 6 > 30
solving an inequality. If you multiply or divide both
sides of an inequality by a negative number, you must 2
536. 5 x < 18
change the direction of the inequality symbol.
537. 4x + 26 ≥ 90
Example
–3x – 7 ≥ 14 538. 8 − 6x < 50
Begin by adding 7 to both sides of the
inequality: 539. 5x − 9 < –2
–3x – 7 + 7 ≥ 14 + 7
540. 2x + 0.29 > 0.79
–3x ≥ 21
Now divide by –3 and change the direc-
541. −6(x + 1) ≥ 60
tion of the inequality symbol, since we are
dividing by a negative number:
542. 3(5 − 4x) < x – 63
–3x ≥ 21
–3x 21
–3
< –3 543. 4(x + 1) < 5(x + 2)
x < –7
544. 2(7x − 3) ≥ −2(5 + 3x)
The solution set is x < –7. Why do we
change the direction of the inequality
545. 16x − 1 < 4(6 − x)
symbol? Before dividing, the greater side
of the inequality was multiplied by a neg- −x
546. 0.3 < 20
ative number. After dividing, the greater
side must still be multiplied by a negative 4
number in order for the inequality to
547. 3x − 5 > x − 2

remain true; think of –7 as (–1)(7). A

548. 3x + 5 ≥ −2(x + 10)
check of the answer shows that flipping
the symbol was the correct action to take.
549. −4x + 3(x + 5) ≥ 3(x + 2)
Let’s use x = –8: –3(–8) – 7 ≥ 14,
24 – 7 ≥ 14, 17 ≥ 14. 3 3
550. x − 4 < – 4 (x + 2)

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3
551. 2 x + 0.1 ≥ 0.9 + x 561. The value of y is between negative 3 and
positive 8 inclusive. Which of the following
1 2
552. x − 4 3 < 9 + 3 x represents y?
a. −3 < y < 8
553. −7(x + 3) < −4x b. −3 < y < 8
c. −3 < y < 8
5 1
554. 4 (x + 4) > 2 (x + 8) − 8 d. −3 ≥ y ≥ 8

555. 3(1 − 3x) ≥ −3 (x + 27) 562. Five more than the quotient of a number
divided by 2 is at least that same number.
556. −5[9 + (x − 4)] ≥ 2(13 − x) What is the greatest value of the number?
a. 7
557. 11(1 – x) ≥ 3(3 – x) − 1 b. 10
c. 5
558. 3(x − 16) − 2 < 9(x − 2) − 7x d. 2

Solve the following word problems. 563. Carl worked three more than twice as many
hours as Cindy did. What is the maximum
559. Nine minus five times a number is no less number of hours Cindy worked if together
than 39. Which of the following expressions they worked 48 hours at most?
represents all the possible values of the a. 17
number? b. 33
a. x < 6 c. 37
b. x ≥ −6 d. 15
c. x < −6
d. x ≥ 6
 Graphing Inequalities
560. Will has a bag of gumdrops. If he eats two of
his gumdrops, he will have between two and We begin to graph an inequality in the same way we
six of them left. Which of the following begin to graph the equation of a line. Put the inequal-
represents how many gumdrops were ity in slope-intercept form (which will look like y <
originally in his bag? mx + b, y > mx + b, y < mx + b, or y ≥ mx + b) and
a. 4 < x < 8 then plot the y-intercept. Use the slope to find a few
b. 0 < x < 4 more points on the graph. If the inequality has the
c. 0 > x > 4 equal sign in it (< or ≥), connect the points with a
d. 4 > x > 8 solid line, just as you would if you were graphing the
equation of a line. If the inequality doesn’t have the
equal sign in it (< or >), connect the points with a
dashed line. Then, shade the side of the line where the
solution set lies.

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TIP y

y < 4x – 1
Why are some inequalities graphed with a
solid line and others graphed with a dashed
line? A solid line indicates that the points 5
4
on the lines are part of the solution set, and 3
a dashed line indicates that the points on 2
1 x
the line are not part of the solution set. The
–5 –4 –3 –2 –1 0 1 2 3 4 5
points on the line are the values that make –1
–2
the left side and the right side of the in- –3
–4
equality equal, so we need to include them –5
in the solutions to less-than-or-equal-to and
greater-than-or-equal-to inequalities, but keep
them out of the solutions to less-than and
greater-than inequalities.

Example Example
Graph y < 4x – 1. Graph –2y < 14.
First, plot the y-intercept, (0,–1). Then, First, divide both sides of the inequality
use the slope to plot a few more points, by –2 to put the inequality in slope-
such as (1,3) and (–1,–5). Next, connect intercept form. Because we’re dividing by
them with a dashed line, since the points a negative number, switch the direction of
on this line are not part of the solution the inequality symbol. As shown on the
set. These points would make y equal to following graph, y ≥ –7 is a horizontal
4x – 1 instead of making y less than 4x – line, because it has no slope. Plot a few
1. Finally, we need to shade one side of the points along the line y = –7 and connect
graph. Test the point (0,0). If the inequal- them with a solid line, since these points
ity holds true, shade the side of the line are part of the solution set. Shade the area
where (0,0) lies. If the inequality does not above the line, since points above the line
hold true, shade the other side of the line. y = –7 have y values that are greater
0 < 4(0) – 1, and 0 < –1. The inequality is than –7.
not true for the point (0,0), so we must
shade below and to the right of the
dashed line. The graph of y < 4x – 1 is
shown here.

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y 573. x – y < 7

y 2
574. 3 <3 −x

5 575. −3y + 9x < −6

4
3
2
1 576. 0.5x > 0.3y − 0.9
x
–5 –4 –3 –2 –1–10 1 2 3 4 5
–2 577. 3x – y < 7x + y − 8
–3
–4
–5
–2y ≤ 14
578. 3y + 4x < 9 – 2x

579. −12 < −3(x + y)

580. 9y + 7 ≥ 2(x + 8)

x
581. 3 + y < 3x – 5
 Practice Questions
582. 2(y + 3) − x ≥ 6(1 − x)
Graph the following inequalities on a coordinate
plane. (Use graph paper.) 583. −28y ≥ 2x – 14(y + 10)

564. y < x + 1 TERM TO REVIEW

inequality
565. y ≥ –x + 2

566. y < 4x − 5
 Answers
1
567. 2x + y < 3
534. Subtract 2 from both sides of the inequality:
568. 2y − 3x < 8 3x + 2 – 2 < 11 − 2. Simplify the inequality:
3x < 9. Divide both sides of the inequality by
3x 9
569. y + 2 < 3x + 5 3: 3 < 3 . Simplify: x < 3.
535. Add 6 to both sides of the inequality: 4x – 6 +
570. 3x − 4 ≥ 2y 6 > 30 + 6. Simplify the inequality: 4x > 36.
Divide both sides of the inequality by 4:
3 4x 36
571. 4 y + 6 ≥ 3x 4 > 4 . Simplify: x > 9.
5
536. Multiply both sides of the inequality by 2 :
5 2 5 10 5 18
572. 0.5y − x + 3 > 0 2 ( 5 )x < 2 (18). Simplify: ( 10 )x < 2 ( 1 );
(1)x < 45; x < 45.

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537. Subtract 26 from both sides of the inequality: 543. Use the distributive property of
4x + 26 – 26 ≥ 90 – 26. Simplify: 4x ≥ 64. multiplication: 4(x) + 4(1) < 5(x) + 5(2).
Divide both sides of the inequality by 4: Simplify: 4x + 4 < 5x + 10. Subtract 4 from
4x 64
4 ≥ 4 . Simplify the inequality: x ≥ 16. both sides of the inequality: 4x + 4 – 4 < 5x +
538. Subtract 8 from both sides of the inequality: 10 – 4. Combine like terms on each side of the
8 – 8 – 6x < 50 – 8. Simplify the inequality: inequality: 4x < 5x + 6. Subtract 5x from both
−6x < 42. Divide both sides of the inequality sides of the inequality: 4x – 5x < 5x – 5x + 6.
by −6 and change the direction of the Simplify the inequality: −x < 6. Multiply both
inequality sign: −−66x > −6 . Simplify: x > −7.
42
sides of the equation by −1 and change the
539. Add 9 to both sides of the inequality: direction of the inequality sign: −1(−x) >
5x – 9 + 9 < −2 + 9. Combine like terms on −1(6). Simplify: x > – 6.
each side of the inequality: 5x < 7. Divide both 544. Use the distributive property of
5x 7
sides of the inequality by 5: 5 < 5 . Simplify: multiplication: 2(7x) – 2(3) ≥ −2(5) – 2(3x).
7 2
x < 5 ; x < 15 . Simplify the expressions: 14x – 6 ≥ −10 – 6x.
540. Subtract 0.29 from both sides of the Add 6x to both sides of the inequality:
inequality: 2x + 0.29 – 0.29 > 0.79 – 0.29. 14x + 6x – 6 ≥ −10 – 6x + 6x. Combine like
Combine like terms on each side of the terms: 20x – 6 ≥ –10. Add 6 to both sides of
inequality: 2x > 0.50. Divide both sides of the the inequality: 20x – 6 + 6 ≥ −10 + 6. Simplify:
2x 0.50
inequality by 2: 2 > 2 . Simplify the 20x ≥ −4. Divide both sides of the inequality
20x –4 –4
inequality: x > 0.25. by 20: 20 ≥ 2 0 . Simplify: x ≥ 2 0 . Reduce the
−1
541. Divide both sides of the inequality by −6 and fraction to lowest terms: x ≥ 5 .
change the direction of the inequality sign: 545. Use the distributive property of
−6(x + 1) 60
−6 < −6 . Simplify the expressions: multiplication: 16x – 1 < 4(6) – 4(x). Simplify:
x + 1 < −10. Subtract 1 from both sides of the 16x – 1 < 24 – 4x. Add 1 to both sides of the
inequality: x + 1 – 1 < −10 – 1. Simplify: inequality: 16x – 1 + 1 < 1 + 24 – 4x. Combine
x < −11. like terms: 16x < 25 – 4x. Add 4x to both sides
542. Use the distributive property of of the inequality: 16x + 4x < 25 – 4x + 4x.
multiplication: 3(5) – 3(4x) < x – 63. Simplify: Combine like terms on each side of the
15 – 12x < x – 63. Add 12x to both sides of the inequality: 20x < 25. Divide both sides of the
20x 25
inequality: 15 – 12x + 12x < x + 12x – 63. inequality by 20: 20 < 20 . Simplify and express
1
Combine like terms on each side of the the fraction in simplest terms: x < 1 4 .
inequality: 15 < 13x – 63. Add 63 to both sides 546. Multiply both sides of the inequality by 0.3:
−x
of the inequality: 15 + 63 < 13x – 63 + 63. 0.3( 0 .3 ) < 0.3(20). Simplify the expressions on
Simplify the inequality: 78 < 13x. Divide both both sides: −x < 6. Multiply both sides of the
78 13x
sides of the inequality by 13: 13 < 13 . Simplify: inequality by −1 and change the direction of
6 < x. the inequality sign: −1(−x) ≥ −1(6). Simplify
the expressions: x ≥ −6.

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547. Add 5 to both sides of the inequality: inequality: 4x – 3 + 3 < −3x – 6 + 3. Combine
4 4
3 x – 5 + 5 > x – 2 + 5. Simplify: 3 x > x + 3. like terms: 4x < –3x – 3. Add 3x to both sides
Subtract 1x from both sides of the inequality: of the equation: 3x + 4x < 3x – 3x – 3.
4 4 3
3 x – x > x – x + 3; 3 x – 3 x > x – x + 3. Simplify Combine like terms: 7x < −3. Divide both
1 7x −3
the expressions: 3 x > 3. Multiply both sides of sides of the inequality by 7: 7 < 7 . Even
1 3 1
the inequality by 3: 3( 3 x) > 3(3); 1 ( 3 x) > though you have a fraction for an answer, it
3(3). Simplify the expressions: x > 9. has been easier to operate with whole
548. Use the distributive property of numbers until the last step. Simplify the
−3
multiplication: 3x + 5 ≥ −2(x) – 2(10). expressions: x < 7 .
Simplify: 3x + 5 ≥ −2x – 20. Subtract 5 from 551. Subtract 0.1 from both sides of the inequality:
3
both sides of the inequality: 3x + 5 – 5 ≥ 2 x + 0.1 – 0.1 ≥ 0.9 – 0.1 + x. Combine like
−2x – 20 – 5. Combine like terms on each side terms on each side of the inequality:
3
of the inequality: 3x ≥ −2x – 25. Add 2x to 2 x ≥ 0.8 + x. Subtract x from both sides of the
3
both sides of the inequality: 3x + 2x ≥ inequality: 2 x – x ≥ 0.8 + x – x. Simplify:
1
2x – 2x – 25. Combine like terms: 5x ≥ −25. 2 x ≥ 0.8. Multiply both sides of the inequality
1
Divide both sides of the inequality by 5: by 2: 2( 2 x) ≥ 2(0.8). Simplify the expressions:
5x −25
5 ≥ 5 . Simplify: x ≥ –5. x ≥ 1.6.
549. Use the distributive property of 552. Change the term to an improper fraction:
13 2
multiplication: −4x + 3(x) + 3(5) ≥ 3(x) + x – 3 < 9 + 3 x. Multiply both sides of the
13 2
3(2). Simplify: −4x + 3x + 15 ≥ 3x + 6. inequality by 3: 3(x – 3 ) < 3(9 + 3 x). Use the
Combine like terms: (−4x + 3x) + 15 ≥ 3x + 6. distributive property of multiplication:
13 2
Simplify: –x + 15 ≥ 3x + 6. Add x to both sides 3(x) – 3( 3 ) < 3(9) + 3( 3 x). Simplify the
of the inequality: x – x + 15 ≥ x + 3x + 6. terms: 3x – 13 < 27 + 2x. Add 13 to both sides
Combine like terms: 15 ≥ 4x + 6. Subtract 6 of the inequality: 3x – 13 + 13 < 13 + 27 + 2x.
from both sides of the inequality: 15 – 6 ≥ 4x Combine like terms and simplify:
+ 6 – 6. Simplify: 9 ≥ 4x. Divide both sides of 3x < 40 + 2x. Subtract 2x from both sides of
9 4x 9
the inequality by 4: 4 ≥ 4 . Simplify: 4 ≥ x. the inequality: 3x – 2x < 40 + 2x – 2x.
1
Express the fraction in its simplest form: 2 4 ≥ x. Simplify: x < 40.
550. You can simplify equations (and inequalities) 553. Use the distributive property of
with fractions by multiplying them by a multiplication: −7(x) – 7(3) < −4x. Simplify
common multiple of the denominators. the terms: −7x – 21 < −4x. Add 21 to both
Multiply both sides of the inequality by 4: sides of the inequality: −7x – 21 + 21 <
3 −3
4(x – 4 ) < 4[ 4 (x + 2)]. Use the distributive −4x + 21. Simplify by combining like terms: −
property of multiplication: 7x < −4x + 21. Add 4x to both sides of the
3 −3
4(x) – 4( 4 ) < 4( 4 )(x + 2). Simplify the inequality: −7x + 4x < −4x + 4x + 21. Simplify
expressions: 4x – 3 < −3(x + 2). Use the the terms: −3x < 21. Divide both sides of the
distributive property of multiplication: inequality by −3 and change the direction of
−3x 21
4x – 3 < −3(x) – 3(2). Simplify: the inequality sign: −3 > −3 . Simplify the
4x – 3 < −3x – 6. Add 3 to both sides of the expressions: x > −7.

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554. Use the distributive property of 557. Use the distributive property of
5 5 1 1
multiplication: 4 (x) + 4 (4) > 2 (x) + 2 (8) – 8. multiplication: 11(1) – 11(x) ≥ 3(3) – 3(x) – 1.
5 1
Simplify the terms: 4 x + 5 > 2 x + 4 – 8. Simplify terms: 11 – 11x ≥ 9 – 3x – 1. Use the
5 1
Combine like terms: 4 x + 5 > 2 x – 4. Subtract commutative property: 11 – 11x ≥ 9 – 1 – 3x.
1
2 x from both sides of the inequality: Combine like terms: 11 – 11x ≥ 8 – 3x.
5 1 1 1
4 x – 2 x + 5 > 2 x – 2 x – 4. Combine like terms: Subtract 8 from both sides of the inequality:
3
4 x + 5 > −4. Subtract 5 from both sides of the 11 – 8 – 11x ≥ 8 – 8 – 3x. Combine like terms:
3
inequality: 4 x + 5 – 5 > 4 – 5. Simplify: 3 – 11x ≥ −3x. Add 11x to both sides:
3 4
4 x > −9. Multiply both sides by 3 (the 3 – 11x + 11x ≥ −3x + 11x. Combine like
3 4 3 4 3 8x
reciprocal of 4 ): 3 ( 4 x) > 3 (−9). Simplify the terms: 3 ≥ 8x. Divide both sides by 8: 8 ≥ 8 .
3
expressions: x > −12. Simplify: 8 ≥ x.
555. Use the distributive property of 558. Use the distributive property of
multiplication: 3(1) – 3(3x) ≥ −3(x) – 3(27). multiplication: 3(x) – 3(16) – 2 < 9(x) – 9(2)
Simplify terms: 3 – 9x ≥ −3x – 81. Add 9x to – 7x. Simplify terms: 3x – 48 – 2 < 9x – 18 –
both sides: 3 – 9x + 9x ≥ 9x – 3x – 81. 7x. Use the commutative property to associate
Combine like terms: 3 ≥ 6x – 81. Add 81 to like terms: 3x – 48 – 2 < 9x – 7x – 18. Simplify
both sides of the inequality: 3 + 81 ≥ 6x – 81 + terms: 3x – 50 < 2x – 18. Add 50 to both sides
81. Combine like terms: 84 ≥ 6x. Divide both of the inequality: 3x – 50 + 50 < 2x – 18 + 50.
84 6x
sides of the inequality by 6: 6 ≥ 6 . Simplify: Combine like terms: 3x < 2x + 32. Subtract 2x
14 ≥ x. from both sides of the inequality: 3x – 2x < 2x
556. Remove the inner parentheses, change the – 2x + 32. Combine like terms: x < 32.
brackets to parentheses, use the commutative 559. c. Translate the sentence “Nine minus five
property of addition, and combine like terms: times a number is no less than 39” into
−5(9 + x – 4) ≥ 2(13 – x); −5(x + 9 – 4) ≥ symbols: 9 − 5x ≥ 39. Subtract 9 from both
2(13 – x); −5(x + 5) ≥ 2(13 – x). Use the sides of the inequality: 9 − 9 − 5x ≥ 39 − 9.
distributive property of multiplication: Simplify: −5x ≥ 30; divide both sides of the
−5(x) – 5(5) ≥ 2(13) – 2(x). Simplify terms: inequality by −5. Remember that when
−5x – 25 ≥ 26 – 2x. Add 5x to both sides of the dividing or multiplying each side of an
inequality: −5x + 5x – 25 ≥ 26 – 2x + 5x. inequality by a negative number, the
Combine like terms: −25 ≥ 26 + 3x. Subtract inequality symbol changes direction: −−5 5x <
30
26 from both sides of the inequality: . The variable is now alone: x < −6.
−5
−25 – 26 ≥ 26 – 26 + 3x. Combine like terms:
−51 ≥ 3x. Divide both sides of the inequality
−51 3x
by 3: 3 ≥ 3 . Simplify terms: −17 ≥ x.

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560. a. This problem is an example of a compound 563. d. Let x = the number of hours Cindy
inequality, where there is more than one worked. Let 2x + 3 = the number of hours
inequality in the question. In order to solve Carl worked. Because the total hours added
it, let x = the total number of gumdrops Will together were at most 48, the inequality
has. Set up the compound inequality, and would be (x) + (2x + 3) < 48. Combine like
then solve it as two separate inequalities. terms on the left side of the inequality: 3x
Therefore, the second sentence in the + 3 < 48. Subtract 3 from both sides of the
problem can be written as: 2 < x − 2 < 6. inequality: 3x + 3 − 3 < 48 − 3; simplify: 3x
The two inequalities are: 2 < x − 2 and x − 2 < 45. Divide both sides of the inequality by
< 6. Add 2 to both sides of both inequalities: 3: 33x < 45 <
3 ; the variable is now alone: x 15.
2 + 2 < x − 2 + 2 and x − 2 + 2 < 6 + 2; The maximum number of hours Cindy
simplify: 4 < x and x < 8. If x is greater than worked was 15.
four gumdrops and less than eight, it means 564. The inequality is in the proper slope/
1 change in y
that the solution is between 4 and 8. This y-intercept form: m = 1 = 1 = change in x . b = 1.
can be shortened to: 4 < x < 8. The y-intercept is at the point (0,1). A change
561. a. This inequality shows a solution set where y in y of 1 and in x of 1 gives the point
is greater than or equal to 3 and less than or (0 + 1,1 + 1) or (1,2). Draw a dashed
equal to 8. Both −3 and 8 are in the solution boundary line and shade below it.
set because of the word inclusive, which
y
indicates that the set includes them. The
only choice that shows values between −3
and 8 and also includes them is choice a.
562. b. Let x = the number. Remember that
quotient is a key word for division, and at
least means greater than or equal to. From
the question, the sentence would translate (1,2)
(0,1)
to: x2 + 5 ≥ x. Subtract 5 from both sides of x
the inequality: x2 + 5 − 5 ≥ x − 5; simplify: x2
≥ x − 5. Multiply both sides of the
inequality by 2: x2 × 2 ≥ (x − 5) × 2;
simplify: x ≥ (x − 5)2. Use the distributive
property on the right side of the inequality:
x ≥ 2x − 10. Add 10 to both sides of the
inequality: x + 10 ≥ 2x − 10 + 10; simplify:
x + 10 ≥ 2x. Subtract x from both sides of
the inequality: x − x + 10 ≥ 2x − x. The
variable is now alone: 10 ≥ x. The number
is at most 10.

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565. The inequality is in the proper slope/ 566. The inequality is in the proper slope/
−1 change in y 4 change in y
y-intercept form: m = −1 = 1 = change in x . y-intercept form: m = 4 = 1 = change in x . b = −
b = 2. The y-intercept is at the point (0,2). A 5. The y-intercept is at the point (0,−5). A
change in y of −1 and in x of 1 gives the point change in y of 4 and in x of 1 gives the point (0
(0 + 1,2 – 1) or (1,1). Draw a solid boundary + 1,−5 + 4) or (1,−1). Draw a dashed
line and shade above it. boundary line and shade below it.
y y

(0,2)
(1,1)
x x
(1,−1)

(0,−5)

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1
567. Subtract 2 x from both sides of the inequality: 568. Add 3x to both sides of the inequality:
1 1
< 1
2 x – 2 x + y − 2 x + 3. Combine like terms: 2y – 3x + 3x < 3x + 8. Combine like terms:
1
y < − 2 x + 3. The inequality is in the proper 2y < 3x + 8. Divide both sides of the inequality
−1 change in y 2y 8 3
slope/y-intercept form: m = 2 = change in x . by 2: 2 < 3x2 + 2 . Simplify terms: y < 2 x + 4.
b = 3. The y-intercept is at the point (0,3). The inequality is in the proper slope/
3 change in y
A change in y of −1 and in x of 2 gives the y-intercept form: m = 2 = change in x . b = 4. The
point (0 + 2,3 – 1) or (2,2). Draw a solid y-intercept is at the point (0,4). A change in
boundary line and shade below it. y of 3 and in x of 2 gives the point (0 + 2,4 + 3)
y or (2,7). Draw a dashed boundary line and
shade below it.
y

(2,7)
(0,3)
(2,2)
(0,4)
x

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– INEQUALITIES –

569. Subtract 2 from both sides of the inequality: 570. In an equation, if c = d, then d = c. But for an
y + 2 – 2 < 3x + 5 – 2. Combine like terms: inequality, the direction of the inequality
y < 3x + 3. The inequality is in the proper symbol must change when you change sides of
3 change in y
slope/y-intercept form: m = 3 = 1 = change in x . the statement. If c ≥ d, then d < c. Rewrite the
b = 3. The y-intercept is at the point (0,3). A inequality with sides exchanged and the
change in y of 3 and in x of 1 gives the point symbol reversed: 2y < 3x – 4. Divide both
2y 4
(0 + 1,3 + 3) or (1,6). Draw a solid boundary sides of the inequality by 2: 2 < 32x – 2 .
3
line and shade below it. Simplify terms: y < 2 x – 2. The inequality is in
3
y the proper slope/y-intercept form: m = 2 =
change in y
change in x
. b = −2. The y-intercept is at the
point (0,−2). A change in y of 3 and in x of 2
gives the point (0 + 2,−2 + 3) or (2,1). Draw a
(1,6)
solid boundary line and shade below it.
y
(0,3)

(2,1)
x

(0,−2)

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571. Subtract 6 from both sides of the inequality: 572. Subtract 3 from both sides of the inequality:
3
4 y + 6 – 6 ≥ 3x – 6. Combine like terms: 0.5y – x + 3 – 3 > 0 – 3. Combine like terms on
3
4 y ≥ 3x – 6. Multiply both sides of the each side of the inequality: 0.5y – x > −3. Add
4
inequality by the reciprocal 3 : 1x to both sides of the inequality: 0.5y + x – x
4 3 4
3 ( 4 y) ≥ 3 (3x – 6). Use the distributive > x – 3. Combine like terms: 0.5y > x – 3.
0.5y
property of multiplication: Divide both sides of the inequality by 0.5: 0.5
4 3 4 4 x 3 x
3 ( 4 y) ≥ 3 (3x) – 3 (6). Simplify terms: > 0.5 – 0.5 . Simplify the expressions: y > 0.5 –
3
y ≥ 4x – 8. The inequality is in the proper 0.5 . Simplify terms: y > 2x – 6. The inequality
4 change in y
slope/y-intercept form: m = 1 = change in x . is in the proper slope/y-intercept form: m = 2
2 change in y
b = −8. The y-intercept is at the point (0,−8). A = 1 = change in x . b = −6. The y-intercept is at
change in y of 4 and in x of 1 gives the point (0 the point (0,−6). A change in y of 2 and in x of
+ 1,−8 + 4) or (1,−4). Draw a solid boundary 1 gives the point (0 + 1,−6 + 2) or (1,−4).
line and shade above it. Draw a dashed boundary line and shade above
y it.
y

x
x

(1,−4)
(1,−4)

(0,−6)
(0,−8)

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– INEQUALITIES –

y
573. Subtract x from both sides of the inequality: 574. Multiply both sides of the inequality by 3: 3( 3 )
2
x – y – x < 7 – x. Use the commutative < 3( 3 – x). Use the distributive property of
y 2
property of addition to associate like terms: multiplication: 3( 3 ) < 3( 3 ) – 3(x). Simplify
x – x – y < 7 – x. Simplify the expression: –y < terms: y < 2 – 3x. Use the commutative
7 – x. Multiply both sides of the inequality by property of addition: y < −3x + 2. The
−1 and change the direction of the inequality inequality is in the proper slope/y-intercept
−3 change in y
symbol: (−1)(−y) ≥ (−1)(7 – x). Use the form: m = −3 = 1 = change in x . b = 2. The
distributive property of multiplication: y-intercept is at the point (0,2). A change in y
(−1)(−y) ≥ (−1)(7) – (−1)(x). Simplify terms: of −3 and in x of 1 gives the point: (0 + 1,2 – 3)
y ≥ −7 + x. Use the commutative property of or (1,−1). Draw a dashed boundary line and
addition: y ≥ x – 7. The inequality is in the shade below it.
1
proper slope/y-intercept form: m = 1 = 1 = y
change in y
change in x
. b = −7. The y-intercept is at the
point (0,−7). A change in y of 1 and in x of 1
gives the point (0 + 1,−7 + 1) or (1,−6). Draw
a solid boundary line and shade above it.
y
(0,2)

x
(1,−1)

(1,−6)
(0,−7)

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575. Subtract 9x from both sides of the inequality: 576. Subtract 0.3y from both sides of the
−3y + 9x – 9x < −6 – 9x. Combine like terms: inequality: 0.5x – 0.3y > 0.3y – 0.3y – 0.9.
−3y < −6 – 9x. Divide both sides of the Combine like terms: 0.5x – 0.3y > −0.9.
inequality by −3 and change the direction of Subtract 0.5x from both sides of the
−3y −6 9 x
the inequality symbol: −3 ≥ −3 – −3 . Simplify inequality: 0.5x – 0.5x – 0.3y > −0.5x – 0.9.
−6 9x
the terms: y ≥ −3 – ( −3 ); y ≥ 2 – (−3x); y ≥ 2 + Combine like terms: −0.3y > −0.5x – 0.9.
3x. Use the commutative property of addition: Divide both sides of the inequality by −0.3 and
y ≥ 3x + 2. The inequality is in the proper change the direction of the inequality symbol:
3 change in y −0.3y −0.5 x 0.9 5
slope/y-intercept form: m = 3 = 1 = change in x . − 0.3 < −0.3 – −0.3 . Simplify the terms: y < 3 x
b = 2. The y-intercept is at the point (0,2). A – (−3). Subtracting a negative number is the
5
change in y of 3 and in x of 1 gives the point same as adding a positive: y < 3 x + 3. The
(0 + 1,2 + 3) or (1,5). Draw a solid boundary inequality is in the proper slope/y-intercept
5 change in y
line and shade above it. form: m = 3 = change in x . b = 3. The y-intercept
y is at the point (0,3). A change in y of 3 and in
x of 1 gives the point (0 + 3,3 + 5) or (3,8).
Draw a dashed boundary line and shade below
it.
(1,5) y

(0,2) (3,8)

(0,3)

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577. Subtract 3x from both sides of the inequality: 578. Subtract 4x from both sides of the inequality:
3x – 3x – y < 7x – 3x + y – 8. Combine like 3y + 4x – 4x < 9 – 2x – 4x. Combine like
terms: −y < 4x + y – 8. Subtract y from both terms: 3y < 9 – 6x. Divide both sides of the
3y 6x
sides of the inequality: −y – y < 4x + y – y – 8. inequality by 3: 3 < 39 – 3 . Simplify the
9 6x
Combine like terms: −2y < 4x – 8. Divide both expressions: y < ( 3 ) – ( 3 ). Simplify the terms:
sides of the inequality by −2 and change the y < 3 – 2x. Use the commutative property:
−2y 4x – 8
direction of the inequality symbol: −2 ≥ −2 ; y < −2x + 3. The inequality is in the proper
8 –2 change in y
y ≥ −42x – ( −2 ). Simplify terms: y ≥ −2x – (−4). slope/y-intercept form: m = 1 = change in x .
Simplify: y ≥ −2x + 4. The inequality is in the b = 3. The y-intercept is at the point (0,3). A
−2
proper slope/y-intercept form: m = −2 = 1 = change in y of −2 and in x of 1 gives the point
change in y
change in x
. b = 4. The y-intercept is at the point (0 + 1,3 – 2) or (1,1). Draw a dashed
(0,4). A change in y of −2 and in x of 1 gives boundary line and shade below it.
the point (0 + 1,4 – 2) or (1,2). Draw a solid y
boundary line and shade above it.
y

(0,3)

(0,4) (1,1)
x
(1,2)

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579. Use the distributive property of 580. Use the distributive property of
multiplication: −12 < −3x – 3y. Add 3y to both multiplication: 9y + 7 ≥ 2x + 16. Subtract 7
sides of the inequality: 3y – 12 < −3x – 3y + 3y. from both sides of the inequality: 9y + 7 – 7 ≥
Combine like terms: 3y – 12 < −3x. Add 12 to 2x + 16 – 7. Combine like terms: 9y ≥ 2x + 9.
9y
both sides of the inequality: 3y – 12 + 12 < Divide both sides of the inequality by 9: 9 ≥
2x 9 2
−3x + 12. Combine like terms: 3y < −3x + 12. 9 + 9 . Simplify the expressions: y ≥ 9 x + 1.
Divide both sides of the inequality by 3: The inequality is in the proper slope/
3y
3
< −3x 12
3 + 3 . Simplify the expressions:
2 change in y
y-intercept form: m = 9 = change in x . b = 1. The
y < –x + 4. The inequality is in the proper y-intercept is at the point (0,1). A change in y
−1
slope/y-intercept form: m = −1 = 1 = of 2 and in x of 9 gives the point (0 + 9,1 + 2)
change in y
change in x
. b = 4. The y-intercept is at the point or (9,3). Draw a solid boundary line and shade
(0,4). A change in y of −1 and in x of 1 gives above it.
the point (0 + 1,4 – 1) or (1,3). Draw a solid y
boundary line and shade below it.
y

(9,3)
(0,4)
(0,1)
(1,3) x

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581. Multiply both sides of the inequality by 3: 582. Use the distributive property of
x
3( 3 + y) < 3(3x – 5). Use the distributive multiplication: 2(y) + 2(3) – x ≥ 6(1) – 6(x).
x
property of multiplication: 3( 3 ) + 3(y) < Simplify terms: 2y + 6 – x ≥ 6 – 6x. Add x to
3(3x) – 3(5). Simplify terms: x + 3y < 9x – 15. both sides of the inequality: 2y + 6 – x + x ≥ 6
Subtract x from both sides of the inequality: – 6x + x. Combine like terms: 2y + 6 ≥ 6 – 5x.
x – x + 3y < 9x – x – 15. Combine like terms: Subtract 6 from both sides of the inequality:
3y < 8x – 15. Divide both sides of the 2y + 6 – 6 ≥ 6 – 5x – 6. Use the commutative
3y 15
inequality by 3: 3 < 83x – 3 . Simplify the property with like terms: 2y + 6 – 6 ≥ 6 – 6 –
8
expressions: y < 3 x – 5. The inequality is in the 5x. Combine like terms: 2y ≥ −5x. Divide both
8 2y −5x
proper slope/y-intercept form: m = 3 = sides of the inequality by 2: 2 ≥ 2 . Simplify
change in y −5
change in x
. b = −5. The y-intercept is at the the terms: y ≥ 2 x. The inequality is in the
−5
point (0,−5). A change in y of 8 and in x of 3 proper slope/y-intercept form: m = 2 =
change in y
gives the point (0 + 3,−5 + 8) or (3,3). Draw a change in x
. b = 0. The y-intercept is at the point
solid boundary line and shade below it. (0,0). A change in y of −5 and in x of 2 gives
y the point (0 + 2,0 – 5) or (2,−5). Draw a solid
boundary line and shade above it.
y

(3,3)

(0,0)
x

(0,−5)

(2,−5)

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583. Use the distributive property of

multiplication: −28y ≥ 2x – 14(y) – 14(10).
Simplify terms: −28y ≥ 2x – 14y – 140. Add
14y to both sides of the inequality: 28y + 14y ≥
2x – 14y + 14y – 140. Combine like terms on
each side of the inequality: −14y ≥ 2x – 140.
Divide both sides of the inequality by −14 and
change the direction of the inequality symbol:
−14y 2x 140 −1
−14
< −14 – −14 . Simplify the terms: y < 7 x +
10. The inequality is in the proper slope/
−1 change in y
y-intercept form: m = 7 = change in x . b = 10.
The y-intercept is at the point (0,10). A change
in y of −1 and in x of 7 gives the point
(0 + 7,10 – 1) or (7,9). Draw a solid boundary
line and shade below it.
y
(0,10) (7,9)

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C H A P T E R

9 Systems of
Equations

W E ’ V E S E E N H OW T O S O LV E
a single equation with one variable. To find the values of
two variables, we need two equations. A pair or set of related equations is called a sys-
tem of equations. The values of each unique variable in a system of equations are the
same in each equation.

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Example To solve 6x = 24, we divide both sides of

3x + 2y = 6 the equation by 6 and find that x = 4.
–x + 5y = –19 Now that we have the value of one vari-
able, we can substitute it into either equa-
These two equations together are a system
tion to find the value of the other
of equations. In both equations, x = 4 and
variable. Let’s use the second equation: 4
y = –3. How do we know that? There are
+ y = 5, so y = 1. The solution to this sys-
three ways to solve a system of equations:
tem of equations is (4,1). Check the an-
the elimination method, the substitution
swer by substituting the solution into
method, and by using a graph to find a
both equations:
point of intersection.
2x – 4y = 4; 2(4) – 4(1) = 4; 8 – 4 = 4; 4 = 4
x + y = 5; 4 + 1 = 5; 5 = 5
 Elimination Method
Both equations are true, so our answer is
In this method, we add the two equations together to correct.
eliminate one variable. Usually, before we can add, we
must multiply or divide one equation by a constant, PITFALL
so that when we add the equations together, one vari-
able drops out. This will leave us with one variable When multiplying or dividing an equation in a
and one equation—and we know how to solve those. system, be sure to multiply and divide both
After solving for the value of that variable, substitute sides of the equation. It is easy to forget to
the value into either of the two equations to find the multiply or divide the side of the equation
value of the other variable. that does not contain variables, but this will
lead to an incorrect answer.
Example
2x – 4y = 4
x+y=5  Substitution Method
If we add these two equations together, we
will still have two variables, x and y. We Instead of adding the equations together, we can solve
need to change one of them so that when for one variable in terms of the other. For example,
they are added, either x or y disappears. If we could write one equation in the form y =, and
we multiply the second equation by 4, it then take the expression that is equal to y and use it in
becomes 4x + 4y = 20. Because we have place of y in the other equation. That will give us an
multiplied both sides of the equation by 4, equation with only one variable. After solving for the
we have not changed the value of the value of x, we can use the value of x to find the value
equation. Now we are ready to add the of y in either equation.
equations:
Example
2x – 4y = 4
–7x – 5y = 4
+ 4x + 4y = 20
6x = 24 y–x=4

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We can rewrite either equation so that it is  Practice Questions

in the form y = or the form x =. Let’s solve
the second equation for y in terms of x. Use the elimination method to solve the following
Why? Because it can be done easily— just systems of equations.
add x to both sides of the equation, and
y = x + 4. Now that we have the value of y 584. x + y = 4
in terms of x, substitute that expression 2x – y = −1
for y in the first equation and solve for x:
–7x – 5(x + 4) = 4 585. 3x + 4y = 17
−x + 2y = 1
–7x – 5x – 20 = 4
–12x – 20 = 4
586. 7x + 3y = 11
–12x = 24 2x + y = 3
x = –2
587. 0.5x + 5y = 28
Now that we have the value of x, we can
3x – y = 13
use it to find the value of y. Substitute –2
for x in either equation. Let’s use the sec-
588. 3(x + y) = 18
ond equation, because it will be easier to
5x + y = −2
solve:
y – (–2) = 4 1
x + 2y = 11
589. 2
y+2=4 2x – y = 17
y=2
590. 5x + 8y = 25
The solution to this system of equations is
3x – 15 = y
(–2,2). Check the solution:
–7(–2) – 5(2) = 4; 14 – 10 = 4; 4 = 4
591. 6y + 3x = 30
(2) – (–2) = 4; 2 + 2 = 4; 4 = 4 2y + 6x = 0

TIP 592. 3x = 5 – 7y
2y = x – 6
Before beginning a system of equations
problem, look to see whether combining the 593. 3x + y = 20
x

equations is easier or solving for one vari- 3 + 10 = y
able in terms of the other is easier. Which
method to use is your choice, so don’t make 594. 2x + 7y = 45
the problem diffcult for yourself! If you 3x + 4y = 22
choose substitution, choose the equation
and variable that are easier to manipulate. 595. 3x – 5y = −21
2(2y – x) = 16

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1
596. x + y = 12
4  Graphing a System
1
2x – 3 y = 21 of Equations

Use the substitution method to solve the following We can also graph the two equations in a system. The
systems of equations. point at which they intersect is the solution to the
system. However, if the two lines don’t intersect, the
597. y = 5x system has no solution, and if the two lines are identi-
4x + 5y = 87 cal, then the solution is every point on the line. We
can spot these two cases before graphing, though. If
598. x + y = 3 the two equations have the same slope but different
3x + 101 = 7y y-intercepts, then they are parallel and will never
cross—there is no solution to that system. If the two
599. 5x + y = 3.6
equations are of the same line, then both equations
y + 21x = 8.4
will reduce to the same equation.

600. 8x – y = 0
Example
10x + y = 27
y = 5x + 2

601.
x
 x + y = –4
3 =y+2
2x – 4y = 32 First, write the second equation in slope-
intercept form. Divide both sides by –x,
602. y + 3x = 0 and x + y = –4 becomes y = –x – 4. Now
y – 3x = 24 graph both lines:

y
603. 5x + y = 20
1
3x = 2 y + 1

y = 5x + 2
604. 2x + y = 2 – 5y
5
x–y=5 y = –x – 4
4
3
2x y 2

605. 10 + 
5 =1 1 x
3x + 2y = 12 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
606. x + 6y = 11
–4
x – 3 = 2y –5

607. 4y + 31 = 3x
y + 10 = 3x

608. 2(2 – x) = 3y – 2 The lines intersect at the point (–1,–3),

3x + 9 = 4(5 – y) which means that this is the solution to

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the system of equations. Substitute those  Practice Questions

values into the equations to check:
–3 = 5(–1) + 2; –3 = –5 + 2; –3 = –3 Find the solutions for the following systems of equa-
tions by graphing on graph paper.
(–1) + (–3) = –4; –4 = –4

609. y = x + 4
Example
y = –x + 2
6x = 4 + 12y
y – 12 x = 8
610. 2y – x = 2
Begin by writing each equation in slope- 3x + y = 8
intercept form: 6x = 4 + 12y becomes y =
1 1 1 1
2 x – 3, and y – 2 x = 8 becomes y = 2 x + 8. 611. 4y = −7(x + 4)
These two lines have the same slope, but 4y = x + 4
different y-intercepts. They will never
intersect, so there is no solution to this 612. y – x = 5 – x
system of equations. −4y = 8 – 7x

Example 613. 2y = 6x + 14
3y = 9x + 12 4y = x – 16
–3x + y = 4
614. 2x + y = 4
Again, begin by writing each equation in
3(y + 9) = 7x
slope-intercept form: 3y = 9x + 12
becomes y = 3x + 4, and –3x + y = 4
615. y = x + 9
becomes y = 3x + 4, too. These two lines
4y = 16 – x
are the same, which means that the solu-
tion is all points on that line.
616. 4x – 5y = 5
5y = 20 – x

617. 6y = 9(x – 6)
3(2y + 5x) = −6

618. 15y = 6(3x + 15)

y = 6(1 – x)

619. 3y = 6x + 6
5y = 10(x – 5)

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620. 3(2x + 3y) = 63 x or y would represent a whole set of values, not a sin-
27y = 9(x – 6) gle value. To show the solution set for a system of in-
equalities, we use a graph. Plot and shade for the first
621. x – 20 = 5y inequality, and then plot and shade for the second in-
10y = 8x + 20 equality. The area that is shaded by both inequalities
is the solution to the system of inequalities.
622. 3x + 4y = 12 In addition to no overlap, discussed in the “Tip”
6
y = 3 – 8 x box, there are a few other special cases:

623. 16y = 10(x – 8) ■ If the two inequalities are the same in slope-
8y – 17x = 56 intercept form, but the inequality symbols point
in opposite directions (such as y > x + 4 and y < x
+ 4), then the system has no solution, as the two
 Graphing Systems shaded areas will be opposite sides of the line.
of Inequalities ■ If the two inequalities are the same in slope-
intercept form, but the inequality symbols point
It would be very difficult to describe the solution of a in opposite directions and only one symbol con-
system of inequalities without using a graph. If we tains the equal sign (such as y ≥ x + 4 and y < x +
used the elimination or substitution methods to find 4, or, y > x + 4 and y < x + 4), then the system
the value of one variable, we would have x < c, y < c, x has no solution, as the two shaded areas will be
> c, or y > c (where c is some number). We couldn’t opposite sides of the line and the points on the
substitute that for x or y into either equation, because line will not be part of the solution to the in-
equality that does not contain the equal sign.
■ If the two inequalities are the same in slope-
TIP intercept form, but the inequality symbols
point in opposite directions and contain the
If no shaded area overlaps the other, then equal sign (such as y < x + 4 and y ≥ x + 4), then
there is no solution to the system of inequal- the solution to the system is all points on the
ities. This happens when the plotted lines graphed line.
(dashed or solid) are parallel to each other. If
two lines do not have the same slope, they Example
will intersect at some point, even if that point 4y + 28 > x
doesn’t appear to be on the coordinate
1 < 2x – y
plane that you have drawn. If the lines inter-
sect, then the inequalities that they repre- Write each inequality in slope-intercept
sent will have overlapping areas somewhere, form: 4y + 28 > x is the same as y > 14 x – 7,
and that is the solution set. If you plot in- and 1 < 2x – y is the same as y < 2x – 1.
equalities with different slopes and you do Graph y > 14 x – 7. The graph will have a
not see the solution set, expand the size of dashed line, since y is greater than, not
your coordinate plane.

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greater than or equal to, 14 x – 7. Test the sides by a negative number), and 2x + 12y
inequality with point (0,0): 0 > 14 (0) – 7, < 36 is the same as y < –16 x + 3. These two
so 0 > –7. The inequality holds true, so inequalities would be plotted along the
shade the area that includes the point same dashed line, but shaded to opposite
(0,0), which is the area above the line. sides, since the inequality symbols point
Now graph y < 2x – 1. Be sure to make the in different directions. Since the points
line solid, since this is a less-than-or- along the dashed line are not part of the
equal-to inequality. Test this inequality solution set for either inequality, this sys-
with (0,0): 0 < 2(0) – 1, so 0 < –1, which tem of inequalities has no solution.
is not true. Shade the area that does not
include the point (0,0), which is the area
 Practice Questions
to the right of the line. The area that is
shaded by both inequalities, which is
Find the solution for each of the following systems of
mostly in the first and fourth quadrants,
inequalities by graphing and shading.
is the solution to the system of inequalities.

624. 2y – 3x ≥ −6
y 5
y ≥ 5 – 2 x
y ≤ 2x – 1

625. 6y < 5x – 30
2y < –x + 4
5
4
3 626. y – x ≥ 6
2
1
x 11y ≥ −2(x + 11)
0
–5 –4 –3 –2 –1–10 1 2 3 4 5
–2
–3
627. 5y < 8(x + 5)
–4 5y < 12(5 – x)
–5
y > 14 x– 7

628. 2(x + 5y) > 5(x + 6)

4x + y < 4x + 5

629. 3y ≥ −2(x + 3)
Example 3y < 2(6 – x)
–6y < x – 18
2x + 12y < 36 630. 9(y – 4) < 4x
−9y < 2(x + 9)
Write each inequality in slope-intercept
form: –6y < x – 18 is the same as y > –16 x
+ 3 (remember to switch the direction of
the inequality symbol when dividing both

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631. 7(y – 5) < −5x 586. Transform the second equation so you can
1
−3 < 4 (2x – 3y) add it to the first and eliminate y. Multiply the
equation by −3: −3(2x + y = 3). Simplify:
7
632. y > 4 (4 – x) −6x – 3y = −9. Add the first equation to the
3(y + 5) > 7x transformed second: 7x + 3y = 11. Total:
x + 0 = 2; x = 2. Substitute the value of x into
one of the equations in the system and solve
633. 5x – 2(y + 10) < 0
for y: 2(2) + y = 3; 4 + y = 3. Subtract 4 from
2x + y < −3
both sides: 4 – 4 + y = 3 – 4. Simplify: y = −1.
The solution for the system of equations is
TERM TO REVIEW
(2,−1).
system of equations
587. If you multiply the second equation by 5 and
add the equations together, you can eliminate
the y: 5(3x – y) = 5(13). Use the distributive
 Answers property of multiplication: 5(3x) – 5( y) =
5(13). Simplify terms: 15x – 5y = 65. Add the
584. Add the equations: x + y = 4 and 2x − y = −1.
first equation: 0.5x + 5y = 28. Total: 15.5x + 0
Total: 3x + 0 = 3. Additive identity: 3x = 3. Now
3x 3 = 93. Additive identity: 15.5x = 93. Divide
solve for x. Divide both sides by 3:  
3 = 3. both sides by 15.5: x = 6. Substitute the value
Simplify terms: x = 1. Substitute the value of x
of x into one of the equations in the system
into one of the equations in the system and
and solve for y: 3(6) – y = 13. Simplify: 18 – y
solve for y: (1) + y = 4. Subtract 1 from both
= 13. Subtract
sides: 1 – 1 + y = 4 – 1. Simplify: y = 3. The
18 from both sides: 18 – 18 – y = 13 – 18.
solution for the system of equations is (1,3).
Simplify: −y = −5. Multiply both sides by −1:
585. We could add the equations together if we had
(−1)(−y) = (−1)(−5). Simplify: y = 5. The
a −3x in the second equation, so multiply the
solution for the system of equations is (6,5).
second equation by 3: 3(–x + 2y = 1).
Simplify: −3x + 6y = 3. Add the first equation
to the transformed second: 3x + 4y = 17. Total:
0 + 10y = 20. Identity element of addition: 10y
= 20. Divide both sides by 10: y = 2. Substitute
the value of y into one of the equations in the
system and solve for x: −x + 2(2) = 1. Simplify:
−x + 4 = 1. Subtract 4 from both sides: −x + 4
– 4 = 1 – 4. Simplify: −x = −3. Multiply both
sides by −1: x = 3. The solution for the system
of equations is (3,2).

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588. See what the first equation looks like after 590. Transform the second equation into a similar
distributing the multiplication on the left. Use format to the first equation, then line up like
the distributive property of multiplication: 3x terms. Add 15 to both sides: 3x – 15 + 15 = y +
+ 3y = 18. Multiply the second equation by −3 15. Simplify: 3x = y + 15. Subtract y from both
and add the two equations to eliminate y: sides: 3x – y = y – y + 15. Simplify: 3x – y = 15.
−3(5x + y) = −3(−2). Use the distributive Multiply the second equation by 8 and add the
property of multiplication: −3(5x) – 3( y) = first equation to the second: 8(3x – y) = 15.
−3(−2). Simplify terms: −15x – 3y = 6. Add the Use the distributive property of
transformed first equation: 3x + 3y = 18. multiplication: 24x – 8y = 120. Add the first
Total: −12x + 0 = 24. Additive identity: equation to the second: 5x + 8y = 25. Total:
−12x = 24. Divide both sides by −12: x = −2. 29x + 0 = 145. Additive identity: 29x = 145.
Substitute the value of x into one of the Divide both sides by 29: x = 5. Substitute the
equations in the system and solve for y: value of x into one of the equations in the
5(−2) + y = −2; −10 + y = −2. Add 10 to both system and solve for y: 3(5) – 15 = y. Simplify:
sides: 10 – 10 + y = 10 – 2. Simplify: y = 8. The 15 – 15 = y; 0 = y. The solution for the system
solution for the system of equations is (−2,8). of equations is (5,0).
589. Multiply the second equation by 2 and add to 591. Multiply the second equation by −3 and add it
the first to eliminate y: 2(2x – y) = 2(17). Use to the first equation to eliminate y: −3(2y + 6x
the distributive property of multiplication: = 0) becomes −6y – 18x = 0; add to 6y + 3x =
2(2x) – 2( y) = 2(17). Simplify: 4x – 2y = 34. 30. Total: 0 – 15x = 30. Additive identity.
1
Add the first equation to the second: 2 x + 2y = Divide both sides by −15: x = −2. Substitute
1 1
11. Total: 42 x + 0 = 45. Additive identity: 42 x the value of x into one of the equations in the
= 45. Multiply the equation by 2 to simplify system and solve for y: 2y + 6(−2) = 0;
1
the fraction: 2(42 x = 45). Simplify: 9x = 90. 2y – 12 = 0. Add 12 to both sides: 2y – 12 + 12
Divide both sides by 9: x = 10. Substitute the = 0 + 12. Simplify: 2y = 12. Divide both sides
value of x into one of the equations in the by 2: y = 6. The solution for the system of
system and solve for y: 2(10) – y = 17. Subtract equations is (−2,6).
20 from both sides: 20 – 20 – y = 17 – 20.
Combine like terms on each side:
−y = −3. Multiply the equation by −1: y = 3.
The solution for the system of equations is
(10,3).

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592. Transform the first equation into familiar 594. Transform the first equation by multiplying by
form (ax + by = c): 3x = 5 – 7y. Add 7y to both 3, the second by multiplying by −2, and
sides: 3x + 7y = 5 – 7y + 7y. Simplify: 3x + 7y eliminate the x variable by adding the
= 5. Transform the second equation into equations together: 3(2x + 7y = 45). Use the
familiar form (ax + by = c): 2y = x – 6. distributive property: 3(2x) + 3(7y) = 3(45).
Subtract x from both sides: −x + 2y = x − x – 6. Simplify terms: 6x + 21y = 135. Second
Simplify: −x + 2y = −6. Multiply equation by equation: −2(3x + 4y = 22). Use the
3: 3(−x + 2y = −6); 3(−x) + 3(2y) = 3(−6). distributive property: −2(3x) – 2(4y) =
Simplify terms: −3x + 6y = −18. Add the −2(22). Simplify terms: −6x – 8y = −44. Add
transformed first equation: 3x + 7y = 5. Total: the transformed first equation to the second:
0 + 13y = −13. Additive identity. Divide both 6x + 21y = 135. Total: 0 + 13y = 91. Additive
sides by 13: y = −1. Substitute the value of y identity. Divide both sides by 13: y = 7.
into one of the equations in the system and Substitute the value of y into one of the
solve for x: 3x = 5 – 7(−1); 3x = 5 + 7; 3x = 12. equations in the system and solve for x:
Divide both sides by 3: x = 4. The solution for 3x + 4(7) = 22. Simplify terms: 3x + 28 = 22.
the system of equations is (4,−1). Subtract 28 from both sides: 3x + 28 – 28 = 22
593. Transform the second equation into familiar – 28. Simplify: 3x = −6. Divide both sides by 3:
form (ax + by = c). Multiply the equation by 3: x = −2. The solution for the system of
x
3(3 + 10 = y). Use the distributive property: equations is (−2,7).
x
3(3 ) + 3(10) = 3(y). Simplify terms: x + 30 = 595. Transform the second equation into a similar
3y. Subtract 30 from each side: x + 30 – 30 = form to the first equation. Use the distributive
3y – 30. Simplify: x = 3y – 30. Subtract 3y from property of multiplication: 2(2y) – 2(x) = 16.
both sides: x – 3y = 3y – 3y – 30. Simplify: Simplify terms: 4y – 2x = 16. Commutative
x – 3y = −30. Multiply the first equation by 3 property of addition: −2x + 4y = 16. Multiply
and add to the second equation to eliminate y: the first equation by 2 and the second
3(3x + y = 20). Use the distributive property: equation by 3, and add the transformed
3(3x) + 3(y) = 3(20) Simplify terms: 9x + 3y = equations to eliminate the variable x: 2(3x – 5y
60. Add the transformed second equation to = −21). Use the distributive property. Simplify
the first: x – 3y = −30. Total: 10x + 0 = 30. terms: 6x – 10y = −42; 3(−2x + 4y = 16). Use
Additive identity. Divide both sides by 10: the distributive property. Simplify terms: −6x
x = 3. Substitute the value of x into one of the + 12y = 48. Add the first equation to the
(3)
equations in the system and solve for y:  3 + second: 6x – 10y = −42. Total: 2y = 6. Divide
10 = y. Simplify terms: 1 + 10 = y; 11 = y. The both sides by 2: y = 3. Substitute the value of
solution for the system of equations is (3,11). y into one of the equations in the system and
solve for x: 3x – 5(3) = −21. Simplify terms
and add 15 to each side: 3x – 15 + 15 = −21 +
15. Combine like terms on each side: 3x = −6.
Divide both sides by 3: x = −2. The solution
for the system of equations is (−2,3).

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596. Transform the second equation by multiplying 598. Transform the first equation so that the value
it by 3. Then, add the equations together to of x is expressed in terms of y. Subtract y from
1
eliminate y: 3(2x – 3 y = 21). Use the both sides of the equation: x + y – y = 3 – y.
distributive property of multiplication: 3(2x) Simplify: x = 3 – y. Substitute 3 – y for x in the
1
– 3(3 y) = 3(21). Simplify terms: 6x – y = 63. second equation and solve for y: 3(3 – y) + 101
1
Add the first equation to the second: 4 x + y = = 7y. Use the distributive property of
1
12. Total: 64 x + 0 = 75. Additive identity:
1
multiplication: 9 – 3y + 101 = 7y. Use the
1 1 64 x 75
64 x = 75. Divide both sides by 64 :  1 =  1 . commutative property of addition: 9 + 101 –
64 64
Simplify: x = 12. Substitute the 3y = 7y. Add like terms. Add 3y to both sides:
value of x into one of the equations in 110 – 3y + 3y = 7y + 3y. Combine like terms:
1
the system and solve for y: 4 (12) + y = 12. 110 = 10y. Divide both sides by 10: 11 = y.
Simplify the first term and subtract from both Substitute the value of y into one of the
sides: 3 – 3 + y = 12 – 3. Simplify: y = 9. The equations in the system and solve for x: x +
solution for the system of equations is (12,9). (11) = 3. Subtract 11 from both sides: x + 11 –
597. The first equation tells you that y = 5x. 11 = 3 – 11. Combine like terms on each side:
Substitute 5x for y in the second equation and x = −8. The solution for the system of
then solve for x: 4x + 5(5x) = 87. Simplify equations is (−8,11).
term and add like terms: 4x + 25x = 87; 599. Transform the first equation so that y is
87
29x = 87. Divide both sides by 29: x =  29 = 3. expressed in terms of x: 5x + y = 3.6. Subtract
Substitute 3 for x in one of the equations: y = 5x from both sides of the equation: 5x – 5x + y
5 × (3) = 15. The solution for the system of = 3.6 – 5x. Combine like terms on each side:
equations is (3,15). y = 3.6 – 5x. Substitute the value of y into the
second equation: (3.6 – 5x) + 21x = 8.4.
Combine like terms: 3.6 + 16x = 8.4. Subtract
3.6 from both sides: 3.6 – 3.6 + 16x = 8.4 – 3.6.
Combine like terms on each side: 16x = 4.8.
Divide both sides by 16: x = 0.3. Substitute the
value of x into one of the equations in the
system and solve for y: 5(0.3) + y = 3.6.
Simplify terms: 1.5 + y = 3.6. Subtract 1.5
from both sides: 1.5 – 1.5 + y = 3.6 – 1.5.
Combine like terms on each side: y = 2.1. The
solution for the system of equations is
(0.3,2.1).

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600. Transform the first equation so that y is 602. Express y in terms of x in the first equation: y
expressed in terms of x: 8x – y = 0. Add y to + 3x = 0. Subtract 3x from both sides:
both sides of the equation: 8x + y − y = y + 0. y + 3x – 3x = 0 – 3x. Combine like terms and
Combine like terms on each side and simplify: simplify: y = −3x. Substitute the value of y into
8x = y. Substitute the value of y into the the second equation in the system and solve
second equation: 10x + 8x = 27. Combine like for x: (−3x) – 3x = 24. Combine like terms:
3
terms: 18x = 27. Divide both sides by 18: x = 2 . −6x = 24. Divide both sides by −6: x = −4.
Substitute the value of x into one of the Substitute the found value for x into one of
3
equations in the system and solve for y: 8(2 ) – the equations and solve for y: y + 3(−4) = 0.
y = 0. Simplify terms: 12 – y = 0. Add y to both Simplify: y – 12 = 0. Add 12 to both sides:
sides of the equation: 12 – y + y = 0 + y. y = 12. The solution for the system of
Simplify: 12 = y. The solution for the system equations is (−4,12).
3
of equations is (2 ,12). 603. Transform the first equation so that the value
601. Transform the first equation so that the value of y is expressed in terms of x. Subtract 5x
of x is expressed in terms of y. Multiply the from both sides of the equation: 5x – 5x + y =
x
equation by 3: 3[(3 ) = y + 2]. Use the 20 – 5x. Combine like terms: y = 20 – 5x.
x
distributive property: 3(3 ) = 3y + 6. Simplify: Substitute the value of y into the second
x = 3y + 6. Substitute the value of x into the equation in the system and solve for x: 3x =
1
second equation in the system and solve for y: (20 – 5x) + 1. Use the distributive property of
2
5
2(3y + 6) – 4y = 32. Use the distributive multiplication: 3x = 10 – 2 x + 1. Combine like
5 5
property of multiplication: 6y + 12 – 4y = 32. terms: 3x = 11 – 2 x. Add 2 x to both sides:
5 5 5
Use the commutative property of addition: 6y 3x + 2 x = 11 + 2 x – 2 x. Combine like1 terms:
1 1 52 x 11
– 4y + 12 = 32. Combine like terms. Subtract 52x = 11. Divide both sides by 52 :  1 =  1 .
52 52
12 from both sides: 2y + 12 – 12 = 32 – 12. Simplify terms: x = 2. Substitute
Combine like terms on each side: 2y = 20. the found value for x into one of the
Divide both sides by 2: y = 10. Substitute the equations and solve for y: 5(2) + y = 20.
value of y into one of the equations in the Simplify: 10 + y = 20. Subtract 10 from both
system and solve for x: 2x – 4(10) = 32. sides: y = 10. The solution for the system of
Simplify and add 40 to both sides: 2x – 40 + 40 equations is (2,10).
= 32 + 40. Combine like terms: 2x = 72.
Divide both sides by 2: x = 36. The solution
for the system of equations is (36,10).

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604. Transform the second equation so that the 606. Transform the second equation so that the
value of x is expressed in terms of y. Add y to value of x is expressed in terms of y. Add 3 to
both sides of the equation: x – y + y = 5 + y. both sides: x – 3 + 3 = 2y + 3. Combine like
Combine like terms on each side: x = 5 + y. terms on each side: x = 2y + 3. Substitute the
Substitute the value of x into the second value of x into the first equation in the system
equation in the system and solve for y: and solve for y: (2y + 3) + 6y = 11. Use the
2(5 + y) + y = 2 – 5y. Use the distributive commutative property of addition: 2y + 6y + 3
property of multiplication: 10 + 2y + y = 2 – = 11. Combine like terms: 8y + 3 = 11.
5y. Add 5y to both sides of the equation: 10 + Subtract 3 from both sides: 8y + 3 – 3 = 11 – 3.
2y + y + 5y = 2 – 5y + 5y. Combine like terms Combine like terms on each side: 8y = 8.
on each side: 10 + 8y = 2. Subtract 10 from Divide both sides by 8: y = 1. Substitute the
both sides: 10 – 10 + 8y = 2 – 10. Combine like found value for y into the first equation and
terms on each side: 8y = −8. Divide both sides solve for x: x + 6(1) = 11. Subtract 6 from both
by 8: y = −1. Substitute the found value for y sides: x + 6 – 6 = 11 – 6. Simplify: x = 5. The
into one of the equations and solve for x: solution for the system of equations is (5,1).
x – (−1) = 5. Simplify: x + 1 = 5; x = 4. The 607. Transform the second equation so that the
solution for the system of equations is (4,−1). value of y is expressed in terms of x. Subtract
605. Transform the first equation by eliminating the 10 from both sides of the equation: y + 10 – 10
denominators. Multiply both sides of the = 3x – 10. Combine like terms on each side:
2x y
equation by 10: 10(10 + 5 ) = 10(1). Use the y = 3x – 10. Substitute the value of y into the
2x
distributive property of multiplication: 10(10) + first equation in the system and solve for x:
y
10(5 ) = 10. Simplify terms: 2x + 2y = 10. Divide 4(3x – 10) + 31 = 3x. Use the distributive
2x + 2y 10
both sides by 2: 2 =  2 . Simplify terms: x + y property of multiplication: 4(3x) – 4(10) + 31
= 5. Now express x in terms of y. Subtract y = 3x. Simplify terms: 12x – 40 + 31 = 3x.
from both sides of the equation: x + y – y = Combine like terms on each side: 12x – 9 = 3x.
5 – y. Simplify: x = 5 – y. Substitute the value of Add 9 to both sides of the equation: 12x – 9 +
x into the second equation and solve for y: 9 = 3x + 9. Combine like terms on each side:
3(5 – y) + 2y = 12. Use the distributive property 12x = 3x + 9. Subtract 3x from both sides:
of multiplication: 3(5) – 3y + 2y = 12. Combine 12x – 3x = 3x – 3x + 9. Combine like terms on
like terms on each side: 15 – y = 12. Add y to each side: 9x = 9. Divide both sides by 9: x = 1.
both sides: 15 – y + y = 12 + y. Combine like Substitute the value of x into the second
terms: 15 = 12 + y. Subtract 12 from both sides: equation and solve for y: y + 10 = 3(1).
15 – 12 = 12 – 12 + y. Simplify: 3 = y. Substitute Subtract 10 from both sides: y + 10 – 10 =
the value of y into one of the equations in the 3 – 10. Combine like terms on each side:
system and solve for x: 3x + 2(3) = 12. Simplify y = −7. The solution for the system of
the term and subtract 6 from both sides: 3x + 6 equations is (1,−7).
– 6 = 12 – 6. Combine like terms on each side:
3x = 6. Divide both sides by 3: x = 2. The
solution for the system of equations is (2,3).

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608. Begin with the second equation and express x 609. Transform equations into slope/y-intercept
in terms of y. Use the distributive property of form. y = x + 4. The equation is in the proper
1 change in y
multiplication: 3x + 9 = 20 – 4y. Subtract 9 slope/y-intercept form: m = 1 = 1 = change in x .
from both sides: 3x + 9 – 9 = 20 – 9 – 4y. b = 4: The y-intercept is at the point (0,4). The
Combine like terms on each side: 3x = 11 – 4y. slope tells you to go up 1 space and right 1 for
11 – 4y
Divide both sides by 3: x = 3. Substitute (1,5). y = −x + 2. The equation is in the proper
−1
the value of x into the second equation and slope/y-intercept form: m = −1 =  1 =
change in y
solve for y. First, use the distributive property change in x
. b = 2: The y-intercept is at the point
to simplify the equation: 4 – 2x = 3y – 2; (0,2). The slope tells you to go down 1 space
11 – 4y
4 – 2(3) = 3y – 2. Multiply the numerator and right 1 for (1,1). The solution is (−1,3).
22 – 8y
by the factor 2: 4 – (3) = 3y – 2. Multiply
y
both sides of the equation by 3 to eliminate
22 – 8y
the denominator: 3[4 – (3)] = 3(3y – 2).
Use the distributive property of
22 – 8y
multiplication: 3(4) – 3(3) = 3(3y) – 3(2). (1,5)
Simplify each term: 12 – (22 – 8y) = 9y – 6. (0,4)
(–1,3)
Simplify the second term and the – sign: 12 – (0,2)
22 + 8y = 9y – 6. Combine like terms: −10 + 8y (1,1)
x
= 9y – 6. Add 6 to both sides: 6 – 10 + 8y = 9y
+ 6 – 6. Combine like terms on each side: −4 +
8y = 9y. Subtract 8y from both sides: −4 + 8y –
8y = 9y – 8y. Combine like terms on each side:
−4 = y. Substitute the value of y into the first
equation in the system and solve for x: 2(2 – x)
= 3(−4) – 2. Use the distributive property of
multiplication: 4 – 2x = −12 – 2. Subtract 4
from both sides: 4 – 4 – 2x = −12 – 2 – 4.
Simplify: −2x = −18. Divide both sides by −2:
x = 9. The solution for the system of equations
is (9,−4).

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610. Transform equations into slope/y-intercept 611. Transform equations into slope/y-intercept
form. 2y – x = 2. Add x to both sides: 2y – x + form. 4y = −7(x + 4). Use the distributive
x = x + 2. Combine like terms: 2y = x + 2. property of multiplication: 4 y = −7x – 28.
1 −7
Divide both sides by 2: y = 2 x + 1. The Divide both sides by 4: y = 4x – 7. The
equation is in the proper slope/y-intercept equation is in the proper slope/y-intercept
1 change in y −7 change in y
form: m = 2 = change in x . b = 1: The y-intercept form: m =  4 = change in x . b = −7: The
is at the point (0,1). The slope tells you to go y-intercept is at the point (0,−7). The slope
up 1 space and right 2 for (2,2). 3x + y = 8. tells you to go down 7 spaces and right 4 for
Subtract 3x from both sides: 3x – 3x + y = −3x (4,−14). 4y = x + 4. Divide both sides by 4: y =
1
+ 8. Simplify: y = −3x + 8. The equation is in x + 1. The equation is in the proper slope/
4
1 change in y
the proper slope/y-intercept form: m = −3 = y-intercept form: m = 4 = change in x . b = 1: The
−3 change in y
 = . b = 8: The y-intercept is at the y-intercept is at the point (0,1). The slope tells
1 change in x
point (0,8). The slope tells you to go down 3 you to go up 1 space and right 4 for (4,2). The
spaces and right 1 for (1,5). The solution is solution is (−4,0).
(2,2). y

(0,8)

(1,5)

(0,1) (4,2)

(0,1) (2,2)
(−4,0)
x

(0,−7)

(4,−14)

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612. Transform equations into slope/y-intercept 613. Transform equations into slope/y-intercept
form. y – x = 5 – x. Add x to both sides: y – x + form. 2y = 6x + 14. Divide both sides by 2: y =
6
x = 5 – x + x. Combine like terms on each side: 
2 x + 7. The equation is in the proper slope/
y = 5. The graph is a line parallel to the x-axis y-intercept form. Use the negatives to keep the
6 −6
through (0,5). −4y = 8 – 7x. Divide both sides coordinates near the origin: m = 2 =  −2 =
−4y 8 7x change in y
by −4: −4 = 
−4 – −4 . Simplify terms: y = −2 +

change in x
. b = 7: The y-intercept is at the point
7 7
x. Use the commutative property: y = x – 2. (0,7). The slope tells you to go down 6 spaces
4 4
The equation is in the proper slope/ and left 2 for (−2,1). 4y = x – 16. Divide both
7 change in y 1
y-intercept form: m = 4 = change in x . b = −2: sides by 4: y = 4 x – 4. The equation is in the
1
The y-intercept is at the point (0,−2). The proper slope/y-intercept form: m = 4 =
change in y
slope tells you to go up 7 spaces and right 4 for change in x
. b = −4: The y-intercept is at the
(4,5). The solution is (4,5). point (0,−4). The slope tells you to go up 1
space and right 4 for (4,−3). The solution for
y
the system of equations is (−4,−5).
y

(0,5) (4,5) (0,7)

(−2,1)
(0,−2)
x

(4,−3)
(0,−4)
(−4,−5)

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614. Transform equations into slope/y-intercept 615. Transform equations into slope/y-intercept
form. 2x + y = 4. Subtract 2x from both sides: form. y = x + 9. The equation is in the proper
1 change in y
2x – 2x + y = 4 – 2x. Combine like terms on slope/y-intercept form: m = 1 = 1 = change in x .
each side: y = 4 – 2x. Use the commutative b = 9: The y-intercept is at the point (0,9). The
property: y = −2x + 4. The equation is in the slope tells you to go up 1 space and right 1 for
−2
proper slope/y-intercept form: m = −2 =  1 = (1,10). 4y = 16 – x. Use the commutative
change in y
change in x
. b = 4: The y-intercept is at the point property: 4y = −x + 16. Divide both sides by 4:
1
(0,4). The slope tells you to go down 2 spaces y = −4 x + 4. The equation is in the proper
−1 change in y
and right 1 for (1,2). 3( y + 9) = 7x. Use the slope/y-intercept form: m =  4 = change in x .
distributive property of multiplication: 3y + b = 4: The y-intercept is at the point (0,4). The
27 = 7x. Subtract 27 from both sides: 3y + 27 – slope tells you to go down 1 space and right 4
27 = 7x – 27. Simplify: 3y = 7x – 27. Divide for (4,3). The solution for the system of
7
both sides by 3: y = 3 x – 9. The equation is in equations is (−4,5).
7
the proper slope/y-intercept form: m = 3 =
change in y y
change in x
. b = −9: The y-intercept is at the (1,10)
point (0,−9). The slope tells you to go up 7 (0,9)
spaces and right 3 for (3,−2). The solution for
the system of equations is (3,−2).
(−4,5)
(0,4)
y (4,3)

(0,4)

(1,2)

(3,−2)

(0,−9)

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616. Transform equations into slope/y-intercept 617. Transform equations into slope/y-intercept
form. 4x – 5y = 5. Subtract 4x from both sides: form. 6y = 9(x – 6). Use the distributive
4x – 4x – 5y = 5 – 4x. Simplify: −5y = 5 – 4x. property of multiplication: 6y = 9x – 54.
9
Use the commutative property: −5y = −4x + 5. Divide both sides by 6: y = 6 x – 9. The
4
Divide both sides by −5: y = 5 x – 1. The equation is in the proper slope/y-intercept
9 change in y
equation is in the proper slope/y-intercept form: m = 6 = change in x . b = −9: The
4 change in y
form: m = 5 = change in x . b = −1: The y-intercept is at the point (0,−9). The slope
y-intercept is at the point (0,−1). The slope tells you to go up 9 spaces and right 6 for
tells you to go up 4 spaces and right 5 for (6,0). 3(2y + 5x) = −6. Use the distributive
(5,3). 5y = 20 – x. Divide both sides by 5: y = 4 property of multiplication: 6y + 15x = −6.
1 −1
– 5 x. Use the commutative property: y =  5x+ Subtract 15x from both sides: 6y + 15x – 15x =
4. The equation is in the proper slope/ −15x – 6. Simplify: 6y = −15x – 6. Divide both
−1 change in y −15
y-intercept form: m =  5 = change in x . b = 4: sides by 6: y =  6 x – 1. The equation is in the
−15 −5
The y-intercept is at the point (0,4). The slope proper slope/y-intercept form: m =  
6 = 2 =
change in y
tells you to go down 1 space and right 5 for change in x
. b = −1: The y-intercept is at the
(5,3). The solution for the system of equations point (0,−1). The slope tells you to go down 5
is (5,3). spaces and right 2 for (2,−6). The solution for
the system of equations is (2,−6).
y
y

(0,4)

(5,3)

x
x
(0,−1) (6,0)
(0,−1)

(2,−6)

(0,−9)

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618. Transform equations into slope/y-intercept 619. Transform equations into slope/y-intercept
form. 15y = 6(3x + 15). Use the distributive form. 3y = 6x + 6. Divide both sides by 3: y =
property of multiplication: 15y = 18x + 90. 2x + 2. The equation is in the proper slope/
18 2 change in y
Divide both sides by 15: y =  15 x + 6. The y-intercept form: m = 2 = 1 = change in x . b = 2:
equation is in the proper slope/y-intercept The y-intercept is at the point (0,2). The slope
18 6 −6 change in y
form: m =   
15 = 5 = −5 = change in x . b = 6: The tells you to go up 2 spaces and right 1 for
y-intercept is at the point (0,6). The slope tells (1,4). 5y = 10(x – 5). Use the distributive
you to go down 6 spaces and left 5 for (−5,0). property: 5y = 10x – 50. Divide both sides by
y = 6(1 – x). Use the distributive property of 5: y = 2x – 10. The equation is in the proper
2 change in y
multiplication: y = 6 – 6x. Use the slope/y-intercept form: m = 2 = 1 = change in x .
commutative property: y = −6x + 6. The b = −10: The y-intercept is at the point
equation is in the proper slope/y-intercept (0,−10). The slope tells you to go up 2 spaces
−6 change in y
form: m = −6 =  1 = change in x . b = 6. The and right 1 for (1,−8). The slopes are the same,
y-intercept is at the point (0,6). The slope tells so the line graphs are parallel and do not
you to go down 6 spaces and right 1 for (1,0). intersect. There is no solution.
The solution for the system of equations is
y
(0,6).

(1,4)
(0,6)
(0,2)

(−5,0) (1,0)
x

(1,−8)

(0,−10)

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620. Transform equations into slope/y-intercept 621. Transform equations into slope/y-intercept
form. 3(2x + 3y) = 63. Use the distributive form. x – 20 = 5y. If a = b, then b = a: 5y =
1
property of multiplication: 6x + 9y = 63. x – 20. Divide both sides by 5: y = 5 x – 4. The
Subtract 6x from both sides: 6x – 6x + 9y = 63 equation is in the proper slope/y-intercept
1 change in y
– 6x. Simplify: 9y = 63 – 6x. Use the form: m = 5 = change in x . b = −4. The
commutative property: 9y = −6x + 63. Divide y-intercept is at the point (0,−4). The slope tells
−6
both sides by 9: y =  9 x + 7. The equation is in you to go up 1 space and right 5 for (5,−3).
−6 −2 8
the proper slope/y-intercept form: m =  9 = 3
 10y = 8x + 20. Divide both sides by 10: y =  10 x
change in y
= change in x . b = 7: The y-intercept is at the + 2. The equation is in the proper slope/
8 4 change in y
point (0,7). The slope tells you to go down 2 y-intercept form: m =  10 = 
5 = change in x . b = 2:
spaces and right 3 for (3,5). 27y = 9(x – 6). Use The y-intercept is at the point (0,2). The slope
the distributive property of multiplication: tells you to go up 4 spaces and right 5 for
9
27y = 9x – 54. Divide both sides by 27: y =  27 x (5,6). The solution for the system of equations
– 2. The equation is in the proper slope/ is (−10,−6).
9 1 change in y
y-intercept form: m =  27 = 
3 = change in x . y
b = −2: The y-intercept is at the point (0,−2).
The slope tells you to go up 1 space and right 3
for (3,−1). The solution for the system of
equations is (9,1). (5,6)

y
(0,2)

x
(0,7)

(3,5)
(5,−3)
(0,−4)

(9,1) (−10,−6)

(3,−1)
(0,−2)

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622. Transform equations into slope/y-intercept 623. Transform equations into slope/y-intercept
form. 3x + 4y = 12. Subtract 3x from both form. 16y = 10(x – 8). Use the distributive
sides: 3x – 3x + 4y = −3x + 12. Simplify: 4y = property of multiplication: 16y = 10x – 80.
−3 10
−3x + 12. Divide both sides by 4: y =  4 x + 3. Divide both sides by 16: y =  16 x – 5. The
The equation is in the proper slope/ equation is in the proper slope/y-intercept
−3 change in y 10 5 −5 change in y
y-intercept form: m =  4 = change in x . b = 3: form: m =  16 = 
8 = 
−8 = change in x . Use the
The y-intercept is at the point (0,3). The slope negatives to keep the coordinates near the
tells you to go down 3 spaces and right 4 for origin. b = −5: The y-intercept is at the point
6
(4,0). y = 3 – 8 x. Use the commutative (0,−5). The slope tells you to go down 5 spaces
−6
property: y =  8 x + 3. The equation is in the and left 8 for (−8,−10). 8y – 17x = 56. Add 17x
−6
proper slope/y-intercept form: m =  8 = to both sides: 8y – 17x + 17 x = 17x + 56.
change in y
change in x
. b = 3: The y-intercept is at the point Simplify: 8y = 17x + 56. Divide both sides by
17
(0,3). The slope tells you to go down 6 spaces 8: y =  8 x + 7. The equation is in the proper
17 −17
and right 8 for (8,−3). The solution for the slope/y-intercept form: m =  
8 = −8 =
change in y
system of equations is the entire line because change in x
. Use the negatives to keep the
the graphs coincide. coordinates near the origin. b = 7: The
y-intercept is at the point (0,7). The slope tells
y
you to go down 17 spaces and left 8 for
(−8,−10). The solution for the system of
equations is (−8,−10).

(0,3)

(0,7)
(4,0)
x

(8,−3)

x
(8,0)

(0,−5)

(−8,−10)

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624. Transform the inequalities into slope/ 625. Transform equations into slope/y-intercept
y-intercept form. 2y – 3x ≥ −6. Add 3x to both form. 6y < 5x − 30. Divide both sides by 6:
5 5 change in y
sides: 2y – 3x + 3x ≥ +3x – 6. Simplify: 2y ≥ 3x y < 6 x – 5; m = 6 = change in x . b = −5:
3 3
– 6. Divide both sides by 2: y ≥ 2 x – 3; m = 2 = The y-intercept is at the point (0,−5). The
change in y
change in x
. b = −3: The y-intercept is at the slope tells you to go up 5 spaces and right 6 for
point (0,−3). The slope tells you to go up 3 (6,0). Use a dotted line for the border and
spaces and right 2 for (2,0). Use a solid line for shade below it because the symbol is <.
the border and shade above the line because 2y < −x + 4. Divide both sides by 2:
5 −1 −1 change in y
the symbol is ≥. y ≥ 5 – 2 x. Use the y <  
2 x + 2; m = 2 = change in x . b = 2: The
−5
commutative property: y ≥ −25x + 5; m =  2 = y-intercept is at the point (0,2). The slope tells
change in y
change in x
. Use the negatives to keep the you to go down 1 space and right 2 for (2,1).
coordinates near the origin. b = 5: The Use a dotted line for the border and shade
y-intercept is at the point (0,5). The slope tells below it because the symbol is <. The solution
you to go down 5 spaces and right 2 for (2,0). for the system of inequalities is the double-
Use a solid line for the border and shade shaded area on the graph.
above the line because the symbol is ≥. The
y
solution for the system of inequalities is where
the shaded areas overlap.
y

(0,2)
(2,1)
(0,5) (6,0)
x

x
(2,0) (0,−5)

(0,−3)

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626. Transform equations into slope/y-intercept 627. Transform equations into slope/y-intercept
form. y − x ≥ 6. Add x to both sides: y – x + x ≥ form. 5y < 8(x + 5). Use the distributive
−1
x + 6. Simplify: y ≥ x + 6; m = 1 = −1 = property of multiplication: 5y < 8x + 40.
change in y 8 8 −8
change in x
. b = 6: The y-intercept is at the point Divide both sides by 5: y < 5 x + 8; m = 5 = 
−5
change in y
(0,6). The slope tells you to go down 1 space = change in x . Use the negatives to keep the
and left 1 for (−1,5). Use a solid line for the coordinates near the origin. b = 8: The
border and shade above it because the symbol y-intercept is at the point (0,8). The slope tells
is ≥. 11y ≥ −2(x + 11). Use the distributive you to go down 8 spaces and left 5 for (−5,0).
property of multiplication: 11y ≥ −2x – 22. Use a solid line for the border and shade
−2 −2
Divide both sides by 11: y ≥  11 x – 2; m = 
11 = below it because the symbol is <. 5y <
change in y
change in x
. b = −2: The y-intercept is at the 12(5 – x). Use the distributive property of
point (0,−2). The slope tells you to go down 2 multiplication: 5y < 60 – 12x. Use the
spaces and right 11 for (11,−4). Use a solid commutative property of addition: 5y < −12x
−12
line for the border and shade above the line + 60. Divide both sides by 5: y <  5 x + 12; m
−12 change in y
because the symbol is ≥. The solution for the = 5 = change in x . b = 12: The y-intercept is at
system of inequalities is the double-shaded the point (0,12). The slope tells you to go
area on the graph. down 12 spaces and right 5 for (5,0). Use a
y solid line for the border and shade below the
line because the symbol is <. The solution for
the system of inequalities is the double-shaded
area on the graph.
(−1,5) (0,6)

(0,12)
y

x (0,8)

(0,−2)

(11,−4)

(−5,0) (5,0)
x

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– MATH TO THE MAX –

628. Transform equations into slope/y-intercept 629. Transform equations into slope/y-intercept
form. 2(x + 5y) > 5(x + 6). Use the distributive form. 3y ≥ −2(x + 3). Use the distributive
property of multiplication: 2x + 10y > 5x + property of multiplication: 3y ≥ −2x – 6.
−2 −2
30. Subtract 2x from both sides: 2x – 2x + 10y Divide both sides by 3: y ≥  
3 x – 2; m = 3 =
change in y
> 5x – 2x + 30. Simplify the inequality: 10y > change in x
. b = −2: The y-intercept is at the
3
3x + 30. Divide both sides by 10: y >  10 x + 3; point (0,−2). The slope tells you to go down 2
3 change in y
m = 10 = change in x . b = 3: The y-intercept is at spaces and right 3 for (3,−4). Use a solid line
the point (0,3). The slope tells you to go up 3 for the border and shade above it because the
spaces and right 10 for (10,6). Use a dotted symbol is ≥. 3y < 2(6 – x). Use the distributive
line for the border and shade above it because property of multiplication: 3y < 12 – 2x.
the symbol is >. 4x + y < 4x + 5. Subtract 4x Use the commutative property: 3y <
−2
from both sides: 4x − 4x + y < 4x − 4x + 5. −2x + 12. Divide both sides by 3: y <  3 x + 4;
−2 change in y
Simplify: y < 0x + 5. With a slope of zero, the m = 3 = change in x . Slopes that are the same
line is parallel to the x-axis. The y-intercept is will result in parallel lines. b = 4: The
at the point (0,5). Use a dotted line for the y-intercept is at the point (0,4). The slope tells
border and shade below it because the symbol you to go down 2 spaces and right 3 for (3,2).
is <. The solution for the system of Use a solid line for the border and shade
inequalities is the double-shaded area on the below the line because the symbol is <. The
graph. solution for the system of inequalities is the
double-shaded area on the graph.
y
y

(10,6)
(0,5)

(0,4)
(0,3)
(3,2)
x
x

(0,−2)

(3,−4)

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– SYSTEMS OF EQUATIONS –

630. Transform equations into slope/y-intercept 631. Transform equations into slope/y-intercept
form. 9(y – 4) < 4x. Use the distributive form. 7(y – 5) < −5x. Use the distributive
property of multiplication: 9y – 36 < 4x. Add property of multiplication: 7y – 35 < −5x. Add
36 to both sides: 9y – 36 + 36 < 4x + 36. 35 to both sides: 7y – 35 + 35 < −5x + 35.
4 4
Divide both sides by 9: y < 9 x + 4; m = 9 = Simplify: 7y < −5x + 35. Divide both sides by
change in y −5 −5 change in y
change in x
. b = 4: The y-intercept is at the point 7: y <  
7 x + 5; m = 7 = change in x . b = 5: The
(0,4). The slope tells you to go up 4 spaces and y-intercept is at the point (0,5). The slope tells
right 9 for (9,8). Use a dotted line for the you to go down 5 spaces and right 7 for (7,0).
border and shade below it because the symbol Use a dotted line for the border and shade
1
is <. −9y < 2(x + 9). Use the distributive below it because the symbol is <. −3 < 4 (2x –
property of multiplication: −9y < 2x + 18. 3y). Multiply both sides of the inequality by 4:
1
Divide both sides by −9. Change the direction 4(−3) < 4(4 )(2x – 3y). Simplify the inequality:
of the symbol when dividing by a negative: y > −12 < 1(2x – 3y); −12 < 2x − 3y. Add 3y to
−2 −2 change in y
x – 2; m =  =
9 9 change in x
. b = −2: The both sides: −12 + 3y < 2x – 3y + 3y. Simplify
y-intercept is at the point (0,−2). The slope the inequality: −12 + 3y < 2x. Add 12 to both
tells you to go down 2 spaces and right 9 for sides: −12 + 12 + 3y < 2x + 12. Simplify the
(9,−4). Use a dotted line for the border and inequality: 3y < 2x + 12. Divide both sides by
2 2 change in y
shade above the line because the symbol is >. 3: y < 3 x + 4; m = 3 = change in x . b = 4: The
The solution for the system of inequalities is y-intercept is at the point (0,4). The slope tells
the double-shaded area on the graph. you to go up 2 spaces and right 3 for (3,6). Use
a dotted line for the border and shade below
y
the line because the symbol is <. The solution
(9,8) for the system of inequalities is the double-
shaded area on the graph.
y

(0,4)

(3,6)
x (0,5)

(0,4)
(0,−2)

(9,−4) (7,0)
x

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– MATH TO THE MAX –

632. Transform equations into slope/y-intercept 633. Transform equations into slope/y-intercept
7
form. y > 4 (4 – x). Use the distributive form. 5x – 2(y + 10) < 0. Use the distributive
7
property of multiplication: y > 7 – 4 x. Use the property of multiplication: 5x – 2y – 20 < 0.
−7 −7
commutative property: y >  
4 x + 7; m = 4 = Subtract 5x from both sides: 5x – 5x – 2y – 20
change in y
. b = 7: The y-intercept is at the point < −5x. Add 20 to both sides: −2y – 20 + 20 <
change in x
(0,7). The slope tells you to go down 7 spaces −5x + 20. Simplify the inequality: −2y < −5x +
and right 4 for (4,0). Use a dotted line for the 20. Divide both sides by −2. Change the
border and shade above it because the symbol direction of the symbol when dividing by a
5 5 change in y
is >. 3( y + 5) > 7x. Use the distributive negative: y ≥ 2 x – 10; m = 2 = change in x . b =
property of multiplication: 3y + 15 > 7x. −10: The y-intercept is at the point (0,−10).
Subtract 15 from both sides: 3y + 15 – 15 > 7x The slope tells you to go up 5 spaces and right
– 15. Simplify the inequality: 3y > 7x – 15. 2 for (2,−5). Use a solid line for the border
7 7
Divide both sides by 3: y > 3 x – 5; m = 3 = and shade above it because the symbol is ≥.
change in y
change in x
. b = −5: The y-intercept is at the 2x + y < −3. Subtract 2x from both sides:
point (0,−5). The slope tells you to go up 7 2x – 2x + y < −2x – 3. Simplify the inequality:
−2 change in y
spaces and right 3 for (3,2). Use a dotted line y < −2x – 3; m =  1 = change in x . b = −3: The
for the border and shade above the line y-intercept is at the point (0,−3). The slope
because the symbol is >. The solution for the tells you to go down 2 spaces and right 1 for
system of inequalities is the double-shaded (1,−5). Use a solid line for the border and
area on the graph. shade below the line because the symbol is <.
y
The solution for the system of inequalities is
the double-shaded area on the graph.

y
(0,7)

(3,2)
(4,0)
x

(0,−5)
(0,−3)

(1,−5) (2,−5)

(0,−10)

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C H A P T E R

Multiplying

10 and Factoring
Polynomials

B AC K I N C H A P T E R 4 , we looked at multiplying algebraic terms. We learned that you

could multiply 5x2y6 and 4xy3 by multiplying their coefficients and adding the exponents
of the variables they had in common: (5x2y6)(4xy3) = 20x3y9. Each of these terms is called
a monomial. A monomial is a single term made up of a variable or a constant. The coefficient, if there is
one, and the variable are multiplied, not added or subtracted. For instance, 4x, y4, and 21x2y3z5 are all
monomials. In this chapter, we’ll learn how to multiply binomials (expressions with two terms), trinomi-
als (three terms), and other polynomials (more than one term).

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– MATH TO THE MAX –

 Multiplying a Monomial member how to do this. FOIL stands for first, outside,
by a Polynomial inside, last.

To multiply a monomial by a polynomial, multiply ■ When multiplying binomials, begin by finding

the monomial by each term in the polynomial, and the product of the first terms in each expression.
then combine any like terms. ■ Next, find the product of the outside terms—
the first term in the first binomial and the last
Example term in the second binomial.
2x(3x + 4) ■ Then, find the product of the inside terms—the
second term in the first binomial and the first
In this example, a monomial (2x) is mul-
term in the second binomial.
tiplied by a binomial (3x + 4). Multiply 2x
■ Finally, find the product of the last terms in
by 3x, and then multiply 2x by 4: (2x)(3x)
each expression.
= 6x2, and (2x)(4) = 8x. The product of 2x
and 3x + 4 is 6x2 + 8x. We cannot com-
Add these four products together and combine
bine these terms, because they are unlike;
any like terms. The general rule for multiplying bino-
so our answer is a binomial.
mials is (a + b)(c + d) = ac + ad + bc + bd (the same
as FOIL). By multiplying in this way, we are sure to
Example
multiply each term in the first binomial by each term
5a3(b2 + 3a + 4)
in the second binomial.
In this example, a monomial is multiplied
by a trinomial. The same rule applies:
Example
Multiply the monomial 5a3 by each term
(x + 5)(x – 3)
in the polynomial: (5a3)(b2) = 5a3b2;
Begin by multiplying the first terms:
(5a3)(3a) = 15a4; and (5a3)(4) = 20a3.
(x)(x) = x2.
Our answer is 5a3b2 + 15a4 + 20a3. These
terms are unlike and cannot be combined. Next, multiply the outside terms: (x)(–3)
= –3x.
The general rule for multiplying a monomial by Then, multiply the inside terms: (5)(x) =
a polynomial is a(b + c + d) = ab + ac + ad. 5x.
Finally, multiply the last terms: (5)(–3) =
–15.
 Multiplying a Binomial
Our product is x2 – 3x + 5x – 15, or x2 +
by a Binomial
2x – 15 after the like terms are combined.

To multiply a binomial by a binomial, we must multi-

Example
ply each term in the first binomial by each term in the
(4a + 1)(b + 7)
second binomial. The acronym FOIL helps us re-
Multiply the first terms: (4a)(b) = 4ab.

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– MULTIPLYING AND FACTORING POLYNOMIALS –

Multiply the outside terms: (4a)(7) = 28a.  Practice Questions

Multiply the inside terms: (1)(b) = b.
Multiply the following polynomials.
Multiply the last terms: (1)(7) = 7.
Our product is 4ab + 28a + b + 7.
634. x(5x + 3y – 7)

635. 2a(5a2 – 7a + 9)
 Multiplying Two Polynomials
636. 4bc(3b2c + 7b – 9c + 2bc2 – 8)
To multiply two polynomials, multiply every term in
the first polynomial by every term in the second poly-
637. 3mn(−4m + 6n + 7mn2 – 3m2n)
nomial. Does that sound familiar? That’s the same
way we multiplied two binomials. In fact, that’s the 3 6x − 1
638. 4x(9x3 + 
x2
– x4 +  x
2 )
same way we multiplied a monomial by a binomial;
it’s just that a monomial only has one term. So, to
639. (x + 3)(x + 6)
sum up: When multiplying a nomial by another no-
mial, multiply every term in the first nomial by every
640. (x – 4)(x – 9)
term in the second nomial, no matter how many
terms there are in either nomial.
641. (2x + 1)(3x – 7)
The general rule for multiplying polynomials is
(a + b + c)(d + e + f ) = ad + ae + af + bd + be + bf
642. (x + 2)(x – 3y)
+ cd + ce + cf.

643. (7x + 2y)(2x – 4y)

Example
(x – 1)(x2 + 5x + 6)
644. (5x + 7)(5x – 7)
Multiply the first term in the first polyno-
mial, x, by each term in the second poly- x
645. (28x + 7)(7 – 11)
nomial: (x)(x2 + 5x + 6) = x3 + 5x2 + 6x.
Now, multiply the second term in the first 646. (3x2 + y2)(x2 – 2y2)
polynomial, –1, by each term in the sec-
ond polynomial: (–1)(x2 + 5x + 6) = –x2 – 647. (4 + 2x2)(9 – 3x)
5x – 6.
648. (2x2 + y2)(x2 – y2)
Finally, add these products and combine
like terms: x3 + 5x2 + 6x + –x2 – 5x – 6 =
649. (x + 2)(3x2 – 5x + 2)
x3 + 4x2 + x – 6.

650. (2x – 3)(x3 + 3x2 – 4x)

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– MATH TO THE MAX –

651. (4a + b)(5a2 + 2ab – b2) Example

5x2 + 6x
652. (3y – 7)(6y2 – 3y + 7) The greatest common factor of 5x2 and 6x
2
is x. Divide each term by x: 5xx = 5x, and
653. (3x + 2)(3x2 – 2x – 5) 6x 2
x = 6. Therefore, 5x + 6x = x(5x + 6).

654. (x + 2)(2x + 1)(x – 1) Example

12x3 – 6x2
655. (3a – 4)(5a + 2)(a + 3)
The greatest common factor of these terms
is 6x2: 12x3 – 6x2 factors to 6x2(2x – 1).
656. (2n – 3)(2n + 3)(n + 4)

Sometimes a binomial is the product of two bi-

657. (5r – 7)(3r4 + 2r2 + 6)
nomials. After the original binomials were multiplied,
the outside and inside terms canceled each other out,
658. (3x2 + 4)(x – 3)(3x2 – 4)
leaving just the products of the first terms and the last
terms. When this happens, both the first term and the
last term of the product binomial are either perfect
 Factoring Polynomials squares or multiples of perfect squares. If one (or
both) is a multiple of a perfect square, we can begin by
Now that we know how to multiply polynomials, let’s
factoring out that multiple. Then we must factor the
look at how to break them down by factoring them.
difference of the perfect squares. One factor of the dif-
When we factor a polynomial, we split it up into the
ference between perfect squares will be the sum of the
smallest parts that multiply to the original polyno-
square root of the first term and the square root of the
mial. The three methods for factoring polynomial
second term; the second factor will be the difference
expressions are: greatest common factor method, dif-
between those two square roots. It’s a lot easier to see
ference between two perfect squares method, and tri-
in practice, so let’s look at an example.
nomial method.
First, try to find the greatest common factor of
Example
all the terms in the polynomial. The greatest common
x2 – 36
factor could be a whole number, a variable, or a vari-
able with a coefficient. Both the first term and the second term
are perfect squares. There is no common
Example multiple we can factor out of this bino-
2x + 4 mial, so we are ready to split it into two
factors. The square root of x2 is x, and the
The greatest common factor of 2x and 4 is
square root of 36 is 6. The first factor is
2, since both 2x and 4 can be divided
the sum of these two square roots, (x + 6),
evenly by 2. Pull a 2 out of the polynomial
and the second factor is the difference
by dividing both terms by 2: 2x2 = x, and 42
between them, (x – 6). Therefore, x2 – 36
= 2. Therefore, 2x + 4 factors to 2(x + 2).
factors into (x + 6)(x – 6).

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– MULTIPLYING AND FACTORING POLYNOMIALS –

PITFALL 10, because each of these numbers will be

multiplied and then added, and we know
Be sure to list the terms in each factor in the from the polynomial that the sum of these
correct order. For example, x + 6 is the same products is 10x. The numbers 3 and 7
as 6 + x, but x – 6 is not the same as 6 – x. multiply to 21 and add to 10, so these are
When writing the difference between perfect the inside terms of our factors: (x + 3)
squares, it is always the square root of the (x + 7). Checking our answer, we find that
frst term minus the square root of the sec- (x + 3)(x + 7) = x2 + 7x + 3x + 21 =
ond term. To be sure your factoring is cor-
x2 + 10x + 21.
rect, multiply the factors to be sure they
equal the original polynomial. In the preced-
Example
ing example, we factored x2 – 36 into (x + 6)
6x2 + 19x + 15
(x – 6). Use FOIL to check the answer: (x)(x) +
(x)(–6) + (6)(x) + (6)(–6) = x2 – 6x + 6x – 36 = x2 This problem is a little tougher. Two pairs
– 36. Our answer is correct. of expressions that multiply to 6x2 are x
and 6x and 2x and 3x. Two pairs of num-
bers that multiply to 15 are 1 and 15 and 3
Example and 5. Let’s test out some combinations:
4y2 – 36 (6x + 1)(x + 15) = 6x2 + 91x + 15. The
First, factor 4 out of this binomial, since it middle term is way too large, so these are
is the greatest common factor of the two not the right factors.
terms: 4y2 – 36 = 4(y2 – 9). Now, factor (6x + 15)(x + 1) = 6x2 + 21x + 15. The
(y2 – 9). It is the difference between two middle term is still too large.
perfect squares. The square root of y2 is y, (6x + 5)(x + 3) = 6x2 + 23x + 15. The
and the square root of 9 is 3. (y2 – 9) = middle term is still too large.
(y – 3)(y + 3), so 4y2 – 36 = 4(y – 3)(y + 3).
(6x + 3)(x + 5) = 6x2 + 33x + 15. The
middle term is still too large—let’s try 3x
If those two methods don’t work, we will need
and 2x as the first factors.
to factor the outside terms of the polynomial and use
them to help us figure out what two binomials were (3x + 15)(2x + 1) = 6x2 + 33x + 15. The
multiplied to form the polynomial. middle term is still too large.
(3x + 1)(2x + 15) = 6x2 + 47x + 15. The
Example middle term is way too large.
x2 + 10x + 21 (3x + 3)(2x + 5) = 6x2 + 21x + 15. The
Factor x2 and 21. The only possible factors middle term is still too large.
of x2 are x and x. The factors of 21 are 1, (3x + 5)(2x + 3) = 6x2 + 19x + 15. Got it!
3, 7, and 21. We need to find a pair of
numbers that multiply to 21 and add to

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– MATH TO THE MAX –

TIP 669. x2 + x – 6

You can see that some polynomials take a 670. b2 – 100

lot of trial and error to factor. Make a list of
all factors of the frst term and all factors of 671. x2 + 7x + 12
the last term before you begin factoring. This
will help you keep track of which combina- 672. x2 – 3x – 18
tions you’ve tested, so that you don’t test
the same combinations more than once.
673. b2 – 6b + 8
That preceding problem took eight tries.
Some of these practice problems may take
674. b2 – 4b – 21
even more tries, but keep track of your com-
binations and stick with it!
675. a2 + 11a – 12

676. x2 + 10x + 25
 Practice Questions
677. 36y4 – 4z2
Factor the following polynomials.
678. x2 + 20x + 99
659. 9a + 15
679. c2 – 12c + 32
660. 3a2x + 9ax
680. h2 – 12h + 11
661. x2 – 16
681. m2 – 11m + 18
662. 4a2 – 25
682. v4 – 13v2 – 48
663. 7n2 – 28n
683. x2 – 20x + 36
664. 7x4y2 – 35x2y2 + 14x2y4
684. 2x2 + 7x + 6
665. x2 + 3x + 2
685. 3x2 + 13x + 12
666. 9r2 – 49
686. 5x2 – 14x – 3
667. x2 – 2x – 8
687. 9x2 + 15x + 4
668. x2 + 5x + 6

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– MULTIPLYING AND FACTORING POLYNOMIALS –

688. 9x2 + 34x – 8 TERMS TO REVIEW

monomial
689. 3x2 – 3x – 18
binomials

690. 4a2 – 16a – 9 trinomials

polynomials
691. 6a2 – 13a – 15
FORMULAS TO REVIEW
692. 6a2 – 5a – 6
multiplying a monomial by a polynomial: a(b + c + d)
= ab + ac + ad
693. 16y2 – 100
multiplying a binomial by a binomial: (a + b)(c + d) =
694. 6x2 + 15x – 36 ac + ad + bc + bd

multiplying a polynomial by a polynomial: (a + b + c)

695. 4bc2 + 22bc – 42b (d + e + f ) = ad + ae + af + bd + be + bf + cd + ce + cf

696. 2a6 + a3 – 21
 Answers
697. 6a2x – 39ax – 72x
634. Multiply each term in the trinomial by x:
698. 8x2 – 6x – 9
x(5x) + x(3y) – x(7). Simplify terms:
5x2 + 3xy – 7x.
699. 5c2 – 9c – 2
635. Multiply each term in the trinomial by 2a:
2a(5a2) – 2a(7a) + 2a(9). Simplify terms:
700. 9x3 – 4x
10a3 – 14a2 + 18a.
636. Multiply each term in the polynomial by 4bc:
701. 8r2 + 46r + 63
4bc(3b2c) + 4bc(7b) – 4bc(9c) + 4bc(2bc2) –
4bc(8). Simplify terms: 12b3c2 + 28b2c – 36bc2
702. 4x4 – 37x2 + 9
+ 8b2c3 – 32bc.
703. 12d2 + 7d – 12 637. Multiply each term in the polynomial by 3mn:
3mn(−4m) + 3mn(6n) + 3mn(7mn2) –
704. 4xy3 + 6xy2 – 10xy 3mn(3m2n). Simplify terms: −12m2n + 18mn2
+ 21m2n3 – 9m3n2.
705. 4ax2 – 38ax – 66a

706. 3c2 + 19c – 40

707. 2a2 + 17a – 84

708. 4x4 + 2x2 – 30

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– MATH TO THE MAX –

638. Multiply each term in the polynomial by 4x: 641. Use FOIL to multiply binomials: (2x + 1)
3 6x − 1
4x(9x3) + 4x( 4 
x2 ) – 4x(x ) + 4x( x 2 ). Simplify (3x – 7). Multiply the first terms in each
12x 4x(6x – 1)
terms: 36x4 +  x2
– 4x5 + x 2 . Use the binomial: 2x × 3x = 6x2. Multiply the outer
distributive property in the numerator of the terms in each binomial: 2x × −7 = −14x.
1 2x 24x2 – 4x
fourth term: 36x4 +  x2
– 4x5 + x 2 . When Multiply the inner terms in each binomial:
similar factors, or bases, are being divided, 1 × 3x = 3x. Multiply the last terms in each
subtract the exponent in the denominator binomial: 1 × −7 = −7. Add the products of
from the exponent in the numerator: 36x4 + FOIL together: 6x2 – 14x + 3x – 7. Combine
12x1 – 2 – 4x5 + 24x2 – 2 – 4x1 – 2. Simplify like terms: 6x2 – 11x – 7.
operations in the exponents: 36x4 + 12x−1 – 642. Use FOIL to multiply binomials: (x + 2)(x – 3y).
4x5 + 24x0 – 4x−1. Use the associative property Multiply the first terms in each binomial:
of addition: 36x4 + 12x−1 – 4x−1 – 4x5 + 24x0. x × x = x2. Multiply the outer terms in each
Combine like terms: 36x4 + 8x−1 – 4x5 + 24x0. binomial: x × –3y = −3xy. Multiply the inner
A base with a negative exponent in the terms in each binomial: 2 × x = 2x. Multiply
numerator is equivalent to the same variable the last terms in each binomial: 2 × –3y =
or base in the denominator with the inverse −6y. Add the products of FOIL together:
8
sign for the exponent: 36x4 + x – 4x5 + 24x0. x2 – 3xy + 2x – 6y.
A variable to the power of zero equals 1: 643. Use FOIL to multiply binomials: (7x + 2y)
8
36x4 + x – 4x5 + 24(1). Simplify and put in (2x – 4y). Multiply the first terms in each
8
order: −4x5 + 36x4 + x + 24. binomial: 7x × 2x = 14x2. Multiply the outer
639. Use FOIL to multiply binomials: (x + 3)(x + 6). terms in each binomial: 7x × 4y = −28xy.
Multiply the first terms in each binomial: Multiply the inner terms in each binomial:
x × x = x2. Multiply the outer terms in each 2y × 2x = 4xy. Multiply the last terms in each
binomial: x × 6 = 6x. Multiply the inner terms binomial: 2y × –4y = −8y2. Add the products
in each binomial: 3 × x = 3x. Multiply the last of FOIL together: 14x2 – 28xy + 4xy – 8y2.
terms in each binomial: 3 × 6 = 18. Add the Combine like terms: 14x2 – 24xy – 8y2.
products of FOIL together: x2 + 6x + 3x + 18. 644. Use FOIL to multiply binomials: (5x + 7)
Combine like terms: x2 + 9x + 18. (5x – 7). Multiply the first terms in each
640. Use FOIL to multiply binomials: (x – 4)(x – 9). binomial: 5x × 5x = 25x2. Multiply the outer
Multiply the first terms in each binomial: terms in each binomial: 5x × –7 = −35x.
x × x = x2. Multiply the outer terms in each Multiply the inner terms in each binomial:
binomial: x × –9 = −9x. Multiply the inner 7 × 5x = 35x. Multiply the last terms in each
terms in each binomial: –4 × x = −4x. Multiply binomial: 7 × –7 = −49. Add the products of
the last terms in each binomial: −4 × −9 = 36. FOIL together: 25x2 – 35x + 35x – 49.
Add the products of FOIL together: x2 – 9x – Combine like terms: 25x2 – 49.
4x + 36. Combine like terms: x2 – 13x + 36.

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645. Use FOIL to multiply binomials: (28x + 7) 649. Multiply the trinomial by the first term in the
x
(7 – 11). Multiply the first terms in each binomial, x: x(3x2 − 5x + 2); x(3x2) − x(5x)
x
binomial: 28x × 7 = 4x2. Multiply the outer + x(2). Simplify terms: 3x3 − 5x2 + 2x.
terms in each binomial: 28x × 11= −308x. Multiply the trinomial by the second term in
Multiply the inner terms in each binomial: the binomial, 2: 2(3x2 − 5x + 2); 2(3x2) − 2(5x)
x
7 × 7 = x. Multiply the last terms in each + 2(2). Simplify terms: 6x2 − 10x + 4. Add
binomial: 7 × −11 = −77. Add the products of together the results of multiplying by the
FOIL together: 4x2 − 308x + x − 77. Combine terms in the binomial: 3x3 − 5x2 + 2x + 6x2
like terms: 4x2 – 307x − 77. − 10x + 4. Use the commutative property of
646. Use FOIL to multiply binomials: (3x2 + y2) addition: 3x3 − 5x2 + 6x2 + 2x – 10x + 4.
(x2 − 2y2). Multiply the first terms in each Combine like terms: 3x3 + x2 − 8x + 4.
binomial: 3x2 × x2 = 3x4. Multiply the outer 650. Multiply the trinomial by the first term in the
terms in each binomial: 3x2 × 2y2 = −6x2y2. binomial, 2x: 2x(x3 + 3x2 − 4x). Use the
Multiply the inner terms in each binomial: distributive property of multiplication:
y2 × x2 = x2y2. Multiply the last terms in each 2x(x3) + 2x(3x2) − 2x(4x). Simplify terms:
binomial: y2 × –2y2 = −2y4. Add the products 2x4 + 6x3 − 8x2. Multiply the trinomial by the
of FOIL together: 3x4 − 6x2y2 + x2y2 − 2y4. second term in the binomial, −3:
Combine like terms: 3x4 − 5x2y2 − 2y4. −3(x3 + 3x2 − 4x). Use the distributive
647. Use FOIL to multiply binomials: (4 + 2x2) property of multiplication: −3(x3) − 3(3x2)
(9 − 3x). Multiply the first terms in each − 3(−4x). Simplify terms: −3x3 − 9x2 + 12x.
binomial: 4 × 9 = 36. Multiply the outer terms Add together the results of multiplying by the
in each binomial: 4 × –3x = −12x. Multiply the terms in the binomial: 2x4 + 6x3 − 8x2 + −3x3
inner terms in each binomial: 2x2 × 9 = 18x2. − 9x2 + 12x). Use the commutative property of
Multiply the last terms in each binomial: addition: 2x4 + 6x3 − 3x3 – 8x2 − 9x2 + 12x.
2x2 × –3x = −6x3. Add the products of FOIL Combine like terms: 2x4 + 3x3 – 17x2 + 12x.
together: 36 − 12x + 18x2 − 6x3. Simplify and 651. Multiply the trinomial by the first term in the
put them in order from the highest power: binomial, 4a: 4a(5a2 + 2ab − b2). Use the
−6x3 + 18x2 − 12x + 36. distributive property of multiplication:
648. Use FOIL to multiply binomials: (2x2 + y2) 4a(5a2) + 4a(2ab) − 4a(b2). Simplify terms:
(x2 − y2). Multiply the first terms in each 20a3 + 8a2b − 4ab2. Multiply the trinomial by
binomial: 2x2 × x2 = 2x4. Multiply the outer the second term in the binomial, b:
terms in each binomial: 2x2 × –y2 = −2x2y2. b(5a2 + 2ab − b2). Use the distributive
Multiply the inner terms in each binomial: property of multiplication: b(5a2) + b(2ab)
y2 × x2 = x2y2. Multiply the last terms in each − b(b2). Simplify terms: 5a2b + 2ab2 – b3. Add
binomial: y2 × –y2 = −y4. Add the products of together the results of multiplying by the
FOIL together: 2x4 − 2x2y2 + x2y2 − y4. terms in the binomial: 20a3 + 8a2b − 4ab2
Combine like terms: 2x4 − x2y2 − y4. + 5a2b + 2ab2 − b3). Use the commutative
property of addition: 20a3 + 8a2b + 5a2b
− 4ab2 + 2ab2 − b3. Combine like terms:
20a3 + 13a2b − 2ab2 − b3.

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652. Multiply the trinomial by the first term in the 654. Multiply the first two parenthetical terms in
binomial, 3y: 3y(6y2 − 3y + 7). Use the the expression using FOIL: (x + 2)(2x + 1).
distributive property of multiplication: Multiply the first terms in each binomial:
3y(6y2) − 3y(3y) + 3y(7). Simplify terms: x × 2x = 2x2. Multiply the outer terms in each
18y3 − 9y2 + 21y. Multiply the trinomial by the binomial: x × 1 = x. Multiply the inner terms
second term in the binomial, −7: in each binomial: 2 × 2x = 4x. Multiply the last
−7(6y2 − 3y + 7). Use the distributive property terms in each binomial: 2 × 1 = 2. Add the
of multiplication: −7(6y2) − 7(−3y) − 7(7). products of FOIL together: 2x2 + x + 4x + 2.
Simplify terms: −42y2 + 21y − 49. Add Combine like terms: 2x2 + 5x + 2. Multiply the
together the results of multiplying by the resulting trinomial by the last binomial in the
terms in the binomial: 18y3 − 9y2 + 21y + original expression: (x – 1)(2x2 + 5x + 2).
−42y2 + 21y − 49. Use the commutative Multiply the trinomial by the first term in the
property of addition: 18y3 − 9y2 − 42y2 + 21y binomial, x: x(2x2 + 5x + 2). Use the
+ 21y − 49. Combine like terms: 18y3 − 51y2 distributive property of multiplication: x(2x2)
+ 42y − 49. + x(5x) + x(2). Simplify terms: 2x3 + 5x2 + 2x.
653. Multiply the trinomial by the first term in the Multiply the trinomial by the second term in
binomial, 3x: 3x(3x2 − 2x − 5). Use the the binomial, −1: −1(2x2 + 5x + 2). Use the
distributive property of multiplication: distributive property of multiplication:
3x(3x2) − 3x(2x) − 3x(5). Simplify terms: −2x2 − 5x − 2. Add together the results of
9x3 – 6x2 – 15x. Multiply the trinomial by the multiplying by the terms in the binomial:
second term in the binomial, 2: 2(3x2 − 2x − 5). 2x3 + 5x2 + 2x + −2x2 − 5x − 2. Use the
Use the distributive property of commutative property of addition: 2x3 + 5x2 −
multiplication: 2(3x2) − 2(2x) − 2(5). Simplify 2x2 + 2x − 5x – 2. Combine like terms: 2x3 +
terms: 6x2 − 4x − 10. Add together the results 3x2 − 3x − 2.
of multiplying by the terms in the binomial:
9x3 − 6x2 − 15x + 6x2 − 4x − 10. Use the
commutative property of addition:
9x3 – 6x2 + 6x2 − 15x − 4x − 10. Combine like
terms: 9x3 − 19x − 10.

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655. Multiply the first two parenthetical terms in 656. Multiply the first two parenthetical terms in
the expression using FOIL: (3a − 4)(5a + 2). the expression using FOIL: (2n − 3)(2n + 3).
Multiply the first terms in each binomial: Multiply the first terms in each binomial:
3a × 5a = 15a2. Multiply the outer terms in 2n × 2n = 4n2. Multiply the outer terms in
each binomial: 3a × 2 = 6a. Multiply the inner each binomial: 2n × 3 = 6n. Multiply the inner
terms in each binomial: –4 × 5a = −20a. terms in each binomial: –3 × 2n = −6n.
Multiply the last terms in each binomial: Multiply the last terms in each binomial:
–4 × 2 = −8. Add the products of FOIL −3 × 3 = −9. Add the products of FOIL
together: 15a2 + 6a – 20a − 8. Combine like together: 4n2 + 6n − 6n − 9. Combine like
terms: 15a2 − 14a − 8. Multiply the resulting terms: 4n2 − 9. Now we again have two
trinomial by the last binomial in the original binomials. Use FOIL to find the solution:
expression: (a + 3)(15a2 − 14a − 8). Multiply (n + 4)(4n2 − 9). Multiply the first terms in
the trinomial by the first term in the binomial, each binomial: n × 4n2 = 4n3. Multiply the
a: a(15a2 − 14a – 8). Use the distributive outer terms in each binomial: n × –9 = −9n.
property of multiplication: a(15a2) − a(14a) Multiply the inner terms in each binomial:
– a(8). Simplify terms: 15a3 − 14a2 − 8a. 4 × 4n2 = 16n2. Multiply the last terms in each
Multiply the trinomial by the second term in binomial: 4 × –9 = −36. Add the products of
the binomial, 3: 3(15a2) − 3(14a) − 3(8). Use FOIL together: 4n3 − 9n + 16n2 − 36. Order
the distributive property of multiplication: terms from the highest to lowest power:
45a2 − 42a − 24. Add together the results of 4n3 + 16n2 − 9n − 36.
multiplying by the terms in the binomial: 657. Multiply the trinomial by the first term in the
15a3 − 14a2 − 8a + 45a2 − 42a − 24. Use the binomial, 5r: 5r (3r4 + 2r2 + 6). Use the
commutative property of addition: distributive property of multiplication:
15a3 − 14a2 + 45a2 – 8a – 42a – 24. Combine 5r (3r4) + 5r (2r2) + 5r (6). Simplify terms:
like terms: 15a3 + 31a2 – 50a – 24. 15r5 + 10r3 + 30r. Multiply the trinomial by
the second term in the binomial, −7:
−7(3r4 + 2r2 + 6). Use the distributive
property of multiplication: −7(3r4) − 7(2r2)
− 7(6). Simplify terms: −21r4 − 14r2 − 42. Add
together the results of multiplying by the
terms in the binomial: 15r5 + 10r3 + 30r +
−21r4 − 14r2 − 42. Use the commutative
property of addition: 15r5 − 21r4 + 10r3 − 14r2
+ 30r − 42.

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658. Multiply the first two parenthetical terms in 662. Both terms in the polynomial are perfect
the expression using FOIL: (3x2 + 4)(x − 3). squares. 4a2 = (2a)2, and 25 = 52. Use the form
Multiply the first terms in each binomial: for factoring the difference of two perfect
3x2 × x = 3x3. Multiply the outer terms in each squares and put the roots of each factor in the
binomial: 3x2 × –3 = −9x2. Multiply the inner proper place: 4a2 – 25 = (2a + 5)(2a – 5).
terms in each binomial: 4 × x = 4x. Multiply Check using FOIL: (2a + 5)(2a – 5) =
the last terms in each binomial: 4 × –3 = −12. 4a2 – 10a + 10a – 25 = 4a2 – 25.
Add the products of FOIL together: 3x3 − 9x2 663. The terms have a common factor of 7n. Factor
+ 4x − 12. Multiply the resulting polynomial 7n out of each term and write the expression
by the last binomial in the original expression: in factored form: 7n2 – 28n = 7n(n – 4).
(3x2 − 4)(3x3 − 9x2 + 4x − 12). Multiply the 664. The terms have a common factor of 7x2y2.
polynomial by the first term in the binomial, Factor 7x2y2 out of each term in the
3x2: 3x2(3x3 − 9x2 + 4x − 12). Use the expression and write it in factored form:
distributive property of multiplication: 7x2y2(x2 – 5 + 2y2).
3x2(3x3) − 3x2(9x2) + 3x2(4x) − 3x2(12). 665. This expression can be factored using the
Simplify terms: 9x5 − 27x4 + 12x3 − 36x2. trinomial method. The factors of x2 are x and
Multiply the polynomial by the second term x, and the factors of 2 are 1 and 2. Place the
in the binomial, –4: −4(3x3 − 9x2 + 4x − 12). factors into the trinomial factor form and
Use the distributive property of check using FOIL: (x + 2)(x + 1) = x2 + x + 2x
multiplication: −12x3 + 36x2 − 16x + 48. Add + 2 = x2 + 3x + 2. The factors are correct.
together the results of multiplying by the 666. Both terms in the polynomial are perfect
terms in the binomial: 9x5 − 27x4 + 12x3 squares: 9r2 = (3r)2 and 49 = 72. Use the form
− 36x2 + −12x3 + 36x2 − 16x + 48. Use the for factoring the difference between two
commutative property of addition: 9x5 − 27x4 perfect squares and put the roots of each
+ 12x3 − 12x3 − 36x2 + 36x2 − 16x + 48. factor in the proper place: 9r2 − 49 =
Combine like terms: 9x5 − 27x4 − 16x + 48. (3r + 7)(3r − 7).
659. The terms have a common factor of 3. Factor
3 out of each term and write the expression in
factored form: 9a + 15 = 3(3a + 5).
660. The terms have a common factor of 3ax.
Factor 3ax out of each term and write the
expression in factored form: 3a2x + 9ax =
3ax(a + 3).
661. Both terms in the polynomial are perfect
squares. Use the form for factoring the
difference of two perfect squares and put the
roots of each factor in the proper place:
x2 – 16 = (x + 4)(x – 4). Check using FOIL:
(x + 4)(x – 4) = x2 – 4x + 4x – 16 = x2 – 16.

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667. This expression can be factored using the 669. This expression can be factored using the
trinomial method. The factors of x2 are x and trinomial method. The factors of x2 are x and
x, and the factors of 8 are (1)(8) and (2)(4). x, and the factors of 6 are (1)(6) and (2)(3).
You want the result of the outer and inner You want the result of the outer and inner
products of the FOIL method for multiplying products of the FOIL method for multiplying
factors to add up to −2x. Only terms with factors to add up to 1x. Only terms with
opposite signs will result in a negative opposite signs will result in a negative
numerical term, which is what you need, since numerical term that you need with the third
the third term is −8. Place the factors (2)(4) term being −6. Place the factors (2)(3) into the
into the trinomial factor form and check using trinomial factor form and check using FOIL:
FOIL: (x + 4)(x – 2) = x2 – 2x + 4x – 8 = x2 + (x + 3)(x – 2) = x2 – 2x + 3x – 6 = x2 + x – 6.
2x – 8. Almost correct! Change the position of The factors of the trinomial are now correct.
the factors of the numerical term and check 670. Both terms in the polynomial are perfect
using FOIL: (x + 2)(x – 4) = x2 – 4x + 2x – 8 = squares: b2 = (b)2 and 100 = 102. Use the form
x2 – 2x – 8. The factors of the trinomial are for factoring the difference between two
now correct. perfect squares and put the roots of each
668. This expression can be factored using the factor in the proper place: b2 – 100 = (b + 10)
trinomial method. The factors of x2 are x and (b – 10). Check using FOIL: (b + 10)(b – 10) =
x, and the factors of 6 are (1)(6) and (2)(3). b2 – 10b + 10b – 100 = b2 – 100.
Since the numerical term of the polynomial is 671. This expression can be factored using the
positive, the signs in the factor form for trinomial method. The factors of x2 are x and
trinomials will be the same, because only two x, and the factors of 12 are (1)(12) or (2)(6) or
like signs multiplied together will result in a (3)(4). You want the result of the outside and
positive. Now consider the second term in the inside terms of the FOIL method for
trinomial. In order to add up to 5x, the result multiplying factors to add up to 7x. The
of multiplying the inner and outer terms of factors (3)(4) would give terms that add up to
the trinomial factors will have to be positive. 7. Since all signs are positive, use positive signs
Try using two positive signs and the factors 2 in the factored form for the trinomial: (x + 3)
and 3, which add up to 5. Check using FOIL: (x + 4) = x2 + 3x + 4x + 12 = x2 + 7x + 12. The
(x + 2)(x + 3) = x2 + 2x + 3x + 6 = x2 + 5x + 6. result is correct. This is not just luck. You can
use logical guesses to find the correct
combination of factors and signs.

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672. This expression can be factored using the 675. This expression can be factored using the
trinomial method. The factors of x2 are x and trinomial method. The factors of a2 are a and
x, and the factors of 18 are (1)(18) or (2)(9) or a, and the factors of 12 are (1)(12) or (2)(6) or
(3)(6). Only the product of a positive and a (3)(4). You want the result of the outer and
negative numerical term will result in −18. inner products of the FOIL method for
The sum of the results of multiplying the multiplying factors to add up to 11a. Only the
outer and inner terms of the trinomial factors product of a positive and a negative numerical
needs to add up to −3x. So use (3)(6) in the term will result in −12. Since the signs in the
trinomial factors form and check using FOIL: factors must be one positive and one negative,
(x + 3)(x – 6) = x2 – 6x + 3x – 18 = x2 – 3x – 18. use the factors 12 and 1 in the trinomial
673. This expression can be factored using the factors form. Use FOIL to check the answer:
trinomial method. The factors of b2 are b and (a + 12)(a – 1) = a2 – 1a + 12a – 12 =
b, and the factors of 8 are (1)(8) or (2)(4). You a2 + 11a – 12.
want the result of the outer and inner 676. This expression can be factored using the
products of the FOIL method for multiplying trinomial method. The factors of x2 are x and
factors to add up to −6b. The signs within the x, and the factors of 25 are (1)(25) or (5)(5).
parentheses of the factorization of the To get a positive 25 after multiplying the
trinomial must be the same to result in a factors of the trinomial expression, the signs
positive numerical term in the trinomial. The in the two factors must both be positive or
middle term has a negative sign, so let’s try both be negative. The sum of the results of
two negative signs. How can you get 6 from multiplying the outer and inner terms of the
adding two of the factors of 8? Right! Use trinomial factors needs to add up to 10x. So
the (2)(4). Check the answer using FOIL: let’s use (5)(5) in the trinomial factors form
(b – 2)(b – 4) = b2 – 4b – 2b + 8 = b2 – 6b + 8. and check using FOIL: (x + 5)(x + 5) = x2 + 5x
674. This expression can be factored using the + 5x + 25 = x2 + 10x + 25.
trinomial method. The factors of b2 are b and 677. Both terms in the polynomial are perfect
b, and the factors of 21 are (1)(21) or (3)(7). squares: 36y4 = (6y2)2 and 4z2 = (2z)2. Use the
You want the result of the outer and inner form for factoring the difference between two
products of the FOIL method for multiplying perfect squares and put the roots of each
factors to add up to –4b. Only the product of a factor in the proper place: (6y2 + 2z)(6y2 – 2z).
positive and a negative numerical term will Check using FOIL: (6y2 + 2z)(6y2 – 2z) =
result in −21. So let’s use (3) and (7) in the 36y4 – 12y2z + 12y2z – 4z2 = 36y4 – 4z2.
trinomial factors form, because the difference
between 3 and 7 is 4. Check using FOIL: (b +
3)(b – 7) = b2 – 7b + 3b – 21 = b2 – 4b – 21.

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678. This expression can be factored using the 680. The factors of h2 are h and h, and the factors of
trinomial method. The factors of x2 are x and 11 are (1)(11). The sign of the numerical term
x, and the factors of 99 are (1)(99) or (3)(33) is positive, so the signs in the factors of our
or (9)(11). To get a positive 99 after trinomial factorization must be the same
multiplying the factors of the trinomial (both positive or both negative). The sign of
expression, the signs in the two factors must the first-degree term (the variable to the
both be positive or both be negative. The sum power of 1) is negative. So use negative signs
of the results of multiplying the outer and in the trinomial factors. Check your answer:
inner terms of the trinomial factors needs to (h – 1)(h – 11) = h2 – 11h – 1h + 11 =
add up to 20x. So let’s use (9)(11) in the h2 – 12h + 11.
trinomial factors form, because 9 + 11 = 20. 681. This expression can be factored using the
Check using FOIL: (x + 9)(x + 11) = trinomial method. The factors of m2 are m
x2 + 9x + 11x + 99 = x2 + 20x + 99. and m, and the factors of 18 are (1)(18) or
679. This expression can be factored using the (2)(9) or (3)(6). The sign of the numerical
trinomial method. The factors of c2 are c and term is positive, so the signs in the factors of
c, and the factors of 32 are (1)(32) or (2)(16) our trinomial factorization must be the same
or (4)(8). The sign of the numerical term is (both positive or negative). The sum of the
positive, so the signs in the factors of our results of multiplying the outer and inner
trinomial factorization must be the same terms of the trinomial factors needs to add up
(both positve or both negative). The sign of to −11m. The only factors of 18 that can be
the first-degree term (the variable to the added or subtracted in any way to equal 11 are
power of 1) is negative. This leads one to 2 and 9. Use them and two subtraction signs
believe that the signs in the trinomial factors in the trinomial factor terms. Check your
will both be negative. The only factors of 32 answer using FOIL. (m – 2)(m – 9) =
that add up to 12 are 4 and 8. Check using m2 – 9m – 2m + 18 = m2 – 11m + 18.
FOIL: (c – 4)(c – 8) = c2 – 8c – 4c + 32 =
c2 – 12c + 32.

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682. This expression can be factored using the 684. Both signs in the trinomial are positive, so use
trinomial method. The factors of v4 are positive signs in the trinomial factor form:
(v2)(v2), and the factors of 48 are (1)(48) or (ax + )(bx + ). The factors of the second-
(2)(24) or (3)(16) or (4)(12) or (6)(8). Only degree term 2x2 are (x)(2x). The factors of the
the product of a positive and a negative numerical term 6 are (1)(6) or (2)(3). You
numerical term will result in −48. The only want to get 7x from adding the result of the
factors of 48 that can be added or subtracted outer and inner multiplications when using
in any way to equal 13 are 3 and 16. Use 3 and FOIL. You could make the following guesses
16 and a positive and negative sign in the for the factors of the original expression:
terms of the trinomial factors. Check your (2x + 1)(x + 6); (2x + 6)(x + 1); (2x + 2)(x + 3);
answer using FOIL: (v2 + 3)(v2 – 16) = (2x + 3)(x + 2). Now just consider the results
v4 – 16v2 + 3v2 – 48 = v4 – 13v – 48. You may of the outer and inner products of the terms
notice that one of the two factors of the for each guess. The one that results in a first-
trinomial expression can itself be factored. degree term of 7x is the factorization you want
The second term is the difference between two to fully check. (2x + 1)(x + 6) will result in
perfect squares. Factor (v2 – 16) using the outer product plus inner product: 2x(6) + (1)x
form for factoring the difference between two = 12x + x = 13x. (2x + 6)(x + 1) will result in
perfect squares: (v + 4)(v – 4) = v2 – 4v + 4v – outer product plus inner product: 2x(1) +
16 = v2 – 16. This now makes the factorization (6)x = 2x + 6x = 8x. (2x + 2)(x + 3) will result
complete: v4 – 13v2 – 48 = (v2 + 3)(v + 4)(v – 4). in outer product plus inner product: 2x(3) +
683. The factors of x2 are x and x, and the factors of (2)x = 6x + 2x = 8x. (2x + 3)(x + 2) will result
36 are (1)(36) or (2)(18) or (4)(9) or (6)(6). in outer product plus inner product: 2x(2) +
The sign of the numerical term is positive, so (3)x = 4x + 3x = 7x. Place the factors in the
the signs in the factors of our trinomial trinomial factor form so that the product of
factorization must be the same (both positive the outer terms (2x)(2) = 4x and the product
or both negative). The sign of the first-degree of the inner terms (3)(x) = 3x. That way, 4x +
term (the variable to the power of 1) is 3x = 7x, the middle term of the trinomial.
negative. This leads one to believe that the (2x + 3)(x + 2). Check using FOIL: first—
signs in the trinomial factors will both be (2x)(x) = 2x2; outer—(2x)(2) = 4x; inner—
negative. The only factors of 36 that add up to (3)(x) = 3x; last—(3)(2) = 6. Add the
20 are 2 and 18. Use them and two negative products of multiplication using FOIL:
signs in the trinomial factor form. Check your 2x2 + 4x + 3x + 6 = 2x2 + 7x + 6. The factors
answer using FOIL: (x – 2)(x – 18) = x2 – 18x check out. (2x + 3)(x + 2) = 2x2 + 7x + 6.
– 2x + 36 = x2 – 20x + 36.

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685. Both signs in the trinomial are positive, so use 687. Both signs in the trinomial are positive, so use
positive signs in the trinomial factor form: positive signs in the trinomial factor form:
(ax + )(bx + ). The factors of the second- (ax + )(bx + ). The factors of the second-
degree term 3x2 are (x)(3x). The factors of the degree term 9x2 are (x)(9x) or (3x)(3x). The
numerical term 12 are (1)(12) or (2)(6) or factors of the numerical term 4 are (1)(4) or
(3)(4). You want to get 13x from adding the (2)(2). To get 15x from adding the result of
result of the outer and inner multiplications the outer and inner multiplications when
when using FOIL. Place the factors in the using FOIL, place the factors in the trinomial
trinomial factor form so that the product of factor form so that the product of the outer
the outer terms (3x)(3) = 9x and the product terms (3x)(1) = 3x and the product of the
of the inner terms (4)(x) = 4x. Then 9x + 4x = inner terms (4)(3x) = 12x. Then 3x + 12x =
13x, the middle term of the trinomial. 15x, the middle term of the trinomial. (3x + 4)
(3x + 4)(x + 3). Check using FOIL: first— (3x + 1). Check using FOIL: first—(3x)(3x) =
(3x)(x) = 3x2; outer—(3x)(3) = 9x; inner— 9x2; outer—(3x)(1) = 3x; inner—(4)(3x) =
(4)(x) = 4x; last—(4)(3) = 12. Add the 12x; last—(4)(1) = 4. The factors check out:
products of multiplication using FOIL: (3x + 4)(3x + 1) = 9x2 + 3x + 12x + 4 =
3x2 + 9x + 4x + 12 = 3x2 + 13x + 12. The 9x2 + 15x + 4.
factors check out: (3x + 4)(x + 3) = 688. The sign of the numerical term is negative, so
3x2 + 13x + 12. the signs in the trinomial factor form will have
686. Both signs in the trinomial are negative. To get to be + and −. That is the only way to get a
a negative sign for the numerical term, the negative sign by multiplying the last terms
signs in the factors must be + and –: when checking with FOIL: (ax + )(bx – ).
(ax + )(bx − ). The factors of the second- The factors of the second-degree term 9x2 are
degree term 5x2 are (x)(5x). The factors of the (x)(9x) or (3x)(3x). The factors of the
numerical term 3 are (1)(3). When you numerical term 8 are (1)(8) or (2)(4). Let’s try
multiply the outer and inner terms of the putting in factors in the trinomial factor form
trinomial factors, the results must add up to and see what we get: (9x + 1)(x – 8). Using
be −14x. Multiplying, 5x(−3) = −15x, and FOIL to check, we get 9x2 – 72x + 1x – 8 = 9x2
1x(1) = 1x. Adding (−15x) + (1x) = −14x. – 71x – 8. No, that doesn’t work. You are
Place those terms into the trinomial factor looking for a positive x term in the middle of
form. (5x + 1)(x – 3). Check using FOIL: the expression. Changing the position of the
first—(5x)(x) = 5x2; outer—(5x)(−3) = −15x; signs would help, but not with these factors,
inner—(1)(x) = x; last—(1)(−3) = −3. Add the because the term would be 71x. Try different
products of multiplication using FOIL: factors of 8: (9x – 2)(x + 4). Check using
5x2 – 15x + 1x – 3 = 5x2 – 14x – 3. The factors FOIL: 9x2 + 36x – 2x – 8 = 9x2 + 34x – 8.
check out: (5x + 1)(x – 3) = 5x2 – 14x – 3. There it is! And on only the second try. Be
persistent and learn from your mistakes.

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689. The three terms have a common factor of 3. 690. Both signs in the trinomial expression are
You can factor out 3 and represent the negative. To get a negative sign for the
trinomial as 3(x2 – x – 6). Now factor the numerical term, the signs within the trinomial
trinomial in the parentheses, and don’t forget factors must be + and −: (ax + )(bx – ).
to include the factor 3 when you are done. The The factors of the second-degree term 4a2 are
sign of the numerical term is negative, so the (a)(4a) or (2a)(2a). The factors of the
signs in the trinomial factor form will have to numerical term 9 are (1)(9) or (3)(3). The
be + and −, because that is the only way to get coefficient of the first-degree term is 2 less
a negative sign when multiplying the last than 18. You can multiply 2a and (9) to get
terms when checking with FOIL: (ax + ) 18a, leaving the factors (2a) and (1) to get a
(bx – ). The factors of the second-degree 2a. Use this information to place factors
term 3x2 are (x)(3x). The sign of the second within the trinomial factor form: (2a + 1)
term is negative. That tells you that the result (2a – 9). Check using FOIL: first—(2a)(2a) =
of adding the products of the outer and inner 4a2; outer—(2a)(−9) = −18a; inner—(1)(2a)
terms of the trinomial factors must result in a = 2a; last—(1)(−9) = −9. The result of
negative sum for the x term. The factors of the multiplying the factors is (2a + 1)(2a – 9) =
numerical term 6 are (1)(6) or (2)(3). Put the 4a2 – 18a + 2a – 9 = 4a2 – 16a – 9.
+ with the 2 and the – with the 3: (x + 2)(x – 3). 691. Both signs in the trinomial expression are
Check using FOIL: first—(x)(x) = x2; negative. To get a negative sign for the
outer—(x)(−3) = −3x; inner—(2)(x) = 2x; numerical term, the signs within the trinomial
last—(2)(−3) = −6. The factors check out: factors must be + and −: (ax + )(bx – ).
(x + 2)(x – 3) = x2 – 3x + 2x – 6 = x2 − x – 6. The factors of the second-degree term 6a2 are
Include the common factor of 3: 3(x + 2)(x – 3) (a)(6a) or (2a)(3a). The factors of the
= 3(x2 – x – 6) = 3x2 – 3x – 18. numerical term 15 are (1)(15) or (3)(5). We
can predict that 13 = 18 – 5. The factors
(6a)(3) = 18a. The remaining factors (a)(5) =
5a. But we need the 13 to be negative, so
arrange the 6a and the (3) so their product is
−18a: (6a + 5)(a – 3). Check using FOIL:
first—(6a)(a) = 6a2; outer—(6a)(−3) = −18a;
inner—(5)(a) = 5a; last—(5)(−3) = −15.
Combining the results of multiplying using
FOIL results in (6a + 5)(a – 3) = 6a2 – 18a + 5a
– 15 = 6a2 – 13a – 15. The factors check out.

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692. Both signs in the trinomial expression are 694. The terms of the trinomial have a greatest
negative. To get a negative sign for the common factor of 3. So the term
numerical term, the signs within the trinomial 3(2x2 + 5x – 12) will simplify the trinomial
factors must be + and −: (ax + )(bx − ). factoring. You need only factor the trinomial
The factors of the second-degree term 6a2 are within the parentheses. The sign of the
(a)(6a) or (2a)(3a). The factors of the numerical term is negative, so the signs in the
numerical term 6 are (1)(6) or (2)(3). The trinomial factor form will have to be + and −:
trinomial looks balanced with a 6 on each end (ax + )(bx – ). The factors of the second-
and a 5 in the middle. Try a balanced factor degree term 2x2 are (x)(2x). The factors of the
arrangement: (3a + 2)(2a – 3). Check using numerical term 12 are (1)(12) or (2)(6) or
FOIL: first—(3a)(2a) = 6a2; outer—(3a)(−3) (3)(4). The factors (2x)(4) = 8x and the
= −9a; inner—(2)(2a) = 4a; last—(2)(−3) = remaining factors (x)(3) = 3x. It’s clear that 8x
−6. Combining the results of multiplying – 3x = 5x. Use those factors in the trinomial
using FOIL results in (3a + 2)(2a – 3) = factor form: (2x – 3)(x + 4). Check using
6a2 – 9a + 4a – 6 = 6a2 – 5a – 6. Didn’t that FOIL: first—(2x)(x) = 2x2; outer—(2x)(4) =
work out nicely? A sense of balance can be 8x; inner—(−3)(x) = −3x; last—(−3)(4) =
useful. −12. The result of multiplying factors is 2x2 +
693. This expression is the difference between two 8x – 3x – 12 = 2x2 + 5x – 12. Now, include the
perfect squares. Using the form for the greatest common factor of 3 for the final
difference between two perfect squares gives solution: 3(2x – 3)(x + 4) = 6x2 + 15x – 36.
you the factors (4y + 10)(4y – 10). However,
there is a greatest common factor that could
be factored out first to leave 4(4y2 – 25). Now
you need only factor the difference between
two simpler perfect squares: 4(4y2 – 25) = 4(2y
+ 5)(2y – 5). The first factorization is
equivalent to the second because you can
factor out 2 from each of the factors. This will
result in (2)(2)(2y + 5)(2y – 5) or 4(2y + 5)
(2y – 5) = 16y2 – 100. When factoring
polynomials, watch for the greatest common
factors first.

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695. Each term in the polynomial has a common 696. This expression appears to be in the familiar
factor of 2b. The resulting expression looks trinomial form, but what’s with those
like this: 2b(2c2 + 11c – 21). The sign of the exponents? Think of a6 = (a3)2. Then the
numerical term is negative, so the signs in the expression becomes 2(a3)2 + (a3) – 21. Now,
trinomial factor form will have to be + and –, you factor as though it were a trinomial
because that is the only way to get a negative expression. The sign of the numerical term is
sign when multiplying the last terms when negative, so the signs in the trinomial factor
checking with FOIL: (ax + )(bx – ). The form will have to be + and −: (ax + )
factors of the second-degree term 2c2 are (bx − ). The factors of the second-degree
(c)(2c). The factors of the numerical term 21 term 2(a3)2 are 2(a3)(a3). The factors of the
are (1)(21) or (3)(7). The factors (2c)(7) = 14c numerical term 21 are (1)(21) or (3)(7). The
and the associated factors (c)(3) = 3c. Place factors (a3)(7) = 7(a3) and the factors
these factors in the trinomial factor form so [2(a3)](3) = 6(a3). The difference between 7
that the result of the outer and inner products and 6 is 1. Place these factors in the trinomial
when using FOIL to multiply are 14c and −3c: factor form so that the first-degree term is
(2c – 3)(c + 7). Check using FOIL: 1(a3): (a3 – 3)(2a3 + 7). Check using FOIL:
first—(2c)(c) = 2c2; outer—(2c)(7) = 14c; first—(a3)(2a3) = 2a6; outer—(a3)(7) = 7a3;
inner—(−3)(c) = −3c; last—(−3)(7) = −21. inner—(−3)(2a3) = −6a3; last—(−3)(7) =
The product of the factors is (2c – 3)(c + 7) = −21. The product of the factors is (a3 – 3)
2c2 + 14c – 3c – 21 = 2c2 + 11c – 21. Now, (2a3 + 7) = 2a6 + 7a3 – 6a3 – 21 = 2a6 + a3
include the greatest common factor term: – 21. The factors of the trinomial are correct.
2b(2c – 3)(c + 7) = 2b(2c2 + 11c – 21) =
4bc2 + 22bc – 42b.

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697. The greatest common factor of the terms in 699. The numerical term of the trinomial has a
the trinomial expression is 3x. Factoring 3x negative sign, so the signs within the factors of
out results in the expression 3x(2a2 – 13a – 24). the trinomial will be + and −: (ax + )
Factor the trinomial expression inside the (bx – ). The only factors of the second-
parentheses. The sign of the numerical term is degree term are (c)(5c). The numerical term 2
negative, so the signs in the trinomial factor of the trinomial has factors of (1)(2). What
form will have to be + and −: (ax + ) combination will result in a −9c when the
(bx – ). The factors of the term 2a2 are outer and inner products of the trinomial
(a)(2a). The factors of the numerical term 24 factors are added together? Our choices are
are (1)(24) or (2)(12) or (3)(8) or (4)(6). The (5)(1)c + (1)(−2)c, (5)(−1)c + (1)(2), (5)(2)c +
factors (2a)(8) = 16a, and the related factors (1)(−1)c, or (5)(−2)c + (1)(1)c. The last of these
(a)(3) = 3a. The difference between 16 and 3 is equal to the desired −9c, which gives the
is 13. Place these numbers in the trinomial factoring (5c + 1)(c – 2). Check using FOIL to
factor form: (2a + 3)(a – 8). Check the multiply terms: (5c + 1)(c – 2). Check using
expression using FOIL: first—(2a)(a) = 2a2; FOIL: first—(5c)(c) = 5c2; outer—(5c)(−2) =
outer—(2a)(−8) = −16a; inner—(3)(a) = 3a; −10c; inner—(1)(c) = c; last—(1)(−2) = −2.
last—(3)(−8) = −24. The result is (2a + 3) The product of the factors is (5c + 1)(c – 2) =
(a – 8) = 2a2 – 16a + 3a – 24 = 2a2 – 13a – 24. 5c2 – 10c + c – 2 = 5c2 – 9c – 2.
Now, include the greatest common factor of 700. The terms of the expression have a greatest
3x: 3x(2a + 3)(a – 8) = 3x(2a2 – 13a – 24) = common factor of x. Factoring x out of the
6a2x – 39ax – 72x. expression results in x(9x2 – 4). The
698. The numerical term of the trinomial has a expression inside the parentheses is the
negative sign, so the signs within the factors difference between two perfect squares.
of the trinomial will be + and −: (ax + ) Factor that expression using the form for the
(bx – ). The factors of the second-degree term difference between two perfect squares.
8x2 are (x)(8x) or (2x)(4x). The numerical term Include the greatest common factor to
9 of the trinomial has factors of (1)(9) or (3)(3). complete the factorization of the original
What combination will result in −6x when the expression: 9x2 = (3x)2; 4 = 22. Using the form,
outer and inner products of the multiplication the factorization of the difference between
of the trinomial factors are added together? two perfect squares is (3x – 2)(3x + 2).
Consider just the coefficients of x and the Check using FOIL: first—(3x)(3x) = 9x2;
numerical term factors. The numbers 2(3) = 6, outer—(3x)(2) = 6x; inner—(−2)(3x) = −6x;
and the corresponding 4(3) = 12. The difference last—(−2)(2) = −4. Include the greatest
between 12 and 6 is 6. So use the second-degree common factor x in the complete
term factors (2x)(4x) and the numerical factors factorization: x(3x – 2)(3x + 2) = x(9x2 – 4) =
(3)(3): (2x – 3)(4x + 3). Check using FOIL: 9x3 – 4x.
first—(2x)(4x) = 8x2; outer—(2x)(3) = 6x;
inner—(−3)(4x) = −12x; last—(−3)(3) = −9.
The product of the factors is (2x – 3)(4x + 3) =
8x2 + 6x – 12x – 9 = 8x2 – 6x – 9.

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701. The terms in the trinomial expression are all 702. When you think of x4 = (x2)2, you can see that
positive, so the signs in the trinomial factor the expression is a trinomial that is easy to
form will be positive: (ax + )(bx + ). The factor. The numerical term is positive, so the
factors of the second-degree term 8r2 are signs in the trinomial factor form will be the
(r)(8r) or (2r)(4r). The numerical term 63 has same (both positive or negative). The sign of
the factors (1)(63) or (3)(21) or (7)(9). You the first-degree term is negative, so you will
need two sets of factors that when multiplied use two – signs: (ax − )(bx – ). The
and added will result in 46. Let’s look at the factors of the second-degree term 4x4 are
possibilities using the 2r and 4r. 2r (1) + (x2)(4x2) or (2x2)(2x2). The numerical term 9
4r (63) = 254r is too much. 2r(3) + 4r(21) = has (1)(9) or (3)(3) as factors. What
87r is still too much. Try 2r (21) and 4r(3) = combination will result in a total of 37 when
54r. We’re getting closer. 2r(7) + 4r(9) = 50r. the outer and inner products are determined?
We’re still not there. Now try 2r (9) + 4r(7) = 4x2(9) = 36x2, 1x2(1) = 1x2, and 36x2 + 1x2 =
46r. Bingo! (2r + 7)(4r + 9). Check using 37x2. Use these factors in the trinomial factor
FOIL: first—(2r)(4r) = 8r2; outer—(2r)(9) = form. (4x2 – 1)(x2 – 9). Check using FOIL and
18r; inner—(4r)(7) = 28r; last—(7)(9) = 63. you will find: (4x2 – 1)(x2 – 9) = 4x4 – 36x2 –
Add the result of the multiplication. 8r2 + 18r x2 + 9 = 4x4 – 37x2 + 9. Now, notice that the
+ 28r + 63 = 8r2 + 46r + 63. The factors check factors of the original trinomial expression are
out: (2r + 7)(4r + 9) = 8r2 + 46r + 63. both factorable. Why? Because they are both
the difference between two perfect squares.
Use the factor form for the difference between
two perfect squares for each factor of the
trinomial: (4x2 – 1) = (2x + 1)(2x – 1); (x2 – 9)
= (x + 3)(x – 3). Put the factors together to
complete the factorization of the original
expression: (4x2 – 1)(x2 – 9) = (2x + 1)(2x – 1)
(x + 3)(x – 3) = 4x4 – 37x2 + 9.

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703. The negative sign in front of the numerical 705. The terms of the trinomial have a greatest
term tells you that the signs of the trinomial common factor of 2a. When factored out, the
factors will be + and −: (ax + )(bx – ). resulting expression is 2a(2x2 – 19x – 33). The
This expression has a nice balance to it with 12 expression within the parentheses is a
at the extremities and a modest 7 in the trinomial and can be factored. The signs
middle. Let’s guess at some middle-of-the- within the terms of the factor form will be +
road factors to plug in. Use FOIL to check: and –, because the numerical term has a
(4d + 3)(3d – 4). Using FOIL, you find: negative sign. Only (+)(–) = (–): (ax + )
(4d + 3)(3d – 4) = 12d 2 – 16d + 9d – 12 = 12d 2 (bx – ). The factors of the second-degree
– 7d – 12. Those are the right terms but the term 2x2 are (x)(2x). The numerical term 33
wrong signs. Try changing the signs around: has (1)(33) or (3)(11) as factors. Since 2x(11)
(4d – 3)(3d + 4). Multiply the factors using = 22x, and x(3) = 3x, and 22x – 3x = 19x, use
FOIL: (4d – 3)(3d + 4) = 12d 2 + 16d – 9d – 12 those factors in the trinomial factor form so
= 12d 2 + 7d – 12. This is the correct that multiplication of the outer and inner
factorization of the original expression. terms results in −19x. (2x + 3)(x – 11). Check
704. Each term in the expression has a common using FOIL: (2x + 3)(x – 11) = 2x2 – 22x + 3x
factor of 2xy. When factored out, the – 33 = 2x2 – 19x – 33. The factorization of the
expression becomes 2xy(2y2 + 3y – 5). Now trinomial factor is correct. Now include the
factor the trinomial in the parentheses. The greatest common factor of the original
last sign is negative, so the signs within the expression to get the complete factorization of
factor form will be + and −: (ax + ) the original expression: 2a(2x + 3)(x – 11) =
(bx – ). The factors of the second-degree 2a(2x2 – 22x + 3x – 33) = 2a(2x2 – 19x – 33).
term 2y2 are (y)(2y). The numerical term 5 706. The signs within the terms of the factor form
has factors (1)(5). Place the factors of the will be + and –, because the numerical term
second-degree term and the numerical term has a negative sign: (ax + )(bx – ). The
so that the result of the outer and inner factors of the second-degree term 3c2 are
multiplication of terms within the factor form (c)(3c). The numerical term 40 has (1)(40) or
of a trinomial expression results in 3x: (2)(20) or (4)(10) or (5)(8) as factors. You
(2y + 5)( y – 1). Multiply using FOIL: (2y + 5) want the result of multiplying and then
( y – 1) = 2y2 – 2y + 5y – 5 = 2y2 + 3y – 5. The adding the outer and inner terms of the
factors of the trinomial expression are correct. trinomial factor form to be 19c when the like
Now include the greatest common factor to terms are combined. Using trial and error, you
complete the factorization of the original can determine that 3c(8) = 24c, and c(5) = 5c,
expression: 2xy(2y + 5)( y – 1) = and 24c – 5c = 19c. Use those factors in the
2xy(2y2 – 2y + 5y – 5) = 2xy(2y2 + 3y – 5). factor form in such a way that you get the
result you seek: (3c – 5)(c + 8). The complete
factorization of the original expression is:
(3c – 5)(c + 8) = 3c2 + 24c – 5c – 40 =
3c2 + 19c – 40.

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707. The signs within the terms of the factor form 708. If you think of the variable as x2, you can see
will be + and – because the numerical term that the expression is in the trinomial form.
has a negative sign: (ax + )(bx − ). The Use x2 where you usually put a first-degree
factors of the second-degree term 2a2 are variable. The trinomial you will be factoring
(a)(2a). The numerical term 84 has (1)(84) or looks like this: 4(x2)2 + 2(x2) – 30. The signs
(2)(42) or (3)(28) or (4)(21) or (6)(14) or within the terms of the factor form will be +
(7)(12) as factors. You want the result of and –, because the numerical term has a
multiplying and then adding the outer and negative sign: (ax + )(bx – ). The term
inner terms of the trinomial factor form to 4(x2)2 can be factored as 4(x2)2 = (x2)4x2 or
result in 17a when the like terms are (2x2)(2x2). The numerical term 30 can be
combined. 2a(12) = 24a, and a(7) = 7a, and factored as (1)(30) or (2)(15) or (3)(10) or
24a – 7a = 17a. Use the factors (2a) and (a) as (5)(6). The factors (4x2)(3) = 12x2 and x2(10)
the first terms in the factor form and use (7) = 10x2 will give you 12x2 – 10x2 = 2x2 when
and (12) as the numerical terms. Place them in you perform the inner and outer
position so you get the result that you want: multiplications and combine like terms using
(2a – 7)(a + 12). The complete factorization FOIL with the terms in the trinomial factor
of the original expression is (2a – 7)(a + 12) = form. The factors of the expression will be
2a2 + 24a – 7a – 84 = 2a2 + 17a – 84. (4x2 – 10)(x2 + 3). Check using FOIL:
(4x2 – 10)(x2 + 3) = 4x4 + 12x2 – 10x2 – 30 =
4x4 + 2x2 – 30. The expression (4x2 – 10)
(x2 + 3) is the correct factorization of the
original expression. However, the first factor
has a greatest common factor of 2. So a
complete factorization would be: 2(2x2 – 5)
(x2 + 3) = 4x4 + 2x2 – 30. Did you notice that
you could have used the greatest common
factor method to factor out a 2 from each
term in the original polynomial? If you did,
you would have had to factor the trinomial
expression 2x4 + x2 – 15 and multiply the
result by the factor 2 to equal the original
expression. Let’s see: 2(2x4 + x2 – 15) =
2(2x2 – 5)(x2 + 3) = (4x2 – 10)(x2 + 3) = 4x4 +
2x2 – 30. It all comes out the same, but if you
left the factor of 2 in the term (4x2 – 10), you
wouldn’t have done a complete factorization
of the original trinomial expression.

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C H A P T E R
Quadratic

11 Equations and
the Quadratic
Formula

W E ’ V E S E E N H OW T O M U LT I P LY
and factor different kinds of polynomials, and we’ve
seen how to solve algebraic equations. In this chapter, we’ll look at a specific kind of
equation: a quadratic equation.
A quadratic equation is an equation that is written in the form ax2 + bx + c = 0. The equation has
one variable that is raised to the second power, and could have one variable that is raised to the first power
(if b is not zero) and one constant (if c is not zero). A constant is a real number (not a variable). So al-
though a quadratic equation may not have an x term or a constant, it will always have an x2 term, and the
right side will always be equal to zero.

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– MATH TO THE MAX –

The following are all quadratic equations: We can check ourselves by multiplying
those two binomials: (x + 1)(x + 3) = x2 +
3x2 + 17x + 10 = 0 3x + x + 3 = x2 + 4x + 3, so we know
x2 – 16 = 0 we’ve factored correctly.
6x2 = 0 Step 3: Set each factor equal to zero and
solve for x:
Not all quadratic equations are given to you in
x + 1 = 0; x = –1
the forms shown, though. The first step to solving a
quadratic equation is to move the terms onto the left x + 3 = 0; x = –3
side of the equation, so that the right side of the The values –1 and –3 are the roots of the
equation is equal to zero. Once the equation is in the equation x2 + 4x = –3, because these are
form ax2 + bx + c = 0, factor the polynomial using the the values that make the equation true (or
skills we reviewed in the preceding chapter. Then, set the values that make x2 + 4x + 3 equal to
each factor equal to zero and solve for the value of x. zero). Let’s check these roots by substitut-
Most quadratic equations break down into two fac- ing them into the original equation:
tors, and when we set those factors equal to zero, we x2 + 4x = –3; (–1)2 + 4(–1) = –3; 1 – 4 =
find the roots of the equation. The roots of an equa- –3; –3 = –3
tion are the values that, when substituted for x, make
x2 + 4x = –3; (–3)2 + 4(–3) = –3; 9 – 12 =
the equation equal to zero.
–3; –3 = –3
Let’s look at an example.
Both equations hold true, so our answers
Example must be correct.
What are the roots of x2 + 4x = –3?
Sometimes a quadratic equation doesn’t have
Step 1: Put the equation in the form ax2 +
an x term. Let’s look at an example.
bx + c = 0. To do that, add 3 to both sides
of the equation:
Example
x2 + 4x + 3 = –3 + 3 3x2 = 48
x2 + 4x + 3 = 0 Even though there is no x term, we follow
x2
Step 2: Factor the equation; can only be the same steps:
found by multiplying x by itself, so one Step 1: Put the equation in the form ax2 +
part of each factor must be x: bx + c = 0. To do that, subtract 48 from
(x + )(x + ) both sides of the equation:
Two pairs of integers multiply to 3 (1 and 3x2 – 48 = 48 – 48
3, and –1 and –3), but only one pair mul- 3x2 – 48 = 0
tiplies to 3 and adds to 4, and that pair is 1
and 3. We now have our factors:
(x + 1)(x + 3)

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– QUADRATIC EQUATIONS AND THE QUADRATIC FORMULA –

Step 2: Factor the equation; 3x2 can only TIP

be found by multiplying 3x by x, so our
factors must begin like this: We also could have factored 3 out of the
(3x + )(x + ) equation in step 2:
3(x + 4)(x – 4)
We’re looking for two numbers that mul- If we had done that, we might have found
tiply to –48, but three times one of those the roots a bit quicker. Always try to factor
numbers must be equal to the other num- out constants, as it makes fnding the other
ber, because there is no x term in this factors easier. Once the constant is factored
quadratic equation. That means that if we out, it can be ignored. It will not affect the
were to multiply these factors, the product values of the roots.
of the outside terms and the product of
the inside terms will add to zero: 12 times
4 is 48, and 12 is three times 4. Some quadratic solutions appear to have two
(3x + 12)(x – 4) roots, but it’s really the same root twice. This can
or happen if a binomial, such as 2x + 3, is squared.

(3x – 12)(x + 4)
Example
How do we know which set of factors to Find the roots of x2 + 12x + 36 = 0.
use? It actually doesn’t matter—both give
Step 1: This time, the equation is already
us the same roots. Let’s test both sets of
in the form ax2 + bx + c = 0.
factors.
Step 2: Factor the equation; x2 can only be
Step 3: Set each factor equal to zero and
found by multiplying x by itself, so one
solve for x:
part of each factor must be x:
3x + 12 = 0; 3x = –12; x = –4
(x + )(x + )
x – 4 = 0; x = 4
The numbers 6 and 6 multiply to 36 and
The first set of factors gives us the roots add to 12. We can’t use –6 and –6 because
–4 and 4. Now, look at the second set: although these numbers multiply to 36,
3x – 12 = 0; 3x = 12; x = 4 they add to –12, not 12.
x + 4 = 0; x = –4 (x + 6)(x + 6)
This set also gives us the roots –4 and 4. Step 3: Set each factor equal to zero and
Finally, let’s check our answers. Substitute solve for x. Because both factors are the
both into the original equation: same, both factors will yield the same
root:
3x2 = 48; 3(–4)2 = 48; 3(16) = 48; 48 = 48
x + 6 = 0; x = –6
3x2 = 48; 3(4)2 = 48; 3(16) = 48; 48 = 48
x + 6 = 0; x = –6
This quadratic equation has only one
root, –6.

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– MATH TO THE MAX –

 Practice Questions 727. 14n2 = 7n + 21

Find the solutions to the following quadratic equations. 728. 6b2 + 20b = −9b – 20

709. x2 – 25 = 0 729. 15x2 – 70x – 120 = 0

710. n2 – 169 = 0 730. 7x2 = 52x – 21

711. a2 + 12a + 32 = 0 731. 36z2 + 78z = −36

712. y2 – 15y + 56 = 0 732. 12r2 = 192 – 40r

713. b2 + b – 90 = 0 733. 24x2 = 3(43x – 15)

714. 4x2 = 49 Some quadratic equations cannot be solved by

factoring. If you find that you are unable to factor a
715. 25r2 = 144 quadratic equation, use the quadratic formula. The
formula looks complex, but with a little practice,
716. 2n2 + 20n + 42 = 0 you’ll become comfortable with it:

717. 3c2 – 33c – 78 = 0 −b ± b 2 − 4ac

x=
2a
718. 100r2 = 144 Before you can use the quadratic formula to
solve an equation, you must put the quadratic equa-
719. 3x2 – 36x + 108 = 0 tion in the form ax2 + bx + c = 0. Remember, a is the
coefficient of the squared term, b is the coefficient of
720. 7a2 – 21a – 28 = 0 the x term, and c is the constant. If there is no x term
in the quadratic equation, substitute 0 for b in the
721. 8y2 + 56y + 96 = 0 formula. If there is no constant in the quadratic equa-
tion, substitute 0 for c in the formula. The ± symbol
722. 2x2 + 9x = –10 represents a plus sign and a minus sign. A quadratic
equation has two roots; one of them is found by using
723. 4x2 + 4x = 15 the plus sign:

724. 9x2 + 12x = −4 −b + b 2 − 4ac

x=
2a
725. 3x2 = 19x – 20 and the other is found by using the minus sign:

726. 8b2 + 10b = 42 −b − b 2 − 4ac

x=
2a

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– QUADRATIC EQUATIONS AND THE QUADRATIC FORMULA –

Example TIP
Find the solutions to 2x2 – 5x = –1.
This quadratic equation cannot be fac- Don’t worry if you’re not sure when to factor
tored, so we must use the quadratic for- and when to use the quadratic formula. The
mula. Add 1 to both sides of the equation quadratic formula always works, even on
quadratic equations that can be factored.
so that the equation is in the form ax2 + bx
Let’s try it on the frst example in this chap-
+ c = 0.
ter, x2 + 4x = –3.
2x2 – 5x + 1 = –1 + 1 x2 + 4x + 3 = 0
2x2 – 5x + 1 = 0 a = 1, b = 4, c = 3

The coefficient of the x2 term is 2, so a = −4 ± ( 4 )2 − 4(1)( 3 )

x=
2( 1)
2. The coefficient of the x term is –5, so b
−4 ± 16 − 12
= –5, and the constant is 1, so c = 1. Sub- =
2
stitute these values into the quadratic −4 ± 4
=
equation and simplify: 2
−4 ± 2
=
−(−5) ± (−5)2 − 4(2)(1) 2
x= −4 + 2 −4 − 2
2(2) = and
2 2
5 + 25 − 8 = −1 and −3
=
4 The roots –1 and –3 are the same roots we
5 + 17 5 − 17 found by factoring. Try using the quadratic
= and
4 4 formula on 3x2 = 48 and x2 + 12x + 36 = 0.

The two solutions are 5 + 17 and 5 − 17 ,

4 4
as these cannot be simplified any further.
To find exact solutions, use a calculator to
find an approximation for the square root
of 17. Then add that value to 5 and divide
by 4 for one solution, and subtract that
value from 5 and divide by 4 for the other
solution.

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– MATH TO THE MAX –

 Practice Questions 750. 24x2 + 18x – 6 = 0

Solve the following equations using the quadratic 751. 7x2 = 4(3x + 1)
formula. Reduce answers to their simplest form or
1 3
to the simplest radical form. Use of a calculator is 752. x2 + x – 3 = 0
3 4
recommended.
753. 5x2 – 12x + 1 = 0
734. x2 + 2x – 8 = 0
Find the solutions to the following equations to the
735. 2x2 – 7x – 30 = 0 nearest hundredth.

736. 6x2 + 13x – 28 = 0 754. 11r2 – 4r – 7 = 0

737. 18x2 + 9x + 1 = 0 755. 3m2 + 21m – 8 = 0

738. 6x2 + 17x = 28 756. 4y2 = 16y – 5

739. 14x2 = 12x + 32 757. 5s2 + 12s – 1 = 0

740. 4x2 + 5x = 0 758. 4c2 – 11c + 2 = 0

741. 5x2 = 27 759. 11k2 – 32k + 10 = 0

742. 5x2 = 18x – 17 TERMS TO REVIEW

quadratic equation
743. 3x2 + 11x – 7 = 0
constant

744. 5x2 + 52x + 20 = 0 quadratic formula

−5x – 2
745. x2 = 
2 FORMULA TO REVIEW

− b ± b2 − 4 ac
746. x2 + 8x = 5 quadratic formula: x =
2a

747. x2 = 20x – 19

748. 23x2 = 2(8x – 1)

749. x2 + 10x + 11 = 0

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– QUADRATIC EQUATIONS AND THE QUADRATIC FORMULA –

 Answers 712. Factor the trinomial expression using the

trinomial factor form: ( y – 8)(y – 7) = 0. Use
709. The expression is the difference between two the zero product property: (y – 8) = 0. Add 8
perfect squares. Factor the equation: (x + 5) to both sides: y – 8 + 8 = 0 + 8. Combine like
(x – 5) = 0. Applying the zero product terms on each side: y = 8. Let the second factor
property [if (a)(b) = 0, then a = 0 or b = 0 or equal zero: (y – 7) = 0. Add 7 to both sides: y –
both = 0], the first factor or the second factor 7 + 7 = 0 + 7. Combine like terms on each
or both must equal zero: (x + 5) = 0. Subtract side: y = 7. The solutions for the equation y2 –
5 from both sides of the equation: x + 5 – 5 = 15y + 56 = 0 are y = 8 and y = 7.
0 – 5. Combine like terms on each side: 713. Factor the trinomial expression using the
x = −5. Let the second factor equal zero: x – 5 trinomial factor form: (b + 10)(b – 9) = 0. Use
= 0. Add 5 to both sides of the equation: x – 5 the zero product property: (b + 10) = 0.
+ 5 = 0 + 5. Combine like terms on each side: Subtract 10 from both sides: b + 10 – 10 =
x = 5. The solutions for the equation are x = 5 0 – 10. Combine like terms on each side:
and x = −5. b = −10. Let the second factor equal zero:
710. The expression is the difference between two (b – 9) = 0. Add 9 to both sides: b – 9 + 9 = 0 +
perfect squares. Factor the equation: (n + 13) 9. Combine like terms on each side: b = 9. The
(n – 13) = 0. Applying the zero product solutions for the quadratic equation b2 + b –
property [if (a)(b) = 0, then a = 0 or b = 0 or 90 = 0 are b = −10 and b = 9.
both = 0], the first factor or the second factor 714. To transform the equation so that all terms are
or both must equal zero: (n + 13) = 0. on one side and are equal to zero, first subtract
Subtract 13 from both sides of the equation: 49 from both sides: 4x2 – 49 = 49 – 49.
n + 13 – 13 = 0 – 13. Combine like terms on Combine like terms on each side: 4x2 – 49 = 0.
each side: n = −13. Let the second factor equal The expression is the difference between two
zero: n – 13 = 0. Add 13 to both sides of the perfect squares. Factor the equation: (2x + 7)
equation: n – 13 + 13 = 0 + 13. Combine like (2x – 7) = 0. Applying the zero product
terms on each side: n = 13. The solutions for property [if (a)(b) = 0, then a = 0 or b = 0 or
the equation are n = 13 and n = −13. both = 0], the first factor or the second factor
711. Factor the trinomial expression using the or both must equal zero: (2x + 7) = 0. Subtract
trinomial factor form: (a + 4)(a + 8) = 0. Use 7 from both sides of the equation: 2x + 7 – 7 =
the zero product property with the first factor: 0 – 7. Combine like terms on each side: 2x =
2x −7
(a + 4) = 0. Subtract 4 from both sides: a + 4 – −7. Divide both sides by 2:  
2 = 2 . Simplify:
1
4 = 0 – 4. Combine like terms on each side: a x = −32 . Let the second factor equal zero:
= −4. Let the second factor equal zero: (a + 8) (2x – 7) = 0. Add 7 to both sides of the
= 0. Subtract 8 from both sides: a + 8 – 8 = 0 – equation: 2x – 7 + 7 = 0 + 7. Combine like
8. Combine like terms on each side: a = −8. terms on both sides: 2x = 7. Divide both sides
1
The solutions for the quadratic equation a2 + by 2: x = 32 . The solutions for the quadratic
1 1
12a + 32 = 0 are a = −4. and a = −8. equation 4x2 = 49 are x = −32 and x = 32 .

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– MATH TO THE MAX –

715. To transform the equation so that all terms are 717. Use the greatest common factor method:
on one side and are equal to zero, first subtract 3(c2 – 11c – 26) = 0. Factor the trinomial
144 from both sides: 25r2 – 144 = 144 – 144. expression using the trinomial factor form:
Combine like terms on each side: 25r2 – 144 = 3(c – 13)(c + 2) = 0. Ignore the factor 3 in the
0. The expression is the difference between expression. Use the zero product property:
two perfect squares. Factor the equation: (c – 13) = 0. Add 13 to both sides: c – 13 + 13
(5r + 12)(5r – 12) = 0. Applying the zero = 0 + 13. Combine like terms on each side:
product property [if (a)(b) = 0, then a = 0 or c = 13. Let the second factor equal zero: (c + 2)
b = 0 or both = 0], the first factor or the = 0. Subtract 2 from both sides: c + 2 – 2 =
second factor or both must equal zero: 0 – 2. Combine like terms on each side: c = −2.
(5r + 12) = 0. Subtract 12 from both sides of The solutions for the quadratic equation 3c2 –
the equation: 5r + 12 – 12 = 0 – 12. Combine 33c – 78 = 0 are c = 13 and c = −2.
like terms on each side: 5r = −12. Divide both 718. To transform the equation so that all terms are
5r −12 2
sides by 5: 5 = 5 . Simplify: r = −2 5 . Let the
  on one side and are equal to zero, first subtract
second factor equal zero: (5r – 12) = 0. Add 12 144 from both sides: 100r2 – 144 = 144 – 144.
to both sides of the equation: 5r – 12 + 12 = 0 Combine like terms on each side: 100r2 – 144
+ 12. Combine like terms on each side: 5r = = 0. The expression is the difference between
5r 12
12. Divide both sides by 5:  
5 = 5 . Simplify: two perfect squares. Factor the equation:
2
r = 25 . The solution for the quadratic (10r + 12)(10r – 12) = 0. Applying the zero
2
equation 25r2 = 144 is r = ±25 . product property [if (a)(b) = 0, then a = 0 or b
716. Factor the trinomial expression using the = 0 or both = 0], the first factor or the second
trinomial factor form: (2n + 6)(n + 7) = 0. Use factor or both must equal zero: (10r + 12) = 0.
the zero product property: (2n + 6) = 0. Subtract 12 from both sides of the equation:
Subtract 6 from both sides: 2n + 6 – 6 = 0 – 6. 10r + 12 – 12 = 0 – 12. Combine like terms on
Combine like terms on each side: 2n = −6. each side: 10r = −12. Divide both sides by 10:
2n −6 10r −12 −6 1
Divide both sides by 2:  2 = 2. Simplify 10 = 5 . Simplify terms: r = −1 5 . Let the
  =   
10
terms: n = −3. Let the second factor equal second factor equal zero: (10r – 12) = 0. Add
zero: (n + 7) = 0. Subtract 7 from both sides: 12 to both sides of the equation: 10r – 12 + 12
n + 7 – 7 = 0 – 7. Combine like terms on each = 0 + 12. Combine like terms on each side: 10r
10r 12 6
side: n = −7. The solutions for the quadratic = 12. Divide both sides by 10: 10 =  
10 = 5 .
1
equation 2n2 + 20n + 42 = 0 are n = −3 and Simplify terms: r = 15 . The solution for the
1
n = −7. quadratic equation 100r2 = 144 is r = ±15 .

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– QUADRATIC EQUATIONS AND THE QUADRATIC FORMULA –

719. Use the greatest common factor method: 722. To transform the equation into the familiar
3(x2 – 12x + 36) = 0. Factor the trinomial trinomial equation form, first add 10 to both
expression using the trinomial factor form: sides of the equation: 2x2 + 9x + 10 =
3(x – 6)(x – 6) = 0. Ignore the factor 3 in the −10 + 10. Combine like terms on each side:
expression. Use the zero product property: 2x2 + 9x + 10 = 0. Factor the trinomial
(x – 6) = 0. Add 6 to both sides: x – 6 + 6 = expression using the trinomial factor form:
0 + 6. Combine like terms on each side: x = 6. (2x + 5)(x + 2) = 0. Use the zero product
Because both factors of the trinomial property: (2x + 5) = 0. Subtract 5 from both
expression are the same, the solution for the sides: 2x + 5 – 5 = 0 – 5. Combine like terms
quadratic equation 3x2 – 36x + 108 = 0 is x = 6. on each side: 2x = −5. Divide both sides by 2:
2x −5 1
720. Use the greatest common factor method:  = . Simplify terms: x = −2. Let the
2 2 2
7(a2 – 3a – 4) = 0. Factor the trinomial second term equal zero: x + 2 = 0. Subtract 2
expression using the trinomial factor form: from both sides: x + 2 − 2 = 0 − 2. Simplify: x
7(a – 4)(a + 1) = 0. Ignore the factor 7 in the = −2. The solutions for the quadratic equation
1
expression. Use the zero product property: 2x2 + 9x = –10 are x = −22 and x = −2.
(a – 4) = 0. Add 4 to both sides: a – 4 + 4 = 723. To transform the equation into the familiar
0 + 4. Combine like terms on each side: a = 4. trinomial equation form, first subtract 15
Let the second factor equal zero: (a + 1) = 0. from both sides of the equation: 4x2 + 4x – 15
Subtract 1 from both sides: a + 1 – 1 = 0 – 1. = 15 – 15. Combine like terms on each side:
Combine like terms on each side: a = −1. The 4x2 + 4x – 15 = 0. Factor the trinomial
solutions for the quadratic equation expression using the trinomial factor form:
7a2 – 21a – 28 = 0 are a = 4 and a = −1. (2x – 3)(2x + 5) = 0. Use the zero product
721. Use the greatest common factor method: property: (2x + 5) = 0. Subtract 5 from both
8(y2 + 7y + 12) = 0. Factor the trinomial sides: 2x + 5 – 5 = 0 – 5. Simplify: 2x = −5.
2x −5
expression using the trinomial factor form: Divide both sides by 2:  
2 = 2 . Simplify terms:
1
8(y + 4)(y + 3) = 0. Ignore the factor 8 in the x = −22 . Let the second factor equal zero:
expression. Use the zero product property: (2x – 3) = 0. Add 3 to both sides: 2x – 3 + 3 =
(y + 4) = 0. Subtract 4 from both sides: 0 + 3. Simplify: 2x = 3. Divide both sides by 2:
2x 3 1
y + 4 – 4 = 0 – 4. Combine like terms on each  = . Simplify terms: x = 1. The solutions
2 2 2
side: y = −4. Let the second factor equal zero: for the quadratic equation 4x2 + 4x = 15 are x
1 1
(y + 3) = 0. Subtract 3 from both sides: = −22 and x = 12 .
y + 3 – 3 = 0 – 3. Simplify: y = −3. The
solutions for the quadratic equation 8y2 + 56y
+ 96 = 0 are y = −4 and y = −3.

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724. To transform the equation into the familiar 726. To transform the equation into the familiar
trinomial equation form, first add 4 to both trinomial equation form, first subtract 42
sides of the equation: 9x2 + 12x + 4 = −4 + 4. from both sides of the equation: 8b2 + 10b –
Combine like terms on each side: 9x2 + 12x + 42 = 42 – 42. Simplify: 8b2 + 10b – 42 = 0. Use
4 = 0. Factor the trinomial expression using the greatest common factor method to factor
the trinomial factor form: (3x + 2)(3x + 2) = out 2: 2(4b2 + 5b – 21) = 0. Factor the
0. Use the zero product property: (3x + 2) = 0. trinomial expression using the trinomial
Subtract 2 from both sides: 3x + 2 – 2 = factor form: 2(4b – 7)(b + 3) = 0. Ignore the
0 – 2. Simplify: 3x = −2. Divide both sides by factor 2 in the expression. Use the zero
3x −2 −2
3:   
3 = 3 . Simplify terms: x = 3 . Because both product property: (4b – 7) = 0. Add 7 to both
factors of the trinomial are the same, the sides: 4b – 7 + 7 = 0 + 7. Simplify: 4b = 7.
4b 7
solution to the quadratic equation Divide both sides by 4:  
4 = 4 . Simplify terms:
–2 3
9x2 + 12x = −4 is x = 3. b = 14 . Now, let the second term equal zero:
725. To transform the equation into the familiar (b + 3) = 0. Subtract 3 from both sides: b + 3 –
trinomial equation form, first subtract 19x 3 = 0 – 3. Simplify: b = −3. The solutions for
from both sides: 3x2 – 19x = 19x – 19x – 20. the quadratic equation 8b2 + 10b = 42 are b =
3
Combine like terms: 3x2 – 19x = −20. Add 20 14 and b = −3.
to both sides: 3x2 – 19x + 20 = −20 + 20. 727. To transform the equation into the familiar
Combine like terms on each side: 3x2 – 19x + trinomial equation form, first subtract 7n
20 = 0. Factor the trinomial expression using from both sides of the equation: 14n2 – 7n =
the trinomial factor form: (3x – 4)(x – 5) = 0. 7n – 7n + 21. Simplify and subtract 21 from
Use the zero product property: (3x – 4) = 0. both sides: 14n2 – 7n – 21 = 21 – 21. Simplify
Add 4 to both sides: 3x – 4 + 4 = 0 + 4. the equation: 14n2 – 7n – 21 = 0. Factor the
3x
Simplify: 3x = 4. Divide both sides by 3:  3 = greatest common factor from each term:
4 1
. Simplify terms: x = 1. Now, let the second
3 3 7(2n2 – n – 3) = 0. Factor the trinomial
term equal zero: x – 5 = 0. Add 5 to both sides: expression using the trinomial factor form:
x – 5 + 5 = 0 + 5. Simplify: x = 5. The 7(2n – 3)(n + 1) = 0. Ignore the factor 7 in the
solutions for the quadratic equation 3x2 = 19x expression. Use the zero product property:
1
– 20 are x = 13 and x = 5. (2n – 3) = 0. Add 3 to both sides: 2n – 3 + 3 =
0 + 3. Simplify: 2n = 3. Divide both sides by 2:
2n 3 1
 = . Simplify terms: n = 1. Now, set the
2 2 2
second factor equal to zero: n + 1 = 0. Subtract
1 from both sides: n + 1 – 1 = 0 – 1. Simplify:
n = −1. The solutions for the quadratic
1
equation 14n2 = 7n + 21 are n = 12 and
n = −1.

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728. To transform the equation into the familiar 730. To transform the equation into the familiar
trinomial equation form, first add 9b to both trinomial equation form, first subtract 52x
sides of the equation: 6b2 + 20b + 9b = −9b + from both sides of the equation: 7x2 – 52x =
9b – 20. Simplify and add 20 to both sides of 52x – 52x – 21. Simplify and add 21 to both
the equation: 6b2 + 29b + 20 = 20 – 20. sides of the equation: 7x2 – 52x + 21 = 21 – 21.
Simplify: 6b2 + 29b + 20 = 0. Factor the Simplify: 7x2 – 52x + 21 = 0. Factor the
trinomial expression using the trinomial trinomial expression using the trinomial
factor form: (6b + 5)(b + 4) = 0. Use the zero factor form: (7x – 3)(x – 7) = 0. Use the zero
product property: (6b + 5) = 0. Subtract 5 product property: (7x – 3) = 0. Add 3 to both
from both sides: 6b + 5 – 5 = 0 – 5. Simplify: sides: 7x – 3 + 3 = 0 + 3. Simplify: 7x = 3.
6b −5 7x 3
6b = −5. Divide both sides by 6:  
6 = 6. Divide both sides by 7:  
7 = 7 . Simplify terms:
−5 3
Simplify terms: b =  6 . Now, set the second x = 7 . Now, set the second factor equal to zero:
factor equal to zero: b + 4 = 0. Subtract 4 from x – 7 = 0. Add 7 to both sides of the equation:
both sides: b + 4 – 4 = 0 – 4. Simplify: b = −4. x – 7 + 7 = 0 + 7. Simplify: x = 7. The
The solutions for the quadratic equation 6b2 + solutions for the quadratic equation 7x2 = 52x
−5 3
20b = −9b – 20 are b =  6 and b = −4. – 21 are x = 7 and x = 7.
729. Factor the greatest common factor from each 731. To transform the equation into the familiar
term: 5(3x2 – 14x – 24) = 0. Now factor the trinomial equation form, first add 36 to both
trinomial expression using the trinomial sides of the equation: 36z2 + 78z + 36 = −36 +
factor form: 5(3x + 4)(x – 6) = 0. Use the zero 36. Combine like terms: 36z2 + 78z + 36 = 0.
product property: (3x + 4) = 0. Subtract 4 Factor out the greatest common factor from
from both sides: 3x + 4 – 4 = 0 – 4. Simplify: each term: 6(6z2 + 13z + 6) = 0. Factor the
3x −4
3x = −4. Divide both sides by 3:  
3 = 3. trinomial expression into two factors: 6(2z + 3)
−4
Simplify terms: x =  3 . Now, set the second (3z + 2) = 0. Ignore the numerical factor and
factor equal to zero: x – 6 = 0. Add 6 to both set the first factor equal to zero: (2z + 3) = 0.
sides: x – 6 + 6 = 0 + 6. Simplify: x = 6. The Subtract 3 from both sides: 2z + 3 – 3 = 0 – 3.
solutions for the quadratic equation Simplify terms: 2z = −3. Divide both sides by
−4 2z −3 1
15x2 – 70x – 120 = 0 are x =  2 = 2 . Simplify terms: z = −1 2 . Now, let the
2:   
3 and x = 6.
second factor equal zero: (3z + 2) = 0. Subtract
2 from both sides: 3z + 2 – 2 = 0 – 2. Simplify
3z −2
terms: 3z = −2. Divide both sides by 3:  
3 = 3.
−2
Simplify terms: z =  3 . The solutions for the
quadratic equation 36z2 + 78z = −36 are
1 −2
z = −12 and z =  3.

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732. To transform the equation into the familiar 734. The equation is in the proper form. First, list
trinomial equation form, first add (40r – 192) the values for a, b, and c: a = 1, b = 2, c =
to both sides of the equation: 12r2 + 40r – 192 −8. Substitute the values into the quadratic
formula: x = −2 ± (2) − 4(1)(−8) . Simplify
2
= 192 – 40r + 40r – 192. Combine like terms:
2
12r2 + 40r – 192 = 0. Factor the greatest the expression under the radical sign:
common factor, 4, out of each term: x = −2 ± 4 − −32 = −2 ± 36 . Evaluate the
2 2
−2 ± 6
4(3r2 + 10r – 48) = 0. Now, factor the square root of 36: x =  2 . Find the two
trinomial expression: 4(r + 6)(3r – 8) = 0. solutions for x by simplifying terms. First, add
Ignoring the numerical factor, set one factor the terms in the numerator, and then subtract
−2 + 6 4 −2 – 6 −8
equal to zero: (r + 6) = 0. Subtract 6 from both them: x =    
2 = 2 = 2 and x = 2 = 2 =
sides: r + 6 – 6 = 0 – 6. Simplify: r = −6. Now, −4. The two solutions for the variable x are
set the second factor equal to zero: 3r – 8 = 0. x = 2 and x = −4.
Add 8 to both sides: 3r – 8 + 8 = 0 + 8. 735. The equation is in the proper form. First, list the
3r 8
Simplify: 3r = 8. Divide both sides by 3:  
3 = 3. values for a, b, and c: a = 2, b = −7, c = −30.
2
Simplify terms: r = 23 . The solutions for the Substitute the values into the quadratic
quadratic equation 12r2 = 192 – 40r are r = −6 formula: x = −(−7) ± (−7) − 4(2)(−30) . Simplify the
2

2 2(2)
and r = 23 . 7 ± 49 − (−240) 7 ± 289 7 ± 17 .
24x2 expression: x = = =
733. Divide both sides of the equation by 3:  3 =
4 4 4
3(43x – 15) 2
Find the two solutions for x by adding and
3. Simplify terms: 8x = 43x – 15. Add 7 + 17
then subtracting in the numerator: x =  4 =
(15 – 43x) to both sides of the equation: 8x2 + 24 7 − 17 −10
 = 6 and x =  =  = −2.5. The two
4 4 4
15 – 43x = 43x – 15 + 15 – 43x. Combine like
solutions for the variable x are x = 6 and
terms: 8x2 + 15 – 43x = 0. Use the
x = –2.5.
commutative property to move terms:
736. The equation is in the proper form. First,
8x2 – 43x + 15 = 0. Factor the trinomial
list the values for a, b, and c: a = 6,
expression: (8x – 3)(x – 5) = 0. Use the zero
b = 13, c = −28. Substitute the values
product property: 8x – 3 = 0. Add 3 to both
into the quadratic formula:
sides: 8x – 3 + 3 = 0 + 3. Divide both sides by
x = −(13) ± (13) − 4(6)(−28) . Simplify the
2

8x 3 3
8:   
8 = 8 . Simplify terms: x = 8 . Now, let the 2(6)

second factor equal zero: x – 5 = 0. Add 5 to expression: x = −13 ± 169 + 672

= −13 ± 841
12 12
both sides: x = 5. The solutions for the −13 ± 29
= . Find
the two solutions for x by adding
quadratic equation 24x2 = 3(43x – 15) are x = 12
3 and then subtracting in the numerator:

8 and x = 5. x = 
−13 + 29 16
= 
1

−13 − 29 −42
= 
12 12 = 1 3 and x = 12 12 =
1
−3 2 . The two solutions for the variable x are

1 1
x = 13 and −32 .

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737. The equation is in the proper form. First, list 739. First transform the equation into the proper
the values for a, b, and c: a = 18, b = 9, c = 1. form. Add (−12x – 32) to both sides of the
Substitute the values into the quadratic equation: 14x2 – 12x – 32 = 12x + 32 – 12x
formula: x = −(9) ± (9) − 4(18)(1) . Simplify the
2
– 32. Combine like terms: 14x2 – 12x – 32 = 0.
2(18)
−9 ± 9 −9 ± 3 . Now, list the values for a, b, and c: a = 14,
expression: x = −9 ± 81 − 72 = =
36 36 36 b = −12, c = −32. Substitute the values
Find the two solutions for x by adding and
−9 + 3 into the quadratic formula:
then subtracting in the numerator: x =  36 = x = −(−12) ± (−12) − 4(14)(−32) . Simplify the
2

−6 −1 −9 – 3 −12 −1
 =  and x =  =  = . The two 2(14)
36 6 36 36 3
−1 −1 expression: x = 12 ± 144 + 1, 792 = 12 ± 1, 936
solutions for the variable x are x =  
6 and 3 . 28
28
738. First transform the equation into the proper 12 ± 44
. Find
the two solutions for x by adding
28
form. Subtract 28 from both sides of the and then subtracting in the numerator: x =
equation: 6x2 + 17x – 28 = 28 – 28. Combine 12 + 44 56 12 − 44 −32 1
 =  = 2 and x =  =  = −1. The
28 28 28 28 7
like terms on both sides: 6x2 + 17x – 28 = 0. two solutions for the variable x are x = 2 and
Now, list the values for a, b, and c: a = 6, 1
x = −17 . Yes, you could have divided both
b = 17, c = −28. Substitute the values sides of the equation by 2 before listing your a,
into the quadratic formula: b, and c values. However, the solution would
x = −(17) ± (17) − 4(6)(−28) . Simplify the expression:
2

2(6) have been the same. Try it yourself.

x = −17 ± 289 + 672 = −17 ± 961 = −17 ± 31 . Find the 740. The equation may not appear to be in proper
12 12 12
form because there is no value for c. But you
two solutions for x by adding and then
−17 + 31 14 could write it as 4x2 + 5x + 0 = 0, and then
subtracting in the numerator: x = 1 
2 = 12
1 −17 − 31 −48 your values would be: a = 4, b = 5, c = 0.
= 16 and x = 1 2 12 = −4. The two
= 
1 Substitute the values into the quadratic
solutions for the variable x are x = 16 and –4.
formula: x = −(5) ± (5) − 4(4)(0) . Simplify the
2

2(4)

expression: x = −5 ± 25 − 0 = −5 ± 5 . Find the two

8 8
solutions for x by adding and then subtracting
in the numerator: x = −5 +5 0
 =  = 0 and
8 8
−5 – 5 −10 1
x = 8 = 8 = −1 4 . The two solutions for
 

the variable x are x = 0 and x = −141 .

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741. Subtract 27 from both sides of the equation: 744. List the values of a, b, and c: a = 5, b = 52,
5x2 – 27 = 27 – 27 or 5x2 – 27 = 0. In this c = 20. Substitute the values into the
quadratic formula: x = −(52) ± (52) − 4(5)(20) .
2
equation, there appears to be no x term unless
2(5)
you realize that 0x = 0, so you could write the Simplify the expression:
equation in the proper form like this: x = −52 ± 2, 704 − 400 = −52 ± 2, 304 = −52 ± 48 . Find
10 10 10
5x2 + 0x – 27 = 0. Now, list the values for a, b, the two solutions for x by adding and then
and c: a = 5, b = 0, c = −27. Substitute the subtracting in the numerator. x = 
−52 + 48 −4
= 
10 10
values into the quadratic formula: −52 − 48 −100
= −0.4 and x = 10 = 10 = –10. The two
x = −(0) ± (0) − 4(5)(−27) . Simplify the expression:
2

2(5)
solutions for the variable x are x = −0.4 and
x= ± 4 × 5 × 27 = ± 4×9×5×3 = ±2 × 3 5 × 3 x = −10.
10 10 10
745. First, multiply both sides of the equation by 2:
= ±6 15 = ±3 155 . Simplify the radical:
10 5 2x2 = −5x – 2. Then, add 5x + 2 to both sides of
±3 6 1
= ±12 6. The two solutions for the the equation: 2x2 + 5x + 2 = 0. List the values
2
1 of a, b, and c: a = 2, b = 5, c = 2. Substitute the
variable x are x = ±12 6.
values into the quadratic formula:
742. To transform the equation into the desired
x = −(5) ± (5) − 4(2)(2) == −5 ± 25 −16 = −5 ± 3 . Find
2

form, first subtract 18x from and add 17 to 2(2) 2(2) 4

both sides: 5x2 – 18x + 17 = 18x – 18x – 17 + the two solutions for x by adding and then
−5 + 3 −2
17. Combine like terms on both sides: subtracting in the numerator: x =  
4 = 4 =
−1 −5 – 3 −8
 and x =  =  = −2. The two solutions
5x2 – 18x + 17 = 0. Now, list the values for a, b, 2 4 4
−1
and c: a = 5, b = −18, c = 17. Substitute the for the variable x are x =  2 and x = –2.

values into the quadratic formula: 746. Transform the equation by subtracting 5 from
x = −(−18) ± (−18) − 4(5)(17) . Simplify the
2 both sides: x2 + 8x – 5 = 0. List the values of a,
2(5) b, and c: a = 1, b = 8, c = −5. Substitute the
expression: x = 18 ± 324 − 340 = 18 ± −16 . There
10 10 values into the quadratic formula:
is no rational number equal to the square root x = −8 ± 8 − 4(1)(−5) . Simplify the expression:
2

2(1)
of a negative number, so there are no solutions
x = −8 ± 64 + 20 = −8 ± 84 = −8 ± 4 × 21 =
for this equation. 2 2 2
743. List the values of a, b, and c: a = 3, b = 11, −8 ± 2 21 = −4 ± 21
. The solution for the
2
c = −7. Substitute the values into the quadratic .
variable x is x = −4 ± 21
formula: x = −(11) ± (11) − 4(3)(−7) .
2

2(3)
Simplify the expression:
−11 ± 205 5 1
x = −11 ± 121 + 84 = = −16 ± 6 205 .
6 6
The solutions for the variable x are
5 1
x = −16 ± 6 
205 .

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747. Transform the equation by subtracting 20x 750. List the values of a, b, and c: a = 24, b = 18,
from and adding 19 to both sides of the c = −6. Substitute the values into the
quadratic formula: x = −(18) ± (18) − 4(24)(−6) .
2
equation: x2 – 20x + 19 = 0. List the values of
2(24)
a, b, and c: a = 1, b = −20, c = 19. Substitute
Simplify the expression: x = −18 ± 324 + 576 =
the values into the quadratic formula: 48
−18 ± 900 = −18 ± 30 . Find the two solutions for
x = −(−20) ± (−20) − 4(1)(19) . Simplify the
2

2(1) 48 48
x by adding and then subtracting
expression: x == 20 ± 400 − 76 = 20 ± 324 20 ± 18 .
−18 + 30 12 1
2 2 2 in the numerator: x =  48 =  
48 = 4 and
Find the two solutions for x by adding and −18 − 30 −48
20 + 18 x =  48 48 = −1. The two solutions for
= 
then subtracting in the numerator: x =  2 1
38 20 −18 2 the variable x are x = 4 and x = –1.
= 
2 = 19 and x =  =  = 1. The two
2 2 751. Transform the equation into the proper form.
solutions for the variable x are x = 19 and
First use the distributive property of
x = 1.
multiplication: 7x2 = 4(3x) + 4(1) = 12x + 4.
748. Transform the equation into proper form. Use
Then subtract (12x + 4) from both sides:
the distributive property of multiplication on
7x2 – 12x – 4 = 0. List the values of a, b, and c:
the right side of the equation: 23x2 = 16x – 2.
a = 7, b = −12, c = −4. Substitute the values
Subtract 16x and add 2 to both sides: 23x2 –
into the quadratic formula:
16x + 2 = 0. List the values of a, b, and c:
x = −(−12) ± (−12) − 4(7)(−4) . Simplify the
2

a = 23, b = −16, c = 2. Substitute the 2(7)

12 ± 16
values into the quadratic formula: expression: x = 12 ± 144 +112 = 12 ± 256 .
14 14 14
x = −(−16) ± (−16) − 4(23)(2) . Simplify the
2
Find the two solutions for x by adding and
2(23) 12 + 16
then subtracting in the numerator: x = 14
expression: x== 16 ± 256 −184 = 16 ± 72
28 12 − 16 −4 −2
2(23) 2(23) =    
14 = 2 and x = 14 = 14 = 7 . The two
16 ± 4 × 9 × 2 2×8±2×3 2 8±3 2 8
= = = 23
± solutions for the variable x are x = 2 and
2(23) 2(23) 23 −2
3 x =  7.

23 2. The solution for the variable x is
8 3 752. You could use the fractions as values for a and
x =  23 
23 ±  2.
b, but it might be easier to first transform the
749. List the values of a, b, and c: a = 1, b = 10,
equation by multiplying it by 12:
c = 11. Substitute the values into the quadratic 1 3
12(3 x2 + 4 x – 3 = 0). Use the distributive
formula: x = −(10) ± (10) − 4(1)(11) . Simplify the
2

1 3
2(1) property: 12(3 x2) + 12(4 x) – 12(3) = 12(0).
−10 ± 100 − 44
expression: x = = −10 ± 56 Simplify the terms: 4x2 + 9x – 36 = 0. List the
2 2
−10 ± 4 ×14
= −10 ± 2 14
= −5 + 14. The two values of a, b, and c: a = 4, b = 9, c = −36.
2 2
Substitute the values into the quadratic

solutions for the variable x are x = −5 + 14
formula: x = −(9) ± (9) − 4(4)(−36) . Simplify the
2

and x = –5 – 14. 2(4)

−9 ± 81+ 576 −9 ± 657
expression: x == =
8 8
−9 ± 9 × 73 = −9 ± 3 73 . The two solutions for
8 8
the variable x are x = −9 + 3 73 and x = −9 − 3 73 .
8 8

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753. List the values of a, b, and c: a = 5, b = −12, 756. Transform the equation by subtracting 16y
c = 1. Substitute the values into the quadratic from and adding 5 to both sides: 4y2 – 16y + 5
formula: x = −(−12) ± (−12) − 4(5)(1) . Simplify the
2
= 16y – 5 – 16y + 5. Combine like terms:
2(5)
4y2 – 16y + 5 = 0. List the values of a, b, and c:
expression: x ==12 ± 144 − 20 = 12 ± 124
2(5) 2(5) a = 4, b = −16, c = 5. Substitute the
12 ± 4 × 31 12 ± 2 31 6 ± 31 .
= = values into the quadratic formula:
2(5) 2(5) 5
y = −(−16) ± (−16) − 4(4)(5) . Simplify the
2
The two solutions for the variable x are
2(4)
x = 6 + 31 and x = 6 − 31 . expression: y ==16 ± 256 − 80
= 16 − 176
5 5
8 8
754. List the values of a, b, and c: a = 11, b = −4,
16 ± 16 × 11 16 ± 4 11
c = −7. Substitute the values into the quadratic = . The square root of 11
8 8
formula: r = −(−4) ± (−4) − 4(11)(−7) . Simplify the
2
rounded to the nearest hundredth is 3.32.
2(11)
4 ± 18 Substitute into the expression and simplify: y
expression: r ==4 ± 16 + 308 = 4 ± 324 . 16 + 4(3.32) 29.28 16 – 4(3.32)
22 22 22 =  8 = 8 = 3.66 and y = 8
Find the two solutions for r by adding and 2.72
4 + 18 =  8 = 0.34. The two solutions for the
then subtracting in the numerator: r =  22 =
22 4 −18 −14 variable y are y = 3.66 and y = 0.34.
 = 1 and r =  =  = −0.64. The two
22 22 22 757. List the values of a, b, and c: a = 5, b = 12,
solutions for the variable r are r = 1 and
c = −1. Substitute the values into the quadratic
r = –0.64.
formula: s = −(12) ± (12) − 4(5)(−1) . Simplify the
2

755. List the values of a, b, and c: a = 3, b = 21, 2(5)

−12 ± 144 + 20
c = −8. Substitute the values into the quadratic expression: s = = −12 ± 164 . The
10 10
formula: m = −(21) ± (21) − 4(3)(−8) . Simplify the
2
square root of 164 rounded to the nearest
2(3)
−21 ± 441 + 96 −21 ± 537
hundredth is 12.81. Substitute into the
expression: m = = . The −12 + 12.81 0.81
6 6 expression and simplify: s =  10 = 10 =
square root of 537 rounded to the nearest −12 − 12.81 −24.81
0.081 and s = 1 0 = 10 = −2.48. The
hundredth is 23.17. Substitute into the
−21 + 23.17 2.17 two solutions for the variable s to the nearest
expression and simplify: m =  6 = 6
−21 − 23.17 −44.17 hundredth are s = 0.08 and s = –2.48.
= 0.36 and m =  =  = −7.36.
6 6 758. List the values of a, b, and c: a = 4, b = −11,
The two solutions for the variable m are
c = 2. Substitute the values into the quadratic
m = 0.36 and m = –7.36.
formula: c = −(−11) ± (−11) − 4(4)(2) . Simplify the
2

2(4)
11 ± 9.43
expression: c = 11 ± 121 − 32 = 11 ± 89 .
8 8 8
11 + 9.43 20.43 11 − 9.43
c = 8 = 8 = 2.55 and c = 8 =
1.57
 = 0.20. The two solutions for the variable
8
c are c = 2.55 and c = 0.20.

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759. List the values of a, b, and c: a = 11, b = −32,

c = 10. Substitute the values into the quadratic
formula: k = −(−32) ± (−32) − 4(11)(10) . Simplify the
2

2(11)
expression: k= = 32 ± 1, 024 − 440 = 32 ± 584
22 22
32 ± 24.17 . k 32 + 24.17 56.17
= 22 = 22 = 2.55 and
22
32 − 24.17
k = 22 = 7.83 22 = 0.36. The two solutions
for the variable k are k = 2.55 and
k = 0.36.

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blank page
MTTM_09_239_262.QXD:RE_edition.QXD 6/28/08 7:59 AM Page 239

C H A P T E R

12 Triangles

A made up of line segments is called a polygon. A triangle is a three-

N Y C LO S E D F I G U R E
sided polygon with three angles. Before we look at triangles, let’s review the different types
of angles.

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– MATH TO THE MAX –

Types of Angles are supplementary angles. Angles 1 and 2 are

supplementary angles, as are angles 6 and 8.
■ Acute angles are angles that measure less than
90 degrees. Angles 2, 3, 6, and 7 are acute angles.
■ Right angles are angles that measure exactly 90
degrees. Angles 9 and 10 are right angles.
1 2 9 ■ Obtuse angles are angles that measure greater
3 4 than 90 degrees. Angles 1, 4, 5, and 8 are obtuse
angles.
5 6 10 ■ Straight angles are angles that measure exactly
7 8
180 degrees.
■ Reflex angles are angles that measure more
than 180 degrees.

As you can see, there are many ways to classify

■ Adjacent angles are two angles that are side- the same angle. In that diagram, angle 1 is an adjacent
by-side, sharing a vertex and a side. In the dia- angle (to angles 2 and angle 3), a corresponding angle
gram, angles 1 and 2 are adjacent, as are angles (to angle 5), a vertical angle (to angle 4), a supplemen-
1 and 3. tary angle (to angles 2 and 3), and an obtuse angle.
■ Corresponding angles are pairs of congruent
angles. (If two angles have the same measure,
they are congruent. When parallel lines are cut
by a transversal (a third line that intersects the
parallel lines), alternating angles that are on the 120° A
same side of the transversal are corresponding
angles. Angles 1 and 5 are alternating (corre-
B
sponding) angles. Angles 2 and 6, 3 and 7, and 4
C
and 8 are also corresponding angles.
■ Vertical angles, or opposite angles, are angles
that are not adjacent, but made by the intersec-
tion of two lines. Vertical angles are congruent.
Angles 1 and 4 are vertical angles, and they are
equal in measure. Example
■ Complementary angles are two angles whose What is the measure of angle A?
measures total 90 degrees. There are 90 degrees
The angle labeled 120 degrees and angle A
in a right angle, so any two angles that form a
are supplementary angles because they
right angle are complementary angles.
form a line. Since there are 180 degrees in
■ Supplementary angles are two angles whose
a line, the measure of angle A is 180 – 120
measures total 180 degrees. There are 180 de-
= 60 degrees.
grees in a line, so any two angles that form a line

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Example Use the following diagram to answer questions 767

What is the measure of angle B? through 769.
Angles A and B are corresponding angles,
l m, n o l
so they are congruent. Angle B is also 60
degrees. m

Example
What kind of angle is angle C? 1
3 2
4 5
Angle C is a corresponding angle, congru- 7 6
8
ent to the angle labeled 120 degrees,
9
which means that angle C is an obtuse 11 10 n
12 13
angle. 15 14
16

Practice Questions o

Label each angle measurement as acute, right, obtuse, 767. In sets, name all the congruent angles.
straight, or refex.
768. In pairs, name all the vertical angles.
760. 13.5°
769. In pairs, name all the corresponding angles.
761. 91°

762. 46°

763. 179.3°

764. 355°

765. 180.2°

766. 90°

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Use the following diagram and information to deter- Choose the best answer for questions 777 through
mine whether lines o and p are proven to be parallel. 781 based on the fgure shown here.
o

p N M

1 97°
2 O S
3
4 5 2 P
7 6
8 3

r 1
L R

s
13 14 T 42°
9 10
11 12 15 16

770. If ∠5 and ∠4 are congruent and equal, does 777. Name the angle vertical to ∠NOM.
this prove lines o and p are parallel? a. ∠NOL
b. ∠KLP
771. If ∠1 and ∠2 are congruent and equal, does c. ∠LOP
this prove lines o and p are parallel? d. ∠MOP

Circle the correct answer True or False. 778. Name the angle vertical to ∠TLK.
a. ∠MOR
772. Angles supplementary to the same angle or to b. ∠NOK
angles with the same measure are also equal in c. ∠KLT
measure. True or False d.∠MLS

773. Adjacent angles that are also congruent are 779. Name the pair of angles supplementary to
always right angles. True or False ∠NOM.
a. ∠MOR and ∠NOK
774. Supplementary angles that are also congruent b. ∠SPR and ∠TPR
are right angles. True or False c. ∠NOL and ∠LOP
d. ∠TLK and ∠KLS
775. If vertical angles are acute, the angle adjacent
to them must be obtuse. True or False 780. ∠1, ∠2, and ∠3 respectively measure
a. 90°, 40°, 140°.
776. When two lines intersect, all four angles b. 139°, 41°, 97°.
formed are never congruent to each other. c. 42°, 97°, 41°.
True or False d. 41°, 42°, 83°.

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781. The measure of exterior ∠OPS is 786. If ∠EDF and ∠HIJ are supplementary angles,
a. 139°. and ∠SUV and ∠EDF are also supplementary
b. 83°. angles, then ∠HIJ and ∠SUV are
c. 42°. a. acute angles.
d. 41°. b. obtuse angles.
c. right angles.
Choose the best answer. d. congruent angles.
e. No determination can be made.
782. If ∠LKN and ∠NOP are complementary
angles, then Fill in the blanks based on your knowledge of angles
a. they are both acute. and the fgure shown here.
b. they must both measure 45°.
c. they are both obtuse. S
d. one is acute and the other is obtuse.
e. No determination can be made.
P
783. If ∠KAT and ∠GIF are supplementary angles, U
a. they are both acute. 1 2
b. they must both measure 90°. A B O C D

c. they are both obtuse.

d. one is acute and the other is obtuse. T

e. No determination can be made. 787. If ∠ABT is obtuse, ∠TBO is ________.

784. If ∠DEF and ∠IPN are congruent, they are 788. ∠BTO and ∠OTC are ________.
a. complementary angles.
b. supplementary angles. 789. If ∠POC is acute, ∠POB is ________.
c. right angles.
d. adjacent angles. 790. If ∠1 is congruent to ∠2, then ________.
e. No determination can be made.

785. If ∠ABE and ∠GIJ are congruent supplemen-

tary angles, they are
a. acute angles.
b. obtuse angles.
c. right angles.
d. adjacent angles.
e. No determination can be made.

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State the relationship or sum of the angles given Types of Triangles

based on the fgure shown here. If a relationship can-
not be determined, then indicate this as your answer. A triangle that has three congruent sides and three
l congruent angles is called an equilateral triangle.
m
Every angle in the triangle measures 60 degrees.
2 3 n A B
1 4
6 5
60° 60°
m
l
60°
O
ΔABO AB ≅ BO ≅ OA ∠ABO ≅ ∠BOA ≅ ∠BAO
o
A triangle that has two congruent sides and two
791. Measurement of ∠2 plus the measures of ∠6
congruent angles is called an isosceles triangle. An
and ∠5.
isosceles triangle always has at least two acute angles,
but its third angle can be acute, obtuse, or right.
792. ∠1 and ∠3.
base
K L
793. ∠1 and ∠2.

794. The sum of ∠5, ∠4, and ∠3.

795. ∠6 and ∠2.

g
le

le
g

796. The sum of ∠1, ∠6, and ∠5.

Now that we’ve reviewed the different types of O

angles, we’re ready to look at triangles. (vertex)
ΔKLO KO ≅ LO ∠LKO ≅ ∠KLO

A triangle that has no congruent sides or angles

is called a scalene triangle. Scalene triangles can also
be acute, obtuse, or right triangles.
S

O T

ΔSOT ST  TO  OS ∠STO  ∠TOS  ∠OST

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A triangle with three angles that all measure less PITFALL

than 90 degrees is called an acute triangle. An isosce-
les triangle can be acute, and all equilateral triangles It is important to note that a triangle is acute
are acute. only if all of its angles are acute, but a trian-
gle is obtuse if one of its angles is obtuse. In
E fact, only one angle in a triangle can be ob-
tuse, because there are only 180 degrees in
86°
a triangle.

54° 40°
F O
Example
Scalene triangle EOF ∠EOF, ∠OEF, and ∠FEO < 90
What kind of triangle is the triangle shown
here?
A triangle with one angle that measures exactly
90 degrees is called a right triangle. An isosceles tri-
angle can be a right triangle if the two angles that are
not the right angle both measure 45 degrees.
45°
T
This triangle has a right angle, which
50° means that it is a right triangle. It also has
hypotenuse
leg
one angle that measures 45 degrees, which
40° means that the third angle must also
S leg O measure 45 degrees, because 180 – 90 – 45
Scalene triangle TOS ∠TSO = 90 ∠TOS and ∠STO < 90 = 45. There are two congruent angles in
this triangle, so it must be an isosceles
A triangle with one angle that measures more right triangle.
than 90 degrees is called an obtuse triangle. An
isosceles triangle can be obtuse.

M
24°

140° 16°
L
O
Scalene triangle LMO ∠LOM > 90 ∠OLM and ∠LMO < 90

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– MATH TO THE MAX –

Practice Questions 803. Which of the following sets of interior angle

measures would describe an obtuse isosceles
Fill in the blanks based on your knowledge of trian- triangle?
gles and angles. a. 90°, 45°, 45°
b. 90°, 90°, 90°
797. In right triangle ABC, if ∠C measures 31° and c. 100°, 50°, 50°
∠A measures 90°, then ∠B measures d. 120°, 30°, 30°
________.
804. Which of the following angle measurements
798. In scalene triangle QRS, if ∠R measures 134° would NOT describe an interior angle of a
and ∠Q measures 16°, then ∠S measures right triangle?
________. a. 30°
b. 60°
799. In isosceles triangle TUV, if vertex ∠T is sup- c. 90°
plementary to an angle in an equilateral d. 100°
triangle, then base ∠U measures ________.
805. If JNM is equilateral and equiangular, which
800. In obtuse isosceles triangle EFG, if the base ∠F condition would NOT exist?
measures 12°, then the vertex ∠E measures a. JN = MN
________. b. JM  JN
c. ∠N = ∠J
801. In acute triangle ABC, if ∠B measures 45°, can d. ∠M = NM
∠C measure 30°? ________.
806. In isosceles ABC, if vertex ∠A is twice the
Choose the best answer. measure of base ∠B, then ∠C measures
a. 30°.
802. Which of the following sets of interior angle b. 33°.
measures would describe an acute isosceles c. 45°.
triangle? d. 90°.
a. 90°, 45°, 45°
b. 80°, 60°, 60°
c. 60°, 60°, 60°
d. 60°, 50°, 50°

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Using the obtuse triangle diagram shown here, deter- TIP

mine which of the pair of angles given has a greater
measure. Similar does not mean congruent. It doesn’t
matter if the lengths of the sides of similar
triangles are different. Pairs of congruent tri-
angles are also similar triangles, because if
the three sides of one triangle are the same
as the corresponding three sides of another
b
a c triangle, the angles of the two triangles must
2 also be congruent. However, two triangles
1 3 d can be similar and incongruent.

∠2 = 111°

807. ∠1 or ∠2
The two triangles shown here are similar. Al-
though their angles are congruent, their sides are not.
808. ∠3 or ∠d
Each side of triangle DEF is three times the length of
the corresponding side of triangle ABC.
809. ∠a or ∠b
E
810. ∠1 or ∠c
B
21 in.
811. ∠a or ∠c 8 in. 24 in.
7 in.

812. ∠3 or ∠b
A 9 in. C

813. ∠2 or ∠d
D 27 in. F

The ratio of the length of a side of triangle ABC

Similar Triangles
to the length of a side of triangle DEF is 1:3. A ratio is
a comparison between two quantities. We say that the
Two triangles are similar triangles if they are both
sides of triangle DEF are in proportion to the sides of
comprised of the same angles. For example, if one tri-
ABC. That is, each side of DEF is larger than the cor-
angle has angles that measure 45 degrees, 65 degrees,
responding side of ABC according to a ratio.
and 70 degrees, and another triangle has angles that
We can use a proportion to compare the lengths
measure 45 degrees, 65 degrees, and 70 degrees, then
of the sides of the two triangles. That’s all a propor-
these triangles are similar.
tion is—a comparison between two ratios. The ratio
of side AB to side DE is equal to the ratio of side AC
to side DF: 248 = 279 . How can we check that these two

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– MATH TO THE MAX –

ratios are equal? There are two ways: We can reduce Example
them, or we can cross multiply and check that the Triangles TUV and XYZ, shown here, are
products are equal. First, let’s reduce the fractions. similar.
Y
The greatest common factor of 8 and 24 is 8, so U
2 ft. 5 ft.
we can divide the top and bottom of this fraction by 10 ft.
8: 248 = 31 . The greatest common factor of 9 and 27 is 9, T 6 ft. V

so we can divide the top and bottom of this fraction

9 Z
by 9: 27 = 31 . Since both fractions reduce to the same X

fraction, these ratios are equal. What is the length of side YZ?
We also could cross multiply to check that the The ratio of side TU to side XY is 2:10,
ratios are equal. Multiply the numerator of the frst since the length of TU is 2 feet and the
fraction, 8, by the denominator of the second frac- length of XY is 10 feet. The ratio of side
tion, 27, and see whether that product is equal to the UV to YZ must also be 2:10. Since the
product of the denominator of the frst fraction, 24, length of UV is known but the length of
and the numerator of the second fraction, 9: (8)(27) YZ is not known, we can set up a propor-
= 216, and (9)(24) = 216, which also confrms that tion to find the length of YZ. Our propor-
the ratios are equal. tion will compare the ratio of TU to XY to
2 5
the ratio of UV to YZ: 10 = YZ.
To solve a proportion, cross multiply and
PITFALL
see whether the products are equal to each
other. Multiply the numerator of the first
The order of a ratio is important. The ratio
fraction, 2, by the denominator of the sec-
1:3 is not the same as the ratio 3:1. Think of
1
ratios as fractions. The fraction 3 is not the
ond fraction, YZ, and set that product
3
same as the fraction 1 . If you are comparing equal to the product of the denominator of
the sides of triangle GHI to the sides of trian- the first fraction, 10, and the numerator of
gle JKL, be sure to list the length of a side of the second fraction, 5: (2)(YZ) = (10)(5),
GHI frst in your ratio. and 2(YZ) = 50. Solve this equation by
dividing both sides by 2: YZ = 25 feet.

How can ratios help us? If we know that two tri- TIP
angles are similar, and we know the lengths of some
of the sides of the two triangles, we can use the ratio It’s often easier to reduce a ratio before
of their side measures to set up a proportion. That working with it. The ratio 2:10 in the preced-
proportion can help us fnd the lengths of the other ing example reduces to 1:5. Reducing a ratio
sides of the triangles. is just like reducing a fraction (because a ra-
tio is a fraction). Set up the proportion to fnd
1
the length of YZ using the reduced ratio. 5 =
5
YZ
. Cross multiplying shows that YZ = 25—
we have our answer in one step!

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– TRIANGLES –

Example
What is the length of side XZ?
We can find the length of XZ in the same
way. Set the ratio of TU to XY equal to the
2 6
ratio of TV to XZ: 10 = XZ ; 2(XZ) =
(10)(6); 2(XZ) = 60, XZ = 30 feet.

We know that two triangles are similar if they

are comprised of the same three angles, but if we
know that two triangles even have two identical an- AB : EF = 3:12
gles, then the third angle of each triangle must be BC : FG = 1:4
identical, too. This is called the Angle-Angle postu-
3:12 = 1:4
late. Knowing that two triangles share two congruent
angles is enough to prove that the triangles are simi- Reduce each ratio:
lar. We have two other postulates we can use to prove 1:4 = 1:4
similarity.

Side-Angle-Side (SAS) Postulate: If the lengths of

F
two pairs of corresponding sides of two triangles are
proportional and the corresponding included angles
B
are congruent, then the triangles are similar.
9

3 1 3

A 2 6 E
C G

AB : EF = 3:9

BC : FG = 1:3

CA : GE = 2:6

3:9 = 2:6 = 1:3

Reduce each ratio:

1:3 = 1:3 = 1:3

Side-Side-Side (SSS) Postulate: If the lengths of the

corresponding sides of two triangles are propor-
tional, then the triangles are similar.

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Practice Questions Use the fgure shown to answer question 817.

R
Choose the best answer.

814. In ABC, side AB measures 16 inches. In simi- 22

lar EFG, corresponding side EF measures 24 N
inches. State the ratio of side AB to side EF.
11
a. 2:4
b. 2:3
c. 2:1 O
d. 8:4 20

17
815. Use the following fgure to fnd a proportion to
solve for x.
34
12
M
55°

6
55°
12

6
Q
45°
55° 55° 45° 817. Name corresponding line segments.
x
20

12 20
 = 
a. 6 (20 
– x)
12 x
b.  = 
20 6
20 6
c.  = 
12 x
12 20
d.  = 
6 x

816. In similar triangles UBE and ADF, UB

measures 10 inches while corresponding AD
measures 2 inches. If BE measures 30 inches,
then corresponding DF measures
a. 150 inches.
b. 60 inches.
c. 12 inches.
d. 6 inches.

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– TRIANGLES –

Use the fgure shown here to answer questions 818 Triangle A Triangle B Triangle C Triangle D

and 819. 20 60° 60° 2 20 30° 36

62°

30° 60° 60° 10°

A 5X B X C 39

50° 50° 50° Triangle E Triangle F Triangle G Triangle H

7 5 12 10

36° 54° 90° 36° 108° 60° 60°

D 10 13

Triangle I Triangle J Triangle K Triangle L

54° 60° 108°

5 2 2 36

90° 30° 90° 62°

E 5

818. Name corresponding line segments. 820. Name the triangle that is congruent to A.

819. Find AE. 821. Which triangle is similar to A?

822. Name the triangle that is congruent to B.

823. Which triangle is similar to B?

824. Name the triangle that is congruent to E.

825. Which triangle is similar to E?

826. Name the triangle that is congruent to D.

827. Which triangle is similar to D?

828. Name the triangles that are right triangles.

829. Which triangles are equilateral triangles?

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Pythagorean Theorem Find KL.

K a=? L
The measures of the sides of a right triangle follow a
rule known as the Pythagorean theorem. The
Pythagorean theorem states that the sum of the
squares of the bases (legs) of a right triangle is equal b=1
c = √2
to the square of the hypotenuse of the right triangle.
Simply put, a2 + b2 = c2, where a and b are the bases of
the right triangle and c is the hypotenuse.
M
leg
a a2 + b2 = c2
leg c a
a hypotenuse c leg
hypotenuse
c a2 + 12 = (2)2

a2 + 1 = 2
b b
leg leg
a2 = 1
The longest side is always the hypotenuse;
therefore the longest side is always c.
Take the square root of each side:

Find hypotenuse QR.


a2 = 1
R
c=? a=1

Q Find CD.
b=4
D a = 20
a=3
E
S b=?
a2 + b2 = c2
c = 40
32 + 42 = c2

9 + 16 = c2 C

25 = c2 a2 + b2 = c2

202 + b2 = 402
Take the square root of each side:
400 + b2 = 1,600


25 = c2 b2 = 1,200

5=c
Take the square root of each side:

b2 = 
1,200

b = 203
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– TRIANGLES –

The Pythagorean theorem can only fnd a side of a TIP

right triangle. However, if all the sides of any given
triangle are known but none of the angles are known, Remember the order of operations. Expo-
the Pythagorean theorem can tell you whether that nents come before addition, so always fnd
triangle is obtuse or acute based on how the longest the squares before adding or subtracting
side compares with the other two sides. when using the Pythagorean theorem.
Is GHI obtuse or acute?
H

c = 12
Practice Questions
b=8
G
a=6 I Choose the best answer.

830. If the sides of a triangle measure 3, 4, and 5,

a2 + b2 c2
then the triangle is
62 + 82 122 a. acute.
36 + 64 144 b. right.
100 < 144 c. obtuse.
d. It cannot be determined.
The square of the longest side is greater than the
sum of the squares of the other two sides. Therefore, 831. If the sides of a triangle measure 12, 16, and 20,
GHI is obtuse. then the triangle is
a. acute.
Is JKL obtuse or acute? b. right.
c. obtuse.
K
d. It cannot be determined.

a=2 c=2

J L
b=2

a2 + b2 c2

22 +22 22

4+4 4

8 > 4

The square of the longest side is less than the

sum of the squares of the other two sides. Therefore,
JKL is obtuse.
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– MATH TO THE MAX –

Choose the best answer. Use the fgure shown here to answer questions 836
through 841.
832. Eva and Carr meet at a corner. Eva turns 90°
B
left and walks fve paces; Carr continues Given:

AE  CE
straight and walks six paces. If a line segment y
connected them, it would measure z AF  BG
F
7√10
a.  22 paces. AB  CB
x
b.  25 paces. BF  CG
FE  GE
c.  36 paces. A
E G
C

3 EC  w
d.  61 paces. 15√2
D

833. The legs of a table measure 3 feet long and the 836. Which triangles in the fgure are congruent
top measures 4 feet long. If the legs are con- and/or similar?
nected to the table at a right angle, then what is
the distance between the bottom of each leg 837. Find the value of w.
and the end of the tabletop?
a. 5 feet 838. Find the value of x.
b. 7 feet
c. 14 feet 839. Find the value of y.
d. 25 feet
840. Find the value of z.
834. Dorothy sees a plane fying 300 meters directly
above her, and another plane fying straight
841. Is BGC acute or obtuse?
behind the frst that is 500 meters away from
her. How far apart are the planes from each
other?
a. 40 meters
b. 400 meters
c. 4,000 meters
d. 40,000 meters

835. Timmy arranges the walls of his shed on the

ground. The base of the frst side measures 10
feet. The base of the second side measures 15
feet. If the walls are at a right angle to each
other, the measure from the end of one side to
the end of the second side equals
a. 35 feet.
b. 50 feet.
c.  225 feet.
d.  325 feet.

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– TRIANGLES –

TERMS TO REVIEW Answers

polygon
760. 0° < 13.5° < 90°; acute
triangle
761. 90° < 91° < 180°; obtuse
adjacent angles
762. 0° < 46° < 90°; acute
corresponding angles 763. 90° < 179.3° < 180°; obtuse
congruent 764. 180° < 355° < 360°; refex
vertical angles 765. 180° < 180.2° < 360°; refex
766. 90° = 90°; right
complementary angles
767. ∠1  ∠4  ∠5  ∠8  ∠9  ∠12  ∠13 
supplementary angles
∠16; ∠2  ∠3  ∠6  ∠7  ∠10  ∠11 
acute angles ∠14  ∠15
right angles 768. ∠1, ∠4; ∠2, ∠3; ∠5, ∠8; ∠6, ∠7; ∠9, ∠12;
obtuse angles ∠10, ∠11; ∠13, ∠16; ∠14, ∠15
straight angles
769. ∠1, ∠9; ∠2, ∠10; ∠3, ∠11; ∠4, ∠12; ∠5,
∠13; ∠6, ∠14; ∠7, ∠15; ∠8, ∠16
reflex angles
770. Yes, because there are three congruent angle
equilateral triangle
pairs that can prove a pair of lines cut by a
isosceles triangle transversal are parallel: alternate interior
scalene triangle angles, alternate exterior angles, and
acute triangle corresponding angles. Angles 5 and 4 are
alternate interior angles—notice the Z fgure.
right triangle
771. No, because ∠1 and ∠2 are adjacent angles.
obtuse triangle
Their measurements combined must equal
similar triangles 180°, but they do not determine parallel lines.
ratio 772. True.
proportion 773. False. Adjacent congruent angles do not
always form straight lines; to be adjacent,
Pythagorean theorem
angles just need to share a vertex, a side, and
no interior points. However, adjacent
FORMULA TO REVIEW congruent angles that do form a straight line
Pythagorean theorem: a2 + b2 = c2, where a and b are are always right angles.
the lengths of the legs of a right triangle and c is the
hypotenuse

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774. True. A pair of supplementary angles must 781. a. There are two ways to fnd the measure of
measure 180°. If the angles are also congruent, exterior angle OPS. The frst method
they must measure 90° each. An angle that subtracts the measure of ∠3 from 180°.
measures 90° is a right angle. The second method adds the measures of
775. True. When two lines intersect, they create ∠1 and ∠2 together because the measure
four angles. The two angles opposite each of an exterior angle equals the sum of the
other are congruent. Adjacent angles are two nonadjacent interior angles. ∠OPS
supplementary. If vertical angles are acute, measures 139°.
angles adjacent to them must be obtuse in 782. a. The sum of any two complementary angles
order to measure 180°. must equal 90°. Any angle less than 90° is
776. False. Perpendicular lines form all right acute. Only the measures of two acute
angles. angles could add to 90°. Choice b assumes
777. c. ∠NOM and ∠LOP are opposite angles both angles are also congruent; however,
formed by intersecting lines NR and MK; that information is not given. If the
thus, they are vertical angles. measure of one obtuse angle equals more
778. d. ∠TLK and ∠MLS are opposite angles than 90°, then two obtuse angles could not
formed by intersecting lines TS and MK; possibly measure exactly 90° together.
thus, they are vertical angles. Choices c and d are incorrect.
779. a. ∠MOR and ∠NOK are both adjacent to 783. e. Unlike the preceding question, where every
∠NOM along two different lines. The complementary angle must also be acute,
measure of each angle added to the supplementary angles can be acute, right,
measure of ∠NOM equals that of a straight or obtuse. If an angle is obtuse, its
line, or 180°. Each of the other answer supplement is acute. If an angle is right, its
choices is a pair of angles that are supplement is also right. Two obtuse angles
supplementary to each other, but not to can never be a supplementary pair, and two
∠NOM. acute angles can never be a supplementary
780. c. ∠1 is the vertical angle to ∠TLK, which is pair. Without more information, the
given. ∠2 is the vertical pair to ∠NOM, answer to this question cannot be
which is also given. Since vertical angles are determined.
congruent, ∠1 and ∠2 measure 42° and
97°, respectively. To fnd the measure of
∠3, subtract the sum of ∠1 and ∠2 from
180° (the sum of the measure of a triangle’s
interior angles): 180 – (42 + 97) = ∠3, and
41 = ∠3.

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784. e. Complementary angles that are also 789. ∠POB is an obtuse angle. ∠POC and ∠POB
congruent measure 45° each. are adjacent angles on the same line. As a
Supplementary angles that are also supplementary pair, the sum of their measures
congruent measure 90° each. Without must equal 180°. If one angle is less than 90°,
more information, the answer to this the other angle must compensate by being
question cannot be determined. more than 90°. Thus, if one angle is acute, the
785. c. Congruent supplementary angles always other angle is obtuse.
measure 90° each: ∠ABE = x; ∠GIJ = x; 790. ∠SBO and ∠OCU are congruent. When two
∠ABE + ∠GIJ = 180; replace each angle angles are supplementary to the same angle or
with its measure: x + x = 180; 2x = 180; angles that measure the same, then they are
divide each side by 2: x = 90. Any 90° angle congruent.
is a right angle. 791. The measurements are equal. Together ∠5 and
786. d. When two angles are supplementary to the ∠6 form the vertical angle pair to ∠2.
same angle, they are congruent to each Consequently, the angles are congruent and
other: ∠EDF + ∠HIJ = 180; ∠EDF + their measurements are equal.
∠SUV = 180; ∠EDF + ∠HIJ = ∠EDF + 792. A determination cannot be made. ∠1 and ∠3
∠SUV; subtract ∠EDF from each side: may look like vertical angles, but do not be
∠HIJ = ∠SUV. deceived. Vertical angle pairs are formed when
787. ∠TBO is an acute angle. ∠ABT and ∠TBO are lines intersect. The vertical angle to ∠1 is the
adjacent angles on the same line. As a full angle that is opposite and between lines m
supplementary pair, the sum of their measures and l.
must equal 180°. If one angle is more than 90°, 793. ∠1 and ∠2 are adjacent supplementary
the other angle must compensate by being less angles. They share a side, a vertex, and no
than 90°. Thus, if one angle is obtuse, the interior points; they are adjacent. The sum of
other angle is acute. their measures must equal 180° because they
788. ∠BTO and ∠OTC are adjacent form a straight line; thus, they are
complementary angles. ∠BTO and ∠OTC supplementary.
share a side, a vertex, and no interior points; 794. ∠5, ∠4, and ∠3 total 90°. ∠6, ∠5, ∠4, and ∠3
they are adjacent. The sum of their measures are on a straight line. All together, they
must equal 90° because they form a right measure 180°. If ∠6 is a right angle, it equals
angle; thus, they are complementary. 90°. The remaining three angles must equal
180° minus 90°, or 90°.
795. A determination cannot be made. ∠6 and ∠2
may look like vertical angles, but vertical pairs
are formed when lines intersect. The vertical
angle to ∠2 is the full angle that is opposite
and between lines m and l.
796. ∠1, ∠6, and ∠5 total 180°.

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797. ∠B measures 59°. 180 – (∠C + ∠A) = ∠B; 180 807. ∠2 is greater. If ∠2 is the obtuse angle in an
– 121 = ∠B; 59 = ∠B. obtuse triangle, ∠1 and ∠3 must be acute.
798. ∠S measures 30°. 180 – (∠R + ∠Q) = ∠S; 180 808. ∠d is greater. If ∠3 is acute, its supplement is
– 150 = ∠S; 30 = ∠S. obtuse.
799. Base ∠U measures 30°. Step 1: 180 – 60 = ∠T; 809. ∠b is greater. ∠b is vertical to obtuse angle 2,
120 = ∠T. Step 2: 180 – ∠T = ∠U + ∠V; 180 – which means ∠b is also obtuse. The
120 = ∠U + ∠V; 60 = ∠U + ∠V. Step 3: 60° supplement to an obtuse angle is always acute.
shared by two congruent base angles equals 810. ∠c is greater. The measure of an exterior angle
two 30° angles. equals the measure of the sum of nonadjacent
800. Vertex ∠E measures 156°. 180 – (∠F + ∠G) = interior angles, which means the measure of
∠E; 180 – 24 = ∠E; 156 = ∠E. ∠c equals the measure of ∠1 plus the measure
801. No, because the sum of the measures of ∠B of ∠3. Therefore, the measure of ∠c is greater
and ∠C equals only 75°. Subtract 75° from than the measure of ∠1 all by itself.
180°, and ∠A measures 105°. ABC cannot be 811. Neither angle is greater; ∠a equals ∠c. ∠a and
acute if one of its interior angles measures 90° ∠c are a vertical pair. They are congruent and
or more. equal.
802. c. Choice a is not an acute triangle because it 812. ∠b is greater. ∠b is the vertical angle to obtuse
has one right angle. In choice b, the sum of ∠2, which means ∠b is also obtuse. Just as the
interior angle measures exceeds 180°. measure of ∠2 exceeds the measure of ∠3, so
Choice d suffers the reverse problem; its too does the measure of ∠b.
sum does not make 180°. Though choice c 813. ∠d is greater. The measure of an exterior angle
describes an equilateral triangle, it also equals the measure of the sum of nonadjacent
describes an acute isosceles triangle. interior angles, which means the measure of
803. d. Choice a is not an obtuse triangle; it is a ∠d equals the measure of ∠1 plus the measure
right triangle. In choice b and choice c the of ∠2. Therefore, the measure of ∠d is greater
sum of the interior angle measures exceeds than the measure of ∠2 all by itself.
180°. 814. b. A ratio is a comparison. If one side of a
804. d. A right triangle has a right angle and two triangle measures 16 inches, and a
acute angles; it does not have any obtuse corresponding side in another triangle
angles. measures 24 inches, then the ratio is 16:24.
805. d. Angles and sides are measured in different This ratio can be simplifed by dividing
units; 60 inches (or other linear units) is each side of the ratio by the common
not the same as 60°. factor 8. The comparison now reads 2:3 or
806. c. Let ∠A = 2x, ∠B = x, and ∠C = x. 2x + x + 2 to 3. Choice a simplifes into an incorrect
x = 180°; 4x = 180°; x = 45°. ratio of 1:2, and choices c and d are or
simplify into the incorrect ratio of 2:1.

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815. d. When writing a proportion, corresponding 820. Triangle C is congruent to A. Because the
parts must parallel each other. The two angles given in A are 30° and 60°, the
proportions in choices b and c are third angle in A is 90°. Like A, C and I
misaligned. Choice a looks for the line also have angles that measure 30°, 60°, and
segment 20 – x, not x. 90°. According to the Angle-Angle postulate,
816. d. First, state the ratio between similar at least two congruent angles prove similarity.
triangles; that ratio is 10:2 or 5:1. The ratio To be congruent, an included side must also
means that a line segment in the larger be congruent. A and C have congruent
triangle is always 5 times more than the hypotenuses, so they are congruent.
corresponding line segment in the similar 821. Triangle I is similar to A. In the previous
smaller triangle. If the frst line segment answer, C was determined to be congruent
measures 30 inches, it is 5 times more than to A because of congruent angles and a
the corresponding line segment. Create the congruent side. I’s hypotenuse measures
equation: 30 = 5x, so x = 6. 5 units; it has the same shape as A but is
817. The corresponding line segments are OQ and smaller. Consequently, they are not congruent
OM; QR and MN; RO and NO. Always triangles; they are only similar triangles.
coordinate corresponding endpoints. 822. Triangle K is congruent to B. B is an
818. The corresponding line segments are AE and equilateral triangle. H and K are also
BD; EC and DC; CA and CB. Always equilateral triangles (an isosceles triangle
coordinate corresponding endpoints. whose vertex measures 60° must also have
819. AE = 42. This is a little tricky. When you state base angles that measure 60°). However, only
the ratio between triangles, remember that K and B are congruent because of
corresponding sides AC and BC share part of a congruent sides.
line segment. AC actually measures 5x + x, or 823. Triangle H has the same equilateral shape as
6x. The ratio is 6x:1x, or 6:1. If the side of the B, but they are different sizes. They are not
smaller triangle measures 7, then the congruent; they are only similar.
corresponding side of the larger triangle will 824. Triangle J is congruent to E. The three angles
measure 6 times 7, or 42. in E measure 36°, 54°, and 90°. F and J
also have angles that measure 36°, 54°, and
90°. According to the Angle-Angle postulate,
at least two congruent angles prove similarity.
To be congruent, an included side must also
be congruent. The line segments between the
36° and 90° angles in J and E are
congruent.

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825. Triangle F has the same right scalene shape as 832. d. The corner forms the right angle of this
E, but they are not congruent; they are only triangle; Eva and Carr walk the distance of
similar. each leg, and we want to know the
826. Triangle L is congruent to D. The three hypotenuse. Plug the known
angles in D respectively measure 62°, 10°, measurements into the Pythagorean
and 108°. L has a set of corresponding and theorem: 52 + 62 = c2; 25 + 36 = c2; 61 = c2;
congruent angles, which proves similarity; but 61 = c.
it also has an included congruent side, which 833. a. The connection between the table leg and
proves congruency. the tabletop forms the right angle of this
827. Triangle G has only one given angle; the Side- triangle. The length of the leg and the
Angle-Side postulate proves it is similar to D. length of the top are the legs of the
The sides on either side of the 108° angle are triangle, and we want to know the distance
proportional, and the included angle is of the hypotenuse. Plug the known
obviously congruent. measurements into the Pythagorean
828. Triangles A, C, E, F, I, and J are right triangles. theorem: 32 + 42 = c2; 9 + 16 = c2; 25 = c2;
Any triangle with a 90° interior angle is a right 5 = c. If you chose answer d, you forgot to
triangle. take the square root of the 25. If you chose
829. Triangles B, H, and K are equilateral triangles. answer b, you added the table leg and
Any triangle with congruent sides and tabletop together without squaring them
congruent angles is an equilateral, equiangular frst.
triangle. 834. b. The frst plane is actually this triangle’s
830. b. This is a popular triangle, so know it well. right vertex. The distance between Dorothy
A 3-4-5 triangle is a right triangle. Apply and the second plane is the hypotenuse.
the Pythagorean theorem: a2 + b2 = c2: 32 + Plug the known measurements into the
42 = 52; 9 + 16 = 25. Pythagorean theorem: 3002 + b2 = 5002;
831. b. This is also a 3-4-5 triangle. Simplify the 90,000 + b2 = 250,000; b2 = 160,000; b =
measurement of each side by dividing 12, 400. Notice that if you divide each side by
12 16 20
16, and 20 by 4:   
4 = 3; 4 = 4; 4 = 5. 100, this is another 3-4-5 triangle.
835. d. The bases of Timmy’s walls form the legs of
this right triangle. The hypotenuse is
unknown. Plug the known measurements
into the Pythagorean theorem: 102 + 152 =
c2; 100 + 225 = c2; 325 = c2. 325 = c.

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836. AFE and BGE are congruent, and ABF 839. Because of CPCTC, AE is also congruent to
and BCG are congruent (Side-Side-Side BE. If BE is 21 and FE is 7, subtract 7 from 21
postulate). to fnd BF: 21 – 7 = 14; y = 14.
837. Plug the measurements of ECD into the 840. z = 212. Plug the measurements of BEC
Pythagorean theorem: 32 + w2 = (152)2; 9 + into the Pythagorean theorem: 212 + 212 = z2;
w2 = 450; w2 = 441; w = 21. 441 + 441 = z2; 882 = z2; 212 = z.
838. Corresponding parts of congruent triangles 841. BGC is obtuse. You could just guess that
are congruent (CPCTC). If EC is 21, then EA ∠BGC > 90°. However, you can also use the
is also 21. Plug the measurements of AFE Pythagorean theorem to show (7 10)2 + 142
into the Pythagorean theorem: 212 + x2 = < (212)2, so BGC is obtuse.
(7 10)2; 441 + x2 = 490; x2 = 49; x = 7.

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C H A P T E R

13 Polygons and
Quadrilaterals

N OW T H AT W E ’ V E L E A R N E D
about different triangles and their properties, we’ll look at
some other polygons, including quadrilaterals. Quadrilaterals are four-sided fgures, and
just as there are certain types of triangles with specifc properties, there are certain types
of quadrilaterals, each with its own properties.

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Remember, a polygon is any closed fgure made nected, and angles A and B are consecutive vertices,
up of line segments. The following chart shows the because one follows the other. Line AD is a diagonal,
names of some common polygons: which is a line drawn within a polygon connecting
two nonconsecutive vertices.
NAME OF POLYGON NUMBER OF SIDES This hexagon, like all regular polygons, is a con-
triangle 3 vex polygon, because all of its interior angles are no
quadrilateral 4 greater than 180 degrees. It is a strictly convex poly-
gon if every interior angle is less than 180 degrees.
pentagon 5
What’s the difference? A convex polygon can have an
hexagon 6
interior 180-degree angle, but a strictly convex poly-
heptagon 7 gon cannot. If any interior angle is greater than 180
octagon 8 degrees, the polygon is a concave polygon.
nonagon 9

decagon 10
TIP
dodecagon 12
Note that all interior angles must be 180 de-
A regular polygon is a polygon whose sides are grees or less for a polygon to be a convex
all congruent and whose angles are all congruent. polygon, but only one interior angle has to
This hexagon is a regular hexagon: be greater than 180 degrees for the polygon
to be a concave polygon.
A B

1 2

Angles 1 through 6 are on the inside of the

hexagon, so they are called interior angles.
F 6 3 C

A B

5 1 2
4
E D
7 8
A polygon is named by its angles, in order, with- F 6 3 C
out skipping over a vertex. You can begin naming a
polygon at any angle, but you must continue to name
the fgure in order of its vertices. A vertex is an angle 5 4
of the polygon. This polygon could be named
E D
ABCDEF or FEDCBA. It could also be named CDEFAB
or EFABCD. All of those names start at one vertex If we were to extend two sides of the hexagon,
and continue around the fgure in order. Sides AB we would form angles 7 and 8. These angles are on
and BC are consecutive sides, because they are con- the outside of the hexagon, so they are called exterior

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– POLYGONS AND QUADRILATERALS –

angles. The sum of the interior angles of a polygon is  Practice Questions

equal to 180(n – 2), where n is the number of sides of
the polygon. A hexagon has six sides, so there are State whether the object is or is not a polygon and
180(6 – 2) = 180(4) = 720 degrees inside a hexagon. why. (Envision each of these objects as simply as pos-
sible; otherwise, there will always be exceptions.)
Example
A polygon is named ABCDE. What type 842. a rectangular city block
of polygon is this?
A five-sided polygon is called a pentagon. 843. Manhattan’s grid of city blocks

Example 844. branches of a tree

What is the sum of the interior angles of
ABCDE? 845. the block letter M carved into the tree
Use the formula: sum of interior angles =
846. outline of a television screen
180(n – 2) = 180(5 – 2) = 180(3) = 540
degrees.
847. a human face on the TV screen
Example
848. an ergonomic chair
How many diagonals can be drawn in
regular polygon ABCDE?
849. lace
This polygon has five vertices, and each
vertex has two vertices opposite it to
which diagonals can be drawn. However,
because every diagonal starts at one vertex
and ends at another, we must be careful
not to count diagonal AC and diagonal
CA (for example) as two different diago-
nals. Therefore, we count only one diago-
nal for each vertex. Five diagonals can be
drawn in polygon ABCDE.

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Use the diagram shown here to answer questions 850 Use the following diagram to answer questions 856
through 852. through 858.

B C V

U W

D
O
S X

Z O
E

850. Name the polygon. Is it convex or concave?

Y
851. How many diagonals can be drawn from
vertex O? 856. Name the polygon. Is it convex or concave?

852. How many sides does the polygon have? Based 857. How many diagonals can be drawn from
on its number of sides, what type of polygon is vertex O?
it?
858. How many sides does the polygon have? Based
Use the diagram shown here to answer questions 853 on its number of sides, what type of polygon is
through 855. it?

L M Use the diagram shown here to answer questions 859

through 861.

O N I Given:
H J HI IJ JK

P KL LM MN
Q
P K NO OP PH
853. Name the polygon. Is it convex or concave?

854. How many diagonals can be drawn from vertex O L

O?
N M
855. How many sides does the polygon have? Based
859. Name the polygon. Is it convex or concave?
on its number of sides, what type of polygon is
it?

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– POLYGONS AND QUADRILATERALS –

860. How many diagonals can be drawn from Use diagonals to draw triangles within the polygons
vertex O? in questions 866 through 868.

861. How many sides does the polygon have? Based C

on its number of sides, what type of polygon is
it?
B D

Draw a diagram of polygon CDEFG. Use your knowl-

edge of polygons to fll in the blanks. G F

862. In polygon CDEFG, CD and DE are ________. 866. Determine the sum of the polygon’s interior
angles using the number of triangles;
863. In polygon CDEFG, CE, DF, and EG are verify your answer by using the formula
________. s = 180(n – 2), where s is the sum of the
interior angles and n is the number of sides
864. In polygon CDEFG, ∠EFG is also ________. the polygon has.

865. In polygon CDEFG, ∠DEF and ∠EFG are

________. K L

P M

N
867. Determine the sum of the polygon’s interior
angles using the number of triangles; then
apply the formula s = 180(n – 2) to verify your
answer.

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U  Parallelogram
V
A parallelogram is a quadrilateral whose opposite
T W
sides are parallel and congruent. Opposite angles are
also congruent, consecutive angles are supplemen-
S X tary, and the diagonals bisect each other.

A B
Z Y
Irregular Octagon

868. Determine the sum of the polygon’s interior

E
angles using the number of triangles; then
apply the formula s = 180(n – 2) to verify your
answer.
D C

In the parallelogram shown here, sides AB and

 Quadrilaterals CD are congruent and parallel. Sides AD and BC are
also congruent and parallel. Angles A and C are con-
A quadrilateral is a four-sided polygon. There are six gruent, as are angles B and D. Angles A and B are sup-
different types of quadrilaterals with properties that plementary, as are angles C and D. Diagonals AC and
are so specifc that each type is given its own name. BD bisect each other, which means that they cut each
other into two equal pieces. AE and EC are congru-
ent, as are BE and ED.

 Rectangle

A rectangle is a type of parallelogram whose angles

are all congruent and whose diagonals are congruent.
Wait a minute—how could a rectangle be a type of
parallelogram? The reason is simple: A rectangle has
all of the properties of a parallelogram, plus two addi-
tional properties. It has opposite sides that are parallel
and congruent, opposite angles that are congruent,
consecutive angles that are supplementary, and diago-
nals that bisect each other. However, all of its angles
are 90-degree angles. That’s why not only are opposite
angles congruent, but all angles are congruent, and

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any two angles are supplementary. We can say that all Sides AB, BC, CD, and DA are all congruent,
rectangles are types of parallelograms, because all rec- and diagonals AC and BD form right angles. Those
tangles have the properties of parallelograms. diagonals bisect angles A, B, C, and D.
Could a rhombus be a rectangle? Could a rec-
A B
tangle be a rhombus? Yes—the key word is could. If a
quadrilateral has all the properties of a rhombus and
a rectangle, that quadrilateral could be referred to as a
rhombus or a rectangle. But we have a special name
for that kind of quadrilateral—a square.

D C  Square

Angles A, B, C, and D are all 90 degrees. Sides A square has all of the properties of a rhombus and a
AB and CD are parallel and congruent, as are sides rectangle: four congruent sides; four congruent, 90-
AD and BC. Diagonals AC and BD are congruent, as degree angles; two pairs of parallel sides; consecutive
are their respective halves. angles that are supplementary; and diagonals that are
congruent, are perpendicular, bisect each other, and
bisect their angles. All squares are parallelograms, all
 Rhombus squares are rectangles, and all squares are rhombuses.

A rhombus is a type of parallelogram with four con-

gruent sides. Rhombuses have perpendicular diago-  Trapezoid
nals that bisect their angles. Perpendicular diagonals
are diagonals that form right angles at their intersec- A trapezoid is a four-sided fgure, but it is not a par-
tion point. If a rhombus is a type of parallelogram, is a allelogram. A trapezoid has only one pair of parallel
rhombus a rectangle? Not necessarily. A rectangle sides, whereas a parallelogram has two pairs. Sides AB
must have four 90-degree angles; a rhombus, like the and CD of the trapezoids shown here are parallel. If a
one shown here, does not. Is a rectangle a rhombus? trapezoid also has congruent legs, base angles, and di-
Not necessarily. A rhombus must have four congruent agonals, it is called an isosceles trapezoid, shown on
sides; a rectangle, like the one shown earlier, does not. the right. Legs DA and BC of the isosceles trapezoid
are congruent, as are diagonals AC and BD, angles A
B
and B, and angles C and D.

A a B
A B
A C h E
I
D C D C
b
Trapezoid Isosceles Trapezoid

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Example The Venn diagram can be used to describe

Tommy’s quadrilateral has no congruent quadrilaterals. Notice that the oval labeled “rhom-
angles. What kind of quadrilateral could it buses” and the oval labeled “rectangles” overlap in the
be? area labeled “squares.” This is because squares com-
Parallelograms, rectangles, rhombuses, bine characteristics of both rhombuses and rectan-
squares, and isosceles trapezoids all have gles. The circle labeled “isosceles trapezoids” is wholly
two pairs of congruent angles, so we know inside the trapezoid circle, because all isosceles trape-
those are not the answer. A trapezoid zoids are trapezoids. All squares are rectangles, all
could have four different angles, so rectangles and all rhombuses are parallelograms, but
Tommy’s quadrilateral must be a not all rhombuses are rectangles. What other state-
trapezoid. ments can you make about these fgures?

Example quadrilaterals
Becky’s quadrilateral has an angle that is trapezoids
120 degrees. Of the six types of quadrilat-
parallelograms
erals we’ve learned about, which could be
Becky’s quadrilateral? Which could not rhombuses
be? isosceles
trapezoids

If Becky’s quadrilateral has an angle that

is 120 degrees, then it cannot have four squares
90-degree angles, so it cannot be a square
or a rectangle. It could be a parallelogram,
rhombus, trapezoid, or isosceles trape- rectangles
zoid, since all of these quadrilaterals could
contain an angle of 120 degrees.

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 Practice Questions 873. A rhombus, a rectangle, and an isosceles

trapezoid all have
Choose the best answer. a. congruent diagonals.
b. opposite congruent sides.
869. The sides of Mary’s chalkboard consecutively c. interior angles that measure 360°.
measure 9 feet, 5 feet, 9 feet, and 5 feet. d. opposite congruent angles.
Without any other information, you can
determine that Mary’s chalkboard is a 874. A fgure with four sides and four congruent
a. rectangle. angles could be a
b. rhombus. a. rhombus or square.
c. parallelogram. b. rectangle or square.
d. square. c. trapezoid or rhombus.
d. rectangle or trapezoid.
870. Four line segments connected end to end will
always form 875. A fgure with four sides and perpendicular
a. an open fgure. diagonals could be a
b. four interior angles that measure 360°. a. rhombus or square.
c. a square. b. rectangle or square.
d. It cannot be determined. c. trapezoid or rhombus.
d. rectangle or trapezoid.
871. A square whose vertices are the midpoints of
another square is 876. A fgure with four sides and diagonals that
a. congruent to the other square. bisect each angle could be a
b. half the size of the other square. a. rectangle.
c. twice the size of the other square. b. rhombus.
d. It cannot be determined. c. parallelogram.
d. trapezoid.
872. The sides of a square measure 2.5 feet each. If
three squares ft perfectly side by side in one 877. A fgure with four sides and diagonals that
rectangle, what are the minimum dimensions bisect each other could NOT be a
of the rectangle? a. rectangle.
a. 5 feet, 2.5 feet b. rhombus.
b. 7.5 feet, 7.5 feet c. parallelogram.
c. 7.5 feet, 3 feet d. trapezoid.
d. 7.5 feet, 2.5 feet

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Fill in the blanks based on your knowledge of quadri- 887. In an isosceles trapezoid, the angle opposite an
laterals. More than one answer may be correct. angle that measures 62° measures
a. 62°.
878. If quadrilateral ABCD has two sets of parallel b. 28°.
lines, it could be ________. c. 118°.
d. 180°.
879. If quadrilateral ABCD has four congruent e. It cannot be determined.
sides, it could be ________.
888. In rectangle WXYZ, ∠WXZ and ∠XZY
880. If quadrilateral ABCD has exactly one set of a. are congruent.
opposite congruent sides, it could be b. are alternate interior angles.
________. c. form complementary angles with ∠WZX
and ∠YXZ.
881. If quadrilateral ABCD has opposite congruent d. all of the above
angles, it could be ________. e. It cannot be determined.

882. If quadrilateral ABCD has consecutive angles 889. In square ABCD, ∠ABD
that are supplementary, it could be ________. a. measures 45°.
b. is congruent with ∠ADC.
883. If quadrilateral ABCD has congruent c. forms a supplementary pair with ∠ADB.
diagonals, it could be ________. d. all of the above
e. It cannot be determined.
884. If quadrilateral ABCD can be divided into two
congruent triangles, it could be ________. 890. In parallelogram KLMN, if diagonal KM
measures 30 inches, then
885. If quadrilateral ABCD has diagonals that a. KL measures 18 inches.
bisect each vertex angle in two congruent b. LM measures 24 inches.
angles, it is ________. c. diagonal LN is perpendicular to diagonal
KM.
Choose the best answer. d. all of the above
e. It cannot be determined.
886. If an angle in a rhombus measures 21°, then
the other three angles consecutively measure
a. 159°, 21°, 159°
b. 21°, 159°, 159°
c. 69°, 21°, 69°
d. 21°, 69°, 69°
e. It cannot be determined.

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Use the following fgure to answer questions 891 TERMS TO REVIEW

through 893.
regular polygon

A 12 B vertex

diagonal

convex polygon
12 O 12 a strictly convex polygon

concave polygon

interior angles
D 12 C 8 P
exterior angles

∠BCA = 72 quadrilateral
∠BDA = 18 parallelogram

891. Using your knowledge of triangles and rectangle

quadrilaterals, show that diagonals AC and BD rhombus

intersect perpendicularly. square

trapezoid
892. Using your knowledge of triangles and
isosceles trapezoid
quadrilaterals, what is the length of imaginary
side BP?
FORMULA TO REVIEW
893. Using your knowledge of triangles and
sum of interior angles: s = 180(n – 2) (n = number of
quadrilaterals, what is the length of diagonal
sides of polygon)
DB?

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– MATH TO THE MAX –

 Answers 853. The polygon is OLMNPQ. As long as you list

the vertices in consecutive order, any one of
842. A single city block is a polygon, because it is a these names will do: LMNPQO, MNPQOL,
closed four-sided fgure; each of its corners is a NPQOLM, PQOLMN, QOLMNP. Also, poly-
vertex. gon OLMNPQ is concave because vertex N
843. A grid is not a polygon, because its lines exceeds 180°.
intersect at points that are not endpoints. 854. Three diagonals can be drawn from vertex O:
844. Tree branches do not form a polygon. Branches OM, ON, OP.
are open, and they fork at points that are not 855. Polygon OLMNPQ has six sides; it is a
endpoints. hexagon.
845. The block letter M is a polygon. Block letters 856. The polygon is SUVWXOYZ. If you list every
are closed multisided fgures in which the vertex in consecutive order, then your name for
edges of the line segments begin and end at the polygon given is correct. Also, polygon
endpoints. SUVWXOYZ is concave. The measures of
846. A television screen is a rectangular polygon; it vertices U, W, O, and Z each exceed 180°.
has four sides and four vertices. 857. Five diagonals can be drawn from vertex O:
847. A face is not a polygon. The human face is very OZ, OS, OU, OV, OW.
complex, but primarily it has few if any 858. Polygon SUVWXOYZ has eight sides; it is an
straight line segments. octagon.
848. An ergonomic chair is a chair designed to con- 859. The polygon is HIJKLMNOP. List every vertex
tour to your body. It is not a polygon. It is in consecutive order and your answer is cor-
usually curved to support the natural curves of rect. Also, polygon HIJKLMNOP is regular and
the hip and spine. convex.
849. Lace is not a polygon. Like the human face, lace 860. Six diagonals can be drawn from vertex O: OH,
is very intricate. Unlike the human face, lace OI, OJ, OK,OL, and OM.
has lots of line segments that meet at lots of 861. Polygon HIJKLMNOP has nine sides; it is a
different points. nonagon.
850. The polygon is ABCDOE. As long as you list 862. CD and DE are consecutive sides. Draw poly-
the vertices in consecutive order, any one of gon CDEFG to see that yes, CD and DE are
these names will do: BCDOEA, CDOEAB, consecutive sides.
DOEABC, OEABCD, EABCDO. Also, polygon 863. CE, DF, and EG are diagonals. When a line seg-
ABCDOE is concave because the measure of ment connects nonconsecutive endpoints in a
vertex O exceeds 180°. polygon, it is a diagonal.
851. Three diagonals can be drawn from vertex O: 864. ∠EFG is also ∠GFE or ∠F.
OA, OB, OC. OD and OE are not diagonals; 865. ∠DEF and ∠EFG are consecutive vertices.
they are sides. Look back at the drawing you made of
852. Polygon ABCDOE has six sides; it is a hexagon. polygon CDEFG. You can see that ∠E and ∠F
are consecutive vertices.

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For the solution to 866, refer to the image shown. 867. At any one time, three triangles can be drawn
in polygon KLMNP. If the interior angles of a
C triangle measure 180° together, then three sets
of interior angles measure 180 × 3 = 540. Apply
the formula s = 180(n – 2). Again, s = 540. You
B D
have again confrmed that the interior angles
of a convex pentagon will always measure 540°
F together.
G

866. At any one time, three triangles can be drawn For the solution to 868, refer to the image shown.
in polygon BCDFG. Remember when drawing
your triangles that a diagonal must go from U
endpoint to endpoint. If the interior angles of V
a triangle measure 180° together, then three
T W
sets of interior angles measure 180 × 3,
or 540. Apply the formula s = 180(n – 2):
s = 180(5 – 2); s = 180(3); s = 540. The interior S X
angles of a convex pentagon will always
measure 540° together.
Z Y

For the solution to 867, refer to the image shown. 868. At any one time, six triangles can be drawn in
polygon STUVWXYZ. If the interior angles of
K L a triangle measure 180° together, then six sets
of interior angles measure 180 × 6 = 1,080.
Apply the formula s = 180(n – 2):
P M
s = 180(8 – 2); s = 180(6); s = 1,080.
869. c. All parallelograms have opposite congruent
sides, including rectangles, rhombuses, and
squares. However, without more informa-
tion, you cannot be any more specifc than a
parallelogram.
870. b. The interior angles of a quadrilateral total
N 360°. Choices a and c are incorrect because
the question states that the line segments
connect end to end; this is a closed fgure,
but it is not necessarily a square.

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– MATH TO THE MAX –

871. b. Find the point along each of the larger 881. It could be a parallelogram, a rectangle, a
square’s line segments that would divide that rhombus, or a square. When a transversal
line segment into two equal pieces. That is crosses a pair of parallel lines, alternate interior
the line segment’s midpoint. Connect the angles are congruent, while same-side interior
midpoints together and you have another angles are supplementary. Draw a parallelo-
square that is half the existing square. gram, a rectangle, a rhombus, and a square;
872. d. Three squares in a row will have three times extend each of their sides. Find the Z- and
the length of one square, or 2.5 inches × 3 = C-shaped intersections in each drawing.
7.5 inches. However, the width will remain 882. It could be a parallelogram, a rectangle, a
the length of just one square, or 2.5 inches. rhombus, or a square. Again, look at the draw-
873. c. Rectangles and rhombuses have very little in ings you made in the preceding answer to see
common with isosceles trapezoids except why consecutive angles are supplementary.
one set of parallel lines, one set of opposite 883. It could be a rectangle, a square, or an isosceles
congruent sides, and four interior angles that trapezoid.
measure 360°. 884. It could be a parallelogram, a rectangle, a
874. b. Rectangles and squares have four 90° angles rhombus, or a square.
because their four sides are perpendicular. 885. It is a rhombus or a square.
Choices a, c, and d are all quadrilaterals, but 886. a. The frst consecutive angle must be supple-
they are not defned by their right angles. mentary to the given angle. The angle
875. a. Rhombuses and squares have congruent opposite the given angle must be congruent.
sides and diagonals that are perpendicular. Consequently, in consecutive order, the
Rectangles and trapezoids do not have diag- angles measure 180 − 21, or 159°, 21°, and
onals that cross perpendicularly, because 159°. Choice b does not align the angles in
their sides are not congruent. consecutive order; choice c mistakenly sub-
876. b. A rhombus’s diagonals bisect its vertices. tracts 21 from 90 when consecutive angles
877. d. Diagonals of a trapezoid are not congruent are supplementary, not complementary.
unless the trapezoid is an isosceles trapezoid. 887. c. Opposite angles in an isosceles trapezoid are
Diagonals of any trapezoid do not bisect supplementary. Choice a describes a consec-
each other. utive angle along the same parallel line.
878. It could be a parallelogram, a rectangle, a 888. d. XZ is a diagonal in rectangle WXYZ. ∠WXZ
rhombus, or a square. Two pairs of parallel and ∠XZY are alternate interior angles along
lines define each of these four-sided figures. the diagonal; they are congruent; and when
879. It could be a rhombus or a square. they are added with their adjacent angle, the
880. It could be an isosceles trapezoid. two angles form a 90° angle.

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889. a. BD is a diagonal in square ABCD. It bisects 892. Imaginary side BP or a = 4 5. BP is the height
vertices B and D, creating four congruent 45° of rhombus ABCD and the leg of BPC. Use
angles. Choice b is incorrect because ∠ABD the Pythagorean theorem: a2 + 82 = 122; a2 +
is half of ∠ADC; they are not congruent. 64 = 144; a2 = 80; a2 = 16 × 5; therefore, a =
Also, choice c is incorrect because when two 4 5.
45° angles are added together they measure 893. Diagonal DB or c = 4 30. Use the
90°, not 180°. Pythagorean theorem to fnd the hypotenuse
890. e. It cannot be determined. (side c) of BPD, which is diagonal BD:
891. First, opposite sides of a rhombus are parallel, (4 5)2 + (12 + 8)2 = c2; 80 + 400 = c2; 480 =
which means alternate interior angles are con- c2; 16 × 30 = c2; therefore, = 4 30 = c.
gruent. If ∠BCA measures 72°, then ∠CAD
also measures 72°. The sum of the measures of
all three interior angles of a triangle must equal
180°: 72 + 18 + ∠AOB = 180, and ∠AOD = 90.
Second, because AC and BD are intersecting
straight lines, if one angle of the intersection
measures 90°, all four angles of the intersection
measure 90°, which means the lines perpendic-
ularly meet.

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C H A P T E R

14 Area and
Perimeter

W H E N WO R K I N G W I T H T WO - D I M E N S I O N A L S H A P E S ,
the most common quantities
you’ll be asked to fnd are area and perimeter. Area is the amount of surface, in square
units, that an object covers. A rectangular carpet covers an area of a foor; a painting
might cover an area of a wall. Perimeter is the distance around an object. If you were to place a fence
around a yard, you would need to fnd the perimeter of the yard in order to know how much fencing to
buy.

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– MATH TO THE MAX –

 Area of Parallelograms, Area of a Rectangle

Rectangles, Rhombuses, A base B
and Squares
height
Area is always measured in square units. Why? Be-
cause area is the product of two measurements, as
area represents a two-dimensional quantity. This rec- D C
tangle has a length of 8 units and a height of 4 units.
Area of rectangle ABCD in square increments =
It is cut into 32 unit squares, each of which measures
base × height
1 square unit. The area of the rectangle is 32 square
units.
Area of a Rhombus

A base B diagonal2

4 units
height or

D C diagonal1
8 units
Note: A rhombus has an
area like a rectangle, not
We don’t need to count unit squares to fnd the a square.
areas of most shapes, though. The areas of parallelo-
grams, rectangles, rhombuses, and squares can be
Area of rhombus ABCD in square increments =
found using either of two formulas: A = bh, where b is
base × height
the base of the shape and h is its height, or A = lw,
Area = 12(diagonal1 × diagonal2)
where l is length and w is width.

Area of a Square
Area of a Parallelogram base
A B
A base B

height height height

D C
base D C

Area of parallelogram ABCD in square incre- Area of square ABCD in square increments =
ments = base × height base × height
Area = side2

Why are the main area formulas for these four

shapes the same? Remember, a rectangle is a type of
parallelogram, and a square is a type of rhombus,
which, itself, is a type of parallelogram. All of these

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– AREA AND PERIMETER –

shapes are four-sided fgures, with a base and a Example

height. What is the area of a parallelogram with a
The area of a square has a second formula. Be- base of 12 units and a height of 7 units?
cause the base and height of a square are the same, Use the formula A = bh: A = (12)(7) = 84
the area can also be described as the length of a side square units.
squared (s2).
Example
PITFALL
If the area of a square is 81 square inches,
what is the length of one side of the
Although a rhombus also has four congruent
square?
sides, the height of rhombus is usually not
equal to the base (side) of the rhombus, so Use the formula for the area of a square to
we cannot find the area of a rhombus by find the length of one side of the square:
squaring the length of one side of the figure. A = s2; s2 = 81; s = 9 inches.
Look at the rhombus shown here. The
dashed line represents the height of the fig-
ure, and it forms a right triangle with the right TIP
side of the rhombus and part of the base.
The longest side of a right triangle is the hy- Geometrical measures (length, area, volume,
potenuse, which means that the dashed line, etc.) can never have negative values. If you
or the height, must be less than 10 units. solve a geometry problem by taking the
square root of a number, the answer is always
A B
the positive square root of that number—
never the negative square root.
10 units

Example
D 10 units C
A square has a base of 3 feet and a rhom-
A square with a side of 10 units will bus has a base of 3 feet. If the measure of
have an area of (10)2 = 100 square units. Un- one angle of the rhombus is 95 degrees,
less a rhombus is a square, a rhombus with
which figure has the larger area?
a side of 10 units will have an area that is
less than 100 square units. In fact, if the The square has the larger area. If one an-
rhombus looks like the one shown here, as gle of the rhombus measures 95 degrees,
angle C decreases in size, the area of the then the rhombus is not a square, and its
rhombus decreases in size, because al- height is less than its base (and therefore,
though its base doesn’t change, its height is its height is less than the height of the
decreasing. The greater the difference in size square). Therefore, the product of its base
between the obtuse angles and the acute and height will be less than the product of
angles of a rhombus, the smaller the area of the base and height of the square, and the
the rhombus. area of the rhombus will be smaller.

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– MATH TO THE MAX –

 Area of Triangles  Area of a Trapezoid

A rectangle or square can be cut into two triangles by Remember, a trapezoid is a four-sided fgure with one
drawing a diagonal through either shape. Therefore, set of parallel sides. We can fnd the area of a trape-
it’s no surprise that the area of a triangle is equal to zoid by multiplying the average of its bases by its
half the area of a rectangle that has the same base and height. The parallel sides of a trapezoid are the bases
height. The area of a triangle is equal to 12bh. of the trapezoid. Area = 21 (b1 + b2)h.

Area of a Triangle A 9 units B

A base B
10 units
9 units
triangle2
height
triangle1
D 12 units C
D C
The bases of this trapezoid are 9 units and 12
Triangle1 ≅ triangle2; therefore area Δ1 ≅ area Δ2 units, respectively. The height of the fgure is also 9
1
Area Δ1 = 2 area of polygon ABCD units. The length of BC, 10 units, is not used in fnd-
b×h
1
Area Δ1 = 2 ing the area of the shape.

1 Example
Area of triangle ABC in square increments = 
2 What is the area of the trapezoid shown?
base × height
Plug the given measurements into the
Example formula for area of a trapezoid:
A triangle has a base of 16 centimeters A = 21 (b1 + b2)h; A = 21 (9 + 12)9 =
1

and a height of 5 centimeters. What is the 2 (21)(9) = (10.5)(9) = 94.5 square units.

area of the triangle?

Use the formula A = 21 bh: A = 21 (16)(5) = TIP
40 square centimeters.
If you are asked to find the area of an irregular
Example shape, try to divide the shape into common
If a triangle has an area of 32 square figures: squares, rectangles, and triangles.
inches and a base of 8 inches, what is the You know the formulas for the areas of these
height of the triangle? shapes, and you can add the areas of each
Use the formula A = 12bh and solve for h: piece of the irregular shape together to find
the total area of the shape.
32 = 21 (8)(h); 32 = 4h; h = 8 inches.

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Example Circle whether the following statements are true or

What is the area of the following figure? false.

A 6 ft. B 6 ft. C
896. A rhombus with opposite sides that measure
5 feet has the same area as a square with
5 ft.
8 ft. opposite sides that measure 5 feet.
True or False
G F 6 ft. E

D
897. A rectangle with opposite sides that measure
Connect points B and D to form parallel- 5 feet and 10 feet has the same area as a
ogram ABEG and right triangle BCD: parallelogram with opposite sides that
measure 5 feet and 10 feet. True or False
A 6 ft. B 6 ft. C

898. A rectangle with opposite sides that measure

5 ft.
8 ft. 5 feet and 10 feet has twice the area of a square
G F 6 ft. E with opposite sides that measure 5 feet.
True or False
D

The area of ABEG is equal to (6)(5) = 30

899. A parallelogram with opposite sides that
square feet, and the area of BCD = 21 (6)(8)
measure 5 feet and 10 feet has twice the area of
= 24 square feet, for a total area of 30 + 24
a rhombus whose height is equal to the height
= 54 square feet.
of the parallelogram and whose opposite sides
measure 5 feet. True or False

 Practice Questions 900. A triangle with a base of 10 and a height of

5 has a third the area of a trapezoid with base
Choose the best answer.
lengths of 10 and 20 and a height of 5.
True or False
894. Area is
a. the negative space inside a polygon.
901. Find the area of ΔDEF.
b. a positive number representing the interior
E
space of a polygon.
c. all the space on a plane.
d. no space at all.

895. Two congruent fgures have

a. equal areas. D F
b. disproportional perimeters. 6 ft.
c. no congruent parts.
d. dissimilar shapes.

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– MATH TO THE MAX –

902. Find the area of quadrilateral ABCD. Find the area of each of the following fgures.
A B
905. Find the area of quadrilateral ABCD.

B C
8 ft.

20 ft. 16 ft.
D C
A E D

903. Find the shaded area of the following fgure.

B 36 ft.

14√2 906. Find the area of polygon RSTUV.

√2 E
R S

A D O 28

W
F 4 ft. T
3 ft.

V 15 ft. U
C

907. Find the area of concave polygon

904. Find the shaded area of the following fgure. KLMNOPQR.
1.5 ft. 1.5 ft.
A H G N O
1 ft.
2.5 ft. Given:
B D F MN = 3
M P
2 ft.

C E
L Q
6 ft. 2.5 ft.

K R

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908. Find the area of polygon BCDEFGHI. 913. Charlie wants to know the area of his
B 2.5 ft. C F G property, which measures 120 feet by 150 feet.
Which formula will he use?
2 ft.
a. A = s2
D E
b. A = πr2
7 ft.
c. A = 21 bh
d. A = lw

914. Rick is ordering a new triangular sail for his

10 ft.
boat. He needs to know the area of the sail.
I H
Which formula will he use?
a. A = lw
909. Find the area of concave polygon MNOPQR. b. A = 21 bh
P Q c. A = bh
d. A = 21 h(b1 + b2)
4 ft.

915. Cathy wants to know the total area of her

N O
8 ft. square-shaped quilt. Which formula will she
3 ft.
use?
a. A = s2
b. A = 21 bh
M R c. A = ≠r2
15 ft.
d. A = 21 h(b1 + b2)

916. A racquetball court is 40 feet by 20 feet. What

Use the following fgure and information to answer is the area of the court?
questions 910 through 912. a. 60 square feet
M N b. 80 square feet
K L c. 800 square feet
RO = x
10 z
y RM = y d. 120 square feet
x NO = z
R O
A Area of RMNO = Area of RQPO
Area of RMNOPQ = 320 sq. ft.
917. Allan has been hired to mow the school soccer
Area of ΔRMA = 50 sq. ft. feld, which is 180 feet wide by 330 feet long. If
Q P his mower mows strips that are 2 feet wide,
how many times must he mow across the
910. Find the measure of side x. width of the feld?
a. 90
911. Find the measure of side y. b. 165
c. 255
912. Find the measure of side z. d. 60

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918. Erin is painting a bathroom with four walls 921. Stuckeyburg is a small town in rural America.
each measuring 9 feet by 5.5 feet. Ignoring the Use the map to approximate the area of the
doors or windows, what is the area to be town.
painted?
9 mi.
a. 198 square feet
b. 66 square feet
c. 49.5 square feet
d. 160 square feet
10 mi. 13 mi.

919. Brittney would like to carpet her bedroom. If

her room is 11 feet by 14 feet, what is the area
to be carpeted in square feet?
a. 121 square feet
8 mi.
b. 25 square feet
c. 169 square feet a. 40 square miles
d. 154 square feet b. 104 square miles
c. 93.5 square miles
920. If a triangular sail has a vertical height of 83 d. 92 square miles
feet and horizontal length of 40 feet, what is
the area of the sail? 922. A rectangular feld is to be fenced in
a. 1,660 square feet completely. The width is 28 yards, and the
b. 1,155 square feet total area is 1,960 square yards. What is the
c. 201 square feet length of the feld?
d. 3,320 square feet a. 1,932 yards
b. 70 yards
c. 31 yards
d. 473 yards

923. Mark is constructing a walkway around his

inground pool. The pool is 20 feet by 40 feet,
and the walkway is intended to be 4 feet wide.
What is the area of the walkway?
a. 224 square feet
b. 416 square feet
c. 256 square feet
d. 544 square feet

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924. The picture frame shown here has outer 926. The base of a triangle is four times as long as
dimensions of 8 inches by 10 inches and inner its height. If together they measure 95
dimensions of 6 inches by 8 inches. Find the centimeters, what is the area of the triangle?
area of section A of the frame. a. 1,444 square centimeters
b. 100 square centimeters
A c. 722 square centimeters
d. 95 square centimeters

927. The length and width of a rectangle together

D 8 in. B 10 in.
measure 130 yards. Their difference is 8 yards.
What is the area of the rectangle?
a. 4,209 square yards
6 in.
C b. 130 square yards
8 in. c. 3,233 square yards
a. 18 square inches d. 4,270 square yards
b. 14 square inches
c. 7 square inches 928. Find the area of the region.
d. 9 square inches 6 5

10 10
For question 925, use the following illustration.
15 5
10
23
15
4 3 10
B 30 m
3 3
60 m 5 5
43
40 m A
C a. 478 square units
b. 578 square units
100 m 30 m
c. 528 square units
d. 428 square units

925. John is planning to purchase an irregularly

shaped plot of land. Referring to the diagram,
fnd the total area of the land.
a. 6,400 square meters
b. 5,200 square meters
c. 4,500 square meters
d. 4,600 square meters

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 Perimeter Example
What is the perimeter of a rectangle that
Perimeter, the distance around a two-dimensional has a width of 11.2 inches and length of
shape, is a bit easier to fnd because there are fewer 4.3 inches?
formulas to remember. To fnd the perimeter of a A rectangle has two pairs of congruent
polygon, just add the lengths of every side of the sides, which means that two sides of this
polygon. Because a square has four equal sides, the rectangle measure 11.2 inches and two
perimeter of a square is equal to 4s (where s is the sides measure 4.3 inches. The perimeter of
length of one side of the square). In fact, a similar for- a rectangle is the sum of the measures of
mula can be used to fnd the area of any regular its four sides: 11.2 + 11.2 + 4.3 + 4.3 = 31
(equal-sided) polygon. Perimeter = ns, where n is the inches.
number of sides of the regular polygon. Be careful,
though, because this formula can be used only when
every side of the polygon is equal in length.
TIP
Example
The perimeter of a rectangle can also be
What is the perimeter of the figure shown
found by doubling both the width and the
here?
length, and then adding those two totals. In
other words, the perimeter of a rectangle is
22 ft. equal to 2l + 2w.
18 ft.

13 ft.
11 ft.
15 ft. Example
16 ft. If the area of a square is 36 square units,
what is the perimeter of the square?
First, use the area of the square to find the
Add the lengths of each side of the figure:
length of one side of the square: A = s2;
18 + 22 + 13 + 15 + 16 + 11 = 95 feet.
s2 = 36; s = 6. If the length of one side of
the square is 6 units, then the perimeter of
the square must be (4)(6) = 24 units.
TIP

Unlike area, perimeter is measured in linear

units, because it is the sum of one measure-
ment (length).

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 Practice Questions 932. Roberta draws two similar pentagons. The

perimeter of the larger pentagon is 93 feet;
Choose the best answer. one of its sides measures 24 feet. If the
perimeter of the smaller pentagon equals 31
929. A regular octagonal gazebo is added to a feet, then the corresponding side of the
Victorian lawn garden. Each side of the smaller pentagon can be found using which of
octagon measures 5 feet. The formula for the these calculations?
gazebo’s perimeter is a. 5s = 31
a. P = 8 × 5. b. 93s = 24 × 31
b. 8 = n × 5. c. 93 × 24 = 31s
c. 5 = n × 8. d. 5 × 31 = s
d. s = n × P.
933. Isadora wants to know the perimeter of the
930. Timmy randomly walks ten steps to the left. face of a building; however, she does not have
He does this nine more times. His path never a ladder. She knows that the building’s
crosses itself, and he returns to his starting rectangular facade casts a 36-foot shadow at 5
point. The perimeter of the fgure Timmy o’clock, while a nearby mailbox casts a 12-foot
walked equals shadow. The mailbox is 4.5 feet tall. If the
a. 90 steps. façade is 54 feet long, the facade’s perimeter
b. 90 feet. measures
c. 100 steps. a. 13.5 × 4.
d. 100 feet. b. 54 × 4.
c. 4.5(2) + 12(2).
931. The perimeter of the Periwinkle High School d. 13.5(2) + 54(2).
building is 1,600 feet. It has four sides of equal
length. Each side measures
a. 4 feet.
b. 40 feet.
c. 400 feet.
d. 4,000 feet.

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Choose the best answer. 935. Which perimeter is not the same?
a. a 12-foot regular square backyard
934. Which perimeter is not the same? b. an 8-foot regular hexagonal pool
a. 35 c. a 6-foot regular octagonal patio
d. a 4-foot regular decagon Jacuzzi
e. It cannot be determined.
7 7

936. Which of the following choices has a different

perimeter than the others?
35 a.

b. 30
25.25
4 6

40
b.

c. 37
26.0

5 5

c.
37

d. 21
40.4

d.

50.5

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937. The measure of which fgure’s side is different 940. 6

from the other four fgures? 1
a. a regular nonagon whose perimeter
2 1
measures 90 feet
1
b. an equilateral triangle whose perimeter
measures 27 feet 6
2 4
c. a regular heptagon whose perimeter
measures 63 feet 1

d. a regular octagon whose perimeter 1

measures 72 feet 1 4
e. It cannot be determined.
941. 2 2 2
938. Which fgure does not have 12 sides?
a. Regular fgure A with sides that measure
4.2 in. and a perimeter of 50.4 in.
5
b. Regular fgure B with sides that measure
1.1 in. and a perimeter of 13.2 in.
c. Regular fgure C with sides that measure 1
5.1 in. and a perimeter of 66.3 in. 2 2
d. Regular fgure D with sides that measure
6.0 in. and a perimeter of 72.0 in.
942. 2
e. It cannot be determined.

Find the perimeters of the following fgures.

939. 2

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Use the fgure shown to answer questions 943 and Use the following fgure to answer questions 947
944. through 949.

B 6 C D 40

O P Q
y 8 Given:
OQ WR
20
PQ TS
A E x y
12 H G F W
T S 12 R

943. Find the value of y.

V U
944. Find the fgure’s total perimeter.
947. Find the value of x.
Use the following fgure to answer questions 945 and
946. 948. Find the value of y.

D E F G 949. Find the fgure’s total perimeter.

Given:
Quadrilateral DGHK
4 10
is a parallelogram. Use the fgure shown to answer questions 950
through 952.
K
2x J x I 4x H
B G
J

945. Find the value of x. 38″ H

42″ 100° E 5″
42″
946. Find the fgure’s total perimeter.
C x
38″
y
10″
A
70° D

950. Find the value of x.

951. Find the value of y.

952. Find the fgure’s total perimeter.

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953. Audrey is creating a raised fowerbed that is 957. The longer base of a trapezoid is three times
4.5 feet by 4.5 feet. She needs to calculate how the shorter base. The nonparallel sides are
much lumber to buy. Which formula is easiest congruent, and are 5 centimeters longer than
to use to fnd the distance around the the shorter base. The perimeter of the
fowerbed? trapezoid is 40 centimeters. What is the length
a. P = a + b + c of the longer base?
b. A = lw a. 15 centimeters
c. P = 4s b. 5 centimeters
d. C = 2πr c. 10 centimeters
d. 21 centimeters
954. Danielle needs to know the distance around a
basketball court. Which geometry formula 958. The perimeter of the parallelogram is 32
will she use? centimeters. What is the length of the longer
a. P = 2l + 2w side?
b. P = 4s 3x + 2
2
B C
c. P = a + b + c
d. P = b1 + b2 + h
x

955. To fnd the perimeter of a triangular region,

which formula would you use?
A D
a. P = a + b + c
b. P = 4s a. 9 centimeters
c. P = 2l + 2w b. 10 centimeters
d. C = 2πr c. 6 centimeters
d. 12 centimeters
956. Using the following illustration, determine the
perimeter of the plot of land.
a. 260 meters
b. 340 meters
c. 360 meters
d. 320 meters

B 30 m
60 m

40 m A
C

100 m 30 m

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TERMS TO REVIEW 896. False. If the rhombus is not a square, it is a

tilted square, which makes its height less than
area
5 feet. Consequently, the area of the square is
perimeter
25 square feet, but the area of the rhombus is
less than 25 square feet.
FORMULAS TO REVIEW 897. False. If the parallelogram is not a rectangle, it
(A is area, b is base, h is height, s is side, P is
is a tilted rectangle, which makes its height less
perimeter, l is length, and w is width.)
than 5 feet. Conseqently, the area of the
rectangle is 50 square feet, but the area of the
area of parallelogram, rectangle, and rhombus:
parallelogram is less than 50 square feet.
A = bh and A = lw
898. True. If two squares can ft into one rectangle,
area of square: A = s2 and A = bh
then the rectangle has twice the area of one
1
area of triangle: A = 2bh square.
1
area of trapezoid: A = 2(b1+ b2)h x + x = 2x
perimeter of rectangle: P = 2l + 2w x x

perimeter of square: P = 4s

perimeter of regular polygon: P = ns

 Answers 899. True. Like the squares and rectangle in the

preceding answer, if two rhombuses can ft
894. b. All areas are positive numbers. Choice a is
into one parallelogram, then the
incorrect because if an area represented
parallelogram has twice the area of one
negative space, then it would be a negative
rhombus.
number, which area cannot be. Choice c is
x + x = 2x
incorrect because the area of a plane is
x x
infnite; when you measure area, you are
measuring only a part of that plane inside a
polygon. Points, lines, and planes do not
occupy space, but fgures do.The area of a
fgure is how much space that fgure
occupies.
900. True. The triangle has an area of 25 square
895. a. Congruent fgures have congruent parts,
feet. The trapezoid has an area that measures
perimeters, and areas.
75 square feet. Three triangles of this size ft
into one trapezoid, or the area of one triangle
is a third of the area of the trapezoid.

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901. The area of ΔDEF is 9 3 square feet. To fnd 904. The area is 10.5 square feet. Find the area of a
the height of equilateral ΔDEF, draw a rectangle with sides 6 feet and 3 feet: A = 6 ft.
perpendicular line segment from vertex E to × 3 ft. = 18 sq. ft. Find the area of both
the midpoint of DF. This line segment divides triangular voids: Area of the smaller triangular
ΔDEF into two congruent right triangles. Plug void = 21 (3 ft. × 1 ft.) = 1.5 sq. ft. Area of the
the given measurement into the Pythagorean larger triangular void = 21 (6 ft. × 2 ft.) = 6 sq.
theorem: (21 × 6)2 + b2 = 62; 9 + b2 = 36; b = ft. Subtract 7.5 sq. ft. from 18 sq. ft., and 10.5
27; b = 3 3. To fnd the area, multiply the square feet remain.
height by the base: 3 3 feet × 6 feet = 18 3 905. The area of ABCD is 480 square feet. You can
square feet. Then, take half of 18 3 to get treat fgure ABCD either like a trapezoid or
9 3 square feet. like a parallelogram and a triangle. However
902. The area of ABCD is 64 square feet. If one side you choose to work with the fgure, you must
of the square measures 8 feet, the other three begin by fnding the measure of ED using the
sides of the square each measure 8 feet. Pythagorean theorem: 162 + a2 = 202; 256 + a2
Multiply two sides of the square to fnd the = 400; a2 = 144; a = 12. Subtract 12 feet from
area: 8 feet × 8 feet = 64 square feet. 36 feet to fnd the measure of BC: 36 – 12 =
903. The area is 195 square feet. The area of this 24. Should you choose to treat the fgure as the
shaded fgure requires the dual use of the sum of two polygons, to fnd the area of the
Pythagorean theorem and the ratio of areas entire fgure, you fnd the area of each polygon
between similar triangles. First, fnd half the separately and add them together.
area of ΔABC. Perpendicularly extend a line Parallelogram ABCE: 16 ft. × 24 ft. = 384 sq.
segment from vertex A to the midpoint of CB. ft.; ΔECD: 21 × 16 ft. × 12 ft. = 96 sq. ft.; 384 sq.
The height of right triangle ABO is 142 ft. + b2 ft. + 96 sq. ft. = 480 sq. ft. Should you choose
= (14 2)2 ft.; 196 sq. ft. + b2 = 392 sq. ft.; to treat the fgure like a trapezoid and need to
b2 = 196 sq. ft.; b = 14 ft. Using the height, fnd fnd the area, simply plug in the appropriate
the area of ΔABC: 21 (14 ft. × 28 ft.) = 196 sq. ft. measurements: 21 × 16 ft.(24 ft. + 36 ft.) = 480
Within ΔABC is a void, ΔDEF. The area of the square feet.
void must be subtracted from 196 square feet.
Because ΔABC is similar to ΔDEF (by the
14 2 2 196
Angle-Angle postulate), (  
2 ) = x .
Therefore, x = 1 square foot; 196 square feet –
1 square foot = 195 square feet.

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906. The area of RSTUV is 60 + 2 5 square feet. 910. Side x = 22 feet. The area of trapezoid RMNO
Extend TW to RV. Let’s call this XW. XW plus the area of trapezoid RQPO equals the
perpendicularly bisects RV; as a perpendicular area of fgure RMNOPQ. Because trapezoid
bisector, it divides isosceles triangle RWV into RMNO and trapezoid RQPO are congruent,
two congruent right triangles and establishes their areas are equal: 21 (320 sq. ft.) = 160 sq. ft.
the height for parallelograms RSTW and The congruent height of each trapezoid is
VUTW. Solve the area of parallelogram known, and one congruent base length is
VUTW: 2 ft. × 15 ft. = 30 sq. ft. Find the height known. Using the equation to fnd the area of
of ΔRWV using the Pythagorean theorem: a2 a trapezoid, create the equation: 160 sq. ft. =
1
+ 22 = 32; a2 + 4 = 9; a2 = 5; a = 5. Solve the (10 ft.)(10 ft. + x); 160 sq. ft. = 50 sq. ft. + 5x
2
area of ΔRWV: 21 × 5 ft. × 4 ft. = 2 5 sq. ft. ft.; 110 sq. ft. = 5x ft.; 22 feet = x.
Add all the areas together: 2 5 sq. ft. + 30 sq. 911. Side y = 10 2 feet. Work backwards using the
ft. + 30 sq. ft. = 60 + 2 5 square feet. given area of ΔRMA: 50 sq. ft. = 21 b(10 ft.); 50
907. The area is 24.0 square feet. Rhombuses KLQR sq. ft. = 5 ft. × b; 10 ft. = b. Once the base and
and MNOP are congruent. Their areas each height of ΔRMA are established, use the
equal 2.5 ft. × 3 ft. = 7.5 sq. ft. The area of Pythagorean theorem to fnd RM (side y) 102
square LMPQ equals the product of two sides: + 102 = c2; 100 + 100 = c2; 200 = c2; 10 2 = c;
3 ft. × 3 ft. = 9 sq. ft. The sum of all the areas is RM = 10 2 feet.
9 sq. ft. + 7.5 sq. ft. + 7.5 sq. ft. = 24 square 912. Side z = 2 26 feet. Imagine a perpendicular
feet. line from vertex N to the base of trapezoid
908. The area is 60.0 square feet. The simplest way RMNO. This imaginary line divides RO into
to fnd the area of polygon BCDEFGHI is frst another 10-foot segment. The remaining
to fnd the area of rectangle BGHI: 10 ft. × 7 ft. portion of line RO is 2 feet long. Use the
= 70 sq. ft. Subtract the area of rectangle Pythagorean theorem to fnd the length of NO
CFED: 5 ft. × 2 ft. = 10 sq. ft.; 70 sq. ft. – 10 sq. (side z): (10 ft.)2 + (2 ft.)2= z2; 100 sq. ft. + 4
ft. = 60 square feet. sq. ft. = z2; 104 sq. ft. = z2; 2 26 feet = z.
909. The area is 70 square feet. Again, the simplest 913. d. The area of a rectangle is length × width.
way to the fnd the area of polygon MNOPQR 914. b. The area of a triangle is 21 times the length
is frst to fnd the area of trapezoid MPQR: 21 × of the base times the length of the height.
8 ft.(4 ft. + 15 ft.) = 21 × 8(19) = 76 sq. ft. 915. a. The area of a square is side squared or side
Subtract the area of ΔNPO: 21 × 3 ft. × 4 ft. = 6 times side.
sq. ft.; 76 sq. ft. – 6 sq ft. = 70 square feet. 916. c. The area of a rectangle is length times
width. Therefore, the area of the
racquetball court is equal to 40 feet times
20 feet or 800 square feet. If you chose
answer d, you found the perimeter or
distance around the court.

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917. a. The width of the feld, 180 feet, must be 921. d. The area of Stuckeyburg can be found by
divided by the width of the mower, 2 feet. dividing the region into a rectangle and a
The result is that he must mow across the triangle. Find the area of the rectangle (A =
feld 90 times. If you chose b, you lw) and add the area of the triangle (21 bh)
calculated as if he were mowing the length for the total area of the region. Referring to
of the feld. If you chose c, you combined the diagram, the area of the rectangle is
length and width, which would result in (10)(8) = 80 square miles. The area of the
mowing the feld twice. triangle is 21 (8)(3) = 12 square miles. The
918. a. The area of the room is the sum of the sum of the two regions is 80 + 12 square
areas of four rectangular walls. Each wall miles = 92 square miles. If you chose a, you
has an area of length times width, or found the perimeter. If you chose b, you
(9)(5.5), which equals 49.5 square feet. found the area of the rectangular region
Multiply this by 4, which equals 198 square but did not include the triangular region.
feet. If you chose b, you added 9 feet and
5.5 feet instead of multiplying. 9 miles
3 miles = height
1
919. d. The area of a rectangle is length times A = 2 bh 13 – 10

width. Using the dimensions described,

8 miles = base
area = (11)(14) or 154 square feet.
920. a. The area of a triangle is 21 (base)(height). 10 miles A = lw 10 miles

Using the dimensions given, area =

1
(40)(83) or 1,660 square feet. If you chose
2
d, you omitted 21 from the formula.
8 miles

922. b. The area of a rectangle is length times

width. Using the formula 1,960 square
yards = (l )(28), solve for l by dividing both
sides by 28; l = 70 yards.

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923. d. The area of the walkway is equal to the 925. b. To fnd the total area, add the area of
entire area (area of the walkway and pool) region A plus the area of region B plus the
minus the area of the pool. The area of the area of region C. The area of region A is
entire region is length times width. The length times width or (100)(40) = 4,000
pool is 20 feet wide and the walkway adds 4 m2. Area of region B is 21 bh or 21 (40)(30) =
feet onto each side, so the width of the 600 m2. The area of region C is 21 bh or
1
rectangle formed by the walkway and pool (30)(40) = 600 square meters. The
2
is 20 + 4 + 4 = 28 feet. Because the pool is combined area is the sum of the previous
40 feet long and the walkway adds 4 feet areas or 4,000 + 600 + 600 = 5,200 square
onto each side, the length of the rectangle meters. If you chose a, you miscalculated
formed by the walkway and pool is 40 + 4 the area of a triangle as bh instead of 21 bh. If
+ 4 = 48 feet. Therefore, the area of the you chose c, you found only the area of the
walkway and pool is (28)(48) = 1,344 rectangle. If you chose d, you found the
square feet. The area of the pool is (20)(40) area of the rectangle and only one of the
= 800 square feet; 1,344 square feet – 800 triangles.
square feet = 544 square feet. If you chose 926. c. This problem requires two steps. First,
c, you extended the entire area’s length and determine the base and height of the
width by only 4 feet instead of 8 feet. triangle. Second, determine the area of the
924. c. The area described as section A is a triangle. To determine the base and height
trapezoid. The formula for the area of a we will use the equation x + 4x = 95.
trapezoid is 21 h(b1 + b2). The height of the Simplifying, 5x = 95. Divide both sides by
trapezoid is 1 inch, b1 is 6 inches, and b2 is 5: x = 19. By substitution, the height is 19
8 inches. Using these dimensions, area = and the base is 4(19) or 76. The area of the
1
(1)(6 + 8) or 7 square inches. If you chose triangle is found by using the formula area
2
b, you used a height of 2 inches rather than = 21 base × height. Therefore, the area =
1
1 inch. If you chose d, you found the area (76)(19) or 722 square centimeters. If you
2
of section B or D. chose a, the area formula was incorrect.
Area = 21 base × height, not base × height. If
you chose b, the original equation x + 4x =
95 was simplifed incorrectly as 4x2 = 95.

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927. a. There are two ways to solve this problem. 928. b. Refer to the diagram to fnd the area of the
The frst method requires a linear equation shaded region. One method is to enclose
with one variable. The second method the fgure into a rectangle, and subtract the
requires a system of equations with two area of the unwanted regions from the area
variables. Let the length of the rectangle of the rectangle. The unwanted regions
equal x. Let the width of the rectangle have been labeled A through F. The area of
equal x + 8. Together they measure 130 region A is (15)(4) = 60. The area of region
yards. Therefore, x + x + 8 = 130. Simplify: B is (5)(10) = 50. The area of region C is
2x + 8 = 130. Subtract 8 from both sides: (20)(5) = 100. The area of region D is
2x = 122. Divide both sides by 2: x = 61. (17)(3) = 51. The area of region E is
The length of the rectangle is 61, and the (20)(5) = 100. The area of region F is
width of the rectangle is 61 + 8 or 69; 61 × (10)(5) = 50. The area of the rectangle is
69 = 4,209. The second method is to (23)(43) = 989. The area of the shaded
develop a system of equations using region is 989 − 60 − 50 − 100 − 51 − 100 −
x and y. Let x = the length of the rectangle, 50 = 578 square units. If you chose a, c, or
and let y = the width of the rectangle. Since d, you omitted one or more of the regions
the sum of the length and width of the A through F.
rectangle is 130, we have the equation x + y 6 5
= 130. The difference is 8, so we have the B
10 10
equation x − y = 8. If we add the two A C D E F
15 5
equations vertically, we get 2x = 122. 10
23
15
Divide both sides by 2: x = 61. The length 10
4 3
of the rectangle is 61. Substitute 61 into 3 3
5 5
either equation: 61 + y = 130. Subtract 61
43
from both sides, giving you y = 130 − 61 =
69. To fnd the area of the rectangle, we use 929. a. To fnd the perimeter, multiply the number
the formula length × width or (61)(69) = of sides by the measure of one side. The
4,209 square yards. If you chose b, you perimeter of this Victorian gazebo is
added 61 to 69 rather than multiplied. If P = 8 × 5.
you chose c, the length is 61 but the width 930. c. Timmy walked ten ten-step sets. To fnd
was decreased by 8 to 53. the perimeter of the fgure Timmy walked,
multiply 10 by 10 and remember that each
side of that fgure was measured in steps,
not feet. Choice a forgot to count the frst
ten steps and turn that Timmy made.
Choices b and d use the wrong increment,
feet.

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– MATH TO THE MAX –

931. c. Plug the numbers into the formula: P = ns; 937. a. To fnd the measure of each side, change
1,600 = 4s; 400 = s. the formula P = ns to Pn = s. Plug each
932. b. A proportion can fnd an unknown side of choice into this formula. In choice a, the
90 feet
a fgure using known sides of a similar sides of the nonagon measure  
9 sides , or
fgure; a proportion can also fnd an 10 feet per side. In choice b, the sides of the
27 feet
unknown side using known perimeters: triangle measure  
3 sides , or 9 feet per side. In
93 31

24 = s . Cross multiply: 93s = 24  31; choice c, the sides of the heptagon measure
63 feet
s = 8. , or 9 feet per side. In choice d, the
7 sides
12 4.5 72 feet
933. d. Using a proportion, fnd x:  
36 = x . Cross sides of the octagon measure  
8 sides , or
multiply: 12x = 36(4.5), and x = 13.5. The 9 feet per side.
face of the building is a rectangle whose 938. c. To fnd the number of sides a fgure has,
sides measure 13.5, 54, 13.5, and 54. To fnd change the formula P = ns to Ps = n. Plug
its perimeter, add the measures of its sides each choice into this formula. In choice a,
together. fgure A has 12 sides. In choice b, fgure B
934. b. Each fgure except the trapezoid has a has 12 sides. In choice c, fgure C has 13
perimeter of 84 feet; its perimeter measures sides.
only 80 feet. 939. The perimeter equals 24 units. You can fnd
935. d. Apply the formula P = ns to each choice. In this perimeter by either adding the measure of
choice a, the perimeter of the backyard each side, or by using the formula P = ns. If
measures 12 feet × 4 sides, or 48 feet. In you choose to add each side, your solution
choice b, the perimeter of the pool looks like this: 4(2 + 2 + 2) = 24. If you choose
measures 8 feet × 6 sides, or 48 feet. In to use the formula, P = 12s; P = 12(2); P = 24.
choice c, the perimeter of the patio 940. The perimeter equals 50 units. Using your
measures 6 feet × 8 sides, or 48 feet. In knowledge of rectangles and their congruent
choice d, the perimeter of the Jacuzzi sides, you fnd the measure of each exterior
measures only 4 feet by 10 sides, or 40. side not given. To fnd the perimeter, you add
Consequently, the Jacuzzi has a different the measures of the exterior sides together:
perimeter. 1+6+1+6+1+4+1+4+1+2+1+2+
936. b. Each fgure has a perimeter of 202 feet 1 + 2 + 1 + 3 + 3 + 5 + 5 = 50.
except the hexagon; its perimeter measures 941. The perimeter equals 34 + 4 5 units. First,
156 feet. fnd the hypotenuse of at least one of the
two congruent triangles using the
Pythagorean theorem: 22 + 42 = c2;
42 + 162 = c2; 20 = c2; 2 5 = c. Add the
measures of the exterior sides together:
2+5+2+2+2+2+2+5+2+2 5+
4 + 2 + 4 + 2 5 = 34 + 4 5.

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942. The perimeter equals 32 + 2 5 units. First 947. x = 16. The hatch marks indicate that WT and
fnd the hypotenuse of at least one of the two QR are congruent. Plug the measurements of
congruent triangles using the Pythagorean ΔSQR into the Pythagorean theorem: 122 + x2
theorem: 12 + 22 = c2; 1 + 4 = c2; 5 = c. Add = 202; 144 + x2 = 400; x2 = 256; x = 16.
the measures of the exterior sides together: 948. y = 12. Opposite sides of a rectangle are
2(2 + 2 + 2) + 4(2 + 2) + 2(2) + 2 5 = 32 + congruent. OQ equals the sum of WT, TS, and
2 5. SR. Create the equation: 40 = 16 + y + 12;
943. y = 4 13 . CG and BH are congruent because 40 = 28 + y; 12 = y.
the opposite sides of a rectangle are 949. The perimeter is 144 units. Add the measures
congruent. Plug the measurements of ΔABH of the exterior line segments together: 40 + 16
into the Pythagorean theorem: 122 + 82 = y2; + 12 + 12 + 16 + 16 + 16 + 16 = 144.
144 + 64 = y2; 208 = y2; 4 13 = y. 950. x = 21 inches. ΔABC and ΔJIH are congruent
944. The perimeter is 48 + 8 13 units. Figure (Side-Side-Side postulate). ΔEDC and ΔEGH
ABDE is an isosceles trapezoid; AB is are also congruent because three angles and a
congruent to ED. Add the measures of the side are congruent. However, ΔABC and ΔJIH
exterior line segments together: 6 + 6 + 4 13 are only similar to ΔEDC and ΔEGH (Angle-
+ 12 + 6 + 6 + 12 + 4 13 = 48 + 8 13. Angle postulate). A comparison of side AC to
945. x = 21 . In parallelogram DGHK, opposite side EC reveals a 10:5 or 2:1 ratio between
sides are congruent, so ΔKDJ and ΔGFH are similar triangles. If AB measures 42 inches,
also congruent (Side-Side-Side postulate or then corresponding line segment ED measures
Side-Angle-Side postulate). Plug the half as much, or 21 inches.
measurements of ΔKDJ and ΔGFH into the 951. y = 19 inches. Using the same ratio
Pythagorean theorem: (2x)2 + 42 = 102; determined for x, if BC measures 38 inches,
4x2 + 16 = 100; 4x2 = 84; x2 = 21; x = 21. then corresponding line segment DC
946. The perimeter is 14 21 + 20 units. Replace measures half as much, or 19 inches.
each x with 21 and add the exterior line 952. The perimeter is 270 inches. Add the measures
segments together: 2 21 + 21 + 4 21 + of the exterior line segments together: 2(42 +
10 + 2 21 + 4 21 + 21 + 10 = 14 21 + 38 + 10) + 2(21 + 19 + 5) = 180 + 90 = 270
20. inches.
953. c. The perimeter of a square is four times the
length of one side.
954. a. The perimeter of a rectangle is two times
the length plus two times the width.

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955. a. The perimeter of a triangle is length of side 958. b. The perimeter of a parallelogram is the
a plus length of side b plus length of side c. sum of the lengths of all four sides. Using
956. c. To fnd the perimeter, we must know the this information and the fact that opposite
lengths of all sides. According to the sides of a parallelogram are equal, we can
diagram, we must fnd the length of the write the following equation:
hypotenuse for the triangular regions B x  x  3x2+ 2 + 3x2+ 2 = 32. Simplify to 2x +
and C. Use the Pythagorean theorem for 3x + 2 = 32. Simplify again: 5x + 2 = 32.
triangular region B: 302 + 402 = c2; 900 + Subtract 2 from both sides: 5x = 30. Divide
1,600 = c2; 2,500 = c2; 50 m = c. The both sides by 5: x = 6. The longer base is
hypotenuse for triangular region C is also represented by 3x2+ 2. Using substitution,
3(6) + 2
50 m, because the legs are 30 m and 40 m   equals 10 centimeters. If you chose
2
as well. Now adding the lengths of all sides, c, you solved for the shorter side.
40 m + 100 m + 30 m + 50 m + 30 m + 50
m + 60 m = 360 meters, the perimeter of
the plot of land. If you chose a, you did not
calculate in the hypotenuse on either
triangle. If you chose b, you miscalculated
the hypotenuse as having a length of 40 m.
If you chose d, you miscalculated the
hypotenuse as having a length of 30 m.
957. a. The two bases of the trapezoid are
represented by x and 3x. The nonparallel
sides are each x + 5. Setting up the
equation for the perimeter will allow us to
solve for x; x + 3x + x + 5 + x + 5 = 40.
Simplify to 6x + 10 = 40. Subtract 10 from
both sides; 6x = 30. Divide both sides by 6;
x = 5. The longer base is represented by 3x.
Using substitution, 3x or (3)(5) equals 15
centimeters, the longer base. If you chose b,
you solved for the shorter base. If you
chose c, you solved for the nonparallel side.
If you chose d, the original equation was
incorrect, x + x + 5 + 3x = 40.

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C H A P T E R

15 Circles

A with no sides; it is a set of points that are equidistant from a

C I RC L E I S A C LO S E D F I G U R E
single point, the center of the circle.

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– MATH TO THE MAX –

 Center Point, Radius,

A
Central Angle

P O
D

C Points in relationship to
O P circle ( P):
of
ius  B is an interior point
rad to P. B
A
radius  C is on P.
of O
 D is an exterior point
to P.
B
Example
If AO measures 5 units, what is the
A center point is a stationary point at the center of a measure of OB?
circle. All the points that lie on the curve of the circle Since point A is on the curve of the circle
are equidistant from the center point. and point O is the center of the circle, AO
A radius is a line segment that extends from the is a radius of the circle. Point B is also on
center of the circle and meets exactly one point on the circle and connects to the center of the
the circle. circle, so OB is also a radius of the circle.
Circles with the same center point but different If AO is 5 units, OB must also be 5 units.
radii are concentric circles.
A central angle is an angle formed by two radii. Example
If AB is 14 units, what is the measure of
AO?
 Chords and Diameters
AB is a diameter of the circle and AO is a
radius. The radius of a circle is half the
B
OB and OD are each a radius length of the diameter, so the length of
A C of O. 14
AO is 2 = 7 units.
O DB is a diameter.
ter

AC is a chord.
me
dia

OB  OD
2 × OB = DB
D

A chord is a line segment that joins two points on a

circle.
A diameter is a chord that joins two points on a
circle and passes through the center point.
Note: A diameter is twice the length of a radius,
and a radius is half the length of a diameter.

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– CIRCLES –

 Arcs A tangent is a ray or line segment that intercepts a

circle at exactly one point. The angle formed by a ra-
A dius and a tangent at the point where it meets a circle
is a right angle.
Note: Two tangents from the same exterior
B
33°
AB = 33° point are congruent.
AB = 10.1 inches
A secant is a ray or line segment that intercepts
diameter

ius
rad a circle at two points.
O AB is a minor arc.
ABC is a semicircle.
ABD is a major arc.
 Congruent Arcs and Circles
D
C
Congruent circles have congruent radii and diame-
An arc is a set of consecutive points on a circle. Arcs ters. Congruent central angles form congruent arcs in
can be measured by their rotation and by their congruent circles.
length.
A minor arc is an arc that measures less than A
180°.
A semicircle is an arc that measures exactly
O
180°. The endpoints of a semicircle are the endpoints
of a diameter.
A major arc is an arc that measures greater than C
E
B
180°.
D
Note: An arc formed by a central angle has the
same rotation as that angle. Example
If angle DOB measures 90 degrees, what is
the length of arc DB?
 Other Lines and Circles
Since angle DOB is a central angle, its
measure and the measure of its
intercepted arc are equal. The length of
B
arc DB is also 90 degrees.

Example
A O C R AC is a tangent and CB is a secant. If the
secant length of OB is 8 units and the length of
t AC is 12 units, what is the length of CB?
gen
tan A tangent and a radius form a right angle,
D
RB  RD which means that triangle ABC is a right
OB  OD triangle. Since OB is a radius, AB is a
diameter, which is equal to twice the

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– MATH TO THE MAX –

length of OB: 8 × 2 = 16 units. We use the 962. Name the exterior point(s).
Pythagorean theorem to find the length of a. A, B, C
the hypotenuse of the triangle, CB: 122 + b. D, E, F, G
162 = CB2; 144 + 256 = CB2; 400 = CB2; c. H
CB = 20 units. d. A, E, G, H

963. Point A lies 12 inches from the center of O

 O. If
 Practice Questions O
 O has a 1-foot radius, •A lies

a. inside the circle.

Choose the best answer. b. on the circle.
959. Which points of a circle are on the same plane? c. outside the circle.
a. only the center point and points on the d. between concentric circles.
curve of the circle
b. points on the circle but no interior points 964. A diameter is also
c. the center point, interior points, but no a. a radius.
points on the circle b. an arc.
d. all the points in and on a circle c. a chord.
d. a line.
960. In a circle, a radius
a. is the same length as a radius in a congruent 965. Both tangents and radii
circle. a. extend from the center of a circle.
b. extends outside the circle. b. are half a circle’s length.
c. is twice the length of a diameter. c. meet a circle at exactly one point.
d. determines an arc. d. are straight angles.

961. Congruent circles

966. From a stationary point, Billy throws four balls
a. have the same center point.
in four directions. Where each ball lands deter-
b. have diameters of the same length.
mines the radius of a different circle. What do
c. have radii of the same length.
the four circles have in common?
d. b and c
a. a center point
Use the following fgure to answer question 962. b. a radius
c. a diameter
E d. a tangent
F H
P
A
B
G
C

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– CIRCLES –

967. From a stationary point, Kim aims two arrows Use the fgures shown here to answer question 970.
at a bull’s-eye. The first arrow nicks one point
7 A B
on the edge of the bull’s-eye; the other strikes
the center of the bull’s-eye. Kim knows the first
√74
arrow traveled 100 miles. If the bull’s-eye is 200
miles wide, how far is Kim from the center of
1 √24
the bull’s-eye?
a. 100 miles
b. 2 100 miles C D
c. 1,000 miles
d. 1002 miles 2.5

10√2 √18.75
Use the following fgure to answer question 968.

C 10

3 970. Which circle is NOT congruent?

15
B Use the fgures shown here to answer question 971.
D

A A B
4
D
L P
B

A F E C
D C
x AB  CD AB  CD

968. What is the value of x?

A
B
C
Use the fgure shown here to answer question 969.
N O
D
A
B

Given AB  BA AB  CD
P O M
Q OM  QO
2 inches PO  QP

971. In which figure (L, N, P, O) is the set of arcs

not congruent to each other even though so
labeled?

969. If the diameter of O M is 2 inches, then what is

the diameter of O P?

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– MATH TO THE MAX –

Use the following fgure to answer questions 972  Measure of an Arc

through 974.
Using the circumference of a circle, you can fnd the
measure of an arc.
D 20

D
E
F G B
30°
25 A 7

972. What is the length of a radius in the circle? Circumference = 14π inches
30° 1
973. What is the area of DEF? =
360° 12


1
AD is 12 of 14π inches, or
7
974. Is DHG a major or minor arc? 6 π inches

 Area of a Circle
 Circumference of a Circle
Area of a circle in square units = π × radius2
The circumference of a circle is the circle’s version of
perimeter. Circa means around. Sailors circumnavi-
gate the earth; they navigate their way around the
earth.
C
Circumference of a circle = π × diameter, or
π × 2 times the radius B
.
7 in
A

C
B
7 in. Area = πr 2
= π(7 inches)2
A
= 49π square inches

2 × AB = AC
Circumference = π2r
= π2 × 7 inches
= 14π inches

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– CIRCLES –

Example
If angle AOC is 120 degrees and diameter
A
C BC is 9 feet, what is the length of arc AC
O in feet?
If diameter BC is 9 feet, then the circum-
B
ference of the circle is 9π feet; 120 degrees
120 1
is 360 or 3 of the circle, which means that
arc AC is equal to one-third of the cir-
9π
cumference of the circle, or 3 = 3π feet.
Example
If the circumference of the circle is 20π Choose the best answer.
centimeters, what is the diameter of the
circle? What is the radius? What is the 975. What is the circumference of the following
area? figure?
The circumference of a circle is equal to π
multiplied by the diameter, which means
that the diameter of the circle is 20 cen- 57″
A
timeters. Since the diameter of the circle is O
20
20 cm, the radius of the circle is 2 = 10
centimeters. The area of a circle is equal to
πr2, which means that the area of the cir-
cle is π(10)2, or 100π square centimeters. a. 57π inches
b. 114π inches
Example c. 26.5π inches
If the radius of the circle is 2 inches, what d. 57π inches
is the circumference of the circle? What is
the area? 976. What is the area of the following fgure?
The diameter of a circle is twice the ra-
dius, so the diameter is 4 inches and the
N
circumference is 4π inches. The area of a ft.
206
circle is equal to πr2: π(2)2 = 4π square
O
inches. M

a. 51.5π square feet

b. 103π square feet
c. 206π square feet
d. 10,609π square feet

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– MATH TO THE MAX –

977. What is the radius of the following fgure? 981. What is the area of a circle whose radius is 13
meters long?
a. 26π meters
b. 156π meters
O
c. 42.2π meters
d. 169π meters

Use the following fgure to answer questions 982 and

T 983.
Circumference of O = 64π centimeters

a. 8 centimeters
b. 16 centimeters B
c. 32 centimeters
d. 64 centimeters
A C O
978. The area of a square is 484 square feet. What is
the maximum area of a circle inscribed in the
square? D
a. 11π square feet
b. 22π square feet
c. 121π square feet Circumference = 64π feet
d. 122π square feet
982. 
BD is a quarter of the circumference of the
979. If the circumference of a circle is 192π feet, circle. If the total circumference is 64π feet,
then the length of the circle’s radius is then what is the length of  BD?
a. 166 feet. a. 16π feet
b. 96 feet. b. 32π feet
c. 192 feet. c. 48π feet
d. 384 feet. d. 90π feet

980. If the area of a circle is 289π square feet, then 983. What type of angle is the central angle that
the length of the circle’s radius is intercepts 
BD?
a. 17 feet. a. an acute angle
b. 34 feet. b. a right angle
c. 144.5 feet. c. an obtuse angle
d. 289 feet. d. a straight angle

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– CIRCLES –

Use the following fgure to answer question 984. 985. What is the area of the shaded fgure?
a. 56.25π square feet
b. 112.5π square feet
6 ft. c. 225π square feet
d. 337.4π square feet
A B
986. What is the ratio of the area of O
 M and the

area of O
 K?

12 ft. a. 1:8
b. 1:4
c. 1:2
d. 1:1
D C

6 ft.
Use the following fgure to answer questions 987 and
988.

A
984. What is the area of the shaded fgure (light and
dark combined)?
a. 144 square feet – 12π square feet
b. 12 square feet – 144π square feet
B
c. 144 square feet O C
d. 144 square feet – 24π square feet + 12π
square feet

Use the following fgure to answer questions 985 and

986. 987. If AB = 60 and OB = 75, what is the measure of
OA?

L 15H 988. If central angle AOC measures 60°, what is the

area of the shaded fgure?
K

M 15H

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– MATH TO THE MAX –

Use the following fgure to answer questions 989 and Use the following fgure to answer questions 995 and
990. 996.

995. What is the area of trapezoid ABDE?

A

4√2 ft.
4 in.

G 4 ft. B
2.5 in.
in.
4
4 in.

F C
989. If each side of a cube has an identical semicir- 6 ft.

cle carved into it, what is the total carved area

of the cube? AB  BF  FD  DE
height of ΔBCD = 6 ft.

D
990. What is the remaining surface area of the cube?

Using the following fgure, answer questions 991

through 994. E

C 996. What is the shaded area?

A
997. Aaron is installing a ceiling fan in his bedroom.
He needs to know the area the fan will cover
B D
45° once it is in motion. Which formula will he
7 in.
O 7 in. use?
a. A = bh
b. A = s2
c. A = 21 bh
d. A = πr2
991. Find the shaded area of the fgure.
998. If Lisa wants to know the distance around her
.
992. Find the length of AB circular table, which has a diameter of 42
inches, which formula will she use?
.
993. Find the length of CD a. P = 4s
b. P = 2l + 2w
 and CD
994. Are AB  the same length?
c. C = πd
d. P = a + b + c

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– CIRCLES –

999. The arm of a ceiling fan measures a length of 1004. Pat is making a Christmas tree skirt. She
25 inches. What is the area covered by the needs to know how much fabric to buy. Using
motion of the fan blades when turned on? (π = the illustration provided, determine the area
3.14) of the skirt to the nearest square foot.
a. 246.49 square inches
b. 78.5 square inches
c. 1,962.5 square inches 3 ft.

d. 157 square inches

6 in.

1000. How far will a bowling ball roll in one rota-

tion if the ball has a diameter of 10 inches? (π
= 3.14)
a. 31.4 inches
a. 37.7 square feet
b. 78.5 inches
b. 27 square feet
c. 15.7 inches
c. 75 square feet
d. 62.8 inches
d. 38 square feet

1001. A water sprinkler sprays in a circular pattern a

1005. A Norman window is to be installed in a new
distance of 10 feet. What is the circumference
home. Using the dimensions marked on the
of the spray? (π = 3.14)
illustration, fnd the area of the window to the
a. 31.4 feet
nearest tenth of an inch. (π = 3.14)
b. 314 feet
c. 62.8 feet
d. 628 feet

1002. How many degrees does a minute hand move

in 25 minutes? 70 in.
a. 25°
b. 150°
c. 60°
d. 175°
30 in.

1003. A circular print is being matted in a square a. 2,453.3 square inches

frame. If the frame is 18 inches by 18 inches b. 2,806.5 square inches
and the radius of the print is 7 inches, what is c. 147.1 square inches
the area of the matting? (π = 3.14) d. 2,123.6 square inches
a. 477.86 square inches
b. 170.14 square inches
c. 280.04 square inches
d. 288 square inches

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1006. A car is initially 200 meters due west of a 1008. The following fgure represents the cross sec-
1
roundabout (traffc circle). If the car travels to tion of a pipe 2 inch thick that has an inside
the roundabout, continues halfway around diameter of 3 inches. Find the area of the
the circle, exits due east, then travels an addi- shaded region in terms of π.
tional 160 meters, what is the total distance
the car has traveled? Refer to the diagram.
N 1″
2

3″
W E

200 m 160 m 160 m

S a. 8.75 π square inches

a. 862.4 meters b. 3.25 π square inches
b. 611.2 meters c. 7 π square inches
c. 502.4 meters d. 1.75 π square inches
d. 451.2 meters
1009. Using the illustration provided, fnd the area
1007. If Gretta’s bicycle has a 25-inch-diameter of the shaded region in terms of π.
wheel, how far will she travel in two turns of
the wheel? (π = 3.14)
a. 491 inches 12
b. 78.5 inches
c. 100 inches
d. 157 inches 22

a. 264 – 18π
b. 264 – 36π
c. 264 – 12π
d. 18π – 264

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– CIRCLES –

1010. Find the area of the shaded portions, where 1012. Find the total area of the shaded regions, if
AB
 = 6 and BC
 = 10. Give the answer in terms the radius of each circle is 5 centimeters. Give
of π. the answer in terms of π.

A C

B D

a. 25π − 72
b. 25π − 48
c. 25π − 8 a. 1,200 − 300π cm2
d. 100π − 48 b. 300 − 300π cm2
c. 300π − 1,200 cm2
1011. On a piece of machinery, the centers of two d. 300π − 300 cm2
pulleys are 3 feet apart, and the radius of each
pulley is 6 inches. How long a belt (in feet) is 1013. If the radius of a circle is tripled, the circum-
needed to wrap around both pulleys? ference is
6 in. a. multiplied by 3.
3 ft.
b. multiplied by 6.
c. multiplied by 9.
a. (6 + 0.5π) feet
d. multiplied by 12.
b. (6 + 0.25π) feet
c. (6 + 12π) feet
1014. Find the area of the shaded region. Give the
d. (6 + π) feet
answer in terms of π.

A 2 B 4 C

a. 16.5π
b. 30π
c. 3π
d. 7.5π

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– MATH TO THE MAX –

1015. A round tower with a 40-meter circumference 1019. If the area of a circle is 42.25π square meters,
is surrounded by a security fence that is 8 what is the length of the radius of the circle?
meters from the tower. How long is the secu- a. 10.5 meters
rity fence in terms of π? b. 6.5 meters
a. (40 + 16π) meters c. 7.5 meters
b. (40 + 8π) meters d. 21.125 meters
c. 48π meters e. 2.54 meters
d. 56π meters
1020. At the Pizza Place, the diameter of a small
1016. Find the circumference of the following circle. round pizza is 9 inches and the diameter of a
large round pizza is 15 inches. Approximately
6 ft. how much more pizza do you get in a large
pizza than in a small pizza? Use π = 3.14.
a. 113 square inches
b. 144 square inches
a. 12π feet
c. 6 square inches
b. 6π feet
d. 19 square inches
c. 3π feet
e. 452 square inches
d. 36π feet
e. 48π feet
1021. What is the area of the irregular fgure shown
here? Use π = 3.14.
1017. The diameter of a circular swimming pool is
16 feet. What is the circumference of the 10 m
pool?
a. 50.24 feet
b. 100.48 feet
c. 25.12 feet
d. 200.96 feet
e. 803.84 feet a. 139.25 square meters
b. 178.5 square meters
1018. Find the circumference of the following circle. c. 78.5 square meters
d. 414 square meters
e. 109.5 square meters

14 yd.

a. 14π yards
b. 7π yards
c. 49π yards
d. 196π yards
e. 28π yards

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1022. What is the area of the shaded region? 1024. In the following fgure, CD is a diameter of
the circle and BA is a radius. If the measure
 is 125º, what is the measure of AD?
of AC 

125˚
A

3m
4m
8m C D
B

a. (64π – 12) square meters

b. (16π – 24) square meters
c. (16π – 12)square meters
a. 125º
d. (24 – 16π) square meters
b. 62.5º
e. (24 – 64π) square meters
c. 27.5º
d. 55º
1023. ∠ACB is a central angle. What is the measure
e. 180º
?
of AB
A
TERMS TO REVIEW

circle

center point

radius
60˚
C
concentric circles

central angle

B chord

diameter

a. 15º arc

b. 30º minor arc

c. 60º semicircle
d. 90º major arc
e. 120º
tangent

secant

circumference

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– MATH TO THE MAX –

FORMULAS TO REVIEW 964. c. A diameter is a special chord; it is a line

segment that bridges a circle and passes
area of a circle = πr2
through the center point.
circumference = 2πr or πd
965. c. As a tangent skims by a circle, it intercepts
diameter = 2r a point on that circle. A radius spans the
distance between the center point of a
circle and a point on the circle; like a
 Answers tangent, a radius meets exactly one point
on a circle.
959. d. All the points of a circle are on the same 966. a. Billy acts as the central fxed point of each
plane; that includes the points on the curve of these four circles, and circles with a
of the circle (points on the circumference), common center point are concentric.
the center point, interior points, and 967. d. A bull’s-eye is a circle; the fight path of
exterior points (unless otherwise stated). each arrow is a line. The frst arrow is a
960. a. A circle is a set of points equidistant from a tangent that also forms the leg of a right
center point. Congruent circles have points triangle. The path of the second arrow
that lie the same distance from two forms the hypotenuse. Use the Pythagorean
different center points. Consequently, the theorem to fnd the distance between Kim
radii (the line segments that connect the and the center of the bull’s-eye: 100 miles2
center point to the points on a circle) of + 100 miles2 = c2. 10,000 sq. miles +
congruent circles are congruent. Choice d 10,000 sq. miles = c2. 20,000 sq. miles = c2.
describes a chord. 1002 = c.
961. d. Congruent circles have congruent radii; if 968. x = 16 units. Tangent lines drawn from a
their radii are congruent, then their single exterior point are congruent to each of
diameters are also congruent. Choice a their points of interception with the circle;
describes concentric circles, not congruent therefore, x is the sum of lengths AF and EF
circles. where AF is congruent to AB, and EF is
962. c. An exterior point is a point that lies outside congruent to ED. AB is 4, and DE is the
a circle. Choice a represents a set of interior difference of CE and CD, or 12; x is 4 plus 12,
points. Choice b represents a set of points or 16.
on O P; and choice d is a mix of points in,
969. The diameter of O  P = 0.5 inch. The diameter
on, and outside of O  P.
of O O is half the diameter of O  M. The
963. b. 12 inches is a foot, so •A lies on O  O. If the
diameter of O  O is 1 inch. The diameter of OP
distance from •A to the center point is half the diameter of O  O. The diameter of
measured less than the radius, then •A O P is 0.5 inch.
would rest inside O  O. If the distance from

•A to the center point were greater than the

radius, then •A would rest outside O  O.

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– CIRCLES –

970. Use the Pythagorean theorem to fnd the 979. b. The circumference of a circle is pi times
length of each circle’s radius: O  A: 72 + b2 = twice the radius. 192 feet is twice the length
 742; 49 + b2 = 74; b2 = 25; b = 5. Radius = 5. of the radius; therefore half of 192 feet, or
O B: 12 +  242 = c2; 1 + 24 = c2; 25 = c2; 5 = c. 96 feet, is the actual length of the radius.
Radius = 21 (5) = 2.5. O C: 102 + b2 = 10 22; 980. a. The area of a circle is pi times the square of
100 + b2 = 200; b2 = 100; b = 10. Radius = its radius. If 289 feet is the square of the
1
2 (10) = 5. OD: 2.5 + 18.75 
  2 2 = c2; 6.25 + circle’s radius, then 17 feet is the length of
18.75 = c2; 25 = c2; 5 = c. Radius = 5. Only O B its radius. Choice c is not the answer
is not congruent to O  A, O
 C, and O  D. because 144.5 is half of 289, not the square
971. The arcs in O  O are not congruent to each root of 289.
other. Parallel lines form congruent arcs. Two 981. d. The area of a circle is pi times the square of
diameters form congruent arcs. Parallel its radius. The area of the circle is π(13
tangent lines form congruent semicircles. meters)2, or 169π square meters.
Secants extending from a fxed exterior point 982. a. The length of arc BD is a quarter of the
form noncongruent arcs. circumference of the circle, or 16π feet.
972. The radius = 15 units. Use the Pythagorean 983. b. A quarter of 360° is 90°; it is a right angle.
theorem to fnd the length of DF or a: a2 + 202 984. c. This question is much simpler than it
= 252; a2 + 400 = 625; a2 = 225; a = 15. seems. The half circles that cap square
973. The area of ΔDEF = 150 square inches. The ABCD form the same area as the circular
length of ED is the height of ΔDEF. To fnd the void in the center. Find the area of square
area of ΔDEF, plug the measures of the radius ABCD, and that is your answer. 12 feet × 12
and the height into 21 bh: 21 (15 in. × 20 in.) = feet = 144 feet. Choices a and d are the
150 square inches. same answer. Choice b is a negative area

974. DHG is a major arc. and is incorrect.
975. b. The perimeter of a circle is twice the radius 985. b. The radii of O  L and O M are half the radius

times π: (2 × 57 inches)π. of O K. Their areas equal π(7.5 feet)2, or

976. d. The area of a circle is the radius squared 56.25π square feet each. The area of O  K is

times π: π(103 feet)2. π(15 ), or 225π square feet. Subtract the

2

977. c. If the circumference of a circle is 64π areas of circles L and M from the area of
centimeters, then the radius of that circle is O K: 225π sq. ft. – 112.5π sq. ft. = 112.5π

half of 64, or 32 centimeters. square feet.

978. c. If the area of a square is 484 square feet, 986. b. Though O  M has half the radius of O  K, it

then the sides of the square must measure has a fourth of the area of O  K: 56.25π

22 feet each. The diameter of an inscribed square feet: 225π square feet or 1:4.
circle has the same length as one side of the
square. The maximum area of an inscribed
circle is π(11 feet)2, or 121π square feet.

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– MATH TO THE MAX –

987. The radius OA = 45 feet. Use the Pythagorean 995. The area of trapezoid ABDE = 48 square feet.
theorem: a2 + 602 = 752; a2 + 3,600 = 5,625; Use the Pythagorean theorem to fnd AG:
a2 = 2,025; a = 45 feet. (42 ft.)2 = (4 ft.)2 + b2; 32 sq. ft. = 16 sq. ft. +
988. The area of O  O is π(45 feet)2, or 2,025π square b2; b = 4 ft. If AG equals 4 feet, then AF and EF
feet. If central angle AOC measures 60°, then equal 8 feet, and AE equals 16 feet. The area of
the area inside the central angle is 61 the total a trapezoid is its height times half the sum of
area of O  O, or 337.5π square feet. The area of its bases: 21 (8 ft. + 16 ft.)(4 ft.) = 12(4) = 48
ΔABO is 21 (45 feet × 60 feet), or 1,350 square square feet.
feet. Subtract the area inside the central angle 996. The shaded area  14.88 square feet. The
from the area of the triangle: shaded area = shaded area is the difference of ΔBCD’s area
1,350 square feet – 337.5π square feet. and the area between chord BD and arc BD.
989. The area of one semicircle is A = 12π(1.25 in2). The height of ΔBCD is 6 feet. Its area is
1 
A  0.78125π square inches. Multiply the area (6 ft. × 8 ft.) = 24 sq. ft. The area of BD is
2
of one semicircle by 6: 6 × 0.78125π square tricky. It is the portion of circle F contained
inches  4.6875π square inches. within ∠BFD minus the area of inscribed
990. The surface area of a cube is 6(4 inches2), or ΔBFD. Central angle BFD is a right angle; it is
96 square inches. Subtract the area of six a quarter of a circle’s rotation and a quarter of
semicircles from the surface area of the cube: its area. The circle’s radius is 42 feet. The
remaining surface area = 96 square inches – area of circle F is π(42 ft.)2, or 32π square
18.75π square inches. feet. A quarter of that area is 8π square feet.

991. The shaded area = 18.4π square inches. CD is The area of ΔBFD is 21 (42 ft. × 42 ft.) = 16
part of a concentric circle outside O  O. Its area sq. ft. Subtract 16 square feet from 8π square
is π(14 inches) , or 196π square inches. A 45°
2 feet; then subtract that answer from 24 square
slice of that area is one-eighth the total area, or feet, and your answer is approximately 14.88
24.5π square inches. This is still not the square feet.
answer. The area of O  O is π(7 inches)2, or 49π 997. d. The area of a circle is π times the radius
square inches. Again, a 45° slice of that area is squared.
one-eighth the total area, or 6.1π square 998. c. The circumference or distance around a
inches. Subtract the smaller wedge from the circle is π times the diameter.
larger wedge, and the shaded area is 18.4π 999. c. The ceiling fan follows a circular pattern;
square inches. therefore, area = πr2. Area = (3.14)(25)2 =

992. AB is 1.8π inches. The circumference of O  O is 1,962.5 square inches. If you chose a, the
14π inches. A 45° slice of that circumference is incorrect formula you used was π2r. If you
one-eighth the circumference, or 1.8π inches. chose d, the incorrect formula you used

993. CD is 3.5π inches. The circumference of was πd.
concentric O  O is 28π inches. An eighth of that

circumference is 3.5π inches.

 
994. AB and CD may have the same rotation (45°),
but they do not have the same length.

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– CIRCLES –

1000. a. The circumference of a circle is πd. Using 1004. d. To fnd the area of the skirt, fnd the area of
the diameter of 10 inches, the the outer circle minus the area of the inner
circumference is equal to (3.14)(10) or 31.4 circle. The area of the outer circle is π(3.5)2
inches. If you chose b, you found the area or 38.465 sq. ft. The area of the inner circle
of a circle. If you chose c, you mistakenly is π(0.5)2 or 0.785 sq. ft. The difference is
used πr for circumference rather than 2πr 38.465 − 0.785 square feet or 37.68 square
or πd. If you chose d, you used the formula feet. The answer, rounded to the nearest
2πd. square foot, is 38 square feet. If you chose
1001. c. The circumference of a circle is πd. Since a, you rounded to the nearest tenth of a
10 feet represents the radius, the diameter foot. If you chose b, you miscalculated the
is 20 feet. The diameter of a circle is twice radius of the outer circle as being 3 feet
the radius. Therefore, the circumference is instead of 3.5 feet.
(3.14)(20) or 62.8 feet. If you chose a, you 1005. a. To fnd the area of the rectangular region,
used πr rather than 2πr or πd. If you chose multiply length times width, or (30)(70),
b, you found the area rather than which equals 2,100 sq. in. To fnd the area
circumference. of the semicircle, multiply 21 times πr2 or
1
1002. b. A minute hand moves 180 degrees in 30 π(15)2, which equals 353.25 sq. in. Add
2
minutes. Use the following proportion: the two areas together: 2,100 plus 353.25
30 minutes 25 minutes
 =
180 degrees x deg
rees . Cross multiply: equals 2,453.3 square inches, rounded to
30x = 4,500. Solve for x; x = 150 degrees. the nearest tenth, for the area of the entire
1003. b. To fnd the area of the matting, subtract window. If you chose b, you included the
the area of the print from the area of the area of a circle, not a semicircle.
frame. The area of the print is found using 1006. b. The question requires us to fnd the
πr2 or (3.14)(7)2, which equals 153.86 sq. distance around the semicircle. This
in. The area of the frame is length of side distance will then be added to the distance
times length of side or (18)(18), which traveled before entering the roundabout,
equals 324 square inches. The difference, 200 meters, and the distance traveled after
324 square inches − 153.86 square inches, exiting the roundabout, 160 meters.
or 170.14 square inches, is the area of the According to the diagram, the diameter of
matting. If you chose c, you mistakenly the roundabout is 160 meters. The distance
used the formula for the circumference of a or circumference of half a circle is 21 πd,
1

circle, 2πr, instead of the area of a circle, 2 (3.14)(160) or 251.2 m. The total distance
πr2. or sum is 200 m + 160 m + 251.2 m =
611.2 meters. If you chose a, you included
the distance around the entire circle. If you
chose c, you found the distance around the
circle. If you chose d, you did not include
the distance after exiting the circle, 160 m.

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1007. d. To fnd how far Gretta will travel, fnd the 1009. b. The area of the shaded region is the area of
circumference of the wheel multiplied by 2. a rectangle, 22 by 12, minus the area of a
The formula for the circumference of the circle with a diameter of 12. The area of the
wheel is πd. Since the diameter of the rectangle is (22)(12) = 264. The area of a
wheel is 25 inches, the circumference of the circle with a diameter of 12 and a radius of
wheel is 25π. Multiply this by 2: (2)(25π) 6 is π(6)2 = 36π. Therefore, the area of the
or 50π. Finally, substitute 3.14 for π; shaded region is 264 − 36π. If you chose a,
50(3.14) = 157 inches, the distance the the formula for area of a circle was
wheel covers in two turns. If you chose a, incorrect, 21πr2. If you chose c, the formula
you used the formula for area of a circle for area of a circle was incorrect, πd. If you
rather than circumference. If you chose b, chose d, this was the reverse of choice a—
the distance traveled was one rotation, not area of the circle minus area of the
two. rectangle.
1008. d. To fnd the area of the shaded region, we
must fnd the area of the outer circle minus
12
the area of the inner circle. To fnd the area
of the outer circle, we will use the formula
area = πr2. The outer circle has a diameter
22
of 4 (3 + 21 + 21) and a radius of 2;
therefore, its area = π22 or 4π. The inner
circle has a radius of 1.5; therefore, its area
= π(1.5)2 or 2.25π. The difference, 4π −
2.25π, or 1.75π square inches, is the area of
the shaded region. If you chose a, you gave
the outer circle a radius of 3 and the inner
circle a radius of 21 . If you chose b, you gave
the outer circle a radius of 27 and the inner
circle a radius of 3. If you chose c, you gave
the outer circle a radius of 4 and the inner
circle a radius of 3.

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– CIRCLES –

1010. b. To fnd the area of the shaded region, we 1012. a. To fnd the total area of the shaded region,
must fnd the area of the circle minus the we must fnd the area of the rectangle
area of the rectangle. The formula for the minus the sum of the areas of all the
area of a circle is πr2. The radius is 21BC
 or circles. The area of the rectangle is base ×
1

2 (10), which is 5. The area of the circle is height. Since the rectangle is four circles
π(52) or 25π. The formula for the area of a wide and three circles high, and each circle
rectangle is length × width. Using the fact has a diameter of 10 centimeters (radius of
that the rectangle is divided into two 5 cm  2), the rectangle is 40 cm wide and
triangles with width of 6 and hypotenuse 30 cm high; (40)(30) = 1,200 cm2. The area
of 10, and using the Pythagorean theorem, of one circle is πr2 or π(5)2 = 25π. Multiply
we fnd the length: a2 + b2 = c2; a2 + 62 = this value times 12, since we are fnding the
102; a2 + 36 = 100; a2 = 64; a = 8. The area area of 12 circles: (12)(25)π = 300π. The
of the rectangle is length × width or 6 × 8 = difference is 1,200 − 300π cm2, the area of
48. Finally, to answer the question, the area the shaded region. If you chose b, the area
of the shaded region is the area of the circle of the rectangle was incorrectly calculated
minus the area of the rectangle, or 25π − as (20)(15). If you chose c, you reversed the
48. If you chose a, the error was in the use calculation to be the area of the circles
of the Pythagorean theorem, 62 + 102 = c2. minus the area of the rectangle. If you
If you chose c, the error was in fnding the chose d, you reversed choice b as the area
area of the rectangle. If you chose d, you of the circles minus the area of the
used the wrong formula for area of a circle, rectangle.
πd2. 1013. a. The formula for fnding the circumference
1011. d. To solve for the length of the belt, begin of a circle is πd or 2πr. If the radius is
with the distance between the centers of tripled, the diameter is also tripled. The
the pulleys, 3 feet, and multiply by 2: (3)(2) new circumference is π3d or π6r. Compare
or 6 feet. Second, you need to know that this expression to the original formula;
the circumference of two semicircles with with a factor of 3, the circumference is
the same radius is equivalent to the multiplied by 3.
circumference of one circle. Therefore
C = πd or 12π inches. Since the units are in
feet, and not inches, convert 12π inches to
feet or 1π feet. Now, add these two values
together, (6 + π) feet, to determine the
length of the belt around the pulleys. If you
chose a or b, you used an incorrect formula
for circumference of a circle. Recall that
circumference = πd. If you chose c, you
forgot to convert the unit from inches to
feet.

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– MATH TO THE MAX –

1014. c. To fnd the area of the shaded region, we 1015. a. This problem has three parts. First, we
must fnd 21 the area of the circle with must fnd the diameter of the existing
diameter AC, minus 21 the area of the circle tower. Second, we will increase the
with diameter BC, plus 21 the area of the diameter by 16 meters for the purpose of
circle with diameter AB. To fnd 21 the area the fence. Finally, we will fnd the
of the circle with diameter AC, we use the circumference using this new diameter;
formula area = 21 πr2. Since the diameter is this will be the length of the fence. The
6, the radius is 3; therefore, the area is 21 π32 formula for circumference of a circle is πd.
or 4.5π. To fnd 21 the area of the circle with This formula, along with the fact that the
diameter BC, we again use the formula area tower has a circumference of 40 meters,
= 21 πr2. Since the diameter is 4, the radius is gives us the following formula: 40 = πd. To
2; therefore the area is 21 π22 or 2π. To fnd 21 solve for d, the diameter, divide both sides
the area of the circle with diameter AB, we by π. D = 40π, the diameter of the existing
again use the formula area = 21 πr2. Since tower. Now increase the diameter by 16
the diameter is 2, the radius is 1; therefore meters, 40π + 16, to determine the diameter
the area is 21 π. Finally, 4.5π − 2π + 0.5π = of the fenced-in section. Finally, use this
3π, the area of the shaded region. If you value for d in the equation πd or
chose a or b, in the calculations you π(40π + 16) meters. Simplify by distributing
mistakenly used πd2 as the area formula π through the expression: (40 + 16π)
rather than πr2. meters. This is the length of the security
fence. If you chose b, you added 8 to the
circumference of the tower rather than 16.
If you chose c, you merely added 8 to the
circumference of the tower.
1016. a. The formula for the circumference of a
circle is C = 2πr or C = πd. The radius
(halfway across the circle) is given. Double
the radius to 12 feet: C = π(12), which is
equivalent to 12π feet.
1017. a. The formula for circumference is C = πd or
C = 2πr. Use 3.14 for π; C = (3.14)(16) =
50.24 feet.
1018. a. The formula for circumference is C = πd
or C = 2πr. The diameter of the circle is
14 yards: C = π(14), which is equivalent to
14π yards.

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– CIRCLES –

1019. b. Use the formula A = πr2 where r is the 1022. b. The area of the shaded region is the area of
radius of the circle. Since the area is given, the inner fgure subtracted from the area of
substitute into the formula to fnd the the outer fgure; Ashaded = Aouter – Ainner. In
radius: 42.25π = πr2. Divide each side of this fgure, the outer region is a circle and
the equation by π to get 42.25 = r2, so the inner region is a rectangle: Ashaded =
r = 42.25  = 6.5 meters. Acircle – Arectangle = πr2 – bh. Substitute into
1020. a. To fnd the difference, fnd the area of the the formula; π(4)2 – (3)(8) = (16π – 24)
small pizza and subtract it from the area of square meters.
the large pizza. Be sure to use the radius of 1023. c. A central angle of a circle is an angle whose
each pizza in the formula, which is half of vertex is the center of the circle and whose
the diameter: Alarge – Asmall = πr2 – πr2 = sides are radii of the circle. Since ∠ACB is a
(3.14)(7.5)2 – (3.14)(4.5)2. Evaluate central angle, the measure of the
intercepted AB  is equal to the measure of
exponents: (3.14)(56.25) – (3.14)(20.25).
the angle. Therefore, the measure of AB 
Multiply within each term: 176.625 – is
63.585. Subtract to get 113.04 sq. in. There 60°.
are approximately 113 more square inches 1024. d. Since CD is a diameter of the circle, it
in the large pizza. divides the circle into two congruent parts.
1021. a. The fgure is made up of a square and a 
Thus, the measure of CAD is one-half of
 is
half-circle. The square has sides that are 360°, or 180°. Since the measure of AC
10 meters long and the diameter of the 125°, subtract 125 from 180 to fnd the
 180 – 125 = 55°.
semicircle is a side of the square. Therefore, measure of AD:
the radius of the circle is 5 meters. To fnd
the area of the fgure, fnd the area of each
part and add the areas together: Asquare +
A12 circle = bh + 21 πr2 = (10)(10) + 21 (3.14)
(5)2. Simplify the expression: 100 +
1 1
(3.14)(25) = 100 + (78.5) = 100 + 39.25.
2 2
Therefore the total area is 139.25 square
meters.

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MTTM_13_327_352.QXD:RE_edition.QXD 6/28/08 8:10 AM Page 327

C H A P T E R

16 Volume and
Surface Area

W H E N WO R K I N G W I T H T H R E E - D I M E N S I O N A L S O L I D S ,
we are often asked to find
volume and surface area. Volume is the amount of space taken up by an object. Vol-
ume is measured in cubic units, such as cubic centimeters or cubic inches. Surface
area is the total area of every face of a solid. Surface area is measured in square units.

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– MATH TO THE MAX –

 Volume of a Right Prism  Volume of a Right

Rectangular Prism
The sides of a right prism perpendicularly meet the
base. The base is the polygon that defines the shape of A rectangular prism is a right prism that has a rectan-
the solid. The volume of a right prism is equal to the gle as its base. The volume of a rectangular prism is
area of its base multiplied by its height. equal to the area of its base (length times width)
times its height. A shoebox might be a right rectangu-
lar prism.

base base

base

l area
Right Triangular Right Rectangular Right Pentagonal
Prism Prism Prism of base1
t
igh
he
w

Example
What is the volume of a rectangular prism
area that has a length of 8 meters, a width of 6
of base1
meters, and a height of 7 meters?
ht
heig Multiply the length by the width by the
height: 8 × 6 × 7 = 336 square meters.
Example
The length of the base of a right triangu-
lar prism is 4 inches, and the height of the
base is 3 inches. If the height of the prism
is 12 inches, what is the volume of the
triangular prism?
First, we find the area of the base of the
prism. The area of a triangle is equal to
half the product of its base and its height:
4 × 3 12
2 = 2 = 6 sq. in. Now, multiply the area
of the base by the height of the prism:
6 × 12 = 72 cu. in. The volume of the
triangular prism is 72 cubic inches.

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 Volume of a Right Cube  Volume of a Pyramid

A right cube is a type of rectangular prism—it’s a rec- The volume of a pyramid is equal to one-third the
tangular prism whose base is a square and whose height area of its base multiplied by its height. The follow-
has the same measure, which means that the measures ing diagram shows how three rectangular pyramids
of the length, width, and height of the prism are identi- form a rectangular prism, which is why the volume
cal. The volume of a cube is equal to the length multi- of a pyramid is equal to one-third the volume of a
plied by the width multiplied by the height, or the cube rectangular prism that has the same base and height
of any one of those measures: V = lwh, or V = s3. Num- measurements.
bered dice are cubes.

x x x
area x + x + x
l
of base1

h x x x
w

Example
If the volume of a cube is 343 square feet,
what is the length of the cube? Volume

Since the volume of a cube is equal to the

length of any one of its sides cubed, we
can take the cube root of the volume to x

find the length of one side of the cube. x

The cube root of 343, 3 343 , is 7. The x

length of the cube is 7 feet. Right Prism

Example
A pyramid has a base area of 24 square
feet and a height of 10 feet. What is the
volume of the pyramid?
Multiply the area of the base by the height
of the pyramid and divide by 3: 24 ×3 10 =
240
3 = 80 cubic feet.

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 Volume of a Cylinder  Volume of a Sphere

The volume of a cylinder is equal to the area of its The volume of a sphere is equal to 43(πr3). A basketball
base, which is a circle (area = πr2), multiplied by its is a sphere.
height. A roll of paper towels might be a cylinder.
Example
Example What is the volume of a ball that has a
The circumference of the base of a cylin- radius of 9 centimeters?
der is 16π millimeters. If the height of the Plug the radius of the ball into the for-
cylinder is 6 millimeters, what is the mula for the volume of a sphere: 43[π (9)3]
volume of the cylinder? = 43(729π) = 972π cubic centimeters.
Since the circumference of a circle is π
multiplied by the diameter of the circle,
the diameter of the circle must be 16 mil-  Practice Questions
limeters. The radius is half the diameter,
or 8 millimeters. The area of the base of 1025. Which choice describes a figure that has a
the cylinder is π(8)2 = 64π mm2, so the third of the volume of the figure shown?
volume of the cylinder is equal to
(64π)(6) = 384 cubic millimeters.

 Volume of a Cone 2 in.

2 in.
The volume of a cone is equal to the area of its base,
a. a right triangular prism with base sides
which is a circle (area = πr2), multiplied by one-third
that measure 2 inches and a height that
of its height. The volume of a cone is one-third the
measures 2 inches.
volume of a cylinder that has the same base and
b. a cube with base sides that measure
height. A party hat might be a cone.
2 inches and a height that measures
2 inches.
Example
c. a triangular pyramid with base sides that
The radius of the base of a cone is 14
measure 2 inches and a height that
inches and the height of the cone is 9
measures 2 inches.
inches. What is the volume of the cone?
d. a square pyramid with base sides that
The base of a cone is a circle, which means
measure 2 inches and a height that
that the area of the base is π(14)2 = 196π
measures 2 inches.
sq. in. One-third of the height of the cone
is 93 = 3, so the volume of the cone is
(196π)(3) = 588π cubic inches.

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1026. Which figure has a third of the volume of a Find each unknown element using the information
3-inch cube? provided.

a. 1029. Find the height of a right rectangular prism

1 in. with a volume of 295.2 cubic inches and a base
area that measures 72 square inches.

1030. Find the measure of a triangular pyramid’s

b.
base side if its volume measures 723 cubic
2 in. meters and its height measures 6 meters. The
base of the pyramid forms an equilateral
triangle.

Use the solid figure to answer question 1031.

c.

l = 2.1 m

3 in.
1031. What is the volume?
d.

1 in.

Find the volume of each solid.

1027. Find the volume of a pyramid with four

congruent base sides. The length of each base
side and the prism’s height each measure
2.4 feet.

1028. Find the volume of a pyramid with an eight-

sided base that measures 330 square inches
and a height that measures 10 inches.

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Use the figure to answer questions 1032 and 1033. 1035. If the conical ends of candy wrapper Q have
1
x 96 π cubic inch volume each, what is the length


of y?
x
x
Solve each question using the information in each
12 ft.
word problem.

1036. Tracy and Jarret try to share an ice cream

12 ft. cone, but Tracy wants half of the scoop of ice
cream on top while Jarret wants the ice cream
inside the cone. Assuming the half scoop of ice
x
P cream on top is a perfect half sphere, who will
have more ice cream? The cone and scoop
Volume of cylinder P = 432π cu. ft. both have radii 1 inch long; the cone is 3
inches high.
1032. If the volume of cylinder P is 432π cubic feet,
what is the length of x? 1037. Dillon fills the cylindrical coffee grind
containers each day from bags that each
1033. What is the total volume of the solid? contain 32π cubic inches of coffee. How many
cylindrical containers can Dillon fill with two
Use the following figure to answer questions 1034 bags of coffee if each cylinder is 4 inches wide
and 1035. and 4 inches high?

1038. Before dinner, Jen measures the circumference

and length of her roast. It measures 12π inches
around and 4 inches long. After cooking, the
Q
roast is half its volume but just as long. What
x is the new circumference of the roast?

1039. Mike owns many compact discs (CDs), which

he has to organize. If his CD holder is 5 inches
1
2 in. wide by 4.5 inches high by 10 inches long and
y his CDs measure 4 inches wide by an eighth of
an inch thick, how many CDs fit back-to-back
Volume Q =
1
6 π cu. in. in Mike’s CD case?

1034. If the volume of a candy wrapper Q is 61 π

cubic inches, what is the length of x?

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1040. Munine is trying to carry her new 24-inch-tall Use Puppet Dan to answer questions 1045 through
cylindrical speakers through her front door. 1053.
Unfortunately, they do not fit, either upright
or sideways, through the width of the 6 in. 6 in.
doorway. If each speaker is 2,400π cubic
6 in.
inches, how narrow is her doorway? 2 in.

4 in.
1041. Tory knows the space within a local cathedral
dome that is a half sphere is 13,122π cubic
3 in.
feet. Using her knowledge of geometry, what 6 in.
does Tory calculate the height of the dome to
be?
2 in.
3 in. 2 in.

1042. Joe carves a perfect 3-meter-wide sphere

5 in.
inside a right prism. How much material did
he remove? If the volume of the prism was
250 cubic meters, how much material
remains?

1043. Theoretically, how many spherical candies 1 in.

should fit into a cylindrical jar if the diameter 2 in.

2 in.
of each candy is 0.5 inch, and the jar is 4.5
inches wide and 6 inches high? 1045. What is the volume of Puppet Dan’s hat if it
measures 6 inches wide by 6 inches high?
1044. A sphere with a 2-foot radius rests inside a
cube with 4.5-foot edges. What is the volume 1046. What is the volume of Puppet Dan’s head if it
of the space between the sphere and the cube, measures 6 inches wide?
assuming π  3.14?
1047. What is the volume of Puppet Dan’s arms if
one segment measures 2 inches wide by 4
inches long?

1048. What is the volume of Puppet Dan’s hands if

each one measures 2 inches wide?

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1049. What is the volume of Puppet Dan’s body if it 1056. To find the volume of a cube that measures
consists of a cylinder that measures 6 inches 3 centimeters by 3 centimeters by 3
wide and 6 inches long plus two half spheres centimeters, which formula would you use?
with 3-inch radii? Each end of the cylinder a. V = πr2h
measures 6 inches wide. b. V = 34 πr3
c. V = 31 πr2h
1050. What is the volume of Puppet Dan’s legs if d. V = s3
each segment measures 2 inches wide by
5 inches long? 1057. A circular pool is filling with water. Assuming
the water will be 4 feet deep and the diameter
1051. What is the volume of Puppet Dan’s feet if is 20 feet, what is the volume of the water
each foot measures 2 inches × 2 inches × 1 needed to fill the pool? (π = 3.14)
inch? a. 251.2 cubic feet
b. 1,256 cubic feet
1052. What is puppet Dan’s total volume? c. 5,024 cubic feet
d. 3,140 cubic feet
1053. Puppet Dan is made out of foam. If foam
weighs 3 ounces per cubic inch, how much 1058. What is the volume of a ball whose radius is 4
does the total of Puppet Dan’s parts weigh? inches? Round to the nearest inch. (π = 3.14)
a. 201 cubic inches
1054. Dawn wants to compare the volume of a b. 268 cubic inches
basketball with the volume of a tennis ball. c. 804 cubic inches
Which formula will she use? d. 33 cubic inches
a. V = πr 2h
b. V = 34 πr3 1059. A plum has a radius of 1.5 inches. Find the
c. V = 31 πr2h volume of the plum. (π = 3.14)
d. V = s3 a. 9.42 cubic inches
b. 113.04 cubic inches
1055. Mimi is filling a tennis ball can with water. She c. 28.26 cubic inches
wants to know the volume of the cylinder- d. 14.13 cubic inches
shaped can. What formula will she use?
a. V = πr2h 1060. Safe-deposit boxes are rented at the bank. The
b. V = 34 πr3 dimensions of a box are 22 inches by 5 inches
c. V = 31 πr2h by 5 inches. What is the volume of the box?
d. V = s3 a. 220 cubic inches
b. 550 cubic inches
c. 490 cubic inches
d. 360 cubic inches

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1061. An inground pool is filling with water. The 1064. A sand pile is shaped like a cone as illustrated
shallow end is 3 feet deep and gradually slopes here. How many cubic yards of sand are in the
to the deepest end, which is 10 feet deep. The pile? Round to the nearest tenth. (π = 3.14)
width of the pool is 15 feet and the length is
30 feet. What is the volume of the pool?
30 ft.

10 ft.
20 ft.
15 ft.

3 ft.

32 ft.

a. 1,575 cubic feet

b. 4,500 cubic feet a. 5,358.9 cubic yards
c. 2,925 cubic feet b. 595.4 cubic yards
d. 1,350 cubic feet c. 198.5 cubic yards
d. 793.9 cubic yards
1062. A sphere has a volume of 288π cubic
centimeters. Find its radius. 1065. If the lengths of all sides of a box are doubled,
a. 9.5 centimeters how much is the volume increased?
b. 7 centimeters a. 2 times
c. 14 centimeters b. 4 times
d. 6 centimeters c. 6 times
d. 8 times
1063. Using the same cross section of pipe as in
question 1008, answer the following question: 1066. If the diameter of a sphere is tripled, the
If the pipe is 18 inches long, what is the volume is
volume of the half-inch-thick shaded region a. multiplied by 3.
in terms of π? b. multiplied by 27.
a. 31.5π cubic inches c. multiplied by 9.
b. 126π cubic inches d. multiplied by 6.
c. 157.5 cubic inches
d. 58.5 cubic inches

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1067. If the radius of a cone is doubled, the volume 1071. A solid is formed by cutting the top off of a
is cone with a slice parallel to the base, and then
a. multiplied by 2. cutting a cylindrical hole into the resulting
b. multiplied by 4. solid. Find the volume of the remaining
c. multiplied by 6. hollowed solid in terms of π.
d. multiplied by 8.

1068. If the radius of a cone is halved, the volume is

3 cm
a. multiplied by 41. 40 cm
b. multiplied by 21. 21 cm

c. multiplied by 81.
1
d. multiplied by 16 .

9 cm
1069. If the radius of a right cylinder is doubled and
the height is halved, its volume a. 834π cubic centimeters
a. remains the same. b. 2,880π cubic centimeters
b. is multiplied by 2. c. 891π cubic centimeters
c. is multiplied by 4. d. 1,326π cubic centimeters
d. is multiplied by 21.
1072. A rectangular container is 5 centimeters wide
1070. If the radius of a right cylinder is doubled and and 15 centimeters long, and contains water to
the height is tripled, its volume is a depth of 8 centimeters. An object is placed in
a. multiplied by 12. the water and the water rises 2.3 centimeters.
b. multiplied by 2. What is the volume of the object?
c. multiplied by 6. a. 92 cubic centimeters
d. multiplied by 3. b. 276 cubic centimeters
c. 172.5 cubic centimeters
d. 312.5 cubic centimeters

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1073. A spherical holding tank whose diameter to 1075. A cylindrical hole with a diameter of 4 inches
the outer surface is 20 feet is constructed of is cut through a cube. The edge of the cube is
1-inch-thick steel. How many cubic feet of 5 inches. Find the volume of the hollowed
steel is needed to construct the holding tank? solid in terms of π.
Round to the nearest integer value. (π = 3.14)

5
1 in.
ft.
20

4
5

5
a. 78 cubic feet
a. 125 − 80π
b. 104 cubic feet
b. 125 − 20π
c. 26 cubic feet
c. 80π − 125
d. 125 cubic feet
d. 20π − 125

1074. How many cubic inches of lead are there in

the pencil? Round to the nearest thousandth.
 Surface Area
(π = 3.14)
.25 in. We’ve reviewed how to find the areas of two-
dimensional shapes such as triangles, rectangles,
5 in.
.125 in. diameter
squares, and circles. Three-dimensional figures can
have one, two, three, four, five, six, or more faces. To
a. 0.061 cubic inch find the total surface area of a solid, we must find the
b. 0.060 cubic inch area of each face, and then add the areas of those
c. 0.062 cubic inch faces together.
d. 0.063 cubic inch

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 Surface Area of a PITFALL

Rectangular Prism
Although we are working with three-
Not all prisms have six faces (a triangular prism has dimensional shapes when finding surface
five faces), but rectangular prisms and cubes have six area, the unit of measure is still square units,
faces. All six faces of a rectangular prism are types of not cubic units. We are multiplying two units
rectangles, and all six faces of a cube are squares. To of measure and then adding. When finding
volume, we are multiplying three units of
find the surface area of a rectangular prism, find the
measure, which is why volume is always
area of each of the six faces. However, we can take a bit
measured in cubic units.
of a shortcut. There are three pairs of unique faces to a
rectangular prism. Look at the diagram of a rectangu-
lar prism that measures 6 feet by 5 feet by 1 foot:
 Surface Area of a Cube
6 ft. × 5 ft. × 1 ft.

3 ft. × 3 ft. × 3 ft.

disassemble
disassemble

5 ft. 5 ft. 1 ft. 1 ft. 3 ft.

5 ft.
3 ft.
1 ft.
6 ft. 6 ft. 6 ft.
1 ft. The surface area of a cube is the sum of its face ar-
eas, or SA = (length × width) + (length × width) +
(width × height) + (width × height) + (length ×
The surface area of a prism is the sum of the areas
height) + (length × height). This formula simplifies
of its face areas, or SA = (length × width) + (length ×
into: SA = 6s2, where s is the length of one side.
height) + (width × height) + (width × height) +
(length × height) + (length × width). This formula
Example
simplifies into SA = 2(lw + wh + lh).
The width of one side of a cube is
1.3 centimeters. What is the surface area
Example
of the cube?
If a rectangular prism has a length of
Use the formula for surface area of a cube:
7 inches, a width of 3 inches, and a height
SA = 6s2; 6(1.3)2 = 6(1.69) = 10.14 cm2.
of 2 inches, what is the surface area of the
prism?
Plug the measurements into the formula
for the surface area of a rectangular
prism: SA = 2(lw + wh + lh) =
2[(7)(3) + (3)(2) + (7)(2)] = 2(21 + 6 + 14)
= 2(41) = 82 square inches.

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Example  Surface Area of a Sphere

A cube has a surface area of 150 square
feet. What is the volume of the cube? A sphere has one single, round face. The formula for
Work backward from the formula for the surface area of a sphere is 4πr2, which is four
surface area of a cube: SA = 6s2; 150 = 6s2; times the area of one circle that could be found by
25 = s2; s = 5 feet. The formula for volume slicing the sphere through its center.
of a cube is s3, so the volume of the cube
is (5)3 = 125 cubic feet. Example
If the radius of a sphere is 14 inches, what
is the surface area of the sphere?
 Surface Area of a Cylinder The surface area of a sphere is 4πr2, so
4π(14)2 = 4π(196) = 784π square inches.
A cylinder is made up of three faces: two identical cir-
cles and one curved surface that can be flattened into
a rectangle. The area of one circle is πr2, so the total  Practice Questions
area of the two circles is 2πr2. The length of the rec-
tangle is equal to the circumference of the circle, 2πr, Choose the best answer.
and the width of the rectangle is the height of the
cylinder, h. Therefore, the area of the rectangle is 1076. A rectangular prism has
2πrh. The total surface area of a cylinder is equal to a. one set of congruent faces.
the sum of the areas of its three faces: 2πr2 + 2πrh. b. two pairs of congruent faces.
c. three pairs of congruent faces.
Example d. four pairs of congruent faces.
The area of one circular face of a cylinder
is 49π square millimeters. If the height of 1077. How many faces of a cube have equal areas?
the cylinder is 5 millimeters, what is the a. two
surface area of the cylinder? b. three
If the area of one circular face is 49π c. four
square millimeters, then the area of both d. six
circular faces is (2)(49) = 98π mm2. Since
the area of a circle is πr2, and the area of Find the surface area.
one circular face is 49π square millime-
ters, the radius of that circle (and the 1078. Mark plays a joke on Tom. He removes the
radius of the cylinder) must be equal to bottom from a box of bookmarks. When Tom
the square root of 49, which is 7. The area lifts the box, all the bookmarks fall out. What
of the rectangular face of the cylinder is is the surface area of the empty box Tom is
2πrh: 2π(7)(5) = 70π mm2. The total sur- holding if the box measures 5.2 inches wide by
face area of the cylinder is 70π mm2 + 17.6 inches long and 3.7 inches deep?
98π mm2 = 168π square millimeters.

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1079. Crafty Tara decides to make each of her 1081. The 25th Annual Go-Kart Race is just around
friends a light box. To let the light out, she the corner, and Dave still needs to build a
removes a right triangle from each side of the platform for the winner. In honor of the
box such that the area of each face of the box tradition’s longevity, Dave wants the platform
is the same. What is the remaining surface area to be special; therefore, he will cover all the
of the box if each edge of the box measures 3.3 exposed surfaces of his platform in red velvet.
feet and the area of each triangle measures 6.2 If the base step measures 15 feet by 7 feet by 1
square feet? foot, and each consecutive step is uniformly 1
foot from the edge of the last step, how much
1080. Jimmy gives his father the measurements of a exposed surface area must Dave cover?
table he wants built. If this drawing represents
that table, how much veneer does Jimmy’s
father need to buy in order to cover all the
exterior surfaces of his son’s table?

1 ft.

15 ft.

1082. Sarah cuts three identical blocks of wood and

7 ft.
2 ft. joins them end to end. How much exposed
2 ft.
2 ft.
surface area remains?
15 ft.

block3

1.7 in. ck2

blo

4.0 in. block1

8.3 in.
SA of block1  SA of block2  SA of block3

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Find each value of x using the figures and informa- 1088. In art class, Billy adheres 32 identical half
tion provided. spheres to canvas. What is their total surface
area, not including the flat side adhered to
1083. Surface area = 304 square feet the canvas, if the radius of one sphere is
8 centimeters?
x
1089. Keith wants to know the surface area of a
basketball. Which formula will he use?
2x
a. SA = 6s2
12x b. SA = 4πr2
c. SA = 2πr2 + 2πrh
1084. Surface area = 936 square meters
d. SA = πr2 + 2πrh

1090. Al is painting a right cylinder storage tank. In

order to purchase the correct amount of paint,
he needs to know the total surface area to be
4.5x painted. Which formula will he use if he does
not paint the bottom of the tank?
4x a. SA = 2πr2 + 2πrh
b. SA = 4πr2
4x
c. SA = πr2 + 2πrh
1085. Surface area = 864 square yards d. SA = 6s2

1091. The formula for the surface area of a sphere is

3x 4πr2. What is the surface area of a ball with a
diameter of 6 inches? Round to the nearest
cube1 cube2 square inch. (π = 3.14)
3x a. 452 square inches
3x
b. 113 square inches
cube1  cube2 c. 38 square inches
d. 28 square inches
1086. Using the same cylinder diagram as in
questions 1032 and 1033 (page 332), what is 1092. Barbara is wrapping a wedding gift that is
the surface area of cylinder P? contained within a rectangular box 20 inches
by 18 inches by 4 inches. How much wrapping
1087. Using the same candy wrapper diagram as in paper will she need?
questions 1034 and 1035 (page 332), what is a. 512 square inches
the surface area of the candy inside the b. 1,440 square inches
wrapper? c. 1,024 square inches
d. 92 square inches

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1093. A publishing company is designing a book TERMS TO REVIEW

jacket for a soon-to-be-published textbook.
volume
Find the area of the book jacket, given that the
surface area
front cover is 8 inches wide by 11 inches high,
the spine is 1.5 inches by 11 inches, and the
jacket will extend 2 inches inside the front and FORMULAS TO REVIEW
back covers. (V is volume, SA is surface area, l is length, w is
a. 236.5 square inches width, h is height, s is side, and r is radius)
b. 192.5 square inches 1
right triangular prism: V = 2 (lwh)
c. 188 square inches
rectangular prism: V = lwh, SA = 2(lw + wh + lh)
d. 232 square inches
cube: V = s3, SA = 6s2
1
1094. If the diameter of a sphere is doubled, the pyramid: V = 3 (lwh)
surface area is cylinder: V = (π r2)h, SA = 2π r2 + 2π rh
a. multiplied by 4. 1
cone: V = 3 (π r2)h
b. multiplied by 2. 4
sphere: V = 3 (π r3), SA = 4π r2
c. multiplied by 3.
d. multiplied by 8.

1095. A surveyor is hired to measure the width of a

river. Using the illustration provided,
determine the width of the river.

D 40 E x A

32

60
C

land land

B
river

a. 48 ft.
b. 8 ft.
c. 35 ft.
d. 75 ft.

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 Answers 1029. The prism’s height = 4.1 inches. If the volume

of a right rectangular prism measures 295.2
1025. c. If their base measurements are congruent, cubic inches, and the area of one of its two
a pyramid’s volume is a third of a prism’s congruent bases measures 72 square inches,
volume. Choices a and b are eliminated then its height measures 4.1 inches: 295.2 cu.
because they are not pyramids. Choice d is in. = 72 sq. in. × h; h = 4.1 inches.
also eliminated because its base polygon is 1030. The pyramid’s base side = 12 meters. If the
not equivalent to the given base polygon, volume of a triangular pyramid is 723 cubic
an equilateral triangle. meters, work backwards to find the area of its
1026. c. Again, you are looking for a pyramid with triangular base and then the length of a side of
the same base measurements as the given that base (remember, you are working with
cube. Twenty-seven choice a’s can fit into regular polygons, so the base will be an
the given cube; meanwhile, 81 choice d’s fit equilateral triangle). 723 cubic meters =
1
into that same cube. Only three choice c’s 3 area of base × 6 meters; 72
 3 cubic meters
fit into the given cube; it has one-third the = a × 2 meters; 363 square meters = a.
volume. Divide both sides by 63 meters: 363
1027. The volume of the pyramid = 4.6 cubic feet. square meters = 21 side of base × 63 meters;
This is a square-based pyramid; its volume is a 6 meters = 21 b; b = 12 meters.
third of a cube’s volume with the same base 1031. The cube’s volume = 9.3 cubic meters. The
measurements, or 31 (area of its base × height). volume of a cube is its length multiplied by its
Plug its measurements into the formula: width multiplied by its height; V = lwh, or
1
(2.4 ft.)2 × 2.4 ft. Volume of square pyramid V = s3: V = 2.1 meters × 2.1 meters × 2.1
3
= 31 (5.76 sq. ft.) × 2.4 ft. = 31 (13.824 cu. ft.) = meters; V = 9.261 cubic meters.
4.608 cubic feet. 1032. x = 6 feet. The radius of cylinder P is
1028. The volume of the pyramid = 1,100 cubic represented by x ; it is the only missing
inches. Unlike the preceding example, this variable in the volume formula. Plug in and
pyramid has an octagonal base. However, it is solve: 432π cu. ft. = (πx2)12 ft.; 36 sq. ft. = x2;
still a third of a right octagonal prism with the x = 6 feet.
same base measurements, or 31 (area of its base 1033. The total volume of the solid = 864π cubic
× height). Conveniently, the area of the base feet. This problem is easier than you might
has been given to you: area of octagonal base think. Each cone has exactly the same volume.
= 330 square inches. Volume of octagonal The three cones together equal the volume of
pyramid = 31 (330 sq. in.) × 10 in. = the cylinder. Multiply the volume of the
1 cylinder by 2, and you have the combined

3 (3,300 cu. in.) = 1,100 cubic inches.
volume of all three cones and the cylinder.

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1034. x = 21 inch. The volume of a sphere is 34 πr3, 1040. The radius of a single speaker is π(r2 × 24
where x is the value of r. Plug the variables in inches) = 2,400π cubic inches; r2 = 100 square
and solve: 61 π cu. in. = 34 πx3; 81 cu. in. = x3; inches; r = 10 inches. The width of each
1

2 inch = x. speaker is twice the radius, or 20 inches.
1035. y = 14 inch. The volume of a cone is 31 πr2h, Munine’s door is less than 20 inches wide!
where y is the value of r. Plug in the variables 1041. The dome is 27 feet high. Half the volume of a
1 1 21 1
and solve:  96 π cu. in. = 
3 πy 
2 in.;  96 π cu. in. = sphere is 21 (34 πr3), or 32πr3. If the volume is
1 1 1
πy2; π sq. in. = y2;  inch = y. 13,122π cubic feet, then the radius is 27 feet.
6 16 4
1036. The volume of a half sphere is 21 (34 πr3). Tracy’s The height of the dome is equal to the radius
half scoop is then 21 (34 π × 1 inch3), or 32 π cubic of the dome; therefore the height is also
inches. The volume of a cone is 31 πr2h. The ice 27 feet.
cream in the cone is 31 π(1 inch2 × 3 inches), or 1042. Joe removed the same amount of material as
π cubic inches. Jarret has 31 π cubic inches volume in the sphere, or 34 π(1.5 meters)3,
more ice cream than Tracy. which simplifies to 4.5π cubic meters. The
1037. The volume of each container is π(2 in.)2 remaining volume is 250 cubic meters minus
(4 in.), or 16π cubic inches. One bag fills two 4.5π cubic meters, or approximately 235.9
containers, and two bags fill four containers. cubic meters.
1038. The roast’s new circumference = 62 π 1043. The jar holds 1,518 candies. The volume of
inches. This is a multistep problem. Find the each candy is 34 π(0.25 inches)3, or 0.02π cubic
radius of the roast: 2πr = 12π inches; r = inches. The volume of the jar is π(2.25 inches2
6 inches. The volume of the roast is π(6 in.)2 × 6) inches, or 30.375π cubic inches. Divide
(4 in.), or 144π cubic inches. After cooking, the volume of the jar by the volume of a candy
30.375π cu. in.
the roast is half is original volume, or 72π ( 0.02π cu. in. ), and 1,518 candies can
cubic inches. Its new radius is 72π cubic theoretically fit into the given jar (not
inches = πr2 × 4 inches; r = 32 inches. The including the space between candies).
new circumference of the roast is 2πr, or 1044. First, find the volume of the cube, which is
62 π inches. (4.5 ft.)3, or approximately 91.1 cubic feet.
1039. Mike’s CD case will hold 80 discs. This The volume of the sphere within is only
4
3 π(2 ft.) , or approximately 33.5 cubic feet.
problem is not as hard as it might seem. A  3

4-inch-wide CD’s diameter is 4 inches. It will Subtract the volume of the sphere from the
fit snugly in a box with a 5-by-4.5-inch face. volume of the cube. The remaining volume is
To find how many CDs will sit back-to-back approximately 57.6 cubic feet.
in this container, divide the length of the
container by the thickness of each CD:
10 in.
0.125 in. per CD
= 80 CDs.

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1
1045. Volume of a cone = 3 πr2h; V = 31π(3 in.)2(6 1054. b. The volume of a sphere is 34 times π times
in.); V = 18π cubic inches. the radius cubed.
1046. Volume of a sphere = 34πr3; V = 34 π(3 in.)3; 1055. a. The volume of a cylinder is π times the
V = 36π cubic inches. radius squared, times the height of the
1047. Volume of a cylinder = πr2h; V = π(1 in.2 × cylinder.
4 in.); V = 4π cubic inches. There are four arm 1056. d. The volume of a cube is the length of the
segments, so four times the volume = 16π side cubed, or the length of the side times
cubic inches. the length of the side times the length of
4
1048. Volume of a sphere = 3 πr3; V = 34 π(1 in.3); the side.
4
V = 3 π cubic inches. There are two hands, so 1057. b. The volume of a cylinder is πr2h. Using a
two times the volume = 83 π cubic inches. depth of 4 feet and radius of 10 feet, the
1049. The body is the sum of two congruent half volume of the pool is (3.14)(10)2(4) or
spheres, which total one sphere, and a 1,256 cubic feet. If you chose a, you used
cylinder. Volume of sphere = 34 πr3; πdh instead of πr2h. If you chose c, you
V = 34 π(3 in.)3; V = 36π cubic inches. Volume used the diameter squared instead of the
of cylinder = πr2h; V = π(3 in.)2 (6 in.); radius squared.
V = 54π cubic inches. Total volume = 1058. b. The volume of a sphere is 34 πr3. Using the
90π cubic inches. dimensions given, volume = 34 (3.14)(4)3 or
1050. Volume of a cylinder = πr2h; V = π(1 in.2 × 267.9. Rounding this answer to the nearest
5 in.); V = 5π cubic inches. There are four leg inch is 268 cubic inches. If you chose a, you
segments, so four times the volume = found the surface area rather than volume.
20π cubic inches. If you chose c, you miscalculated surface
1051. Each foot is a rectangular prism. Volume of a area by using the diameter.
prism = length × width × height; V = 2 in. × 2 1059. d. To find the volume of a sphere, use the
in. × 1 in; V = 4 cubic inches. There are two formula volume = 34 πr3. Volume =
4 3

feet, so two times the volume = 8 cubic inches. 3 (3.14)(1.5) = 14.13 cubic inches. If you
1052. The sum of the volumes of Puppet Dan’s parts chose a, you squared the radius instead of
equals the total volume: 18π cubic inches + cubing the radius. If you chose b, you
8
36π cubic inches + 16π cubic inches + 3 π cubed the diameter instead of the radius. If
cubic inches + 90π cubic inches + 20π cubic you chose c, you found the surface area of
inches  182.6π cubic inches + 8 cubic inches. the sphere, not the volume.
If π  3.14, then V  581.36 cubic inches. 1060. b. The volume of a rectangular solid is length
3 oz.
1053. Multiply: 1 cu. in. × 581.36 cubic inches = times width times depth. Using the
1,744.08 ounces or 109 pounds. Puppet Dan is dimensions in the question, volume =
surprisingly light for all his volume! (22)(5)(5) or 550 cubic inches. If you chose
c, you found the surface area of the box.

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1061. c. The volume of a rectangular solid is length 1063. a. To find the volume of the pipe with a
times width times height. First, calculate known cross section and length of 18
what the volume would be if the entire inches, simply multiply the area of the
pool had a depth of 10 feet. The volume cross section times the length of the pipe.
would be (10)(30)(15) or 4,500 cu. ft. Now The area of the cross section obtained from
subtract the area under the sloped plane, a question 1008 was 1.75π square inches.
triangular solid. The volume of the region The length is 18 inches. Therefore, the
is 21 (base)(height)(depth) or 21 (7)(30)(15) volume is 1.75 square inches times
or 1,575 cu. ft. Subtract: 4,500 cu. ft. minus 18 inches, or 31.5π cubic inches. If you
1,575 cu. ft. results in 2,925 cubic feet as chose b, you multiplied choice c from
the volume of the pool. If you chose a, this question 1008 by 18. If you chose c, you
is the volume of the triangular solid under multiplied choice a from question 1008 by
the sloped plane in the pool. If you chose b, 18. If you chose d, you multiplied choice b
you did not calculate the slope of the pool, from question 1008 by 18.
but rather a pool that is consistently 10 feet 1064. c. To find how many cubic yards of sand are
deep. in the pile, we must find the volume of the
30 ft. pile in cubic feet and convert the answer to
cubic yards. The formula for volume of a
10 ft.
cone is V = 31 (height)(area of the base).
15 ft.
The area of the base is found by using the
formula area = πr2. The area of the base of
the sand pile is π(16)2 or 803.84 sq. ft. The
3 ft.
height of the pile is 20 feet. The volume of
7 ft.
the pile in cubic feet is (803.84)(20) or
30 ft.
5,358.93 cu. ft. To convert to cubic yards,
1062. d. The volume of a sphere is found by using divide 5,358.93 by 27, because 1 yard =
the formula 34 πr3. Since the volume is 288π 3 feet and 1 cu. yd. means 1 yd.  1 yd. 
cm3 and we are asked to find the radius, we 1 yd., which equals 3 ft.  3 ft.  3 ft. or
will set up the following equation: 34πr3 = 27 cu. ft. The answer is 198.5 cubic yards. If
288π. To solve for r, multiply both sides by you chose a, you did not convert to cubic
3: 4πr3 = 864π. Divide both sides by π: 4r3 yards. If you chose b, you converted
= 864. Divide both sides by 4: r3 = 216. incorrectly by dividing 5,358.93 by 9 rather
Take the cube root of both sides: than 27. If you chose d, the area of the base
r = 6 centimeters. If you chose a, the formula was incorrect. The area of a circle
formula for volume of a sphere was does not equal πd2.
incorrect; 31 πr3 was used instead of 34 πr3. If
you chose c, near the end of calculations
you mistakenly took the square root of 216
rather than the cube root.

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1065. d. The volume of a box is found by 1070. a. The formula for finding the volume of a
multiplying length × length × length or right cylinder is volume = πr2h. If the
l × l × l = l 3. If the length is doubled, the radius is doubled and the height is tripled,
new volume is (2l ) × (2l ) × (2l ) or 8(l 3). the formula has changed to π(2r)2(3h).
When we compare the two expressions, we Simplified, this is π4r23h or π12r2h.
can see that the difference is a factor of 8. Compare this expression to the original
Therefore, the volume has been increased formula; with a factor or 12, the volume is
by a factor of 8. now multiplied by 12.
1066. b. If the diameter of a sphere is tripled, the 1071. a. To find the volume of the hollowed solid,
radius is also tripled. The formula for the we must find the volume of the original
volume of a sphere is 34 πr3. If the radius is cone minus the volume of the smaller cone
tripled, volume = 34 π(3r)3, which equals sliced from the original cone minus the
4 4
π(27r3) or 3(27)πr3. Compare this volume of the cylindrical hole. The volume
3
equation for volume with the original of the original cone is found by using the
formula; with a factor of 27, the volume is formula V = 31 πr2h. Using the values r = 9
now 27 times as great. and h = 40, substitute and simplify to find
1067. b. The formula for the volume of a cone is the volume = 31 π(9)2(40) or 1,080π cm3.
1
πr2h. If the radius is doubled, then The volume of the smaller cone is found by
3
volume = 31 π(2r)2h or 31 π4r2h. Compare using the formula V = 31 πr2h. Using the
this expression to the original formula; values r = 3 and h = 19, substitute and
with a factor of 4, the volume is multiplied simplify to find the volume = 31 π(3)2(19) or
by 4. 57π cm3. The volume of the cylinder is
1068. a. The formula for the volume of a cone is found by using the formula V = πr2h.
1
πr2h. If the radius is halved, the new Using the values r = 3 and h = 21,
3
formula is 31 π(21 r)2h or 31 π(41 )r2h. Compare substitute and simplify to find the volume
this expression to the original formula; = π(3)2(21) or 189π cm3. Finally, calculate
with a factor of 41 , the volume is multiplied the volume of the hollowed solid:
by 41 . 1,080π − 57π − 189π or 834π cm3. If you
1069. b. The volume of a right cylinder is πr2h. If chose b, you used an incorrect formula for
the radius is doubled and the height the volume of a cone, V = πr2h. If you
halved, the new volume is π(2r)2(21 h) or chose c, you subtracted the volume of the
π4r2(21 h) or 2πr2h. Compare this cylinder from the volume of the large cone.
expression to the original formula; with a If you chose d, you added the volumes of
factor of 2, the volume is multiplied by 2. all three sections.

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1072. c. To find the volume of the object, we must is 7,234,560 minus 7,055,199 or 179,361 cu.
find the volume of the water that is in. This answer is in cubic inches, and the
displaced after the object is inserted. Since question is asking for cubic feet. Since one
the container is 5 cm wide and 15 cm long, cubic foot equals 1,728 cubic inches, we
and the water rises 2.3 cm after the object simply divide 179,361 by 1,728, which equals
is inserted, the volume of the displaced 104, rounded to the nearest integer value. As
water can be found by multiplying length an alternative to changing units to inches, only
by width by depth: (5)(15)(2.3)  172.5 to have to change them back into feet again,
cubic centimeters. keep units in feet. The radius of the outer
1073. b. To find the volume of steel needed, we sphere is 10 feet, and the radius of the inner
must find the volume of the outer sphere sphere is one inch less than 10 feet, which is
11
minus the volume of the inner sphere. The 9
12 feet, or 9.917 feet. Use the formula for the
formula for the volume of a sphere is 34 πr3. volume of a sphere: 34 πr3, and find the
The volume of the outer sphere is difference in the volumes. If you chose a, you
4
π(120)3. Here, the radius is 10 feet (half used an incorrect formula for the volume of a
3
the diameter) multiplied by 12 (converted sphere, V = πr3. If you chose c, you also used
to inches), or 120 inches. The volume an incorrect formula for the volume of a
equals 7,234,560 cu. in. The volume of the sphere, V = 31 πr3. If you chose d, you found the
inner sphere is 34 π(119)3 or 7,055,199 cu. correct answer in cubic inches; however, your
in. (This is rounded to the nearest integer conversion to cubic feet was incorrect.
value.) The difference between the volumes

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1074. c. To solve this problem, we must find the 1076. c. When the faces of a rectangular prism are
volume of the sharpened tip and add this laid side by side, you always have three pairs
to the volume of the remaining lead that of congruent faces. That means every face of
has a cylindrical shape. To find the volume the prism (and there are six faces) has one
of the sharpened point, we will use the other face that shares its shape, size, and
formula for finding the volume of a cone, area.
1 2
3 πr h. Using the values r = 0.0625 (half the
 1077. d. A cube, like a rectangular prism, has six
diameter) and h = 0.25, the volume = faces. If you have a small box nearby, pick it
1
3 π(0.0625) (0.25) or 0.002 cu. in. To find
 2 up and count its faces. It has six. In fact, if it
the volume of the remaining lead, we will is a cube, it has six congruent faces.
use the formula for finding the volume of a 1078. The box’s surface area = 260.24 square inches.
cylinder, πr2h. Using the values r = 0.0625 Begin by finding the whole surface area:
and h = 5, the volume = π(.0625)2(5) or surface area = 2(lw + wh + lh). SA =
0.0613. The sum is 0.001 + 0.0613 or 2[17.6 in.(5.2 in.) + 5.2 in.(3.7 in.) + 17.6
0.0623 cubic inches, the volume of the in.(3.7 in.)]; SA = 2(91.52 sq. in. + 19.24 sq.
lead. If you chose a, this is the volume of in. + 65.12 sq. in.); SA = 2(175.88 sq. in.); SA
the lead without the sharpened tip. If you = 351.76 square inches. From the total surface
chose b, you subtracted the volumes area, subtract the area of the missing face:
calculated. Remaining SA = 351.76 sq. in. – 91.52 sq. in.
1075. b. To find the volume of the hollowed solid, Remaining SA = 260.24 square inches.
we must find the volume of the cube minus 1079. The surface area of the box = 28.14 square
the volume of the cylinder. The volume of feet. You could use the formula to determine
the cube, found by multiplying length × the surface area of a rectangular prism to also
width × height or (5)(5)(5), equals 125. determine the surface area of a cube, or you
The value of the cylinder is found by using could simplify the equation to 6 times the
the formula πr2h. In this question, the square of the length of one side: SA =
radius of the cylinder is 2 and the height is 6(3.3 ft.)2; SA = 6(10.89 sq. ft.); SA = 65.34
5. Therefore, the volume is π(2)2(5) or 20π. square feet. Tara removes six triangular pieces,
The volume of the hollowed solid is 125 − one from each face of the cube. It is given that
20π. If you chose a, you made an error in each triangular cutout removes 6.2 square feet
the formula of a cylinder, using πd2h rather from the total surface area. 6 × 6.2 sq. ft. =
than πr2h. If you chose c, this was choice a 37.2 square feet. To find the remaining surface
reversed: the volume of the cylinder minus area, subtract the area removed from the
the volume of the cube. If you chose d, you surface area: 65.34 sq. ft. – 37.2 sq. ft. = 28.14
found the reverse of choice b. square feet.

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1080. The table’s surface area = 318 square feet. 1081. The platform’s surface area = 318 square feet.
These next few problems are tricky: Look at Like the preceding question, there are
the diagram carefully. Notice that the top of concealed surface areas in this question.
each cubed leg is not an exposed surface area, However, let’s only solve exposed areas this
nor is the space where it touches the large time around. Find the surface area for the base
rectangular prism. Let’s find these surface rectangular prism. Do not worry about any
areas first. The top of each cubed leg equals concealed parts; imagine the top plane rising
the square of the length of the cube, 2 feet, = with each step. SA of base rectangular prism =
4 square feet. There are four congruent cubes, 2[15 ft.(7 ft.) + 7 ft.(1 ft.) + 15 ft.(1 ft.)] =
thus four congruent faces: 4 × 4 sq. ft. = 16 sq. 2(105 sq. ft. + 7 sq. ft. + 15 sq. ft.) = 2(127 sq.
ft. It is reasonable to assume that where the ft.) = 254 sq. ft. Of the next two prisms, only
cubes meet the rectangular prism, an equal their sides are considered exposed surfaces
amount of area from the prism is also not (the lips of their top surfaces have already
exposed. Total area concealed = 16 sq. ft + 16 been accounted for). The new formula
sq. ft. = 32 sq. ft. Now, find the total surface removes the top and bottom planes: SA of
area of the table’s individual parts. sides only = 2(lh + wh). Subtracting a foot
SA of one cube = 6(2 ft.)2 = 6(4 sq. ft.) = from each side of the base prism, the second
24 sq. ft. prism measures 13 feet by 5 feet by 1 foot. The
SA of four congruent cubes = 4 × 24 sq. ft. last prism measures 11 feet by 3 feet by 1 foot.
= 96 sq. ft. Plug the remaining two prisms into the
SA of one rectangular prism = formula:
2[15 ft.(7 ft.) + 7 ft.(1 ft.) + 15 ft.(1 ft.)] = SA of sides only = 2[13 ft.(1 ft.)] +
2(105 sq. ft. + 7 sq. ft. + 15 sq. ft.) = [5 ft.(1 ft.)] = 2(13 sq. ft. + 5 sq. ft.) =
2(127 sq. ft.) = 254 sq. ft. 2(18 sq. ft.) = 36 sq. ft.
Total SA = 96 sq. ft. + 254 sq. ft. = 350 sq. ft. SA of sides only = 2[11 ft.(1 ft.) +
Finally, subtract the concealed surface area 3 ft.(1 ft.)] = 2(11 sq. ft. + 3 sq. ft.) =
from the total surface area = 350 sq. ft. – 32 sq. 2(14 sq. ft.) = 28 sq. ft.
ft. = 318 square feet. Add all the exposed surface areas together:
254 sq. ft. + 36 sq. ft. + 28 sq. ft = 318 square
feet.

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1082. The exposed surface area = 297.5 square 1087. The surface area of the candy = 1.0π square
inches. The three blocks are congruent; find inch. The candy inside the wrapper is a perfect
the surface area of one block and multiply it sphere. Its surface area is 4πr2. Plug the
by three: SA = 2(8.3 in.(4.0 in.) + 4.0 in.(1.7 variables in and solve: SA = 4π(0.5 in.)2; SA =
in.) + 8.3 in.(1.7 in.) = 2(33.2 sq. in. + 6.8 sq. 1.0π square inch.
in. + 14.11 sq. in.) = 2(54.11 sq. in.) = 108.22 1088. The exposed surface area is 4,096π square
sq. in.; 108.22 sq. in. × 3 = 324.66 sq. in. Look centimeters. Surface area of a whole sphere is
at the diagram: The ends of one block are 4πr2. The surface area of half a sphere is 2πr2.
concealed, and they conceal an equal amount Each sphere’s surface area is 2π(8 cm2), or
of space on the other two blocks: 2 × 2[4.0 128π square centimeters. Now, multiply the
in.(1.7 in.)] = 27.2 sq. in. Subtract the surface area of one half sphere by 32, because
concealed surface area from the total surface there are 32 halves: 32 × 128π cm2 = 4,096π
area: 324.66 sq. in. – 27.2 sq. in. = 297.46 square centimeters.
square inches. 1089. b. The surface area of a sphere is four times π
1083. x = 2 feet. Plug the variables into the formula times the radius squared.
for the SA of a prism: 304 sq. ft. = 2[12x(2x) + 1090. c. The area of the circular region is π times
2x(x) + 12x(x)]; 304 sq. ft. = 2(24 x2 + 2x2 + radius squared. The area of the curved
12x2); 304 sq. ft. = 2(38x2); 304 sq. ft. = 76x2; region is two times π times radius times
4 sq. ft. = x2; 2 feet = x. height. Notice there is only one circular
1084. x = 3 meters. Plug the variables into the region, because the storage tank would be
formula for the SA of a prism: 936 square on the ground. This area would not be
meters = 2[4.5x(4x) + 4x(4x) + 4.5x(4x)]; painted.
936 m2 = 2(18x2 + 16x2 + 18x2); 936 m2 = 1091. b. If the diameter of a sphere is 6 inches, the
2(52x2); 936 m2 = 104x2; 9 m2 = x2; radius is 3 inches; the radius of a circle is
3 meters = x. half the diameter. Using the radius of 3
1085. x = 2 2 yards. To find the area of one of the inches, surface area equals (4)(3.14)(3)2 or
two congruent cubes, divide 864 square yards 113.04 sq. in. Rounded to the nearest inch,
864 sq. yd.
by 2:  2 = 432 sq. yd. Plug the measure this is 113 square inches. If you chose a,
of each edge into the formula SA = 6s2: 432 sq. you used the diameter rather than the
yd. = 6(3x2); 432 sq. yd. = 6(9x2); 432 sq. yd. = radius. If you chose c, you did not square
54x2; 8 sq. yd. = x2; 22 yards = x. the radius. If you chose d, you omitted the
1086. The cylinder’s surface area = 216π square feet. value 4 from the formula for the surface
The surface area of a cylinder is 2πr2 + 2πrh: area of a sphere.
Plug the variables in and solve: SA = 2π(6 ft.)2
+ 2π(6 ft. × 12 ft.); 72π sq. ft. + 144π sq. ft. =
216π square feet.

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1092. c. The surface area of the box is the sum of 1094. a. The formula for the surface area of a
the areas of all six sides. Two sides are sphere is 4πr2. If the diameter is doubled,
20 inches by 18 inches, or (20)(18) = 360 this implies that the radius is also doubled.
sq. in. Two sides are 18 inches by 4 inches, The formula then becomes 4π(2r)2.
or (18)(4) = 72 sq. in. The last two sides are Simplifying this expression, 4π(4r2) equals
20 inches by 4 inches, or (20)(4) = 80 sq. 16πr2. Compare 4πr2 to 16πr2; 16πr2 is 4
in. Adding up all six sides: 360 sq. in. + times greater than 4πr2. Therefore, the
360 sq. in. + 72 sq. in. + 72 sq. in. + 80 sq. surface area is four times as great.
in. + 80 sq. in. = 1,024 square inches, which 1095. c. ABD is similar to ECD. Using this fact,

DE 
D
A
is the total area. If you chose a, you did not the following proportion is true:  
 = 
E
C 
A
B
40  (40  x)
double all sides. If you chose b, you or 
32 = 60 . Cross multiply: 2,400 =
calculated the volume of the box. 32(40 + x); 2,400 = 1,280 + 32x. Subtract
1093. a. The area of the front cover is length times 1,280; 1,120 = 32x; divide by 32; x =
width or (8)(11) = 88 sq. in. The back 35 feet.
cover has the same area as the front, 88 sq.
in. The area of the spine is length times
width or (1.5)(11) = 16.5 sq. in. The
extension inside the front cover is length
times width or (2)(11) = 22 sq. in. The
extension inside the back cover is also
22 sq. in. The total area is the sum of all
previous areas or 88 sq. in. + 88 sq. in. +
16.5 sq. in. + 22 sq. in. + 22 sq. in. or
236.5 sq. in. If you chose b, you did not
calculate the extensions inside the front
and back covers. If you chose c, you
miscalculated the area of the spine as
(1.5)(8) and omitted the extensions inside
the front and back covers. If you chose d,
you miscalculated the area of the spine as
(1.5)(8) only.

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C H A P T E R

17 Conversions,
Part II

I N C H A P T E R 2, W E L E A R N E D H OW T O C O N V E RT between different units of time and money.

Now that we’re familiar with length, area, and volume, we’ll convert between those units, as well as
units of weight. But frst, we’ll learn how to express very large and very small decimals using scien-
tifc notation.

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 Scientific Notation To convert from scientifc notation back to a

decimal, move the decimal point in the decimal part
Scientific notation is the representation of a number of the number to the left or right according to the ex-
as the product of a decimal and the number 10 raised ponent of 10. If the exponent is positive, move the
to an exponent. Any number can be written in scien- decimal point to the right; if the exponent is negative,
tifc notation, but it is typically used for writing very move the decimal point to the left.
large or very small numbers.
To write a number in scientifc notation, move Example
the decimal point to the left or to the right until there Write 2.1 × 105 as a decimal.
is only one digit to the left of the decimal point. Move the decimal point in 2.1 five places
Count the number of places that you have moved the to the right, because the exponent of 10 is
decimal point. This number will be the exponent of positive: 2.1 × 105 = 210,000.
10, the number by which you will multiply your new
decimal. If you moved the decimal point to the left,
then the exponent will be positive. If you moved the  Practice Questions
decimal point to the right, then the exponent will be
negative. 1096. 541,000 in scientifc notation is
a. 5.41  10–5.
Example b. 541  104.
Write 134 in scientific notation. c. 5.41  106.
The number 134 is really 134.0. In order d. 5.41  105.
for there to be only one digit to the left of e. 54.1  105.
the decimal point, we must move the
decimal point two places to the left. Be- 1097. 580 converted to scientifc notation form is
cause we moved the decimal point to the a. 580  103.
left, the exponent of 10 will be positive: b. 5.80  10–2.
134 = 1.34 × 102. c. 5.8  102.
d. 58.0  102.
Example e. 58.0  101.
Write 0.0000056 in scientific notation.
1098. 0.000045 =
In order for there to be only one digit to
a. 4.5  10–5
the left of the decimal point, we must
b. 4.5  105
move the decimal point six places to the
c. 45  10–6
right. Because we moved the decimal
d. 4.5  10–4
point to the right, the exponent of 10 will
e. 0.45  105
be negative: 0.0000056 = 5.6 × 10–6.

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1099. Five million = Refer to the following chart for questions 1104 and
a. 5.0  105 1105.
b. 0.5  104
c. 5.0  106 Company Earnings per Quarter

d. 5.0  10–6 1st Quarter

e. 5.0  107 $74,000
4th Quarter
$120,000
1100. 0.0908 in scientifc notation form is
a. 9.08  102.
b. 9.08  10–3. 2nd Quarter
c. 90.8  10–2. $86,900
d. 90.8  103.
3rd Quarter
e. 9.08  10–2. $109,100

1101. Juan checked his odometer and found that his

1104. What is the total amount of earnings in the
car had 46,230 miles on it. What is this num-
second quarter in scientifc notation?
ber in scientifc notation?
a. $8.69  10–5
a. 462.3  103 miles
b. $8.69  103
b. 4.623  105 miles
c. $86.9  104
c. 4.6  10–5 miles
d. $8.69  104
d. 4.623  104 miles
e. $8.69  105
e. 4.623  10–5 miles

1105. What is the total amount of earnings in the

1102. Four thousand plus nine thousand =
frst and fourth quarters together, expressed in
a. 1.3  104
scientifc notation?
b. 1.3  10–4
a. $1.94  105
c. 4.9  104
b. $19.4  104
d. 13  104
c. $1.2  106
e. 1.3  103
d. $8.6  105
e. $8.6  10–5
1103. 0.00000002 =
a. 2.0  109
1106. What is 0.000009001 in scientifc notation?
b. 20  108
a. 9.0  10–6
c. 2.0  10–8
b. 9.0  106
d. 2.0  10–7
c. 9.001  10–6
e. 2.0  108
d. 9.001  106
e. 9,001  10–9

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– MATH TO THE MAX –

1107. In scientifc notation, 50 = 1112. 2  10–3 =

a. 5  10–1 a. 0.002
b. 50  101 b. 0.0002
c. 0.5  103 c. 2,000
d. 5  101 d. 200
e. 5  102 e. 0.020

1108. There are 1,000,000,000 nanometers in every 1113. The moon is approximately 2.52 × 105 miles
meter. How many nanometers is this in scien- from the earth. What is the equivalent number
tifc notation? of miles?
a. 1  109 nanometers a. 2,520 miles
b. 0.1  109 nanometers b. 25,200,000 miles
c. 1  1010 nanometers c. 2,520,000 miles
d. 10  1010 nanometers d. 25,200 miles
e. 1  108 nanometers e. 252,000 miles

1109. Written in scientifc notation, 2,340.25 is 1114. 1  100 =

a. 2.34025  105. a. 10
b. 2,340.25  102. b. 0
c. 2.34025  103. c. 1
d. 2.34025  102. d. 0.1
e. 2.34025  104. e. It cannot be determined.

1110. What is –0.0063 written in scientifc notation? 1115. 9.0025  10–6 =

a. 6.3  10–3 a. 9,002,500
b. 6.3  104 b. 0.000090025
c. 63  104 c. 0.00090025
d. –6.3  10–3 d. 0.0000090025
e. –6.3  103 e. 0.00000090025

1111. 8.43  104 = 1116. The speed of sound is approximately 3.4 

a. 0.000843 102 miles per second at sea level. This is equal
b. 0.00843 to what number?
c. 84,300 a. 3,400 miles per second
d. 8,430,000 b. 340 miles per second
e. 8,430 c. 34 miles per second
d. 0.0034 miles per second
e. 0.034 miles per second

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1117. 8  101 = 1122. 1.04825  103 =

a. 8 a. 1,048.25
b. 0.8 b. 10,482.5
c. 80 c. 104.825
d. 800 d. 104,825
e. It cannot be determined. e. 104,825,000

1118. 2.11  107 = 1123. 7.955  10–5 =

a. 2,110,000 a. 0.000007955
b. 21,100,000 b. 795,500
c. 211,000,000 c. 79,550
d. 211,000 d. 0.00007955
e. 2,110,000,000 e. 0.0007955

1119. 5.3  10–1 =

a. 530  Metric and Standard Units
b. 53
c. 5.3 The following charts show the conversion between
d. 0.53 standard units and metric units for area, length, vol-
e. 0.053 ume, and weight. To convert from a larger unit of
measure, such as feet, to a smaller unit of measure,
1120. One L is equal to 1  10–6 L. This number is such as inches, you must multiply. To convert from a
equal to smaller unit of measure to a larger unit of measure,
a. 0.00001 L. you must divide. Review the section on rounding dec-
b. 0.0000001 L. imals in Chapter 3, as some conversions, especially
c. 1,000,000 L. those with standard units, will require rounding.
d. 1.000000 L.
e. 0.000001 L. Conversions between
Standard Units
1121. A distribution manager ordered 9.35  104 1 foot (ft.) = 12 inches (in.)
items for the stores in the Pacifc Northwest. 1 yard (yd.) = 3 feet = 36 inches
This number is equal to 1 mile (mi.) = 1,760 yards = 5,280 feet
a. 93,500.
b. 9,350. 1 square foot (sq. ft., ft.2) = 144 square inches (sq. in.,
c. 935,000. in.2)
d. 935. 1 square yard (sq. yd., yd.2) = 9 square feet
e. 9,350,000. 1 square mile (sq. mi., mi.2) = 640 acres = 3,097,600
square yards
1 acre (A) = 4,840 square yards = 43,560 square feet

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1 cubic foot (cu. ft., ft.3) = 1,728 cubic inches (cu. in., Conversions between Standard
in.3) = 7.48 gallons and Metric Units
1 cubic yard (cu. yd., yd.3) = 27 cubic feet 1 inch 25.4 millimeters 2.54 centimeters
1 foot 0.3048 meter 30.480 centimeters
1 tablespoon (tbs.) = 0.5 fuid ounce (f. oz.) 1 yard 0.9144 meter
1 tablespoon = 3 teaspoons (tsp.) 1 mile 1,609.34 meters 1.6093 kilometers
1 cup (c.) = 8 fuid ounces 1 kilometer 0.6214 mile
1 pint (pt.) = 2 cups = 16 fuid ounces 1 meter 3.281 feet 39.37 inches
1 quart (qt.) = 2 pints = 32 fuid ounces 1 centimeter 0.3937 inch
1 gallon (gal.) = 4 quarts = 128 fuid ounces
1 gallon 231 cubic inches 0.1337 cubic foot 1 square inch 645.16 square millimeters 6.4516
square centimeters
Conversions between 1 square foot 0.0929 square meter
Metric Units 1 square yard 0.8361 square meter
1 centimeter (cm) = 10 millimeters (mm) 1 square mile 2,590,000 square meters 2.59
1 meter (m) = 100 centimeters = 1,000 millimeters square kilometers
1 kilometer (km) = 1,000 meters 1 acre 4,046.8564 square meters 0.004047
square kilometers
1 square centimeter (cm2) = 100 square millimeters
(mm2) 1 cubic inch 16,387.064 cubic millimeters
1 square meter (m2) = 10,000 square centimeters = 16.3871 cubic centimeters
1,000,000 square millimeters 1 cubic foot 0.0283 cubic meter
1 square kilometer (km2) = 1,000,000 square meters 1 cubic yard 0.7646 cubic meter

1 cubic centimeter (cm3, cc) = 1,000 cubic 1 teaspoon 5 milliliters

millimeters (mm3) 1 tablespoon 15 milliliters
1 cubic meter (m3) = 1,000,000 cubic centimeters 1 fuid ounce 29.57 milliliters 2.957 centiliters
1 fuid ounce 0.00002957 cubic meters
1 liter (L) = 1,000 milliliters (mL) = 100 centiliters 1 gallon 3.785 liters
(cL) 1 liter 1.057 quarts 0.264 gallon
1 kiloliter (kL) = 1,000 liters = 1,000,000 milliliters 1 quart 0.946 liter

Weight Conversions between

Standard Units
1 pound (lb.) = 16 ounces (oz.)
1 ton (t.) = 2,000 pounds

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Weight Conversions between Example

Metric Units Two and a half pounds are equal to
1 centigram (cg) = 10 milligrams (mg) approximately how many grams?
1 gram (g) = 100 centigrams = 1,000 milligrams The chart shows that one pound is equal
1 kilogram (kg) = 1,000 grams to approximately 454 grams. Because we
are going from a larger unit to a smaller
Weight Conversions between unit, we must multiply: 2.5 × 454 =
Standard and Metric Units 1,135 grams.
1 gram 0.035 ounce
1 pound 0.454 kilogram Example
1 pound 454 grams Approximately how many cubic feet are in
1 kilogram 2.205 pounds one cubic meter?
1 ton 908 kilograms
The chart shows that one cubic foot is
approximately 0.0283 cubic meter. We can
Example
use a proportion to solve this problem. If
How many yards are 6 feet?
one cubic foot is approximately 0.0283
Because we are going from a smaller unit meter, then x cubic feet are in one cubic
of measure, feet, to a larger unit of meas- 1 x
meter: 0.0283 = 1 , 0.0283x = 1, and
ure, yards, we must divide. Divide the 1
x = 0.0283 , which is approximately 35.336
number of feet by the number of feet in cubic feet.
one yard. The preceding chart shows that
there are three feet in one yard: 63 = 2. Six
feet equal two yards.  Practice Questions
Example 1124. A recipe calls for three ounces of olive oil.
Convert 54.7 liters to milliliters. Convert this measurement into cups.
Because we are going from a larger unit of a. 0.3 cup
measure, liters, to a smaller unit of b. 0.5 cup
measure, milliliters, we must multiply. c. 0.375 cup
Multiply the number of liters by the num- d. 24 cups
ber of milliliters in one liter. The chart e. 232 cups
shows that there are 1,000 milliliters in
1 liter; 54.7 × 1,000 = 54,700 milliliters. 1125. 48 inches = ———————— yard(s).
a. 0.33
b. 1
c. 1.33
d. 2
e. 84

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1126. A two-liter bottle of soda contains 1130. A road race is 33,000 feet long. How many
approximately how many fuid ounces? miles long is the race?
a. 0.06 fuid ounce a. 18.75 miles
b. 968.96 fuid ounces b. 6.25 miles
c. 128.53 fuid ounces c. 11,000 miles
d. 256 fuid ounces d. 38,280 miles
e. 67.6 fuid ounces e. 5 miles

1127. The perimeter of a room is measured and 1131. A child’s sandbox is being constructed in
found to be 652 inches. Trim for the room is Tony’s backyard. The sandbox is 6 feet wide
sold by the foot. How many feet of trim must and 5 feet long. Tony wants the sand to be at
be purchased so that the room can be least 1.5 feet deep. The volume of sand in the
trimmed? box is 6 feet  5 feet  1.5 feet = 45 cubic feet.
a. 50 feet Convert the volume into cubic yards.
b. 54 feet a. 72 cubic yards
c. 55 feet b. 15 cubic yards
d. 60 feet c. 0.6 cubic yard
e. 18 feet  cubic yards
d. 1.66
e. 5 cubic yards
1128. Thomas is 6 feet 1 inch in height. His son is
3 feet 3 inches tall. What is the difference in 1132. Which of the following represents a method
their heights? by which one could convert inches into miles?
a. 30 inches a. Multiply by 12, then multiply by 5,280.
b. 32 inches b. Divide by 12, then divide by 5,280.
c. 34 inches c. Add 12, then multiply by 5,280.
d. 36 inches d. Multiply by 12, then divide by 5,280.
e. 38 inches e. Divide by 12, then multiply by 5,280.

1129. Martha walks to school, a distance of 0.85

1133. 4.5 miles = ———————— feet.
mile. What is the distance she walks to school
a. 13.5
in feet?
b. 5,275.5
a. 4,488 feet
c. 5,284.5
b. 6,212 feet
d. 7,920
c. 1,496 feet
e. 23,760
d. 5,280 feet
e. 1,760 feet

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1134. How much is 2 pints 6 ounces + 1 cup 1138. Sofe needed to take 43 teaspoon of cough
7 ounces? syrup three times a day. Convert 43 teaspoon
a. 1 quart into milliliters.
b. 3 pints 1 cup 13 ounces a. 0.375 milliliter
c. 2 pints 5 ounces b. 3.75 milliliters
d. 3 pints 5 ounces c. 2.25 milliliters
e. 3 pints 1 cup d. 22.5 milliliters
e. 0.15 milliliter
1135. 35 mm = ———————— cm.
a. 0.35 1139. 3.9 kiloliters = ———————— milliliter(s).
b. 3.5 a. 0.00000039
c. 35 b. 0.0000039
d. 350 c. 0.0039
e. 3,500 d. 3,900,000
e. 39,000,000
1136. Susan wishes to create bows from 12 yards of
ribbon. Each bow requires 6 inches of ribbon 1140. The 1,500-meter race is a popular distance
to make. How many inches of ribbon does running event at track meets. How far is this
Susan have? distance in miles?
a. 18 inches a. 0.6214 mile
b. 432 inches b. 0.5 mile
c. 48 inches c. 0.9321 mile
d. 144 inches d. 2.4139 miles
e. 24 inches e. 0.4143 mile

1137. The living room in Donna’s home is 182 1141. 58.24 mm3 = ———————— cm3.
square feet. How many square yards of carpet a. 0.05824
should she purchase to carpet the room? b. 5.824
a. 9 square yards c. 58,240
b. 1,638 square yards d. 582.4
c. 61 square yards e. 5,824
d. 21 square yards
e. 546 square yards 1142. Abigail is 5.5 feet tall. Which of the following
is closest to this height?
a. 17 meters
b. 170 centimeters
c. 1.7 kilometers
d. 170 millimeters
e. 0.17 kilometer

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1143. 62.4 meters ——————— feet. 1148. 12.59 m2 ———————— square yards.
a. 1.58 a. 15.06
b. 2,456.7 b. 10.53
c. 65.7 c. 13.43
d. 19.01 d. 11.75
e. 205 e. 1.17

1144. 0.16 acre = ——————— square yards. 1149. Sandi purchased three cubic yards of mulch
a. 774.4 for her garden. About how many cubic meters
b. 6,969.6 of mulch did she buy?
c. 30,250 a. 2.2304 cubic meters
d. 4,840.16 b. 3.7696 cubic meters
e. 4,839.84 c. 3.9236 cubic meters
d. 2.2938 cubic meters
1145. 4.236 km + 23 m + 654 cm = ——————— m. e. 3.5621 cubic meters
a. 681.236
b. 33.776 1150. 15 cL ——————— f. oz.
c. 4,913 a. 44.36
d. 453.14 b. 17.96
e. 4,265.54 c. 5.1
d. 4.3
1146. Murray owns fve square kilometers of e. 12.04
farmland in Pennsylvania. How many acres
does Murray own? 1151. The average adult should drink eight 8-oz.
a. 0.020235 acre glasses of water per day. Convert the daily
b. 1,235.48 acres water requirement to gallons.
c. 20.234 acres a. 0.64 gallon
d. 1.235 acres b. 6.4 gallons
e. 2.0234 acres c. 0.5 gallon
d. 5 gallons
1147. A stretch limousine is 4.5 meters long. How e. 3.2 gallons
many yards long is the limousine?
a. 7.5 yards 1152. 19 quarts = ———————— gallons.
b. 44.307 yards a. 76
c. 13.5 yards b. 4.75
d. 14.769 yards c. 9.5
e. 4.92 yards d. 2.375
e. 1.1875

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1153. A tree is measured and found to be 16.9 1157. 345.972 mL = ———————— L.

meters tall. How many centimeters tall is the a. 345,972
tree? b. 3,459.72
a. 0.169 centimeters c. 34.5972
b. 1.69 centimeters d. 3.45972
c. 169 centimeters e. 0.345972
d. 1,690 centimeters
e. 16,900 centimeters 1158. How many cubic inches are in a cubic yard?
a. 64 cubic inches
1154. 1 quart + 1 pint = b. 46,656 cubic inches
a. 1.419 liters. c. 1,755 cubic inches
b. 1.586 liters. d. 108 cubic inches
c. 2.446 liters. e. 62,208 cubic inches
d. 1.5 liters.
e. 0.946 liter. 1159. ———————— f. oz. = 243 c.
a. 24
1155. A science experiment calls for the use of a b. 16
porous sponge approximately 35 cubic c. 1043
centimeters in volume. About how big is the d. 18.72
sponge in cubic inches? e. 22
a. 4.52 cubic inches
b. 5,735.49 cubic inches 1160. Brenda measures her kitchen window so she
c. 4,682.03 cubic inches can purchase blinds. She fnds that the
d. 573.55 cubic inches window is 40 inches long. Convert this
e. 2.14 cubic inches dimension to centimeters.
a. 101.6 centimeters
1156. The Johnsons’ kitchen is 221 square feet in b. 15.75 centimeters
size. How many square meters of tile must c. 157.5 centimeters
they purchase to tile the kitchen foor? d. 1,016 centimeters
a. 22.84 square meters e. 42.54 centimeters
b. 20.53 square meters
c. 2,378.90 square meters 1161. A photo has an area of 300 square centimeters.
d. 221.09 square meters Convert this area into square millimeters.
e. 23.91 square meters a. 3,000 square millimeters
b. 30,000 square millimeters
c. 300,000 square millimeters
d. 3 square millimeters
e. 0.3 square millimeter

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1162. A signpost is 4.3 meters tall. How tall is the 1166. Fred wants to replace the felt on his pool table.
signpost in centimeters? The table has an area of 29,728 square
a. 0.043 centimeter centimeters. About how many square meters
b. 0.43 centimeter of felt does he need?
c. 43 centimeters a. 30 square meters
d. 430 centimeters b. 20 square meters
e. 4,300 centimeters c. 10 square meters
d. 3 square meters
1163. Use the diagram to answer the question: e. 2 square meters
12.4 yds.
1167. A storage bin can hold up to 3.25 cubic meters
? 8.34 m of material. How many cubic centimeters of
Find the missing length in meters. material can the bin accommodate?
a. 4.06 meters a. 325,000 cubic centimeters
b. 1.356 meters b. 3,250,000 cubic centimeters
c. 1.134 meters c. 32,500,000 cubic centimeters
d. 9.12 meters d. 32,500 cubic centimeters
e. 3 meters e. 0.00000325 cubic centimeter

1164. A book cover has an area of 72 square inches. 1168. William drank nine cups of juice on Saturday.
What is its area in square centimeters? How many fuid ounces of juice did he drink?
a. 46.45 square centimeters a. 17 fuid ounces
b. 464.5 square centimeters b. 11.25 fuid ounces
c. 11.16 square centimeters c. 7.2 fuid ounces
d. 111.6 square centimeters d. 1.125 fuid ounces
e. 4,645 square centimeters e. 72 fuid ounces

1165. 11.8 in.3 = ———————— mm3. 1169. A birdbath can hold about 226 cubic inches of
a. 19,336.7 water. Convert this amount into cubic feet.
b. 16,398.86 a. 0.13 cubic foot
c. 1,388.73 b. 1.3 cubic feet
d. 193,367.36 c. 13 cubic feet
e. 163,988.6 d. 7.65 cubic feet
e. 0.765 cubic foot

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1170. A pitcher of punch contains 1.5 liters. Convert 1174. 6 lb. = ———————— oz.
this amount to kiloliters. a. 96
a. 15 kiloliters b. 69
b. 1,500 kiloliters c. 2.667
c. 0.0015 kiloliter d. 0.375
d. 0.15 kiloliter e. 22
e. 1.5 kiloliters
1175. Tommy drives a half-ton pickup truck. If half-
1171. A test tube is marked in cubic centimeters. If ton refers to the amount of weight the truck
the test tube is flled to the 24 cubic centimeter can carry in its bed, how many pounds can the
mark with water, how many cubic millimeters truck carry?
of water are in the tube? a. 8 pounds
a. 2,400 cubic millimeters b. 100 pounds
b. 240 cubic millimeters c. 2,000 pounds
c. 24,000 cubic millimeters d. 1,000 pounds
d. 0.024 cubic millimeter e. 4,000 pounds
e. 2.4 cubic millimeters
1176. 48 kg = ———————— gram(s).
1172. 7.98 L = ———————— mL. a. 0.0048
a. 0.798 b. 0.48
b. 0.00798 c. 4.8
c. 79,800 d. 4,800
d. 7,980 e. 48,000
e. 798,000
1177. 3 kg ———————— lb.
1173. A local charity has asked a water distributor to a. 1.4
donate water for participants to drink during b. 6.6
a fund-raising walk. The company donated c. 5.2
231 gallons of water. How many quarts is this? d. 3.5
a. 57.75 quarts e. 2.5
b. 462 quarts
1178. 845.9 cg = ———————— kg.
c. 115.5 quarts
a. 0.008459
d. 1,848 quarts
b. 0.8450
e. 924 quarts
c. 8.459
d. 84.59
e. 84,590

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1179. 2.5 lb. ———————— grams. 1184. 4.2 tons ———————— kilograms.
a. 1.816 a. 3,813.6
b. 1.135 b. 38.136
c. 1,135 c. 216.2
d. 1,816 d. 21.62
e. 5.51 e. 2,162

1180. A recipe calls for three ounces of cheese per 1185. A Galapagos tortoise can weigh up to 300
serving. If Rebecca is making 12 servings, how pounds. Convert this weight into tons.
many pounds of cheese will she need? a. 60 tons
a. 3.6 pounds b. 6 tons
b. 36 pounds c. 6.67 tons
c. 2.25 pounds d. 1.5 tons
d. 22.5 pounds e. 0.15 ton
e. 4.5 pounds
1186. 3.15 tons = ———————— ounces.
1181. Graham crackers come in a 13-ounce package. a. 100,800
What is the approximate weight of the b. 10,080
package in kilograms? c. 50
a. 0.371 kilogram d. 6,300
b. 371.4 kilograms e. 393.75
c. 0.455 kilogram
1187. A box of Jell-O weighs about 85 grams.
d. 455 kilograms
Convert this weight to kilograms.
e. 286.3 kilograms
a. 85,000 kilograms
1182. 432 ounces = ———————— ton(s). b. 850 kilograms
a. 27 c. 0.85 kilogram
b. 2.7 d. 0.085 kilogram
c. 0.135 e. 0.0085 kilogram
d. 0.0135
1188. 1.4 kg ———————— oz.
e. 0.216
a. 0.049
1183. “Take 500 milligrams of ibuprofen if your b. 0.1929
headache acts up,’’ the doctor ordered. How c. 22
many grams of ibuprofen is this? d. 11
a. 0.05 gram e. 49
b. 5,000 grams
c. 50 grams
d. 5 grams
e. 0.5 gram

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1189. Susan bought a 25-gram container of ground 1193. Kelly’s dog weighs 52 pounds. Convert the
cloves to use in cider. How many milligrams of dog’s weight to kilograms.
cloves did she buy? a. 23,608
a. 250 milligrams b. 8.73
b. 2,500 milligrams c. 236.1
c. 25,000 milligrams d. 114.5
d. 2.5 milligrams e. 23.608
e. 0.025 milligram
1194. 12.71 kilograms = ———————— milligram(s).
1190. 58 g ———————— oz. a. 0.01271
a. 2.03 b. 0.00001271
b. 1,657 c. 12,710
c. 26.332 d. 1,271,000
d. 127.75 e. 12,710,000
e. 48.13
1195. A doctor prescribed 2 centigrams of medicine
1191. Josephine has 70 ounces of meat to use in her to his patient. How many milligrams of
annual batch of spaghetti sauce. How many medicine did the doctor prescribe?
pounds of meat does Josephine have? a. 2,000 milligrams
a. 4.375 pounds b. 200 milligrams
b. 1,120 pounds c. 20 milligrams
c. 8.75 pounds d. 2 milligrams
d. 3.5 pounds e. 0.2 milligram
e. 5.13 pounds
1196. 0.24 kg = ———————— cg.
1192. Fill in the missing value in the following table a. 0.00024
so that the values are equivalent: b. 240
c. 24
Kilograms Milligrams d. 24,000
1,254,600 e. 0.0000024

1197. Michael weighed 12 pounds 9 ounces at his

a. 1,254,600 kilograms last checkup. Convert Michael’s weight into
b. 1.2546 kilograms ounces.
c. 1,254,600,000 kilograms a. 148 ounces
d. 1,254,600,000,000 kilograms b. 21 ounces
e. 12.546 kilograms c. 9.75 ounces
d. 156 ounces
e. 201 ounces

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1198. ———————— cg = 564.9 g.  Answers

a. 5.649
b. 56,490 1096. d. In this problem, the value is greater than
c. 5,649 10, so the exponent on the base of 10 will
d. 56.49 be positive. The original number, 541,000,
e. 0.5649 has the decimal point to the right of the
last zero. Move the decimal point fve
1199. The empty container weighs 512 centigrams; places to the left in order to achieve the
42,370 milligrams of sand are added to the correct form for scientifc notation;
cup. What is the total weight of the sand and 541,000 = 5.41  105.
the container in grams? 1097. c. In order to get only one whole non-zero
a. 554.37 grams number (one number to the left of the
b. 42,882 grams decimal), move the decimal two places to
c. 47.49 grams the left; 580 is greater than 10; therefore,
d. 93.57 grams the exponent is positive 2.
e. 9.357 grams 1098. a. First, fnd the decimal place that will leave
one digit to the left of the decimal (4.5).
1200. An African elephant can weigh as much as The decimal point needs to be moved fve
5,448 kilograms. Convert the elephant’s places to the right in order to get there.
weight into tons. Because it is being moved to the right and
a. 2.7 tons the number is smaller than 1.0, the power
b. 6.0 tons will be negative: 4.5  10–5.
c. 3.5 tons 1099. c. Five million is equal to 5,000,000. In order
d. 2.2 tons to convert this into scientifc notation, the
e. 1.8 tons decimal needs to be moved six places to
the left to get 5  106. The power is
positive because the original number is
TERM TO REVIEW greater than 10.
scientific notation 1100. e. Move the decimal two places to the right to
get one whole number. Add a negative sign
to the power of 10, because the decimal is
moved to the right, and the number is
smaller than 1.0: 9.08  10–2.
1101. d. Move the decimal four places to the left in
order to get only one digit to the left of the
decimal: 4.623  104. The power is positive
because the original number is greater than
10.

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1102. a. The frst step is to add up the two 1109. c. In this problem, do not be confused by the
numbers: 4,000 + 9,000 = 13,000. Now fact that the decimal does not start off at
convert to scientifc notation by moving the end of the number. The decimal needs
the decimal four places to the left: 1.3  to be moved three places to the left to get
104; 13,000 is greater than 10, so the 2.34025  103. The original value is greater
exponent is positive. than 10, so the exponent is positive.
1103. c. Carefully count how many places the 1110. d. Move the decimal three places to the right
decimal must be moved to the right in in order to get the correct scientifc
order to end up with the number 2.0 (eight notation form. Add the negative sign to the
places to the right). The power sign is power, because the decimal is moved to the
negative because the decimal is moved to right, and the number is smaller than 1.0.
the right: 2.0  10–8. The original number Finally, keep the negative sign in front of
is less than 1.0, so the exponent is negative. the original number because this has not
1104. d. According to the chart, $86,900 was made changed; it is still a negative value. So, the
in the second quarter. Move the decimal answer is –6.3  10–3.
four places to the left: 8.69  104; 86,900 is 1111. c. The power (exponent) is positive 4, so the
greater than 10, so the exponent is positive. number is a value greater than 10, and the
1105. a. Add together the earnings from the frst decimal point must be moved four places
and fourth quarters; $74,000 + $120,000 = to the right. Two trailing zeros must be
$194,000. Then move the decimal point added to get the number 84,300.
fve places to the left: 1.94  105. The sum 1112. a. The power sign is negative 3, so the
of the earnings is greater than 10, so the number will be less than 1.0, and the
exponent is positive. decimal needs to be moved three places to
1106. c. Move the decimal point six places to the the left. Do not forget that 2 is equal to 2.0
right in order to convert this number to (although the decimal is not shown, it
scientifc notation. Add the negative sign to follows the last digit). The answer is 0.002.
the power, because the decimal is moved to 1113. e. The power is positive 5, so the number will
the right, and the number is smaller than be greater than 10, and the decimal is
1.0. So, the answer is 9.001  10–6. moved fve places to the right to become
1107. d. Move the decimal one place to the left in 252,000.
order to have only one digit to the left of 1114. c. Any number to the zero power is equal to
the decimal: 5  101. The exponent is 1. Therefore, 100 = 1. Placing this back into
positive because 50 is greater than 10. the question gives 1  1, which equals 1.
1108. a. In order to get to the number 1.0, the 1115. d. The power is negative 6, so the number
decimal needs to be moved nine places to will be less than 1.0, and the decimal is
the left. Therefore, the number of moved six places to the left to get
nanometers in a meter is 1  109. The 0.0000090025.
exponent is positive because the original 1116. b. The power is positive 2, so the number will
number is greater than 10. be greater than 10, and the decimal is
moved two places to the right to give the
answer, 340 miles per second.

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1117. c. The power is positive 1, so the number will 1127. c. Twelve inches equals 1 foot, so divide: 652
be greater than 10, and the decimal is in. ÷ 12 in./ft. = 54.333 feet. Because trim
moved one place to the right to give the is sold by the foot, round up; 55 feet must
answer, 80. be purchased so that there is enough trim.
1118. b. The power is positive 7, so the number will 1128. c. One foot equals 12 inches, so Thomas’s
be greater than 10, and the decimal is height is 6 ft.  12 in./ft. = 72 in. + 1 in. =
moved seven places to the right in order to 73 inches. His son’s height is 3 ft.  12
get 21,100,000. in./ft. = 36 in. + 3 in. = 39 inches. The
1119. d. The power is negative 1, so the number difference between their heights is 73 in. –
will be less than 1.0, and the decimal is 39 in. = 34 inches.
moved one place to the left in order to get 1129. a. A mile is 5,280 feet, so to fnd 0.85 mile,
0.53. multiply: 0.85 mi.  5,280 ft./mi. = 4,488
1120. e. The power is negative 6, so the number feet.
will be less than 1.0, and the decimal is 1130. b. It takes 5,280 feet to make a mile. To fnd
moved six places to the left. Therefore, one how many miles are in 33,000 feet, divide:
L is equal to 0.000001 L. 33,000 ft. ÷ 5,280 ft./mi. = 6.25 miles.
1121. a. The power is positive 4, so the number will 1131. d. One cubic yard requires 27 cubic feet. To
be greater than 10, and the decimal is fnd the number of cubic yards in 45 cubic
moved four places to the right to give the feet, divide: 45 ft.3 ÷ 27 ft.3/yd.3 = 1.66
answer 93,500. cubic yards.
1122. a. The power is positive 3, so the number will 1132. b. Because the conversion is from smaller
be greater than 10, and the decimal is units to larger units, division is required.
moved three places to the right, even if this Every 12 inches equals 1 foot, so to fgure
still leaves some digits to the right of the out the number of feet in the given
decimal point. The answer is 1,048.25. number of inches, divide by 12. Then, to
1123. d. The power is negative 5, so the number fgure out how many miles are in the
will be less than 1.0, and the decimal is calculated number of feet, divide by the
moved fve places to the left in order to get number of feet in a mile, 5,280.
the answer, 0.00007955. 1133. e. Each mile equals 5,280 feet. Because there
1124. c. Every 8 ounces equals 1 cup, so divide: 3 are 4.5 miles, multiply: 4.5 mi.  5,280
oz. ÷ 8 oz./c. = 0.375 cup. ft./mi. = 23,760 feet.
1125. c. Every 36 inches equals 1 yard, so divide: 48
in. ÷ 36 in./yd. = 131 yards, or 1.33 yards
written as a decimal.
1126. e. Each liter equals 0.264 gallons, so for two
liters: 2 L × 0.264 gal./L = 0.528 gal. A
gallon equals 128 fuid ounces, so multiply:
0.528 gal. × 128 f. oz./gal. = 67.584 f. oz.
67.6 fuid ounc

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1134. d. The two amounts can be added as they are, 1142. b. Because one foot equals about 0.3048
but then the sum needs to be simplifed; 2 meter, 5.5 feet equals 5.5 ft. × 0.3048 m/ft.
pints 6 ounces + 1 cup 7 ounces = 2 pints 1 = 1.6764 meters. Answer a is much too
cup 13 ounces. Note that the sum is large. Now convert 1.6764 m into the
written with the largest units frst and remaining units given in the answer
smallest units last. To simplify, start with choices; 1.6764 m  100 cm/m = 167.64
the smallest unit, ounces, and work toward cm, which is very close to answer b. 1.6764
larger units. Every 8 ounces makes 1 cup, m ÷ 1,000 m/km = .0016764 km, which
so 13 ounces = 1 cup 5 ounces. Replace the eliminates answers c and e; 1.6764 m 
13 ounces with the 1 cup 5 ounces, adding 1,000 mm/m = 1,676.4 mm, which is much
the cup portions together: 2 pints 2 cups 5 higher than answer d. The answer is b: 170
ounces. Now note that 2 cups = 1 pint, so centimeters.
the sum can be simplifed again combining 1143. e. One meter is approximately 3.281 feet.
this pint with the 2 pints in the sum. The Therefore, 62.4 m × 3.281 ft./m 204.73
simplifed total is 3 pints 5 ounces. ft. 205 feet.
1135. b. There are 10 millimeters in every 1144. a. One acre equals 4,840 square yards.
centimeter, so divide: 35 mm ÷ 10 mm/cm Multiply: 0.16 acre × 4,840 sq. yd./acre =
= 3.5 cm. 774.4 square yards.
1136. b. There are 36 inches in a yard. To fnd the 1145. e. Convert all units to meters frst: 4.236 km
number of inches in 12 yards, multiply: 12  1,000 m/km = 4,236 m; 654 cm ÷ 100
yd.  36 in./yd. = 432 inches. cm/m = 6.54 m. Now add: 4,236 m + 23 m +
1137. d. It takes 9 square feet to make a square yard. 6.54 m = 4,265.54 meters.
To fnd out how many square yards are in 1146. b. One acre equals 0.004047 square
182 square feet, divide: 182 sq. ft. ÷ 9 sq. kilometers, so divide: 5 km2 ÷ 0.004047
ft./sq. yd. = 20.22 sq. yd. Because Donna km2/acre 1,235.48 acres.
cannot purchase part of a square yard, she 1147. e. One yard equals about 0.9144 meter.
has to round up. She must purchase 21 Divide: 4.5 m ÷ 0.9144 m/yd. 4.92 yards.
square yards to have enough to carpet the 1148. a. One square yard equals about 0.8361
room. square meter. Divide: 12.59 m2 ÷ 0.8361
1138. b. One teaspoon equals 5 milliliters. m2/yd.2 15.06 square yards.
Therefore, 43 tsp.  5 mL/tsp. = 3.75 mL. 1149. d. One cubic yard is equivalent to about
1139. d. One kiloliter equals 1,000,000 milliliters: 0.7646 cubic meters. Multiply: 3 yd.3 
3.9 kL  1,000,000 mL/L = 3,900,000 0.7646 m3/yd.3 2.2938 cubic meters.
milliliters. 1150. c. One fluid ounce is equal to 2.957353
1140. c. Each mile is about 1,609.34 meters. Divide centiliters. Divide: 15 cL ÷ 2.957353 cL/f.
to fnd out how many miles are equivalent oz. 5.1 fuid ounces.
to 1,500 meters: 1,500 m ÷ 1,609.34 m/mi. 1151. c. Eight 8-oz. glasses account for 64 ounces of
0.9321 mile. fuid: 8 × 8 = 64. There are 128 ounces in
1141. a. There are 1,000 cubic millimeters in one a gallon. Divide: 64 oz. ÷ 128 oz./gal. =
cubic centimeter. Divide to determine how 0.5 gallon.
many cubic centimeters are in 58.24 mm3; 1152. b. There are four quarts in a gallon. Divide:
58.24 mm3 ÷ 1,000 mm3/cm3 = 0.05824 19 qt. ÷ 4 qt./gal. = 4.75 gallons.
cubic centimeter.

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1153. d. One meter equals 100 centimeters. Multi- 1165. d. One cubic inch equals 16,387.064 cubic
ply: 16.9 m  100 cm/m = 1,690 millimeters. Multiply: 11.8 in.3 
centimeters. 16,387.064 mm3/in.3 193,367.36 cubic
1154. a. Two pints equal one quart, so one pint is millimeters.
equal to half a quart, or 0.5 quart. Therefore, 1166. d. One square meter is equal to 10,000 square
1 quart + 1 pint = 1 quart + 0.5 quart = 1.5 centimeters. Divide: 29,728 cm2 ÷ 10,000
quarts. Each quart equals 0.946 liter, so mul- cm2/m2 = 2.9728 m2. Fred should purchase
tiply: 1.5 qt.  0.946 L/qt. = 1.419 liters. 3 square meters in order to have enough felt.
1155. e. One cubic inch is equivalent to 16.3871 1167. b. One cubic meter equals 1,000,000 cubic
cubic centimeters. Divide: 35 cm3 ÷ centimeters. Multiply: 3.25 m3  1,000,000
16.3871 cm3/in.3 2.14 cubic inches. cm3/m3 = 3,250,000 cubic centimeters.
1156. b. One square foot equals 0.0929 square 1168. e. One cup equals 8 fuid ounces. Multiply:
meter. Multiply: 221 ft.2 × 0.0929 m2/ft.2 9 c.  8 f. oz./c. = 72 fuid ounces.
20.53 square meters. 1169. a. One cubic foot equals 1,728 cubic inches.
1157. e. There are 1,000 milliliters in one liter. Divide: 226 in.3 ÷ 1,728 in.3/ft.3
Divide: 345.972 mL ÷ 1,000 mL/L = 0.13 cubic foot.
0.345972 liter. 1170. c. There are 1,000 liters in one kiloliter.
1158. b. One cubic yard is equal to 27 cubic feet. Divide: 1.5 L ÷ 1,000 L/kL = 0.0015
Each cubic foot is equal to 1,728 cubic kiloliter.
inches. Multiply: 27 ft.3  1,728 in.3/ft.3 = 1171. c. One cubic centimeter equals 1,000 cubic
46,656 cubic inches. millimeters. Multiply: 24 cm3  1,000
1159. e. One cup equals 8 fluid ounces; 243 cups = mm3/cm3 = 24,000 cubic millimeters.
2.75 cups. Multiply: 2.75 c.  8 f. oz./c. = 1172. d. One liter equals 1,000 milliliters. Multiply:
22 fuid ounces. 7.98 L  1,000 mL/L = 7,980 mL.
1160. a. One inch equals 2.54 centimeters. Multiply: 1173. e. One gallon equals 4 quarts. Multiply: 231
40 in.  2.54 cm/in. = 101.6 centimeters. gal.  4 qts./gal. = 924 quarts.
1161. b. One square centimeter equals 100 square 1174. a. Every pound equals 16 ounces, so multiply:
millimeters. Multiply: 300 cm2  100 6 lb.  16 oz./lb. = 96 ounces.
mm2/cm2 = 30,000 square millimeters. 1175. d. One ton equals 2,000 pounds. Therefore,
1162. d. One meter is equal to 100 centimeters. Mul- half of a ton is 2,000 ÷ 2 = 1,000 pounds.
tiply: 4.3 m  100 cm/m = 430 centimeters. 1176. e. Every kilogram equals 1,000 grams, so mul-
1163. e. To answer the question, subtract: 12.4 yds. tiply: 48 kg  1,000 g/kg = 48,000 grams.
– 8.34 m. Because the answer must be 1177. b. Each kilogram equals about 2.205 pounds.
given in meters, and the subtraction can- Because there are 3 kilograms, multiply:
not be done unless the units on the two 3 kg  2.205 lb./kg = 6.615 lb. 6.6
quantities match, convert 12.4 yards into pounds when rounded to the nearest tenth.
meters. One yard = 0.9144 meter; multiply: 1178. a. Every 100,000 centigrams make a kilo-
12.4 yd.  0.9144 m/yd. 11.34 m. Now gram, so divide: 845.9 cg ÷ 100,000 cg/kg =
subtract: 11.34 m – 8.34 m = 3 meters. 0.008459 kg.
1164. b. One square inch equals 6.4516 square cen- 1179. c. Every pound equals 454 grams. Therefore,
timeters. Multiply: 72 in.2  6.4516 to convert 2.5 pounds into grams, multi-
cm2/in.2 464.5 square centimeters. ply: 2.5 lb.  454 g/lb. = 1,135 grams.

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1180. c. Because each serving calls for three ounces 1189. c. Each gram equals 1,000 milligrams. Multi-
of cheese, and Rebecca is making 12 serv- ply: 25 g  1,000 mg/g = 25,000
ings, she needs: 3 oz.  12 = 36 oz. of milligrams.
cheese. Every 16 ounces is equal to one 1190. a. Each gram equals about 0.035 ounce. Mul-
pound, so divide to convert ounces into tiply: 58 g  0.035 oz./g = 2.03 ounces.
pounds: 36 oz. ÷ 16 oz./lb. = 2.25 pounds. 1191. a. Every 16 ounces make one pound, so
1181. a. Every 0.035 ounce is equal to 1 gram, so divide: 70 oz. ÷ 16 oz./lb. = 4.375 pounds.
frst fgure out how many grams are in 13 1192. b. Every 1,000 milligrams equals 1 gram, so
ounces by dividing: 13 oz. ÷ 0.035 oz./g divide to determine the number of grams:
371.4 g. Because 1,000 g equals 1 kg, divide 1,254,600 mg ÷ 1,000 mg/g = 1,254.6 g.
to determine the number of kilograms: Now, every 1,000 grams equals 1 kilogram,
371.4 g ÷ 1,000g/kg 0.371 kilogram. so divide again: 1,254.6 g ÷ 1,000 g/kg =
1182. d. There are 16 ounces in a pound, so divide: 1.2546 kilograms.
432 oz. ÷ 16 oz./lb. = 27 lb. It takes 2,000 1193. e. Each pound equals 0.454 kilogram, so mul-
pounds to make 1 ton, so divide to dis- tiply to fnd the number of kilograms in
cover what fraction of a ton 27 pounds is: 52 pounds: 52 lb.  0.454 kg/lb. = 23.608
27 lb. ÷ 2,000 lb./t. = 0.0135 ton. kilograms.
1183. e. 1,000 milligrams equals 1 gram, so divide: 1194. e. Each kilogram is 1,000 grams, so multiply
500 mg ÷ 1,000 mg/g = 0.5 gram. to fnd the number of grams in 12.71 kilo-
1184. a. Every ton equals 908 kilograms. Multiply: grams: 12.71 kg × 1,000 g/kg = 12,710
4.2 t.  908 kg/t. = 3,813.6 kilograms. grams. Each gram equals 1,000 milligrams,
1185. e. There are 2,000 pounds in a ton, so divide: so multiply again: 12,710 g × 1,000 mg/g =
300 lb. ÷ 2,000 lb./t. = 0.15 ton. 12,710,000 milligrams.
1186. a. Every ton equals 2,000 pounds, so multiply 1195. c. Each centigram equals 10 milligrams.
to fnd 3.15 tons: 3.15 t.  2,000 lb./t. = Therefore, to fnd the number of mil-
6,300 lb. Each pound equals 16 ounces, so ligrams in 2 centigrams, multiply: 2 cg 
multiply again: 6,300 lb.  16 oz./lb. = 10 mg/cg = 20 milligrams.
100,800 ounces. 1196. d. Each kilogram is 1,000 grams, so multiply
1187. d. A thousand grams equals one kilogram, so to fnd the number of grams in 0.24 kg:
divide to convert 85 grams: 85 g ÷ 0.24 kg × 1,000 g/kg = 240 g. Each gram
1,000g/kg = 0.085 kilogram. equals 100 centigrams, so multiply again:
1188. e. Each kilogram is equivalent to 2.205 240 g  100 cg/g = 24,000 centigrams.
pounds, so multiply: 1.4 kg  2.205 lb./kg 1197. e. Every pound equals 16 ounces, so 12
= 3.087 lb. Each pound equals 16 ounces, pounds would equal 12 lb.  16 oz./lb. =
so multiply again: 3.087 lb.  16 oz./lb. = 192 oz. Since Michael weighed 12 pounds
49.392 ounces. Alternatively, you can frst 9 ounces, add the 9 ounces to the number
convert kilograms to grams, and then to of ounces in 12 pounds: 192 oz. + 9 oz. =
pounds. Each kilogram is equal to 1,000 201 ounces.
grams, so multiply: 1.4  1,000 = 1,400
grams. Each gram is 0.035 ounce, so multi-
ply again: 1,400  0.035 = 49 ounces.

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1198. b. Each gram is 100 centigrams, so multiply: 1200. b. Every 908 kilograms is equivalent to 1 ton,
564.9 g  100 cg/g = 56,490 centigrams. so divide: 5,448 kg ÷ 908 kg/t. = 6 tons.
1199. c. There are 100 centigrams in a gram, so 512
centigrams are equal to 5.12 grams: 512 cg
÷ 100 cg/g = 5.12 g. Every 1,000 milligrams
equals 1 gram, so 42,370 milligrams equals
42.370 grams: 42,370 mg ÷ 1,000 mg/g =
42.37 g. Now add: 5.12 g + 42.37 g = 47.49
grams.

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Glossary

acute angle an angle that measures less than 90 degrees

acute triangle a triangle with three angles that all measure less than 90 degrees
addend one of the numbers being added in an addition sentence. In the number sentence 3 + 2 = 5,
3 and 2 are the addends.
adjacent angles two angles that are side-by-side, sharing a vertex and a side
algebraic equation an equation that contains one or more variables. For example, 4 + x = 7 is an alge-
braic equation.
algebraic expression an operation that contains one or more variables. For example, 4 + x is an alge-
braic expression.
arc a set of consecutive points on a circle
area the amount of surface, in square units, that an object covers
base In a term, the base is the variable, which may or may not be raised to an exponent. In 3x3, 3 is the
coefficient and x3 is the base.
binomial a polynomial with only two terms. For example, 3x + 3 is a binomial.
central angle an angle formed by two radii; an angle whose vertex is at the center of a circle
chord a line within a circle that connects two points on the circle
circle a closed figure with no sides; a set of points that are equidistant from a single point, the center of
the circle
circumference the distance around a circle
coefficient the number that is multiplied by the base of a term. The coefficient in the term 6x is 6, be-
cause 6 is multiplied by the base, x.
complementary angles two angles whose measures total 90 degrees
concave polygon a polygon in which one or more interior angles are greater than 180 degrees

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congruent equal in size or measure. Two angles or the exponent, which tells us that three 4s must be
two line segments can be congruent. multiplied: 43 = 4 × 4 × 4 = 64.
constant a real number (not a variable), such as 7 exterior angle an angle formed by a side of a poly-
or –5 gon and a line that extends beyond the polygon
convex polygon a polygon in which all of the inte- factor each number being multiplied in a multipli-
rior angles are no greater than 180 degrees cation problem. For example, in the number sen-
coordinate plane a set of axes, x and y, on and from tence 1.2 × 6 = 7.2, 1.2 and 6 are factors.
which we can graph points and lines fraction a number that represents a part of a
2
corresponding angles sets of congruent angles. whole. A fraction itself is a division statement; 8 is
When parallel lines are cut by a transversal (a third an example of a fraction in which 2 is divided by 8.
line that intersects the parallel lines), alternating greater than sign >, used when the first of two
angles are corresponding angles. numbers is larger than the second of those two
decimal a number that is written using one or numbers. For example, “5 is greater than 4” can be
more of ten symbols. The ten decimal symbols are represented with 5 > 4.
0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. greatest common factor the largest number that di-
delta a Greek letter, Δ, that represents change vides evenly into two or more numbers. For exam-
denominator the bottom number of a fraction. In ple, the greatest common factor of 12 and 18 is 6.
2
the fraction 8 , the denominator is 8. Because a Both 12 and 18 can be divided evenly by 6. Other
fraction is a division statement, the denominator is numbers (1, 2, and 3) are also factors of both 12
the divisor of that statement. and 18, but 6 is the greatest common factor.
diagonal a line drawn within a polygon connecting improper fraction a fraction that has a value
two nonconsecutive vertices greater than or equal to 1, or less than or equal to
diameter a line within a circle, through the center –1. For example, 23 and – 23 are both improper
of the circle, that connects two points on the circle fractions.
difference the result of subtracting one number inequality a number sentence in which the quan-
from another. In the number sentence 5 – 3 = 2, 2 tity on the left side is greater than, greater than or
is the difference. equal to, less than, or less than or equal to the
dividend the number being divided in a division quantity on the right side of the equation. 5x + 1 <
problem (the numerator of a fraction). For exam- 11 is an inequality.
ple, in the number sentence 4.5 ÷ 9 = 0.5, 4.5 is the integer The set of integers is made up of the whole
dividend. numbers, their negatives, and zero. This set is writ-
divisor the number by which the dividend is di- ten as {. . . , –3, –2, –1, 0, 1, 2, 3, . . .}.
vided in a division problem (the denominator of a interior angle an angle found within a polygon
fraction). For example, in the number sentence 4.5 isosceles trapezoid a trapezoid with congruent
9 = 0.5, 9 is the divisor. legs, base angles, and diagonals
equilateral triangle a triangle that has three con- isosceles triangle a triangle that has two congruent
gruent sides and three congruent angles sides and two congruent angles
exponent Also called a power, it is the number of least common multiple a common multiple for two
times a base must be multiplied by itself. In 43, 3 is or more numbers that is the smallest value that is

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divisible by both numbers. For example, 30 is a ordered pair the x-value followed by the y-value of
common multiple of 3 and 5, because 30 is divisible a point. For example, (5,–4) is an ordered pair that
by both 3 and 5; but 15 is the least common multi- describes the location of a point five units to the
ple of 3 and 5, because 15 is divisible by both num- right of the y-axis and four units below the x-axis.
bers, and there is no smaller value that is divisible origin the point at which the y-axis and x-axis in-
by both 3 and 5. tersect on the coordinate plane. This point has the
less than sign <, used when the first of two numbers coordinates (0,0).
is smaller than the second of those two numbers. parallelogram a quadrilateral whose opposite sides
For example, “4 is less than 5” can be represented are parallel and congruent. Opposite angles are
with 4 < 5. also congruent, consecutive angles are supplemen-
like fractions two or more fractions with the same tary, and the diagonals bisect each other.
1 2
denominator. For example, 3 and 3 are like frac- percent a ratio that represents a part to a whole
25
tions, because they both have a denominator of 3. as a number out of 100. For example, 0.25 = 100
like terms two terms that have the same base. 6y = 25%.
and 9y are like terms, because they both have a percent decrease the difference between an original
base of y. value and a new value divided by the original
major arc an arc that measures greater than 180 value. The new value is subtracted from the origi-
degrees nal value, because the original value is larger than
minor arc an arc that measures less than 180 degrees the new value. Percent decrease is used to show the
minuend in a subtraction sentence, the number decline from an original value to a new value.
from which you are subtracting. In the number percent increase the difference between an original
sentence 5 – 3 = 2, 5 is the minuend. value and a new value divided by the original
mixed number a number that has a whole number value. The original value is subtracted from the
1
part and a fraction part. The number 1 2 is a mixed new value, because the new value is larger than the
number. Mixed numbers, like improper fractions, original value. Percent increase is used to show the
have a value that is greater than or equal to 1, or growth from an original value to a new value.
less than or equal to negative 1. The improper frac- perimeter the distance around an object, in linear
3 1
tion 2 is equal to the mixed number 1 2. units
monomial an expression with a single variable polygon any closed figure made up of line seg-
and/or constant; a polynomial with only one term. ments. For example, a hexagon is a polygon.
For example, 3x is a monomial. polynomial an expression with one or more terms
numerator the top number of a fraction. In the made up of variables and/or constants. For exam-
2
fraction 8 , the numerator is 2. Because a fraction is ple, 3w4 + 2x2 + z + 6 is a polynomial.
a division statement, the numerator is the divi- product the result of multiplication. For example,
dend of that statement. in the number sentence 1.2 × 6 = 7.2, 7.2 is the
obtuse angle an angle that measures greater than product.
90 degrees proper fraction a fraction that has a value less than
2
obtuse triangle a triangle with one angle that 1 and greater than negative 1. For example, 3 is a
2
measures more than 90 degrees proper fraction, as is – 3 .

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proportion a relationship that shows two equivalent rocal of a fraction, switch the numerator and the
3 6 3 4
fractions, or ratios. For example, the fractions 4 and 8 denominator. The reciprocal of 4 is 3 .
3 6
are in proportion to each other because 4 = 8 . rectangle a parallelogram whose angles are all con-
Pythagorean theorem a theorem that states that gruent and whose diagonals are congruent
the sum of the squares of the bases (legs) of a right reflex angle an angle that measures greater than
triangle is equal to the square of the hypotenuse of 180 degrees
the right triangle. Simply put, a2 + b2 = c2, where a regular polygon a polygon whose sides are all con-
and b are the bases of the right triangle and c is the gruent and whose angles are all congruent
hypotenuse. rhombus a parallelogram with four congruent
quadratic equation an equation that is written in the sides and perpendicular diagonals that bisect its
form ax2 + bx + c = 0. The equation has one variable angles
that is raised to the second power, and could have right angle an angle that measures exactly 90
one variable that is raised to the first power (if b is degrees
not zero), and one constant (if c is not zero). right triangle a triangle with one angle that measures
quadratic formula the formula used to find the exactly 90 degrees
roots of a quadratic equation: x = −b ± b − 4ac .
2
rounding the process of taking a number and mak-
2a
Once a quadratic equation is in the form ax2 + ing it less precise by removing one or more digits
bx + c = 0, the values of a, b, and c can be substi- from the end of the number, replacing those digits
tuted into the formula. with zeros if necessary
quadrilateral a four-sided polygon whose interior scalene triangle a triangle that has no congruent
angles total 360 degrees sides or angles
quotient the result of a division problem. For ex- secant a ray or line segment that touches a circle at
ample, in the number sentence 4.5 ÷ 9 = 0.5, 0.5 is two points
the quotient. semicircle an arc that measures 180 degrees; an arc
radical the nth root of a radicand; a value that, that connects the ends of a diameter
when multiplied by itself according to the power similar triangles two triangles that have identical an-
of the radical (n), is equal to the radicand. For ex- gles. Similar triangles are not necessarily congruent.
ample, 3 27 = 3 , because when 3 is multiplied by it- slope the change in y-values divided by the change
self three times, the result is 27. in x-values between two points on a line, written
y 2 − y1 Δy
radicand the value under the radical symbol. In formally as x − x or Δx
2 1

81, 81 is the radicand. square a quadrilateral with four congruent sides; four
radius the distance from the center of a circle to a congruent, 90-degree angles; two pairs of parallel
point on the circle. sides; consecutive angles that are supplementary;
ratio a comparison, or relationship, between two and diagonals that are congruent, are perpendicular,
numbers. Ratios are often shown with a colon, but bisect each other, and bisect their angles
they can also be expressed as fractions. The ratio 2 straight angle an angle that measures exactly 180
2
to 1 can be written as 2:1 or 1 . degrees
reciprocal The reciprocal of a fraction is the multi- strictly convex polygon a polygon in which all of
plicative inverse of the fraction. To find the recip- the interior angles are less than 180 degrees

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subtrahend in a subtraction sentence, the number unlike fractions two or more fractions with differ-
1 1
that you are subtracting. In the number sentence 5 ent denominators. For example, 3 and 4 are unlike
– 3 = 2, 3 is the subtrahend. fractions, because they do not have the same de-
supplementary angles two angles whose measures nominator.
total 180 degrees unlike terms two terms that have different bases.
sum the result of adding two numbers. In the num- For example, 6y and 9y2 are unlike terms, because
ber sentence 3 + 2 = 5, 5 is the sum. they have different bases.
surface area the total area of every face of a solid. variable a letter or symbol that takes the place of a
Surface area is measured in square units. number in an expression or an equation. In the ex-
system of equations a pair or set of related equa- pression 4 + x, x is a variable.
tions in which the values of each unique variable vertical angles Also known as opposite angles,
are the same in each equation these are angles that are not adjacent, but made by
tangent a ray or line segment that touches a circle the intersection of two lines. Vertical angles are
at exactly one point congruent.
term an element in an expression that is sub- volume the amount of space taken up by an object.
tracted, added, multiplied, or divided (or, in a Volume is measured in cubic units, such as cm3 or
single-term expression, an element that stands in.3.
alone). In the expression x – 6, x and 6 are both whole number a positive number that has no frac-
terms. tional part—no digits to the right of the decimal
trapezoid a four-sided figure that has one pair of point. For example, 45 is a whole number. This set
parallel sides is written as {0, 1, 2, 3, . . .}.
triangle a polygon with three sides and three angles x-axis the horizontal axis on the coordinate plane
that total 180 degrees y-axis the vertical axis on the coordinate plane
trinomial a polynomial with three terms. For ex- y-intercept the y-value of the point where a line
ample, 3x + 3y – 5 is a trinomial. crosses the y-axis

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