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1-1 Study Guide and Intervention
Variables and Expressions
Write Mathematical Expressions In the algebraic expression, w, the letters
and w are called variables. In algebra, a variable is used to represent unspecified numbers
or values. Any letter can be used as a variable. The letters and w are used above because
they are the first letters of the words length and width. In the expression w, and w are
called factors, and the result is called the product.
Example 1 Write an algebraic expression for each verbal expression.
a. four more than a number n b. the difference of a number squared and 8
Lesson 1-1
The words more than imply addition. The expression difference of implies subtraction.
four more than a number n the difference of a number squared and 8
4n n2 8
The algebraic expression is 4 n. The algebraic expression is n2 8.
Example 2 Evaluate each expression.
a. 34 b. five cubed
3 3 3 3 3 Use 3 as a factor 4 times.
4 Cubed means raised to the third power.
81 Multiply. 53 5 5 5 Use 5 as a factor 3 times.
125 Multiply.
Exercises
Write an algebraic expression for each verbal expression.
1. a number decreased by 8 2. a number divided by 8
3. a number squared 4. four times a number
5. a number divided by 6 6. a number multiplied by 37
7. the sum of 9 and a number 8. 3 less than 5 times a number
9. twice the sum of 15 and a number 10. one-half the square of b
11. 7 more than the product of 6 and a number
12. 30 increased by 3 times the square of a number
Evaluate each expression.
13. 52 14. 33 15. 104
16. 122 17. 83 18. 28
© Glencoe/McGraw-Hill 1 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-1 Study Guide and Intervention (continued)
Variables and Expressions
Write Verbal Expressions Translating algebraic expressions into verbal expressions
is important in algebra.
Example Write a verbal expression for each algebraic expression.
a. 6n2
the product of 6 and n squared
b. n3 12m
the difference of n cubed and twelve times m
Exercises
Write a verbal expression for each algebraic expression.
1
1. w 1 2. a3
3
3. 81 2x 4. 12c
5. 84 6. 62
7. 2n2 4 8. a3 b3
6k3
9. 2x3 3 10.
5
1
11. b2 12. 7n5
4
2
13. 3x 4 14. k5
3
15. 3b2 2a3 16. 4(n2 1)
17. 32 23 18. 6n2 3
© Glencoe/McGraw-Hill 2 Glencoe Algebra 1
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1-2 Study Guide and Intervention
Order of Operations
Evaluate Rational Expressions Numerical expressions often contain more than one
operation. To evaluate them, use the rules for order of operations shown below.
Step 1 Evaluate expressions inside grouping symbols.
Order of Step 2 Evaluate all powers.
Operations Step 3 Do all multiplication and/or division from left to right.
Step 4 Do all addition and/or subtraction from left to right.
Example 1 Evaluate each expression. Example 2 Evaluate each expression.
a. 7 2 4 4 a. 3[2 (12 3)2]
7244784 Multiply 2 and 4. 3[2 (12 3)2] 3(2 42) Divide 12 by 3.
15 4 Add 7 and 8. 3(2 16) Find 4 squared.
11 Subtract 4 from 15. 3(18) Add 2 and 16.
54 Multiply 3 and 18.
b. 3(2) 4(2 6)
3(2) 4(2 6) 3(2) 4(8) 3 23
Add 2 and 6. b.
4 3
2
Lesson 1-2
6 32 Multiply left to
right. 3 23 38
Evaluate power in numerator.
38 Add 6 and 32. 42 3 42 3
11
Add 3 and 8 in the numerator.
24 3
11
Evaluate power in denominator.
16 3
11
Multiply.
48
Exercises
Evaluate each expression.
1. (8 4) 2 2. (12 4) 6 3. 10 2 3
15 60
4. 10 8 1 5. 15 12 4 6.
30 5
7. 12(20 17) 3 6 8. 24 3 2 32 9. 82 (2 8) 2
4 32 8(2) 4
10. 32 3 22 7 20 5 11. 12.
12 1 84
2 42 82 4 32 3 2
13. 250 [5(3 7 4)] 14. 15.
(5 2) 2 35
4(52) 4 3 52 3 82 22
16. 17. 18.
4(4 5 2) 20(3) 2(3) (2 8) 4
© Glencoe/McGraw-Hill 7 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-2 Study Guide and Intervention (continued)
Order of Operations
Evaluate Algebraic Expressions Algebraic expressions may contain more than one
operation. Algebraic expressions can be evaluated if the values of the variables are known.
First, replace the variables by their values. Then use the order of operations to calculate the
value of the resulting numerical expression.
Example Evaluate x3 5(y 3) if x 2 and y 12.
x3 5(y 3) 23 5(12 3) Replace x with 2 and y with 12.
8 5(12 3) Evaluate 23.
8 5(9) Subtract 3 from 12.
8 45 Multiply 5 and 9.
53 Add 8 and 45.
The solution is 53.
Exercises
4 3
Evaluate each expression if x 2, y 3, z 4, a , and b .
5 5
1. x 7 2. 3x 5 3. x y2
4. x3 y z2 5. 6a 8b 6. 23 (a b)
y2
7. 2 8. 2xyz 5 9. x(2y 3z)
x
3xy 4
10. (10x)2 100a 11. 12. a2 2b
7x
z2 y2 (z y)2
13. 2
14. 6xz 5xy 15.
x x
25ab y 5a2b
16. 17. 18. (z x)2 ax
xz y
xz yz xz
z y x y z x
2 2
19. 20. 21.
y 2z
© Glencoe/McGraw-Hill 8 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-3 Study Guide and Intervention
Open Sentences
Solve Equations A mathematical sentence with one or more variables is called an
open sentence. Open sentences are solved by finding replacements for the variables that
result in true sentences. The set of numbers from which replacements for a variable may be
chosen is called the replacement set. The set of all replacements for the variable that
result in true statements is called the solution set for the variable. A sentence that
contains an equal sign, , is called an equation.
Example 1 Example 2 2(3 1)
Find the solution Solve b.
3(7 4)
set of 3a 12 39 if the
replacement set is {6, 7, 8, 9, 10}. 2(3 1)
b Original equation
3(7 4)
Replace a in 3a 12 39 with each
2(4)
value in the replacement set. b Add in the numerator; subtract in the denominator.
3(3)
3(6) 12 39 → 30 39 false
8
3(7) 12 39 → 33 39 false
b Simplify.
9
3(8) 12 39 → 36 39 false 8
The solution is .
3(9) 12 39 → 39 39 true 9
3(10) 12 39 → 42 39 false
Since a 9 makes the equation
3a 12 39 true, the solution is 9.
The solution set is {9}.
Exercises
1 1
Lesson 1-3
Find the solution of each equation if the replacement sets are X , , 1, 2, 3
4 2
and Y {2, 4, 6, 8}.
1 5
1. x 2. x 8 11 3. y 2 6
2 2
1
4. x2 1 8 5. y2 2 34 6. x2 5 5
16
1 9
7. 2(x 3) 7 8. ( y 1)2 9. y2 y 20
4 4
Solve each equation.
10. a 23 1 11. n 62 42 12. w 62 32
1 5 18 3 15 6
13. k 14. p 15. s
4 8 23 27 24
1 1
16. 18.4 3.2 m 17. k 9.8 5.7 18. c 3 2
2 4
© Glencoe/McGraw-Hill 13 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-3 Study Guide and Intervention (continued)
Open Sentences
Solve Inequalities An open sentence that contains the symbol
, , , or
is called
an inequality. Inequalities can be solved the same way that equations are solved.
Example Find the solution set for 3a 8 10 if the replacement set is
{4, 5, 6, 7, 8}.
Replace a in 3a 8 10 with each value in the replacement set.
?
3(4) 8 10 → 4 10 false
?
3(5) 8 10 → 7 10 false
?
3(6) 8 10 → 10 10 false
?
3(7) 8 10 → 13 10 true
?
3(8) 8 10 → 16 10 true
Since replacing a with 7 or 8 makes the inequality 3a 8 10 true, the solution set is {7, 8}.
Exercises
Find the solution set for each inequality if the replacement set is
X {0, 1, 2, 3, 4, 5, 6, 7}.
1. x 2 4 2. x 3
6 3. 3x 18
x x 3x
4. 1 5.
2 6. 2
3 5 8
7. 3x 4 5 8. 3(8 x) 1 6 9. 4(x 3) 20
Find the solution set for each inequality if the replacement sets are
14 1
X , , 1, 2, 3, 5, 8 and Y {2, 4, 6, 8, 10}
2
10. x 3 5 11. y 3
6 12. 8y 3
51
x y 2y
13.
4 14.
2 15. 2
2 4 5
16. 4x 1 4 17. 3x 3 12 18. 2( y 1) 18
1 1
19. 3x
2 20. 3y 2 8 21. (6 2x) 2 3
4 2
© Glencoe/McGraw-Hill 14 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-4 Study Guide and Intervention
Identity and Equality Properties
Identity and Equality Properties The identity and equality properties in the chart
below can help you solve algebraic equations and evaluate mathematical expressions.
Additive Identity For any number a, a 0 a.
Multiplicative Identity For any number a, a 1 a.
Multiplicative Property of 0 For any number a, a 0 0.
Multiplicative Inverse a b a b
For every number , a, b 0, there is exactly one number such that 1.
Property b a b a
Reflexive Property For any number a, a a.
Symmetric Property For any numbers a and b, if a b, then b a.
Transitive Property For any numbers a, b, and c, if a b and b c, then a c.
Substitution Property If a b, then a may be replaced by b in any expression.
Example 1Name the property used in Example 2 Name the property
each equation. Then find the value of n. used to justify each statement.
a. 8n 8 a 5454
Multiplicative Identity Property Reflexive Property
n 1, since 8 1 8
b. If n 12, then 4n 4 12.
b. n 3 1 Substitution Property
Multiplicative Inverse Property
1 1
n , since 3 1
3 3
Exercises
Name the property used in each equation. Then find the value of n.
1. 6n 6 2. n 1 8 3. 6 n 6 9
Lesson 1-4
3 3
4. 9 n 9 5. n 0 6. n 1
8 4
Name the property used in each equation.
7. If 4 5 9, then 9 4 5. 8. 0 21 21
9. 0(15) 0 10. (1)94 94
11. If 3 3 6 and 6 3 2, then 3 3 3 2.
12. 4 3 4 3 13. (14 6) 3 8 3
© Glencoe/McGraw-Hill 19 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-4 Study Guide and Intervention (continued)
Identity and Equality Properties
Use Identity and Equality Properties The properties of identity and equality can
be used to justify each step when evaluating an expression.
Example Evaluate 24 1 8 5(9 3 3). Name the property used in each step.
24 1 8 5(9 3 3) 24 1 8 5(3 3) Substitution; 9 3 3
24 1 8 5(0) Substitution; 3 3 0
24 8 5(0) Multiplicative Identity; 24 1 24
24 80 Multiplicative Property of Zero; 5(0) 0
16 0 Substitution; 24 8 16
16 Additive Identity; 16 0 16
Exercises
Evaluate each expression. Name the property used in each step.
41 21
2
1. 2 2. 15 1 9 2(15 3 5)
1
3. 2(3 5 1 14) 4 4. 18 1 3 2 2(6 3 2)
4
5. 10 5 22 2 13 6. 3(5 5 12) 21 7
© Glencoe/McGraw-Hill 20 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-5 Study Guide and Intervention
The Distributive Property
Evaluate Expressions The Distributive Property can be used to help evaluate
expressions.
For any numbers a, b, and c, a(b c) ab ac and (b c)a ba ca and
Distributive Property
a(b c) ab ac and (b c)a ba ca.
Example 1 Rewrite 6(8 10) using the Distributive Property. Then evaluate.
6(8 10) 6 8 6 10 Distributive Property
48 60 Multiply.
108 Add.
Example 2 Rewrite 2(3x2 5x 1) using the Distributive Property.
Then simplify.
2(3x2 5x 1) 2(3x2) (2)(5x) (2)(1) Distributive Property
6x2 (10x) (2) Multiply.
6x2 10x 2 Simplify.
Exercises
Rewrite each expression using the Distributive Property. Then simplify.
1. 2(10 5) 2. 6(12 t) 3. 3(x 1)
4. 6(12 5) 5. (x 4)3 6. 2(x 3)
7. 5(4x 9) 8. 3(8 2x)
9. 12 6 x
1
2
10. 12 2 x
1
2 1
11. (12 4t)
4
12. 3(2x y)
13. 2(3x 2y z) 14. (x 2)y 15. 2(3a 2b c)
Lesson 1-5
1
16. (16x 12y 4z) 17. (2 3x x2)3 18. 2(2x2 3x 1)
4
© Glencoe/McGraw-Hill 25 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-5 Study Guide and Intervention (continued)
The Distributive Property
Simplify Expressions A term is a number, a variable, or a product or quotient of
numbers and variables. Like terms are terms that contain the same variables, with
corresponding variables having the same powers. The Distributive Property and properties
of equalities can be used to simplify expressions. An expression is in simplest form if it is
replaced by an equivalent expression with no like terms or parentheses.
Example Simplify 4(a2 3ab) ab.
4(a2 3ab) ab 4(a2 3ab) 1ab Multiplicative Identity
4a2 12ab 1ab Distributive Property
4a2 (12 1)ab Distributive Property
4a2 11ab Substitution
Exercises
Simplify each expression. If not possible, write simplified.
1. 12a a 2. 3x 6x 3. 3x 1
4. 12g 10g 1 5. 2x 12 6. 4x2 3x 7
7. 20a 12a 8 8. 3x2 2x2 9. 6x 3x2 10x2
1
10. 2p q 11. 10xy 4(xy xy) 12. 21c 18c 31b 3b
2
13. 3x 2x 2y 2y 14. xy 2xy 15. 12a 12b 12c
1
16. 4x (16x 20y) 17. 2 1 6x x2 18. 4x2 3x2 2x
4
© Glencoe/McGraw-Hill 26 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-6 Study Guide and Intervention
Commutative and Associative Properties
Commutative and Associative Properties The Commutative and Associative
Lesson 1-6
Properties can be used to simplify expressions. The Commutative Properties state that the
order in which you add or multiply numbers does not change their sum or product. The
Associative Properties state that the way you group three or more numbers when adding or
multiplying does not change their sum or product.
Commutative Properties For any numbers a and b, a b b a and a b b a.
Associative Properties For any numbers a, b, and c, (a b) c a (b c ) and (ab)c a(bc).
Example 1 Evaluate 6 2 3 5. Example 2 Evaluate
8.2 2.5 2.5 1.8.
62356325 Commutative Property
(6 3)(2 5) Associative Property 8.2 2.5 2.5 1.8
18 10 Multiply. 8.2 1.8 2.5 2.5 Commutative Prop.
180 Multiply. (8.2 1.8) (2.5 2.5) Associative Prop.
10 5 Add.
The product is 180.
15 Add.
The sum is 15.
Exercises
Evaluate each expression.
1. 12 10 8 5 2. 16 8 22 12 3. 10 7 2.5
4. 4 8 5 3 5. 12 20 10 5 6. 26 8 4 22
1 1 3
7. 3 4 2 3 8. 12 4 2 9. 3.5 2.4 3.6 4.2
2 2 4
1 1
10. 4 5 3 11. 0.5 2.8 4 12. 2.5 2.4 2.5 3.6
2 2
4 2 1 1 1 1
13. 18 25 14. 32 10 15. 7 16
5 9 5 2 4 7
1 1 3 1
16. 3.5 8 2.5 2 17. 18 8 18. 10 16
2 9 4 2
© Glencoe/McGraw-Hill 31 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-6 Study Guide and Intervention (continued)
Commutative and Associative Properties
Simplify Expressions The Commutative and Associative Properties can be used along
with other properties when evaluating and simplifying expressions.
Example Simplify 8(y 2x) 7y.
8(y 2x) 7y 8y 16x 7y Distributive Property
8y 7y 16x Commutative ()
(8 7)y 16x Distributive Property
15y 16x Substitution
The simplified expression is 15y 16x.
Exercises
Simplify each expression.
1. 4x 3y x 2. 3a 4b a 3. 8rs 2rs2 7rs
4. 3a2 4b 10a2 5. 6(x y) 2(2x y) 6. 6n 2(4n 5)
7. 6(a b) a 3b 8. 5(2x 3y) 6( y x) 9. 5(0.3x 0.1y) 0.2x
2 1 4 4 1
10. (x 10) 11. z2 9x2 z2 x2 12. 6(2x 4y) 2(x 9)
3 2 3 3 3
Write an algebraic expression for each verbal expression. Then simplify.
13. twice the sum of y and z is increased by y
14. four times the product of x and y decreased by 2xy
15. the product of five and the square of a, increased by the sum of eight, a2, and 4
16. three times the sum of x and y increased by twice the sum of x and y
© Glencoe/McGraw-Hill 32 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-7 Study Guide and Intervention
Logical Reasoning
Conditional Statements A conditional statement is a statement of the form If A,
then B. Statements in this form are called if-then statements. The part of the statement
immediately following the word if is called the hypothesis. The part of the statement
immediately following the word then is called the conclusion.
Example 1Identify the Example 2 Identify the hypothesis and
hypothesis and conclusion of conclusion of each statement. Then write the
each statement. statement in if-then form.
a. If it is Wednesday, then Jerri a. You and Marylynn can watch a movie on
Lesson 1-7
has aerobics class. Thursday.
Hypothesis: it is Wednesday Hypothesis: it is Thursday
Conclusion: Jerri has aerobics Conclusion: you and Marylynn can watch a movie
class If it is Thursday, then you and Marylynn can
watch a movie.
b. If 2x 4 10, then x 7.
Hypothesis: 2x 4
10 b. For a number a such that 3a 2 11, a 3.
Conclusion: x
7 Hypothesis: 3a 2 11
Conclusion: a 3
If 3a 2 11, then a 3.
Exercises
Identify the hypothesis and conclusion of each statement.
1. If it is April, then it might rain.
2. If you are a sprinter, then you can run fast.
3. If 12 4x 4, then x 2.
4. If it is Monday, then you are in school.
5. If the area of a square is 49, then the square has side length 7.
Identify the hypothesis and conclusion of each statement. Then write the
statement in if-then form.
6. A quadrilateral with equal sides is a rhombus.
7. A number that is divisible by 8 is also divisible by 4.
8. Karlyn goes to the movies when she does not have homework.
© Glencoe/McGraw-Hill 37 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-7 Study Guide and Intervention (continued)
Logical Reasoning
Deductive Reasoning and Counterexamples Deductive reasoning is the
process of using facts, rules, definitions, or properties to reach a valid conclusion. To show that
a conditional statement is false, use a counterexample, one example for which the conditional
statement is false. You need to find only one counterexample for the statement to be false.
Example 1 Determine a valid conclusion from the statement If two numbers
are even, then their sum is even for the given conditions. If a valid conclusion does
not follow, write no valid conclusion and explain why.
a. The two numbers are 4 and 8.
4 and 8 are even, and 4 8 12. Conclusion: The sum of 4 and 8 is even.
b. The sum of two numbers is 20.
Consider 13 and 7. 13 7 20
However, 12 8, 19 1, and 18 2 all equal 20. There is no way to determine the two
numbers. Therefore there is no valid conclusion.
Example 2 Provide a counterexample to this conditional statement. If you use
a calculator for a math problem, then you will get the answer correct.
Counterexample: If the problem is 475 5 and you press 475 5, you will not get the
correct answer.
Exercises
Determine a valid conclusion that follows from the statement If the last digit of a
number is 0 or 5, then the number is divisible by 5 for the given conditions. If a
valid conclusion does not follow, write no valid conclusion and explain why.
1. The number is 120.
2. The number is a multiple of 4.
3. The number is 101.
Find a counterexample for each statement.
4. If Susan is in school, then she is in math class.
5. If a number is a square, then it is divisible by 2.
6. If a quadrilateral has 4 right angles, then the quadrilateral is a square.
7. If you were born in New York, then you live in New York.
8. If three times a number is greater than 15, then the number must be greater than six.
9. If 3x 2 10, then x
4.
© Glencoe/McGraw-Hill 38 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-8 Study Guide and Intervention
Graphs and Functions
Interpret Graphs A function is a relationship between input and output values. In a
function, there is exactly one output for each input. The input values are associated with the
independent variable, and the output values are associated with the dependent
variable. Functions can be graphed without using a scale to show the general shape of the
graph that represents the function.
Example 1 The graph below Example 2 The graph below
represents the height of a football after represents the price of stock over time.
it is kicked downfield. Identify the Identify the independent and
independent and the dependent dependent variable. Then describe
variable. Then describe what is what is happening in the graph.
happening in the graph.
Price
Height
Time
Time
The independent variable is time and the
Lesson 1-8
The independent variable is time, and the dependent variable is price. The price
dependent variable is height. The football increases steadily, then it falls, then
starts on the ground when it is kicked. It increases, then falls again.
gains altitude until it reaches a maximum
height, then it loses altitude until it falls to
the ground.
Exercises
1. The graph represents the speed of a car as it travels to the grocery
store. Identify the independent and dependent variable. Then
Speed
describe what is happening in the graph.
Time
2. The graph represents the balance of a savings account over time.
Identify the independent and the dependent variable. Then Account
Balance
describe what is happening in the graph. (dollars)
Time
3. The graph represents the height of a baseball after it is hit.
Identify the independent and the dependent variable. Then Height
describe what is happening in the graph.
Time
© Glencoe/McGraw-Hill 43 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-8 Study Guide and Intervention (continued)
Graphs and Functions
Draw Graphs You can represent the graph of a function using a coordinate system. Input
and output values are represented on the graph using ordered pairs of the form (x, y). The
x-value, called the x-coordinate, corresponds to the x-axis, and the y-value, or y-coordinate
corresponds to the y-axis. Graphs can be used to represent many real-world situations.
Example A music store advertises that if you buy 3 CDs at the regular price
of $16, then you will receive one CD of the same or lesser value free.
a. Make a table showing the cost of c. Draw a graph that shows the
buying 1 to 5 CDs. relationship between the number of
CDs and the total cost.
Number of CDs 1 2 3 4 5
CD Cost
Total Cost ($) 16 32 48 48 64 80
60
Cost ($)
b. Write the data as a set of ordered
40
pairs.
20
(1, 16), (2, 32), (3, 48), (4, 48), (5, 64)
0 1 2 3 4 5 6
Number of CDs
Exercises
1. The table below represents the length 2. The table below represents the value of a
of a baby versus its age in months. car versus its age.
Age (months) 0 1 2 3 4 Age
0 1 2 3 4
(years)
Length (inches) 20 21 23 23 24
Value
20,000 18,000 16,000 14,000 13,000
a. Identify the independent and ($)
dependent variables.
a. Identify the independent and dependent
variables.
b. Write a set of ordered pairs
representing the data in the table. b. Write a set of ordered pairs
representing the data in the table.
c. Draw a graph showing the
relationship between age c. Draw a graph showing the relationship
and inches. between age and value.
25 22
Value (thousands of $)
24 20
Length (inches)
23 18
22 16
21 14
20 12
0 1 2 3 4 5 0 1 2 3 4 5
Age (months) Age (years)
© Glencoe/McGraw-Hill 44 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-9 Study Guide and Intervention
Statistics: Analyzing Data by Using Tables and Graphs
Analyze Data Graphs or tables can be used to display data. A bar graph compares
different categories of data, while a circle graph compares parts of a set of data as a
percent of the whole set. A line graph is useful to show how a data set changes over time.
Example The circle graph at the right shows the
number of international visitors to the United States International Visitors
to the U.S., 2000
in 2000, by country.
a. If there were a total of 50,891,000 visitors, how Canada
Others
many were from Mexico? 32%
29%
50,891,000 20% 10,178,200
Mexico
b. If the percentage of visitors from each country 20%
remains the same each year, how many visitors United
Kingdom
from Canada would you expect in the year 2003 9% Japan
if the total is 59,000,000 visitors? 10%
59,000,000 29% 17,110,000 Source: TInet
Exercises
1. The graph shows the use of imported steel by U. S.
companies over a 10-year period. Imported Steel as
Percent of Total Used
a. Describe the general trend in the graph. 40
Lesson 1-9
30
Percent
20
10
0
1990 1994 1998
Year
b. What would be a reasonable prediction for the Source: Chicago Tribune
percentage of imported steel used in 2002?
2. The table shows the percentage of change in worker Worker Productivity Index
productivity at the beginning of each year for a
5-year period. Year (1st Qtr.) % of Change
1997 1
a. Which year shows the greatest percentage increase
1998 4.6
in productivity?
1999 2
b. What does the negative percent in the first quarter
2000 2.1
of 2001 indicate?
2001 1.2
Source: Chicago Tribune
© Glencoe/McGraw-Hill 49 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
1-9 Study Guide and Intervention (continued)
Statistics: Analyzing Data by Using Tables and Graphs
Misleading Graphs Graphs are very useful for displaying data. However, some graphs
can be confusing, easily misunderstood, and lead to false assumptions. These graphs may be
mislabeled or contain incorrect data. Or they may be constructed to make one set of data
appear greater than another set.
Example The graph at the right shows the
Students per Computer,
number of students per computer in the U.S. public
U.S. Public Schools
schools for the school years from 1995 to 1999. 20
Explain how the graph misrepresents the data.
15
Students
The values are difficult to read because the vertical scale is 10
too condensed. It would be more appropriate to let each unit 5
on the vertical scale represent 1 student rather than
0
5 students and have the scale go from 0 to 12. 1 2 3 4 5 6
Years since 1994
Source: The World Almanac
Exercises
Explain how each graph misrepresents the data.
1. The graph below shows the U.S. 2. The graph below shows the amount of
greenhouse gases emissions for 1999. money spent on tourism for 1998-99.
U.S. Greenhouse World Tourism Receipts
Gas Emissions 1999 460
Billions of $
440
Nitrous Oxide
6% 420
Carbon 400
Methane Dioxide 1995 1997 1999
9% 82% Year
HCFs, PFCs, and Source: The World Almanac
Sulfur Hexafluoride
2%
Source: Department of Energy
© Glencoe/McGraw-Hill 50 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-1 Study Guide and Intervention
Rational Numbers on the Number Line
Graph Rational Numbers The figure at the right is Integers
part of a number line. A number line can be used to show
the sets of natural numbers, whole numbers, and Whole Numbers
integers. Positive numbers, are located to the right of 0, Natural Numbers
and negative numbers are located to the left of 0.
Another set of numbers that you can display on a number 4 3 2 1 0 1 2 3 4
line is the set of rational numbers. A rational number can
a Negative Numbers Positive Numbers
be written as , where a and b are integers and b 0. Some
b
Lesson 2-1
1 3 7 12
examples of rational numbers are , , , and .
4 5 8 3
Example 1Name the coordinates of the Example 2 Graph each set of
points graphed on each number line. numbers.
a.
3 2 1 0 1 2 3 4 5 a. {…, 3, 2, 1, 0, 1, 2}
The dots indicate each point on the graph.
4 3 2 1
The coordinates are {3, 1, 1, 3, 5} 0 1 2 3 4
b.
1 1.5 2 2.5 3 3.5 4 4.5 5
b. , 0, ,
1
3
1 2
3 3
The bold arrow to the right means the graph
continues indefinitely in that direction. The
2–3 1–3 1– 2– 4– 5–
0 3 3
1 3 3
2
coordinates are {2, 2.5, 3, 3.5, 4, 4.5, 5, …}.
Exercises
Name the coordinates of the points graphed on each number line.
1. 2.
2 1 0 1 2 3 4 5 6 1 0 1 2 3 4 5 6 7
3. 4.
1–2 1–4 0 1– 1– 3–
1 5– 3– 4 3 2 1 0 1 2 3 4
4 2 4 4 2
Graph each set of numbers.
5. {3, 1, 1, 3} 6. {5, 2, 1, 2} 7. {integers less than 0}
4 3 2 1 0 1 2 3 4 5 4 3 2 1 0 1 2 3 4 3 2 1 0 1 2 3 4
8. {…, 2, 1, 0, 1} 1 1
9. 2 , 1 , ,
2 2
1 1
2 2 10. {…, 4, 2, 0, 2, …}
4 3 2 1 0 1 2 3 4 3 21–2 2 11–2 1 1–2 0 1–
1 6 5 4 3 2 1 0 1 2
2
© Glencoe/McGraw-Hill 75 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-1 Study Guide and Intervention (continued)
Rational Numbers on the Number Line
Absolute Value On a number line, 3 is three units 3 units 3 units
from zero in the negative direction, and 3 is three units
from zero in the positive direction. The number line at 5 4 3 2 1 0 1 2 3 4 5
the right illustrates the meaning of absolute value. The direction direction
absolute value of a number n is the distance from zero on
a number line and is represented n. For this example,
3 3 and 3 3.
Example 1 Find each absolute value. Example 2 Evaluate 4 x 2 if
a. 6 x 5.
6 is six units from zero in the negative 4 x 2 4 5 2 Replace x with 5.
direction. 4 3 523
6 6 43 3 3
7
3 Simplify.
b.
2
3
is three halves units from zero in the
2
positive direction.
23 32
Exercises
Find each absolute value.
1. 2 2. 5 3. 24
4. 1.3 32
5. 4135
6.
1
Evaluate each expression if a 5, b , x 8, and y 2.5.
4
7. 18 4 y 8. x 8 12 9. x 2 8.2
10. 2 x 5 11. 2.5 y 12 12. 23 x 9
1
13. x 6 4.5 14. 10 a 2 15. 6 b
2
14 21
16. b 17. 3 b a 18. b 1
1
2
© Glencoe/McGraw-Hill 76 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-2 Study Guide and Intervention
Adding and Subtracting Rational Numbers
Add Rational Numbers
Adding Rational Numbers, Add the numbers. If both are positive, the sum is positive; if both are negative,
Same Sign the sum is negative.
Subtract the number with the lesser absolute value from the number with the
Adding Rational Numbers,
greater absolute value. The sign of the sum is the same as the sign of the number
Different Signs
with the greater absolute value.
Example 1 Use a number line to Example 2 Find each sum.
find the sum 2 (3).
Step 1 Draw an arrow from 0 to 2. a. 8 5
Step 2 From the tip of the first arrow, draw 8 5 (8 5)
a second arrow 3 units to the left to (8 5)
represent adding 3.
3
Step 3 The second arrow ends at the sum
5. So 2 (3) 5. 3
21
b.
Lesson 2-2
4
3 2
3 1 3 2
9 8 7 6 5 4 3 2 1 0 1 2 3
4 2 4 4
3 2
4 4
3 2
4 4
1
4
Exercises
Find each sum.
1. 12 24 2. 6 14 3. 12 (15)
4. 21.5 34.2 5. 8.2 (3.5) 6. 23.5 (15.2)
7. 90 (105) 8. 108 (62) 9. 84 (90)
5 1 3 6 4 3
10. 11. 12.
7 3 14 17 9 5
2
13.
3 14 1
14.
5
7
11
18
15.
40 10
20
3
16.
5 56 17. 1.6 (1.8) 18. 0.008 (0.25)
© Glencoe/McGraw-Hill 81 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-2 Study Guide and Intervention (continued)
Adding and Subtracting Rational Numbers
Subtract Rational Numbers Every positive rational number can be paired with a
negative rational number so that their sum is 0. The numbers, called opposites, are
additive inverses of each other.
Additive Inverse Property For every number a, a (a) 0.
To subtract a rational number, add its inverse and use the rules for addition given on page 81.
Subtraction of Rational Numbers For any numbers a and b, a b a (b).
Example Find 8.5 10.2.
8.5 10.2 8.5 (10.2) To subtract 10.2, add its inverse.
(10.2 8.5) 10.2 is greater, so the result is negative.
1.7 Simplify.
Exercises
Find each difference.
1. 11 41 2. 15 (21) 3. 33 (17)
4. 18 (12) 5. 15.5 (2.5) 6. 65.8 (23.5)
7. 90 (15) 8. 10.8 (6.8) 9. 84 (72)
10. 58.8 (11.2) 11. 18.2 3.2 12. 9 (5.6)
1
13.
3 43 1
14.
5 47 9
15.
4
5
9
12
16.
23 21 7
17.
8 39 24
18.
10
18
20
19. Sanelle was playing a video game. Her scores were 50, 75, 18, and 22. What was
her final score?
20. The football team offense began a drive from their 20-yard line. They gained 8 yards, lost
12 yards and lost 2 yards before having to kick the ball. What yard line were they on
when they had to kick the ball?
© Glencoe/McGraw-Hill 82 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-3 Study Guide and Intervention
Multiplying Rational Numbers
Multiply Integers You can use the rules below when multiplying integers and rational
numbers.
Multiplying Numbers with the Same Sign The product of two numbers having the same sign is positive.
Multiplying Numbers with Different Signs The product of two numbers having different signs is negative.
Example 1 Find each product. Example 2 Simplify the expression
(2x)5y.
a. 7(6)
The signs are different, so the product is (2x)5y (2)(5)x y Commutative Property (
)
negative. (2 5)xy Associative Property
7(6) 42 10xy Simplify.
b. 18(10)
The signs are the same, so the product is
positive.
18(10) 180
Exercises
Find each product.
1. 11(4) 2. 5(3) 3. (24)(2)
Lesson 2-3
4. (60)(3) 5. (2)(3)(4) 6. 8(15)
7. 15(3) 8. (12)(10) 9. (22)(3)(2)
10. (5)(5)(0)(4) 11. (15)(45) 12. (12)(23)
Simplify each expression.
13. 4(2x) 8x 14. 6(2n ) 10n 15. 6(3y y)
16. 3(3d 2d) 17. 2x(2) 2x(3y) 18. 4m(2n) 2d(4e)
19. 5(2x x) 3(xy) 20. (2)(4x 2x) 21. (3)(8n 6m)
© Glencoe/McGraw-Hill 87 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-3 Study Guide and Intervention (continued)
Multiplying Rational Numbers
Multiply Rational Numbers Multiplying a rational number by 1 gives you the
additive inverse of the number.
The product of any number and 1 is
Multiplicative Property of 1 (1)(5) 5(1) 5
its additive inverse.
Example 1 Example 2
3 1
Evaluate a3b2 if a 2 Evaluate n2 if n .
5 2
and b 5.
53 21 35
2
a3b2 (2)3(5)2 Substitution n2 Substitution
(8)(25) (2)3 8 and (5)2 25
1 3 2
200 different signs → negative product 4 5 21 21 12
or
1
4
3
different signs → negative product
20
Exercises
Find each product.
1
1. (12)
4 15 23
2. 27 25
3.
4. (6.0)(0.3) 12 13 34
5. 6. 8(15)
7. 15(4) 21
8. (10) 52
9. (3) 32
45
10. (2)(0) 14 13 45
11. 1
12. 1 2
2 1
3
Evaluate each expression if a 2.5, b 4.2, c 5.5, and d 0.2.
13. 2a2 14. 5(2b) 15. 6(cd)
16. 2(3d 2c) 17. ad 3c 18. b2(c 2d)
19. 5bcd 20. 3d 2 4 21. (3)(8a 2b)
© Glencoe/McGraw-Hill 88 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-4 Study Guide and Intervention
Dividing Rational Numbers
Divide Integers The rules for finding the sign of a quotient are similar to the rules for
finding the sign of a product.
Dividing Two Numbers with the Same Sign The quotient of two numbers having the same sign is positive.
Dividing Two Numbers with Different Signs The quotient of two numbers having different signs is negative.
Example 1 Example 2 4(10 2)
Find each quotient. Simplify .
3 (1)
a. 88 (4) 4(10 2) 4(8)
.
88 (4) 22 same signs → positive quotient 3 (1) 3 (1)
64 32
b.
3 (1)
8
32
64
8
8
different signs → negative quotient 4
8
Exercises
Find each quotient.
1. 80 (10) 2. 32 16 3. 80 5
4. 18 (3) 5. 12 (3) 6. 8 (2)
7. 15 (3) 8. 121 (11) 9. 24 1.5
Lesson 2-4
10. 0 (8) 11. 125 (25) 12. 104 4
Simplify.
2 (4) 5(10 (2)) 6(6 2)
13. 14. 15.
(2) (1) 2 1 10 (2)
12(2 (3)) 4(8 (4)) 4(12 4)
16. 17. 18.
4 1 3 (3) 2(8)
© Glencoe/McGraw-Hill 93 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-4 Study Guide and Intervention (continued)
Dividing Rational Numbers
Divide Rational Numbers The rules for division with integers also apply to division
c
with rational numbers. To divide by any nonzero number, , multiply by the reciprocal of
d
d
that number, .
c
a c a d
Division of Rational Numbers
b d b c
Example 1 Example 2 20a 15
Simplify .
5
1
a. Find 5 8. 20a 15
3 (20a 15) 5
5
1 16 8
5 8
3 3 1 51
(20a 15)
16 1
20a 15
1 1
3 8
5 5
16 2
or 4a 3
24 3
83.64
b. Find .
6.8
83.64
12.3
6.8
Exercises
Find each quotient.
1 1 2 1
1. 2 2. 32 3.
8 4 5 5
4. 1.8 (3) 5. 12.9 (0.3)
3
6.
8 32
15
7.
32 3
10 8. 52.5 (4.2)
8
9.
15
5
3
1 4
10. 105 (1.5) 11. 12.5 (2.5) 12.
4 3
Simplify each expression.
44a 16x 144a
13. 14. 15.
4 2 6
18a 6b 36a 12 57y 12
16. 17. 18.
3 12 3
Evaluate each expression if a 6, b 2.5, c 3.2, and d 4.8.
ab ad a 2b
19. 20. 21.
d b cd
© Glencoe/McGraw-Hill 94 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-5 Study Guide and Intervention
Statistics: Displaying and Analyzing Data
Create Line Plots and Stem-and-Leaf Plots One way to display data graphically
is with a line plot. A line plot is a number line labeled with a scale that includes all the
data and
s placed above a data point each time it occurs in the data list. The
s represent
the frequency of the data. A stem-and-leaf plot can also be used to organize data. The
greatest common place value is called the stem, and the numbers in the next greatest place
value form the leaves.
Example 1 Draw a line plot for Example 2 Use the data below to
the data. create a stem-and-leaf plot.
3 3 4 7 9 10 2 3 62 74 89 102 92 65 68 98 78 65
6 4 3 9 1 2 4 2 78 80 83 93 87 89 104 109 104
Step 1 The value of the data ranges from 68 97 68 64 98 93 90 102 104
3 to 10, so construct a number line The greatest common place value is tens, so
containing those points. the digits in the tens place are the stems.
Thus 62 would have a stem of 6 and 104
3 2 1 0 1 2 3 4 5 6 7 8 9 10 would have a stem of ten. The stem-and-leaf
Step 2 Then place an
above the number plot is shown below.
each time it occurs. Stem | Leaf
6|2 4 5 5 8 8 8
7|4 8 8
8|0 3 7 9 9
9|0 2 3 3 7 8 8
3 2 1 0 1 2 3 4 5 6 7 8 9 10 10 | 2 2 4 4 4 9 62 62
Exercises
Use the table at the right for Exercises 1–3. Weights of Junior Varsity Wrestlers (pounds)
1. Make a line plot representing the weights of 170 160 135 135 160 122 188 154
the wrestlers shown in the table at the right. 108 135 140 122 103 190 154
100 110 120 130 140 150 160 170 180 190 200
2. How many wrestlers weigh over 140 lb?
3. What is the greatest weight?
Use each set of data to make a stem-and-leaf plot.
4. 32 45 41 29 30 30 31 34 38 5. 102 104 99 109 108 112 115 120
36 32 34 41 40 42 41 29 30 112 114 98 94 96 101 100 102
Lesson 2-5
© Glencoe/McGraw-Hill 99 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-5 Study Guide and Intervention (continued)
Statistics: Displaying and Analyzing Data
Analyze Data Numbers that represent the centralized, or middle, value of a set of data
are called measures of central tendency. Three measures of central tendency are the
mean, median, and mode.
Definition Example
Sum of the data values divided by the 24 36 21 30 21 30
Mean Data: 24, 36, 21, 30, 21, 30;
6
27
number of values in the data set.
The middle number in a data set when
the numbers are arranged in numerical
25 30
Median order. If there is an even number of Data: 21, 21, 25, 30, 31, 42; 27.5
2
values, the median is halfway between
the two middle values.
The number or numbers that occur
Mode Data: 21, 21, 24, 30, 30, 36; 21 and 30 are modes
most often in the set of data.
Example Which measure of central tendency best represents the data?
Find the mean, median, and mode.
Stem | Leaf
9|4 6 8 9 9 Mean 105
10 | 0 1 2 4 8 9 Median 102
11 | 2 2 Modes 99 and 112
12 | 0 1 9 |4 The median best represents the center of the data since the mean is too high.
Exercises
Find the mean, median, and mode for each data set. Then tell which best
represents the data.
1. Stem | Leaf 2. Stem | Leaf 3. Stem Leaf
|
2 |477 9|0 0 1 3 9 5 |019
3 |126669 10 | 2 2 5 6 |2255
4 |0 11 | 7 |135
5 | 8 8 9 2 |4 24 12 | 0 3 3 8 8 9 9 |0 90 8 |0377 5 |0 50
4. Month Days above 90
5.
May 4
June 7 0 1 2 3 4 5 6 7
July 14
August 12
September 8
© Glencoe/McGraw-Hill 100 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-6 Study Guide and Intervention
Probability: Simple Probability and Odds
Probability The probability of a simple event is a ratio that tells how likely it is that
Lesson 2-6
the event will take place. It is the ratio of the number of favorable outcomes of the event to
the number of possible outcomes of the event. You can express the probability either as a
fraction, as a decimal, or as a percent.
number of favorable outcomes
Probability of a Simple Event For an event a, P(a) .
number of possible outcomes
Example 1 Mr. Babcock chooses Example 2 A bowl contains 3 pears,
5 out of 25 students in his algebra class 4 bananas, and 2 apples. If you take a
at random for a special project. What is piece of fruit at random, what is the
the probability of being chosen? probability that it is not a banana?
number of students chosen
P(being chosen) There are 3 4 2 or 9 pieces of fruit.
total number of students There are 3 2 or 5 pieces of fruit that are
5 1 not bananas.
The probability of being chosen is or .
25 5 number of other pieces of fruit
P(not banana)
total number of pieces of fruit
5
9
5
The probability of not choosing a banana is .
9
Exercises
A card is selected at random from a standard deck of 52 cards. Determine each
probability.
1. P(10) 2. P(red 2) 3. P(king or queen)
4. P(black card) 5. P(ace of spades) 6. P(spade)
Two dice are rolled and their sum is recorded. Find each probability.
7. P(sum is 1) 8. P(sum is 6) 9. P(sum is less than 4)
10. P(sum is greater than 11) 11. P(sum is less than 15) 12. P(sum is greater than 8)
A bowl contains 4 red chips, 3 blue chips, and 8 green chips. You choose one chip
at random. Find each probability.
13. P(not a red chip) 14. P(red or blue chip) 15. P(not a green chip)
A number is selected at random from the list {1, 2, 3, …, 10}. Find each probability.
16. P(even number) 17. P(multiple of 3) 18. P(less than 4)
19. A computer randomly chooses a letter from the word COMPUTER. Find the probability
that the letter is a vowel.
© Glencoe/McGraw-Hill 105 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-6 Study Guide and Intervention (continued)
Probability: Simple Probability and Odds
Odds The odds of an event occurring is the ratio of the number of ways an event can occur
(successes) to the number of ways the event cannot occur (failures).
number of successes
Odds
number of failures
Example A die is rolled. Find the odds of rolling a number
greater than 4.
The sample space is {1, 2, 3, 4, 5, 6}. Therefore, there are six possible outcomes. Since 5 and
6 are the only numbers greater than 4, two outcomes are successes and four are failures.
2
So the odds of rolling a number greater than 4 is , or 1:2.
4
Exercises
Find the odds of each outcome if the spinner at the right is
spun once. 10 1
9 2
1. multiple of 4 2. odd number 8 3
7 4
3. even or a 5 4. less than 4 6 5
5. even number greater than 5
Find the odds of each outcome if a computer randomly chooses a number between
1 and 20.
6. the number is less than 10 7. the number is a multiple of 4
8. the number is even 9. the number is a one-digit number
A bowl of money at a carnival contains 50 quarters, 75 dimes, 100 nickels, and
125 pennies. One coin is randomly selected.
10. Find the odds that a dime will not be chosen.
11. What are the odds of choosing a quarter if all the dimes are removed?
12. What are the odds of choosing a penny?
Suppose you drop a chip onto the grid at the right. Find the odds
1 2 3 4
of each outcome.
5 6 7 8
13. land on a shaded square
9 10 11 12
14. land on a square on the diagonal 13 14 15 16
15. land on square number 16
16. land on a number greater than 12
17. land on a multiple of 5
© Glencoe/McGraw-Hill 106 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-7 Study Guide and Intervention
Square Roots and Real Numbers
Square Roots A square root is one of two equal factors of a number. For example, the
square roots of 36 are 6 and 6, since 6 6 or 62 is 36 and (6)(6) or (6)2 is also 36. A
rational number like 36, whose square root is a rational number, is called a perfect
square.
The symbol is a radical sign. It indicates the nonnegative, or principal, square root of
the number under the radical sign. So 36 6 and 36 6. The symbol 36
represents both square roots.
Lesson 2-7
Example 1 Find .
25
49
Example 2 Find 0.16
.
0.16
represents the positive and
25 25
represents the negative square root of .
49 49
negative square roots of 0.16.
0.16 0.42 and 0.16 (0.4)2
25 5 2
→
49 7
25
49
5
7
0.16
0.4
Exercises
Find each square root.
1. 64
2. 81
3. 16.81
4. 100
5.
4
25
6. 121
7.
25
144
8.
25
16
9.
121
100
10. 3600
11. 6.25
12. 0.000
4
13.
144
196
14.
36
49
15. 1.21
© Glencoe/McGraw-Hill 111 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
2-7 Study Guide and Intervention (continued)
Square Roots and Real Numbers
Classify and Order Numbers Number such as 2 and 3 are not perfect squares.
Notice what happens when you find these square roots with your calculator. The numbers
continue indefinitely without any pattern of repeating digits. Numbers that cannot be
written as a terminating or repeating decimal are called irrational numbers. The set of
real numbers consists of the set of irrational numbers and the set of rational numbers
together. The chart below illustrates the various kinds of real numbers.
Natural Numbers {1, 2, 3, 4, …}
Whole Numbers {0, 1, 2, 3, 4, …}
Integers {…, 3, 2, 1, 0, 1, 2, 3, …}
a
Rational Numbers {all numbers that can be expressed in the form , where a and b are integers and b 0}
b
a
Irrational Numbers {all numbers that cannot be expressed in the form , where a and b are integers and b 0}
b
Example Name the set or sets of numbers to which each real number belongs.
4
a. Because 4 and 11 are integers, this number is a rational number.
11
b. 81
Because 81 9, this number is a natural number, a whole number, an integer,
and a rational number.
c. 32
Because 32
5.656854249…, which is not a repeating or terminating decimal,
this number is irrational.
Exercises
Name the set or sets of numbers to which each real number belongs.
84 6 2
1. 2. 3. 4. 54
12 7 3
5. 3.145 6. 25
7. 0.62626262… 8. 22.51
Write each set of numbers in order from least to greatest.
3 7 3 1
9. , 5, 25
, 10. 0.09
, 0.3131…, 11. 1.2, 0.05, , 5
5
4 4 5 4
5 1 1 9
12. , 2, 124
, 3.11 13. 1.44
, 0.35 , 2 , , 5
5
14. 0.3
4 5 3 5
© Glencoe/McGraw-Hill 112 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-1 Study Guide and Intervention
Writing Equations
Write Equations Writing equations is one strategy for solving problems. You can use a
variable to represent an unspecified number or measure referred to in a problem. Then you
can write a verbal expression as an algebraic expression.
Example 1 Translate each Example 2 Use the Four-Step
sentence into an equation or a Problem-Solving Plan.
formula. The population of the United States in 2001
was about 284,000,000, and the land area of
a. Ten times a number x is equal to
the United States is about 3,500,000 square
2.8 times the difference y minus z.
Lesson 3-1
miles. Find the average number of people
10 x 2.8 ( y z) per square mile in the United States.
The equation is 10x 2.8( y z). Source: www.census.gov
b. A number m minus 8 is the same Step 1 Explore You know that there are
as a number n divided by 2. 284,000,000 people. You want to know
m8n2 the number of people per square mile.
n
The equation is m 8 . Step 2 Plan Write an equation to represent the
2
situation. Let p represent the number of
c. The area of a rectangle equals the people per square mile.
length times the width. Translate 3,500,000 p 284,000,000
this sentence into a formula.
Step 3 Solve 3,500,000 p 284,000,000.
Let A area, length, and
3,500,000p 284,000,000 Divide each side by
w width.
p 81.14 3,500,000.
Formula: Area equals length times
width. There about 81 people per square mile.
Aw Step 4 Examine If there are 81 people per
The formula for the area of a square mile and there are 3,500,000
rectangle is A w. square miles, 81 3,500,000
283,500,000, or about 284,000,000 people.
The answer makes sense.
Exercises
Translate each sentence into an equation or formula.
1. Three times a number t minus twelve equals forty.
2. One-half of the difference of a and b is 54.
3. Three times the sum of d and 4 is 32.
4. The area A of a circle is the product of and the radius r squared.
WEIGHT LOSS For Exercises 5–6, use the following information.
Lou wants to lose weight to audition for a part in a play. He weighs 160 pounds now. He
wants to weigh 150 pounds.
5. If p represents the number of pounds he wants to lose, write an equation to represent
this situation.
6. How many pounds does he need to lose to reach his goal?
© Glencoe/McGraw-Hill 137 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-1 Study Guide and Intervention (continued)
Writing Equations
Write Verbal Sentences You can translate equations into verbal sentences.
Example Translate each equation into a verbal sentence.
a. 4n 8 12.
4n 8 12
Four times n minus eight equals twelve.
b. a2 b2 c2
a2 b2 c2
The sum of the squares of a and b is equal to the square of c.
Exercises
Translate each equation into a verbal sentence.
1. 4a 5 23 2. 10 k 4k
3. 6xy 24 4. x2 y2 8
1
5. p 3 2p 6. b (h 1)
3
7. 100 2x 80 8. 3(g h) 12
5
9. p2 2p 9 10. C (F 32)
9
1 1
11. V Bh 12. A hb
3 2
© Glencoe/McGraw-Hill 138 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-2 Study Guide and Intervention
Solving Equations by Using Addition and Subtraction
Solve Using Addition If the same number is added to each side of an equation, the
resulting equation is equivalent to the original one. In general if the original equation
involves subtraction, this property will help you solve the equation.
Addition Property of Equality For any numbers a, b, and c, if a b, then a c b c.
Example 1 Solve m 32 18. Example 2 Solve 18 p 12.
m 32 18 Original equation 18 p 12 Original equation
m 32 32 18 32 Add 32 to each side. 18 12 p 12 12 Add 12 to each side.
m 50 Simplify. p 6 Simplify.
The solution is 50. The solution is 6.
Exercises
Solve each equation. Then check your solution.
Lesson 3-2
1. h 3 2 2. m 8 12 3. p 5 15
1 5
4. 20 y 8 5. k 0.5 2.3 6. w
2 8
7. h 18 17 8. 12 24 k 9. j 0.2 1.8
3 1
10. b 40 40 11. m (12) 10 12. w
2 4
Write an equation for each problem. Then solve the equation and check the
solution.
13. Twelve subtracted from a number equals 25. Find the number.
14. What number decreased by 52 equals 12?
15. Fifty subtracted from a number equals eighty. Find the number.
16. What number minus one-half is equal to negative one-half ?
17. The difference of a number and eight is equal to 14. What is the number?
18. A number decreased by fourteen is equal to eighteen. What is the number?
© Glencoe/McGraw-Hill 143 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-2 Study Guide and Intervention (continued)
Solving Equations by Using Addition and Subtraction
Solve Using Subtraction If the same number is subtracted from each side of an
equation, the resulting equation is equivalent to the original one. In general if the original
equation involves addition, this property will help you solve the equation.
Subtraction Property of Equality For any numbers a, b, and c, if a b, then a c b c.
Example Solve 22 p 12.
22 p 12 Original equation
22 p 22 12 22 Subtract 22 from each side.
p 34 Simplify.
The solution is 34.
Exercises
Solve each equation. Then check your solution.
1. x 12 6 2. z 2 13 3. 17 b 4
3 5
4. s (9) 7 5. 3.2 (0.2) 6. x
8 8
7. 19 h 4 8. 12 k 24 9. j 1.2 2.8
3 5
10. b 80 80 11. m (8) 2 12. w
2 8
Write an equation for each problem. Then solve the equation and check the
solution.
13. Twelve added to a number equals 18. Find the number.
14. What number increased by 20 equals 10?
15. The sum of a number and fifty equals eighty. Find the number.
16. What number plus one-half is equal to four?
17. The sum of a number and 3 is equal to 15. What is the number?
© Glencoe/McGraw-Hill 144 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-3 Study Guide and Intervention
Solving Equations by Using Multiplication and Division
Solve Using Multiplication If each side of an equation is multiplied by the same
number, the resulting equation is equivalent to the given one. You can use the property to
solve equations involving multiplication and division.
Multiplication Property of Equality For any numbers a, b, and c, if a b, then ac bc.
Example 1 1
Solve 3 p 1 .
1 Example 2 1
Solve n 16.
2 2 4
1 1 1
3p 1 Original equation n 16 Original equation
2 2 4
7 3 Rewrite each mixed number as an 1
p improper fraction. 4 n 4(16) Multiply each side by 4.
2 2 4
2 7
2 3
p
7 2 7 2 2
Multiply each side by .
7
n 64
The solution is 64.
Simplify.
3
p Simplify.
7
3
The solution is .
7
Exercises
Solve each equation. Then check your solution.
h 1 1 3
1. 2 2. m 6 3. p
Lesson 3-3
3 8 5 5
y 1 m 5
4. 5 5. k 2.5 6.
12 4 8 8
1 3 j 2
7. 1 h 4 8. 12 k 9.
2 2 3 5
1 7 p 1
10. 3 b 5 11. m 10 12.
3 10 5 4
Write an equation for each problem. Then solve the equation.
13. One-fifth of a number equals 25. Find the number.
14. What number divided by 2 equals 18?
15. A number divided by eight equals 3. Find the number.
16. One and a half times a number equals 6. Find the number.
© Glencoe/McGraw-Hill 149 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-3 Study Guide and Intervention (continued)
Solving Equations by Using Multiplication and Division
Solve Using Division To solve equations with multiplication and division, you can also
use the Division Property of Equality. If each side of an equation is divided by the same
number, the resulting equation is true.
a b
Division Property of Equality For any numbers a, b, and c, with c 0, if a b, then .
c c
Example 1 Solve 8n 64. Example 2 Solve 5n 60.
8n 64 Original equation 5n 60 Original equation
8n 64 5n 60
Divide each side by 8. Divide each side by 5.
8 8 5 5
n8 Simplify. n 12 Simplify.
The solution is 8. The solution is 12.
Exercises
Solve each equation. Then check your solution.
1. 3h 42 2. 8m 16 3. 3t 51
4. 3r 24 5. 8k 64 6. 2m 16
7. 12h 4 8. 2.4p 7.2 9. 0.5j 5
10. 25 5m 11. 6m 15 12. 1.5p 75
Write an equation for each problem. Then solve the equation.
13. Four times a number equals 64. Find the number.
14. What number multiplied by 4 equals 16?
15. A number times eight equals 36. Find the number.
© Glencoe/McGraw-Hill 150 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-4 Study Guide and Intervention
Solving Multi-Step Equations
Work Backward Working backward is one of many problem-solving strategies that
you can use to solve problems. To work backward, start with the result given at the end of a
problem and undo each step to arrive at the beginning number.
Example 1 A number is divided Example 2 A bacteria culture doubles
by 2, and then 8 is subtracted from each half hour. After 3 hours, there are
the quotient. The result is 16. What 6400 bacteria. How many bacteria were
is the number? there to begin with?
Solve the problem by working backward. Solve the problem by working backward.
The final number is 16. Undo The bacteria have grown for 3 hours. Since there
subtracting 8 by adding 8 to get 24. To are 2 one-half hour periods in one hour, in 3 hours
undo dividing 24 by 2, multiply 24 by 2 there are 6 one-half hour periods. Since the
to get 48. bacteria culture has grown for 6 time periods, it
The original number is 48. has doubled 6 times. Undo the doubling by
halving the number of bacteria 6 times.
1 1 1 1 1 1 1
6,400 6,400
2 2 2 2 2 2 64
100
There were 100 bacteria to begin with.
Exercises
Solve each problem by working backward.
1. A number is divided by 3, and then 4 is added to the quotient. The result is 8. Find the
number.
2. A number is multiplied by 5, and then 3 is subtracted from the product. The result is 12.
Find the number.
3. Eight is subtracted from a number, and then the difference is multiplied by 2. The result
is 24. Find the number.
Lesson 3-4
4. Three times a number plus 3 is 24. Find the number.
5. CAR RENTAL Angela rented a car for $29.99 a day plus a one-time insurance cost of
$5.00. Her bill was $124.96. For how many days did she rent the car?
6. MONEY Mike withdrew an amount of money from his bank account. He spent one
fourth for gasoline and had $90 left. How much money did he withdraw?
7. TELEVISIONS In 1999, 68% of households with TV’s subscribed to cable TV. If 8,000 more
subscribers are added to the number of households with cable, the total number of
households with cable TV would be 67,600,000. How many households were there with
TV in 1999? Source: World Almanac
© Glencoe/McGraw-Hill 155 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-4 Study Guide and Intervention (continued)
Solving Multi-Step Equations
Solve Multi-Step Equations To solve equations with more than one operation, often
called multi-step equations, undo operations by working backward. Reverse the usual
order of operations as you work.
Example Solve 5x 3 23.
5x 3 23 Original equation.
5x 3 3 23 3 Subtract 3 from each side.
5x 20 Simplify.
5x 20
Divide each side by 5.
5 5
x4 Simplify.
Exercises
Solve each equation. Then check your solution.
1. 5x 2 27 2. 6x 9 27 3. 5x 16 51
7
4. 14n 8 34 5. 0.6x 1.5 1.8 6. p 4 10
8
d 12 3n g
7. 16 8. 8 13 9. 3 13
14 12 5
4b 8
10. 10 11. 0.2x 8 2 12. 3.2y 1.8 3
2
7x (1) k
13. 4 14. 8 12 15. 0 10y 40
8 4
Write an equation and solve each problem.
16. Find three consecutive integers whose sum is 96.
17. Find two consecutive odd integers whose sum is 176.
18. Find three consecutive integers whose sum is 93.
© Glencoe/McGraw-Hill 156 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-5 Study Guide and Intervention
Solving Equations with the Variable on Each Side
Variables on Each Side To solve an equation with the same variable on each side,
first use the Addition or the Subtraction Property of Equality to write an equivalent
equation that has the variable on just one side of the equation. Then solve the equation.
Example 1 Solve 5y 8 3y 12. Example 2 Solve 11 3y 8y 1.
5y 8 3y 12 11 3y 8y 1
5y 8 3y 3y 12 3y 11 3y 3y 8y 1 3y
2y 8 12 11 11y 1
2y 8 8 12 8 11 1 11y 1 1
2y 20 12 11y
2y 20 12 11y
2 2 11 11
y 10 1
1 y
11
The solution is 10.
1
The solution is 1 .
11
Exercises
Solve each equation. Then check your solution.
1. 6 b 5b 30 2. 5y 2y 3y 2 3. 5x 2 2x 10
4. 4n 8 3n 2 5. 1.2x 4.3 2.1 x 6. 4.4s 6.2 8.8s 1.8
1 1 3 1
7. b 4 b 88 8. k 5 k 1 9. 8 5p 4p 1
2 8 4 4
10. 4b 8 10 2b 11. 0.2x 8 2 x 12. 3y 1.8 3y 1.8
13. 4 3x 7x 6 14. 8 4k 10 k 15. 20 a 10a 2
2 1 2 3
16. n 8 n 2 17. y 8 9 y 18. 4r 5 5 4r
3 2 5 5
Lesson 3-5
19. 4 3x 6x 6 20. 18 4k 10 4k 21. 12 2y 10y 12
© Glencoe/McGraw-Hill 161 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-5 Study Guide and Intervention (continued)
Solving Equations with the Variable on Each Side
Grouping Symbols When solving equations that contain grouping symbols, first use
the Distributive Property to eliminate grouping symbols. Then solve.
Example Solve 4(2a 1) 10(a 5).
4(2a 1) 10(a 5) Original equation
8a 4 10a 50 Distributive Property
8a 4 10a 10a 50 10a Add 10a to each side.
18a 4 50 Simplify.
18a 4 4 50 4 Add 4 to each side.
18a 54 Simplify.
18a 54
Divide each side by 18.
18 18
a3 Simplify.
The solution is 3.
Exercises
Solve each equation. Then check your solution.
1. 3(x 5) 3(x 1) 2. 2(7 3t) t 3. 3(a 1) 5 3a 2
4. 75 9g 5(4 2g) 5. 5(f 2) 2(3 f ) 6. 4(p 3) 36
7. 18 3(2c 2) 8. 3(d 8) 3d 9. 5(p 3) 9 3(p 2) 6
3y y
10. 4(b 2) 2(5 b) 11. 1.2(x 2) 2 x 12.
4 8
a8 2a 5
13. 14. 2(4 2k) 10 k 15. 2(w 1) 4 4(w 1)
12 3
16. 6(n 1) 2(2n 4) 17. 2[2 3( y 1)] 22 18. 4(r 2) 4(2 4r)
19. 3(x 8) 24 20. 4(4 4k) 10 16k 21. 6(2 2y) 5(2y 2)
© Glencoe/McGraw-Hill 162 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-6 Study Guide and Intervention
Ratios and Proportions
Ratios and Proportions A ratio is a comparison of two numbers by division. The ratio
Lesson 3-6
x
of x to y can be expressed as x to y, x:y or . Ratios are usually expressed in simplest form.
y
An equation stating that two ratios are equal is called a proportion. To determine whether
two ratios form a proportion, express both ratios in simplest form or check cross products.
Example 1 Determine whether the Example 2 Use cross products to
24 12 10 25
ratios and form a proportion. determine whether and form a
36 18 18 45
proportion.
24 2
when expressed in simplest form. 10 25
36 3 Write the proportion.
12 2 18 45
when expressed in simplest form. 10(45) 18(25) Cross products
18 3
24 12 450 450 Simplify.
The ratios and form a proportion
36 18 10 25
because they are equal when expressed in The cross products are equal, so .
18 45
simplest form. Since the ratios are equal, they form a
proportion.
Exercises
Use cross products to determine whether each pair of ratios forms a proportion.
1 16 5 10 10 25
1. , 2. , 3. ,
2 32 8 15 20 49
25 15 12 3 4 12
4. , 5. , 6. ,
36 20 32 16 9 27
0.1 5 15 9 14 20
7. , 8. , 9. ,
2 100 20 12 21 30
72 9
10. 2:3, 20:30 11. 5 to 9, 25 to 45 12. ,
64 8
13. 5:5, 30:20 14. 18 to 24, 50 to 75 15. 100:75, 44:33
0.05 1 1.5 6 0.1 0.45
16. , 17. , 18. ,
1 20 2 8 0.2 0.9
© Glencoe/McGraw-Hill 167 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-6 Study Guide and Intervention (continued)
Ratios and Proportions
Solve Proportions If a proportion involves a variable, you can use cross products to solve
x 10
the proportion. In the proportion , x and 13 are called extremes and 5 and 10 are
5 13
called means. In a proportion, the product of the extremes is equal to the product of the means.
a c
Means-Extremes Property of Proportions For any numbers a, b, c, and d, if , then ad bc.
b d
Example x
Solve .
10
5 13
x 10
Original proportion
5 13
13(x) 5(10) Cross products
13x 50 Simplify.
13x 50
Divide each side by 13.
13 13
11
x 3 Simplify.
13
11
The solution is 3 .
13
Exercises
Solve each proportion.
3 2 1 5 0.1 0.5
1. 2. 3.
x 8 t 3 2 x
x1 3 4 8 x 3
4. 5. 6.
4 4 6 x 21 63
9 18 3 18 5 p
7. 8. 9.
y1 54 d 3 8 24
4 4 1.5 12 3y y
10. 11. 12.
b2 12 x x 4 8
a8 15 12 24 2w 12
13. 14. 15.
12 3 k k 6 9
Use a proportion to solve each problem.
16. MODELS To make a model of the Guadeloupe River bed, Hermie used 1 inch of clay for
5 miles of the river’s actual length. His model river was 50 inches long. How long is the
Guadeloupe River?
17. EDUCATION Josh finished 24 math problems in one hour. At that rate, how many
hours will it take him to complete 72 problems?
© Glencoe/McGraw-Hill 168 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-7 Study Guide and Intervention
Percent of Change
Percent of Change When an increase or decrease in an amount is expressed as a
percent, the percent is called the percent of change. If the new number is greater than the
original number, the percent of change is a percent of increase. If the new number is less
than the original number, the percent of change is the percent of decrease.
Example 1 Example 2
Find the percent of increase. Find the percent of decrease.
original: 48 original: 30
new: 60 new: 22
Lesson 3-7
First, subtract to find the amount of First, subtract to find the amount of
increase. The amount of increase is decrease. The amount of decrease is
60 48 12. 30 22 8.
Then find the percent of increase by using Then find the percent of decrease by using
the original number, 48, as the base. the original number, 30, as the base.
12 r 8 r
Percent proportion Percent proportion
48 100 30 100
12(100) 48(r) Cross products 8(100) 30(r) Cross products
1200 48r Simplify. 800 30r Simplify.
1200 48r 800 30r
Divide each side by 48. Divide each side by 30.
48 48 30 30
25 r 2
Simplify. 26 r Simplify.
3
The percent of increase is 25%. 2
The percent of decrease is 26 %, or about
3
27%.
Exercises
State whether each percent of change is a percent of increase or a percent of
decrease. Then find each percent of change. Round to the nearest whole percent.
1. original: 50 2. original: 90 3. original: 45
new: 80 new: 100 new: 20
4. original: 77.5 5. original: 140 6. original: 135
new: 62 new: 150 new: 90
7. original: 120 8. original: 90 9. original: 27.5
new: 180 new: 270 new: 25
10. original: 84 11. original: 12.5 12. original: 250
new: 98 new: 10 new: 500
© Glencoe/McGraw-Hill 173 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-7 Study Guide and Intervention (continued)
Percent of Change
Solve Problems Discounted prices and prices including tax are applications of percent
of change. Discount is the amount by which the regular price of an item is reduced. Thus,
the discounted price is an example of percent of decrease. Sales tax is amount that is added
to the cost of an item, so the price including tax is an example of percent of increase.
Example A coat is on sale for 25% off the original price. If the original price
of the coat is $75, what is the discounted price?
The discount is 25% of the original price.
25% of $75 0.25 75 25% 0.25
18.75 Use a calculator.
Subtract $18.75 from the original price.
$75 $18.75 $56.25
The discounted price of the coat is $56.25.
Exercises
Find the final price of each item. When a discount and a sales tax are listed,
compute the discount price before computing the tax.
1. Compact disc: $16 2. Two concert tickets: $28 3. Airline ticket: $248.00
Discount: 15% Student discount: 28% Superair discount: 33%
4. Shirt: $24.00 5. CD player: $142.00 6. Celebrity calendar: $10.95
Sales tax: 4% Sales tax: 5.5% Sales tax: 7.5%
7. Class ring: $89.00 8. Software: $44.00 9. Video recorder: $110.95
Group discount: 17% Discount: 21% Discount: 20%
Sales tax: 5% Sales tax: 6% Sales tax: 5%
10. VIDEOS The original selling price of a new sports video was $65.00. Due to the demand
the price was increased to $87.75. What was the percent of increase over the original
price?
11. SCHOOL A high school paper increased its sales by 75% when it ran an issue featuring
a contest to win a class party. Before the contest issue, 10% of the school’s 800 students
bought the paper. How many students bought the contest issue?
12. BASEBALL Baseball tickets cost $15 for general admission or $20 for box seats. The
sales tax on each ticket is 8%, and the municipal tax on each ticket is an additional 10%
of the base price. What is the final cost of each type of ticket?
© Glencoe/McGraw-Hill 174 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-8 Study Guide and Intervention
Solving Equations and Formulas
Solve for Variables Sometimes you may want to solve an equation such as V wh for
one of its variables. For example, if you know the values of V, w, and h, then the equation
V
is more useful for finding the value of . If an equation that contains more than one
wh
variable is to be solved for a specific variable, use the properties of equality to isolate the
specified variable on one side of the equation.
Example 1 Solve 2x 4y 8 for y. Example 2 Solve 3m n km 8 for m.
2x 4y 8 3m n km 8
2x 4y 2x 8 2x 3m n km km 8 km
4y 8 2x 3m n km 8
4y 8 2x 3m n km n 8 n
3m km 8 n
4 4
8 2x 2x 8 m(3 k) 8 n
y or m(3 k) 8 n
4 4
3k 3k
2x 8
The value of y is . 8 n n8
Lesson 3-8
4 m , or
3k 3k
n8
The value of m is . Since division by 0 is
3k
undefined, 3 k 0, or k 3.
Exercises
Solve each equation or formula for the variable specified.
1. ax b c for x 2. 15x 1 y for x 3. (x f) 2 j for x
4. xy z 9 for y 5. x(4 k) p for k 6. 7x 3y m for y
7. 4(c 3) t for c 8. 2x b c for x 9. x(1 y) z for x
h(a b)
10. 16z 4x y for x 11. d rt for r 12. A for h
2
5
13. C (F 32) for F 14. P 2 2w for w 15. A w for
9
© Glencoe/McGraw-Hill 179 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-8 Study Guide and Intervention (continued)
Solving Equations and Formulas
Use Formulas Many real-world problems require the use of formulas. Sometimes solving
a formula for a specified variable will help solve the problem.
Example The formula C d represents the circumference of a circle, or the
distance around the circle, where d is the diameter. If an airplane could fly around
Earth at the equator without stopping, it would have traveled about 24,900 miles.
Find the diameter of Earth.
C d Given formula
C
d Solve for d.
24,900
d Use 3.14.
3.14
d 7930 Simplify.
The diameter of Earth is about 7930 miles.
Exercises
1. GEOMETRY The volume of a cylinder V is given by the formula V r2h, where r is
the radius and h is the height.
a. Solve the formula for h.
b. Find the height of a cylinder with volume 2500 feet and radius 10 feet.
2. WATER PRESSURE The water pressure on a submerged object is given by P 64d,
where P is the pressure in pounds per square foot, and d is the depth of the object in feet.
a. Solve the formula for d.
b. Find the depth of a submerged object if the pressure is 672 pounds per square foot.
3. GRAPHS The equation of a line containing the points (a, 0) and (0, b) is given by the
x y
formula 1.
a b
a. Solve the equation for y.
b. Suppose the line contains the points (4, 0), and (0, 2). If x 3, find y.
4. GEOMETRY The surface area of a rectangular solid is given by the formula
S 2w 2h 2wh, where length, w width, and h height.
a. Solve the formula for h.
b. The surface area of a rectangular solid with length 6 centimeters and width
3 centimeters is 72 square centimeters. Find the height.
© Glencoe/McGraw-Hill 180 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-9 Study Guide and Intervention
Weighted Averages
Mixture Problems
The weighted average M of a set of data is the sum of the product of each number in
Weighted Average
the set and its weight divided by the sum of all the weights.
Mixture Problems are problems where two or more parts are combined into a whole. They
involve weighted averages. In a mixture problem, the weight is usually a price or a percent
of something.
Example Delectable Cookie Company sells chocolate chip cookies for $6.95
per pound and white chocolate cookies for $5.95 per pound. How many pounds of
chocolate chip cookies should be mixed with 4 pounds of white chocolate cookies
to obtain a mixture that sells for $6.75 per pound.
Let w the number of pounds of chocolate chip cookies
Number of Pounds Price per Pound Total Price
Chocolate Chip w 6.95 6.95w
White Chocolate 4 5.95 4(5.95)
Mixture w4 6.75 6.75(w 4)
Equation: 6.95w 4(5.95) 6.75(w 4)
Solve the equation.
6.95w 4(5.95) 6.75(w 4) Original equation
6.95w 23.80 6.75w 27 Simplify.
6.95w 23.80 6.75w 6.75w 27 6.75w Subtract 6.75w from each side.
Lesson 3-9
0.2w 23.80 27 Simplify.
0.2w 23.80 23.80 27 23.80 Subtract 23.80 from each side.
0.2w 3.2 Simplify.
w 16 Simplify.
16 pounds of chocolate chip cookies should be mixed with 4 pounds of white chocolate cookies.
Exercises
1. SOLUTIONS How many grams of sugar must be added to 60 grams of a solution that is
32% sugar to obtain a solution that is 50% sugar?
2. NUTS The Quik Mart has two kinds of nuts. Pecans sell for $1.55 per pound and
walnuts sell for $1.95 per pound. How many pounds of walnuts must be added to 15
pounds of pecans to make a mixture that sells for $1.75 per pound?
3. INVESTMENTS Alice Gleason invested a portion of $32,000 at 9% interest and the
balance at 11% interest. How much did she invest at each rate if her total income from
both investments was $3,200.
4. MILK Whole milk is 4% butterfat. How much skim milk with 0% butterfat should be
added to 32 ounces of whole milk to obtain a mixture that is 2.5% butterfat?
© Glencoe/McGraw-Hill 185 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
3-9 Study Guide and Intervention (continued)
Weighted Averages
Uniform Motion Problems Motion problems are another application of weighted
averages. Uniform motion problems are problems where an object moves at a certain
speed, or rate. Use the formula d rt to solve these problems, where d is the distance, r is
the rate, and t is the time.
Example Bill Gutierrez drove at a speed of 65 miles per hour on an
expressway for 2 hours. He then drove for 1.5 hours at a speed of 45 miles per
hour on a state highway. What was his average speed?
65 2 45 1.5
M Definition of weighted average
2 1.5
56.4 Simplify.
Bill drove at an average speed of about 56.4 miles per hour.
Exercises
1. TRAVEL Mr. Anders and Ms. Rich each drove home from a business meeting. Mr. Anders
traveled east at 100 kilometers per hour and Ms. Rich traveled west at 80 kilometers per
hours. In how many hours were they 100 kilometers apart.
1
2. AIRPLANES An airplane flies 750 miles due west in 1 hours and 750 miles due south
2
in 2 hours. What is the average speed of the airplane?
3. TRACK Sprinter A runs 100 meters in 15 seconds, while sprinter B starts 1.5 seconds
later and runs 100 meters in 14 seconds. If each of them runs at a constant rate, who is
further in 10 seconds after the start of the race? Explain.
4. TRAINS An express train travels 90 kilometers per hour from Smallville to Megatown.
A local train takes 2.5 hours longer to travel the same distance at 50 kilometers per
hour. How far apart are Smallville and Megatown?
5. CYCLING Two cyclists begin traveling in the same direction on the same bike path. One
travels at 15 miles per hour, and the other travels at 12 miles per hour. When will the
cyclists be 10 miles apart?
6. TRAINS Two trains leave Chicago, one traveling east at 30 miles per hour and one
traveling west at 40 miles per hour. When will the trains be 210 miles apart?
© Glencoe/McGraw-Hill 186 Glencoe Algebra 1
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4-1 Study Guide and Intervention
The Coordinate Plane
Identify Points In the diagram at the right, points are y
located in reference to two perpendicular number lines called Quadrant II Quadrant I
axes. The horizontal number line is the x-axis, and the vertical R
number line is the y-axis. The plane containing the x- and y-axes
is called the coordinate plane. Points in the coordinate plane are
named by ordered pairs of the form (x, y). The first number, or O x
x-coordinate corresponds to a number on the x-axis. The second Q
number, or y-coordinate, corresponds to a number on the y-axis. P
Quadrant III Quadrant IV
The axes divide the coordinate plane into Quadrants I, II, III,
Lesson 4-1
and IV, as shown. The point where the axes intersect is called
the origin. The origin has coordinates (0, 0).
Example 1 Write an ordered Example 2 Write ordered pairs for points
pair for point R above. P and Q above. Then name the quadrant in
The x-coordinate is 0 and the which each point is located.
y-coordinate is 4. Thus the ordered The x-coordinate of P is 3 and the y-coordinate is
pair for R is (0, 4). 2. Thus the ordered pair for P is (3, 2). P is in
Quadrant III.
The x-coordinate of Q is 4 and the y-coordinate is
1. Thus the ordered pair for Q is (4, 1). Q is in
Quadrant IV.
Exercises
Write the ordered pair for each point shown at the y
right. Name the quadrant in which the point is located. R Q V
1. N 2. P W
U
T Z O N x
3. Q 4. R
S
5. S 6. T P A
B
7. U 8. V
9. W 10. Z
11. A 12. B
13. Write the ordered pair that describes a point 4 units down from and 3 units to the right
of the origin.
14. Write the ordered pair that is 8 units to the left of the origin and lies on the x-axis.
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4-1 Study Guide and Intervention (continued)
The Coordinate Plane
Graph Points To graph an ordered pair means to draw a dot at the point on the
coordinate plane that corresponds to the ordered pair. To graph an ordered pair (x, y), begin
at the origin. Move left or right x units. From there, move up or down y units. Draw a dot at
that point.
Example Plot each point on a coordinate plane. y
a. R(3, 2)
R
Start at the origin. Move left 3 units since the x-coordinate
is 3. Move up 2 units since the y-coordinate is 2. Draw a
dot and label it R. O x
S
b. S(0, 3)
Start at the origin. Since the x-coordinate is 0, the point
will be located on the y-axis. Move down 3 units since the
y-coordinate is 3. Draw a dot and label it S.
Exercises
Plot each point on the coordinate plane at the right. y
H P
1. A(2, 4) 2. B(0, 3) A
M
Q
D G
3. C(4, 4) 4. D(2, 0) OF x
L K
J
B N
5. E(1, 4) 6. F(0, 0) C E
I
7. G(5, 0) 8. H(3, 4)
9. I(4, 5) 10. J(2, 2)
11. K(2, 1) 12. L(1, 2)
13. M(0, 3) 14. N(5, 3)
15. P(4, 5) 16. Q(5, 2)
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4-2 Study Guide and Intervention
Transformations on the Coordinate Plane
Transform Figures Transformations are movements of geometric figures. The
preimage is the position of the figure before the transformation, and the image is the
position of the figure after the transformation.
Reflection A figure is flipped over a line.
Translation A figure is slid horizontally, vertically, or both.
Dilation A figure is enlarged or reduced.
Rotation A figure is turned around a point.
ExampleDetermine whether each transformation is a reflection, translation,
dilation, or rotation.
a. The figure has been flipped over a line, so this is a reflection.
Lesson 4-2
b. The figure has been turned around a point, so this is a rotation.
c. The figure has been reduced in size, so this is a dilation.
d. The figure has been shifted horizontally to the right, so this is a
translation.
Exercises
Determine whether each transformation is a reflection, translation, dilation, or
rotation.
1. 2.
3. 4.
5. 6.
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4-2 Study Guide and Intervention (continued)
Transformations on the Coordinate Plane
Transform Figures on the Coordinate Plane You can perform transformations
on a coordinate plane by changing the coordinates of each vertex. The vertices of the image
of the transformed figure are indicated by the symbol , which is read prime.
Reflection over x-axis (x, y ) → (x, y )
Reflection over y-axis (x, y ) → (x, y )
Translation (x, y ) → (x a, y b)
Dilation (x, y ) → (kx, ky)
Rotation 90 counterclockwise (x, y ) → (y, x )
Rotation 180 (x, y ) → (x, y )
Example A triangle has vertices A(1, 1), B(2, 4), and C(3, 0). Find the
coordinates of the vertices of each image below.
a. reflection over the x-axis b. dilation with a scale factor of 2
To reflect a point over the x-axis, Find the coordinates of the dilated figure
multiply the y-coordinate by 1. by multiplying the coordinates by 2.
A(1, 1) → A(1, 1) A(1, 1) → A(2, 2)
B(2, 4) → B(2, 4) B(2, 4) → B(4, 8)
C(3, 0) → C(3, 0) C(3, 0) → C(6, 0)
The coordinates of the image vertices are The coordinates of the image vertices are
A(1, 1), B(2, 4), and C(3, 0). A(2, 2), B(4, 8), and C(6, 0).
Exercises
Find the coordinates of the vertices of each figure after the given transformation
is performed.
1. triangle RST with R(2, 4), S(2, 0), T(1, 1) reflected over the y-axis
2. triangle ABC with A(0, 0), B(2, 4), C(3, 0) rotated about the origin 180°
3. parallelogram ABCD with A(3, 0), B(2, 3), C(3, 3), D(2, 0) translated 3 units down
1
4. quadrilateral RSTU with R(2, 2), S(2, 4), T(4, 4), U(4, 0) dilated by a factor of
2
5. triangle ABC with A(4, 0), B(2, 3), C(0, 0) rotated counterclockwise 90°
6. hexagon ABCDEF with A(0, 0), B(2, 3), C(0, 4), D(3, 4), E(4, 2), F(3, 0) translated
2 units up and 1 unit to the left
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4-3 Study Guide and Intervention
Relations
Represent Relations A relation is a set of ordered pairs. A relation can be
represented by a set of ordered pairs, a table, a graph, or a mapping. A mapping illustrates
how each element of the domain is paired with an element in the range.
Example 1 Express the relation Example 2 A person playing
{(1, 1), (0, 2), (3, 2)} as a table, a racquetball uses 4 calories per hour for
graph, and a mapping. State the every pound he or she weighs.
domain and range of the relation.
a. Make a table to show the
y x y
x y relation between weight
1 1
and calories burned in one 100 400
hour for people weighing 110 440
0 2 O x 100, 110, 120, and 130 pounds.
120 480
3 2 Source: The Math Teacher’s Book of Lists
130 520
b. Give the domain and range.
X Y domain: {100, 110, 120, 130}
range: {400, 440, 480, 520}
1 1
c. Graph the relation. y
0 2
520
3 2
Calories
480
440
The domain for this relation is {0, 1, 3}. 400
The range for this relation is {2, 1, 2}.
0 100 120 x
Weight (pounds)
Lesson 4-3
Exercises
1. Express the relation x y
X Y y
{(2, 1), (3, 3), (4, 3)} as
a table, a graph, and a 2
1
mapping. Then determine 3
3 O x
the domain and range. 4
2. The temperature in a house drops 2° for every hour the air 86
conditioner is on between the hours of 6 A.M. and 11 A.M. 84
Make a graph to show the relationship between time and 82
Temperature (F)
temperature if the temperature at 6 A.M. was 82°F. 80
78
76
74
72
0 6 7 8 9 10 11 12
Time (A.M.)
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4-3 Study Guide and Intervention (continued)
Relations
Inverse Relations The inverse of any relation is obtained by switching the coordinates
in each ordered pair.
Example
Express the relation shown in the mapping as a set of ordered
pairs. Then write the inverse of the relation.
X Y
6 Relation: {(6, 5), (2, 3), (1, 4), (0, 3)}
3
2
4 Inverse: {(5, 6), (3, 2), (4, 1), (3, 0)}
1
5
0
Exercises
Express the relation shown in each table, mapping, or graph as a set of ordered
pairs. Then write the inverse of each relation.
1. x y
2. X Y
2 4 1 8
2 1
1 3 4 0
2 1 5 2
4 5
3. x y
4. X Y
3 5 2 1
0 4
2 1 1 6
1 0 4 7
2 4
5. y 6. y
O x O x
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4-4 Study Guide and Intervention
Equations as Relations
Solve Equations The equation y 3x 4 is an example of an equation in two
variables because it contains two variables, x and y. The solution of an equation in two
variables is an ordered pair of replacements for the variables that results in a true
statement when substituted into the equation.
Example 1 Find the solution set for Example 2 Solve b 2a 1 if
y 2x 1, given the replacement set the domain is {2, 1, 0, 2, 4}.
{(2, 3), (0, 1), (1, 2), (3, 1)}.
Make a table. The values of a come
Make a table. Substitute the x and y-values of each from the domain. Substitute each
ordered pair into the equation. value of a into the equation to
determine the corresponding values
x y y 2x 1 True or False
of b in the range.
3 2(2) 1
2 3 True a 2a 1 b (a, b)
33
2 2(2) 1 5 (2, 5)
1 2(0) 1
0 1 True 1 2(1) 1 3 (1, 3)
1 1
2 2(1) 1 0 2(0) 1 1 (0, 1)
1 2 False
2 3 2 2(2) 1 3 (2, 3)
1 2(3) 1 4 2(4) 1 7 (4, 7)
3 1 False
1 7
The solution set is {(2, 5),
The ordered pairs (2, 3), and (0, 1) result in true (1, 3), (0, 1), (2, 3), (4, 7)}.
statements. The solution set is {(2, 3), (0, 1)}.
Exercises
Find the solution set of each equation, given the replacement set.
31 2
1. y 3x 1; {(0, 1), , 2 , 1, , (1, 2)}
3
2. 3x 2y 6; {(2, 3), (0, 1), (0, 3), (2, 0)}
3. 2x 5 y; {(1, 3), (2, 1), (3, 2), (4, 3)}
Solve each equation if the domain is (4, 2, 0, 2, 4}.
Lesson 4-4
4. x y 4
5. y 4x 6
6. 5a 2b 10
7. 3x 2y 12
8. 6x 3y 18
9. 4x 8 2y
10. x y 8
11. 2x y 10
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4-4 Study Guide and Intervention (continued)
Equations as Relations
Graph Solution Sets You can graph the ordered pairs in the solution set of an
equation in two variables. The domain contains values represented by the independent
variable. The range contains the corresponding values represented by the dependent
variable, which are determined by the given equation.
Example Solve 4x 2y 12 if the domain is (1, 0, 2, 4}. Graph the solution set.
First solve the equation for y in terms of x.
4x 2y 12 Original equation
4x 2y 4x 12 4x Subtract 4x from each side.
2y 12 4x Simplify.
2y 12 4x
Divide each side by 2.
2 2
y 6 2x Simplify.
Substitute each value of x from the domain to Graph the solution set.
determine the corresponding value of y in the range. y
x 6 2x y (x, y)
1 6 2(1) 8 (1, 8)
0 6 2(0) 6 (0, 6)
2 6 2(2) 2 (2, 2)
4 6 2(4) 2 (4, 2)
O x
Exercises
Solve each equation for the given domain. Graph the solution set.
1. x 2y 4 for x {2, 0, 2, 4} 2. y 2x 3 for x {2, 1, 0, 1}
y y
O x
O x
3. x 3y 6 for x {3, 0, 3, 6} 4. 2x 4y 8 for x {4, 2, 0, 2}
y y
O x O x
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4-5 Study Guide and Intervention
Graphing Linear Equations
Identify Linear Equations A linear equation is an equation that can be written in
the form Ax By C. This is called the standard form of a linear equation.
Ax By C, where A 0, A and B are not both zero, and A, B, and
Standard Form of a Linear Equation
C are integers whose GCF is 1.
Example 1 Determine whether y 6 3x Example 2 Determine
is a linear equation. If so, write the equation whether 3xy y 4 2x is a
in standard form. linear equation. If so, write the
equation in standard form.
First rewrite the equation so both variables are on
the same side of the equation. Since the term 3xy has two variables,
y 6 3x Original equation the equation cannot be written in the
y 3x 6 3x 3x Add 3x to each side. form Ax By C. Therefore, this is
3x y 6 Simplify. not a linear equation.
The equation is now in standard form, with A 3,
B 1 and C 6. This is a linear equation.
Exercises
Determine whether each equation is a linear equation. If so, write the equation in
standard form.
1. 2x 4y 2. 6 y 8 3. 4x 2y 1
4. 3xy 8 4y 5. 3x 4 12 6. y x2 7
7. y 4x 9 8. x 8 0 9. 2x 3 4y
1 1
10. 2 x y 11. y 12 4x 12. 3xy y 8
2 4
13. 6x 4y 3 0 14. yx 2 8 15. 6a 2b 8 b
Lesson 4-5
1
16. x 12y 1 17. 3 x x2 0 18. x2 2xy
4
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4-5 Study Guide and Intervention (continued)
Graphing Linear Equations
Graph Linear Equations The graph of a linear equation is a line. The line represents all
solutions to the linear equation. Also, every ordered pair on this line satisfies the equation.
Example Graph the equation y 2x 1.
Solve the equation for y.
y 2x 1 Original equation
y 2x 2x 1 2x Add 2x to each side.
y 2x 1 Simplify.
Select five values for the domain and make a table. Then y
graph the ordered pairs and draw a line through the points.
x 2x 1 y (x, y)
2 2(2) 1 3 (2, 3)
1 2(1) 1 1 (1, 1) O x
0 2(0) 1 1 (0, 1)
1 2(1) 1 3 (1, 3)
2 2(2) 1 5 (2, 5)
Exercises
Graph each equation.
1. y 4 2. y 2x 3. x y 1
y y y
O x
O x
O x
4. 3x 2y 6 5. x 2y 4 6. 2x y 2
y y y
O x O x
O x
1 3
7. 3x 6y 3 8. 2x y 2 9. x y 6
4 4
y y y
O O 4
x x
x
O 4 8 12
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4-6 Study Guide and Intervention
Functions
Identify Functions Relations in which each element of the domain is paired with
Lesson 4-6
exactly one element of the range are called functions.
Example 1 Determine Example 2 Determine whether 3x y 6
whether the relation {(6, 3), is a function.
(4, 1), (7, 2), (3, 1)} is a
Since the equation is in the form y
function. Explain. Ax By C, the graph of the
Since each element of the domain is equation will be a line, as shown
O x
paired with exactly one element of at the right.
the range, this relation is a If you draw a vertical line
function. through each value of x, the
vertical line passes through just
one point of the graph. Thus, the
line represents a function.
Exercises
Determine whether each relation is a function.
1. y 2. y 3. X Y
1 4
0 5
O x O x 1 6
2 7
4. y 5. y 6. y
O x O x O x
7. {(4, 2), (2, 3), (6, 1)} 8. {(3, 3), (3, 4), (2, 4)} 9. {(1, 0), (1, 0)}
10. 2x 4y 0 11. x2 y2 8 12. x 4
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4-6 Study Guide and Intervention (continued)
Functions
Function Values Equations that are functions can be written in a form called function
notation. For example, y 2x 1 can be written as f(x) 2x 1. In the function, x
represents the elements of the domain, and f(x) represents the elements of the range.
Suppose you want to find the value in the range that corresponds to the element 2 in the
domain. This is written f(2) and is read “f of 2.” The value of f(2) is found by substituting
2 for x in the equation.
Example If f(x) 3x 4, find each value.
a. f(3)
f(3) 3(3) 4 Replace x with 3.
94 Multiply.
5 Simplify.
b. f(2)
f(2) 3(2) 4 Replace x with 2.
6 4 Multiply.
10 Simplify.
Exercises
If f(x) 2x 4 and g(x) x2 4x, find each value.
1. f(4) 2. g(2) 3. f(5)
4. g(3) 5. f(0) 6. g(0)
7. f(3) 1 41
8. f 14
9. g
10. f(a2) 11. f(k 1) 12. g(2c)
13. f(3x) 14. f(2) 3 15. g(4)
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4-7 Study Guide and Intervention
Arithmetic Sequences
Recognize Arithmetic Sequences A sequence is a set of numbers in a specific
order. If the difference between successive terms is constant, then the sequence is called an
arithmetic sequence.
a numerical pattern that increases or decreases at a constant rate or value called the
Arithmetic Sequence
common difference
Example 1 Determine whether the Example 2 Determine whether the
Lesson 4-7
sequence 1, 3, 5, 7, 9, 11, … is an sequence 1, 2, 4, 8, 16, 32, … is an
arithmetic sequence. Justify your arithmetic sequence. Justify your
answer. answer.
If possible, find the common difference If possible, find the common difference
between the terms. Since 3 1 2, between the terms. Since 2 1 1 and
5 3 2, and so on, the common difference 4 2 2, there is no common difference.
is 2.
Since the difference between the terms of
Since the difference between the terms of 1, 2, 4, 8, 16, 32, … is not constant, this is
1, 3, 5, 7, 9, 11, … is constant, this is an not an arithmetic sequence.
arithmetic sequence.
Exercises
Determine whether each sequence is an arithmetic sequence. If it is, state the
common difference.
1. 1, 5, 9, 13, 17, … 2. 8, 4, 0, 4, 8, … 3. 1, 3, 9, 27, 81, …
4. 10, 15, 25, 40, 60, … 5. 10, 5, 0, 5, 10, … 6. 8, 6, 4, 2, 0, 2, …
7. 4, 8, 12, 16, … 8. 15, 12, 10, 9, … 9. 1.1, 2.1, 3.1, 4.1, 5.1, …
10. 8, 7, 6, 5, 4, … 11. 0.5, 1.5, 2.5, 3.5, 4.5, … 12. 1, 4, 16, 64, …
13. 10, 14, 18, 22, … 14. 3, 6, 9, 12, … 15. 7, 0, 7, 14, …
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4-7 Study Guide and Intervention (continued)
Arithmetic Sequences
Write Arithmetic Sequences You can use the common difference of an arithmetic
sequence to find the next term of the sequence. Each term after the first term is found by
adding the preceding term and the common difference.
If a1 is the first term of an arithmetic sequence with common
Terms of an Arithmetic Sequence
difference d, then the sequence is a1, a1 d, a1 2d, a1 3d, … .
nth Term of an Arithmetic Sequence an a1 (n 1)d
Example 1 Find the next three Example 2 Write an equation for the
terms of the arithmetic sequence 28, nth term of the sequence 12, 15, 18, 21, … .
32, 36, 40, … . In this sequence, a1 is 12. Find the common
Find the common difference by difference.
subtracting successive terms. 12 15 18 21
28 32 36 40
3 3 3
4 4 4 The common difference is 3.
The common difference is 4. Use the formula for the nth term to write an
Add 4 to the last given term, 40, to get equation.
the next term. Continue adding 4 until an a1 (n 1)d Formula for the nth term
the next three terms are found.
an 12 (n 1)3 a1 12, d 3
40 44 48 52
an 12 3n 3 Distributive Property
4 4 4 an 3n 9 Simplify.
The next three terms are 44, 48, 52. The equation for the nth term is an 3n 9.
Exercises
Find the next three terms of each arithmetic sequence.
1. 9, 13, 17, 21, 25, … 2. 4, 0, 4, 8, 12, … 3. 29, 35, 41, 47, …
4. 10, 5, 0, 5, … 5. 2.5, 5, 7.5, 10, … 6. 3.1, 4.1, 5.1, 6.1, …
Find the nth term of each arithmetic sequence described.
7. a1 6, d 3, n 10 8. a1 2, d 3, n 8 9. a1 1, d 5, n 20
1
10. a1 3, d 2, n 50 11. a1 12, d 4, n 20 12. a1 1, d , n 11
2
Write an equation for the nth term of the arithmetic sequence.
13. 1, 3, 5, 7, … 14. 1, 4, 7, 10, … 15. 4, 9, 14, 19, …
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4-8 Study Guide and Intervention
Writing Equations from Patterns
Look for Patterns A very common problem-solving strategy is to look for a pattern.
Arithmetic sequences follow a pattern, and other sequences can follow a pattern.
Example 1 Find the next three Example 2 Find the next three terms
terms in the sequence 3, 9, 27, 81, … . in the sequence 10, 6, 11, 7, 12, 8, … .
Study the pattern in the sequence. Study the pattern in the sequence.
3 9 27 81 10 6 11 7 12 8
3 3 3 4 5 4 5 4
Successive terms are found by Assume that the pattern continues.
multiplying the last given term by 3. 8 13 9 14
81 243 729 2187
5 4 5
3 3 3
The next three terms are 13, 9, 14.
Lesson 4-8
The next three terms are 243, 729, 2187.
Exercises
1. Give the next two items for the pattern below.
Give the next three numbers in each sequence.
2. 2, 12, 72, 432, … 3. 7, 14, 28, 56, …
4. 0, 10, 5, 15, 10, … 5. 0, 1, 3, 6, 10, …
x x x
6. x 1, x 2, x 3, … 7. x, , , , …
2 3 4
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4-8 Study Guide and Intervention (continued)
Writing Equations from Patterns
Write Equations Sometimes a pattern can lead to a general rule that can be written as
an equation.
Example Suppose you purchased a number of packages of blank compact
disks. If each package contains 3 compact disks, you could make a chart to show
the relationship between the number of packages of compact disks and the
number of disks purchased. Use x for the number of packages and y for the
number of compact disks.
Make a table of ordered pairs for several points of the graph.
Number of Packages 1 2 3 4 5
Number of CDs 3 6 9 12 15
The difference in the x values is 1, and the difference in the y values is 3. This pattern
shows that y is always three times x. This suggests the relation y 3x. Since the relation is
also a function, we can write the equation in functional notation as f(x) 3x.
Exercises
1. Write an equation for the function in 2. Write an equation for the function in
functional notation. Then complete functional notation. Then complete
the table. the table.
x 1 0 1 2 3 4 x 2 1 0 1 2 3
y 2 2 6 y 10 7 4
3. Write an equation in functional notation. 4. Write an equation in functional notation.
y y
O x O x
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5-1 Study Guide and Intervention
Slope
Find Slope
rise y y
m or m
2 1
, where (x1, y1) and (x2, y2) are the coordinates
Slope of a Line run x2 x1
of any two points on a nonvertical line
Example 1 Find the slope of the Example 2 Find the value of r so that
line that passes through (3, 5) the line through (10, r) and (3, 4) has a
and (4, 2).
Lesson 5-1
2
slope of .
7
Let (3, 5) (x1, y1) and
(4, 2) (x2, y2). y y
m2 1
x2 x1
Slope formula
y2 y1
m
x2 x1
Slope formula 2 4r
2
m
7 , y2 4, y1 r, x2 3, x1 10
7 3 10
2 5
y2 2, y1 5, x2 4, x1 3 2 4r
4 (3) Simplify.
7 7
7
7
Simplify. 2(7) 7(4 r) Cross multiply.
1 14 28 7r Distributive Property
14 7r Subtract 28 from each side.
2r Divide each side by 7.
Exercises
Find the slope of the line that passes through each pair of points.
1. (4, 9), (1, 6) 2. (4, 1), (2, 5) 3. (4, 1), (4, 5)
4. (2, 1), (8, 9) 5. (14, 8), (7, 6) 6. (4, 3), (8, 3)
7. (1, 2), (6, 2) 8. (2, 5), (6, 2) 9. (4, 3.5), (4, 3.5)
Determine the value of r so the line that passes through each pair of points has
the given slope.
3
10. (6, 8), (r, 2), m 1 11. (1, 3), (7, r), m
4
12. (2, 8), (r, 4) m 3
3
13. (7, 5), (6, r), m 0 14. (r, 4), (7, 1), m
4
15. (7, 5), (r, 9), m 6
2 1
16. (10, r), (3, 4), m
7
17. (10, 4), (2, r), m 0.5 18. (r, 3), (7, r), m
5
© Glencoe/McGraw-Hill 281 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-1 Study Guide and Intervention (continued)
Slope
Rate of Change The rate of change tells, on average, how a quantity is changing over
time. Slope describes a rate of change.
Example POPULATION The graph shows the population growth in China.
a. Find the rates of change for 1950–1975 and for
Population Growth in China
1975–2000.
2.0
People (billions)
change in population 0.93 0.55
1950–1975: 1.5 0.93
change in time 1975 1950
1.0 0.55 1.48
1.24
0.38
or 0.0152 0.5
25 0
1950 1975 2000 2025*
change in population 1.24 0.93
1975–2000: Year
change in time 2000 1975 *Estimated
0.31
or 0.0124 Source: United Nations Population Division
25
b. Explain the meaning of the slope in each case.
From 1950–1975, the growth was 0.0152 billion per year, or 15.2 million per year.
From 1975–2000, the growth was 0.0124 billion per year, or 12.4 million per year.
c. How are the different rates of change shown on the graph?
There is a greater vertical change for 1950–1975 than for 1975–2000. Therefore, the
section of the graph for 1950–1975 has a steeper slope.
Exercises
LONGEVITY The graph shows the predicted life
Predicting Life Expectancy
expectancy for men and women born in a given year.
100
1. Find the rates of change for women from 2000–2025 95
87
and 2025–2050. 90 84
85 80
2. Find the rates of change for men from 2000–2025 and
Age
80
2025–2050. 81
75
78
3. Explain the meaning of your results in Exercises 1 70 74
and 2. 65
2000 2025* 2050*
4. What pattern do you see in the increase with each Year Born
25-year period? Women
Men *Estimated
Source: USA TODAY
5. Make a prediction for the life expectancy for 2050–2075. Explain how you arrived at
your prediction.
© Glencoe/McGraw-Hill 282 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-2 Study Guide and Intervention
Slope and Direct Variation
Direct Variation A direct variation is described by an equation of the form y kx,
where k 0. We say that y varies directly as x. In the equation y kx, k is the constant
of variation.
Example 1 Name the constant of Example 2 Suppose y varies
variation for the equation. Then find directly as x, and y 30 when x 5.
the slope of the line that passes
through the pair of points. a. Write a direct variation equation
y that relates x and y.
y 12 x Find the value of k.
O (2, 1)
(0, 0) x
y kx Direct variation equation
30 k(5) Replace y with 30 and x with 5.
6k Divide each side by 5.
Therefore, the equation is y 6x.
1 1
For y
2
x, the constant of variation is
2
.
b. Use the direct variation equation to
y2 y1 find x when y 18.
m
x2 x1
Slope formula
Lesson 5-2
y 6x Direct variation equation
10 18 6x
20
(x1, y1) (0, 0), (x2, y2) (2, 1) Replace y with 18.
3x Divide each side by 6.
1
Simplify.
Therefore, x 3 when y 18.
2
1
The slope is
2
.
Exercises
Name the constant of variation for each equation. Then determine the slope of the
line that passes through each pair of points.
1. y 2. y 3. y
y 3x y 32 x
(–1, 2) (0, 0)
(0, 0) (1, 3) O x
O x
y –2x O (–2, –3)
(0, 0) x
Write a direct variation equation that relates x to y. Assume that y varies directly
as x. Then solve.
4. If y 4 when x 2, find y when x 16.
5. If y 9 when x 3, find x when y 6.
6. If y 4.8 when x 1.6, find x when y 24.
1 1 3
7. If y
4
when x
8
, find x when y
16
.
© Glencoe/McGraw-Hill 287 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-2 Study Guide and Intervention (continued)
Slope and Direct Variation
Solve Problems The distance formula d rt is a direct variation equation. In the
formula, distance d varies directly as time t, and the rate r is the constant of variation.
Example TRAVEL A family drove their car 225 miles in 5 hours.
a. Write a direct variation equation to find the distance traveled for any number
of hours.
Use given values for d and t to find r.
d rt Original equation
225 r(5) d 225 and t 5
45 r Divide each side by 5.
Therefore, the direct variation equation is d 45t.
b. Graph the equation.
Automobile Trips
The graph of d 45t passes through the origin with d
Distance (miles)
slope 45. 360
45 270
m rise
run
d 45t
(5, 225)
1 180
✓CHECK (5, 225) lies on the graph. 90
(1, 45)
c. Estimate how many hours it would take the 0 1 2 3 4 5 6 7 8 t
family to drive 360 miles. Time (hours)
d 45t Original equation
360 45t Replace d with 360.
t8 Divide each side by 45.
Therefore, it will take 8 hours to drive 360 miles.
Exercises
RETAIL The total cost C of bulk jelly beans is Cost of Jelly Beans
$4.49 times the number of pounds p. C
Cost (dollars)
18.00
1. Write a direct variation equation that relates the variables. 13.50
9.00
2. Graph the equation on the grid at the right.
4.50
3
3. Find the cost of
4 pound of jelly beans.
0 2 4 w
Weight (pounds)
CHEMISTRY Charles’s Law states that, at a constant Charles’s Law
pressure, volume of a gas V varies directly as its temperature V
Volume (cubic feet)
T. A volume of 4 cubic feet of a certain gas has a temperature 4
of 200° (absolute temperature). 3
2
4. Write a direct variation equation that relates the variables.
1
5. Graph the equation on the grid at the right. 0 100 200 T
Temperature (K)
6. Find the volume of the same gas at 250° (absolute temperature).
© Glencoe/McGraw-Hill 288 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-3 Study Guide and Intervention
Slope-Intercept Form
Slope-Intercept Form
Slope-Intercept Form y mx b, where m is the given slope and b is the y-intercept
Example 1 Write an equation of the line whose slope is 4 and whose
y-intercept is 3.
y mx b Slope-intercept form
y 4x 3 Replace m with 4 and b with 3.
Example 2 Graph 3x 4y 8. y
(4, 1)
3x 4y 8 Original equation
4y 3x 8 Subtract 3x from each side. O x
(0, –2)
4y 3x 8
Divide each side by 4. 3x 4y 8
4 4
3
y
4
x2 Simplify.
3 3
The y-intercept of y
4
x 2 is 2 and the slope is
4
. So graph the point (0, 2). From
this point, move up 3 units and right 4 units. Draw a line passing through both points.
Exercises
Write an equation of the line with the given slope and y-intercept.
1. slope: 8, y-intercept 3 2. slope: 2, y-intercept 1 3. slope: 1, y-intercept 7
Lesson 5-3
Write an equation of the line shown in each graph.
4. y 5. y 6. y
x
(0, 3) O
(4, –2)
O (1, 0) x
O (3, 0) x
(0, –2)
(0, –5)
Graph each equation.
7. y 2x 1 8. y 3x 2 9. y x 1
y y y
O x O x
O x
© Glencoe/McGraw-Hill 293 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-3 Study Guide and Intervention (continued)
Slope-Intercept Form
Model Real-World Data
Example MEDIA Since 1997, the number of cable TV systems has decreased
by an average rate of 121 systems per year. There were 10,943 systems in 1997.
a. Write a linear equation to find the average number of cable systems in any year
after 1997.
The rate of change is 121 systems per year. In the first year, the number of systems was
10,943. Let N the number of cable TV systems. Let x the number of years after 1997.
An equation is N 121x 10,943.
b. Graph the equation. Cable TV Systems
Number of Cable TV Systems
The graph of N 121x 10,943 is a line that passes N
through the point at (0, 10,943) and has a slope of 121. 10,900
10,800
c. Find the approximate number of cable TV 10,700
systems in 2000. 10,600
N 121x 10,943 Original equation 10,500
N 121(3) 10,943 Replace x with 3.
0 1 2 3 4 5 6 x
N 10,580 Simplify.
Years Since 1997
There were about 10,580 cable TV systems in 2000.
Source: The World Almanac
Exercises
Percent of Households
ENTERTAINMENT In 1995, 65.7% of all households with TV Having Cable
with TV’s in the U.S. subscribed to cable TV. Between 1995
P
and 1999, the percent increased by about 0.6% each year.
68
Percent
1. Write an equation to find the percent P of households that 67
subscribed to cable TV for any year x between 1995 and 1999. 66
65
2. Graph the equation on the grid at the right. 0 1 2 3 4 5 x
Years Since 1995
3. Find the percent that subscribed to cable TV in 1999. Source: The World Almanac
POPULATION The population of the United States is Projected United
projected to be 300 million by the year 2010. Between States Population
P
2010 and 2050, the population is expected to increase by
Population (millions)
about 2.5 million per year. 400
380
4. Write an equation to find the population P in any year x 360
between 2010 and 2050. 340
320
5. Graph the equation on the grid at the right. 300
20 40 0
x
6. Find the population in 2050. Years Since 2010
Source: The World Almanac
© Glencoe/McGraw-Hill 294 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-4 Study Guide and Intervention
Writing Equations in Slope-Intercept Form
Write an Equation Given the Slope and One Point
Example 1 Write an equation of Example 2 Write an equation of the line
a line that passes through (4, 2) 1
that passes through (2, 1) with slope .
with slope 3. 4
1 1
The line has slope 3. To find the The line has slope . Replace m with and (x, y)
4 4
y-intercept, replace m with 3 and (x, y)
with (2, 1) in the slope-intercept form.
with (4, 2) in the slope-intercept form.
Then solve for b. y mx b Slope-intercept form
y mx b Slope-intercept form 1
1 (2) b 1
m , y 1, and x 2
4 4
2 3(4) b m 3, y 2, and x 4
2 12 b 1
Multiply. 1 b Multiply.
2
14 b Add 12 to each side.
1
Therefore, the equation is y 3x 14. b 1
Add
2
to each side.
2
1 1
Therefore, the equation is y x .
4 2
Exercises
Write an equation of the line that passes through each point with the given slope.
1. y 2. y 3. y
(3, 5) m 12
(2, 4)
m2 m –2
(0, 0)
O x O x O x
3 1
4. (8, 2), m 5. (1, 3), m 5 6. (4, 5), m
4 2
Lesson 5-4
1
7. (5, 4), m 0 8. (2, 2), m 9. (1, 4), m 6
2
10. Write an equation of a line that passes through the y-intercept 3 with slope 2.
11. Write an equation of a line that passes through the x-intercept 4 with slope 3.
1
12. Write an equation of a line that passes through the point (0, 350) with slope .
5
© Glencoe/McGraw-Hill 299 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-4 Study Guide and Intervention (continued)
Writing Equations in Slope-Intercept Form
Write an Equation Given Two Points
Example Write an equation of the line that passes through (1, 2) and (3, 2).
Find the slope m. To find the y-intercept, replace m with its computed value and (x, y) with
(1, 2) in the slope-intercept form. Then solve for b.
y y
m2 1
x2 x1
Slope formula
2 2
m y2 2, y1 2, x2 3, x1 1
3 1
m 2 Simplify.
y mx b Slope-intercept form
2 2(1) b Replace m with 2, y with 2, and x with 1.
2 2 b Multiply.
4b Add 2 to each side.
Therefore, the equation is y 2x 4.
Exercises
Write an equation of the line that passes through each pair of points.
1. y 2. y 3. y
(1, 1) (0, 4)
(0, 1)
O x
(–3, 0) O x
(0, –3) O (4, 0) x
4. (1, 6), (7, 10) 5. (0, 2), (1, 7) 6. (6, 25), (1, 3)
7. (2, 1), (2, 11) 8. (10, 1), (4, 2) 9. (14, 2), (7, 7)
10. Write an equation of a line that passes through the x-intercept 4 and y-intercept 2.
11. Write an equation of a line that passes through the x-intercept 3 and y-intercept 5.
12. Write an equation of a line that passes through (0, 16) and (10, 0).
© Glencoe/McGraw-Hill 300 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-5 Study Guide and Intervention
Writing Equations in Point-Slope Form
Point-Slope Form
y y1 m(x x1), where (x1, y1) is a given point on a nonvertical line
Point-Slope Form
and m is the slope of the line
Example 1Write the point-slope form Example 2 Write the point-slope
of an equation for a line that passes form of an equation for a horizontal
through (6, 1) and has a slope of .
5 line that passes through (4, 1).
2
y y1 m(x x1) Point-slope form
y y1 m(x x1) Point-slope form
y (1) 0(x 4) m 0; (x1, y1) (4, 1)
5
y 1 (x 6) 5
m
2 ; (x1, y1) (6, 1) y10 Simplify.
2
5 Therefore, the equation is y 1 0.
Therefore, the equation is y 1 (x 6).
2
Exercises
Write the point-slope form of an equation for a line that passes through each
point with the given slope.
1. y 2. y 3. y
m0
(4, 1) m –2
O x (–3, 2) O x
O x (2, –3)
m1
4. (2, 1), m 4 5. (7, 2), m 6 6. (8, 3), m 1
3 1
7. (6, 7), m 0 8. (4, 9), m 9. (4, 5), m
4 2
10. Write the point-slope form of an equation for the horizontal line that passes
through (4, 2).
Lesson 5-5
11. Write the point-slope form of an equation for the horizontal line that passes
through (5, 6).
12. Write the point-slope form of an equation for the horizontal line that passes
through (5, 0).
© Glencoe/McGraw-Hill 305 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-5 Study Guide and Intervention (continued)
Writing Equations in Point-Slope Form
Forms of Linear Equations
Slope-Intercept
y mx b m slope; b y-intercept
Form
Point-Slope
y y1 m(x x1) m slope; (x1, y1) is a given point.
Form
Standard Ax By C A and B are not both zero. Usually A is nonnegative and A, B, and C
Form are integers whose greatest common factor is 1.
Example 1Write y 5 (x 6) in
2 Example 2 Write y 2 (x 8)
1
3 4
standard form. in slope-intercept form.
2
y 5 (x 6) Original equation 1
y 2 (x 8)
3 Original equation
4
23
3( y 5) 3 (x 6) Multiply each side by 3.
1
y 2 x 2
4
Distributive Property
3y 15 2(x 6) Distributive Property 1
y x 4 Add 2 to each side.
3y 15 2x 12 Distributive Property 4
3y 2x 27 Subtract 15 from each side.
Therefore, the slope-intercept form of the
2x 3y 27 Add 2x to each side. 1
2x 3y 27 Multiply each side by 1. equation is y x 4.
4
Therefore, the standard form of the equation
is 2x 3y 27.
Exercises
Write each equation in standard form.
1 2
1. y 2 3(x 1) 2. y 1 (x 6) 3. y 2 (x 9)
3 3
5 2
4. y 3 (x 5) 5. y 4 (x 3) 6. y 4 (x 1)
3 5
Write each equation in slope-intercept form.
1 1
7. y 4 4(x 2) 8. y 5 (x 6) 9. y 8 (x 8)
3 4
10. y 6 3 x
1
3 11. y 4 2(x 5)
5 1
12. y (x 2)
3 2
© Glencoe/McGraw-Hill 306 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-6 Study Guide and Intervention
Geometry: Parallel and Perpendicular Lines
Parallel Lines Two nonvertical lines are parallel if they have the same slope. All
Lesson 5-6
vertical lines are parallel.
Example
Write the slope-intercept form for an equation of the line that
passes through (1, 6) and is parallel to the graph of y 2x 12.
A line parallel to y 2x 12 has the same slope, 2. Replace m with 2 and (x1, y1) with
(1, 6) in the point-slope form.
y y1 m(x x1) Point-slope form
y 6 2(x (1)) m 2; (x1, y1) (1, 6)
y 6 2(x 1) Simplify.
y 6 2x 2 Distributive Property
y 2x 8 Slope-intercept form
Therefore, the equation is y 2x 8.
Exercises
Write the slope-intercept form for an equation of the line that passes through the
given point and is parallel to the graph of each equation.
1. y 2. y 3. y
(5, 1) (–8, 7)
x (–3, 3)
O 4x 3y –12
2
x
O 2
O x
yx8 y – 12 x 4
1
4. (2, 2), y 4x 2 5. (6, 4), y x 1 6. (4, 2), y 2x 3
3
7. (2, 4), y 3x 10 8. (1, 6), 3x y 12 9. (4, 6), x 2y 5
10. Find an equation of the line that has a y-intercept of 2 that is parallel to the graph of
the line 4x 2y 8.
11. Find an equation of the line that has a y-intercept of 1 that is parallel to the graph of
the line x 3y 6.
12. Find an equation of the line that has a y-intercept of 4 that is parallel to the graph of
the line y 6.
© Glencoe/McGraw-Hill 311 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-6 Study Guide and Intervention (continued)
Geometry: Parallel and Perpendicular Lines
Perpendicular Lines Two lines are perpendicular if their slopes are negative
reciprocals of each other. Vertical and horizontal lines are perpendicular.
Example Write the slope-intercept form for an equation that passes through
(4, 2) and is perpendicular to the graph of 2x 3y 9.
Find the slope of 2x 3y 9.
2x 3y 9 Original equation
3y 2x 9 Subtract 2x from each side.
2
y x 3 Divide each side by 3.
3
2 2
The slope of y x 3 is . So, the slope of the line passing through (4, 2) that is
3 3
2 3
perpendicular to this line is the negative reciprocal of , or .
3 2
Use the point-slope form to find the equation.
y y1 m(x x1) Point-slope form
3
y 2 (x (4)) 3
m ; (x1, y1) (4, 2)
2
2
3
y 2 (x 4) Simplify.
2
3
y 2 x 6 Distributive Property
2
3
y x 4 Slope-intercept form
2
Exercises
Write the slope-intercept form for an equation of the line that passes through the
given point and is perpendicular to the graph of each equation.
1 2
1. (4, 2), y x 1 2. (2, 3), y x 4 3. (6, 4), y 7x 1
2 3
5
4. (8, 7), y x 8 5. (6, 2), y 3x 6 6. (5, 1), y x 3
2
7. (9, 5), y 3x 1 8. (1, 3), 2x 4y 12 9. (6, 6), 3x y 6
10. Find an equation of the line that has a y-intercept of 2 and is perpendicular to the
graph of the line x 2y 5.
11. Find an equation of the line that has a y-intercept of 5 and is perpendicular to the graph
of the line 4x 3y 8.
© Glencoe/McGraw-Hill 312 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-7 Study Guide and Intervention
Scatter Plots and Lines of Fit
Interpret Points on a Scatter Plot A scatter plot is a graph in which two sets of
data are plotted as ordered pairs in a coordinate plane. If y increases as x increases, there is
a positive correlation between x and y. If y decreases as x increases, there is a negative
correlation between x and y. If x and y are not related, there is no correlation.
Example EARNINGS The graph at the right
Carmen’s Earnings and Savings
shows the amount of money Carmen earned each
35
week and the amount she deposited in her savings
account that same week. Determine whether the 30
Lesson 5-7
Dollars Saved
graph shows a positive correlation, a negative 25
correlation, or no correlation. If there is a 20
positive or negative correlation, describe its 15
meaning in the situation. 10
5
The graph shows a positive correlation. The more
Carmen earns, the more she saves. 0 40 80 120
Dollars Earned
Exercises
Determine whether each graph shows a positive correlation, a negative
correlation, or no correlation. If there is a positive correlation, describe it.
1. 2.
Average Weekly Work Hours in U.S. Average Jogging Speed
y
Miles per Hour
34.8 10
Hours
34.6
34.4 5
34.2
0 1 2 3 4 5 6 7 8 9 x 0 5 10 15 20 25
Years Since 1990 Minutes
Source: The World Almanac
3. 4.
Growth of Investment Clubs Number of Mutual Funds
35 7
Number of Clubs
Number of Funds
28 6
(thousands)
(thousands)
21 5
14 4
7 3
0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7
Years Since 1990 Years Since 1991
Source: The Wall Street Journal Almanac Source: The Wall Street Journal Almanac
© Glencoe/McGraw-Hill 317 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
5-7 Study Guide and Intervention (continued)
Scatter Plots and Lines of Fit
Lines of Fit
Example The table below shows the number of students per computer in
United States public schools for certain school years from 1990 to 2000.
Year 1990 1992 1994 1996 1998 2000
Students per Computer 22 18 14 10 6.1 5.4
a. Draw a scatter plot and determine what
Students per Computer
relationship exists, if any.
in U.S. Public Schools
Since y decreases as x increases, the 24
Students per Computer
correlation is negative. 20
b. Draw a line of fit for the scatter plot. 16
12
Draw a line that passes close to most of the
points. A line of fit is shown. 8
4
c. Write the slope-intercept form of an 0
equation for the line of fit. 1990 1992 1994 1996 1998 2000
Year
The line of fit shown passes through
(1993, 16) and (1999, 5.7). Find the slope. Source: The World Almanac
5.7 16
m
1999 1993
m 1.7
Find b in y 1.7x b.
16 1.7 1993 b
3404 b Therefore, an equation of a line of fit is y 1.7x 3404.
Exercises
Refer to the table for Exercises 1–3.
Years Hourly 1. Draw a scatter plot. 3. Write the slope-intercept
Since 1995 Wage form of an equation for the
2. Draw a line of fit for the data.
line of fit.
0 $11.43
U.S. Production
1 $11.82 Workers Hourly Wage
2 $12.28
14
Hourly Wage (dollars)
3 $12.78
4 $13.24 13
12
11
0 1 2 3 4 5 6 7
Years Since 1995
Source: The World Almanac
© Glencoe/McGraw-Hill 318 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-1 Study Guide and Intervention
Solving Inequalities by Addition and Subtraction
Solve Inequalities by Addition Addition can be used to solve inequalities. If any
number is added to each side of a true inequality, the resulting inequality is also true.
For all numbers a, b, and c, if a b, then a c b c,
Addition Property of Inequalities
and if a b, then a c b c.
The property is also true when and are replaced with and .
Example 1 Solve x 8 6. Example 2 Solve 4 2a a. Then
Lesson 6-1
Then graph it on a number line. graph it on a number line.
x 8 6 Original inequality 4 2a a Original inequality
x 8 8 6 8 Add 8 to each side. 4 2a 2a a 2a Add 2a to each side.
x2 Simplify. 4a Simplify.
a4 4 a is the same as a 4.
The solution in set-builder notation is
{x|x 2}. The solution in set-builder notation is {a|a 4}.
Number line graph: Number line graph:
4 3 2 1 0 1 2 3 4 2 1 0 1 2 3 4 5 6
Exercises
Solve each inequality. Then check your solution, and graph it on a number line.
1. t 12 16 2. n 12 6 3. 6 g 3
26 27 28 29 30 31 32 33 34 12 13 14 15 16 17 18 19 20 7 8 9 10 11 12 13 14 15
4. n 8 13 5. 12 12 y 6. 6 s 8
10 9 8 7 6 5 4 3 2 4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4
Solve each inequality. Then check your solution.
7. 3x 8 4x 8. 0.6n 12 0.4n 9. 8k 12 9k
1 4
10. y 10 15 2y 11. z 12. 2b 4 3b
3 3
Define a variable, write an inequality, and solve each problem. Then check your
solution.
13. A number decreased by 4 is less than 14.
14. The difference of two numbers is more than 12, and one of the numbers is 3.
15. Forty is no greater than the difference of a number and 2.
© Glencoe/McGraw-Hill 343 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-1 Study Guide and Intervention (continued)
Solving Inequalities by Addition and Subtraction
Solve Inequalities by Subtraction Subtraction can be used to solve inequalities. If any
number is subtracted from each side of a true inequality, the resulting inequality is also true.
For all numbers a, b, and c, if a b, then a c b c,
Subtraction Property of Inequalities
and if a b, then a c b c.
The property is also true when and are replaced with and .
Example Solve 3a 5 4 2a. Then graph it on a number line.
3a 5 4 2a Original inequality
3a 5 2a 4 2a 2a Subtract 2a from each side.
a54 Simplify.
a5545 Subtract 5 from each side.
a 1 Simplify.
The solution is {aa 1}.
Number line graph:
4 3 2 1 0 1 2 3 4
Exercises
Solve each inequality. Then check your solution, and graph it on a number line.
1. t 12 8 2. n 12 12 3. 16 h 9
6 5 4 3 2 1 0 1 2 26 25 24 23 22 21 5 6 7 8 9 10 11 12 13
3 1
4. y 4 2 5. 3r 6 4r 6. q 5 q
2 2
8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8
Solve each inequality. Then check your solution.
1 3
7. 4p 3p 0.7 8. r 9. 9k 12 8k
4 8
10. 1.2 2.4 y 11. 4y 5y 14 12. 3n 17 4n
Define a variable, write an inequality, and solve each problem. Then check your
solution.
13. The sum of a number and 8 is less than 12.
14. The sum of two numbers is at most 6, and one of the number is 2.
15. The sum of a number and 6 is greater than or equal to 4.
© Glencoe/McGraw-Hill 344 Glencoe Algebra 1
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6-2 Study Guide and Intervention
Solving Inequalities by Multiplication and Division
Solve Inequalities by Multiplication If each side of an inequality is multiplied by
the same positive number, the resulting inequality is also true. However, if each side of an
inequality is multiplied by the same negative number, the direction of the inequality must
be reversed for the resulting inequality to be true.
For all numbers a, b, and c, with c
0,
1. if c is positive and a b, then ac bc;
Multiplication Property of Inequalities if c is positive and a b, then ac bc;
2. if c is negative and a b, then ac bc;
if c is negative and a b, then ac bc.
The property is also true when and are replaced with and .
Example 1 y
Solve 12. Example 2 3
Solve k 15.
8 4
y 3
12 Original equation k 15 Original equation
8 4
8y 34 34 k 43 15
Lesson 6-2
(8) (8)12 Multiply each side by 8; change to .
4
Multiply each side by
3.
y 96 Simplify. k 20 Simplify.
The solution is {yy 96}. The solution is {kk 20}.
Exercises
Solve each inequality. Then check your solution.
y n 3 p
1. 2 2. 22 3. h 3 4. 6
6 50 5 6
1 2 1 3m 3 2h
5. n 10 6. b 7. 8. 2.51
4 3 3 5 20 4
g 3 9p n 2a
9. 2 10. 11. 5.4 12. 6
5 4 5 10 7
Define a variable, write an inequality, and solve each problem. Then check your
solution.
13. Half of a number is at least 14.
14. The opposite of one-third a number is greater than 9.
15. One fifth of a number is at most 30.
© Glencoe/McGraw-Hill 349 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-2 Study Guide and Intervention (continued)
Solving Inequalities by Multiplication and Division
Solve Inequalities by Division If each side of a true inequality is divided by the
same positive number, the resulting inequality is also true. However, if each side of an
inequality is divided by the same negative number, the direction of the inequality symbol
must be reversed for the resulting inequality to be true.
For all numbers a, b, and c with c
0,
a b a b
Division Property 1. if c is positive and a b, then ; if c is positive and a b, then ;
c c c c
of Inequalities
a b a b
2. if c is negative and a b, then ; if c is negative and a b, then .
c c c c
The property is also true when and are replaced with and .
Example Solve 12y 48.
12y 48 Original inequality
12y 48
Divide each side by 12 and change to .
12 12
y 4 Simplify.
The solution is { yy 4}.
Exercises
Solve each inequality. Then check your solution.
1. 25g 100 2. 2x 9 3. 5c 2 4. 8m 64
1
5. 6k 6. 18 3b 7. 30 3n 8. 0.24 0.6w
5
9. 25 2m 10. 30 5p 11. 2n 6.2 12. 35 0.05h
2 p
13. 40 10h 14. n 6 15. 3
3 4
Define a variable, write an inequality, and solve each problem. Then check your
solution.
16. Four times a number is no more than 108.
17. The opposite of three times a number is greater than 12.
18. Negative five times a number is at most 100.
© Glencoe/McGraw-Hill 350 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-3 Study Guide and Intervention
Solving Multi-Step Inequalities
Solve Multi-Step Inequalities To solve linear inequalities involving more than one
operation, undo the operations in reverse of the order of operations, just as you would solve
an equation with more than one operation.
Example 1 Solve 6x 4 2x 12. Example 2 Solve 3a 15 4 5a.
6x 4 2x 12 Original inequality 3a 15 4 5a Original inequality
6x 4 2x 2x 12 2x Subtract 2x from 3a 15 5a 4 5a 5a Subtract 5a from
each side. each side.
4x 4 12 Simplify. 2a 15 4 Simplify.
4x 4 4 12 4 Add 4 to each side. 2a 15 15 4 15 Add 15 to each side.
4x 16 Simplify. 2a 19 Simplify.
4x 16 2a 19 Divide each side by 2
4 4
Divide each side by 4. 2 2 and change to .
1
x4 Simplify. a 9 Simplify.
2
The solution is {xx 4}.
The solution is aa 9 .
1
2
Exercises
Solve each inequality. Then check your solution.
q
1. 11y 13 1 2. 8n 10 6 2n 3. 1 5
7
Lesson 6-3
4. 6n 12 8 8n 5. 12 d 12 4d 6. 5r 6 8r 18
3x 6
7. 12 8. 7.3y 14.4 4.9y 9. 8m 3 18 m
2
4x 2
10. 4y 10 19 2y 11. 9n 24n 45 0 12. 4
5
Define a variable, write an inequality, and solve each problem. Then check your
solution.
13. Negative three times a number plus four is no more than the number minus eight.
14. One fourth of a number decreased by three is at least two.
15. The sum of twelve and a number is no greater than the sum of twice the number and 8.
© Glencoe/McGraw-Hill 355 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-3 Study Guide and Intervention (continued)
Solving Multi-Step Inequalities
Solve Inequalities Involving the Distributive Property When solving
inequalities that contain grouping symbols, first use the Distributive Property to remove the
grouping symbols. Then undo the operations in reverse of the order of operations, just as you
would solve an equation with more than one operation.
Example Solve 3a 2(6a 4) 4 (4a 6).
3a 2(6a 4) 4 (4a 6) Original inequality
3a 12a 8 4 4a 6 Distributive Property
9a 8 2 4a Combine like terms.
9a 8 4a 2 4a 4a Add 4a to each side.
5a 8 2 Combine like terms.
5a 8 8 2 8 Subtract 8 from each side.
5a 10 Simplify.
a2 Divide each side by 5 and change to .
The solution in set-builder notation is {aa 2}.
Exercises
Solve each inequality. Then check your solution.
1. 2(t 3) 16 2. 3(d 2) 2d 16 3. 4h 8 2(h 1)
4. 6y 10 8 (y 14) 5. 4.6(x 3.4) 5.1x 6. 5x (2x 3) 1
7. 3(2y 4) 2(y 1) 10 8. 8 2(b 1) 12 3b 9. 2(k 1) 8(1 k)
10. 0.3( y 2) 0.4(1 y) 11. m 17 (4m 13)
12. 3n 8 2(n 4) 2(1 n) 13. 2(y 2) 4 2y
14. k 17 (17 k) 15. n 4 3(2 n)
Define a variable, write an inequality, and solve each problem. Then check your
solution.
16. Twice the sum of a number and 4 is less than 12.
17. Three times the sum of a number and six is greater than four times the number
decreased by two.
18. Twice the difference of a number and four is less than the sum of the number and five.
© Glencoe/McGraw-Hill 356 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-4 Study Guide and Intervention
Solving Compound Inequalities
Inequalities Containing and A compound inequality containing and is true only if
both inequalities are true. The graph of a compound inequality containing and is the
intersection of the graphs of the two inequalities. Every solution of the compound
inequality must be a solution of both inequalities.
Example 1 Graph the solution Example 2 Solve 1 x 2 3 using
set of x 2 and x 1. and. Then graph the solution set.
Graph x 2. 1 x 2 and x23
3 2 1 0 1 2 3 1 2 x 2 2 x2232
Graph x 1. 3 x x1
3 2 1 0 1 2 3
Graph x 3.
Find the intersection. 4 3 2 1 0 1 2
3 2 1 0 1 2 3
Graph x 1.
The solution set is {x1 x 2}. 4 3 2 1 0 1 2
Find the intersection.
4 3 2 1 0 1 2
The solution set is {x3 x 1}.
Exercises
Graph the solution set of each compound inequality.
1. b 1 and b 3 2. 2 q 5 3. x 3 and x 4
4 3 2 1 0 1 2 3 4 6 5 4 3 2 1 0 1 2 4 3 2 1 0 1 2 3 4
4. 2 p 4 5. 3 d and d 2 6. 1 p 3
3 2 1 0 1 2 3 4 5 4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4
Solve each compound inequality. Then graph the solution set.
Lesson 6-4
7. 4 w 3 5 8. 3 p 5 2
4 3 2 1 0 1 2 3 4 0 1 2 3 4 5 6 7 8
9. 4 x 2 2 10. y 1 2 and y 2 1
7 6 5 4 3 2 1 0 1 4 3 2 1 0 1 2 3 4
11. n 2 3 and n 4 6 12. d 3 6d 12 2d 32
4 3 2 1 0 1 2 3 4 3 2 1 0 1 2 3 4 5
© Glencoe/McGraw-Hill 361 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-4 Study Guide and Intervention (continued)
Solving Compound Inequalities
Inequalities Containing or A compound inequality containing or is true if one or
both of the inequalities are true. The graph of a compound inequality containing or is the
union of the graphs of the two inequalities. The union can be found by graphing both
inequalities on the same number line. A solution of the compound inequality is a solution of
either inequality, not necessarily both.
Example Solve 2a 1 11 or a 3a 2.
2a 1 11 or a 3a 2
2a 1 1 11 1 a 3a 3a 3a 2
2a 10 2a 2
2a 10 2a 2
2 2 2 2
a5 a 1
Graph a 5.
2 1 0 1 2 3 4 5 6
Graph a 1.
2 1 0 1 2 3 4 5 6
Find the union.
2 1 0 1 2 3 4 5 6
The solution set is {aa 5}.
Exercises
Graph the solution set of each compound inequality.
1. b 2 or b 3 2. 3 q or q 1 3. y 4 or y 0
4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4 5 4 3 2 1 0 1 2 3
4. 4 p or p 8 5. 3 d or d 2 6. 2 x or 3 x
2 1 0 1 2 3 4 5 6 4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4
Solve each compound inequality. Then graph the solution set.
7. 3 3w or 3w 9 8. 3p 1 11 or p 2
4 3 2 1 0 1 2 3 4 0 1 2 3 4 5 6 7 8
9. 2x 4 6 or x 2x 4 10. 2y 2 12 or y 3 2y
2 1 0 1 2 3 4 5 6 0 1 2 3 4 5 6 7 8
1
11. n 2 or 2n 2 6 n 12. 3a 2 5 or 7 3a 2a 6
2
4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4
© Glencoe/McGraw-Hill 362 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-5 Study Guide and Intervention
Solving Open Sentences Involving Absolute Value
Absolute Value Equations When solving equations that involve absolute value, there
are two cases to consider.
Case 1: The value inside the absolute value symbols is positive.
Case 2: The value inside the absolute value symbols is negative.
Example 1 Solve x 4
1. Then Example 2
Write an inequality
graph the solution set. involving absolute value for the graph.
Write x 4 1 as x 4 1 or x 4 1. 3 2 1 0 1 2 3 4 5
x4 1 x4 or 1
Find the point that is the same distance
x44 14 x4 1 from 2 as it is from 4.
x 3 x44 1 4 3 units 3 units
x 5
The solution set is {5, 3}. 3 2 1 0 1 2 3 4 5
The graph is shown below. The distance from 1 to 2 is 3 units. The
distance from 1 to 4 is 3 units.
8 7 6 5 4 3 2 1 0
So, x 1 3.
Exercises
Solve each open sentence. Then graph the solution set.
1. y 3 2. x 4 4 3. y 3 2
4 3 2 1 0 1 2 3 4 0 1 2 3 4 5 6 7 8 8 7 6 5 4 3 2 1 0
4. b 2 3 5. w 2 5 6. t 2 4
6 5 4 3 2 1 0 1 2 8 6 4 2 0 2 4 6 8 8 6 4 2 0 2 4 6 8
7. 2x 8 8. 5y 2 7 9. p 0.2 0.5
4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4 0.8 0.4 0 0.4 0.8
1
10. d 100 50 11. 2x 1 11 12. 3x 6
2
50 100 150 200 6 4 2 0 2 4 6 8 10 3 2 1 0 1 2 3 4 5
Lesson 6-5
For each graph, write an open sentence involving absolute value.
13. 14. 15.
8 6 4 2 0 2 4 6 8 4 3 2 1 0 1 2 3 4 7 6 5 4 3 2 1 0 1
© Glencoe/McGraw-Hill 367 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-5 Study Guide and Intervention (continued)
Solving Open Sentences Involving Absolute Value
Absolute Value Inequalities When solving
If x n, then x n and x n.
inequalities that involve absolute value, there are two
cases to consider for inequalities involving (or ) and If x n, then x n or x n.
two cases to consider for inequalities involving (or ).
Remember that inequalities with and are related to
intersections, while inequalities with or are related to unions.
Example Solve |3a 4| 10. Then graph the solution set.
Write 3a 4 10 as 3a 4 10 and 3a 4 10. Now graph the solution set.
3a 4 10 and 3a 4 10
3a 4 4 10 4 3a 4 4 10 4 5 4 3 2 1 0 1 2 3
3a 6 3a 14
3a 6 3a 14
3 3 3 3
2
a2 a 4
3
The solution set is a4 a 2 .
2
3
Exercises
Solve each open sentence. Then graph the solution set.
1. c 2 6 2. x 9 0 3. 3f 10 4
6 4 2 0 2 4 6 8 10 4 3 2 1 0 1 2 3 4 6 5 4 3 2 1 0 1 2
4. x 2 5. x 3 6. 2x 1 2
4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4
7. 2d 1 4 8. 3 (x 1) 8 9. 3r 2 5
4 3 2 1 0 1 2 3 4 4 2 0 2 4 6 8 10 12 4 3 2 1 0 1 2 3 4
For each graph, write an open sentence involving absolute value.
10. 11. 12.
4 3 2 1 0 1 2 3 4 4 3 2 1 0 1 2 3 4 3 2 1 0 1 2 3 4 5
© Glencoe/McGraw-Hill 368 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-6 Study Guide and Intervention
Graphing Inequalities in Two Variables
Graph Linear Inequalities The solution set of an inequality that involves two
Lesson 6-6
variables is graphed by graphing a related linear equation that forms a boundary of a
half-plane. The graph of the ordered pairs that make up the solution set of the inequality
fill a region of the coordinate plane on one side of the half-plane.
Example Graph y 3x 2.
Graph y 3x 2. y
Since y 3x 2 is the same as y 3x 2 and y 3x 2,
the boundary is included in the solution set and the graph should be
drawn as a solid line. O x
Select a point in each half plane and test it. Choose (0, 0) and (2, 2).
y 3x 2 y 3x 2
0 3(0) 2 2 3(2) 2
0 2 is false. 2 6 2
2 4 is true.
The half-plane that contains (2, 2) contains the solution. Shade that half-plane.
Exercises
Graph each inequality.
1. y 4 2. x 1 3. 3x y
y y y
O x O x
O x
4. x y 5. x y 1 6. 2x 3y 6
y y y
O x O x O x
1
7. y x 3 8. 4x 3y 6 9. 3x 6y 12
2
y y y
O x
O x
O x
© Glencoe/McGraw-Hill 373 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
6-6 Study Guide and Intervention (continued)
Graphing Inequalities in Two Variables
Solve Real-World Problems When solving real-life inequalities, the domain and
range of the inequality are often restricted to nonnegative numbers or to whole numbers.
Example BANKING A bank offers 4.5% annual interest on regular savings
accounts and 6% annual interest on certificates of deposit (CD). If Marjean wants
to earn at least $300 interest per year, how much money should she deposit in
each type of account?
Let x the amount deposited in a regular savings account.
Interest on Accounts
Let y the amount deposited in a CD. y
Then 0.045x 0.06y 300 is an open sentence
representing this situation. 6000
CD Account ($)
Solve for y in terms of x.
4000
0.045x 0.06y 300 Original inequality
0.06y 0.045x 300 Subtract 0.045x from each side.
2000
y 0.75x 5000 Divide each side by 0.06.
Graph y 0.75x 5000 and test the point (0, 0).
x
Since 0 0.75(0) 5000 is false, shade the half-plane 0 2000 4000 6000
that does not contain (0, 0). Regular Savings Account ($)
One solution is (4000, 2000). This represents $4000
deposited at 4.5% and $2,000 deposited at 6%.
Exercises
1. SOCIAL EVENTS Tickets for the school play cost $5 per Ticket Sales
student and $7 per adult. The school wants to earn at y
least $5,400 on each performance.
900
a. Write an inequality that represents this situation.
Adult Tickets
600
b. Graph the solution set.
300
c. If 500 adult tickets are sold, what is the minimum
number of student tickets that must be sold? 0 300 600 900 x
Student Tickets
2. MANUFACTURING An auto parts company can produce 525 four-cylinder engines or
270 V-6 engines per day. It wants to produce up to 300,000 engines per year.
a. Write an inequality that represents this situation.
b. Are there restrictions on the domain or range?
3. GEOMETRY The perimeter of a rectangular lot is less than 800 feet. Write an
inequality that represents the amount of fencing that will enclose the lot.
© Glencoe/McGraw-Hill 374 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-1 Study Guide and Intervention
Graphing Systems of Equations
Number of Solutions Two or more linear equations involving the same variables form
a system of equations. A solution of the system of equations is an ordered pair of numbers
that satisfies both equations. The table below summarizes information about systems of
linear equations.
Graph of a System intersecting lines same line parallel lines
y y y
O x O x O x
Lesson 7-1
Number of Solutions exactly one solution infinitely many solutions no solution
consistent and consistent and
Terminology inconsistent
independent dependent
Example Use the graph at the right to determine y
whether the system has no solution, one solution, or
infinitely many solutions. yx1
a. y x 2 y x 1 y x 2
yx1 O x
Since the graphs of y x 2 and y x 1 intersect,
there is one solution.
3x 3y 3
b. y x 2
3x 3y 3
Since the graphs of y x 2 and 3x 3y 3 are
parallel, there are no solutions.
c. 3x 3y 3
y x 1
Since the graphs of 3x 3y 3 and y x 1 coincide,
there are infinitely many solutions.
Exercises
Use the graph at the right to determine whether each y
system has no solution, one solution, or infinitely 3x y 3
many solutions.
2x 2y 4
1. y x 3 2. 2x 2y 6
yx1 y x 3 O x
2x 2y 6
yx1
3. y x 3 4. 2x 2y 6 y x 3
2x 2y 4 3x y 3
© Glencoe/McGraw-Hill 403 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-1 Study Guide and Intervention (continued)
Graphing Systems of Equations
Solve by Graphing One method of solving a system of equations is to graph the
equations on the same coordinate plane.
Example Graph each system of equations. Then determine whether the
system has no solution, one solution, or infinitely many solutions. If the system has
one solution, name it.
a. x y 2 y
xy4
xy2
The graphs intersect. Therefore, there is one solution. The
point (3, 1) seems to lie on both lines. Check this estimate
by replacing x with 3 and y with 1 in each equation. O
(3, –1)
x
xy2
3 (1) 2 ✓ xy4
xy4
3 (1) 3 1 or 4 ✓ y
The solution is (3, 1).
y 2x 1 2y 4x 2
b. y 2x 1
2y 4x 2 O x
The graphs coincide. Therefore there are infinitely
many solutions.
Exercises
Graph each system of equations. Then determine whether the system has no
solution, one solution, or infinitely many solutions. If the system has one solution,
name it.
1
1. y 2 2. x 2 3. y x
2
3x y 1 2x y 1
xy3
y y y
3x y 1 xy3
x2
(2, 1)
O x O x y 12 x
(–1, –2)
2x y 1 (2, –3) O x
y 2
4. 2x y 6 5. 3x 2y 6 6. 2y 4x 4
2x y 2 3x 2y 4 y 2x 2
y y y
3x 2y 6
2x y 6 (1, 4) 2y 4x 4
y 2x 2
2x y 2
O x O x
O x 3x 2y 4
© Glencoe/McGraw-Hill 404 Glencoe Algebra 1
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7-2 Study Guide and Intervention
Substitution
Substitution One method of solving systems of equations is substitution.
Example 1 Use substitution to Example 2 Solve for one variable, then
solve the system of equations. substitute.
y 2x x 3y 7
4x y 4 2x 4y 6
Substitute 2x for y in the second Solve the first equation for x since the coefficient
equation. of x is 1.
4x y 4 Second equation x 3y 7 First equation
4x 2x 4 y 2x x 3y 3y 7 3y Subtract 3y from each side.
2x 4 Combine like terms. x 7 3y Simplify.
2x 4
Divide each side by 2. Find the value of y by substituting 7 3y for x
2 2
in the second equation.
x 2 Simplify.
2x 4y 6 Second equation
Use y 2x to find the value of y. 2(7 3y) 4y 6 x 7 3y
y 2x First equation 14 6y 4y 6 Distributive Property
y 2(2) x 2 14 10y 6
Lesson 7-2
Combine like terms.
y 4 Simplify. 14 10y 14 6 14 Subtract 14 from each side.
10y 20 Simplify.
The solution is (2, 4).
10y 20
Divide each side by 10.
10 10
y2 Simplify.
Use y 2 to find the value of x.
x 7 3y
x 7 3(2)
x1
The solution is (1, 2).
Exercises
Use substitution to solve each system of equations. If the system does not have
exactly one solution, state whether it has no solution or infinitely many solutions.
1. y 4x 2. x 2y 3. x 2y 3
3x y 1 yx2 x 2y 4
4. x 2y 1 5. c 4d 1 6. x 2y 0
3y x 4 2c 8d 2 3x 4y 4
7. 2b 6a 14 8. x y 16 9. y x 3
3a b 7 2y 2x 2 2y 2x 4
10. x 2y 11. x 2y 5 12. 0.2x y 0.5
0.25x 0.5y 10 x 2y 1 0.4x y 1.1
© Glencoe/McGraw-Hill 409 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-2 Study Guide and Intervention (continued)
Substitution
Real-World Problems Substitution can also be used to solve real-world problems
involving systems of equations. It may be helpful to use tables, charts, diagrams, or graphs
to help you organize data.
Example CHEMISTRY How much of a 10% saline solution should be mixed
with a 20% saline solution to obtain 1000 milliliters of a 12% saline solution?
Let s the number of milliliters of 10% saline solution.
Let t the number of milliliters of 20% saline solution.
Use a table to organize the information.
10% saline 20% saline 12% saline
Total milliliters s t 1000
Milliliters of saline 0.10s 0.20t 0.12(1000)
Write a system of equations.
s t 1000
0.10s 0.20t 0.12(1000)
Use substitution to solve this system.
s t 1000 First equation
s 1000 t Solve for s.
0.10s 0.20t 0.12(1000) Second equation
0.10(1000 t) 0.20t 0.12(1000) s 1000 t
100 0.10t 0.20t 0.12(1000) Distributive Property
100 0.10t 0.12(1000) Combine like terms.
0.10t 20 Simplify.
0.10t 20
Divide each side by 0.10.
0.10 0.10
t 200 Simplify.
s t 1000 First equation
s 200 1000 t 200
s 800 Solve for s.
800 milliliters of 10% solution and 200 milliliters of 20% solution should be used.
Exercises
1. SPORTS At the end of the 2000-2001 football season, 31 Super Bowl games had been
played with the current two football leagues, the American Football Conference (AFC) and
the National Football Conference (NFC). The NFC won five more games than the AFC.
How many games did each conference win? Source: New York Times Almanac
2. CHEMISTRY A lab needs to make 100 gallons of an 18% acid solution by mixing a 12%
acid solution with a 20% solution. How many gallons of each solution are needed?
3. GEOMETRY The perimeter of a triangle is 24 inches. The longest side is 4 inches longer
than the shortest side, and the shortest side is three-fourths the length of the middle
side. Find the length of each side of the triangle.
© Glencoe/McGraw-Hill 410 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-3 Study Guide and Intervention
Elimination Using Addition and Subtraction
Elimination Using Addition In systems of equations in which the coefficients of the
x or y terms are additive inverses, solve the system by adding the equations. Because one of
the variables is eliminated, this method is called elimination.
Example 1 Use addition to solve the Example 2 The sum of two numbers
system of equations. is 70 and their difference is 24. Find
x 3y 7 the numbers.
3x 3y 9 Let x represent one number and y represent
Write the equations in column form and add the other number.
to eliminate y. x y 70
x 3y 7 () x y 24
() 3x 3y 9 2x 94
4x 16 2x
94
Solve for x. 2 2
4x 16 x 47
4 4 Substitute 47 for x in either equation.
x4 47 y 70
Substitute 4 for x in either equation and 47 y 47 70 47
solve for y. y 23
4 3y 7 The numbers are 47 and 23.
4 3y 4 7 4
3y 3
3y 3
3 3
y 1
Lesson 7-3
The solution is (4, 1).
Exercises
Use elimination to solve each system of equations.
1. x y 4 2. 2m 3n 14 3. 3a b 9
xy2 m 3n 11 3a 2b 0
4. 3x 4y 1 5. 3c d 4 6. 2x 2y 9
3x y 4 2c d 6 2x y 6
7. 2x 2y 2 8. 4x 2y 1 9. x y 2
3x 2y 12 4x 4y 2 x y 3
10. 2x 3y 12 11. 0.2x y 0.5 12. 0.1x 0.3y 0.9
4x 3y 24 0.2x 2y 1.6 0.1x 0.3y 0.2
13. Rema is older than Ken. The difference of their ages is 12 and the sum of their ages is
50. Find the age of each.
14. The sum of the digits of a two-digit number is 12. The difference of the digits is 2. Find
the number if the units digit is larger than the tens digit.
© Glencoe/McGraw-Hill 415 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
Study Guide and Intervention (continued)
Elimination Using Addition and Subtraction
Elimination Using Subtraction In systems of equations where the coefficients of the
x or y terms are the same, solve the system by subtracting the equations.
Use subtraction to solve the system of equations.
2x 3y 11
5x 3y 14
2x 3y 11 Write the equations in column form and subtract.
() 5x 3y 14
3x 3 Subtract the two equations. y is eliminated.
3x 3
Divide each side by 3.
3 3
x1 Simplify.
2(1) 3y 11 Substitute 1 for x in either equation.
2 3y 11 Simplify.
2 3y 2 11 2 Subtract 2 from each side.
3y 9 Simplify.
3y 9
Divide each side by 3.
3 3
y 3 Simplify.
The solution is (1, 3).
Use elimination to solve each system of equations.
1. 6x 5y 4 2. 3m 4n 14 3. 3a b 1
6x 7y 20 3m 2n 2 ab3
4. 3x 4y 23 5. c 3d 11 6. x 2y 6
3x y 2 2c 3d 16 xy3
7. 2a 3b 13 8. 4x 2y 6 9. 5s t 6
2a 2b 7 4x 4y 10 5s 2t 3
10. 6x 3y 12 11. x 2y 3.5 12. 0.2x y 0.7
4x 3y 24 x 3y 9 0.2x 2y 1.2
13. The sum of two numbers is 70. One number is ten more than twice the other number.
Find the numbers.
14. GEOMETRY Two angles are supplementary. The measure of one angle is 10° more than
three times the other. Find the measure of each angle.
© Glencoe/McGraw-Hill 416 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-4 Study Guide and Intervention
Elimination Using Multiplication
Elimination Using Multiplication Some systems of equations cannot be solved
simply by adding or subtracting the equations. In such cases, one or both equations must
first be multiplied by a number before the system can be solved by elimination.
Example 1 Use elimination to solve Example 2 Use elimination to solve
the system of equations. the system of equations.
x 10y 3 3x 2y 7
4x 5y 5 2x 5y 10
If you multiply the second equation by 2, If you multiply the first equation by 2 and
you can eliminate the y terms. the second equation by 3, you can
x 10y 3 eliminate the x terms.
() 8x 10y 10 6x 4y 14
7x 7 () 6x 15y 30
7x 7 11y 44
7 7 11y 44
x1 11 11
Substitute 1 for x in either equation. y 4
1 10y 3 Substitute 4 for y in either equation.
1 10y 1 3 1 3x 2(4) 7
10y 2 3x 8 7
10y 2 3x 8 8 7 8
10 10 3x 15
1 3x 15
y
5 3 3
x 5
The solution is 1, .
1
5 The solution is (5, 4).
Exercises
Use elimination to solve each system of equations.
1. 2x 3y 6 2. 2m 3n 4 3. 3a b 2
x 2y 5 m 2n 5 a 2b 3
Lesson 7-4
4. 4x 5y 6 5. 4c 3d 22 6. 3x 4y 4
6x 7y 20 2c d 10 x 3y 10
7. 4s t 9 8. 4a 3b 8 9. 2x 2y 5
5s 2t 8 2a 2b 3 4x 4y 10
10. 6x 4y 8 11. 4x 2y 5 12. 2x y 3.5
4x 2y 3 2x 4y 1 x 2y 2.5
13. GARDENING The length of Sally’s garden is 4 meters greater than 3 times the width.
The perimeter of her garden is 72 meters. What are the dimensions of Sally’s garden?
1
14. Anita is 4 years older than Basilio. Three times Anita’s age added to six times Basilio’s
2
age is 36. How old are Anita and Basilio?
© Glencoe/McGraw-Hill 421 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-4 Study Guide and Intervention (continued)
Elimination Using Multiplication
Determine the Best Method The methods to use for solving systems of linear
equations are summarized in the table below.
Method The Best Time to Use
Graphing to estimate the solution, since graphing usually does not give an exact solution
Substitution if one of the variables in either equation has a coefficient of 1 or 1
Elimination Using Addition if one of the variables has opposite coefficients in the two equations
Elimination Using Subtraction if one of the variables has the same coefficient in the two equations
if none of the coefficients are 1 or 1 and neither of the variables can be
Elimination Using Multiplication
eliminated by simply adding or subtracting the equations
Example Determine the best method to solve the system of equations. Then
solve the system.
6x 2y 20
2x 4y 16
Since the coefficients of x will be additive inverses of each other if you multiply the second
equation by 3, use elimination.
6x 2y 20 6x 2(2) 20 Substitute 2 for y in
() 6x 12y 48 Multiply the second equation by 3. either equation.
14y 28 Add the two equations. x is eliminated. 6x 4 20 Simplify.
14y 28 6x 4 4 20 4 Add 4 to each side.
Divide each side by 14. 6x 24 Simplify.
14 14
6x 24
y 2 Simplify. Divide each side by 6.
6 6
x4 Simplify.
The solution is (4, 2).
Exercises
Determine the best method to solve each system of equations. Then solve the system.
1. x 2y 3 2. m 6n 8 3. a b 6
xy1 m 2n 8 a 2b 7
4. 4x y 15 5. 3c d 14 6. x 2y 9
x 3y 12 cd2 y 4x
7. 4x 2y 10 8. x 2y 9. 2s 3t 42
x 2y 5 4x 4y 10 3s 2t 24
10. 4a 4b 10 11. 4x 10y 6 12. 2x y 3
2a 4b 2 2x 10y 2 x y 0
© Glencoe/McGraw-Hill 422 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-5 Study Guide and Intervention
Graphing Systems of Inequalities
Systems of Inequalities The solution of a system of inequalities is the set of all
ordered pairs that satisfy both inequalities. If you graph the inequalities in the same
coordinate plane, the solution is the region where the graphs overlap.
Example 1 Solve the system of inequalities y
by graphing.
yx2
y 2x 1 yx2
O x
The solution includes the ordered pairs in the intersection of the
y 2x 1
graphs. This region is shaded at the right. The graphs of y x 2
and y 2x 1 are boundaries of this region. The graph of
y x 2 is dashed and is not included in the graph of y x 2.
Example 2 Solve the system of inequalities y
by graphing. xy4
xy4
x y 1
x
The graphs of x y 4 and x y 1 are parallel. Because the O
two regions have no points in common, the system of inequalities
x y 1
has no solution.
Exercises
Solve each system of inequalities by graphing.
1. y 1 2. y 2x 2 3. y x 1
x0 yx1 3x 4y 12
y y y
x0
y 2x 2 3x 4y 12
O x O x O x
y 1
yx1 yx1
4. 2x y 1 5. y 2x 3 6. 5x 2y 6
x y 2 y 1 2x y x 1
y y y
y 2x 3
Lesson 7-5
2x y 1
y x 1
O x O x O x
y 1 2x
5x 2y 6
x y 2
© Glencoe/McGraw-Hill 427 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
7-5 Study Guide and Intervention (continued)
Graphing Systems of Inequalities
Real-World Problems In real-world problems, sometimes only whole numbers make
sense for the solution, and often only positive values of x and y make sense.
Example BUSINESS AAA Gem Company produces 50
necklaces and bracelets. In a 40-hour week, the company 40
Bracelets
has 400 gems to use. A necklace requires 40 gems and a 30
bracelet requires 10 gems. It takes 2 hours to produce a 10b 40n 400
20
necklace and a bracelet requires one hour. How many of b 2n 40
10
each type can be produced in a week?
0 10 20 30 40 50
Let n the number of necklaces that will be produced and b the Necklaces
number of bracelets that will be produced. Neither n or b can be a
negative number, so the following system of inequalities represents
the conditions of the problems.
n 0
b 0
b 2n 40
10b 40n 400
The solution is the set ordered pairs in the intersection of the graphs. This region is shaded
at the right. Only whole-number solutions, such as (5, 20) make sense in this problem.
Exercises
For each exercise, graph the solution set. List three possible solutions to the
problem.
1. HEALTH Mr. Flowers is on a restricted 2. RECREATION Maria had $150 in gift
diet that allows him to have between certificates to use at a record store. She
1600 and 2000 Calories per day. His bought fewer than 20 recordings. Each
daily fat intake is restricted to between tape cost $5.95 and each CD cost $8.95.
45 and 55 grams. What daily Calorie How many of each type of recording might
and fat intakes are acceptable? she have bought?
60 30
50 25
Compact Discs
t c 20
Fat Grams
40 20
30 15
5.95t 8.95c 150
20 10
10 5
0 1000 2000 3000 0 5 10 15 20 25 30
Calories Tapes
© Glencoe/McGraw-Hill 428 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-1
6-1 Study Guide and Intervention
Multiplying Monomials
Multiply Monomials A monomial is a number, a variable, or a product of a number
and one or more variables. An expression of the form xn is called a power and represents
the product you obtain when x is used as a factor n times. To multiply two powers that have
the same base, add the exponents.
Product of Powers For any number a and all integers m and n, am an a m n.
Example 1 Example 2
Lesson 8-1
Simplify (3x6)(5x2). Simplify (4a3b)(3a2b5).
(3x6)(5x2) (3)(5)(x6 x2) Associative Property (4a3b)(3a2b5) (4)(3)(a3 a2)(b b5)
(3 5)(x6 2) Product of Powers 12(a3 2)(b1 5)
15x8 Simplify. 12a5b6
The product is 15x8. The product is 12a5b6.
Exercises
Simplify.
1. y( y5) 2. n2 n7 3. (7x2)(x4)
4. x(x2)(x4) 5. m m5 6. (x3)(x4)
7. (2a2)(8a) 8. (rs)(rs3)(s2) 9. (x2y)(4xy3)
1
10. (2a3b)(6b3) 11. (4x3)(5x7) 12. (3j 2k4)(2jk6)
3
13. (5a2bc3) abc4 15 14. (5xy)(4x2)( y4) 15. (10x3yz2)(2xy5z)
© Glencoe/McGraw-Hill 455 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-1 Study Guide and Intervention (continued)
Multiplying Monomials
Powers of Monomials An expression of the form (xm) n is called a power of a power
and represents the product you obtain when x m is used as a factor n times. To find the
power of a power, multiply exponents.
Power of a Power For any number a and all integers m and n, (am) n amn.
Power of a Product For any number a and all integers m and n, (ab) m amb m.
Example Simplify (2ab2)3(a2)4.
(2ab2)3(a2)4 (2ab2)3(a8) Power of a Power
(2)3(a3)(b2)3(a8) Power of a Product
(2)3(a3)(a8)(b2)3 Commutative Property
(2)3(a11)(b2)3 Product of Powers
8a11b6 Power of a Power
The product is 8a11b6.
Exercises
Simplify.
1. (y5) 2 2. (n7) 4 3. (x2) 5(x3)
4. 3(ab4) 3 5. (3ab4) 3 6. (4x2b) 3
7. (4a2)2(b3) 8. (4x) 2(b3) 9. (x2 y 4) 5
10. (2a3b2)(b3) 2 11. (4xy)3(2x2)3 12. (3j 2k3) 2(2j 2k) 3
15
2
13. (25a2b) 3 abc 14. (2xy)2(3x2)(4y4) 15. (2x3y2z2)3(x2z)4
16. (2n6y5)(6n3y2)(ny) 3 17. (3a3n4)(3a3n) 4 18. 3(2x) 4(4x5y)2
© Glencoe/McGraw-Hill 456 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-2
6-2 Study Guide and Intervention
Dividing Monomials
Quotients of Monomials To divide two powers with the same base, subtract the
exponents.
am
Quotient of Powers For all integers m and n and any nonzero number a, n
am n.
a
ab
m am
Power of a Quotient For any integer m and any real numbers a and b, b 0,
m
.
b
3 5 3
Example 1 Simplify 2
a4b7
. Assume
ab
Example 2 2a3bb
Simplify 2
.
neither a nor b is equal to zero. Assume that b is not equal to zero.
a4b7 a4 b7
3b
2a b3 5 3 (2a3b5)3
2
2 Group powers with the same base. 2
2 3
Power of a Quotient
ab a b (3b )
(a4 1)(b7 2) Quotient of Powers 23(a3)3(b5)3
3 2 3
Power of a Product
a3b5 Simplify. (3) (b )
Lesson 8-2
The quotient is a3b5 . 8a9b15
6
Power of a Power
27b
8a9b9
Quotient of Powers
27
8a9b9
The quotient is .
27
Exercises
Simplify. Assume that no denominator is equal to zero.
55 m6 p5n4
1. 2 2. 4 3.
2
5 m p n
a2 x5y3 2y7
4. 5.
5 2
6. 5
a x y 14y
xy6
2aa b 4p
3p q
2 3 4 4 3
q
7.
4
8. 9.
2 2
y x
2vv ww 3r2r ss
5 3 4 6 3 4 r7s7t 2
10.
4 3
11. 5
12.
3 3 2
s r t
© Glencoe/McGraw-Hill 461 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-2 Study Guide and Intervention (continued)
Dividing Monomials
Negative Exponents Any nonzero number raised to the zero power is 1; for example,
(0.5)0 1. Any nonzero number raised to a negative power is equal to the reciprocal of the
1
number raised to the opposite power; for example, 63 3 . These definitions can be used
6
to simplify expressions that have negative exponents.
Zero Exponent For any nonzero number a, a0 1.
1 1
Negative Exponent Property For any nonzero number a and any integer n, an n a .
n and
n
a a
The simplified form of an expression containing negative exponents must contain only
positive exponents.
Example 4a3b6
Simplify
2 6 5 . Assume that the denominator is not equal to zero.
16a b c
4a3b6 a3 b6
4 1
2 6 5 5 Group powers with the same base.
16a b c 16 a2 b6 c
1
(a3 2)(b6 6)(c5) Quotient of Powers and Negative Exponent Properties
4
1
a5b0c5 Simplify.
4
1 1
5 (1)c5
4 a
Negative Exponent and Zero Exponent Properties
c5
5 Simplify.
4a
c5
The solution is 5 .
4a
Exercises
Simplify. Assume that no denominator is equal to zero.
22 m p8
1.
3 2.
4 3.
2 m 3
p
b4 (x1 y)0 (a2b3)2
4.
5 5.
1 2 6. 2
b 4w y (ab)
x4 y0 (6a1b)2 (3st)2u4
7.
2 8. 9.
1 2 7
x 2 4
(b ) s t u
s3t5 (2mn2)3
10.
2 3 1
(s t )
11.
1
4m2n2 0
8m 12.
6 4
4m n
© Glencoe/McGraw-Hill 462 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-3
6-3 Study Guide and Intervention
Scientific Notation
Scientific Notation Keeping track of place value in very large or very small numbers
written in standard form may be difficult. It is more efficient to write such numbers in
scientific notation. A number is expressed in scientific notation when it is written as a
product of two factors, one factor that is greater than or equal to 1 and less than 10 and one
factor that is a power of ten.
A number is in scientific notation when it is in the form a 10n, where 1 a 10
Scientific Notation
and n is an integer.
Example 1 Express 3.52 104 in
Example 2 Express 6.21 105 in
standard notation. standard notation.
3.52 104 3.52 10,000 6.21 105 6.21 5
1
35,200 10
6.21 0.00001
The decimal point moved 4 places to the
right. 0.0000621
The decimal point moved 5 places to the left.
Example 3 Express 37,600,000 in Example 4 Express 0.0000549 in
scientific notation. scientific notation.
37,600,000 3.76 107 0.0000549 5.49 105
The decimal point moved 7 places so that it The decimal point moved 5 places so that it
is between the 3 and the 7. Since is between the 5 and the 4. Since
37,600,000 1, the exponent is positive. 0.0000549 1, the exponent is negative.
Lesson 8-3
Exercises
Express each number in standard notation.
1. 3.65 105 2. 7.02 104 3. 8.003 108
4. 7.451 106 5. 5.91 100 6. 7.99 101
7. 8.9354 1010 8. 8.1 109 9. 4 1015
Express each number in scientific notation.
10. 0.0000456 11. 0.00001 12. 590,000,000
13. 0.00000000012 14. 0.000080436 15. 0.03621
16. 433 104 17. 0.0042 103 18. 50,000,000,000
© Glencoe/McGraw-Hill 467 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-3 Study Guide and Intervention (continued)
Scientific Notation
Products and Quotients with Scientific Notation You can use properties of
powers to compute with numbers written in scientific notation.
Example 1Evaluate (6.7 103)(2 105). Express the result in scientific and
standard notation.
(6.7 103)(2 105) (6.7 2)(103 105) Associative Property
13.4 102 Product of Powers
(1.34 101) 102 13.4 1.34 101
1.34 (101 102) Associative Property
1.34 101 or 0.134 Product of Powers
The solution is 1.34 101 or 0.134.
1.5088 108
Example 2 Evaluate 5 . Express the result in scientific and
4.1 10
standard notation.
1.5088
4.1 105
108
4.1
1.5088 108
105 Associative Property
0.368 103 Quotient of Powers
(3.68 101) 103 0.368 3.68 101
3.68 (101 103) Associative Property
3.68 102 or 368 Product of Powers
The solution is 3.68 102 or 368.
Exercises
Evaluate. Express each result in scientific and standard notation.
1.4 104 3 1012
1. 2.
15 3. (3.2 102)(2.0 102)
2 10
2 2 10
1.2672 108 9.72 108
4.
12 5. (7.7 105)(2.1 102) 6.
2.4 10 7.2 10
10
3.3 1012 4 104
7. (3.3 105)(1.5 104) 8.
14 9. 2
1.1 10 2.5 10
10. FUEL CONSUMPTION North America burned 4.5 1016 BTU of petroleum in 1998.
At this rate, how many BTU’s will be burned in 9 years? Source: The New York Times 2001 Almanac
11. OIL PRODUCTION If the United States produced 6.25 109 barrels of crude oil in
1998, and Canada produced 1.98 109 barrels, what is the quotient of their production
rates? Write a statement using this quotient. Source: The New York Times 2001 Almanac
© Glencoe/McGraw-Hill 468 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-4
6-4 Study Guide and Intervention
Polynomials
Degree of a Polynomial A polynomial is a monomial or a sum of monomials. A
binomial is the sum of two monomials, and a trinomial is the sum of three monomials.
Polynomials with more than three terms have no special name. The degree of a monomial
is the sum of the exponents of all its variables. The degree of the polynomial is the same
as the degree of the monomial term with the highest degree.
Example State whether each expression is a polynomial. If the expression is
a polynomial, identify it as a monomial, binomial, or trinomial. Then give the
degree of the polynomial.
Monomial, Binomial, Degree of the
Expression Polynomial?
or Trinomial? Polynomial
Yes. 3x 7xyz 3x (7xyz),
3x 7xyz binomial 3
which is the sum of two monomials
25 Yes. 25 is a real number. monomial 0
3
No. 3n4 4 , which is not
7n3 3n4 n none of these —
a monomial
Yes. The expression simplifies to
9x3 4x x 4 2x 9x3 7x 4, which is the sum trinomial 3
of three monomials
Exercises
State whether each expression is a polynomial. If the expression is a polynomial,
identify it as a monomial, binomial, or trinomial.
3
1. 36 2. 2 5
q
3. 7x x 5 4. 8g2h 7gh 2
1
5. 2 5y 8 6. 6x x2
4y
Lesson 8-4
Find the degree of each polynomial.
7. 4x2y3z 8. 2abc 9. 15m
10. s 5t 11. 22 12. 18x2 4yz 10y
13. x4 6x2 2x3 10 14. 2x3y2 4xy3 15. 2r8s4 7r2s 4r7s6
16. 9x2 yz8 17. 8b bc5 18. 4x4y 8zx2 2x5
19. 4x2 1 20. 9abc bc d 5 21. h3m 6h4m2 7
© Glencoe/McGraw-Hill 473 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-4 Study Guide and Intervention (continued)
Polynomials
Write Polynomials in Order The terms of a polynomial are usually arranged so that
the powers of one variable are in ascending (increasing) order or descending
(decreasing) order.
Example 1 Arrange the terms of Example 2 Arrange the terms of
each polynomial so that the powers of each polynomial so that the powers of
x are in ascending order. x are in descending order.
a. x4 x2 5x3 a. x4 4x5 x2
x2 5x3 x4 4x5 x4 x2
b. 8x3y y2 6x2y xy2 b. 6xy y3 x2y2 x4y2
y2 xy2 6x2y 8x3y x4y2 x2y2 6xy y3
Exercises
Arrange the terms of each polynomial so that the powers of x are in
ascending order.
1. 5x x2 6 2. 6x 9 4x2 3. 4xy 2y 6x2
4. 6y2x 6x2y 2 5. x4 x3 x2 6. 2x3 x 3x7
7. 5cx 10c2x3 15cx2 8. 4nx 5n3x3 5 9. 4xy 2y 5x2
Arrange the terms of each polynomial so that the powers of x are in
descending order.
10. 2x x2 5 11. 20x 10x2 5x3 12. x2 4yx 10x5
13. 9bx 3bx2 6x3 14. x3 x5 x2 15. ax2 8a2x5 4
16. 3x3y 4xy2 x4y2 y5 17. x4 4x3 7x5 1
18. 3x6 x5 2x8 19. 15cx2 8c2x5 cx
20. 24x2y 12x3y2 6x4 21. 15x3 10x4y2 7xy2
© Glencoe/McGraw-Hill 474 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-5
6-5 Study Guide and Intervention
Adding and Subtracting Polynomials
Add Polynomials To add polynomials, you can group like terms horizontally or write
them in column form, aligning like terms vertically. Like terms are monomial terms that
are either identical or differ only in their coefficients, such as 3p and 5p or 2x2y and 8x2y.
Example 1 Find (2x2 x 8) Example 2 Find (3x2 5xy)
(3x 4x2 2). (xy 2x2).
Horizontal Method Vertical Method
Group like terms. Align like terms in columns and add.
(2x2 x 8) (3x 4x2 2) 3x2 5xy
[(2x2 (4x2)] (x 3x ) [(8) 2)] () 2x2 xy Put the terms in descending order.
2x2 4x 6. 5x2 6xy
The sum is 2x2 4x 6. The sum is 5x2 6xy.
Exercises
Find each sum.
1. (4a 5) (3a 6) 2. (6x 9) (4x2 7)
3. (6xy 2y 6x) (4xy x) 4. (x2 y2) (x2 y2)
5. (3p2 2p 3) (p2 7p 7) 6. (2x2 5xy 4y2) (xy 6x2 2y2)
7. (5p 2q) (2p2 8q 1) 8. (4x2 x 4) (5x 2x2 2)
9. (6x2 3x) (x2 4x 3) 10. (x2 2xy y2) (x2 xy 2y2)
11. (2a 4b c) (2a b 4c) 12. (6xy2 4xy) (2xy 10xy2 y2)
13. (2p 5q) (3p 6q) (p q) 14. (2x2 6) (5x2 2) (x2 7)
Lesson 8-5
15. (3z2 5z) (z2 2z) (z 4) 16. (8x2 4x 3y2 y) (6x2 x 4y)
© Glencoe/McGraw-Hill 479 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-5 Study Guide and Intervention (continued)
Adding and Subtracting Polynomials
Subtract Polynomials You can subtract a polynomial by adding its additive inverse.
To find the additive inverse of a polynomial, replace each term with its additive inverse
or opposite.
Example Find (3x2 2x 6) (2x x2 3).
Horizontal Method Vertical Method
Use additive inverses to rewrite as addition. Align like terms in columns and
Then group like terms. subtract by adding the additive inverse.
(3x2 2x 6) (2x x2 3) 3x2 2x 6
(3x2 2x 6) [(2x) (x2) (3)] () x2 2x 3
[3x2 (x2)] [2x (2x)] [6 (3)]
3x2 2x 6
2x2 (9)
() x2 2x 3
2x2 9
2x2 9
The difference is 2x2 9.
The difference is 2x2 9.
Exercises
Find each difference.
1. (3a 5) (5a 1) 2. (9x 2) (3x2 5)
3. (9xy y 2x) (6xy 2x) 4. (x2 y2) (x2 y2)
5. (6p2 4p 5) (2p2 5p 1) 6. (6x2 5xy 2y2) (xy 2x2 4y2)
7. (8p 5q) (6p2 6q 3) 8. (8x2 4x 3) (2x x2 5)
9. (3x2 2x) (3x2 5x 1) 10. (4x2 6xy 2y2) (x2 2xy 5y2)
11. (2h 6j 2k) (7h 5j 4k) 12. (9xy2 5xy) (2xy 8xy2)
13. (2a 8b) (3a 5b) 14. (2x2 8) (2x2 6)
15. (6z2 4z 2) (4z2 z) 16. (6x2 5x 1) (7x2 2x 4)
© Glencoe/McGraw-Hill 480 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
8-6 Study Guide and Intervention
Multiplying a Polynomial by a Monomial
Product of Monomial and Polynomial The Distributive Property can be used to
Lesson 8-6
multiply a polynomial by a monomial. You can multiply horizontally or vertically. Sometimes
multiplying results in like terms. The products can be simplified by combining like terms.
Example 1 Find 3x2(4x2 6x 8). Example 2 Simplify 2(4x 2 5x)
Horizontal Method x(x2 6x).
3x2(4x2 6x 8) 2(4x2 5x) x( x2 6x)
3x2(4x2) (3x2)(6x) (3x2)(8) 2(4x2) (2)(5x) (x)(x2) (x)(6x)
12x4 (18x3) (24x2) 8x2 (10x) (x3) (6x2)
12x4 18x3 24x2 (x3) [8x2 (6x2)] (10x)
Vertical Method x3 14x2 10x
4x2 6x 8
() 3x2
12x4 18x3 24x2
The product is 12x4 18x3 24x2.
Exercises
Find each product.
1. x(5x x2) 2. x(4x2 3x 2) 3. 2xy(2y 4x2)
4. 2g( g2 2g 2) 5. 3x(x4 x3 x2) 6. 4x(2x3 2x 3)
7. 4cx(10 3x) 8. 3y(4x 6x3 2y) 9. 2x2y2(3xy 2y 5x)
Simplify.
10. x(3x 4) 5x 11. x(2x2 4x) 6x2
12. 6a(2a b) 2a(4a 5b) 13. 4r(2r2 3r 5) 6r(4r2 2r 8)
14. 4n(3n2 n 4) n(3 n) 15. 2b(b2 4b 8) 3b(3b2 9b 18)
16. 2z(4z2 3z 1) z(3z2 2z 1) 17. 2(4x2 2x) 3(6x2 4) 2x(x 1)
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8-6 Study Guide and Intervention (continued)
Multiplying a Polynomial by a Monomial
Solve Equations with Polynomial Expressions Many equations contain
polynomials that must be added, subtracted, or multiplied before the equation can be solved.
Example Solve 4(n 2) 5n 6(3 n) 19.
4(n 2) 5n 6(3 n) 19 Original equation
4n 8 5n 18 6n 19 Distributive Property
9n 8 37 6n Combine like terms.
15n 8 37 Add 6n to both sides.
15n 45 Add 8 to both sides.
n3 Divide each side by 15.
The solution is 3.
Exercises
Solve each equation.
1. 2(a 3) 3(2a 6) 2. 3(x 5) 6 18
3. 3x(x 5) 3x2 30 4. 6(x2 2x) 2(3x2 12)
5. 4(2p 1) 12p 2(8p 12) 6. 2(6x 4) 2 4(x 4)
7. 2(4y 3) 8y 6 4(y 2) 8. c(c 2) c(c 6) 10c 12
9. 3(x2 2x) 3x2 5x 11 10. 2(4x 3) 2 4(x 1)
11. 3(2h 6) (2h 1) 9 12. 3(y 5) (4y 8) 2y 10
13. 3(2a 6) (3a 1) 4a 2 14. 5(2x2 1) (10x2 6) (x 2)
15. 3(x 2) 2(x 1) 5(x 3) 16. 4(3p2 2p) 12p2 2(8p 6)
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8-7 Study Guide and Intervention
Multiplying Polynomials
Multiply Binomials To multiply two binomials, you can apply the Distributive Property
twice. A useful way to keep track of terms in the product is to use the FOIL method as
illustrated in Example 2.
Example 1 Find (x 3)(x 4). Example 2Find (x 2)(x 5) using
Horizontal Method the FOIL method.
(x 3)(x 4) (x 2)(x 5)
x(x 4) 3(x 4) First Outer Inner Last
Lesson 8-7
(x)(x) x(4) 3(x) 3(4) (x)(x) (x)(5) (2)(x) (2)(5)
x2 4x 3x 12 x2 5x (2x) 10
x2 x 12 x2 3x 10
Vertical Method The product is x2 3x 10.
x 3
() x 4
4x 12
x2 3x
x2 x 12
The product is x2 x 12.
Exercises
Find each product.
1. (x 2)(x 3) 2. (x 4)(x 1) 3. (x 6)(x 2)
4. (p 4)(p 2) 5. (y 5)(y 2) 6. (2x 1)(x 5)
7. (3n 4)(3n 4) 8. (8m 2)(8m 2) 9. (k 4)(5k 1)
10. (3x 1)(4x 3) 11. (x 8)(3x 1) 12. (5t 4)(2t 6)
13. (5m 3n)(4m 2n) 14. (a 3b)(2a 5b) 15. (8x 5)(8x 5)
16. (2n 4)(2n 5) 17. (4m 3)(5m 5) 18. (7g 4)(7g 4)
© Glencoe/McGraw-Hill 491 Glencoe Algebra 1
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8-7 Study Guide and Intervention (continued)
Multiplying Polynomials
Multiply Polynomials The Distributive Property can be used to multiply any
two polynomials.
Example Find (3x 2)(2x2 4x 5).
(3x 2)(2x2 4x 5)
3x(2x2 4x 5) 2(2x2 4x 5) Distributive Property
6x3 12x2 15x 4x2 8x 10 Distributive Property
6x3 8x2 7x 10 Combine like terms.
The product is 6x3 8x2 7x 10.
Exercises
Find each product.
1. (x 2)(x2 2x 1) 2. (x 3)(2x2 x 3)
3. (2x 1)(x2 x 2) 4. (p 3)(p2 4p 2)
5. (3k 2)(k2 k 4) 6. (2t 1)(10t2 2t 4)
7. (3n 4)(n2 5n 4) 8. (8x 2)(3x2 2x 1)
9. (2a 4)(2a2 8a 3) 10. (3x 4)(2x2 3x 3)
11. (n2 2n 1)(n2 n 2) 12. (t2 4t 1)(2t2 t 3)
13. (y2 5y 3)(2y2 7y 4) 14. (3b2 2b 1)(2b2 3b 4)
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8-8 Study Guide and Intervention
Special Products
Squares of Sums and Differences Some pairs of binomials have products that
follow specific patterns. One such pattern is called the square of a sum. Another is called the
square of a difference.
Square of a sum (a b)2 (a b)(a b) a 2 2ab b 2
Square of a difference (a b)2 (a b)(a b) a 2 2ab b 2
Example 1 Find (3a 4)(3a 4). Example 2 Find (2z 9)(2z 9).
Use the square of a sum pattern, with a Use the square of a difference pattern with
3a and b 4. a 2z and b 9.
(3a 4)(3a 4) (3a)2 2(3a)(4) (4)2 (2z 9)(2z 9) (2z)2 2(2z)(9) (9)(9)
9a2 24a 16 4z2 36z 81
The product is 9a2 24a 16. The product is 4z2 36z 81.
Lesson 8-8
Exercises
Find each product.
1. (x 6)2 2. (3p 4)2 3. (4x 5)2
4. (2x 1)2 5. (2h 3)2 6. (m 5)2
7. (c 3)2 8. (3 p)2 9. (x 5y)2
10. (8y 4)2 11. (8 x)2 12. (3a 2b)2
13. (2x 8)2 14. (x2 1)2 15. (m2 2)2
14
2
16. (x3 1)2 17. (2h2 k2)2 18. x 3
23
2
19. (x 4y2)2 20. (2p 4q)2 21. x 2
© Glencoe/McGraw-Hill 497 Glencoe Algebra 1
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8-8 Study Guide and Intervention (continued)
Special Products
Product of a Sum and a Difference There is also a pattern for the product of a
sum and a difference of the same two terms, (a b)(a b). The product is called the
difference of squares.
Product of a Sum and a Difference (a b)(a b) a2 b2
Example Find (5x 3y)(5x 3y).
(a b)(a b) a2 b2 Product of a Sum and a Difference
(5x 3y)(5x 3y) (5x)2 (3y)2 a 5x and b 3y
25x2 9y2 Simplify.
The product is 25x2 9y2.
Exercises
Find each product.
1. (x 4)(x 4) 2. (p 2)(p 2) 3. (4x 5)(4x 5)
4. (2x 1)(2x 1) 5. (h 7)(h 7) 6. (m 5)(m 5)
7. (2c 3)(2c 3) 8. (3 5q)(3 5q) 9. (x y)(x y)
10. ( y 4x)( y 4x) 11. (8 4x)(8 4x) 12. (3a 2b)(3a 2b)
13. (3y 8)(3y 8) 14. (x2 1)(x2 1) 15. (m2 5)(m2 5)
16. (x3 2)(x3 2) 17. (h2 k2)(h2 k2) 14 41
18. x 2 x 2
19. (3x 2y2)(3x 2y2) 20. (2p 5s)(2p 5s) 43 43
21. x 2y x 2y
© Glencoe/McGraw-Hill 498 Glencoe Algebra 1
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9-1 Study Guide and Intervention
Factors and Greatest Common Factors
Prime Factorization When two or more numbers are multiplied, each number is called
a factor of the product.
Definition Example
A prime number is a whole number, greater than 1, whose only factors are
Prime Number 5
1 and itself.
A composite number is a whole number, greater than 1, that has more than
Composite Number 10
two factors.
Prime factorization occurs when a whole number is expressed as a product
Lesson 9-1
Prime Factorization 45 32 5
of factors that are all prime numbers.
Example 1 Factor each number. Example 2 Find the prime
Then classify each number as prime or factorization of 200.
composite. Method 1
a. 28 200 2 100
To find the factors of 28, list all pairs of 2 2 50
whole numbers whose product is 28. 2 2 2 25
1 28 2 14 4 7 22255
Therefore, the factors of 28 are 1, 2, 4, 7, All the factors in the last row are prime, so
14, and 28. Since 28 has more than 2 the prime factorization of 200 is 23 52.
factors, it is a composite number. Method 2
b. 31 Use a factor tree. 200
To find the factors of 31, list all pairs of 2 100
whole numbers whose product is 31.
2 10 10
1 31
Therefore, the factors of 31 are 1 and 31. 22525
Since the only factors of 31 are itself and All of the factors in each last branch of the
1, it is a prime number. factor tree are prime, so the prime
factorization of 200 is 23 52.
Exercises
Find the factors of each number. Then classify the number as prime or composite.
1. 41 2. 121
3. 90 4. 2865
Find the prime factorization of each integer.
5. 600 6. 175 7. 150
Factor each monomial completely.
8. 32x2 9. 18m2n 10. 49a3b2
© Glencoe/McGraw-Hill 523 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-1 Study Guide and Intervention (continued)
Factors and Greatest Common Factors
Greatest Common Factor
Greatest Common Factor (GCF)
Integers the greatest number that is a factor of all the integers
Monomials the product of their common factors when each monomial is expressed in factored form
If two or more integers or monomials have no common prime factors, their GCF is 1 and the
integers or monomials are said to be relatively prime.
Example Find the GCF of each set of monomials.
a. 12 and 18
12 2 2 3 Factor each number.
18 2 3 3 Circle the common prime factors, if any.
The GCF of 12 and 18 is 2 3 or 6.
b. 16xy2z2 and 72xyz3
16xy2z2 2 2 2 2 x y y z z
72xyz3 2 2 2 3 3 x y z z z
The GCF of 16xy2z2 and 72xyz3 is 2 2 2 x y z z or 8xyz2.
Exercises
Find the GCF of each set of monomials.
1. 12, 48 2. 18, 42 3. 64, 80
4. 32, 54 5. 27, 32 6. 44, 100
7. 45, 15 8. 169, 13 9. 20, 440
10. 49x, 343x2 11. 4a7b, 28ab 12. 96y, 12x, 8y
13. 12a, 18abc 14. 28y2, 35xy, 49x2yz 15. 2m2n, 12mn2, 18mn
16. 12x2, 32x2yz, 60xy2 17. 18a3b2, 36a3b2 18. 15mn2, 30m3n2, 90m3
19. 2x2y, 9x2y3, 18xy2 20. a4b, 8a3b2 21. ab2, 5a4b2, 10b3
© Glencoe/McGraw-Hill 524 Glencoe Algebra 1
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9-2 Study Guide and Intervention
Factoring Using the Distributive Property
Factor by Using the Distributive Property The Distributive Property has been
used to multiply a polynomial by a monomial. It can also be used to express a polynomial in
factored form. Compare the two columns in the table below.
Multiplying Factoring
3(a b) 3a 3b 3a 3b 3(a b)
x(y z ) xy xz xy xz x(y z)
6y (2x 1) 6y(2x) 6y (1) 12xy 6y 6y (2x) 6y (1)
12xy 6y 6y(2x 1)
Example 1 Use the Distributive Example 2 Factor
Property to factor 12mn 80m2. 6ax 3ay 2bx by by grouping.
Find the GCF of 12mn and 80m2. 6ax 3ay 2bx by
12mn 2 2 3 m n (6ax 3ay) (2bx by)
80m2 2 2 2 2 5 m m 3a(2x y) b(2x y)
(3a b)(2x y)
Lesson 9-2
GCF 2 2 m or 4m
Check using the FOIL method.
Write each term as the product of the GCF
and its remaining factors. (3a b)(2x y)
3a(2x) (3a)( y) (b)(2x) (b)( y)
12mn 80m2 4m(3 n) 4m(2 2 5 m) 6ax 3ay 2bx by ✓
4m(3n) 4m(20m)
4m(3n 20m)
Thus 12mn 80m2 4m(3n 20m).
Exercises
Factor each polynomial.
1. 24x 48y 2. 30mn2 m2n 6n 3. q4 18q3 22q
4. 9x2 3x 5. 4m 6n 8mn 6. 45s3 15s2
7. 14c3 42c5 49c4 8. 55p2 11p4 44p5 9. 14y3 28y2 y
10. 4x 12x2 16x3 11. 4a2b 28ab2 7ab 12. 6y 12x 8z
13. x2 2x x 2 14. 6y2 4y 3y 2 15. 4m2 4mn 3mn 3n2
16. 12ax 3xz 4ay yz 17. 12a2 3a 8a 2 18. xa ya x y
© Glencoe/McGraw-Hill 529 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-2 Study Guide and Intervention (continued)
Factoring Using the Distributive Property
Solve Equations by Factoring The following property, along with factoring, can be
used to solve certain equations.
For any real numbers a and b, if ab 0, then either a 0, b 0,
Zero Product Property
or both a and b equal 0.
Example Solve 9x2 x 0. Then check the solutions.
Write the equation so that it is of the form ab 0.
9x2 x 0 Original equation
x(9x 1) 0 Factor the GCF of 9x2 x, which is x.
x 0 or 9x 1 0 Zero Product Property
1
x0 x Solve each equation.
9
The solution set is 0, .
1
9
1
CHECK Substitute 0 and
9
for x in the original equation.
9x2 x 0 9x2 x 0
19 91
2
9(0)2 0 0 9 0
0
1 1
00✓
9 9
00✓
Exercises
Solve each equation. Check your solutions.
1. x(x 3) 0 2. 3m(m 4) 0 3. (r 3)(r 2) 0
4. 3x(2x 1) 0 5. (4m 8)(m 3) 0 6. 5s2 25s
7. (4c 2)(2c 7) 0 8. 5p 15p2 0 9. 4y2 28y
10. 12x2 6x 11. (4a 3)(8a 7) 0 12. 8y 12y2
13. x2 2x 14. (6y 4)( y 3) 0 15. 4m2 4m
16. 12x 3x2 17. 12a2 3a 18. (12a 4)(3a 1) 0
© Glencoe/McGraw-Hill 530 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-3 Study Guide and Intervention
Factoring Trinomials: x2 bx c
Factor x2 bx c To factor a trinomial of the form x2 bx c, find two integers,
m and n, whose sum is equal to b and whose product is equal to c.
Factoring x 2 bx c x 2 bx c (x m)(x n), where m n b and mn c.
Example 1 Factor each trinomial. Example 2 Factor x2 6x 16.
a. x 2 7x 10 In this trinomial, b 6 and c 16. This
means m n is positive and mn is negative.
In this trinomial, b 7 and c 10.
Make a list of the factors of 16, where one
Factors of 10 Sum of Factors factor of each pair is positive.
1, 10 11 Factors of 16 Sum of Factors
2, 5 7 1, 16 15
1, 16 15
Since 2 5 7 and 2 5 10, let m 2
and n 5. 2, 8 6
x2 7x 10 (x 5)(x 2) 2, 8 6
b. x2 8x 7 Therefore, m 2 and n 8.
In this trinomial, b 8 and c 7. x2 6x 16 (x 2)(x 8)
Notice that m n is negative and mn is
positive, so m and n are both negative.
Since 7 (1) 8 and (7)(1) 7,
m 7 and n 1.
x2 8x 7 (x 7)(x 1)
Lesson 9-3
Exercises
Factor each trinomial.
1. x2 4x 3 2. m2 12m 32 3. r2 3r 2
4. x2 x 6 5. x2 4x 21 6. x2 22x 121
7. c2 4c 12 8. p2 16p 64 9. 9 10x x2
10. x2 6x 5 11. a2 8a 9 12. y2 7y 8
13. x2 2x 3 14. y2 14y 13 15. m2 9m 20
16. x2 12x 20 17. a2 14a 24 18. 18 11y y2
19. x2 2xy y2 20. a2 4ab 4b2 21. x2 6xy 7y2
© Glencoe/McGraw-Hill 535 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-3 Study Guide and Intervention (continued)
Factoring Trinomials: x2 bx c
Solve Equations by Factoring Factoring and the Zero Product Property from
Lesson 9-2 can be used to solve many equations of the form x2 bx c 0.
Example 1 Solve x2 6x 7. Check your solutions.
x2 6x 7 Original equation
x 6x 7 0
2 Rewrite equation so that one side equals 0.
(x 1)(x 7) 0 Factor.
x 1 0 or x 7 0 Zero Product Property
x1 x 7 Solve each equation.
The solution set is {1, 7}. Since 12 6 7 and (7)2 6(7) 7, the solutions check.
Example 2 ROCKET LAUNCH A rocket is fired with an initial velocity of 2288
feet per second. How many seconds will it take for the rocket to hit the ground?
The formula h vt 16t2 gives the height h of the rocket after t seconds when the initial
velocity v is given in feet per second.
h vt 16t2 Formula
0 2288t 16t2 Substitute.
0 16t(143 t) Factor.
16t 0 or 143 t 0 Zero Product Property
t0 t 143 Solve each equation.
The value t 0 represents the time at launch. The rocket returns to the ground in 143
seconds, or a little less than 2.5 minutes after launch.
Exercises
Solve each equation. Check your solutions.
1. x2 4x 3 0 2. y2 5y 4 0 3. m2 10m 9 0
4. x2 x 2 5. x2 4x 5 6. x2 12x 36 0
7. c2 8 7c 8. p2 9p 14 9. 9 8x x2 0
10. x2 6 5x 11. a2 11a 18 12. y2 8y 15 0
13. x2 24 10x 14. a2 18a 72 15. b2 10b 16
Use the formula h vt 16t2 to solve each problem.
16. FOOTBALL A punter can kick a football with an initial velocity of 48 feet per second.
How many seconds will it take for the ball to return to the ground?
17. BASEBALL A ball is thrown up with an initial velocity of 32 feet per second. How many
seconds will it take for the ball to return to the ground?
18. ROCKET LAUNCH If a rocket is launched with an initial velocity of 1600 feet per second,
when will the rocket be 14,400 feet high?
© Glencoe/McGraw-Hill 536 Glencoe Algebra 1
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9-4 Study Guide and Intervention
Factoring Trinomials: ax2 bx c
Factor ax2 bx c To factor a trinomial of the form ax2 bx c, find two integers,
m and n whose product is equal to ac and whose sum is equal to b. If there are no integers
that satisfy these requirements, the polynomial is called a prime polynomial.
Example 1 Factor 2x 2 15x 18. Example 2 Factor 3x 2 3x 18.
In this example, a 2, b 15, and c 18. Note that the GCF of the terms 3x2, 3x,
You need to find two numbers whose sum is and 18 is 3. First factor out this GCF.
15 and whose product is 2 18 or 36. Make
3x2 3x 18 3(x2 x 6).
a list of the factors of 36 and look for the
pair of factors whose sum is 15. Now factor x2 x 6. Since a 1, find the
Factors of 36 Sum of Factors
two factors of 6 whose sum is 1.
Factors of 6 Sum of Factors
1, 36 37
1, 6 5
2, 18 20
1, 6 5
3, 12 15
2, 3 1
Use the pattern ax2 mx nx c, with 2, 3 1
a 2, m 3, n 12, and c 18.
2x2 15x 18 2x2 3x 12x 18 Now use the pattern (x m)(x n) with
(2x2 3x) (12x 18) m 2 and n 3.
x(2x 3) 6(2x 3) x2 x 6 (x 2)(x 3)
(x 6)(2x 3) The complete factorization is
3x2 3x 18 3(x 2)(x 3).
Therefore, 2x2 15x 18 (x 6)(2x 3).
Exercises
Factor each trinomial, if possible. If the trinomial cannot be factored using integers,
write prime.
1. 2x2 3x 2 2. 3m2 8m 3 3. 16r2 8r 1
Lesson 9-4
4. 6x2 5x 6 5. 3x2 2x 8 6. 18x2 27x 5
7. 2a2 5a 3 8. 18y2 9y 5 9. 4c2 19c 21
10. 8x2 4x 24 11. 28p2 60p 25 12. 48x2 22x 15
13. 3y2 6y 24 14. 4x2 26x 48 15. 8m2 44m 48
16. 6x2 7x 18 17. 2a2 14a 18 18. 18 11y 2y2
© Glencoe/McGraw-Hill 541 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-4 Study Guide and Intervention (continued)
Factoring Trinomials: ax2 bx c
Solve Equations by Factoring Factoring and the Zero Product Property can be used
to solve some equations of the form ax2 bx c 0.
Example Solve 12x2 3x 2 2x . Check your solutions.
12x2 3x 2 2x Original equation
12x 5x 2 0
2 Rewrite equation so that one side equals 0.
(3x 2)(4x 1) 0 Factor the left side.
3x 2 0 or 4x 1 0 Zero Product Property
2 1
x x Solve each equation.
3 4
2 1
The solution set is , .
3 4
2 2 2
3 2
3
1 2
4
1
4
1
Since 12 3 2 2 and 12 3 2 2 , the solutions check.
3 4
Exercises
Solve each equation. Check your solutions.
1. 8x2 2x 3 0 2. 3n2 2n 5 0 3. 2d2 13d 7 0
4. 4x2 x 3 5. 3x2 13x 10 6. 6x2 11x 10 0
7. 2k2 40 11k 8. 2p2 21p 40 9. 7 18x 9x2 0
10. 12x2 15 8x 11. 7a2 65a 18 12. 16y2 2y 3 0
13. 8x2 5x 3 7x 14. 4a2 18a 5 15 15. 3b2 18b 10b 49
16. The difference of the squares of two consecutive odd integers is 24. Find the integers.
17. GEOMETRY The length of a Charlotte, North Carolina, conservatory garden is 20 yards
greater than its width. The area is 300 square yards. What are the dimensions?
18. GEOMETRY A rectangle with an area of 24 square inches is 8 in.
formed by cutting strips of equal width from a rectangular piece x
of paper. Find the dimensions of the new rectangle if the original x x
rectangle measures 8 inches by 6 inches. 6 in.
© Glencoe/McGraw-Hill 542 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-5 Study Guide and Intervention
Factoring Differences of Squares
Factor a2 b2 The binomial expression a2 b2 is called the difference of two
squares. The following pattern shows how to factor the difference of squares.
Difference of Squares a2 b2 (a b)(a b) (a b)(a b).
Example 1 Factor each binomial. Example 2 Factor each polynomial.
a. n2 64 a. 50a2 72
n2 64 50a2 72
n2 82 Write in the form a 2 b 2. 2(25a2 36) Find the GCF.
(n 8)(n 8) Factor. 2[(5a)2 62)] 25a 2 5a 5a and 36 6 6
b. 4m2 81n2 2(5a 6)(5a 6) Factor the difference of squares.
4m2 81n2 b. 4x4 8x3 4x2 8x
(2m)2 (9n)2 Write in the form a 2 b 2. 4x4 8x3 4x2 8x Original polynomial
(2m 9n)(2m 9n) Factor. 4x(x3 2x2 x 2) Find the GCF.
4x[(x3 2x2) (x 2)] Group terms.
4x[x2(x 2) 1(x 2)] Find the GCF.
4x[(x2 1)(x 2)] Factor by grouping.
4x[(x 1)(x 1)(x 2)] Factor the difference
of squares.
Exercises
Factor each polynomial if possible. If the polynomial cannot be factored,
write prime.
1. x2 81 2. m2 100 3. 16n2 25
4. 36x2 100y2 5. 49x2 32 6. 16a2 9b2
7. 225c2 a2 8. 72p2 50 9. 2 2x2
10. 81 a4 11. 6 54a2 12. 8y2 200
13. 4x3 100x 14. 2y4 32y2 15. 8m3 128m
Lesson 9-5
16. 6x2 25 17. 2a3 98ab2 18. 18y2 72y4
19. 169x3 x 20. 3a4 3a2 21. 3x4 6x3 3x2 6x
© Glencoe/McGraw-Hill 547 Glencoe Algebra 1
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9-5 Study Guide and Intervention (continued)
Factoring Differences of Squares
Solve Equations by Factoring Factoring and the Zero Product Property can be used
to solve equations that can be written as the product of any number of factors set equal to 0.
Example Solve each equation. Check your solutions.
1
a. x2 0
25
1
x2 0 Original equation
25
x2
1 2
0
5
1
x 2 x x and
25 51 15
x 15 1
x 0
5 Factor the difference of squares.
1 1
x0 or x0 Zero Product Property
5 5
1 1
x x Solve each equation.
5 5
51 51
1 1 2 1 2 1
The solution set is , . Since 0 and 0, the solutions check.
5 5 25 25
b. 4x3 9x
4x3 9x Original equation
4x3 9x 0 Subtract 9x from each side.
x(4x 9) 0
2 Find the GCF.
x[(2x)2 32] 0 4x 2 2x 2x and 9 3 3
x[(2x)2 32] x[(2x 3)(2x 3)] Factor the difference of squares.
x 0 or (2x 3) 0 or (2x 3) 0 Zero Product Property
3 3
x0 x x Solve each equation.
2 2
3
The solution set is 0, , .
2
3
2
3 3 3 3
Since 4(0)3 9(0), 4 9 , and 4 9 , the solutions check.
3 3
2 2 2 2
Exercises
Solve each equation. Check your solutions.
1. 81x2 49 2. 36n2 1 3. 25d2 100 0
1 1 49
4. x2 25 5. 36 x2 6. x2 0
4 25 100
7. 9x3 25x 8. 7a3 175a 9. 2m3 32m
1
10. 16y3 25y 11. x2 49 12. 4a3 64a 0
64
9
13. 3b3 27b 0 14. m2 121 15. 48n3 147n
25
© Glencoe/McGraw-Hill 548 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-6 Study Guide and Intervention
Perfect Squares and Factoring
Factor Perfect Square Trinomials
Lesson 9-6
Perfect Square Trinomial a trinomial of the form a 2 2ab b 2 or a 2 2ab b 2
The patterns shown below can be used to factor perfect square trinomials.
Squaring a Binomial Factoring a Perfect Square Trinomial
(a 4)2 a2 2(a)(4) 42 a 2 8a 16 a2 2(a)(4) 42
a 2 8a 16 (a 4)2
(2x 3)2 (2x )2 2(2x )(3) 32 4x 2 12x 9 (2x)2 2(2x)(3) 32
4x 2 12x 9 (2x 3)2
Example 1 Determine whether Example 2 Factor 16x2 32x 15.
16n2 24n 9 is a perfect square Since 15 is not a perfect square, use a different
trinomial. If so, factor it. factoring pattern.
Since 16n2 (4n)(4n), the first term is 16x2 32x 15 Original trinomial
a perfect square. 16x2 mx nx 15 Write the pattern.
Since 9 3 3, the last term is a 16x2 12x 20x 15 m 12 and n 20
perfect square. (16x2 12x) (20x 15) Group terms.
The middle term is equal to 2(4n)(3). 4x(4x 3) 5(4x 3) Find the GCF.
Therefore, 16n2 24n 9 is a perfect (4x 5)(4x 3) Factor by grouping.
square trinomial.
Therefore 16x2 32x 15 (4x 5)(4x 3).
16n2 24n 9 2(4n)(3)
(4n)2 32
(4n 3)2
Exercises
Determine whether each trinomial is a perfect square trinomial. If so, factor it.
1. x2 16x 64 2. m2 10m 25 3. p2 8p 64
Factor each polynomial if possible. If the polynomial cannot be factored, write
prime.
4. 98x2 200y2 5. x2 22x 121 6. 81 18s s2
7. 25c2 10c 1 8. 169 26r r2 9. 7x2 9x 2
10. 16m2 48m 36 11. 16 25a2 12. b2 16b 256
13. 36x2 12x 1 14. 16a2 40ab 25b2 15. 8m3 64m
© Glencoe/McGraw-Hill 553 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
9-6 Study Guide and Intervention (continued)
Perfect Squares and Factoring
Solve Equations with Perfect Squares Factoring and the Zero Product Property
can be used to solve equations that involve repeated factors. The repeated factor gives just
one solution to the equation. You may also be able to use the square root property below
to solve certain equations.
Square Root Property For any number n 0, if x 2 n, then x n
.
Example Solve each equation. Check your solutions.
a. x2 6x 9 0
x2 6x 9 0 Original equation
x2 2(3x) 32 0 Recognize a perfect square trinomial.
(x 3)(x 3) 0 Factor the perfect square trinomial.
x 3 0 Set repeated factor equal to 0.
x 3 Solve.
The solution set is {3}. Since 32 6(3) 9 0, the solution checks.
b. (a 5)2 64
(a 5)2 64 Original equation
a 5 64 Square Root Property
a 5 8 64 8 8
a58 Add 5 to each side.
a 5 8 or a 5 8 Separate into 2 equations.
a 13 a 3 Solve each equation.
The solution set is {3, 13}. Since (3 5)2 64 and (13 5)2 64, the solutions check.
Exercises
Solve each equation. Check your solutions.
1. x2 4x 4 0 2. 16n2 16n 4 0 3. 25d2 10d 1 0
1
4. x2 10x 25 0 5. 9x2 6x 1 0 6. x2 x 0
4
7. 25k2 20k 4 0 8. p2 2p 1 49 9. x2 4x 4 64
10. x2 6x 9 25 11. a2 8a 16 1 12. 16y2 8y 1 0
13. (x 3)2 49 14. ( y 6)2 1 15. (m 7)2 49
16. (2x 1)2 1 17. (4x 3)2 25 18. (3h 2)2 4
19. (x 1)2 7 20. ( y 3)2 6 21. (m 2)2 5
© Glencoe/McGraw-Hill 554 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-1 Study Guide and Intervention
Graphing Quadratic Functions
Graph Quadratic Functions
Quadratic a function described by an equation of the form f (x ) ax 2 bx c, Example:
Function where a 0 y 2x 2 3x 8
The degree of a quadratic function is 2, and the exponents are positive. Graphs of quadratic
functions have a general shape called a parabola. A parabola opens upward and has a
minimum point when the value of a is positive, and a parabola opens downward and has a
Lesson 10-1
maximum point when the value of a is negative.
Example 1
Use a table of values to Example 2 Use a table of values to
graph y x 4x 1.
2 graph y x2 6x 7.
x y y x y y
1 6 6 7
O x
0 1 5 2
1 2 4 1
O x
2 3 3 2
3 2 2 1
4 1 1 2
0 7
Graph the ordered pairs in the table and
connect them with a smooth curve. Graph the ordered pairs in the table and
connect them with a smooth curve.
Exercises
Use a table of values to graph each function.
1. y x2 2 2. y x2 4 3. y x2 3x 2
y y y
O x
O x O x
© Glencoe/McGraw-Hill 579 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-1 Study Guide and Intervention (continued)
Graphing Quadratic Functions
Symmetry and Vertices Parabolas have a geometric property called symmetry. That
is, if the figure is folded in half, each half will match the other half exactly. The vertical line
containing the fold line is called the axis of symmetry.
Axis of For the parabola y ax 2 bx c, where a 0, Example: The axis of symmetry of
b
Symmetry the line x is the axis of symmetry. y x 2 2x 5 is the line x 1.
2a
The axis of symmetry contains the minimum or maximum point of the parabola, the vertex.
Example Consider the graph of y 2x2 4x 1.
a. Write the equation of the axis of b. Find the coordinates of the vertex.
symmetry. Since the equation of the axis of
In y 2x2 4x 1, a 2 and b 4. symmetry is x 1 and the vertex lies
Substitute these values into the equation on the axis, the x-coordinate of the vertex
of the axis of symmetry. is 1.
x
b y 2x2 4x 1 Original equation
2a y 2(1)2 4(1) 1 Substitute.
4
x 1 y 2(1) 4 1 Simplify.
2(2)
y 1
The axis of symmetry is x 1.
The vertex is at (1, 1).
c. Identify the vertex as a maximum or d. Graph the function.
a minimum. y
Since the coefficient of the x2-term is
positive, the parabola opens upward, and x –1
the vertex is a minimum point.
O x
(–1, –1)
Exercises
Write the equation of the axis of symmetry, and find the coordinates of the vertex
of the graph of each function. Identify the vertex as a maximum or a minimum.
Then graph the function.
1. y x2 3 2. y x2 4x 4 3. y x2 2x 3
y y y
O x
O x O x
© Glencoe/McGraw-Hill 580 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-2 Study Guide and Intervention
Solving Quadratic Equations by Graphing
Solve by Graphing
Quadratic Equation an equation of the form ax 2 bx c 0, where a 0
The solutions of a quadratic equation are called the roots of the equation. The roots of
a quadratic equation can be found by graphing the related quadratic function
f(x) ax2 bx c and finding the x-intercepts or zeros of the function.
Example 1 Solve x2 4x 3 0 by Example 2 Solve x2 6x 9 0 by
graphing. graphing.
Graph the related function f(x) x2 4x 3. Graph the related function f(x) x2 6x 9.
The equation of the axis of symmetry is The equation of the axis of symmetry is
4 6
x or 2. The vertex is at ( 2, 1). x or 3. The vertex is at ( 3, 0). Graph
2(1) 2(1)
Graph the vertex and several other points on the vertex and several other points on either
either side of the axis of symmetry. side of the axis of symmetry.
Lesson 10-2
f (x ) f (x )
O x
O x
To solve x2 4x 3 0, you need to know To solve x2 6x 9 0, you need to know
where the value of f(x) 0. This occurs at where the value of f(x) 0. The vertex of the
the x-intercepts, 3 and 1. parabola is the x-intercept. Thus, the only
The solutions are 3 and 1. solution is 3.
Exercises
Solve each equation by graphing.
1. x2 7x 12 0 2. x2 x 12 0 3. x2 4x 5 0
f (x ) f (x ) f (x )
4
8 4 O 4 8x
4
8
O x O x
12
© Glencoe/McGraw-Hill 585 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-2 Study Guide and Intervention (continued)
Solving Quadratic Equations by Graphing
Estimate Solutions The roots of a quadratic equation may not be integers. If exact
roots cannot be found, they can be estimated by finding the consecutive integers between
which the roots lie.
Example Solve x2 6x 6 0 by graphing. If integral roots cannot be found,
estimate the roots by stating the consecutive integers between which the roots lie.
Graph the related function f(x) x2 6x 6. f (x )
x f (x) Notice that the value of the function changes
from negative to positive between the x-values
5 1 of 5 and 4 and between 2 and 1.
4 2 O x
3 3
2 2
1 1
The x-intercepts of the graph are between 5 and 4 and between 2 and 1.
So one root is between 5 and 4, and the other root is between 2 and 1.
Exercises
Solve each equation by graphing. If integral roots cannot be found, estimate the
roots by stating the consecutive integers between which the roots lie.
1. x2 7x 9 0 2. x2 x 4 0 3. x2 4x 6 0
f (x ) f (x ) f (x )
O x
O x
O x
4. x2 4x 1 0 5. 4x2 12x 3 0 6. x2 2x 4 0
f (x ) f (x ) f (x )
O x
O x O x
© Glencoe/McGraw-Hill 586 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-3 Study Guide and Intervention
Solving Quadratic Equations by Completing the Square
Find the Square Root An equation such as x2 4x 4 5 can be solved by taking
the square root of each side.
Example 1 Solve x2 2x 1 9. Example 2 Solve x2 4x 4 5.
Round to the nearest tenth if Round to the nearest tenth if
necessary. necessary.
x2 2x 1 9 x2 4x 4 5
(x 1)2 9 (x 2)2 5
(x 1)2 9 (x 2)2 5
| x 1 | 9 | x 2 | 5
x 1 3 x 2 5
x 1 1 3 1 x 2 2 52
x13 x 2 5
x 1 3 or x13 Use a calculator to evaluate each value of x.
4 2 x 2 5
or x 2 5
The solution set is {2, 4}. 4.2 0.2
The solution set is {0.2, 4.2}.
Exercises
Solve each equation by taking the square root of each side. Round to the nearest
tenth if necessary.
Lesson 10-3
1. x2 4x 4 9 2. m2 12m 36 1 3. r2 6r 9 16
4. x2 2x 1 25 5. x2 8x 16 5 6. x2 10x 25 8
7. c2 4c 4 7 8. p2 16p 64 3 9. x2 8x 16 9
10. x2 6x 9 4 11. a2 8a 16 10 12. y2 12y 36 5
13. x2 10x 25 1 14. y2 14y 49 6 15. m2 8m 16 2
16. x2 12x 36 10 17. a2 14a 49 3 18. y2 8y 16 7
© Glencoe/McGraw-Hill 591 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-3 Study Guide and Intervention (continued)
Solving Quadratic Equations by Completing the Square
Complete the Square Since few quadratic expressions are perfect square trinomials,
the method of completing the square can be used to solve some quadratic equations. Use
the following steps to complete the square for a quadratic expression of the form ax2 bx.
b
Step 1 Find .
2
Step 2 b2 2
Find .
Step 3 b2 2 to ax2 bx.
Add
Example Solve x2 6x 3 10 by completing the square.
x2 6x 3 10 Original equation
x2 6x 3 3 10 3 Subtract 3 from each side.
x2 6x 7 Simplify.
6x 9 7 9 6
2
x2 Since
2
9, add 9 to each side.
(x 3)2 16 Factor x 2 6x 9.
x 3 4 Take the square root of each side.
x 3 4 Simplify.
x 3 4 or x 3 4
1 7
The solution set is {7, 1}.
Exercises
Solve each equation by completing the square. Round to the nearest tenth if
necessary.
1. t2 4t 3 0 2. y2 10y 9 3. y2 8y 9 0
4. x2 6x 16 5. p2 4p 5 0 6. x2 12x 9
7. c2 8c 20 8. p2 2p 1 9. x2 20x 11 8
10. x2 1 5x 11. a2 22a 23 12. m2 8m 7
13. x2 10x 24 14. a2 18a 19 15. b2 16b 16
16. 4x2 24 4x 17. 2m2 4m 2 8 18. 4k2 40k 44
© Glencoe/McGraw-Hill 592 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-4 Study Guide and Intervention
Solving Quadratic Equations by Using the Quadratic Formula
Quadratic Formula To solve the standard form of the quadratic equation,
ax2 bx c 0, use the Quadratic Formula.
b
b 2 4ac
Quadratic Formula the formula x that gives the solutions of ax 2 bx c 0, where a 0
2a
Example 1 Solve x2 2x 3 by Example 2 Solve x2 6x 2 0 by
using the Quadratic Formula. using the Quadratic Formula. Round to
Rewrite the equation in standard form. the nearest tenth if necessary.
x2 2x 3 Original equation For this equation a 1, b 6, and c 2.
x 2x 3 3 3 Subtract 3 from each side.
2
b
b2 4ac
x2 2x 3 0 Simplify. x
2a
Now let a 1, b 2, and c 3 in the
Quadratic Formula. 6
(6)2
4(1)(2)
2(1)
b
b2 4ac
x 6 44
2a
2
2
(2)2
4(1)(3)
6 44
6 44
2(1) x or x
2 2
2 16
2 6.3 0.3
The solution set is {0.3, 6.3}.
2 4 2 4
x or x
2 2
1 3
The solution set is {3, 1}.
Exercises
Solve each equation by using the Quadratic Formula. Round to the nearest tenth
if necessary.
1. x2 3x 2 0 2. m2 8m 16 3. 16r2 8r 1
Lesson 10-4
4. x2 5x 6 5. 3x2 2x 8 6. 8x2 8x 5 0
7. 4c2 19c 21 8. 2p2 6p 5 9. 48x2 22x 15 0
10. 8x2 4x 24 11. 2p2 5p 8 12. 8y2 9y 4 0
13. 2x2 9x 4 0 14. 8y2 17y 2 0
15. 3z2 5z 2 0 16. 2x2 8x 4 0
17. a2 3a 2 18. 2y2 6y 4 0
© Glencoe/McGraw-Hill 597 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-4 Study Guide and Intervention (continued)
Solving Quadratic Equations by Using the Quadratic Formula
b
b2 4ac
The Discriminant In the Quadratic Formula, x , the expression under
2a
the radical sign, b2 4ac, is called the discriminant. The discriminant can be used to
determine the number of real roots for a quadratic equation.
Case 1: Case 2: Case 3:
b 2 4ac 0 b 2 4ac 0 b 2 4ac 0
no real roots one real root two real roots
Example State the value of the discriminant for each equation. Then
determine the number of real roots.
a. 12x2 5x 4 b. 2x2 3x 4
Write the equation in standard form. 2x2 3x 4 Original equation
12x2 5x 4 Original equation 2x2 3x 4 4 4 Add 4 to each side.
12x2 5x 4 4 4 Subtract 4 from each side. 2x2 3x 4 0 Simplify.
12x2 5x 4 0 Simplify. b2 4ac (3)2 4(2)(4)
Now find the discriminant. 23
b2 4ac (5)2 4(12)(4) Since the discriminant is negative, the
217 equation has no real roots.
Since the discriminant is positive, the
equation has two real roots.
Exercises
State the value of the discriminant for each equation. Then determine the number
of real roots of the equation.
1. 3x2 2x 3 0 2. 3n2 7n 8 0 3. 2d2 10d 9 0
4. 4x2 x 4 5. 3x2 13x 10 6. 6x2 10x 10 0
7. 2k2 20 k 8. 6p2 11p 40 9. 9 18x 9x2 0
10. 12x2 9 6x 11. 9a2 81 12. 16y2 16y 4 0
13. 8x2 9x 2 14. 4a2 4a 4 3 15. 3b2 18b 14
© Glencoe/McGraw-Hill 598 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-5 Study Guide and Intervention
Exponential Functions
Graph Exponential Functions
Exponential Function a function defined by an equation of the form y ax, where a 0 and a 1
You can use values of x to find ordered pairs that satisfy an exponential function. Then you
can use the ordered pairs to graph the function.
Example 1 Graph y 3x. State Example 2 1 x
the y-intercept.
Graph y . Use the 4
y
graph to determine the approximate
x y
4 0.5.
1
value of
1
2
9
y
1 x y
1
3 2 16
0 1
1 4
1 3
0 1 8
2 9 O x 1
1
4
The y-intercept is 1.
1
2 O 2 x
16
The value of 14 0.5 is about 2.
Exercises
1. Graph y 0.3x. State the y-intercept. Then use the graph to y
determine the approximate value of 0.31.5. Use a calculator to
confirm the value.
2
O 1 x
Graph each function. State the y-intercept.
31 12
x x
2. y 3x 1 3. y 1 4. y 2
y y y
Lesson 10-5
O x
2 2
O 1 x O 1 x
© Glencoe/McGraw-Hill 603 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-5 Study Guide and Intervention (continued)
Exponential Functions
Identify Exponential Behavior It is sometimes useful to know if a set of data is
exponential. One way to tell is to observe the shape of the graph. Another way is to observe
the pattern in the set of data.
Example Determine whether the set of data displays exponential behavior.
x 0 2 4 6 8 10
y 64 32 16 8 4 2
Method 1: Graph the Data Method 2: Look for a Pattern
y The graph shows The domain values increase by regular
rapidly decreasing intervals of 2, while the range values have a
values of y as x 1
common factor of . Since the domain
increases. This is 2
characteristic of values increase by regular intervals and the
exponential range values have a common factor, the
behavior. data are probably exponential.
8
O 2 x
Exercises
Determine whether the data in each table display exponential behavior. Explain
why or why not.
1. x 0 1 2 3 2. x 0 1 2 3
y 5 10 15 20 y 3 9 27 81
3. x 1 1 3 5 4. x 1 0 1 2 3
y 32 16 8 4 y 3 3 3 3 3
5. x 5 0 5 10 6. x 0 1 2 3 4
y 1 0.5 0.25 0.125 1 1 1 1 1
y
3 9 27 81 243
© Glencoe/McGraw-Hill 604 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-6 Study Guide and Intervention
Growth and Decay
Exponential Growth Population increases and growth of monetary investments are
Lesson 10-6
examples of exponential growth. This means that an initial amount increases at a steady
rate over time.
The general equation for exponential growth is y C(1 r)t.
• y represents the final amount.
Exponential Growth • C represents the initial amount.
• r represents the rate of change expressed as a decimal.
• t represents time.
Example 1 POPULATION The Example 2 INVESTMENT The
population of Johnson City in 1995 was Garcias have $12,000 in a savings
25,000. Since then, the population has account. The bank pays 3.5% interest
grown at an average rate of 3.2% each year. on savings accounts, compounded
monthly. Find the balance in 3 years.
a. Write an equation to represent the
population of Johnson City since 1995. The rate 3.5% can be written as 0.035.
The rate 3.2% can be written as 0.032. The special equation for compound
r nt
y C(1 r) t
interest is A P 1
n , where A
y 25,000(1 0.032)t
represents the balance, P is the initial
y 25,000(1.032)t amount, r represents the annual rate
b. According to the equation, what will expressed as a decimal, n represents the
the population of Johnson City be in number of times the interest is compounded
the year 2005? each year, and t represents the number of
years the money is invested.
In 2005, t will equal 2005 1995 or 10.
r nt
Substitute 10 for t in the equation from AP1 n
part a.
y 25,000(1.032)10 t 10
A 12,000 1
12
0.035 36
34,256 A 12,000(1.00292)36
In 2005, the population of Johnson City will A 13,328.09
be about 34,256. In three years, the balance of the account
will be $13,328.09.
Exercises
1. POPULATION The population of the United 2. INVESTMENT Determine the
States has been increasing at an average amount of an investment of $2500 if it
annual rate of 0.91%. If the population of the is invested at in interest rate of 5.25%
United States was about 284,905,400 in the compounded monthly for 4 years.
year 2001, predict the U. S. population in the
year 2005. Source: U. S. Census Bureau
3. POPULATION It is estimated that the 4. INVESTMENT Determine the
population of the world is increasing at an amount of an investment of $100,000
average annual rate of 1.3%. If the population if it is invested at an interest rate of
of the world was about 6,167,007,000 in the 5.2% compounded quarterly for
year 2001, predict the world population in the 12 years.
year 2010. Source: U. S. Census Bureau
© Glencoe/McGraw-Hill 609 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-6 Study Guide and Intervention (continued)
Growth and Decay
Exponential Decay Radioactive decay and depreciation are examples of exponential
decay. This means that an initial amount decreases at a steady rate over a period of time.
The general equation for exponential decay is y C(1 r)t .
• y represents the final amount.
Exponential Decay • C represents the initial amount.
• r represents the rate of decay expressed as a decimal.
• t represents time.
Example DEPRECIATION The original price of a tractor was $45,000. The
value of the tractor decreases at a steady rate of 12% per year.
a. Write an equation to represent the value of the tractor since it was purchased.
The rate 12% can be written as 0.12.
y C(1 r) t General equation for exponential decay
y 45,000(1 0.12) t C 45,000 and r 0.12
y 45,000(0.88) t Simplify.
b. What is the value of the tractor in 5 years?
y 45,000(0.88) t Equation for decay from part a
y 45,000(0.88)5 t5
y 23,747.94 Use a calculator.
In 5 years, the tractor will be worth about $23,747.94.
Exercises
1. POPULATION The population of Bulgaria has been decreasing at an annual
rate of 1.3%. If the population of Bulgaria was about 7,797,000 in the year 2000,
predict its population in the year 2010. Source: U. S. Census Bureau
2. DEPRECIATION Carl Gossell is a machinist. He bought some new machinery
for about $125,000. He wants to calculate the value of the machinery over the
next 10 years for tax purposes. If the machinery depreciates at the rate of 15%
per year, what is the value of the machinery (to the nearest $100) at the end of
10 years?
3. ARCHAEOLOGY The half-life of a radioactive element is defined as the time
that it takes for one-half a quantity of the element to decay. Radioactive
Carbon-14 is found in all living organisms and has a half-life of 5730 years.
Consider a living organism with an original concentration of Carbon-14 of
100 grams.
a. If the organism lived 5730 years ago, what
is the concentration of Carbon-14 today?
b. If the organism lived 11,460 years ago,
determine the concentration of Carbon-14 today.
4. DEPRECIATION A new car costs $32,000. It is expected to depreciate 12% each
year for 4 years and then depreciate 8% each year thereafter. Find the value of
the car in 6 years.
© Glencoe/McGraw-Hill 610 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-7 Study Guide and Intervention
Geometric Sequences
Geometric Sequences A geometric sequence is a sequence in which each term after
the nonzero first term is found by multiplying the previous term by a constant called the
common ratio.
Geometric a sequence of numbers of the form a, ar, ar 2, ar 3, …, Example: 1, 2, 4, 8, 16, …
Sequence where a 0, and r 0 or 1
Example 1 Determine whether each sequence is geometric.
Lesson 10-7
a. 3, 6, 9, 12, 15, … b. 1, 4, 16, 64, …
In this sequence, each term is found by In this sequence, each term is found by
adding 3 to the previous term. The multiplying the previous term by 4. The
sequence is arithmetic and not geometric. sequence is geometric.
Example 2 Find the next three terms in each geometric sequence.
a. 8, 4, 2, 1, … b. 7, 14, 28, 56, …
4 1 14
The common factor is or . Use this The common ratio is or 2. Use this
7
8 2
information to find the next three terms. information to find the next three terms.
56(2) 112
(1)
1
2 1
2 112(2) 224
224(2) 448
1
1
2 2 1
4 The next three terms are 112, 224, 448.
1
4
1
2
1
8
1 1 1
The next three terms are , , and .
2 4 8
Exercises
224(2) 448
The next three terms are 112, 224, 448.
Determine whether each sequence is geometric.
1. 2, 4, 6, 8, 10, … 2. 2, 4, 8, 16, 32, … 3. 10, 5, 2.5, 1.25, …
1 1 1 1 1 1 1 1
4. 100, 400, 1600, 6400, … 5. , , , , … 6. , , , , …
2 3 4 5 3 9 27 81
Find the next three terms in each geometric sequence.
1 1 1 1
7. 100, 300, 900, 2700, … 8. , , , , … 9. 80, 40, 20, 10, …
2 4 8 16
© Glencoe/McGraw-Hill 615 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
10-7 Study Guide and Intervention (continued)
Geometric Sequences
Geometric Means A missing term or terms between two nonconsecutive terms in a
geometric sequence are called geometric means. In the sequence 10, 20, 40, 80, …, the
geometric mean between 10 and 40 is 20. You can use the formula an a1 rn 1 to find a
geometric mean.
Example Find the geometric mean in the sequence 6, , 150.
In the sequence, a1 = 6 and a3 = 150. To find a2, you must first find r.
an a1 rn 1 Formula for the nth term of a geometric sequence
a3 a1 r3 1 n3
150 6 r2 a3 150 and a1 6
150 6r2
Divide each side by 6.
6 6
25 r2 Simplify.
5 r Take the square root of each side.
If r 5, the geometric mean is 6(5) or 30. If r 5, the geometric mean is 6(5) or 30.
Therefore the geometric mean is 30 or 30.
Exercises
Find the geometric means in each sequence.
1. 4, , 16 2. 12, , 108 3. 8, , 128
4. 180, , 20 5. 2, , 98 6. 600, , 150
1 1 1 1 3 15
7. , , 8. , , 9. , ,
4 16 2 32 5 16
2 5 2
10. 14, , 11. , , 10 12. , , 54
7 8 3
13. 2.3, , 9.2 14. 137.7, , 15.3 15. 5.1, , 127.5
3 3 3
16. , , 17. 15, , 18. 8, , 320,000
8 32 5
© Glencoe/McGraw-Hill 616 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-1 Study Guide and Intervention
Simplifying Radical Expressions
Product Property of Square Roots The Product Property of Square Roots and
prime factorization can be used to simplify expressions involving irrational square roots.
When you simplify radical expressions with variables, use absolute value to ensure
nonnegative results.
Product Property of Square Roots For any numbers a and b, where a 0 and b 0, ab
a
b
.
Example 1 Simplify 180
.
Lesson 11-1
180
2 2
33 5 Prime factorization of 180
2
2 3 5
2 Product Property of Square Roots
2 3 5
Simplify.
65 Simplify.
Example 2 Simplify
120a2
b5
c4.
120a2 b5
c4
23 3 5 a2 b5 c4
2 2 2 3 5 a2 b4 b
c4
2 2 3 5 | a | b2 b
c2
2 | a | b2c230b
Exercises
Simplify.
1. 28
2. 68
3. 60
4. 75
5. 162
6. 3
6
7. 2
5
8. 5
10
9.
4a2 10.
9x4 11.
300a4 12.
128c6
13. 410
36
14.
3x2 3
3x4 15.
20a2b4 16.
100x3y
17.
24a4b2 18.
81x4y2 19.
150a2
b2c
20.
72a6b3
c2 21.
45x2y5
z8 22.
98x4y6
z2
© Glencoe/McGraw-Hill 643 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-1 Study Guide and Intervention (continued)
Simplifying Radical Expressions
Quotient Property of Square Roots A fraction containing radicals is in simplest
form if no radicals are left in the denominator. The Quotient Property of Square Roots
and rationalizing the denominator can be used to simplify radical expressions that
involve division. When you rationalize the denominator, you multiply the numerator and
denominator by a radical expression that gives a rational number in the denominator.
Quotient Property of Square Roots For any numbers a and b, where a 0 and b 0, ab
a
b
.
Example Simplify .
56
45
56
45
4 14
95
2
14
Simplify the numerator and denominator.
3 5
214
5
5
Multiply by to rationalize the denominator.
35
5
5
270
15
Product Property of Square Roots
Exercises
Simplify.
9 8
1. 2.
18
24
100
75
3. 4.
121
3
5.
82
28
6.
2
5
6
5
7.
3
4
5
2
8.
5
7
2
5
9. 10.
3a2 x6
10b6 y4
11. 12.
100a4 75b3c6
144b8 a2
4 8
13. 14.
3 5 2 3
5 8
15. 16.
2 5 27
4
10
© Glencoe/McGraw-Hill 644 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-2 Study Guide and Intervention
Operations with Radical Expressions
Add and Subtract Radical Expressions When adding or subtracting radical
expressions, use the Associative and Distributive Properties to simplify the expressions. If
radical expressions are not in simplest form, simplify them.
Example 1 Simplify 106
53
63
46
.
106
53
63
46
(10 4)6
(5 6)3
Associative and Distributive Properties
66 3 Simplify.
Example 2 Simplify 312
575
.
312 3
575 22 3 5 52 3 Simplify.
3 23 5 53 Simplify.
6 3 253 Simplify.
31 3 Distributive Property
Lesson 11-2
Exercises
Simplify each expression.
1. 25
45
2. 6
46
3. 8
2
4. 375
25
5. 20
25
35
6. 23
6
53
7. 12
23
53
8. 3
6 3
2
50
24
9. 8a
2a
52a
10. 54
24
11. 3
1
3
12. 12
1
3
13. 54
1
6
14. 80
20
180
15.
50
18
75
27 16. 23
445
2 1
3
17. 125
2
1
5
1
3
18. 33 4
2
3
1
12
© Glencoe/McGraw-Hill 649 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-2 Study Guide and Intervention (continued)
Operations with Radical Expressions
Multiply Radical Expressions Multiplying two radical expressions with different
radicands is similar to multiplying binomials.
Example Multiply (32 )(420
25 ).
8
Use the FOIL method.
(32 25 )(420 ) (32
8 )(420
) (32
)(8
) (25
)(420
) (25
)(8
)
1240
316
8100
240
Multiply.
12
22 10 3 4 8 10 2
22 10 Simplify.
2410
12 80 410
Simplify.
2010
68 Combine like terms.
Exercises
Find each product.
1. 2 (3 )
45 (3
2. 6 )
26
(5
3. 5 )
2 (37
4. 2 )
25
5. (2 42
)(2 42
) 6. (3 6
)2
7. (2 25
)2 (8
8. 32 )
24
(2
9. 8 )
58 10. (5 )(5
32 )
32
11. (3 ) 2
6 12. (2 )2
23
13. (5 )(2
2 )
6 14. (8 )(3
2 )
6
15. (5 )(75
18 )
3 16. (23 )(12
45 )
26
17. (25 )(10
23 )
6 18. (2 )(12
33 )
48
© Glencoe/McGraw-Hill 650 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-3 Study Guide and Intervention
Radical Equations
Radical Equations Equations containing radicals with variables in the radicand are
called radical equations. These can be solved by first using the following steps.
Step 1 Isolate the radical on one side of the equation.
Step 2 Square each side of the equation to eliminate the radical.
Example 1 x Example 2
Solve 16 for x. Solve 4x
2 7.
7
2
x 4x 7 2 7 Original equation
16
2
Original equation
4x 7 2 2 7 2 Subtract 2 from each side.
x
2(16) 2
2 Multiply each side by 2. 4x 7 5
2
Simplify.
32 x Simplify.
(4x 7 ) 52 Square each side.
(32)2 (x )
2
Square each side.
4x 7 25 Simplify.
1024 x Simplify.
4x 7 7 25 7 Add 7 to each side.
4x 32 Simplify.
The solution is 1024, which checks in the
original equation. x8 Divide each side by 4.
The solution is 8, which checks in the original
equation.
Exercises
Solve each equation. Check your solution.
Lesson 11-3
1. a
8 2. a
6 32 3. 2x 8
4. 7
26 n 5. a
6 6.
3r2 3
7. 23
y 8. 23a
27 9.
x46
10.
2c 3 5 11. 19 24
3b 2 12.
4x 1 3
13.
3r 2 23
14.
x
2
1
2
15. 4
x
8
16.
6x2
5x 2 17. 6 8
x
3
18. 2 3 11
3x
5
© Glencoe/McGraw-Hill 655 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-3 Study Guide and Intervention (continued)
Radical Equations
Extraneous Solutions To solve a radical equation with a variable on both sides, you
need to square each side of the equation. Squaring each side of an equation sometimes
produces extraneous solutions, or solutions that are not solutions of the original equation.
Therefore, it is very important that you check each solution.
Example Solve
x 3 x 3.
x3x3 Original equation
2
(
x 3 ) (x 3)2 Square each side.
x 3 x2 6x 9 Simplify.
0 x2 7x 6 Subtract x and 3 from each side.
0 (x 1)(x 6) Factor.
x 1 0 or x 6 0 Zero Product Property
x1 x6 Solve.
CHECK
x3x3
x3x3
1313
6363
4 2 9
3
2 2 33✓
Since x 1 does not satisfy the original equation, x 6 is the only solution.
Exercises
Solve each equation. Check your solution.
1. a
a 2.
a6a 3. 2x x
4. n 2
n 5. a
a 6. 3k
10 6k
7.
y 1y 1 8. a
3a 2 9.
x2x
10.
2c 5 c 5 11. b2
3b 6 12.
4x 4 x
13. r
2r2 14. x4
x2 10x 15. 2 15
x
8
16.
6x2
4x x 2 17.
2y2
64 y 18.
3x2
12x
1x5
© Glencoe/McGraw-Hill 656 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-4 Study Guide and Intervention
The Pythagorean Theorem
The Pythagorean Theorem The side opposite the right angle in a right triangle is
called the hypotenuse. This side is always the longest side of a right triangle. The other
two sides are called the legs of the triangle. To find the length of any side of a right
triangle, given the lengths of the other two sides, you can use the Pythagorean Theorem.
B
If a and b are the measures of the legs of a right triangle c
Pythagorean Theorem a
and c is the measure of the hypotenuse, then c2 a2 b2.
C b A
Example 1Find the length of the Example 2 Find the length of a leg
hypotenuse of a right triangle if a 5 of a right triangle if a 8 and c 10.
and b 12. c2 a2 b2 Pythagorean Theorem
c2 a2 b2 Pythagorean Theorem 102 82 b2 a 8 and c 10
c2 5 122
2 a 5 and b 12 100 64 b2 Simplify.
c2 169 Simplify. 36 b2 Subtract 64 from each side.
c 169 Take the square root of each side. b 36 Take the square root of each side.
c 13 b 6
The length of the hypotenuse is 13. The length of the leg is 6.
Exercises
Find the length of each missing side. If necessary, round to the nearest
hundredth.
1. 2. 100 3. 25
c
30
a c 25
110
Lesson 11-4
40
If c is the measure of the hypotenuse of a right triangle, find each missing
measure. If necessary, round to the nearest hundredth.
4. a 10, b 12, c ? 5. a 9, b 12, c ? 6. a 12, b ?, c 16
7. a ?, b 6, c 8 8. a ?, b 8
, c 18
9. a 5
, b 10
, c ?
© Glencoe/McGraw-Hill 661 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-4 Study Guide and Intervention (continued)
The Pythagorean Theorem
Right Triangles If a and b are the measures of the shorter sides of a triangle, c is the
measure of the longest side, and c2 a2 b2, then the triangle is a right triangle.
Example Determine whether the following side measures form right triangles.
a. 10, 12, 14
Since the measure of the longest side is 14, let c 14, a 10, and b 12.
c2 a2 b2 Pythagorean Theorem
142 102 122 a 10, b 12, c 14
196 100 144 Multiply.
196 244 Add.
Since c2 a2 b2, the triangle is not a right triangle.
b. 7, 24, 25
Since the measure of the longest side is 25, let c 25, a 7, and b 24.
c2 a2 b2 Pythagorean Theorem
252 72 242 a 7, b 24, c 25
625 49 576 Multiply.
625 625 Add.
Since c2 a2 b2, the triangle is a right triangle.
Exercises
Determine whether the following side measures form right triangles.
1. 14, 48, 50 2. 6, 8, 10 3. 8, 8, 10
4. 90, 120, 150 5. 15, 20, 25 6. 4, 8, 45
7. 2, 2, 8
8. 4, 4, 20
9. 25, 30, 35
10. 24, 36, 48 11. 18, 80, 82 12. 150, 200, 250
13. 100, 200, 300 14. 500, 1200, 1300 15. 700, 1000, 1300
© Glencoe/McGraw-Hill 662 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-5 Study Guide and Intervention
The Distance Formula
The Distance Formula The Pythagorean Theorem can be used to derive the Distance
Formula shown below. The Distance Formula can then be used to find the distance between
any two points in the coordinate plane.
The distance between any two points with coordinates (x1, y1) and (x2, y2) is given by
Distance Formula
d
(x2
x1)2
(y2
y1)2.
Example 1 Find the distance between the Example 2 Jill draws a line
points at (5, 2) and (4, 5). segment from point (1, 4) on her
computer screen to point (98, 49).
d
(x2
x1)2
( y2
y1) 2 Distance Formula How long is the segment?
(4 (
5))2
(5
2)2 (x1, y1) (5, 2), (x2, y2) (4, 5)
d
(x2
x1)2
( y2
y1) 2
92 32 Simplify.
(98
1)2
(49
4)2
81 9 Evaluate squares and simplify.
972
452
90
9409
2025
The distance is 90
, or about 9.49 units.
11,43
4
The segment is about 106.93 units
long.
Exercises
Find the distance between each pair of points whose coordinates are given.
Express answers in simplest radical form and as decimal approximations rounded
to the nearest hundredth if necessary.
1. (1, 5), (3, 1) 2. (0, 0), (6, 8) 3. (2, 8), (7, 3)
4. (6, 7), (2, 8) 5. (1, 5), (8, 4) 6. (3, 4), (4, 4)
7. (1, 4), (3, 2) 8. (0, 0), (3, 5) 9. (2, 6), (7, 1)
10. (2, 5), (0, 8) 11. (3, 4), (0, 0) 12. (3, 4), (4, 16)
Lesson 11-5
13. (1, 1), (3, 2) 14. (2, 0), (3, 9) 15. (9, 0), (2, 5)
16. (2, 7), (2, 2) 17. (1, 3), (8, 21) 18. (3, 5), (1, 8)
© Glencoe/McGraw-Hill 667 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-5 Study Guide and Intervention (continued)
The Distance Formula
Find Coordinates If you know the coordinates of one point and only one coordinate of
a second point, you can use the Distance Formula to find the missing coordinate of the
second point.
Example Find the value of a if the distance between the points at (3, 2)
and (a, 5) is 5 units.
d
(x2
x1)2
( y2
y1) 2 Distance Formula
5
(a (
3))2
(5
(
2))2 (x1, y1) (3, 2), (x2, y2) (a, 5), and d 5
5
(a 3
)2 (
3)2 Simplify.
5
a2 6
a 9
9 Evaluate squares.
5
a2 6
a 18 Simplify.
52 (
a2 6 )
a 18
2
Square each side.
25 a2 6a 18 Simplify.
0 a2 6a 7 Subtract 25 from each side.
0 (a 7)(a 1) Factor.
a 7 0 or a 1 0 Zero Product Property
a 7 a1
The value of a is 7 or 1.
Exercises
Find the possible values of a if the points with the given coordinates are the
indicated distance apart.
1. (1, a), (3, 2); d 5
2. (0, 0), (a, 4); d 5 3. (2, 1), (a, 3); d 5
4. (1, 3), (a, 21); d 25 5. (1, a), (2, 4); d 3 6. (3, 4), (4, a); d 65
7. (a, 4), (3, 2); d 13
8. (0, 3), (3, a); d 32
9. (a, 3), (2, 4); d 74
10. (2, 5), (a, 2); d 5 11. (3, 3), (1, a); d 5 12. (1, 1), (4, a); d 41
13. (a, 5), (1, 2); d 45
14. (4, 2), (a, 0); d 22
15. (2, 1), (a, 3); d 25
© Glencoe/McGraw-Hill 668 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-6 Study Guide and Intervention
Similar Triangles
Similar Triangles RST is similar to XYZ. The angles of the
Lesson 11-6
Z X
30
two triangles have equal measure. They are called corresponding S
60
angles. The sides opposite the corresponding angles are called 60 Y
corresponding sides.
30
R T
If two triangles are similar, then the ABC DEF B D
Similar Triangles measures of their corresponding sides
AB BC AC F
are proportional and the measures of
DE EF DF
their corresponding angles are equal. A
C
Example 1 Determine whether Example 2 Determine whether the pair
the pair of triangles is similar. of triangles is similar. Justify your answer.
Justify your answer. F
S X 90
G
I
45 H 45
E 45
R 75 89 Y
45 50 J
Z
T The measure of G 180° (90° 45°) 45°.
Since corresponding angles do not have The measure of I 180° (45° 45°) 90°.
the equal measures, the triangles are Since corresponding angles have equal
not similar. measures, EFG HIJ.
Exercises
Determine whether each pair of triangles is similar. Justify your answer.
1. 120
2. 3.
90
30 45
30 60
30 60
4. 5. 6. 120
40 110
80 20
30
30 45 45
55 30 115
© Glencoe/McGraw-Hill 673 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-6 Study Guide and Intervention (continued)
Similar Triangles
Find Unknown Measures If some of the measurements are known, proportions can
be used to find the measures of the other sides of similar triangles.
Example INDIRECT MEASUREMENT B
ABC AED in the figure at the right.
Find the height of the apartment building.
Let BC x. E x
ED AD
7m
BC AC
7 25
ED 7, AD 25, AC 300 A 25 m D 275 m C
x 300 Note: Not drawn to scale
25x 2100 Find the cross products.
x 84
The apartment building is 84 meters high.
Exercises
For each set of measures, find the measures of the B
missing sides if ABC DEF. E
c a d
f
1. c 15, d 8, e 6, f 10
A C D F
b e
2. c 20, a 12, b 8, f 15
3. a 8, d 8, e 6, f 7
4. a 20, d 10, e 8, f 10
5. c 5, d 10, e 8, f 8
6. a 25, b 20, c 15, f 12
7. b 8, d 8, e 4, f 10
8. INDIRECT MEASUREMENT Bruce likes to amuse
his brother by shining a flashlight on his hand and x in.
making a shadow on the wall. How far is it from 6 in.
the flashlight to the wall? 5 in. 4 ft
Note: Not drawn to scale
9. INDIRECT MEASUREMENT A forest ranger uses similar
triangles to find the height of a tree. Find the height of
the tree. x
12 ft
20 ft
100 ft
© Glencoe/McGraw-Hill 674 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-7 Study Guide and Intervention
Trigonometric Ratios
Trigonometric Ratios For each acute
sine of A sin A a B
angle of a right triangle, certain ratios of c
side lengths are useful. These ratios are c
cosine of A cos A b a
called trigonometric ratios. Three common c
ratios are the sine, cosine, and tangent, 90 C
tangent of A tan A a A
b
as defined at the right. b
Example
Lesson 11-7
a. Find the sine, cosine, and tangent of R of RST. R
Round to the nearest thousandth.
219
sin R
20
0.436 r 219
, s 20 18 20
18
cos R 0.9 t 18, s 20 S T
20 2
19
219
tan R
18
0.484 r 219
, t 18
b. Find the measure of R to the nearest degree.
tan R 0.484 From part a above
Use TAN –1 on a calculator to find the measure of the angle whose tangent ratio is 0.484.
KEYSTROKES: 2nd [TAN –1] .484 ENTER 25.82698212 or about 26°
Exercises
Find the sine, cosine, and tangent of each acute angle. Round your answers to the
nearest ten thousandth.
1. B 2. A
10.1 cm 13
4.5 cm 5
C A C B
9 cm 12
Use a calculator to find the value of each trigonometric ratio to the nearest ten
thousandth.
3. sin 45° 4. cos 47° 5. tan 48°
Use a calculator to find the measure of each angle to the nearest degree.
6. sin A 0.7547 7. tan C 2.3456 8. cos B 0.6947
9. sin A 0.6589 10. tan C 1.9832 11. cos B 0.0136
© Glencoe/McGraw-Hill 679 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
11-7 Study Guide and Intervention (continued)
Trigonometric Ratios
Solve Triangles Finding the measures of all angles and sides in a right triangle is
called solving the triangle. You can use trigonometric ratios or the Pythagorean Theorem
to find missing side measures.
ExampleFind all of the missing measures in ABC. A
Step 1 Since the sum of the measures of the angles of a triangle is 180°, 48
mB 180° 90° 48° 42°. y 10 in.
Step 2 Find the value of x.
x C B
sin 48° Definition of sine x
10
x
0.7431 Evaluate sin 48°.
10
7.4 x Multiply by 10.
Step 3 Find the value of y.
y
cos 48° Definition of cosine
10
y
0.6691 Evaluate cos 48°.
10
6.7 y Multiply by 10.
So the missing measures are 42°, 7.4 in., and 6.7 in.
Exercises
Solve each triangle. State the side lengths to the nearest tenth and the angle
measures to the nearest degree.
1. B 2. B 3. B
30 50
A C 45
C A 53
20 10 A C
4. B 5. C 6. B
15
33 8
24 B
56 C A
C A A 15
© Glencoe/McGraw-Hill 680 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-1 Study Guide and Intervention
Inverse Variation
Graph Inverse Variation Situations in which the values of y decrease as the values of
x increase are examples of inverse variation. We say that y varies inversely as x, or y is
inversely proportional to x.
Inverse Variation Equation an equation of the form xy k, where k 0
Example 1 Suppose you drive Example 2 Graph an inverse
200 miles without stopping. The time variation in which y varies inversely as
x and y 3 when x 12.
Lesson 12-1
it takes to travel a distance varies
inversely as the rate at which you travel. Solve for k.
Let x speed in miles per hour and xy k Inverse variation equation
y time in hours. Graph the variation. 12(3) k x 12 and y 3
The equation xy 200 can be used to 36 k Simplify.
represent the situation. Use various speeds Choose values for x and y whose product
to make a table. is 36.
y y
x y x y 24
10 20 30 6 6
12
20 10 20 3 12
30 6.7 2 18 O 12 24 x
10
40 5 2 18
O 20 40 60 x
50 4 3 12
60 3.3 6 6
Exercises
Graph each variation if y varies inversely as x.
1. y 9 when x 3 2. y 12 when x 4 3. y 25 when x 5
y y y
24 32 100
12 16 50
x
24 12 O 12 24 x 32 16 O 16 32 x 100 50 O 50 100
12 16 50
24 32 100
4. y 4 when x 5 5. y 18 when x 9 6. y 4.8 when x 5.4
y y y
20 36 7.2
10 18 3.6
x
20 10 O 10 20 x 36 18 O 18 36 x 7.2 3.6 O 3.6 7.2
10 18 3.6
20 36 7.2
© Glencoe/McGraw-Hill 705 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-1 Study Guide and Intervention (continued)
Inverse Variation
Use Inverse Variation If two points (x1, y1) and (x2, y2) are solutions of an inverse
variation, then x1 y1 k and x2 y2 k.
Product Rule or Inverse Variation the equation x1 y1 x2 y2
x y
x2
1 2
From the product rule, you can form the proportion y1 .
Example If y varies inversely as x and y 12 when x 4, find x when y 18.
Method 1 Use the product rule. Method 2 Use a proportion.
x1 y2
x1 y1 x2 y2 Product rule for inverse variation Proportion for inverse variation
x2 y1
4 12 x2 18 x1 4, y1 12, y2 18
4 18
48 x1 4, y1 12, y2 18
x2 Divide each side by 18. x2 12
18
8 48 18x2 Cross multiply.
x2 Simplify.
3 8
x2 Simplify.
3
8
Both methods show that x2 when y 18.
3
Exercises
Write an inverse variation equation that relates x and y. Assume that y varies
inversely as x. Then solve.
1. If y 10 when x 5, 2. If y 8 when x 2,
find y when x 2. find y when x 4.
3. If y 70 when x 7, 4. If y 1.5 when x 0.5,
find y when x 5. find x when y 3.
5. If y 100 when x 120, 6. If y 16 when x 4,
find x when y 20. find x when y 32.
7. If y 7.5 when x 25, find y when x 5.
1 1 1
8. If y when x , find y when x .
2 8 2
3 5 1
9. If y when x , find y when x .
4 4 2
10. DRIVING The Gerardi family can travel to Oshkosh, Wisconsin, from Chicago, Illinois,
in 4 hours if they drive an average of 45 miles per hour. How long would it take them if
they increased their average speed to 50 miles per hour?
11. GEOMETRY For a rectangle with given area, the width of the rectangle varies inversely
as the length. If the width of the rectangle is 40 meters when the length is 5 meters, find
the width of the rectangle when the length is 20 meters.
© Glencoe/McGraw-Hill 706 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-2 Study Guide and Intervention
Rational Expressions
Excluded Values of Rational Expressions
Rational an algebraic fraction whose numerator and x2 1
Example: 2
Expression denominator are polynomials y
Because a rational expression involves division, the denominator cannot equal zero. Any
value of the denominator that results in division by zero is called an excluded value of the
denominator.
Example 1 State the excluded Example 2 State the excluded
4m 8 x2 1
value of . values of .
m2 x2 9
Exclude the values for which m 2 0. Exclude the values for which x2 9 0.
m20 The denominator cannot equal 0. x2 9 0 The denominator cannot equal 0.
m 2 2 0 2 Subtract 2 from each side. (x 3)(x 3) 0 Factor.
m 2 Simplify. x 3 0 or x 3 0 Zero Product Property
Therefore, m cannot equal 2. 3 3
Lesson 12-2
Therefore, x cannot equal 3 or 3.
Exercises
State the excluded values for each rational expression.
2b 12 a
1. 2.
b8 32 a
x2 2 m2 4
3. 4.
x4 2m 8
2n 12 2x 18
5. 6.
n 4
2 2 x 16
x2 4 a1
7. 8.
x 4x 4
2 2 a 5a 6
k2 2k 1 m2 1
9. 10.
k 4k 3
2 2 2m m 1
25 n2 2x2 5x 1
11. 12.
2 n 4n 5 2 x 10x 16
n2 2n 3 y2 y 2
13. 14.
2 n 4n 5 2 3y 12
k2 2k 3 x2 4x 4
15. 16.
2 k 20k 64 2 4x 11x 3
© Glencoe/McGraw-Hill 711 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-2 Study Guide and Intervention (continued)
Rational Expressions
Simplify Rational Expressions Factoring polynomials is a useful tool for simplifying
rational expressions. To simplify a rational expression, first factor the numerator and
denominator. Then divide each by the greatest common factor.
Example 1 54z3
Simplify .
24yz
54z3 (6z)(9z2)
The GCF of the numerator and the denominator is 6z.
24yz (6z)(4y)
1
(6z)(9z2)
1 Divide the numerator and denominator by 6z.
(6z)(4y)
9z2
Simplify.
4y
Example 2 3x 9
Simplify . State the excluded values of x.
2 x 5x 6
3x 9 3(x 3)
Factor.
x2 5x 6 (x 2)(x 3)
3(x 3) 1
Divide by the GCF, x 3.
(x 2)(x 3) 1
3
Simplify.
x2
Exclude the values for which x2 5x 6 0.
x2 5x 6 0
(x 2)(x 3) 0
x 2 or x 3
Therefore, x 2 and x 3.
Exercises
Simplify each expression. State the excluded values of the variables.
12ab 7n3
1.
2 2
2. 8
a b 21n
x2 m2 4
3. 4.
x 4
2 m 6m 8
2
2n 8 x2 2x 1
5. 6.
n 16
2 2 x 1
x2 4 a2 3a 2
7. 8.
x 4x 4
2 a 5a 6
2
k2 1 m2 2m 1
9. 10.
k 4k 3
2 22m m 1
n2 25 x2 x 6
11. 12.
2 n 4n 5 22x 8
n2 7n 12 y2 y 2
13. 14.
2 n 2n 8 2y 10y 16
© Glencoe/McGraw-Hill 712 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-3 Study Guide and Intervention
Multiplying Rational Expressions
Multiply Rational Expressions To multiply rational expressions, you multiply the
numerators and multiply the denominators. Then simplify.
Example 1 2c2d a2b
Find 2 .
5ab 3cd
2c2d a2b 2a2bc2d
Multiply.
5ab2 3cd 15ab2cd
1
(abcd)(2ac)
Simplify.
1 (abcd)(15b)
2ac
Simplify.
15b
Example 2 x2 16 x4
Find .
2x 8
2 x 8x 16
x2 16 x4 (x 4)(x 4) x4
Factor.
2x 8 x2 8x 16 2(x 4) (x 4)(x 4)
1
(x 4)(x 4) x4 1
Simplify.
2(x 4) 1 (x 4)(x 4) 1
x4
Multiply.
2x 8
Exercises
Find each product.
Lesson 12-3
6ab a2 mn2 4
2 2
1.
a b 2b
2.
3 mn
x2 x4 m5 16
3. 4.
x4 x1 8 m5
2n 8 2n 4 x2 16 x4
5. 6.
n2 n4 2x 8
2 x 8x 16
8x 8 x1 a2 25 a2 4
7. 8.
x 2x 1
2 2x 2 a2 a5
x2 6x 8 2x2 x 1 m2 1 2m 1
9. 10.
2x 9x 4
2 2 x 3x 2 2m m 1
2 2 m 2m 1
n2 1 n2 25 3p 3q 20p2q2
11. 12.
2 n 7n 10
2 n 6n 5 10pq 2 2 p q
a2 7a 12 a2 3a 10 v2 4v 21 v2 8v
13. 14.
2 a 2a 8
2 a 2a 8 3v 6v
2 2 v 11v 24
© Glencoe/McGraw-Hill 717 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-3 Study Guide and Intervention (continued)
Multiplying Rational Expressions
Dimensional Analysis Multiplying fractions that involve units of measure can be
simplified by dividing units of measure. This is similar to simplifying rational expressions
by dividing out common factors.
Example The tank of a car holds 15 gallons of gasoline. You want to travel
1200 miles on a vacation. If the car averages 24 miles per gallon, how many tanks
of gasoline can you expect to use for this trip?
1200 miles 1 gallon 1 tank
Use dimensional analysis.
1 trip 24 miles 15 gallons
1200 miles 1 gallon 1 tank
Divide similar units.
1 trip 24 miles 15 gallons
1200 tank
Simplify.
360 trip
1
3 tanks/trip Simplify.
3
1
You can expect to use 3 tanks of gasoline for the trip.
3
Exercises
Find each product.
1 mile 32 blocks
1.
8 blocks 3 hours
8 centimeters 1 meter 1 kilometer
2.
1 pin 100 centimeters 1000 meters
50 miles 5280 feet 1 hour 1 minute
3.
1 hour 1 mile 60 minutes 60 seconds
2000 revolutions 60 minutes 24 hours 7 days
4.
1 minute 1 hour 1 day 1 week
5. CARPETING Sarina’s living room is 15 feet by 18 feet. What will it cost to carpet the
living room if carpet costs $24 per square yard?
6. CHARITY WALK Suppose you participate in a walk for charity by asking for pledges.
You walk at a constant rate of 2 miles per hour and have pledges totaling $15 per mile.
How much do you earn for the charity if you walk for 16 hours?
7. PAINTING Suppose you estimate that the exterior of your house will need 15 gallons of
paint. You use a special paint sprayer that holds one quart of paint. How many times do
you need to fill the sprayer to paint the house?
8. CALORIES The number of calories used to play volleyball depends on your weight and
how long you play. Playing volleyball expends 2.2 Calories per hour per pound of weight.
If you weigh 130 pounds, how many Calories do you use in 1.5 hours?
9. GARDENING The rectangular lawns in a tract housing development each measure
100 feet by 200 feet. A gardener can cut 1000 square yards of grass per hour. How many
2
of these lawns can he cut in 6 hours?
3
© Glencoe/McGraw-Hill 718 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-4 Study Guide and Intervention
Dividing Rational Expressions
Divide Rational Expressions To divide rational expressions, multiply by the
reciprocal of the divisor. Then simplify.
Example 1 12c2d c2d 2
Find
2 2
.
5a b 10ab
2
12c d 2
c d2 2
12c d 10ab
5a2b2 10ab 5a2b2 c2d2
1 1 2 1 1
12c2d 10ab
2 2
2 2
1 5a b b 1 c dd
a
24
abd
Example 2 x2 6x 27 x3
Find .
2 x 11x 18
2 x x2
x2 6x 27 x3 x2 6x 27 x2 x 2
x 11x 18
2 x x2
2 x 11x 18
2 x3
(x 9)(x 3) (x 2)(x 1)
(x 9)(x 2) x3
1 (x 9)(x 3) 1 1(x 2)(x 1)
1(x 9)(x 2) 1 x31
x1
Exercises
Find each quotient.
12ab b n n
2 2
1.
a b a
2.
4 m
3xy2 m5 m5
3. 6xy 4.
8 8 16
Lesson 12-4
2n 4 n2 4 y2 36 y6
5. 6.
2n n 2 y 49 y7
x2 5x 6 x3 a2b3c 6a2bc
7. 8. 2 2
5 15 3s t 8st u
x2 6x 8 x4 m2 49 m2 13m 42
9. 10.
x 4x 4
2 x2 m2 3m
n2 5n 6 3n p2 2pq q2 p2 q2
11. 12.
2 n 3n 4n 12 pq pq
a2 7a 12 a2 9 a2 9 a3
13. 14.
2 a 3a 10
2 a 25 2 2a 13a 7
2 4a 1
© Glencoe/McGraw-Hill 723 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-4 Study Guide and Intervention (continued)
Dividing Rational Expressions
Dimensional Analysis Dividing rational expressions that involve units of measure can
also be simplified by dimensional analysis.
Example SKATING A speed skater skated 1000 meters in 1.14 minutes. Find
his speed in meters per minute.
Use the formula for time and distance, rate time distance.
rtd
r 1.14 minutes 1000 meters t 1.14 minutes, d 1000 meters
r 1000 meters 1.14 minutes Divide each side by 1.14 minutes.
1
1000 m Multiply by the reciprocal.
1.14 minutes
1000 meters
Multiply.
1.14 minutes
877.2 meters/minute Express as a unit rate.
Exercises
Complete.
1. 32 yd3 ft3 2. 0.48 m3 cm3
3. 144 in3 ft3 4. 1400 m/min km/min
5. 48 plants/ft2 plants/yd2 6. $9/h $ /min
7. 40 m/s m/min 8. $5.04/doz $ /piece
9. Express 90 kilometers per hour in meters per second.
10. Express 55 miles per hour in miles per minute.
11. Express $4.48 per pound in dollars per ounce.
12. FOOD PRICES A 14-ounce box of cereal costs $3.92. If a 16-ounce box of the same cereal
costs the same per ounce, how much does the 16-ounce box cost?
13. BICYCLING The tires on a bicycle are 30 inches in diameter.
a. Find the number of revolutions per mile.
b. How many times per minute do the tires revolve when the bicycle is traveling at
12 miles per hour? Round to the nearest whole number.
3
14. COOKING A certain recipe calls for cup sugar and it makes 36 cookies.
4
1
a. If 8 tablespoons cup, how many tablespoons of sugar is in each cookie?
2
b. Each tablespoon of sugar contains 48 Calories. If each cookie has 160 Calories, what
percent of the calories are from sugar?
© Glencoe/McGraw-Hill 724 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-5 Study Guide and Intervention
Dividing Polynomials
Divide Polynomials by Monomials To divide a polynomial by a monomial, divide
each term of the polynomial by the monomial.
Example 1 Find (4r 2 12r) 2r.
Example 2 Find (3x2 8x 4) 4x.
4r2 12r 3x2 8x 4
(4r2 12r) 2r (3x2 8x 4) 4x
2r 4x
4r 2 12r 3x2 8x 4
Divide each term.
2r 2r 4x 4x 4x
2r 2 6 3x 2 1
4r 12r 3x2 8x 4
Simplify.
1 2r 2r 1 4 4x 1 4x 4x x
2r 6 Simplify. 3x
2
1
4 x
Exercises
Find each quotient.
1. (x3 2x2 x) x 2. (2x3 12x2 8x) 2x
3. (x2 3x 4) x 4. (4m2 6m 8) 2m2
5. (3x3 15x2 21x) 3x 6. (8m2n2 4mn 8n) n
7. (8y4 16y2 4) 4y2 8. (16x4y2 24xy 5) xy
15x2 25x 30 10a2b 12ab 8b
9. 10.
5 2a
6x3 9x2 9 m2 12m 42
11. 12.
2
3x 3m
m2n2 5mn 6 p2 4pq 6q2
13.
2 2 14.
m n pq
6a2b2 8ab 12 2x2y3 4x2y2 8xy
15.
2 16.
2a 2xy
Lesson 12-5
9x2y2z 2xyz 12x 2a3b3 8a2b2 10ab 12
17. 18.
2 2
xy 2a b
© Glencoe/McGraw-Hill 729 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-5 Study Guide and Intervention (continued)
Dividing Polynomials
Divide Polynomials by Binomials To divide a polynomial by a binomial, factor the
dividend if possible and divide both dividend and divisor by the GCF. If the polynomial
cannot be factored, use long division.
Example Find (x 2 7x 10) (x 3).
Step 1 Divide the first term of the dividend, x2 by the first term of the divisor, x.
x
x 3
x2 7x 10
() x2 3x Multiply x and x 3.
4x Subtract.
Step 2 Bring down the next term, 10. Divide the first term of 4x 10 by x.
x4
x 3
x2 7x 10
x2 3x
4x 10
() 4x 12 Multiply 4 and x 3.
2 Subtract.
2
The quotient is x 4 with remainder 2. The quotient can be written as x 4 .
x3
Exercises
Find each quotient.
1. (b2 5b 6) (b 2) 2. (x2 x 6) (x 3)
3. (x2 3x 4) (x 1) 4. (m2 2m 8) (m 4)
5. (x2 5x 6) (x 2) 6. (m2 4m 4) (m 2)
7. (2y2 5y 2) (y 2) 8. (8y2 15y 2) (y 2)
8x2 6x 9 m2 5m 6
9. 10.
4x 3 m6
x3 1 6m3 11m2 4m 35
11. 12.
x2 2m 5
6a2 7a 5 8p3 27
13. 14.
2a 5 2p 3
© Glencoe/McGraw-Hill 730 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-6 Study Guide and Intervention
Rational Expressions With Like Denominators
Add Rational Expressions To add rational expressions with like denominators, add
Lesson 12-6
the numerators and then write the sum over the common denominator. If possible, simplify
the resulting rational expression.
Example 1 5n 7n Example 2 3x 6
Find . Find
x2
x2
.
15 15
5n 7n 5n 7n 3x 6 3x 6
Add the numerators.
15 15 15 x2 x2 x2
12n 3(x 2)
Simplify.
15 x2
12n 4n 3(x 2) 1
Divide by 3.
15 5 x21
4n 3
Simplify. or 3
5 1
Exercises
Find each sum.
3 4 x2 x
1. 2.
a a 8 8
x3 x2 m8 m4
3. 4.
6 6 2 2
2x 3x m4 m4
5. 6.
x5 x5 m1 m1
y5 1 3x 5 2x 10
7. 8.
y6 y6 5 5
2a 4 a m1 3m 3
9. 10.
a4 a4 2m 1 2m 1
x1 x5 5a 10a
11. 12. 2
x2 x2 3b 2 3b
3x 2 x6 a4 a6
13. 14.
x2 x2 a1 a1
2x 3 x6 3a2 4a 6a2
15. 16.
x3 x3 a a
8x 4x x2 9a 14 8a 16
17. 18.
x4 x4 2a 1 2a 1
© Glencoe/McGraw-Hill 735 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-6 Study Guide and Intervention (continued)
Rational Expressions with Like Denominators
Subtract Rational Expressions To subtract fractions with like denominators,
subtract the numerators and then write the difference over the common denominator. If
possible, simplify the resulting rational expression.
Example 3x 2 4x
Find
x2
.
x2
3x 2 4x 3x 2 4x
The common denominator is x 2.
x2 x2 x2
2x
Subtract.
x2
1(x 2)
2 x 1(x 2)
x2
1(x 2) 1
x2 1
1
Simplify.
1
1
Exercises
Find each difference.
3 5 5x x
1. 2.
a a 8 8
5x x 11x x
3. 4.
9 9 15y 15y
8t 3t 7m 1 4m
5. 6.
w6 w6 3m 1 3m 1
y7 1 3y 5 2y
7. 8.
y6 y6 5 5
2a 8 a4 m1 3m 2
9. 10.
a4 a4 2m 3 2m 3
x2 x x2 5x 5a 2 4a 2
11. 12. 2 2
x x a a
c2 4 a4 a6
13. 14.
c2 c2 a1 a1
x2 2x x2 8 a 1
15. 16.
x4 x4 a 1
2 2 a 1
4x 4y 4x x2 x 6
17. 18.
4x 4y 4x 4y x2 x2
© Glencoe/McGraw-Hill 736 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-7 Study Guide and Intervention
Rational Expressions with Unlike Denominators
Add Rational Expressions Adding rational expressions with unlike denominators is
similar to adding fractions with unlike denominators.
Step 1 Find the LCD of the expressions.
Adding
Step 2 Change each expression into an equivalent expression with the LCD as the denominator.
Rational
Step 3 Add just as with expressions with like denominators.
Expressions
Step 4 Simplify if necessary.
Example 1 n3 8n 4 Example 2 1 3
Lesson 12-7
Find . Find 2 .
n 4n 2 2x 6x x
Factor each denominator. 1 3 1 3
2 2
nn 2x2 6x x 2x(x 3) x
1 x 3 2(x 3)
4n 4 n 2
2x(x 3) x x 2(x 3)
LCD 4n x 6(x 3)
8n 4 2x (x 3)
2 2x2(x 3)
Since the denominator of is already
4n x 6x 18
n3
4n, only needs to be renamed. 2x2(x 3)
n 7x 18
n3 8n 4 4(n 3) 8n 4 2x2(x 3)
n 4n 4n 4n
4n 12 8n 4
4n 4n
12n 8
4n
3n 2
n
Exercises
Find each sum.
1 7 1 3
1. 2.
a 3a 6x 8
4 5 2 3
3. 2 4. 2 3
9x x x x
8 6 4 2
5. 2 6.
4a 3a h1 h2
4 1 y 2
7. 8.
y6 y2 y 4y 4
2 y2
a 4 6 2
9. 10.
a4 a4 3(m 1) 3(m 1)
4x 3y a2 a2
11. 12.
6x 2y 9x 3y 2a 4 a2
y2 2y q q1
13. 14.
2 y 5y 6
2 y y6 2q 16
2 q 5q 4
© Glencoe/McGraw-Hill 741 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-7 Study Guide and Intervention (continued)
Rational Expressions with Unlike Denominators
Subtract Rational Expressions Adapt the steps given on page 741 for adding
rational expressions. In Step 3, subtract the numerators instead of adding them.
Example 3x 1
Find
x4
.
x2 4x
3x 1 3x 1
Factor the denominator.
x2 4x x4 x(x 4) x4
3x 1 x
The LCD is x(x 4).
x(x 4) x4 x
3x x
1xx
x(x 4) x(x 4)
2x
Subtract numerators.
x(x 4)
2
Simplify.
x4
Exercises
Find each difference.
1 9 1 1
1. 2.
a 4a 9x 8
5 1 6 3
3. 2 4. 2 3
9x x x x
5 2 h 1
5. 2 6.
4a 3a 6h 6 h1
y 3 y y3
7. 8.
y3 y3 y72 y 4y 21
7a 4 2a 5 2
9. 10.
3a 9 a3 m1 3(m 1)
4 2 a 6b 7
11. 12. 2
x 2y x 2y 2 2a 5ab 2b a 2b
2 4 q 1
13. 14.
2 y 3y 2
2 y 2y 1 2 q 2q 1
2 q 5q 4
© Glencoe/McGraw-Hill 742 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-8 Study Guide and Intervention
Mixed Expressions and Complex Fractions
b xy
Simplify Mixed Expressions Algebraic expressions such as a and 5 are
c x3
called mixed expressions. Changing mixed expressions to rational expressions is similar
to changing mixed numbers to improper fractions.
Example 1 2 Example 2 3
Simplify 5 . Simplify 2
n3
.
n
2 5n 2 3 2(n 3) 3
5 LCD is n. 2
n n n n3 n3 n3
5n 2 2n 6 3
Add the numerators.
n n3 n3
2 5n 2 2n 6 3
Therefore, 5 .
n n n3
2n 9
n3
3 2n 9
Therefore, 2 .
n3 n3
Lesson 12-8
Exercises
Write each mixed expression as a rational expression.
6 1
1. 4 2. 3
a 9x
1 4
3. 3x 2 4. 2 2
x x
60 h
5. 10 6. 2
x5 h4
y 4
7. y2 8. 4
y2 2x 1
1 4
9. 1 10. 2m
x m2
x2 a2
11. x2 12. a 3
x3 a3
3n q
13. 4m 14. 2q2
2t pq
2 pq
15. 4y2 16. q2
2 y 1 pq
© Glencoe/McGraw-Hill 747 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-8 Study Guide and Intervention (continued)
Mixed Expressions and Complex Fractions
Simplify Complex Fractions If a fraction has one or more fractions in the numerator
or denominator, it is called a complex fraction.
a
Simplifying a
b
Any complex fraction ad
c where b 0, c 0, and d 0, can be expressed as .
Complex Fraction bc
b
4
2
Example a
Simplify .
a2
3
4 2a 4
2
a a a
a2
a2
Find the LCD for the numerator and rewrite as like fractions.
3 3
2a 4
a
a2
Simplify the numerator.
3
2a 4 3
Rewrite as the product of the numerator and the reciprocal of the denominator.
a a2
2(a 2) 3
Factor.
a a2
6
Divide and simplify.
a
Exercises
Simplify each expression.
2 3 x
2
5 x y3
1. 2. 3.
3 4 x3
3 y
4 y2
1 1 1
1 x 1 x
x3
4. 1 5. 1 6. 2
1 x 1 2
x x2 9
x2 25 12
x 3 2
y
x1 y2 y2
7. 8. 9.
3 x 5x
2
x
8 1 2
x2 y2 y2
© Glencoe/McGraw-Hill 748 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-9 Study Guide and Intervention
Solving Rational Equations
Solve Rational Equations Rational equations are equations that contain rational
expressions. To solve equations containing rational expressions, multiply each side of the
equation by the least common denominator.
Rational equations can be used to solve work problems and rate problems.
Example 1 x3 x Example 2
Solve 4. WORK PROBLEM Marla can
3 2
x3 x paint Percy’s kitchen in 3 hours. Percy can
4 paint it in 2 hours. Working together, how
3 2
x3 long will it take Marla and Percy to paint
3
x
6 6(4)
2 The LCD is 6.
the kitchen?
1
2(x 3) 3x 24 Distributive Property In t hours, Marla completes t of the job and
3
2x 6 3x 24 Distributive Property 1
Percy completes t of the job. So an equation
5x 30 Simplify. 2
x 6 t t
Divide each side by 5. for completing the whole job is 1.
3 2
The solution is 6. t t
1
3 2
2t 3t 6 Multiply each term by 6.
5t 6 Add like terms.
6
t Solve.
5
1
So it will take Marla and Percy 1 hours to paint
5
the room if they work together.
Lesson 12-9
Exercises
Solve each equation.
x5 x 3 6 x1 2x 2
1. 8 2. 3.
5 4 x x1 5 15
8 10 4 m4 m m
4. 5. s s 3 6.
n1 n1 s3 m 3 3
q4 q 5 2x 4x 3 7x 2
7. 2 8.
q1 q1 2 6 6
m1 m x2 9
9. 1 10. x2 9
m1 1m x3
11. GREETING CARDS It takes Kenesha 45 minutes to prepare 20 greeting cards. It takes
Paula 30 minutes to prepare the same number of cards. Working together at this rate,
how long will it take them to prepare the cards?
12. BOATING A motorboat went upstream at 15 miles per hour and returned downstream at
20 miles per hour. How far did the boat travel one way if the round trip took 3.5 hours?
© Glencoe/McGraw-Hill 753 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
12-9 Study Guide and Intervention (continued)
Solving Rational Equations
Extraneous Solutions When you use cross multiplication or use the LCD of two
rational expressions, you may get values for the variable that are not solutions of the
original equation. Such values are called extraneous solutions.
Example 15 5
Solve
2(x 1)
.
x2 1
15 5
Original equation
x 1
2 2(x 1)
30(x 1) 5(x2 1) Cross multiply.
30x 30 5x2 5 Distributive Property
0 5x2 30x 30 5 Add 30x 30 to each side.
0 5x2 30x 25 Simplify.
0 5(x2 6x 5) Factor.
0 5(x 1)(x 5) Factor.
x 1 or x 5 Zero Product Property
The number 1 is an extraneous solution, since 1 is an excluded value for x. So, 5 is the
solution of the equation.
Exercises
Solve each equation. State any extraneous solutions.
6x 2x 8 4x 1
1. 4 2.
x1 x1 x 2 x2
5 x1 x 4
3. 4. x
x2 3 x3 3x
x 4 x 1
5. x 6.
x2 2x x 25
2 x5
x 1 4z 6 4
7. 0 8.
x 36
2 x6 z 4z 3
2 z3 z1
4 p2 x2 16
9. 4 10. x2 16
4p p4 x4
© Glencoe/McGraw-Hill 754 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-1 Study Guide and Intervention
Sampling and Bias
Sampling Techniques Suppose you want to survey students about their choice of radio
stations. All students make up the population you want to survey. A sample is some
portion of the larger group that you select to represent the entire group. A census would
include all students within the population. A random sample of a population is selected so
that it is representative of the entire population.
Simple Random Sample a sample that is as likely to be chosen as another from a population
A population is first divided into similar, nonoverlapping groups. A simple random
Stratified Random Sample
sample is then chosen from each group.
Lesson 13-1
Systematic Random Sample Items are selected according to a specified time or interval.
Example 1 SCHOOL Ten students Example 2 DOOR PRIZES Each of
are chosen randomly from each high the participants in a conference was
school class to be on an advisory given a numbered name tag.
committee with the principal. Twenty-five numbers were chosen at
random to receive a door prize.
a. Identify the sample and suggest a
population from which it was chosen. a. Identify the sample and suggest a
The sample is 4 groups of 10 students population from which it was chosen.
each from the freshmen, sophomore, The sample was 25 participants of the
junior, and senior classes. The population conference. The population was all of the
is the entire student body of the school. participants of the conference.
b. Classify the sample as simple, b. Classify the sample as simple,
stratified, or systematic. stratified, or systematic.
This is a stratified random sample because Since the numbers were chosen
the population was first divided into randomly, this is a simple random
nonoverlapping groups and then a random sample because each participant was
sample was chosen from each group. equally likely to be chosen.
Exercises
Identify each sample, suggest a population from which it was selected, and
classify the sample as simple, stratified, or systematic.
1. SCHOOL Each student in a class of 2. GARDENING A gardener divided a lot
25 students was given a number at the into 25-square-foot sections. He then took
beginning of the year. Periodically, the 2 soil samples from each and tested the
teacher chooses 4 numbers at random to samples for mineral content.
display their homework on the overhead
projector.
3. SCHOOL One hundred students in the 4. SHOPPING Every tenth person leaving a
lunch room are chosen for a survey. All grocery store was asked if they would
students in the school eat lunch at the participate in a community survey.
same time.
© Glencoe/McGraw-Hill 781 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-1 Study Guide and Intervention (continued)
Sampling and Bias
Biased Sample A biased sample is one in which one or more parts of the population is
favored over the other. Random samples are unbiased because each unit is selected without
favoritism.
Biased samples include convenience samples in which members of the population are
included because they are the most convenient to choose. A voluntary response sample is
another type of biased sample that includes only those members of the population who
choose to participate in the sampling.
Example SCHOOL The principal of a high school wanted to know if students
in the school liked the attendance policy. He decided to survey the students in the
third-hour study hall about whether they like the attendance policy. Fewer than
one fourth of the students in the school have a study hall.
a. Identify the sample and suggest a population from which it is chosen.
The sample includes only those students in the third-hour study hall. The population is
the entire student body.
b. Classify the sample as convenience or voluntary response.
This sample is a convenience sample because it is convenient to sample students in a
study hall during a certain period of the day.
Exercises
Identify each sample, suggest a population from which it was selected, and
classify the sample as convenience or voluntary response.
1. SCHOOL The high school administration wanted to evaluate how homecoming week
was conducted at the school. Each female member of the Student Council at the high
school was asked if she liked homecoming activities.
2. MANUFACTURING A clothing company wanted to check quality control of all its
products. The plant manager decided to look at every fourth item inspected by Inspector X.
There are 10 inspectors in the plant.
3. SCHOOL The counselors of a high school sent out a survey to senior students with
questions about their plans for college. Some students did not plan to attend college.
40% of the seniors sent responses back.
4. BUSINESS A marketing group was asked to compile data on the effectiveness of
advertisements for household products across the country. The group chose to conduct
surveys at shopping malls. Every person walking by a survey taker in a shopping mall
was asked if he/she would participate in a survey about household products.
© Glencoe/McGraw-Hill 782 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-2 Study Guide and Intervention
Introduction to Matrices
Organize Data in Matrices A matrix is a rectangular arrangement of numbers in
rows and columns. It is described by its dimensions, the number of rows and columns in
the matrix, with the number of rows as the first number. Each number in the matrix is
called an element.
Example State the dimensions of each matrix. Then identify the position of
the circled element in each matrix.
a. [4 7 14 2]
The matrix has one row and four columns. Therefore, it is a 1-by-4 matrix. The circled
element is in the first row and the third column.
2 3
b. 4 1
5 1
The matrix has three rows and two columns. Therefore, it is a 3-by-2 matrix. The circled
element is in the third row and the second column.
Lesson 13-2
Exercises
State the dimensions of each matrix. Then identify the position of the circled
element in each matrix.
1 3 2 3
5
1. 2 2. 4 5 4 3. [ 7 9 2 ]
5 1 7
4
3 3
4. 1 4
5 6 5. 5
2 4
1 6. [ 1 2 ]
7 0
1 2
7. 5
3
5
7 8. 3 2 3
4 5 4 9. [ 7 6 2 1 ]
3 4
3 5 3
10. 1 4 2 11. 2 4
1 12. [ 8 ]
5 6 1 9
© Glencoe/McGraw-Hill 787 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-2 Study Guide and Intervention (continued)
Introduction to Matrices
Matrix Operations Matrices can be added or subtracted if they have the same
dimensions. To do this, you add or subtract corresponding elements of the two matrices. A
matrix can also be multiplied by a constant number called a scalar. To do this, multiply
each element of the matrix by the scalar.
3 3 3 4
Example Given A 2 4 , B 0 5 , and C 2 3
1 4 , find each
of the following. 5 2 5 1
a. A B
3 3 3 4 3 (3) 3 (4) 0 7
A B 2 4 0 5 2 0 4 5 2 9
5 2 5 1 5 (5) 2 1 10 3
b. 3C
3C 3 2 3 3(2)
1 4 3(1)
3(3) 6
3(4) 3
9
12
Exercises
1 3 4 4 3 2
If A 2 1 4 , B 5 3 3 1 , and D 3 1 9 ,
4 1 , C 4 6 2 6 4 5
7 2 3 4 2 8
find each sum, difference, or product. If the sum or difference does not exist,
write impossible.
1. A B 2. C D 3. 2A B
4. 4D 5. B A 6. 4D 2C
7. 2D A 8. 3B 2A 9. 2C
© Glencoe/McGraw-Hill 788 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-3 Study Guide and Intervention
Histograms
Interpret Data in Histograms A histogram is a bar graph in which the data are
organized into equal intervals. In a histogram, the horizontal axis shows the range of data
values separated into measurement classes, and the vertical axis shows the number of
values, or frequency, in each class.
Example SCHOOL Answer each question ACT Average Composite Scores, 2001
about the histogram shown. by State*
25
a. In what measurement class does the
Frequency
20
median occur? 15
10
First add the frequencies to determine the 5
number of state scores: 0
1 1 6 12 24 7 51. There are 17.1– 18.1– 19.1– 20.1– 21.1– 22.1–
18.1 19.1 20.1 21.1 22.1 23.1
51 scores. Therefore, the middle data value is the Score
26th value. The median value is in the 21.1–22.1 *Includes Washington, DC
measurement class. Source: www.act.org
b. Describe the distribution of the data.
• Only two states have a composite score less than 19.1.
• Almost half of the states have a composite score in the 21.1–22.1 range.
• More than half of the states have a composite score above 21.1.
• The distribution is skewed to the right.
Exercises
For each histogram, answer the following.
Lesson 13-3
• In what measurement class does the median occur?
• Describe the distribution of the data.
1. 2.
Record Lowest Temperature (Celsius) Hourly U.S. Workers, 2000
by State* 20
Frequency
(millions)
25 15
Frequency
20 10
15 5
10 0
5 15–25 25–35 35–45 45–55 55–65
0 Age (years)
70– 60– 50– 40– 30– 20–
60 50 40 30 20 10
Celsius Temperature Source: The World Almanac
*Includes Washington, DC
Source: Almanac 2001
© Glencoe/McGraw-Hill 793 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-3 Study Guide and Intervention (continued)
Histograms
Display Data in a Histogram Data from a list or from a frequency table can be
used to create a histogram.
Example Create a histogram to represent the following scores
for a 100-point math test.
72, 84, 85, 91, 98, 90, 68, 65, 55, 71, 91, 99, 98, 59, 60, 64, 61, 68, 88, 91, 99
a. Identify the greatest and least values in the data set.
The test scores range from 55 to 99.
b. Create measurement classes of equal width.
For these data, use measurement classes from 50 to 100 with a 10-point
interval for each one.
c. Create a frequency table using d. Draw the histogram.
the measurement classes.
Math Test Scores
Score Intervals Tally Frequency 10
Frequency
8
50 s 60 || 2 6
4
60 s 70 |||| | 6
2
70 s 80 || 2 0
50–60 60–70 70–80 80–90 90–100
80 s 90 ||| 3 Scores
90 s 100 |||| ||| 8
Exercises
Create a histogram to represent each data set.
1. Student grades on a quiz worth 30 points: Scores on a 30-Point Quiz
18, 19, 25, 20, 24, 23, 18, 16, 24, 25, 25, 20, 10
8
Frequency
8
20, 20, 17, 19, 20, 23, 25, 21, 27, 29, 29, 28
6 5
4 4
4 3
2
0
16–19 19–22 22–25 25–28 28–31
Scores
2. Number of red jelly beans found in a bag Red Jelly Beans per Bag
of jelly beans: 10 9
Frequency
8
50, 48, 92, 71, 75, 67, 78, 75, 45, 89, 92,
6
65, 45, 67, 78, 67, 88, 59, 70, 75, 74, 72 4 3
4
2 2 2
2
0
40–50 50–60 60–70 70–80 80–90 90–100
Number
© Glencoe/McGraw-Hill 794 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-4 Study Guide and Intervention
Measures of Variation
Range A measure of variation called the range describes the spread of numbers in a set
of data. The range of a set of data is the difference between the highest and the lowest value.
Example 1 The number of wins for the baseball teams Major League Final
of the American League Central Division are shown at Standings, 2000
the right. Find the range of the number of wins.
Team Wins
The greatest number of wins is 95 and the least number of
Chicago White Sox 95
wins is 69: 95 69 26.
The range is 26. Cleveland Indians 90
Detroit Tigers 79
Kansas City Royals 77
Minnesota Twins 69
Source: cbs.sportsline.com
Example 2 Find the range of the student grades below.
58, 95, 72, 85, 84, 88, 91, 92, 93, 45, 80, 81, 92, 93, 50, 79, 84
Since the highest score is 95 and the lowest score is 45, the range is 95 45 or 50.
Exercises
Find the range of each set of data.
1. Month Days Below 32F 2.
November 5
December 20
0 1 2 3 4 5 6 7
January 21
February 15
March 8
Lesson 13-4
3. 4, 5, 5, 4, 4, 6, 5, 5 4. 1, 7, 12, 10
5. 3, 0, 4, 9, 6, 4, 0, 1 6. 1.5, 0.5, 2, 3, 2.5
7. Stem | Leaf 8. Stem | Leaf
1|2 3 4 6 7 8 18 |3467
2|1 5 5 6 7 8 9 19 |004
3|0 0 2 3 12 12 20 |122388
21 | 3 4 7 183 183
9. RACING In five pre-race trials, a stock car driver recorded the following speeds in miles
per hour: 155, 158, 163, 187, 172. Find the range.
10. SWIMMING The swimming times in seconds for the 50-yard butterfly were
36.30, 35.00, 31.60, 34.00, 35.52, 36.39, 38.87, and 41.62. Find the range.
© Glencoe/McGraw-Hill 799 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-4 Study Guide and Intervention (continued)
Measures of Variation
Quartiles and Interquartile Range Three quartiles divide data into four equal
parts. The upper quartile divides the top half into two equal parts. The lower quartile
divides the bottom half into two equal parts. The middle quartile is the median of the
data. The upper and lower quartile values are used to determine the interquartile range,
another measure of variation
ExampleFind the lower quartile, the upper quartile, and the interquartile
range for the data set 23, 23, 31, 31, 63, 63, 69, 71, 72, 82, 88, 160.
Step 1 Find the median.
The data are already in order. Since there are an even number of values, the median
is the average of the middle two values, 63 and 69. The median is 66.
Step 2 Find the median of the lower half.
There are two middle values of the lower half of the data, both of which are 31.
So 31 is the lower quartile.
Step 3 Find the median of the upper half.
The middle value of the upper half of the data is the average of the middle two
values, 72 and 82. This average is 77. So 77 is the upper quartile.
Step 4 The interquartile range is 77 31 or 46.
Exercises
Find the median, lower quartile, upper quartile, and interquartile range of each
set of data.
1. 2.
Tallest Trees of the U.S.
Type of Tree Height in Feet
Giant Sequoia 275
Giant Redwood 321 0 10 20 30 40 50 60 70 80 90
Sitka Spruce 191
Coast Douglas Fir 281
Sugar Pine 232
Port Orford Cedar 219
Source: The World Almanac
3. 4, 5, 5, 4, 4, 6, 5, 7, 9, 9 4. 1, 7, 12, 10, 21, 32, 24, 19
5. 3, 0, 4, 8, 5, 4, 0, 1, 7, 9, 2, 4, 8 6. 80, 90, 94, 95, 100, 102, 83, 94, 78
7. Stem | Leaf 8. Stem | Leaf
1 |0356788 20 |346799
2 |1456778 21 |0068
3 |00123 22 |122578
4 | 6 8 9 10 10 23 | 3 4 7 8 203 203
© Glencoe/McGraw-Hill 800 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-5 Study Guide and Intervention
Box-and-Whisker Plots
Box-and-Whisker Plots A box-and-whisker plot displays the extremes, the quartiles,
and the median for a set of data. The length of the box represents the interquartile range. A
vertical line inside the box represents the median. Horizontal lines (whiskers) represent the
lower and upper fourths of the data. The bullets at each end are the extreme values.
Example Draw a box-and-whisker plot for the following data.
3, 7, 9, 14, 16, 19, 19, 25, 28
Step 1 Determine the quartiles and any outliers.
With the data ordered from least to greatest, determine the quartiles.
79
The median is 16. The lower quartile, Q1, is or 8. The upper quartile,
2
19 25
Q3, is or 22.
2
The interquartile range is 22 8 14.
Check to see if there are any outliers. An outlier is a data value that is at least
1.5 interquartile ranges less than Q1 or greater than Q3.
8 1.5(14) 13 and 22 1.5(14) 43
There are no numbers less than 13 or greater than 43 in the data set. Therefore,
there are no outliers.
Step 2 Draw and label a number line. Use a scale that includes the extreme values.
0 3 6 9 12 15 18 21 24 27 30
Step 3 Complete the box-and-whisker plot. Draw a box to designate the data between the
upper and lower quartiles. Draw a line through the median. Draw a line from the
lower quartile to the least value and from the upper quartile to the greatest value.
Q2 M 16
Q1 8 Q3 22
0 3 6 9 12 15 18 21 24 27 30
Exercises
Draw a box-and-whisker plot for each set of data.
1. 19, 49, 73, 30, 32, 46, 51, 30 2. 8, 2, 4, 2, 9, 13, 2, 5, 19, 24, 13, 1
0 10 20 30 40 50 60 70 80 0 4 8 12 16 20 24 28 32
Lesson 13-5
3. 51, 55, 59, 20, 62, 48, 45, 44, 41, 71 4. 14.2, 15.3, 18.1, 16.5, 17.8, 17.5, 20.1,
15.8, 16.5, 17.9, 18.1, 19.0
0 10 20 30 40 50 60 70 80
13 14 15 16 17 18 19 20 21
© Glencoe/McGraw-Hill 805 Glencoe Algebra 1
NAME ______________________________________________ DATE ____________ PERIOD _____
13-5 Study Guide and Intervention (continued)
Box-and-Whisker Plots
Parallel Box-and-Whisker Plots Two sets of data can be compared by drawing
parallel box-and-whisker plots along the same number line.
Example The number of games won by the six Team 2000 1998
Central Division baseball teams of the National League
St. Louis 95 83
during the 2000 and the 1998 baseball seasons are shown
in the table at the right. Draw a parallel box-and-whisker Cincinnati 85 77
plot for the data and compare the data. Milwaukee 73 74
Step 1 With the data ordered from least to greatest, determine Houston 72 102
the quartiles for each year.
Pittsburgh 69 69
For 2000, the median is 72.5 games won. The lower
quartile, Q1, is 69. The upper quartile, Q3, is 85. Chicago 65 90
The interquartile range is 85 69 16.
Check for outliers: 69 1.5(16) 45 and 85 1.5(16) 109.
There are no numbers less than 45 or greater than 109.
Therefore, there are no outliers.
For 1998, the median is 80 games won. The lower quartile, Q1, is 74. The upper
quartile, Q3, is 90. The interquartile range is 16.
Check for outliers: 74 1.5(16) 50 and 90 1.5(16) 114.
There are no numbers less than 50 or greater than 114.
Therefore, there are no outliers.
Step 2 Draw the box-and-whisker plots along the same number line.
2000
1998
65 70 75 80 85 90 95 100 105
Step 3 Use the box-and-whisker plots to compare the data.
The range of games won is about the same for each year, but in general, the
number of games won was higher in 1998. The median was also higher for 1998.
Exercises
Draw a parallel box-and-whisker plot for each pair of data. Compare the data.
1. A: 18, 41, 72, 45, 68, 75, 89, 34 2. A: 18, 34, 45, 34, 23, 32, 43, 14, 15
B: 38, 39, 74, 56, 78, 68, 49, 78 B: 19, 20, 40, 78, 56, 45, 35, 45, 91
A A
B B
10 20 30 40 50 60 70 80 90 10 20 30 40 50 60 70 80 90
© Glencoe/McGraw-Hill 806 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-1 Study Guide and Intervention
Counting Outcomes
Tree Diagrams One method used for counting the number of possible outcomes of an
event is to draw a tree diagram. The last column of the tree diagram shows all of the
possible outcomes. The list of all possible outcomes is called the sample space, and a
specific outcome is called an event.
Example 1 Suppose you can set up a Example 2 A food stand offers
stereo system with a choice of video, DVD, or ice cream cones in vanilla or
laser disk players, a choice of cassette or chocolate flavors. It also offers
graphic equalizer audio components, and a fudge or caramel toppings, and it
Lesson 14-1
choice of single or dual speakers. Draw a tree uses sugar or cake cones. Use a
diagram to show the sample space. tree diagram to determine the
Player Audio Speaker Outcomes number of possible ice cream
Single VCS cones.
cassette
Dual VCD
video Flavor Toppings Cone Outcomes
graphic Single VGS
equalizer Dual VGD sugar VFS
fudge
Single DCS cake VFC
cassette vanilla
Dual DCD sugar VCS
caramel
DVD cake VCC
graphic Single DGS
equalizer Dual DGD sugar CFS
fudge
Single LCS cake CFC
cassette chocolate
Dual LCD sugar CCS
laser caramel
disk Single LGS cake CCC
graphic
equalizer Dual LGD
The tree diagram shows that there
The tree diagram shows that there are 12 ways to are 8 possible ice cream cones.
set up the stereo system.
Exercises
The spinner at the right is spun twice.
1. Draw a tree diagram to show the sample space. A B
D C
2. How many outcomes are possible?
A pizza can be ordered with a choice of sausage, pepperoni, or mushrooms for
toppings, a choice of thin or pan for the crust, and a choice of medium or large
for the size.
3. Draw a tree diagram to show the sample space.
4. How many pizzas are possible?
© Glencoe/McGraw-Hill 831 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-1 Study Guide and Intervention (continued)
Counting Outcomes
The Fundamental Counting Principle Another way to count the number of
possible outcomes is to use the Fundamental Counting Principle.
If an event M can occur in m ways and an event N can occur in n ways,
Fundamental Counting Principle
then M followed by N can occur in m n ways.
Example Carly and Jake went to an arcade with 9 different games.
a. In how many different orders can they play the games if they play each one
only once?
The number of orders for playing can be found by multiplying the number of choices for
each position. Let n represent the number of possible orders.
n 9 8 7 6 5 4 3 2 1 362,880
There are 362,880 ways to play each of 9 arcade games once. This is also known as a
factorial, or n 9! 9 8 7 6 5 4 3 2 1.
b. If they have only enough tokens to play 6 different games, how may ways can
they do this?
Use the Fundamental Counting Principle to find the sample space. There are 9 choices for
the first game, 8 choices for the second, and so on, down to 4 choices for the sixth game.
n 9 8 7 6 5 4 60,480
There are 60,480 ways to play 6 different arcade games once.
Exercises
Find the value of each expression.
1. 6! 2. 11! 3. 8!
4. A sub sandwich restaurant offers four types of sub sandwiches, three different types of
potato chips, five types of bread, and six different beverages. How many different
sandwich and drink combinations can you order?
5. How many outfits are possible if you can choose one from each of four shirts, three pairs
of pants, two pairs of shoes, and two jackets?
6. In how many ways can you arrange 5 boxes of cereal on a shelf?
7. Seven students sit in a row in the auditorium. In how many ways can they
arrange themselves?
8. Kinjal puts 12 different books on a shelf. In how many different ways can she
arrange them?
© Glencoe/McGraw-Hill 832 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-2 Study Guide and Intervention
Permutations and Combinations
Permutations An arrangement or listing in which order or placement is important is
called a permutation. For example the arrangement AB of choices A and B is different
from the arrangement BA of these same two choices.
n!
Permutations n Pr
(n r)!
Example 1 Find 6 P2.
n!
n Pr Definition of n Pr
(n r)!
6!
6 P2 n 6, r 2
(6 2)!
6!
Simplify.
4!
654321
Definition of factorial
4321
Lesson 14-2
6 5 or 30 Simplify.
There are 30 permutations of 6 objects taken 2 at a time.
Example 2A specific program requires the user to enter a 5-digit password.
The digits cannot repeat and can be any five of the digits 1, 2, 3, 4, 7, 8, and 9.
a. How many different b. What is the probability that the first two digits
passwords are possible? are odd numbers with the other digits any of the
n! remaining numbers?
n Pr
(n r)! number of favorable outcomes
P(first two digits odd)
7! number of possible outcomes
7 P5
(7 5)! Since there are 4 odd digits, the number of choices for
7654321 the first digit is 4, and the number of choices for the
21 second digit is 3. Then there are 5 choices left for the
7 6 5 4 3 or 2520 third digit, 4 for the fourth, and 3 for the fifth, so the
number of favorable outcomes is 4 3 5 4 3, or 720.
There are 2520 ways to
720
create a password. The probability is 28.6%.
2520
Exercises
Evaluate of each expression.
1. 7 P4 2. 12 P7 3. ( 9 P9 )(16 P2)
4. A club with ten members wants to choose a president, vice-president, secretary, and
treasurer. Six of the members are women, and four are men.
a. How many different sets of officers are possible?
b. What is the probability that all officers will be women.
© Glencoe/McGraw-Hill 837 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-2 Study Guide and Intervention (continued)
Permutations and Combinations
Combinations An arrangement or listing in which order is not important is called a
combination. For example, the AB and BA are the same the combination of A and B.
n!
Combinations nCr
(n r)!r !
Example A club with ten members wants to choose a committee of four
members. Six of the members are women, and four are men.
a. How many different committees are possible?
n!
nCr Definition of combination
(n r)!r!
10!
n 10, r 4
(10 4)!4!
10 9 8 7
Divide by the GCF 6!.
4!
210 Simplify.
There are 210 ways to choose a committee of four when order is not important.
b. If the committee is chosen randomly, what is the probability that two members
of the committee are men?
4!
There are 4C2 6 ways to choose two men randomly, and there are
(4 2)!2!
6!
6C2 15 ways to choose two women randomly. By the Fundamental
(6 4)!4!
Counting Principle, there are 6 15 or 90 ways to choose a committee with two men and
two women.
number of favorable outcomes
Probability (2 men and 2 women)
number of possible outcomes
90
or about 42.9%
210
Exercises
Find the value of each expression.
1. 7 C3 2. 12 C8 3. ( 9C9)(11C9 )
4. In how many ways can a club with 9 members choose a two-member sub-committee?
5. A book club offers its members a book each month for a year from a selection of 24
books. Ten of the books are biographies and 14 of the books are fiction.
a. How many ways could the members select 12 books?
b. What is the probability that 5 biographies and 7 fiction books will be chosen?
© Glencoe/McGraw-Hill 838 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-3 Study Guide and Intervention
Probability of Compound Events
Independent and Dependent Events Compound events are made up of two or more
simple events. The events can be independent events or they can be dependent events.
Probability of Outcome of first event does P(A and B) Example: rolling a 6 on a die and
Independent Events not affect outcome of second. P(A) P(B) then rolling a 5
Example: without replacing the
Probability of Outcome of first event does P(A and B)
first card, choosing an ace and
Dependent Events affect outcome of second. P(A) P(B following A)
then a king from a deck of cards
Example 1 Find the probability Example 2 A bag contains 3 red
that you will roll a six and then a marbles, 2 green marbles, and 4 blue
five when you roll a die twice. marbles. Two marbles are drawn randomly
By the definition of independent from the bag and not replaced. Find the
events, P(A and B) P(A) P(B) probability that both marbles are blue.
1 By the definition of dependent events,
First roll: P(6)
6 P(A and B) P(A) P(B following A)
1 4
Second roll: P(5) First marble: P(blue)
6 9
3
P(6 and 5) P(6) P(5) Second marble: P(blue)
8
1 1
4 3
P(blue, blue)
6 6 9 8
1 12
36 72
Lesson 14-3
1
The probability that you will roll a six
6
1
and then roll a five is .
36 The probability of drawing two blue marbles
1
is .
6
Exercises
A bag contains 3 red, 4 blue, and 6 yellow marbles. One marble is selected at a
time, and once a marble is selected, it is not replaced. Find each probability.
1. P(2 yellow) 2. P(red, yellow) 3. P(blue, red, yellow)
4. George has two red socks and two white socks in a drawer. What is the probability of
picking a red sock and a white sock in that order if the first sock is not replaced?
5. Phyllis drops a penny in a pond, and then she drops a nickel in the pond. What is the
probability that both coins land with tails showing?
6. A die is rolled and a penny is dropped. Find the probability of rolling a two and
showing a tail.
© Glencoe/McGraw-Hill 843 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-3 Study Guide and Intervention (continued)
Probability of Compound Events
Mutually Exclusive and Inclusive Events Events that cannot occur at the same
time are called mutually exclusive. If two events are not mutually exclusive, they are
called inclusive.
Probability of Mutually 1
P(A or B) P(A) P(B) P(rolling a 2 or a 3 on a die) P (2) P (3)
Exclusive Events 3
Probability of P(A or B) 9
P(King or Heart) P(K) P(H) P(K and H)
Inclusive Events P(A) P(B) P (A and B) 26
Example Suppose a card is drawn from a standard deck of 52 cards.
Find the probability of drawing a king or a queen.
Drawing a king or a queen are mutually exclusive events.
By the definition of mutually exclusive events, P(A or B) P(A) P(B).
4 1 4 1
P(A) P(king) P(B) P(queen)
52 13 52 13
1 1
P(king or queen)
13 13
2
13
2
The probability of drawing a king or a queen is .
13
Exercises
A bag contains 2 red, 5 blue, and 7 yellow marbles. Find each probability.
1. P(yellow or red) 2. P(red or not yellow) 3. P(blue or red or yellow)
One card is drawn from a standard deck of 52 cards. Find each probability.
4. P(jack or red) 5. P(red or black)
6. P( jack or clubs) 7. P(queen or less than 3)
8. P(5 or 6) 9. P(diamond or spade)
10. In a math class, 12 out of 15 girls are 14 years old and 14 out of 17 boys are 14 years old.
What is the probability of selecting a girl or a 14-year old from this class?
© Glencoe/McGraw-Hill 844 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-4 Study Guide and Intervention
Probability Distributions
Random Variables and Probability Distributions A random variable X is a
variable whose value is the numerical outcome of a random event.
Example A teacher asked her students how many Number of Number of
siblings they have. The results are shown in the table at Siblings Students
the right.
0 1
a. Find the probability that a randomly selected student 1 15
has 2 siblings. 2 8
The random variable X can equal 0, 1, 2, 3, or 4. In the table, 3 2
the value X 2 is paired with 8 outcomes, and there are 4 1
27 students surveyed.
2 siblings
P(X 2)
27 students surveyed
8
27
8
The probability that a randomly selected student has 2 siblings is , or 29.6%.
27
b. Find the probability that a randomly selected student has at least three siblings.
21
P(X 3)
27
1
The probability that a randomly selected student has at least 3 siblings is , or 11.1%.
9
Exercises
For Exercises 1–3, use the grade distribution X Grade 5 4 3 2 1
shown at the right. A grade of A 5, B 4,
C 3, D 2, F 1. Number of
6 9 5 4 1
Students
Lesson 14-4
1. Find the probability that a randomly selected
student in this class received a grade of C.
2. Find the probability that a randomly selected student in this class received a grade
lower than a C.
3. What is the probability that a randomly selected student in this class passes the course,
that is, gets at least a D?
4. The table shows the results of tossing 3 coins X Number of Heads 0 1 2 3
50 times. What is the probability of getting
2 or 3 heads? Number of Times 6 20 19 5
© Glencoe/McGraw-Hill 849 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-4 Study Guide and Intervention (continued)
Probability Distributions
Probability Distributions The probabilities associated with every possible value of
the random variable X make up what are called the probability distribution for that
variable. A probability distribution has the following properties.
Properties of a 1. The probability of each value of X is greater than or equal to 0.
Probability Distribution 2. The probabilities for all values of X add up to 1.
The probability distribution for a random variable can be given in a table or in a
probability histogram and used to obtain other information.
Example The data from the example on page 849 can be used to determine a
probability distribution and to make a probability histogram.
X Number of Siblings P (X ) Probability Histogram
0.600
0 0.037
1 0.556 0.400
P(X )
2 0.296 0.200
3 0.074 0 1 2 3 4
4 0.037 X Number of Siblings
a. Show that the probability b. What is the probability that a student
distribution is valid. chosen at random has fewer than
For each value of X, the probability 2 siblings?
is greater than or equal to 0 and Because the events are independent, the
less than or equal to 1. Also, the probability of fewer than 2 siblings is the sum of
sum of the probabilities is 1. the probability of 0 siblings and the probability
of 1 sibling, or 0.037 0.556 0.593.
Exercises
The table at the right shows the probability X Type of School P (X )
distribution for students by school enrollment in the
United States in 1997. Use the table for Exercises 1–3. Elementary 1 0.562
Secondary 2 0.219
1. Show that the probability distribution is valid. Higher Education 3 0.219
Source: The New York Times Almanac
2. If a student is chosen at random, what is the probability Probability Histogram
that the student is in elementary or secondary school? 1.0
0.8
P(X ) 0.6
3. Make a probability histogram of the data. 0.4
0.2
1 2 3
X Type of School
© Glencoe/McGraw-Hill 850 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-5 Study Guide and Intervention
Probability Simulations
Theoretical and Experimental Probability The probability used to describe
events mathematically is called theoretical probability. For example, the mathematical
1 1
probability of rolling a 4 with a number cube is , or P(4) . Experimental probability
6 6
is the ratio of the number of times an outcome occurs in an experiment to the total number
of events or trials, known as the relative frequency.
frequency of an outcome
Experimental probability
total number of trials
Example 1 Matt recorded that it rained 8 times in November and snowed
3 times. The other days, it was sunny. There are 30 days in November. Suppose
Matt uses these results to predict November’s weather next year. What is the
probability that a day in November will be sunny?
frequency of outcome
Experimental Probability
total number of trials
(30 8 3)
30
19
63.3%
30
The probability that it will be sunny on a day in November is 63.3%.
Example 2 A football team noticed that 9 of the last 20 coin tosses to choose
which team would receive the ball first resulted in tails. What is the experimental
probability of the coin landing on tails? What is the theoretical probability?
frequency of outcome
Experimental Probability
total number of trials
number of tails
total number of tosses
9
45%
20
In this case, the experimental probability that a coin toss will be tails is 45%. If the coin is
fair, the mathematical probability is 50%
Exercises
A math class decided to test whether a die is fair, that is, whether 1: 1 2: 15
the experimental probability equals the theoretical probability. 3: 4 4: 13
The results for 100 rolls are shown at the right. Use the 5: 15 6: 42
information for Exercises 1–3.
Lesson 14-5
1. What is the theoretical probability of rolling a 6?
2. What is the experimental probability of rolling a 6?
3. Is the die fair? Explain your reasoning.
© Glencoe/McGraw-Hill 855 Glencoe Algebra 1
NAME ______________________________________________ DATE______________ PERIOD _____
14-5 Study Guide and Intervention (continued)
Probability Simulations
Performing Simulations A method that is often used to find experimental probability
is a simulation. A simulation allows you to use objects to act out an event that would be
difficult or impractical to perform.
Example In one baseball season, Pete was able to get a base hit 42 of the
254 times he was at bat.
a. What could be used to simulate his getting a base hit?
First find the experimental probability.
frequency of outcome
Experimental Probability
total number of trials
42 1 2
or 16.5%
254
6 3
1
Notice that the experimental probability is about . Therefore use a 5 4
6
spinner like the one at the right with 6 equally likely outcomes.
b. Describe a way to simulate his next 10 times at bat.
Let an outcome of 1 correspond to Pete’s getting a base hit. Let all other outcomes
correspond to his not getting a hit. Spin the spinner once to simulate a time at bat.
Record the result and repeat this 9 more times.
Exercises
1. What could you use to simulate the outcome of guessing on a 20 question true-false test?
2. What could you use to simulate the outcome of guessing on a 20-question multiple choice
test with 4 alternative answers labeled A, B, C, and D for each question?
For Exercises 3–4, use the following information.
Main Street Supermarket randomly gives each shopper a free two-liter bottle of cola during
the Saturday shopping hours. The supermarket sells 6 different types of cola.
3. What could be used to perform a simulation of this situation?
4. How could you use this simulation to model the next 50 bottles of cola given out.
5. At a picnic, there were 2 peanut butter sandwiches, 2 chicken sandwiches, a tuna
sandwich, and a turkey sandwich in a cooler. Describe a simulation that could be used to
find the probability of randomly picking a certain sandwich from the cooler.
© Glencoe/McGraw-Hill 856 Glencoe Algebra 1
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