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Math 6 Book 2 1.0

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Math 6 Book 2 1.0

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Iris Josiely

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2

Simply

Course Book 2
72°

COURSE BOOK

SKU 585.2
rate: 3.5 mph
Created by the Simply Good and Beautiful Math Team
Reviewed by Alia Criddle, MS in mathematics; Deanna Dreher, PhD in mathematics;
Brittany Hopper, MS in mathematics education; Bailee Neering, BS in mathematics education;
Nicki Savinda, BS in mathematics with secondary education certification; Shallin Squire, MA in mathematics education

© 2022 Jenny Phillips | goodandbeautiful.com

All rights reserved. This book may be printed or copied for use within your home or immediate family once it has been downloaded
directly from goodandbeautiful.com by the person who will be using it. This file may not be shared electronically or posted on the internet.
Copies that have been printed at home or at a printing company may not be resold.
This page is intentionally left blank for double-sided printing.
Book 2 Table of Contents

Unit 3........................................................................................................................ 1 Unit 4.................................................................................................................... 123

Lesson 61: Solving Equations with Roots.......................................................... 4 Lesson 91: Solving Proportions Given Part to Whole Ratio.......................... 126
Lesson 62: Solving Equations with Squared & Cubed Variables........................ 8 Lesson 92: Solving Proportions Given Part to Part Ratio............................... 130
Lesson 63: Estimating & Finding Square Roots............................................... 12 Lesson 93: Using Proportions to Solve Percent Problems............................. 134
Lesson 64: Finding Tax..................................................................................... 16 Lesson 94: Scale Drawings............................................................................ 138
Lesson 65: Percent Discounts.......................................................................... 20 Lesson 95: Unit Rates.................................................................................... 142
Lesson 66: Simple and Compound Interest..................................................... 24 Lesson 96: Similar & Congruent Figures....................................................... 146
Lesson 67: Conversions: Mass & Weight......................................................... 28 Lesson 97: Corresponding Parts of Similar Figures....................................... 150
Lesson 68: Conversions: Length...................................................................... 32 Lesson 98: Parallel Lines Cut by a Transversal............................................... 154
Lesson 69: Conversions: Capacity.................................................................... 36 Lesson 99: Polygons & Polyhedrons............................................................. 158
Lesson 70: Using the Percent Formula with Fractions of a Group................... 40 Lesson 100: Introduction to Statistics........................................................... 164
Lesson 71: Distributive Property and Factoring with Variables....................... 44 Lesson 101: Data........................................................................................... 168
Lesson 72: Solving Two-Step Equations........................................................... 48 Lesson 102: Bar, Line, and Circle Graphs....................................................... 172
Lesson 73: Volume of Prisms........................................................................... 52 Lesson 103: Histograms................................................................................. 176
Lesson 74: Bisectors........................................................................................ 56 Lesson 104: Stem and Leaf Plots & Line Plots............................................... 180
Lesson 75: Four Seasons Games..................................................................... 60 Lesson 105: Rainy Day Games....................................................................... 184
Lesson 76: Probability..................................................................................... 62 Lesson 106: Temperature Conversions.......................................................... 186
Lesson 77: Compound Probability................................................................... 66 Lesson 107: Area Conversions....................................................................... 190
Lesson 78: Probability Experiments................................................................ 70 Lesson 108: Integer Operations Review........................................................ 194
Lesson 79: Graphing Inequalities on Number Lines........................................ 74 Lesson 109: Using Unit Multipliers................................................................ 198
Lesson 80: Solving One-Step Inequalities........................................................ 78 Lesson 110: Word Problem Strategies........................................................... 202
Lesson 81: Solving Two-Step Inequalities....................................................... 82 Lesson 111: Measures of Central Tendency.................................................. 206
Lesson 82: Dependent and Independent Variables......................................... 86 Lesson 112: Interpreting Measures of Central Tendency.............................. 210
Lesson 83: Graphing Lines............................................................................... 90 Lesson 113: Box Plots.................................................................................... 214
Lesson 84: Ratios............................................................................................ 94 Lesson 114: Interpreting Graphs................................................................... 218
Lesson 85: Proportions.................................................................................... 98 Lesson 115: Base-2 Number System............................................................. 222
Lesson 86: Proportions on a Graph............................................................... 102 Lesson 116: Scientific Notation..................................................................... 226
Lesson 87: Proportions and Cross Products.................................................. 106 Lesson 117: Introduction to Calculators........................................................ 230
Lesson 88: Unit 3 Review.............................................................................. 110 Lesson 118: Course Review........................................................................... 234
Lessons 89–90: Unit Assessment.................................................................. 114 Lessons 119–120: Course Assessment.......................................................... 238
Reference Chart................................................................................................... 247

© Jenny Phillips
iii
This page is intentionally left blank for double-sided printing.
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3 OVERVIEW
UNIT Extra Supplies Needed
colored pencils coin
protractor scissors
LESSONS 61– 90 ruler bowl
2 standard dice

New Concepts Taught Concepts Reviewed

and Expanded Upon
angle bisectors input/output tables for equations
calculate discount and sale price percent equation add and subtract mass, length, and capacity
check solutions to inequalities perpendicular bisectors check solutions to equations
compare ratios predict outcomes of probability conversions—capacity
compound interest experiments
conversions—length
compound probability with proportions on a graph
multiplication sample space conversions—mass and weight
cross products with proportions simple interest inverse operations
dependent and independent variables solve one-step inequalities probability experiments
distributive property with variables solve two-step equations probability outcomes
equations with square roots solve two-step inequalities
and cube roots proportional relationships
square roots of perfect squares
equations with squared and cubed greater than 225 proportions
variables tax and total cost with tax ratios
estimate square roots theoretical probability simple probability
experimental probability total cost of discounted item with tax
US customary system and metric system
factor expressions with variables tree diagrams to record probability
fractions of a group—solve for the outcomes volume of cubes, rectangular prisms,
part, fraction, or whole unit multipliers and cylinders
graph inequalities on number lines volume of prisms
graph lines on coordinate planes write an inequality from a graph
independent events with probability

XQUATIONS
SOLVING E
ROOTS Video Lesson
WITHX
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Complete the problems below.

–8(–8) = _______

8(–8) = _______

(–4) 2
= _______

(–4) 3
= _______
Mental Math Checkup
1. Count by
1
2
1
from 3 to 7 2 .

, , , , , , , , ,

2. Find each percent.

What is 50% of 20? What is 50% of 60?

3. Multiply or divide.

250 ÷ 5 = 20 • 15 =

4 © Jenny Phillips
M ATH 6

Mini Lesson
For positive numbers, squaring a number and taking the square root Solving Equations with Cube Roots
of the number are inverse operations. When the cube root of a variable is alone on one side of an equation,
Example: =16 4=
and 4 16 2 cube both sides of the equation to isolate the variable.

Likewise, cubing a number and taking the cube root of a number are
inverse operations. Example 1: 3
x =3

( ) =3
3
3
Example: = and 2 3 8
8 2= Cube both sides of the equation to isolate x. 3
x 3

Notice how this works with the variables below. The operations undo x = 27
each other.

( x) = x ( x) = x
2 3
3

Example 2: 3
x = −3
Squaring cancels square roots. Cubing cancels cube roots.

( )
3
( −3 )
3
Cube both sides of the equation to isolate x. 3
x =
scratch work
x = −27
Remember the rules for multiplying negative numbers.
( −3 ) −3 ( −3 )( −3 )
3
If the signs are the same, the answer is positive. If the =
signs are different, the answer is negative. = 9 ( −3 )
negative • negative = positive = −27

positive • negative = negative

Solving Equations with Square Roots

When the square root of a variable is alone on one side of an

equation, square both sides of the equation to isolate the variable.
Example: x =5

( x)
2
Square both sides of the equation to isolate x. = 52

x = 25

Practice
1. Complete the table by squaring or cubing each positive number. 2. Complete the table by cubing each negative number. The first row
The first row is given as an example. is given as an example.
Exponent Form Factored Form Standard Form Exponent Form Factored Form Standard Form

4(4)(4) (–4) –4(–4)(–4) –64

3
43 64

(–6)
3
82

(–2)
3
53

33 (–3)
3

112 (–10)
3

3. Solve the square root equations. Show each step. The first one is 4. Solve the cube root equations. Show each step. The first one is
given as an example. given as an example.
x =4 x =7 3
x = –4 3
x =5

( x) = 4 ( x ) = ( –4 )
2 3 3
2 3

x = 16 x = –64

x = 12 x =9 3
x = –6 3
x = –7

6 © Jenny Phillips
M ATH 6

Practice
5. Find the value of the variable that makes each equation true. Then Review
color in the box on the table below with that value. The colored-in
boxes will form a number. Write this number in the blank in the
sentence at the bottom to find the answer.
1. Write and solve a percent equation for each question.
Lessons 54 & 55
15 is what percent of 75?
x =6 3
x = –2

x = 10 3
x =3
80% of what number is 90?
x = 13 3
x = –5

x =5 3
x = –3

x = 14 3
x =2
2. Factor each expression. Lesson 48
x = 15 3
x =4
60 + 96 _________________
3
x = –1
45 + 108 _________________

100 27 49 169
3. Write = if the expressions are equal and ≠ if they are not.
Lesson 43
–36 –8 –64 225 50 + 10 • 3 ÷ 2  100 • ( 35 − 15 )
2

36 –1 125 –27 15
100 + • 23  132 + 15 • 0
5

–125 –6 –100 196

4. Write each percent as a fraction or mixed number in
simplest form. Lesson 52
8 25 –9 64
16% = 175% = 27% =

An icosikaihenagon is a shape with _____ sides!

SOLVIN
G EQUATIONS WI
X TH
ED & CUX
BED VARIA Video Lesson
SQUAR BLE
S
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Draw a line to match each squared value in the left box with
the perfect square in the right box.

12 9
152 100
52 64
92 169
32 36
102 121
72 225
122 25
Mental Math Checkup
42 196
62
1. Count down by 2 from 4 to –14.
4
112 16 , , , , , , , , ,

142 81 2. Find each percent.

22 49
What is 25% of 60? What is 25% of 80?
82 1
132 144 3. Multiply or divide.

350 ÷ 5 = 40 • 12 =

8 © Jenny Phillips
M ATH 6

Mini Lesson
Solving Equations with Squared Variables Solving Equations with Cubed Variables

An equation with a squared variable can have two solutions. The cube root of a positive number is positive.
For example, in the equation x2 = 16, the solutions for x are 4 and Example: 3
27 = 3 because 3(3)(3) = 27
–4 because both of those values create true statements.
x2 = 16 The cube root of a negative number is negative.
x=4 x = –4 Example: 3
−3 because –3(–3)(–3) = –27
−27 =
(–4) = 16
2
4 = 16
2

When a cubed variable equals any number, find the solution by

When a squared variable equals a positive number, find the taking the cube root of both sides.
solutions by taking the square root of both sides. Remember to
Example 1: x3 = 64
write both the positive and negative solutions.
3
x 3 = 3 64
Example 1: x = 25
2
What number multiplied three times equals 64? 4
x 2 = 25 The solution is x = 4.
What number multiplied by itself equals 25? 5 Check the solution by substituting it into the original equation.
What other number multiplied by itself equals 25? –5 x3 = 64
The solutions are x = 5 and x = –5. ?
4 3 = 64
Check each solution by substituting it into the original equation.
4 ( 4 )( 4 ) = 64
?

x2 = 25
( −5 ) =
2 ?
?
52 = 25 25 64 = 64 ✓
5 ( 5 ) = 25 −5 ( −5 ) =
? ?
25
Example 2: x3 = –64
25 = 25 ✓ 25 = 25 ✓ 3
x 3= 3 −64
What number multiplied three times equals –64? –4
Example 2: x2 = –9 The solution is x = –4.
x2 = −9 Check the solution by substituting it into the original equation.
What number multiplied by itself equals –9? x3 = –64
3(3) ≠ –9 –3(–3) ≠ –9
( −4 ) =
3 ?
− 64
There are no real numbers that are a solution to this equation
−4 ( −4 )( −4 ) =
?
because a real number multiplied by itself will never be − 64
negative. –64 = –64 ✓

Practice
1. Fill in the blanks. 4. Find the solution to each equation with a cubed variable on one
side and a positive number on the other side. The first one is
The cube root of a positive number is _______________. given as an example.
(positive or negative)

The cube root of a negative number is _______________. x 3 = 27 x3 = 125 x3 = 343

(positive or negative) 3
x 3 = 3 27
x=3
2. Check the solutions. Mark yes if the value is a solution and no if it
is not. Note: Not all solutions are listed.
x3 = 729 x3 = 512 x3 = 1,000
x3 = –8 x=2 yes no

x2 = 196 x = –14 yes no

5. Find the solution to each equation with a cubed variable on one

x2 = 225 x = 15 yes no side and a negative number on the other side. The first one is
given as an example.
x3 = 729 x = –9 yes no x 3 = –27 x3 = –216 x3 = –8
3
x 3 = 3 –27
3. Find both solutions to each equation with a squared variable. x = –3
The first one is given as an example.

x 2 = 16 x2 = 36 x2 = 81 x3 = –512 x3 = –1,000 x3 = –1
x 2 = 16
x = 4, x = –4

x2 = 144 x2 = 121 x2 = 49

10 © Jenny Phillips
M ATH 6

Batty Equations
Write the solution(s) below each bat. The first one is given as an
Review
example.
1. Solve each equation. Lesson 61

x = 20 3
x = −10 x = 14

x 2 = 100
x2 = 25
2. Fill in the table by finding the percents of each number.
Lesson 44
Number 50% 25% 1%
x = 5, x = –5 x2 = 1
16
128

x3 = –343 x3 = –125 180

360
1,000

x2 = 4
3. Multiply or divide. Lessons 17 & 18
x = 169
2
2 5 4
1.678 ÷ 10 = 5 • 10 = 960.3 • 10 =

x3 = –64
4. Solve each equation. Lessons 49–51
x 3 = –1,000 x
17.6 + q = 84.12 2.4m = 18 = 15.5
6

5. Add or subtract the fractions. Lesson 9

x3 = 8
x2 = 9 17 2 3 11 6 9
+ = + = − =
20 3 4 12 7 14

ATINXG & FINDI

ESTIM NG Video Lesson
SQUA RE
X R OOTS
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up 10

Complete the problems below.

_____ < _____ < _____
4 • _____ = 400 9 • _____ = 900

___ < _ < ___

4 = _____ 9 = _____
10 is a decimal number
between _____ and _____.
100 = _____ 100 = _____

4 • 100 =
_____ 9 • 100 =
_____
Mental Math Checkup
1. Count by
1
4
1
from 5 to 7 4 .
202 = _____ 302 = _____
, , , , , , , , ,

2. Find each percent.

400 = _____ 900 = _____
What is 10% of 250? What is 10% of 120?

3. Multiply or divide.

400 ÷ 8 = 50 • 11 =

12 © Jenny Phillips
M ATH 6

Mini Lesson
The square root of a perfect square is a whole number. Examples: Square Roots of Perfect Squares Greater Than 225
1 =1 16 = 4 49 = 7 100 = 10 169 = 13 To find the square root of a perfect square greater than 225,
use square roots of perfect squares that are multiples of 100 as
4 =2 25 = 5 64 = 8 121 = 11 196 = 14 benchmarks.
9 =3 36 = 6 81 = 9 144 = 12 225 = 15 Examples: 100 = 10 400 = 20 900 = 30 1, 600 = 40 Notice the
pattern!
Estimating Square Roots Since a perfect square is a number multiplied by itself, the
4 =2
The square root of a number that is not a perfect square is not a last digit of the perfect square can also be used as a clue.
whole number. Its value can be estimated by finding the two whole 400 = 20
Example: Simplify 784 .
numbers that it is between.
1. Find the first digit of the answer by using square roots that
Example: Find the approximate value of 30 .
are multiples of 100 as benchmarks.
1. Find two consecutive square roots of perfect squares
400 = 20 and 900 = 30
that 30 is between.
Consecutive numbers 784 is between 400 and 900
25 = 5
follow each other in
400 is less than 784 AND 784 is less than 900
30 = ? order.
400 < 784 784 < 900
36 = 6
400 < 784 < 900
30 is between 25 and 36
20 < 784 < 30
25 is less than 30 AND 30 is less than 36
The value of 784 is between 20 and 30, so 784 is a number in the
25 < 30 30 < 36
20s. Two is the first digit.
25 < 30 < 36
784 = 2 ?
Notice how those two inequalities can be combined to write a
compound inequality. 2. Find the last digit of the answer by thinking of perfect squares.
• The smallest value is on the left. The last digit in 784 is 4. What single-digit number multiplied by
• The common number is in the middle. itself could equal a number that ends in 4?
• The largest value is on the right. 22 = 4 82 = 64
• Less than symbols are between the numbers because the first The last digit is either 2 or 8.
number is less than the middle number, and the middle number is scratch work
less than the last number. Since 784 is closer to 900 than 400, the last digit is 28
probably 8. × 28
2. Simplify the square roots that are perfect squares.
Does 784 equal 28?
25 < 30 < 36 224
Check to see if 282 is 784. + 560
5 < 30 < 6
784 = 28 ✓ 784
The value of 30 is a decimal number between 5 and 6.

Practice
1. Write each square root in the blue box below between the 3. Using the information in the first column in Problem 2, fill in the
consecutive square roots of perfect squares it is between. Then blanks. The first one is given as an example.
cross it off in the blue box. The first one is given as an example.
6 and _____.
45 is a decimal number between _____ 7
53 18 44 3 172 159
28 is a decimal number between _____ and _____.
6 131 70 99 10 212
183 is a decimal number between _____ and _____.

109 is a decimal number between _ and _.

1 ______ 4 ______ 9 ______ 16 ______ 25
11 is a decimal number between _____ and _____.
36 ______ 53
49 ______ 64 ______ 81 ______ 100
4. Find the two whole numbers each square root is between. The
121 ______ 144 ______ 169 ______ 196 ______ 225 first one is given as an example.

93 54
2. Find the consecutive square roots of perfect squares that each 81 < 93 < 100
square root listed is between. Then fill in the inequality symbols to
9 < 93 < 10
write a compound inequality. The first one is given as an example.
9 and ____.
93 is between ____ 10 54 is between ____ and ____.
36 <
______ 49
45 < ______ ______ 59 ______
205 70
______ 28 ______ ______ 2 ______

______ 183 ______ ______ 134 ______ 205 is between ____ and ____. 70 is between ____ and ____.

109 200

129 8

11 48

129 is between and . 8 is between and .

14 © Jenny Phillips
M ATH 6

Practice
5. The numbers under the square root symbols below are perfect Review
squares. Simplify each square root. The first one is given as an
example. 1. Find all solutions to the equations. Lessons 61 & 62

x3 = –343 x3 = 216
676 625
x2 = 225 x = 11
400 < 676 < 900
20 < 676 < 30
2. Write and solve an equation for each scenario. Lessons 54 & 55
676 = 2 ? A restaurant’s seats are currently 40% full. There are
Try 4 or 6 for the second digit. 56 customers already seated. How many seats are in the
24 2 = 576 restaurant?
26 2 = 676 ✓
676 = 26
There are 8 receivers on an American football team with
50 players. What percent of the team are receivers?

441 289

3. Evaluate each expression. Lessons 19 & 20

3
1
4.43 +   • 4 2 _____________
2

( −1.2 )
2

+ 53 _____________
3

FINDING TAX Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Round each number to the nearest hundredth.

101.735 __________

1,269.9109 __________
tax amount: ______
0.898 __________ tax amount: ______ total cost: ______

Mental Math Checkup

1. Count by 3 from –12 to 15.

, , , , , , , , ,

2. Find each percent.

What is 20% of 80? What is 20% of 40?

3. Multiply or divide.

140 ÷ 2 = 60 • 12 =

16 © Jenny Phillips
M ATH 6

Mini Lesson
Finding the Total Cost

Sales tax is money paid to a government on the sale of To find the total cost of an item, add the tax to the price of the item.
goods or services. The tax rate varies by location, but it is price of item + tax amount = total cost
always a percent of the price of the item.
Example: What is the total cost of the item from the first example?

$5.00 + $0.15 = $5.15 The total cost is $5.15.

Finding Tax

To find the amount of tax, use the percent equation. Rounding Sales Tax

percent • whole = part When it is necessary to round sales tax, round to the nearest cent,
which is the hundredths place.
Convert the tax rate (percent) to a decimal and multiply it by the
price of the item (whole). Use a variable to represent the sales tax Example: A book costs $6.99, and the tax rate is 6%. What is the
(part). amount of tax and the final cost of the book?
Example: A ball costs $5, and the tax rate is 3%. What is the sales tax? First find the amount of tax.
Find the amount of tax using percent • whole = part. 6% • 6.99 = t Convert 6% to a decimal.
3% • 5 = t Convert 3% to a decimal.
0.06 • 6.99 = t Multiply.
0.03 • 5 = t Multiply.
t = 0.4194 The digit in the thousandths place is greater
t = 0.15 than five, so round up.

The tax is $0.15. The tax is $0.42. If the digit to the

right of the place value
To find the total cost, add the tax to the you are rounding to is less
than 5, round down.
price of the item.
If the digit is 5 or more,
$6.99 + $0.42 = $7.41 The total cost is
round up.
$7.41.

Practice
1. Convert each percent to a decimal.
4. Find the total cost of each item. Round the amount of tax to the
nearest cent. Circle the total cost. The first one is given as an
22% = _______ 5% = _______ 17% = _______
example.

18% = ___ 30% = _ 95% = _____

price: $12.40
tax rate: 7%
equation to find the tax: 0.07 • 12.4 = t t = 0.868
2. Round to the nearest cent.
amount of tax rounded to the nearest cent: $0.87
$5.3782 ________ $86.095 ________ $100.16493 ________
equation for the total cost: $12.40 + $0.87 = c c = $13.27

$19.4571 ___ $3.99602 _ $62.8435 _____

price: $10.50
tax rate: 9%
3. Find the amount of tax for each item. The first row is given as an equation to find the tax:
example. amount of tax rounded to the nearest cent:
Price of Item Tax Rate Equation Amount of Tax
equation for the total cost:
$5.25 8% 0.08 • 5.25 = x $0.42
price: $31.05
tax rate: 12%
$16 4%
equation to find the tax:

amount of tax rounded to the nearest cent:

$28.50 6%
equation for the total cost:

$4.80 15% price: $15.81

tax rate: 3%
equation to find the tax:
$9.75 20%
amount of tax rounded to the nearest cent:

equation for the total cost:

18 © Jenny Phillips
M ATH 6

Practice
5. Write the total cost on each price tag. If needed, Review
round the amount of tax to the nearest cent. Then
number the items from 1 (least expensive) to 4 (most expensive)
on the price tags.
1. Find the missing angle and classify the triangle. Lessons 6 & 39
x
price: $16.50 x = _______

tax rate: 9 % This is a(n) ____________

total cost: 46° 45° ____________ triangle.

2. Find the two whole numbers each square root is between.

Lesson 63
155 46 3.2
price: $14.90
155 is between 46 is between 3.2 is between
tax rate: 21%
___ and ___. ___ and ___. ___ and ___.
total cost:
3. Find all solutions to the equations. Lessons 61 & 62
2
x2 = 64 x= x3 = –64 3
x = 1.2
3
price: $15.9
1
tax rate: 13
%
total cost: 4. Simplify each expression. Lesson 46
3 1
1.5a + 16 + 2.7a + 6b – 21 x − 8y + x + 23 − 4 y
4 16

price: $16.23
5. Multiply or divide. Lessons 9 & 25
1 1 5 2 1
tax rate: 11 % ÷4= 4÷ = 6 • = 16 • 1 =
3 3 8 3 2
total cost:

T DISCOUNT
PERCEN S Video Lesson
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Subtract.

16 – 4.58 = ______

38.2 – 5.97 = ______

amount of amount of
discount: discount: ________

73.94 – 5 = sale price: total cost: __

Mental Math Checkup

1. Count down by
1
2 from 12 to 7 2 .
1

, , , , , , , , ,

2. Find each percent.

What is 10% of 145? What is 10% of 12?

3. Multiply or divide.

200 ÷ 40 = 20 • 43 =

20 © Jenny Phillips
M ATH 6

Mini Lesson
Finding a Discount Finding the Total Cost of a Discounted Item with Tax

A discount is a reduction in price; it is usually given as a percent To find the total cost of a discounted item, find the amount of tax on
of the price of an item. To find the amount of the discount, use the the sale price, and then add the amount of tax to the sale price.
percent equation.
sale price + amount of tax = total cost
percent • whole = part
Example: What is the total cost of the item from the previous example
Convert the percent discount (percent) to a decimal and multiply it if the tax rate is 5%?
by the original price (whole). Use a variable to represent the amount
of the discount (part). 1 Find the amount of tax on the sale price.
5% • 17.50 = t Convert 5% to a decimal.
Example: An item regularly sells for $25. It is currently 30% off. 0.05 • 17.5 = t Multiply.
What is the amount of the discount?
t = 0.875 The digit in the thousandths place is five, so round up.
30% • 25 = d Convert 30% to a decimal.
The amount of tax is $0.88.
0.3 • 25 = d Multiply.
2 Add the amount of tax to the sale price.
d = 7.5
$17.50 + $0.88 = $18.38 The total cost is $18.38.
The amount of the discount is $7.50.

Notice that the same percent equation is used to find the amount of
tax and discount of an item. When finding the total cost of a discounted item, remember to
subtract the amount of discount before adding the amount of tax.

Finding the Sale Price

1 Find the amount of discount.
percent discount • original price = amount of discount
To find the sale price of an item, subtract the amount of discount
from the original price. 2 Subtract the amount of discount.
original price – amount of discount = sale price
original price – amount of discount = sale price
3 Find the amount of tax.
Example: What is the sale price of the item from the previous tax rate • sale price = amount of tax
example? 4 Add the amount of tax.
$25.00 – $7.50 = $17.50 The sale price is $17.50. sale price + amount of tax = total cost

Practice
1. Find the amount of discount for each item. The first one is given 3. Find the sale price of each item. Write each step. The first one is
as an example. given as an example.
Original Percent Amount of
Percent Equation original price: $14.50 20% • 14.5 = d
Price Discount Discount
percent discount: 20% 0.2 • 14.5 = d
$15 40% 40% • 15 = d $6
$2.90
amount of discount: _________ d = 2.9

$24 30% sale price: $11.60

_________ $14.50 – $2.90 = $11.60

$32 25%

$80 15%
original price: $60.20

percent discount: 35%

2. Find the sale price of each item by subtracting the amount of amount of discount: _________
discount from the original price. The first one is given as an
example. sale price: _________

Original
$12.50 $40.00 $16.99 $51.25
Price

Amount of
— $3.20 $6.40 $12.74 $20.50
Discount original price: $3.25

Sale Price $9.30 percent discount: 60%

amount of discount: _________

sale price: _________

22 © Jenny Phillips
M ATH 6

BEST
Bargain! Review

4. Lucas saved $30 and plans to buy an item that costs $28. He 1. Solve each equation. Lessons 49–51, 62
wants to make sure he has enough money to pay the total cost, 5s = 165 p + 99 = 823
including tax, so he hunts for the best bargain. In each scenario
below, the original price is $28. Find the total cost by following j2 = 196 t – 122.6 = 43
these steps:
1. Find the amount of discount. 2. Simplify the complex fractions. Lesson 56
2. Subtract the amount of discount.
6 2 23
3. Find the amount of tax. (Round to the nearest cent.)
3
4. Add the amount of tax. 4 4

Draw a star next to the best bargain. 3. Complete each multiplication problem by writing the second
Cross off the price that is greater than $30. factor in expanded form and then using the distributive
property to multiply. Lesson 47
A store near Lucas’ home has the item discounted by 10%. The tax
rate at the store is 7%. 6 • 243 9 • 5,453

An online store is selling the item for 5% off, and the tax rate is 13%.
4. Write the name of the figure represented by the net, and then
find the surface area. Lesson 22
12.2 cm
name of figure:

5 cm
Lucas’ grandfather found a different store that also sells the item. ________________________
The item is not on sale, but there is a coupon that can be used to
3 cm SA = ______________

8 cm
apply a 15% discount. The tax rate is 11%.

SIMPLE AND
UND INTERES
Video Lesson
COMPO T
Scan the QR code or watch the video
Watch the video lesson and/or read the mini lesson. lesson on goodandbeautiful.com/Math6.

Warm–Up
Draw lines to match equivalent percents
and decimal numbers.

1.6% 1.6

interest earned interest earned

16% 0.016 after 1 year: after 3 years:

________ ________
0.16% 0.0016

160% 0.00016

0.016% 0.16
Mental Math Checkup
1. Count by 6 from –12 to 42.

, , , , , , , , ,

2. Find each percent.

What is 25% of 8? What is 25% of 16?

3. Multiply or divide.

2,500 ÷ 50 = 90 • 40 =

24 © Jenny Phillips
M ATH 6

Mini Lesson
Interest is a charge on borrowed money. A person who borrows Compound interest is interest paid or earned on the principal amount
money usually pays interest to the lender. Money in a savings and on any previously earned interest. The interest is accrued not just
or investment account earns interest. Interest is always a percent on the principal amount but on the total amount owed to the lender,
(interest rate). Principal is the amount of money borrowed or including prior interest.
invested. There are two types of interest: simple and compound.
Example: Kali finds another bank offering the same interest rate of
Simple interest is interest paid or earned on only the principal 1.6%, but this bank will compound the interest annually on her $1,000.
amount. Because it is a percent of a given amount, use the percent Find the amount of money she will have in the bank after five years.
equation:
percent • whole = part Find the amount of interest she will earn the first year and add that to
the principal.
The percent is the interest rate, the whole is the principal, and the 0.016 • 1,000 = 16
part is the amount of interest paid or earned. $1,000 + $16 = $1,016 Kali will have $1,016 after one year.

To find the total amount she will have after the second year, find 1.6%
Example: Kali deposits $1,000 in a savings account. The simple of the new total and add that to $1,016.
interest rate is 1.6% per year. Find the amount of interest she will 0.016 • 1,016 ≈ 16.26 (Round to the nearest cent.)
earn each year. $1,016 + $16.26 = $1,032.26
1.6% • 1,000 = x Convert the percent to a decimal. To find the total amount she will have after the third year, find 1.6%
0.016 • 1,000 = x Multiply. of the new total and add that to $1,032.26.
0.016 • 1,032.26 ≈ 16.52
x = 16 She will earn $16 each year. $1,032.26 + $16.52 = $1,048.78

To find the amount of interest accrued after a certain number of Each year Kali earns more interest than she earned the year before.
years, multiply the amount earned per year by the number of years. Year Beginning Interest Amount in Account
interest/year • number of years = total interest Amount at the End of the Year
$16/year • 5 years = $80 1 $1,000.00 0.016 • $1,000.00 = $16.00 $1,000.00 + $16.00 = $1,016.00
Kali will earn $80 in interest after five years. 2 $1,016.00 0.016 • $1,016.00 ≈ $16.26 $1,016.00 + $16.26 = $1,032.26
3 $1,032.26 0.016 • $1,032.26 ≈ $16.52 $1,032.26 + $16.52 = $1,048.78
To find the total amount of money after interest, add the principal to
4 $1,048.78 0.016 • $1,048.78 ≈ $16.78 $1,048.78 + $16.78 = $1,065.56
the total interest earned.
5 $1,065.56 0.016 • $1,065.56 ≈ $17.05 $1065.56 + $17.05 = $1,082.61
principal + total interest = total amount
$1,000 + $80 = $1,080 At the end of Year 5, Kali will have $1,082.61.
Kali will have $1,080 in her savings account after five years.

Practice
1. Use the clues to fill in the crossword puzzle. 2. Find the amount of interest after one year when the interest rate is
1 2.5%. Write the equation. The first one is given as an example.
2 2.5% • 500 = x
principal: $500 _______________ $12.50
amount of interest: ___________

principal: $30 ______ amount of interest: _

principal: $6,002 ____ amount of interest: _

3 principal: $20,100 ___ amount of interest: _

3. Fill in the blanks and answer the questions. Neala deposited $700
4 into the bank. The simple interest rate is 3% per year.
5
percent equation: _____________________________

amount of interest after one year: ___________

6
amount of interest after two years: ___________

amount of interest after five years: ___________

amount of interest after 10 years: ___________

total amount of money after 10 years: ___________

4. Fill in the table below using simple interest.

ACROSS DOWN Principal $2,000 $400 $5,000

2. a reduction in price 1. interest paid or earned on the Interest Rate
principal amount and on any 5% 12% 6%
6. interest paid or earned on only (simple interest)
the principal amount (two previously earned interest (two Interest Amount
words) words) per Year
3. money paid to a government Total Amount
on the sale of goods or services After One Year
(two words)
Total Amount
4. a charge on borrowed money After Four Years
5. an amount of money borrowed Total Amount
or invested After 20 Years

26 © Jenny Phillips
M ATH 6

Practice
5. Follow the steps to find the total amount after each year. Review
The first one is given as an example.
principal amount: $800 compound interest rate: 4% 1. Roller skates are $42.50. Find the amount of tax and total cost
4% • 800 = x if the tax rate is 7%. Lesson 64
0.04 • 800 = x
32 = x $800 + $32 = $832
total amount after one year: $832
4% • 832 = x
0.04 • 832 = x tax: ____________ total cost: ____________
33.28 = x $832 + $33.28 = $865.28
total amount after two years: $865.28 2. Divide. Lessons 16 & 17
4% • 865.28 = x
0.04 • 865.28 = x 11,928 ÷ 56 = 429.66 ÷ 6.3 =
34.6112 = x $865.28 + $34.61 = $899.89
total amount after three years: $899.89

principal amount: $2,000 compound interest rate: 5%

3. Simplify the expressions. Lesson 20
24 • 3
53 − • 9.7
total amount after one year: 6 ___________

92.1 + 7.89 • 2

total amount after two years:

3
1, 000 ___________

4. Find the area and perimeter of the irregular figure. Lesson 21

total amount after three years:
13 in
10 in
in A = _____________
12
n

4 in

total amount after four years:

Look at the table from Problem 4. Which amount is greater . . . P = _____________

16 in
$2,000 after four years with 5% simple interest/compound interest?
(circle one)

CONVERSIONS:
Video Lesson
MASS & WEIGHT
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Cross cancel, and then multiply.

3 5
• =
7 12

1 4
• =
8 5

6 15
• = Mental Math Checkup
25 24
1. Count by
1
3 from 20 to 23.

, , , , , , , , ,

2. Find each percent.

What is 1% of 16? What is 1% of 80?

3. Multiply or divide.

640 ÷ 16 = 15 • 50 =

28 © Jenny Phillips
M ATH 6

Mini Lesson
Mass is the amount of matter in an object. The terms mass and Example 1: Convert 8 kg to grams.
weight are often used interchangeably; however, they have different 1, 000 g Use the unit multiplier that has kg in the
meanings. The mass of an object is always the same. The weight of an 8 kg •
1 kg denominator and g in the numerator.
object can change based on the pull of gravity.
8 kg 1, 000 g Cancel units that are the same in the
= •
Metric System Units of Mass 1 1 kg numerator and denominator. Multiply.
The base unit for measuring mass in the metric system is the gram,
8, 000 g
and each unit is 10 times greater than the unit to the right. = = 8,000 g
1
kilogram hectogram dekagram gram decigram centigram milligram
Example 2: Convert 24,000 lb to tons.
(kg) (hg) (dag) (g) (dg) (cg) (mg)
1 tn Use the unit multiplier that has lb in the
1 1 1 24, 000 lb •
1,000 g 100 g 10 g 1g g g g 2,000 lb denominator and tn in the numerator.
10 100 1, 000 12
24, 000 lb 1 tn Cancel units that are the same in the
= •
1 2,000 lb numerator and denominator. Multiply.
US Customary System Units of Weight 1
Units of weight are given in the US customary system. The most 12 tn
= = 12 tn
common units for measuring weight in this system are ounces (oz), 1
pounds (lb), and tons (tn). 16 oz = 1 lb 2,000 lb = 1 tn Another method is
Adding and Subtracting Weights to convert the pounds to
To add weights given in pounds and ounces, ounces, add or subtract the
Unit Multipliers add the ounces, and then add the pounds. If ounces, and convert the sum or
A unit multiplier is a fraction that has units and is equal to one. difference back to pounds
the sum of the ounces is 16 or greater, subtract and ounces.
Unit multipliers are used to convert one set of units to another. 16 ounces and add another pound.
Multiplying by a unit multiplier changes the units of a measurement Example:
but not the value. When converting to a new unit, choose a unit 3 lb 8 oz + 2 lb 10 oz Add 8 oz and 10 oz. Add 3 lb and 2 lb.
multiplier with the old unit in the denominator of the fraction. = 5 lb 18 oz Subtract 16 oz from 18 oz and add
new unit = 6 lb 2 oz another pound.
old unit • =new unit
old unit
Some common unit multipliers are listed below. Notice that the To subtract weights given in pounds and ounces, subtract the ounces,
numerator and denominator of each fraction represent the same and then subtract the pounds. If there are not enough ounces to
amount. subtract from, convert one of the pounds to ounces. Then subtract.
Example:
1g 1 kg 1 lb 1 tn
5 lb 3 oz – 1 lb 8 oz Borrow 16 oz (1 lb) from 5 lb
1,000 mg 1,000 g 16 oz 2,000 lb = 4 lb 19 oz – 1 lb 8 oz and add them to 3 oz. Subtract
The reciprocal of each fraction is also a unit multiplier. = 3 lb 11 oz the ounces. Subtract the pounds.

Practice
1. Write the abbreviation for each unit. 3. Write the unit multiplier needed for each conversion. The first
one is given as an example.
ounce _______ pound _______ ton _______

milligram ___ centigram _ decigram _____ 48 oz to pounds 1 lb 20 mg to centigrams

16 oz
gram _______ dekagram _______ hectogram _______
3 tn to pounds 5,000 g to kilograms
kilogram _______

2. Write two equivalent unit multipliers for each set of units. 10 lb to ounces 15 dg to dekagrams
The first one is given as an example.
Hint: Each unit on the metric chart is ten times greater than the unit to the
right. For example, a centigram is ten times greater than a milligram.
4. Use a unit multiplier to convert each unit of weight in the US
customary system. The first one is given as an example.
Units Unit Multipliers
14,000 lb to tons 6 tn to pounds
16 oz 1 lb 1 tn
ounces & pounds , 14, 000 lb •
1 lb 16 oz 2,000 lb
7
14, 000 lb 1 tn
= •
centigrams & milligrams 1 2, 000 lb
1

7 tn
=
1
tons & pounds
= 7 tn
10 lb to ounces 32 oz to pounds

grams & kilograms

hectograms & decigrams

dekagrams & kilograms

30 © Jenny Phillips
M ATH 6

Practice
5. Convert the mass of each object to grams. Review
15 dag
9,000 mg 1. Write and solve an equation to find the amount of interest
earned each year on $150 if the simple interest rate is 0.9%.
Lesson 66
______ g ______ g

1,000 kg
5,600 cg
2. Fill in the blanks. Lesson 65

___ g g original price: $33.50 amount of discount: _

percent discount: 25% sale price: _________

6. Regroup ounces greater than 16 to pounds. The first one is given
as an example. tax rate: 5% amount of tax: _________

6 lb _____
5 lb 20 oz = _____ 4 oz 3 lb 26 oz = _____ lb _____ oz total cost: _________

8 lb 18 oz = ___ lb _ oz 4 lb 32 oz = _ lb ___ oz 3. Complete each problem. Lesson 31

7. Add or subtract. Regroup if necessary. –36 + (–41) = ______ –25 – (–50) = ______
2 lb 9 oz + 3 lb 10 oz =
65 + (–80) = _____

10 lb 2 oz + 8 lb 9 oz = 4. Convert each mixed number to a percent. Lesson 24

1 7
1 = _______ 3 = _______
7 lb 8 oz – 4 lb 6 oz = 5 10

16 lb 3 oz – 5 lb 5 oz =

RSIONS:
CONVEX
LENGTH
X Video Lesson
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Add or subtract.

2 2
1 +4 =
3 3

1 3
15 − 12 =
4 4

9 Mental Math Checkup

17 − 8 =
10
1. Count down by 3 from –3 to –30.

, , , , , , , , ,

2. Find each percent.

What is 10% of 1.5? What is 10% of 16.5?

3. Multiply or divide.

4,000 ÷ 200 = 35 • 20 =

32 © Jenny Phillips
M ATH 6

Mini Lesson
Length is the measure of how long an object is or the distance Example 1: Convert 400,000 dm → meters → hectometers.
between two points. 1st Conversion: 2nd Conversion:
decimeters → meters meters → hectometers
Metric System Units of Length 1m 1 hm
In the metric system, the base unit for measuring length is the meter, 400, 000 dm • 40, 000 m •
10 dm 100 m
and each unit is 10 times greater than the unit to the right. 40 ,000 400
400, 000 dm 1m 40, 000 m 1 hm
kilometer hectometer dekameter meter decimeter centimeter millimeter = • = •
1 10 dm 1 100 m
(km) (hm) (dam) (m) (dm) (cm) (mm) 1 1
1 1 1 40, 000 m 400 hm
1,000 m 100 m 10 m 1m m m m = =
10 100 1, 000 1 1
= 40, 000 m = 400 hm
US Customary System Units of Length
The most common units of length in the US customary system are the Example 2: Convert 7 mi → yards → feet.
following: inch (in), foot (ft), yard (yd), and mile (mi). 1st Conversion: 2nd Conversion:
miles → yards yards → feet
Listed below are common conversions in the US customary system. 3 ft
1,760 yd 12, 320 yd •
7 mi • 1 yd
Common Conversions
1 mi
7 mi 1,760 yd 12, 320 yd 3 ft
1 foot = 12 inches = • = •
1 yard = 3 feet = 36 inches 1 1 mi 1 1 yd
1 mile = 1,760 yards = 5,280 feet = 63,360 inches 12, 320 yd 36, 960 ft
= =
1 1
Unit Multipliers = 12, 320 yd = 36, 960 ft
A unit multiplier is used to convert from one unit to another.
new unit Adding and Subtracting Lengths
old unit • =new unit
old unit To add or subtract measures of length, start with the smallest units.
More than one unit multiplier can be used to convert from one unit Regroup if necessary. Examples:
to another. For example, when converting from yards to inches, one 1 yd 2 ft + 7 yd 1 ft Add the feet. Add the yards.
unit multiplier could be used to convert from yards to feet, and then = 8 yd 3 ft Convert 3 ft to 1 yd.
another unit multiplier could be used to convert from feet to inches. = 9 yd

yards → feet → inches 10 ft 6 in – 3 ft 11 in Borrow 12 in (1 ft) from 10 ft and add

ft in = 9 ft 18 in – 3 ft 11 in them to 6 in. Subtract the inches, and
yd • = ft ft • = in
yd ft = 6 ft 7 in then subtract the feet.

Practice
1. Draw a line from each unit to the abbreviation. 2. Write the two unit multipliers that are needed to get from the first
unit to the last unit. The first one is given as an example.
centimeter in
Units Unit Multipliers
foot hm
3 ft 12 in
yards → feet → inches ,
1 yd 1 ft
decimeter dam

dekameter m
inches → feet → yards

inch dm

kilometer km miles → yards → feet

millimeter cm
kilometers → meters →
hectometer ft decimeters

yard mm millimeters → meters →

hectometers
meter yd

3. Write the unit multiplier needed for each conversion. 4. Regroup inches greater than 12 to feet. The first one is given as an
example.
48 in to feet 60 cm to meters
16 ft _____
15 ft 20 in = _____ 8 in

3 ft 22 in = _____ ft _____ in
160 km to meters 31,680 ft to miles
12 ft 26 in = _____ ft _____ in

41 ft 37 in = _____ ft _____ in

34 © Jenny Phillips
M ATH 6

Practice
5. Add or subtract. Regroup if necessary. Review
28 ft 6 in + 40 ft 8 in =
1. Fill in the blanks. Lesson 65
63 ft 3 in – 21 ft 9 in = original price: $55.00 amount of discount: _________

72 ft 4 in + 18 ft 8 in = percent discount: 20% sale price: _________

tax rate: 6% amount of tax: _________

6. Convert the units and write the letter from the box on the line total cost: _________
above the matching answer in order to solve the riddle:
The more you take, the more you leave behind. What are they? 2. Convert 15,000 mg to grams and decigrams. Lesson 67
_____ _____ _____ _____ _____ _____ _____ _____ _____
_______ g _______ dg
192 8,500 40 10,560 65 300 400 4 10
3. Convert 10 tn to pounds and ounces. Lesson 67
T O S
2 mi = ________ ft 85 dam = _____ dm 120 in = _____ ft _______ lb _______ oz

4. Add or subtract. Lesson 5

5 3 1 1
2 +9 = 16 −7 =
12 4 _________ 16 2 ________
E S T
4 dm = _____ mm 6,500 cm = ____ m 100 yd = _____ ft 1 2
11 − 6 =
2 3 _______

5. Find the two whole numbers each square root is between.

Lesson 63
P F O
400 m = _____ hm 16 ft = ______ in 120 ft = _____ yd 8.7 200 140

8.7 is between 200 is between 140 is between

___ and ___. ___ and ___. ___ and ___.

CONVEXRSIONS: Supplies
X
CAPACITY 7 different
Video Lesson
colored pencils
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Write two unit multipliers for each conversion.

100 cm = 1 m

10 g = 1 dag

5,280 ft = 1 mi

Mental Math Checkup

16 oz = 1 lb 1. Count down by
1
2 from 2 to –2 2 .
1

, , , , , , , , ,

2. Find each percent.

What is 20% of 30? What is 30% of 30?

3. Multiply or divide.

700 ÷ 35 = 11 • 900 =

36 © Jenny Phillips
M ATH 6

Mini Lesson
Capacity is the amount of liquid a container can hold. Example 1: Convert 16 pt → quarts → gallons.
1st Conversion: 2nd Conversion:
Metric System Units of Capacity pints → quarts quarts → gallons
The base unit for measuring capacity in the metric system is the liter, 1 qt 1 gal
16 pt • 8 qt •
and each unit is ten times greater than the unit to the right. 2 pt 4 qt
8 2
kiloliter hectoliter dekaliter liter deciliter centiliter milliliter
16 pt 1 qt 8 qt 1 gal
(kL) (hL) (daL) (L) (dL) (cL) (mL) = • = •
1 1 1 1 2 pt 1 4 qt
1,000 L 100 L 10 L 1L L L L 1 1
10 100 1, 000
8 qt 2 gal
= =
US Customary System Units of Capacity 1 1
The most common units for measuring capacity in the US customary = 8 qt = 2 gal
system are teaspoons (tsp), tablespoons (Tbsp), fluid ounces (fl oz), Example 2: Convert 9 daL → liters → centiliters.
cups (c), pints (pt), quarts (qt), and gallons (gal). 1st Conversion: 2nd Conversion:
dekaliters → liters liters → centiliters
Common Conversions 100 cL
10 L
1 Tbsp = 3 tsp 1 pt = 2 c 9 daL • 90 L •
1 daL 1L
1 c = 16 Tbsp 1 qt = 2 pt
9 daL 10 L 90 L 100 cL
1 c = 8 fl oz 1 gal = 4 qt = • = •
1 1 daL 1 1L
Unit Multipliers 90 L 9,000 cL
Unit multipliers can be used to convert measurements of capacity. = =
1 1
new unit = 90 L = 9, 000 cL
old unit • =new unit
old unit
Some common unit multipliers are listed below. The numerator and Adding and Subtracting Capacities
denominator of each fraction represent the same amount. To add or subtract measures of capacity, start with the smallest units.
3 tsp 2c 2 pt 4 qt Regroup if necessary. Examples:
1 Tbsp 1 pt 1 qt 1 gal 5 gal 3 qt + 2 gal 3 qt Add the quarts. Add the gallons.
= 7 gal 6 qt Convert 4 qt to 1 gal.
Remember, the reciprocal of each fraction is also a unit multiplier. = 8 gal 2 qt
More than one unit multiplier can be used to convert from one unit
to another. One way to convert pints to gallons is to first use a unit 4 gal 1 qt – 2 gal 3 qt Borrow 4 qt (1 gal) from 4 gal and add them to 1 qt.
multiplier to convert from pints to quarts, and then use another unit = 3 gal 5 qt – 2 gal 3 qt Subtract the quarts, and then subtract the gallons.
multiplier to convert from quarts to gallons. = 1 gal 2 qt

Practice
1. Color a box containing a unit of capacity and the box containing 3. Complete each green problem on the left.
its abbreviation the same color. Use a different color for each unit. Draw a line to the correct purple answer on the right.
Not all boxes will be colored. An example is given.
Fill in the blank in the orange box on the right with a word or
milliliter c pint g number of your choice.
Use what you wrote in the blanks to create a silly story on the
L pt teaspoon tablespoon
next page. Don’t look at the story until after you’ve filled in the
blanks!
daL mL gallon Tbsp
a. 24,000 mL to liters 240 L an adjective:
dekaliter tsp dL cup ___________

tp liter cL gal b. 2,400 dL to liters 48 Tbsp a food or

beverage:
_____________
2. Fill in the blanks. Then write the two unit multipliers needed for
each conversion in the space below the lines. c. 2 gal to pints 24 L the name
cups to teaspoons cups → _____________ → teaspoons of a friend:
_____________

d. 576 Tbsp to pints 2,400 L an amount

hectoliters to milliliters hectoliters → ____________ → milliliters of money:
___________

e. 3 c to tablespoons 18 pt a unit of
centiliters to kiloliters centiliters → ____________ → kiloliters capacity:
___________

f. 138 tsp to tablespoons 16 pt a number:

cups to quarts cups → ___________ → quarts ________

g. 24 hL to liters 46 Tbsp an adjective:

___________

38 © Jenny Phillips
M ATH 6

Practice
4. Regroup tablespoons greater than 16 to cups. Review
3 c 19 Tbsp = ____ c ____ Tbsp
1. Find the total amount of an investment after each year. Lesson 66
5 c 25 Tbsp = ____ c ____ Tbsp
principal amount: $1,600 compound interest rate: 3%

5. Regroup teaspoons greater than 3 to tablespoons. total amount after one year: __________

4 Tbsp 5 tsp = ______ Tbsp _____ tsp total amount after two years: __________

5 Tbsp 4 tsp = ______ Tbsp _____ tsp total amount after three years: __________

6. Add or subtract. Regroup if necessary. 2. Convert 900 inches to feet. Lesson 68

2 c 10 Tbsp + 3 c 6 Tbsp = ______

10 gal 1 qt – 4 gal 3 qt =
3. Draw an obtuse isosceles triangle. If the measure of the
4 Tbsp 2 tsp + 6 Tbsp 2 tsp = obtuse angle is 110°, what are the measures of the other two
angles? Lesson 39

Silly Story from Problem 3

One day my friend _____________ and I went to a(n)

______________ restaurant to celebrate my birthday. I ordered

b.
4. Write each number in standard form. Lesson 11
__________ ___________(s) of _____________. The waiter was very
c. d. e. one hundred sixty-five thousand _______________________

_____________, so I left a(n) ___________ tip and told him we’d one hundred sixty-five thousandths _____________________
f. g.
one hundred and sixty-five thousandths __________________
definitely eat there again.

© Jenny Phillips
39
M ATH 6
Lesson
XX
70
G THE
USINX
NT FORMULA WIT
PERCE X H Video Lesson
RAC TIONS OF A GROU
F P
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up equation: first step:

Write an equation that can be used to answer each question.
Write the percents in decimal form. Do not solve the ______________________ ______________________
equations.

1. What is 15% of 35?

______________________ ______________________

2. 6% of what number is 3.12?

Mental Math Checkup

3. 45 is what percent of 120? 1. Count by 9 from –36 to 45.

, , , , , , , , ,

2. Find each percent.

What is 25% of 60? What is 75% of 60?

3. Multiply or divide.

1,250 ÷ 50 = 21 • 30 =

40 © Jenny Phillips
M ATH 6

Mini Lesson
A fraction is part of a whole. In the image below, 16 out of the whole Solving for the Fraction
16 4
group of 20 balls are soccer balls. The fraction 20 simplifies to 5 . In Look for the words WHAT FRACTION to recognize when to solve
4 4
other words, 16 is 5 of 20, and 5 of 20 is 16. for the FRACTION. Replace WHAT FRACTION with a variable.
Example:
What fraction of 90 is 15? OR fraction • whole = part
↓ ↓ ↓ ↓ ↓ x • 90 = 15
These statements can be written as equations, which are math
x • 90 = 15
sentences. The word of means multiply, and the word is means equals.

Statement Equation 90 x = 15
4 4
16 is 5 of 20. → 16 = 5 • 20 90 x = 15
4 4
5 of 20 is 16. → 5 • 20 = 16 Isolate the 90 90
variable by 15 1
The percent equation, percent • whole = part, can also be used to solve dividing both =x =
for a missing part, fraction, or whole. A percent can be written as a 90 6
sides by the
fraction, so a fraction can be substituted for the percent in the percent 1
coefficient.
of 90 is 15.
equation. 6
percent • whole = part
fraction • whole = part Solving for the Whole
Look for the words OF WHAT NUMBER to recognize when to solve
Solving for the Part
for the WHOLE. Replace OF with a multiplication dot and WHAT
Look for the words WHAT IS to recognize when to solve for the NUMBER with a variable.
PART. Replace WHAT with a variable and IS with an equal sign. Example:
Example: 2
5
What is 6 of 36? OR fraction • whole = part 8 is 3 of what number? OR part = fraction • whole
↓ ↓ ↓ ↓ ↓ 5 ↓↓ ↓ ↓ ↓ 8 = 2 • x
5 • 36 = x 2 3
x = • 36 6 8=
3
• x
6 5 5
x= • 36 x = • 36 2
6 6 Isolate the x=8
variable by 3
The variable is 6
4
already isolated. 5 36 multiplying 3 2 8 3
x= • • x= •
Multiply to 6 1 both sides by 2 3 1 2
solve for x.
1
the reciprocal of 1
x = 30 the coefficient. x = 12

5 2
30 is of 36. 8 is of 12.
6 3

Practice
1. Complete the table. The first one is given as an example. 3. Write and solve an equation to find each fraction.
There are 52 theater students, and 13 of them stated that writing is
Statement Equation
their favorite subject. What fraction of the theater students named
1 1 writing as their favorite subject?
of 92 is 23. • 92 =
23
4 4
9
of 30 is 27. There are 24 ballet students, and 20 own pointe shoes. What
10
fraction of the ballet students own pointe shoes?
2
40= • 60
3
19 There are 90 orchestra members, and 56 members play a stringed
190 is of 200. instrument. What fraction of the orchestra plays a stringed
20
instrument?
1
• 350 =
175
2

4. Write and solve an equation to find each whole.

2. Write and solve an equation to find each part. 12
2 For a play, 13 of the tickets were sold before the play. If 180
What is of 63? tickets were presold, what was the total number of tickets sold?
3

Two-thirds of the drama club members rode a bike to rehearsal.

7 If 14 members rode a bike, how many members are in the drama
of 132 is what number? club?
12

1
Exactly 6 of the costumes stored at a theater are for children. If
1 there are 55 children’s costumes, how many costumes are stored
What is of 24? at the theater?
8

42 © Jenny Phillips
M ATH 6

Practice
5. Complete the problem on the first book. Follow the path with the Review
correct answer. Continue until you reach FINISH.
1. Fill in the missing values on the number line. Use mixed num-
START bers above the number line and decimals below it. Lesson 14

FOLK
What What
Ficti

1 88 is what
is 2 of
8
is 9

S c i- F i
tale
-10 -9 -8
132 64 fraction
on

66? of 72?
s of 99? 2. Circle the unit multiplier that could be used to convert the
units. Lesson 68
33 8
81 11 3 ft 1 yd 1 ft
9
22

yards to feet or or
1 yd 3 ft 3 yd

Biog
3
18 is what 17 is what 177 is 5
NOVEL
Drama

fraction 2 of what 3.
raph
fraction 106 Solve each equation. Lessons 16, 49, 50 & 62
of 81? 9 of 85? number?
t + 20.6 = 776 28z = 8,988 y2 = 225
y
1 1 2
4 29 300
2 5 11 5

110 is 3
2
What
N o n f i c t io

Myst

15
ESS

of what 1 is 22 of
73 FINISH! 645 4. Write the number in expanded form and expanded notation
AY

440?
ery

number? 3 using decimals. Lesson 11

3 6.10598
100
11 1

165 7
7

expanded form: ________________________________________

105 is
17
3 85 is 20
Narr

His

Poetry

39 is 10
what of what ______________________________________________________
tor

of what 11
130 fraction
at i v

25 number? expanded notation: _____________________________________

ica

number? of 245?
l
e

______________________________________________________

IBUTIVEXPROPERTY
DISTR AND colored pencils
ITH VARIAB
RING WX
Video Lesson
FACTO LES
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up 1
2
(10 x + 14 ) 20b + 140
Write the second factor in expanded form. Then use the
distributive property to multiply.

5 • 342

4 • 813

Mental Math Checkup

Complete each division fact in your head, and then write the
answer in the box.

55 ÷ 5 = 48 ÷ 4 = 63 ÷ 7 =

96 ÷ 8 = 42 ÷ 7 = 99 ÷ 11 =

72 ÷ 12 = 36 ÷ 4 = 35 ÷ 7 =

60 ÷ 5 = 110 ÷ 11 = 120 ÷ 12 =

44 © Jenny Phillips
M ATH 6

Mini Lesson
Using the Distributive Property with Variables Factoring Expressions with Variables

The multiplication problem 4(2a + 3) can be written as repeated Going in the reverse direction is called factoring an expression. The
addition. same steps that are used to factor expressions with constants can also
4(2a + 3) Add 2a + 3 four times. be used to factor expressions with variables.

= (2a + 3) + (2a + 3) + (2a + 3) + (2a + 3) Write like terms next to each

Steps to Factor an Addition Expression with Two Terms
other.
= 2a + 2a + 2a + 2a + 3 + 3 + 3 + 3 Combine like terms. 1. Find the GCF of the terms.

= 8a + 12 2. Using ___(___ + ___) as a template, write the GCF in the first blank.

Another way to simplify the expression is to use the distributive 3. Determine what the GCF can be multiplied by to equal the first
property. The 4 outside the parentheses can be distributed term in the expression. Write that value in the second blank.
to each term inside the parentheses. 4. Determine what the GCF can be multiplied by to equal the second
term in the expression. Write that value in the last blank.
4(2a + 3)
= 4(2a) + 4(3) Example: Factor the expression 35x + 10.

= 8a + 12 1. Find the GCF of 35x and 10 by 35x + 10

Additional examples: finding the GCF of 35 and 10. GCF: 5

5(3 + 7b – 1) Distribute the 5 to each term. 2. Write 5 in front of the parentheses. 5(____ + _____)
= 5(3) + 5(7b) – 5(1) Multiply. It is the first factor.
= 15 + 35b – 5 Combine like terms. 3. Ask yourself, “5 times what equals 35x?” 5(7x + _____)
= 10 + 35b Write 7x in the next blank.
1 1
( 8c − 12 + 4c ) Distribute the to each term. 4. Ask yourself, “5 times what equals 10?” 5(7x + 2)
4 4 Write 2 in the last blank.
1 1 1 Write fractions and cross cancel.
4
( 8c ) – ( 12 ) + ( 4c )
4 4 35x + 10 = 5(7x + 2)
Check by
distributing!
 2
  3
  1 
1  8 c  1  12  1  4c  Additional examples:
=   –  +  1  Multiply. Factor 27 + 36x. Factor 121x + 11.
4 1  4 1  4  
1   1   1   GCF of 27 and 36x: 9 GCF of 121x and 11: 11
= 2c − 3 + c Combine like terms. 9(3 + 4x) 11(11x + 1)
= 3c − 3 27 + 36x = 9(3 + 4x) 121x + 11 = 11(11x + 1)

Practice
1. Use the distributive property to simplify each expression. The 3. Factor each expression.
first one is given as an example. Remember to combine like terms.
3k + 6 _______________________________

25m + 15 _______________________________
9(10x + 9) 90x + 81
9n + 27 _______________________________

18(2 + 3y) 16 + 24p ________________________________

12(9c – 4 + 11c) 4. Match the equivalent expressions in the table using patterns
(stripes, polka dots, etc.) and/or colors. The first one is given as an
1 example.
2
(12 + 38 x )
1 30xx – 90
30 9x – 12 4(6x + 7)
3
( 69 y − 18 )
1
5(9z + 5 – 3z + 4) 2
(18x + 24) 9(5x – 1) 5(9x – 1)

1
2. Find the GCF of the factors in each expression. Then use the GCF 4
(36x – 48) 7(3x + 4) 3x – 9
to factor each expression. The first one is given as an example.

26d + 39 13
GCF: ______ 13 (______
______ 3 )
2d + ______ 45x – 9 18x + 21 3(6x + 7)

99f + 77 GCF: ( + )

30(x – 3) 21x + 28 24x + 28
84 + 16g GCF: ______ ______(______ + ______)

500h + 200 GCF: ( + )

45x – 5 3(x – 3) 9x + 12
72 + 30j GCF: ______ ______(______ + ______)

46 © Jenny Phillips
M ATH 6

Practice
5. Each set contains two true statements and one untrue statement. Review
Cross off the untrue statement. The first one is given as an
example.
1. 7
Of the vehicles in a parking lot, 12 are trucks. There are
70 trucks. Write and solve an equation to find how many
vehicles are in the parking lot. Lesson 70

2. Determine the rule and fill the blanks in each sequence. Then
circle A if the sequence is arithmetic or G if it is geometric.
Lesson 10
2 1 1
, , , rule: ______ A or G
3 3 6 _____, _____, _____
7(3x – 2) = 21x + 14 3(x + 7) = 3(7 + x) –43, –34, –25, _____, _____, _____ rule: ______ A or G
21(x + 10) = 21x + 210 6(10x + 9) = 6(17 + 10x – 8)
4(4x + 15) = 16x + 60 7(5x + 2) = 7(2x + 5) 3. Use prime factorization to find the LCM of 15 and 20. Lesson 8

prime factorization of 15: •

prime factorization of 20: • •

5(2x + 4) = 2(5x + 10) 40(x – 2) = 8(5x – 20 + 10)
LCM of 15 and 20: ____ • ____ • ____ • ____ = ____
12(9 + 6x) = 9(12 + 6x) 9(2 + 3x) = 18x + 27

14(5 + 2x – 3) = 14(2 + 2x) 11(5x + 0) = 55x 4. Lucia was facing east. She turned 180° CW and then 90°
CCW. What direction is she facing now? Lesson 57

_______________

– 5) 12(3x + 2) = 12(3y + 2)
8(8x – 5 + 3x) = 8(11x 5. Convert the degrees to turns. Lesson 57
16(2x + 1) = 32x + 16
13(4x – 2) = 13(4x + 2) 1,800° → ______________
8(2x + 8) = 16(x + 4)
4(4x – 2) = 8(2x – 1)
1,170° → ______________

SOLVING
EP EQUATION Video Lesson
TWO-ST S
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Solve the equations.

a + 12 = 20 b – 4 = 13

c
=6 16d = 32
7

Mental Math Checkup

1. Count by
1
5 from 5 to 6 45 .

, , , , , , , , ,

2. Find each percent.

What is 2% of 300? What is 2% of 500?

3. Multiply or divide.

450 ÷ 9 = 12 • 80 =

48 © Jenny Phillips
M ATH 6

Mini Lesson
Examples:
To solve an equation with a variable, isolate the variable on one side
of the equation. Any changes made to one side of an equation must Solve: 3 + 5f = 18
be made to the other side. c 3+5f = 18 Subtract 3 from both sides to isolate the term 5f.
= 12
Examples: 3 11d = 132 −3 −3
c 5 f = 15
a + 10 = 14 b − 7 = 15 3 • = 12 • 3 11 d = 132
3
−10 −10 +7 +7 11 11 Divide both sides by 5 to isolate f.
3 c 5 f = 15
a=4 b = 22 • = 12 • 3 d = 12 Check the
1 3 5 5
solution by substituting it into
c = 36 f =3 the original equation.

Solve: 7g – 5 = 9
Solving Two-Step Equations 7g − 5 = 9 Add 5 to both sides to isolate the term 7g.
When there is more than one operation in an equation, more than one + 5 +5
step is required to isolate the variable. 7g = 14

For example, the equation 3 + 5f = 18 has two operations: addition and 7 g = 14 Divide both sides by 7 to isolate g.
multiplication. The two inverse operations that are needed to solve 7 7
this equation are subtraction and division. g=2

First isolate the term with the variable.

The term with the variable in 3 + 5f = 18 is 5f.
h
Solve: + 6 =10
Then isolate the variable. 5
h h
The variable in 3 + 5f = 18 is f. +6 = 10 Subtract 6 from both sides to isolate the term 5 .
5
− 6 −6
Steps to Solve a Two-Step Equation
h
1. Add or subtract on both sides of the equation to isolate the term =4
5
with the variable.
2. Multiply or divide on both sides of the equation to isolate the h
5• =4•5 Multiply both sides by 5 to isolate h.
variable. 5
5 h
• =4•5
Note: All two-step equation problems in Math 6 will follow the steps listed above. 1 5
h = 20

Practice
1. Check the box if the given value is a solution to the equation. 3. Solve each equation and check the solution. The first one is given
as an example.
y=7 z=9
4q – 7 = 25 9t + 11 = 119
6y + 10 = 52 3z + 7 = 66 4q − 7 =25
14 + 8y = 70 18 + 2z = 36 +7 +7
4q = 32

2. Using the steps listed in the mini lesson, circle the letter that 4 q = 32
describes the FIRST step needed to solve each equation. 4 4
32
9f + 6 = 51 q=
4
a. Subtract 51 from both sides of the equation. q=8
b. Divide both sides of the equation by 9.
c. Subtract 6 from both sides of the equation. Check: Check:
4q – 7 = 25
d. Subtract 9 from both sides of the equation. ?
4(8) – 7 = 25
?
32 – 7 = 25
16 + 4m = 48
25 = 25 ✓
a. Divide both sides of the equation by 16. v d
23 + 38
= −8=4
b. Divide both sides of the equation by 4. 3 6
c. Subtract 4 from both sides of the equation.
d. Subtract 16 from both sides of the equation.

s
−8= 22
10
a. Add 8 to both sides of the equation.
b. Multiply both sides of the equation by 10. Check: Check:
c. Subtract 8 from both sides of the equation.
d. Subtract 22 from both sides of the equation.

50 © Jenny Phillips
M ATH 6

Practice
4. Using a straightedge, draw a line from the dot next to each Review
equation on the left to the dot next to its solution on the right.
Unscramble the letters that are not crossed out to make a word
related to today’s lesson.
1. Use two unit multipliers to convert the units and fill in the
blanks. Lesson 67
2x – 5 = 15 • • x=8 270,000 mg → grams → dekagrams

8x – 3 = 61 E
• 0 • x=3 270,000 mg = _____ g = ______ dag

2. Add or subtract. Regroup if necessary. Lesson 68

11x + 9 = 31 • • x = 11 89 ft 9 in + 73 ft 5 in =
A
39 yd 1 ft – 17 yd 2 ft =
6x + 5 = 35 • S • x=5
Y 3. A company donates 23.5% of its profit to charity. Write and
solve an equation to find out how much money the company
25 + 4x = 37 • donates if the profit on an item is $18. Lesson 53
• x = 10
N W
4. Distribute. Lesson 71
18 – 3x = 15 • • x=7
R 5(a + 12b) = 33(5c –11d) =

L 5. Complete each word problem. Lesson 31

3x – 18 = 15 • • x=1
The temperature was –15 °F. Then the temperature increased
by 23 °F. What is the temperature now?
C
7 + 2x = 21 • T • x=2
A scuba diver was 52 feet below sea level. She went down
another 65 feet. What is her depth now?

letters remaining: ________________

word: ________________

XF
VOLUME O PRISMS Video Lesson
X
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Find the area of each figure.
7 cm 3 ft

5 ft

6 in
5 cm

6i
6 in

n
15 cm

A = __________________

Mental Math Checkup

10
in
1. Count down by 8 from –16 to –88.
6 in

, , , , , , , , ,

2. Find each percent.

8 in What is 30% of 20? What is 30% of 50?
A = __________________
3. Multiply or divide.

8,000 ÷ 40 = 15 • 30 =

52 © Jenny Phillips
M ATH 6

Mini Lesson
Area is the number of square units needed to cover a flat surface. Finding the Volume of Prisms and Cylinders

The area of this rectangle is 8 square units. To find the volume of a prism or cylinder, multiply the area of the
base by the height.
Area Formulas V = area of base • height
rectangle: A = bh square: A = s2 Examples:
Find the volume of the cylinder.
parallelogram: A = bh circle: A = πr2
1 1 The base is a circle. A = πr2.
trapezoid:
= A
2 1
( b + b2 ) h triangle: A = bh
2 A ≈ 3.14(10 ft)2
10 ft
A ≈ 314 ft2
A prism is a solid with two congruent, parallel bases and flat sides. The height is 14 ft.

14 ft
Congruent means having the exact same shape and size. V = area of base • height
Examples: V ≈ (314 ft2)(14 ft)
V ≈ 4,396 ft3

height
height

Find the volume of the triangular prism.

1
base
The base is a triangle. A = bh
base base 1 2
base A = ( 6 m )( 5 m )
2
square prism rectangular triangular hexagonal A = 15 m2
(cube) prism prism prism The height is 10 m.

5m
0 m V = area of base • height
A cylinder is a solid with two circular bases that are congruent and 1

parallel. Note that the height is always the distance between the 6 m V = (15 m2)(10 m)
bases, no matter how the solid is oriented. V = 150 m3

Examples: Find the volume of the hexagonal prism.

The base is a hexagon, which is two trapezoids.
1
( b + b2 ) h
height

= A
base 2 1
1
base
heig
ht = A
2
( 4 in + 6 in )( 3 in )
Volume is the amount of space an object or liquid takes up. Volume A = 15 in2 Multiply by 2 to find the area
3 in

involves height and is measured in cubic units. 6 in of the hexagon. 2(15 in2) = 30 in2
4 in 11 in
The height is 11 in.
This rectangular prism has a volume of 16 cubic units. V = area of base • height
Notice that the volume is the area of the base, V = (30 in2)(11 in)
8 square units, times the height, 2 units. V = 330 in3

Practice Note: For calculations involving pi, use 3.14.

1. Fill in the blanks to name each solid. Write one letter on each line. 3. Find the area of the base and the volume of each solid.

Area of Base Volume of Solid

9 in

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ 6 in
4 in

Area of Base Volume of Solid

4 ft
__ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ 7 ft 6 ft

2. The area of the base of each solid is given. Find the volume.

5 cm
5 mm

Area of Base Volume of Solid

A ≈ 143.4 mm2
V ≈ __________________ 2 cm

6 yd
4 yd

V ≈ __________________ 12 yd
8m

Area of Base Volume of Solid

7 yd

A ≈ 32.71 m2

54 © Jenny Phillips
M ATH 6

Practice
4. Find the volume of each solid. Then find the answers, without Review
units, in the number search.
20 yd
9m
8 yd 1. Solve each equation. Lesson 72
27 yd 5 units
8m 11x + 17 = 127 123 = 3y – 30 9z – 27 = 54

3m 5 units 5 units
10 yd
2. Factor each expression. Lesson 71
V = ___________ V = ___________ V = ___________
77x + 22 =
5 dm
96m + 8 =
24 ft
30 ft
10 dm 28 ft 63p + 70 =
V ≈ ___________ V = ___________
Hint: Answers can go any direction. 3. Write and solve an equation for each problem. Lessons 55 & 70

8 1 3 2 8 4 2 5 3 7 5 What percent of 96 is 72?

0 0 8 7 0 2 . 4 1 8 0
What fraction of 225 is 75?
5 0 4 8 9 1 1 3 2 0 8

6 1 . 5 0 2 . 8 0 2 7
4. Order each set of numbers by writing 1–5 on the lines, where
1 is least and 5 is greatest. Lesson 11
9 0 2 . 8 6 3 1 8 4 5 ___ 18.109 ___ 7.7895

. 6 7 5 2 6 1 7 0 . 8 _ 18.12 _ 77

5 1 3 0 . 3 2 4 0 2 2 _ 18.0078 _ 77.9

_ 180.01 _ 77.01

2 1 8 2 7 5 6 8 1 0 1
___ 1.9995 ___ 77.825
8 6 1 2 . 6 3 9 8 2 5

X Supplies
BISECTORS Video Lesson
X
protractor
colored pencils
ruler Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.
A B

Warm–Up
Using a protractor, draw the following angles.

30° angle

45° angle C D

Mental Math Checkup

1. Count down by
1
4 from 3 to
3
4 .
90° angle
, , , , , , , , ,

2. Find each percent.

What is 40% of 40? What is 40% of 80?

3. Multiply or divide.

600 ÷ 15 = 13 • 300 =

56 © Jenny Phillips
M ATH 6

Mini Lesson
Angle Bisectors Perpendicular Bisectors

Bisect means to divide into two equal parts. An angle bisector is a A perpendicular bisector is a line, ray, or line segment that divides
line, ray, or line segment that divides an angle into two angles of a line segment into two congruent parts and is perpendicular to the
equal measure. line segment. The perpendicular bisector intersects the line segment
Examples: at the midpoint. A midpoint is a point exactly in the middle of a line
A segment.
N
M
Example:
D  ⊥ means “is perpendicular to.”
U VU ⊥ ST
B C K L ≅ means “is congruent to.”
 
BD is the angle bisector LN is the angle bisector SV ≅ VT
S V T
of ∠ABC . of ∠KLM .
m∠ABD =∠ m CBD m∠KLN =∠ m MLN
Steps to Draw a Perpendicular Bisector

1. Measure the line segment.

Steps to Draw an Angle Bisector 2. Divide the measured length by 2 to determine the midpoint.
1. Measure the angle with a protractor. 3. Starting at either endpoint, measure the length from Step 2 and
2. Divide the angle measure by 2. draw a point for the midpoint.
3. Using one of the sides of the angle, construct an angle that is equal 4. Draw a line, ray, or line segment out from the midpoint at a 90°
to the angle measure in Step 2. angle.

Example: Construct a bisector for ∠PQR . Example: Construct a perpendicular bisector for WX .

W X
1. Measure ∠PQR with a protractor. 1. Measure WX . Its measure is 7 cm.
P R m∠PQR =120° 2. Divide 7 cm by 2. 7 cm ÷ 2 = 3.5 cm
Q
3. Starting at Point W or Point X, measure 3.5 cm and draw a point.
2. Divide 120° by 2. 120° ÷ 2= 60°
W X
3. Using either side of ∠PQR , use a 4. Draw a line, ray, or line segment from the midpoint at a 90° angle.
P R
protractor to draw a 60° angle.
Q
W X

Practice
1. Draw a point at the midpoint of each line segment. 3. Construct an angle bisector for each angle.

A B

K L

N O
4. Draw a perpendicular bisector for PQ .

2. Fill in the blanks to complete the statements. The first one is given
as an example. E
A
D
D
P Q

65°
40°
50°
65° 5. TUV If you
Draw a perpendicular bisector for each side of TUV.
40° A B draw them correctly, they will all intersect at the same point in
B C C
the middle of the triangle.
m∠ABD = ________
________ m∠DBC ________ = ________ V
BD bisects ______.
______ ∠ABC ________ bisects ________.

F D

A B
E H C
________ = ________ ________ = ________
____ bisects ____. ____ bisects ____. T U

58 © Jenny Phillips
M ATH 6

Practice
Review

1. Convert the units of capacity. Lesson 69

25 gal → pints 42,200,000 mL → dekaliters

I
2. Factor each expression. Lesson 71
H 36 + 45b __________________ 200x + 300 __________________

E
30°
G 3. Identify the shape. Then find the area and the perimeter.
F Lesson 7
shape: _______________________

12 hm
13 h
A = __________________________

33 hm P = __________________________

4. Solve each equation. Lesson 72

1 1
6. In each blue square, construct perpendicular bisectors on 7.1a + 19 = 33.2 6c − 2
2
39
=
2
two adjacent sides to create 4 smaller squares.
In each green triangle, construct an angle bisector for the
largest angle to create two smaller triangles.
5. Circle yes if the angles listed can form a quadrilateral and
Color each white triangle a color of your choice.
no if they cannot. Lesson 40
Using the image in the center of the quilt, fill in each
measurement. Hint: You do not need a 80°, 100°, 50°, 120° yes no
protractor. A straight angle
m∠HFI = ______ m∠HFG = _____ measures 180°. 19°, 121°, 119°, 101° yes no

If EF = 2.4 cm, then FG = and EG = .

FOUR SEASONS Use the cipher at the bottom of the page to answer the summer picnic
GAMES riddles. Use the given answer to the first riddle to figure out how the
cipher works. Hint: Once you figure out the
code for a letter, fill in all the
There is no video or review for this lesson. What does the sun drink out of? blanks for that letter on the page.
Regardless of which season it is where you are right now, today you will
participate in brain-stretching activities for all four seasons: winter, spring, S ____
____ U ____
N ____
G ____
L ____
A ____
S ____
S ____
E ____
S
summer, and fall.
Spring

Welcome to spring! Clover is one of the first plants to turn green and A large cooler of water weighs 40 lb.
begin to thrive each spring. Clovers usually have three leaves, but What must you put in it to make it weigh 20 lb?
sometimes a very rare four-leaf clover can be found. In the puzzles ____ ____ ____ ____ ____
below, make each number in the list using exactly four 4s and different
operations. You can add, subtract, multiply, divide, or use square roots.
You may need parentheses as well. Four examples are given.
What fruit doesn’t like to be alone?
1 2 3 4
____ ____ ____ ____ ____
4
+4−4=
1
4
What did summer say to spring?

“____ ____ ____ ____, ____’____ ____ ____ ____ ____ ____
5 6 7 8
(4 • 4 + 4) = 5 4+
(4 + 4) =
6 ____ ____ ____ ____ ____ ____!”
4 4

CIPHER
9 10 11 12
A B C J K L
44 S W
= 11
4+ 4 D E F M N O T U X Y

V Z
G H I P Q R

60 © Jenny Phillips
M ATH 6

Fall Winter

Find the numerical value of each of the four fall items: leaf, apple, Four different families have planned a family ski trip to four different
pumpkin, and scarecrow. Hint: Don’t try to solve the equations in order. countries during four different winter months. Use the clues to figure
Only one equation can be solved first, and the out which family is going to which country during which month.
solution to that equation will help you solve
another equation. Hint: Once you know an
answer, put a ✓ in that box Month Country
and fill in the rest of the

United States
row and column of that

Switzerland
+ = 4 x 4 box with ✗s. You may

December

February
January
need to go through the clues

Canada
France
March
more than once. You may
use a map if needed.

Schmidt

8.3 = +

Family
Noor

Chen

Lopez

Switzerland
+ + =

Country
United States

France

Canada
- = 1.3
1. The Chen family is not going to Europe.
2. The family who is traveling to France will go during the week of
leaf =
Christmas.
3. The Noor family is not traveling to North America.
apple =
4. The Schmidt family will travel three weeks after the family who
is going to France and will visit the country north of the United
pumpkin =
States.
5. The Chen family will be traveling one month after the Schmidt
scarecrow =
family and one month before the Noor family.

PROBABILITY
Supplies

colored pencils
Video Lesson
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Answer the questions based on the spinners below.

Probability of drawing a
name with green eyes:
Probability of NOT
_______ brown or green eyes:
Likelihood: _________ _______
What fraction of the spinner is blue? _____

What percent of the spinner is blue? _____

Mental Math Checkup

1. Count by 12 from –48 to 60.

, , , , , , , , ,

2. Find each percent.

What is 25% of 120? What is 75% of 200?

What fraction of the spinner is not green? ______

What percent of the spinner is pink? ______

3. Multiply or divide.

1,200 ÷ 40 = 21 • 400 =

62 © Jenny Phillips
M ATH 6

Mini Lesson
Probability is the likelihood that an event will happen. Writing a Fraction to Show Probability
Simple probability is the probability of one event occurring.
Outcomes are the possible results of a probability experiment. To write a fraction to show probability, the number of desired
outcomes is the numerator, and the number of possible outcomes is
Ways to Express Probability the denominator.
number of desired outcomes
Probability can be expressed as 0, 1, or fractions between 0 and 1. number of possible outcomes
Probability can also be expressed as a percent. When probability is Example: What is the probability that the spinner will land on a space
called “chance,” it is often written as a percent. with an even number if all sections are the same size?
Outcomes can be classified using the following terms. There are 3 sections with even numbers
1 3
(2, 4, and 6). Write 3 in the numerator.
Impossible: 0 or 0% 6 2 
1
Unlikely: fractions between 0 and 2 or There are 6 possible sections the spinner
3
percents between 0% and 50% 5 3 could land on. Write 6 in the denominator.
6
Equally Likely to Happen or Not Happen:
1
or 50% 4 3 1
2 Simplify the fraction. =
1 6 2
Likely: fractions between and 1 or
2 1
The probability of landing on a section with an even number is .
percents between 50% and 100% 2
1
Certain: 1 or 100% The probability could also be written as a percent. = 50%
2
Probability Scale Outcomes Add Up to 1 or 100%
1
0 or 0% 2 or 50% 1 or 100%
In experiments that involve probability, the probabilities of the
outcomes always add up to 1 or 100%.
Impossible Unlikely Equally Likely Likely Certain
(will never (probably (an equal chance (probably will (will always Examples (with a standard die):
happen) won’t happen) of happening or happen) happen)
not happening) The probability of the die landing The probability of the die landing
1
on 5 is 6 . To find the probability on 1, 2, or 3 is 50%. To find the
Probability can be used to predict how many times an outcome
of a die NOT landing on 5, probability of the die landing
will occur, such as how many times a die will land on 2 when it is 1
subtract 6 from 1. on 4, 5, or 6, subtract 50% from
rolled 10 times. The likelihood of something happening and the
1 5 100%.
actual result of an experiment may be different. The more times 1− =
the experiment is performed, however, the closer the results will 6 6 100% – 50% = 50%
5
get to the true probability. There is a probability that the
6 There is a 50% probability that
die will NOT land on 5. the die will land on 4, 5, or 6.

Practice
1. Fill in the blanks to complete the statements. 3. Write each probability as a fraction or percent.
a. Probability is the _______________ that an _____________ will a. If there is a 25% chance it will rain today, what is the
happen. probability that it will NOT rain? _______ (percent)
b. ____________ ________________ is the probability of one b. If the probability of rolling a composite number on a standard
1
event occurring. die is 3 , what is the probability of NOT rolling a composite
c. Outcomes are the _______________ _______________ of a number?
______ (fraction)
probability __________________. c. A number from 1 to 25 is chosen at random. What is the
d. Probability can be expressed as ____, ____, or fractions probability that the number will be greater than 15?
between ____ and ____. _______ (percent) ______ (fraction)
d. A game spinner has 8 equal sections, and exactly 2 of the
2. Color-code the boxes to show the likelihood of the events.
sections are blue. What is the probability that the spinner will
Color Likelihood land on blue? ______ (percent)
red impossible
orange unlikely 4. The contents of a bag of marbles are shown below. Use the
blue equally likely to happen or not happen marbles to answer the questions. Express the answers as fractions.
yellow likely
green certain

How likely is
it that your How likely is If a coin is flipped,
birthday will be rolling an 8 on a how likely is it to
on a weekday standard die? land on heads?
(Monday–Friday)? If you reach into the bag and draw a marble without looking,
what is the probability that . . .

If today is Tuesday, There is a 10% a. you will draw a red marble? ______
how likely is it that chance of rain
tomorrow will be today. How likely b. you will draw a yellow marble? _____
Wednesday? is it to rain today?
c. you will NOT draw a blue marble? _____

64 © Jenny Phillips
M ATH 6

Practice
5. Color each event and its probability Review
the same color, and then connect them
without crossing any other paths. Use 1. Write an expression for each scenario below. Lesson 34
a different color for each path. Use Mechanical pencils come in packs of 8, and wooden pencils
the spinner on the right for all events come in packs of 12. Karl bought m packs of mechanical
involving a spinner. The first one is pencils and w packs of wooden pencils. How many pencils
given as an example. did he buy?
Nick owns s pairs of shoes, and his sister Courtney owns
3 times as many as Nick does. How many pairs of shoes
rolling does Courtney own?
flipping 1
a 6 on a
tails on a
coin toss
standard 3 2. Find the volume of the cube. Lesson 73
die
V = _______________________
3
8 35 mm
3. Plot and connect the points P (5, 3) and Q (–3, 3). Then plot
a third point, R, in quadrant IV to create an isosceles triangle
rolling less spinning with a height of 5 units. Find the area of the triangle.
than 3 on green
50%
y
Lessons 6 & 27
a standard on the 6

die spinner 5
4 A=
3

1
2
1
_______________
6 -6 -5 -4 -3 -2 -1
-1
1 2 3 4 5 6
x
-2
-3
-4

spinning -5
-6
yellow on 25%
the spinner
4. Compare the following using <, >, or =. Lessons 32 & 33
3
64 ( −5 )( −2 )  40 −6 ( −8 ) ( −3)  − 1( −2 )(18 )
3

121 ( −4 )( −2 )  400

COMPOUND
Video Lesson
PROBABILITY
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
What is the probability of rolling a five on a standard die?

What is the probability of rolling a five on an 8-sided die

(one number on each side)?

Probability from Probability using

tree diagram: ________ multiplication: ________

What is the probability of rolling a five on a 12-sided die

(one number on each side)?
Mental Math Checkup
1. Count by
1
10 from 5 to 5 10 .
9

, , , , , , , , ,
Would you have the highest probability of rolling a five on a
standard die, an 8-sided die, or a 12-sided die?
2. Find each percent.

What is 10% of 15.6? What is 10% of 999?

3. Multiply or divide.

240 ÷ 30 = 15 • 60 =

66 © Jenny Phillips
M ATH 6

Mini Lesson
Probability is the likelihood that an event will happen. Compound Since each branch in a tree diagram represents an outcome, there are
probability is the probability of two or more events occurring. 12 possible outcomes for the two events.
H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6
Independent and Dependent Events This is the desired outcome.
An independent event is an event that is not affected by the outcome There is 1 desired outcome out of 12 possible outcomes.
of another event. number of desired outcomes The probability of both
1
Example: rolling a die after flipping a coin number of possible outcomes events happening is 12 .

A dependent event is an event that is affected by the outcome of Multiplying to Determine Compound Probability
another event. Compound probability of independent events can be found by
Example: choosing a marble from a bag of assorted marbles and, multiplying the probability of each event.
without putting the marble back, choosing a second marble
In the previous example, the probability that a coin will land on heads
Note: In this course, compound probability experiments will only 1
is 1 out of 2, which is 2 . The probability that a die will land on 3 is 1
have independent events. 1
out of 6, which is 6 .
1 1 1
Recording Outcomes with a Tree Diagram Multiply the probabilities. 2 • 6 = 12
1
A tree diagram is a way to record the outcomes of an event. Each The probability of both events happening is 12 .
branch in a tree diagram represents a possible outcome.
What is the probability of flipping a coin three times and having it land
Example: What is the probability of a coin toss landing on heads and on tails the first time, heads the second time, and tails the third time?
then a standard die roll landing on 3? Since there are two events, this 1
Probability of first event (flipping a coin and landing on tails): 2
is a compound probability. Probability of second event (flipping a coin and landing on heads): 2
1

1
First event: flipping a coin and landing on heads H
Probability of third event (flipping a coin and landing on tails): 2
There are two possible outcomes: heads (H) or tails (T). 1 1 1 1
Multiply the probabilities. • • =
Draw two branches. Label them H for heads and T 2 2 2 8 1
for tails to record the possible outcomes. The probability of all three events happening is 8 .
T

Second event: rolling a 3 on a standard die 1 What is the probability of rolling a number less than 5 on a standard
2
There are six possible outcomes: 1, 2, 3, 4, 5, or 6. H 3 die and then rolling a 6?
4 4 2
Draw six branches coming from H and six branches 5 Probability of first event (rolling a number less than 5): 6 or 3
6 1
from T. Label them 1, 2, 3, 4, 5, and 6 to record the Probability of second event (landing on 6): 6
1
2 2 1 2 1
possible outcomes. 3 Multiply the probabilities. 3 • 6 = 18 = 9
T
4
5 1
6 The probability of both events happening is 9 .

Practice
Express all probabilities for this lesson practice as fractions. 2. Abe awoke early and chose his clothes for the day in the dark.
He took one item from each of three dresser drawers. Below are
1. Use the cards below to answer the questions. images of what was in each drawer. Calculate each probability by
multiplying.

In the box on the right, draw

a tree diagram to represent
the possible outcomes of
flipping a coin and then What is the probability that he chose a blue shirt, blue jeans, and a
drawing a card. blue sock?
Hint: Use H for heads, T for
tails, and the first letter of each
fruit to represent the cards. What is the probability that he chose a yellow shirt, black or blue
jeans, and a black sock?

What is the probability of flipping heads and then drawing a card What is the probability that he chose a red shirt, brown pants, and
with a red fruit? an orange sock?

What is the probability of flipping tails and then drawing a card What is the probability that he chose a colored shirt, brown pants,
with a yellow fruit? and a blue sock?

What is the probability of flipping heads and then drawing a card 3. In a game with a standard die, what is the probability of rolling a
with a fruit on it? number greater than 3 and then rolling a number less than 3?

What is the probability of flipping heads or tails and then 4. In a game with a pair of standard dice, what is the probability of
drawing a card with a kiwi on it? rolling two fives?

68 © Jenny Phillips
M ATH 6

Practice
5. Some friends decide to do random acts of kindness for families in Review
their neighborhood. They write each family’s name on a piece of
paper and put the names in a bag. Then they write down possible
acts of kindness on pieces of paper and put them in another bag.
1. A bag of tiles contains one tile for each letter of the alphabet.
If one tile is drawn, what is the probability that it is a vowel
Families Acts of Kindness (A, E, I, O, or U)? Lesson 76

Li Nelson bake
mow lawn write notes
cookies 2. Identify the type of solid and find the volume. Lesson 73
Díaz Chike
make take trash weed type of solid:
dinner bin to road garden
Murray Bravebird ______________________________

4 ft
give ft V = _____________________
Christofferson wash car bake bread 5
flowers 6 ft 3.
3. Construct the perpendicular bisector of AB . Lesson 74
On the first week, the friends draw a family and an act of kindness. Cal-
culate each compound probability for the first draw. Show your work.

a. What is the probability that the friends will bake something for the
A B
Díaz family?
4. Compare the fractions using <, >, or =. Lessons 4 & 8
33
b. The Murray, Díaz, and Christofferson families live on the east side
 33 25
 65 37
 65 5
 4
of the street. What is the probability that the friends will mow a 60 50 40 104 76 128 7 7
lawn for someone who lives on the east side of the street?
5. Using a scale that counts by 0.1, plot and label the points
c. The other families live on the west side of the street. What is the below. Lesson 14
probability that the friends will wash a car for someone who lives Point A: –14.5
on the west side of the street? Point B: –14.3
Point C: –14.75
d. A new family moves into the neighborhood, and their name is
added to the bag. What is the probability that the friends will give
-15 -14
flowers to the new family?

© Jenny Phillips
69
M ATH 6
Lesson
78
Complete the chart to show the sample space for the sum of the
PROBABILITY Supplies numbers shown on the dice. Examples are given.
2 standard dice
EXPERIMENTS 1 coin
scissors
bowl
There is no video or review for this lesson. 2 3 4
Theoretical probability is the expected probability of an event occurring.
number of desired outcomes 3 6
number of possible outcomes
Experimental probability is the probability of an event occurring
based on the results of an experiment.
number of times an event happened in an experiment
number of possible outcomes
The set of all possible outcomes of a probability experiment is called
the sample space. A tree diagram or chart can be used to show the
sample space.

Dice Experiments
Complete the first chart to show the sample space for rolling two Write the number of possible outcomes for rolling two dice
dice. Examples are given. and getting the sums below.

1 2 3 4 5 6

7 8 9 10 11 12

1, 1 1, 2 1, 3
Write the theoretical probability of rolling each sum.
2, 1 2, 4 Examples are given.
1
0
1 ____ 2 ____ 3 ____
18 4 ____ 5 ____ 6 ____

7 8 9 10 11 12

When rolling two dice, which sum is most likely to be rolled?

(Write the sum that has the highest theoretical probability.) _____

What is the theoretical probability of rolling doubles (the same

number on both dice)? _____

70 © Jenny Phillips
M ATH 6

Roll two standard dice and use tally marks to record Why do you think the results are different from the expected
the outcomes. Repeat for a total of 36 dice rolls. Then frequencies?
write the frequency (the number of tally marks) for each outcome.
_____________________________________________________________
Sum of
Frequency _____________________________________________________________
Numbers Tally Marks Frequency
Expected
on Dice
_____________________________________________________________
2 1
Based on your results, what is the experimental probability of rolling
3 2 each sum?

4 3 1 2 3 4 5 6

5 4 7 8 9 10 11 12

6 5

7 6

8 5

9 4

10 3

11 2

12 1

This space is intentionally left blank for double-sided printing purposes.

Which outcome(s) occurred the most? _____________________

Which outcome(s) occurred the least? _____________________

How do the results compare to the expected frequencies? __________

_____________________________________________________________

Drawing Names Experiment Draw one ticket from the bowl. Which name did you draw?
_______________
A homeschool co-op was performing probability experiments.
Students’ names were written on tickets and put in a bowl. Some Put the ticket back in the bowl and mix them up. Draw another ticket.
names were written more than once. The tickets are shown below. Which name did you draw? ___________________
Answer the questions below first. Next, cut the tickets out, fold each 1
one in half to hide the name, and put the tickets in a bowl. Then Because Krista’s name is on 6 of the tickets, she would theoretically
follow the instructions on the right side of this page. have her name drawn 1 time out of every 6 draws. Draw a ticket 6
times, returning the drawn ticket and mixing up the tickets each time.
How many tickets were in the bowl? _____ How many times did you draw Krista’s name? _____
Which name has the highest theoretical probability of being drawn? Return all tickets to the bowl and mix them up. Draw a ticket 10 times,
_____________________ putting the ticket back in the bowl after each draw, and record the
What is the theoretical probability of drawing that name? ______ results (names) below.
Which two names have the second-highest probability of being 1. __________ 2. __________ 3. __________ 4. __________
drawn? _____________________ and ______________________
5. __________ 6. __________ 7. __________ 8. __________

9. 10.

Octavio Octavio Merrill
Based on your experiment, what is the experimental probability of
Merrill Merrill Natalia
drawing . . .
Keith Keith Angelica Merrill’s name? ______

Angelica James Fredrik Krista’s name? _____

Keith’s name? ______

Fredrik Krista Krista
Arthur’s name? ______
Krista Krista Krista
Drake’s name? ______
Emilia Emilia Ryan
Who has the highest experimental probability of winning the
Ryan Drake Arthur drawing? _____________

Arthur Arthur Adrian How could Drake increase the theoretical probability of his name
being drawn? _________________________________________________
Jamie Jamie Preston
_________________________________________________________

72 © Jenny Phillips
M ATH 6

Now toss the coin 50 times. Record the results on the chart below.

Coin Experiments Heads Tails

What is the theoretical probability of flipping heads on a coin? ______

What is the theoretical probability of flipping tails on a coin? ______

If you flip a coin 10 times, how many times do you expect it to land
on heads? _____ tails? _____

Now flip a coin 10 times. Each time write a tally mark on the chart to Frequency of heads: Frequency of tails:
record the outcome. Then write the frequency for each outcome.
Heads Tails What is the theoretical probability of getting heads in 50 coin
tosses? _____ tails? _____

Frequency of heads: Frequency of tails: Based on the results of 50 tosses, what is the experimental probability
of tossing heads? _____ tails? _____
Did you get exactly 5 heads and 5 tails? _____ 1 1
Are the results closer to the theoretical probability of 2 heads and 2

tails with 10 tosses or 50 tosses? _____________

In 50 tosses, how many times would you expect the coin to land on
heads? ____ tails? ____
Using a computer-generated program, a coin was tossed 50,000 times.
The results were 25,025 heads and 24,975 tails. Then a coin was tossed
100,000 times, and there were 50,007 heads and 49,993 tails. What do
you notice happens as the number of tosses increases?

_____________________________________________________________

The more experiments that are performed, the closer the

experimental probability gets to the theoretical probability!

HING INEQUALITIE
GRAP
Supplies
S Video Lesson
ON NUM BER LINES protractor

Scan the QR code or watch the video lesson on

Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
x ≥ –4
Compare the following using <, >, or =.

−8  −8

4  −7
19 20 21 22 23 24 25

2  −2

−14  −12

Mental Math Checkup

−1  −10
1
1. Count down by 2 from –2 to –6 2 .
1

−6 5 , , , , , , , , ,

2. Find each percent.

What is 60% of 40? What is 60% of 50?

3. Multiply or divide.

600 ÷ 4 = 14 • 200 =

74 © Jenny Phillips
M ATH 6

Mini Lesson
An inequality is a comparison of two expressions that does not use Example 1: Graph the inequality x > 9.4.
an equal sign. Step 1: Draw a number line showing 9.4.
Inequality Signs
< less than ≤ less than or equal to 9 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 10

> greater than ≥ greater than or equal to Step 2: Draw an open circle on 9.4. Do not fill in the circle because x
≠ not equal to cannot equal 9.4.

Inequalities on a Number Line 9 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 10

An inequality may have an infinite number of solutions. An Step 3: Shade to the right of 9.4, where the numbers are larger.
inequality can be graphed on a number line to show all the solutions.
An open circle is used for less than and greater than inequalities 9 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 10
because the number is not part of the solution. A closed circle is used
for less than or equal to and greater than or equal to inequalities because 3
the number is part of the solution. Example 2: Graph the inequality x ≤ −12 .
4
Examples:
3 1 1
x < 2 solutions: all numbers less than 2 -13 -12
4
-12
2
-12
4
-12

There is an open circle on 2 -1 0 1 2 3 4 5

because 2 is not a solution.

Steps to Write an Inequality from a Graph
x ≤ 2 solutions: all numbers less than or equal to 2
Step 1: Write a variable on the left and the circled number on the
There is a closed circle on 2 right with space between.
because 2 is part of the solution. -1 0 1 2 3 4 5
Step 2: If the shading is on the left, use < or ≤.
x > 2 solutions: all numbers greater than 2
If the shading is on the right, use > or ≥.
-1 0 1 2 3 4 5
x ≥ 2 solutions: all numbers greater than or equal to 2 Step 3: If the circle is filled in, write ≤ or ≥ between the numbers.
If the circle is not filled in, write < or >.
-1 0 1 2 3 4 5

Example: Write the inequality represented by the graph.

Steps to Graph an Inequality on a Number Line
Step 1: Draw and label a number line, including the given number
-2 -1 0 1 2 3 4 5 6 7
and a few numbers before and after the given number.
x 5 The circled number is 5. Write x and 5 with space between.
Step 2: Draw an open circle on the given number for < or >. Draw a
x < 5 The shaded ray points to the left, so use < or ≤ between x and
closed circle on the given number for ≤ or ≥.
5. The circle is not filled in, so write <, not ≤. The inequality
Step 3: Shade to the left for < or ≤. Shade to the right for > or ≥. represented by this graph is x < 5.

Practice
1. Complete the table. 3. Graph each inequality on the number line provided.
Inequality Sign Meaning x>8
< 4 5 6 7 8 9 10 11 12

≤
x ≥ 200
greater than 0 100 200 300 400 500

greater than or equal to

x ≤ –4.8
≠ -5 -4.9 -4.8 -4.7 -4.6 -4.5 -4.4 -4.3 -4.2 -4.1 -4

3
2. Write the inequality represented by each graph. Use x for the x>
variable. The first one is given as an example. 5 0
1 2 3 4
1
5 5 5 5

x ≤ –1 x < –150
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 -400 -300 -200 -100

4. For each problem, circle the box that best fits you. Then graph the
inequality from that box on the number line below the chart.
-10 -9.75 -9.5 -9.25 -9 -8.75 -8.5 -8.25 -8
Your Birth Month
January February March April
1 1 1 1
x<5 x < −5 x>2 x > −2
-6 0 6 2 2 2 2
May June July August
1 1 1 1
x<7 x < −7 x>9 x > −9
2 2 2 2
-5 -4 -3 -2 -1 0 1 2 3 4 5
September October November December
1 1 1 1
x< x<− x>3 x > −3
2 2 2 2
-2 -1 0 1 2 3

76 © Jenny Phillips
M ATH 6

Practice
Your Favorite Color Review
pink blue yellow green
x ≤ –6 x ≥ –6 x ≤ –4 x ≥ –4 1. Use the cards to find the probabilities. Lessons 76 & 77
purple orange red other
x ≤ –3 x ≥ –3 x ≤ –10 x ≥ –10 3 1 6 8 1 9 6
What is the probability of . . .

Your Favorite Season drawing a green card? ___ drawing a yellow card? ___
winter spring summer fall no favorite
x≤0 x≥0 x<0 x>0 x≤1 drawing an odd number? ___ drawing an even number? ___

drawing a number greater than 5? _____

2. Complete each problem using the inverse property. Lesson 26

Your Favorite Subject
–29.5 + 14.2 + 29.5 = ____
math reading writing science
2 4 9 1 1  1
x < –9.1 x ≤ –9.1 x > –9.3 x ≥ –9.3 • • = 5 + 3 +  −5  =
9 5 2 ____ 2 4  2  ____
history art music other
x < –9.7 x ≤ –9.7 x > –9.9 x ≥ –9.9
3. Find the area and perimeter of the irregular figure. All angles
are right angles. Lesson 21
23 yd
A = ____________

6 yd
15 yd
11 yd P = ____________
The Number of Siblings You Have

5 yd
0 1 2 3

x<6
1
x≤6
1
x>6
1
x≥6
1 4. Measure the angle. Construct an angle bisector with Point D
4 4 4 4 at the end of the line segment. Then fill in the blanks. Lesson 74
C
4 5 6 7+ m∠ABC = _____
3 3 3 3
x<6 x≤6 x>6 x≥6 m∠CBD = _____
4 4 4 4
B A ______ bisects ______

SOLVING ONE-STEP
Video Lesson
INEQUALITIES
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Solve: Check:
Solve the equations.

21 + x = 15

Graph:
x
=4
4

8y = 96

Mental Math Checkup

75 = z – 20 1. Count by 11 from –121 to –22.

, , , , , , , , ,

2. Find each percent.

What is 15% of 10? What is 15% of 20?

3. Multiply or divide.

2,400 ÷ 60 = 32 • 30 =

78 © Jenny Phillips
M ATH 6

Mini Lesson
Solving an inequality is similar to solving an equation: Example 2: 10x ≥ 160
• The variable must be isolated on one side.
• Inverse operations are used to isolate the variable. 10 x ≥ 160 Divide both sides by 10.
10
Simplify.
10
• Whatever is done to one side must be done to the other.
x ≥ 16
When a variable is moved from one side of the inequality to the Check a number greater than or equal
other, the direction of the inequality sign must be reversed. It is good ?
10 ( 16 ) ≥ 160
to 16 in the original inequality.
practice to write the variable on the left before graphing inequalities. 16 is a number greater than or equal to 16.
Examples: 14 > x 5<x 160 ≥ 160 ✓
Graph the solution x ≥ 16.
x < 14 x>5

Checking Solutions
13 14 15 16 17 18
To check if a given value is a solution to an inequality, substitute it
for the variable and determine if the statement is true or not.
Example 3: 24 > 3z
Example 1: Is w = –8 a solution to the inequality 6w ≤ –30?
?
6 ( −8 ) ≤ − 30 24 > 3 z Divide both sides by 3.
Simplify.
3 3
–48 ≤ –30 ✓ –48 is less than –30.
y
Example 2: Is y = 8 a solution to > 2 ? 8 > z Move z to the left side of the inequality.
4
8?
>2 z < 8 Reverse the inequality sign.
4
24 >? 3 −10
2 > 2 ✘ 2 is not greater than 2. ( ) Check a number less than 8 in the
original inequality.
Solve each inequality, check the answer, and graph the solution.
24 > –30 ✓ –10 is a number less than 8.
Example 1: g + 14 < –3 Subtract 14 from both sides.
–14 –14 Simplify. Graph the solution z < 8.
g < –17
? Check a number less than –17
−20 + 14 < −3
in the original inequality. 5 6 7 8 9 10 11

–6 < –3 ✓ –20 is a number less than –17.

Graph the solution g < –17.

-20 -19 -18 -17 -16 -15 -14

Practice
1. Place a check mark in each box that applies. The steps may apply 2. Check each solution from the center circle in each inequality in
to solving equations, solving inequalities, or both. The first one is the middle circle. If it is a solution to that inequality, write it in
given as an example. the section outside that inequality. An example is given.
Solving Solving
Step
Equations Inequalities
Combine like terms on the same
side. ✓ ✓
Do the same thing to both sides.

x ≤
40

2
Reverse the symbol when moving

−2
x = –50

5
the variable to the left side.

20
x = 1,000
Use inverse operations to isolate the
variable. x = –2
It is good practice to check the x=0

0
x

10
–5
solution. x = –2

>–
0
<

3
Graph the solution on a number

x+
0
line using shading. x=0
x = –50
3. Solve each inequality, check the answer, and then graph the
solution. x
≥ −20
4 15t < 45
Solve: Check: Solve: Check:

Graph: Graph:

80 © Jenny Phillips
M ATH 6

Practice
1 1 Review
w+5 ≤ 23
4 2
Solve: Check: 1. Use the solid to fill in the blanks. Lesson 73

5 in
type of solid: ______________

circumference of base ≈ __________

6 in
area of base ≈ ______________

Graph: V ≈ ___________________

11.5 > n – 44 2. Convert 6 cups to fluid ounces. Lesson 69

Solve: Check:

3. Simplify each expression. Lessons 20 & 31

34
6+ 25 − 144 ( −2 ) 9(6 + 5) – 111
3
Graph:
_____ _____ _____

–54 > 9k 4. Cross out the numbers that are not divisible by 6. Lesson 2
Solve: Check:
126 338 552 438 560

5. The tennis team has a match every 6 days, and the wrestling
team has a match every 9 days. Both teams had a match
today. When will they have a match on the same day again?
Lesson 8
Graph:

SOLVING TWO-STEP Supplies

Video Lesson
INEQUALITIES colored pencils
Scan the QR code or watch the video lesson on goodandbeautiful.com/Math6.
Watch the video lesson and/or read the mini lesson. Solve: Check:

Warm–Up
Solve each equation and check the solution.

2x – 5 = 17

Graph:

y
31= + 16
8

Mental Math Checkup

1. Count by
1
3 from –2 to 1.

, , , , , , , , ,

2. Find each percent.

What is 90% of 400? What is 90% of 20?

3. Multiply or divide.

550 ÷ 11 = 15 • 200 =

82 © Jenny Phillips
M ATH 6

Mini Lesson
When there is more than one operation in an inequality, more than Examples: Solve each inequality and graph the solution.
one step is required to isolate the variable. Any changes made to one
6 x − 9 ≥ −27
side of an inequality must be made to the other side.
+9 +9 Add 9 to both sides to isolate the term 6x.
For example, the inequality 6x – 9 ≥ –27 has two operations:
6 x ≥ −18
subtraction and multiplication. The two inverse operations that are
needed to solve this inequality are addition and division. 6 x ≥ −18 Divide both sides by 6 to isolate x.
First isolate the term with the variable. 6 6
The term with the variable in 6x – 9 ≥ –27 is 6x. x ≥ –3 Graph the solution on a number line.

Then isolate the variable. -5 -4 -3 -2 -1 0

The variable in 6x – 9 ≥ –27 is x.
52 > 7 y + 3

Steps to Solve a Two-Step Inequality −3 –3 Subtract 3 from both sides to isolate the term 7y.

1. Add or subtract on both sides of the inequality to isolate the term 49 > 7y
with the variable. 49 > 7 y Divide both sides by 7 to isolate y.
2. Multiply or divide on both sides of the inequality to isolate the 7 7
variable. 7 >y Write the variable on the left.
Hint: It is good practice to write the variable on the left side. Reverse the inequality sign.
y <7 Graph the solution on a number line.
When instructed to do so, graph the solution on a number line.
Remember to use a closed circle for ≤ or ≥ and an open circle for < or
4 5 6 7 8 9 10
>. Shade to the left of the circle for < or ≤ and to the right of the circle
for > or ≥. z
+ 8 ≤ 68
5 z
Note: Special rules apply to solving inequalities with negative − 8 –8 Subtract 8 from both sides to isolate the term 5 .
coefficients. Only positive coefficients will be used in this course.
z
≤ 60
5
z
5 • ≤ 60 • 5 Multiply both sides by 5 to isolate z.
5
z ≤ 300 Graph the solution on a number line.

0 100 200 300 400

Practice
1. Write the inverse operation(s) needed to solve each inequality. 4. Solve each inequality. Find the solution in the Color Key at the
The first one is given as an example. bottom of the next page. Then color each box containing the
problem number the color given in the key. Number 3 is given as
Inequality Inverse Operation(s) Needed an example.
16 ≥ 5x + 1 subtraction and division
1 15x + 6 > 36 4 17 + 8x < 89
a
− 2 <4
6
b + 27 ≤ 2
54 > 23d – 8

2. Cross out the values in each row that are not solutions to the
given inequality. The first row is given as an example. x
5 − 12 > −5
4
x ≤ –13 x = –13 x=0 x = –6 x = –13.5 x
2 − 2 <5
5
g< 0 g=0 g = –1,000 g = –0.2 g=6
1
h > 20 h = 20 h = 20.01 h = –40 h = 20
2
1 1
j ≤ −5 j = −5 j=0 j = –6 j=4
2 4 6 49 < 8x + 57

3. Solve and graph the solution to each inequality.

3k – 12 ≥ 27
3 23 > 19 x + 4
−4 −4
19 > 19x
19 > 19 x x
7 −18 > − 15
The Color Key 2
19 19
m says x < 1 is
51 ≥ + 45 1> x black. Since
4 this is Problem
x<1
3, color boxes
containing the
number 3 black.

84 © Jenny Phillips
M ATH 6

Practice
Review
2 2 2 2 2 2 5 2 2 2 2 2 2

2 2 2 2 2 5 5 5 2 2 2 2 2
1. What is the probability of rolling an even number on a
2 2 2 2 5 5 5 5 5 2 2 2 2 standard die and flipping heads on a coin? Lesson 77

2 2 2 5 5 5 5 5 5 5 2 2 2

2 2 5 5 5 5 5 5 5 5 5 2 2
2. Simplify each fraction. Lesson 3
2 5 5 5 5 5 5 5 5 5 5 5 2 12 28 21
= = =
26 40 81
5 5 5 5 5 5 5 5 5 5 5 5 5

2 6 6 6 6 6 6 6 6 6 6 6 2 3. Multiply. Lesson 13

2 6 6 6 6 6 6 6 6 6 6 6 2 16 • 0.02 = 9 • 0.0005 = 20 • 0.0011 =

2 6 2 2 6 4 4 4 6 2 2 6 2 4. Find the perimeter of the hexagon. Lesson 12

2 2 14.23 mm
2 6 2 2 6 4 4 6 2 2 6 2
2 2
4 4 P = ____________
2 6 6 6 6 4 4 6 6 6 6 2
4 3
2 6 6 6 6 4 4 4 6 6 6 6 2

2 6 6 6 6 4 4 4 6 6 6 6 2
5. Write the name of the figure represented by each net. Lesson 22
1 1 1 1 1 7 7 7 1 1 1 1 1

1 1 1 1 1 7 7 7 1 1 1 1 1

Color Key
x<1 x < –6 x < 35 x > 28
black gray white brown
x > –1 x>2 x<9 _________________________ _________________________
blue green red

DEPENDENT AND Supplies

ENDENT VARIABLE blue and red Video Lesson
INDEP S colored pencils
protractor Scan the QR code or
Watch the video lesson and/or read the mini lesson. watch the video lesson on
goodandbeautiful.com/Math6.

Warm–Up
independent equation:
Find the rule for each sequence of numbers. x y
variable: ______ _______________
–3 4
15, 6, –3, –12, ... Find y when
dependent 1 8 x is 100:
rule: _____ variable: ______
5 12

9
–1, –4, –16, –64, ...

rule: _____

Mental Math Checkup

1. Count down by 12 from 24 to –84.

, , , , , , , , ,

2. Find each percent.

What is 200% of 10? What is 200% of 20?

3. Multiply or divide.

300 ÷ 15 = 42 • 2,000 =

86 © Jenny Phillips
M ATH 6

Mini Lesson
Input-Output Tables Writing Equations

An input-output table is a table that shows a relationship between The relationship between sets of numbers in an input-output table
sets of numbers. Below is an example of an input-output table for two can be expressed with an equation.
different equations.
y = 5x y = x –4 t p In this table, t represents touchdowns, and p
represents points earned from touchdowns.
x y x y 0 0
5(1) = 5 –5 –5 – 4 = –9 1 6 Touchdowns cause a change in points, so
1
2 12 touchdowns are the independent variable, and
2 5(2) = 10 0 0 – 4 = –4 points are the dependent variable.
3 18
3 5(3) = 15 5 5–4=1 4 24 t p

4 5(4) = 20 10 10 – 4 = 6 0 ×6 = 0
The rule for this table is ×6. 1 ×6 = 6
2 ×6 = 12
Notice that the output is dependent on the input.
The equation is t • 6 = p, which can 3 ×6 = 18
also be written as 6t = p or p = 6t. 4 ×6 = 24
Independent and Dependent Variables
Example: Using the table below, write an equation that shows the
Variables in an equation can be independent or dependent. An
relationship between x and y.
independent variable is a variable that determines the value of
another variable. A dependent variable is a variable whose value Determine the rule. The rule is +7 x y
x y
depends on the value of another variable. In the examples above, because 7 is added to each value of x to –3 +7 = 4
x is the independent variable, and y is the dependent variable. –3 4 get the corresponding y-value. 1 +7 = 8
1 8 5 +7 = 12
Independent variables are the input, and dependent variables are the 5 12 Write an equation using the variables 9 +7 = 16
output. and the rule.
9 16
A helpful way to determine if a variable is independent or dependent x + 7 = y or y = x + 7
is to fill in these blanks: ________ cause(s) a change in ________.
A value can be substituted for x in the equation to determine the
Examples:
value of y.
Independent Variable Dependent Variable
Example: Using the equation above, what is y if x is 100?
hours worked on a job money earned from the job
Start with the equation. y = x +7
how long a vehicle travels how far the vehicle travels Substitute 100 in place of x. y = 100 + 7
at a given speed over time Solve for y. y = 107
amount of time spent jogging number of calories burned

Practice
1. Complete the input-output tables using the equations below. An 3. For each input-output table, fill in the missing values and write an
example is given. equation on the line below the table.
1
r= d y=x+2 a b f g
2
0 0 –8 –16
d r x y
3 27 –4 –12
2 1 –3
6 54 0 –8
4 –2
9 4
6 –1
50 20
8 0
_____________________ _____________________

2. For the scenario in each row, write I for the independent variable
h j k l
and D for the dependent variable on the line next to the variable.
An example is given. –5 16 –0.5 –2

I the number of miles 3 24 0 0

____
D the cost to rent a car
____
driven 11 32 0.5 2
19 1
____ the amount of time you
____ your test score –70 8
spent studying

____ the number of concert ____ the amount of money _____________________ _____________________
tickets sold made from the event
m n p q
____ the number of weeks –6 –3
____ the length of your hair
since your last haircut
3 1 1 –5
____ the number of people at ____ the temperature 12 4 5 –25
the beach outside 21 7 9 –45
____ the amount of paint 42 15
needed to paint the ____ the size of a house
house _____________________ _____________________

88 © Jenny Phillips
M ATH 6

Practice
4. For each scenario, color the box with the independent variable Review
blue and the box with the dependent variable red. Then write
an equation that relates the two variables, using x for the
independent variable and y for the dependent variable. Finally, 1. Solve the inequality and graph the solution. Lessons 79 & 81
use the equation to complete the input-output table.
26 ≥ 8x + 2
George spent Independence Day Martha participated in an
visiting some historic sites. Independence Day carnival.
He drove an average speed For each game she played,
of 60 miles per hour. she earned 5 tickets.
2. Find the probability of flipping heads on a coin and drawing
how many how far he number of number of a consonant from a bag of tiles that contains one tile
hours he drove traveled tickets earned games played
for each letter of the alphabet. Lesson 77
equation: equation:

x y x y
1 5 3. Find the amount of discount and the sale price of the item.
Lesson 65
2 40
240 10 price of item: $63.50 amount of discount: ________
6 75
percent discount: 20% sale price: _________
Abigail placed flags on floats Thomas made his famous fruit salad
for an Independence Day parade. for an Independence Day picnic.
She had leftover flags, so she There were many guests, so he 4. Draw a triangle with a 45° angle and a 35° angle below.
added two more flags to each tripled the recipe. Then use the triangle to answer the questions. Lesson 39
float before the parade started.
original
new number of original number tripled amounts ingredient
flags per float of flags per float amounts
equation: equation:
x y x y
2 What is the measure of the third angle? _______
2 c blueberries
12 Are any of the sides equal in length? _______
3 c strawberries
16
12 bananas What type of triangle did you draw? __________ ___________
52
2 c whipped cream

GRAPHING LINES Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.
y

Warm–Up x y
6
5
Substitute each x-value in the equation above the table to 4
–1
find the missing y-values. 3
2
y = –5x 0
1
1 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6
x y -1 x
2 -2
–1 -3
ordered pairs: -4

0 __________ __________
-5
-6

1 __________ __________

100

y = x + 27 Mental Math Checkup

x y 1. Count down by
1
4
1
from 8 4 to 6.

0 , , , , , , , , ,

1 2. Find each percent.

What is 300% of 5? What is 300% of 50?

100 3. Multiply or divide.

1,000 ÷ 50 = 2,100 • 4 =

90 © Jenny Phillips
M ATH 6

Mini Lesson
Tables and graphs can be used to show the relationship between Graphing Equations
independent and dependent variables. To graph an equation, make a table of values by substituting each
y = x –4
x-value into the equation and finding the corresponding y-value.
In an equation, table, ordered pair, or graph, x y Then create ordered pairs from the table. Plot and connect the
the independent variable is the x-value, and –5 –9 ordered pairs to form a line. x y
the dependent variable is the y-value. On the
0 –4
right is an equation and input-output table Example: Graph the equation y = –2x + 1. –2 –2(–2) + 1 = 5
from Mini Lesson 82. 5 1
10 6
–1 –2(–1) + 1 = 3
Substitute the given x-values into the
equation to find the y-values. 0 –2(0) + 1 = 1
1 –2(1) + 1 = –1
Create ordered pairs from the table.
Each row of the table represents an ordered pair: (–5, –9), (0, –4), (–2, 5), (–1, 3), (0, 1), (1, –1), (2, –3) 2 –2(2) + 1 = –3
(5, 1), (10, 6). The ordered pairs can be plotted on a coordinate plane y

and connected to form a line. The line is a visual representation of 6

the equation. The graph below shows the line y = x – 4. 4 Plot the ordered pairs. Connect the
y
points with a line.
2
10
This graph shows the line
-6 -4 -2 2 4 6
-2
x y = –2x + 1.
5 -4

-6

Finding Missing Values

-10 -5 5 10
x Missing values can be found using an equation or a graph. To use
the equation, substitute the value of the independent variable, x, in
-5 the equation to find the missing value for the dependent variable, y.
To use the graph, go across to the x-value and find the y-value on the
line.
-10
Example: For the equation y = –2x + 1 graphed above, find the y-value
when x is 3.
Note: Arrows are drawn at the ends of the line to show that the • In the equation, substitute 3 in place of x. y = –2(3) + 1 = –5
relationship continues. • On the graph, go over 3, and then go down to the line (green
point above). The y-value at that point is –5. When x is 3, y is –5.

Practice
1. Complete each input-output table. Then list the ordered pairs 4. Complete each input-output table. For each table, plot the ordered
from each table on the lines below the table. pairs on the graph on the next page and connect the points from
y = x – 4 y = 3x the table to form a line. Use a ruler to extend each line to the
edge of the graph. Each line will go through one of the triangles,
x y x y which represent the tallest mountain summit on each continent
–1 –1 in the world. Using the key at the bottom, write the name of
0 the mountain on the line under each table. Once the names are
0
written in the blanks, the mountains will be in order from tallest
1 1
to shortest.
2 2
1. y = 5x – 37 2. y = –4x + 21 3. y=x 4. y = 0.5x + 4
__________ __________ __________ __________

x y x y x y x y

6 3 –5 –8
2. Graph the equations from Problem 1 on the coordinate planes
below. 7 4 0 0
y = x – 4 y = 3x
8 6 5 4
y y

6 6
Mt. Mt. Mt. Mt.
4 4 ________________ ________________ ________________ ________________

2 2
5. y = 3x – 9 6. y = –x 7. y = –3x + 6 Aconcagua
-6 -4 -2 2 4 6 -6 -4 -2 2 4 6
x x
-2 -2 x y x y x y Vinson

-4 -4 0 –8 0 Kosciuszko

-6 -6 2 0 2 Kilimanjaro
4 8 4
Everest
3. Use the equation y = –3x – 5 to answer the questions.
Mt. Mt. Mt. Denali
What is the y-value when x is 8? _____ ________________
________________ ________________
What is the y-value when x is –3? _____ Elbrus

92 © Jenny Phillips
M ATH 6

Practice
y
Review
10
9 1. Complete the table. Lesson 1
8
7 Number Opposite Absolute Value
6
–3
5
4 18.5
3
2 3
7
1 4
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1-1 1 2 3 4 5 6 7 8 9 10
x
–101
-2
-3 2. For each fraction, write two equivalent fractions. Lesson 4
-4
-5 5 = = 4 = =
-6 8 ____ ____ 25 ____ ____
-7
-8 3. A certain type of cheese costs $3 per pound. Use this
-9 information to complete the table and the questions below.
-10
Lesson 82

Amount of Cheese in Pounds Cost

1 lb
5. Use the graph to answer the questions. 2 lb
y $9
5 lb
When
6 x is –6, what is y? _____
$30
4
When x is –3, what is y? _____
2 What is the independent variable? ______________________
When x is 0, what is y? _____ What is the dependent variable? ________________________
-6 -4 -2 2 4 6
x
-2
When x is 3, what is y? _____ 4. 3
In a band class, 8 of the students are also in choir. There are
-4 24 students in both band and choir. How many students are
When
-6 x is 6, what is y? _____ in the band class? Lesson 70

RATIOS Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Simplify each fraction.
white bouquets :
pink bouquets =

25 : 45  35 : 55
9 red bouquets :
=
27 total bouquets =

24
=
40

Mental Math Checkup

1. Count by 50 from –250 to 200.
6
= , , , , , , , , ,
18
2. Find each percent.

What is 150% of 10? What is 150% of 40?

3. Multiply or divide.

810 ÷ 90 = 70 • 90 =

94 © Jenny Phillips
M ATH 6

Mini Lesson
A ratio is a relationship between two quantities. A ratio can be Comparing Ratios
expressed in different ways. Ratios can be written as fractions, so use fraction rules and strategies
to determine if ratios are equivalent and to compare ratios. Some
The chart below shows four flowers and the number of petals on each 1
strategies include comparing the fractions to 2 or finding a common
flower.
numerator or denominator. Note: Ratios in fraction form are never
written as mixed numbers.
Flower Name Clematis Dogwood Lily Trillium
Example:
Number of Petals 8 4 6 3 Are the ratios 2 : 5 and 7 : 10 equivalent? If not, which ratio is greater?
Write the ratios as fractions to determine if they are equivalent.
The ratio of trillium petals to dogwood petals is shown in three 5 2 7 times 2 is 10, but 2 times 2 is not 7.
different ways below. For each ratio, the first term is 3 and the 5 10 The ratios are NOT equivalent.
×2
second term is 4.
Determine which ratio is greater.
with the word “to” as a fraction with a colon 1 2 1 7 1
Strategy 1: Compare the fractions to 2 . < >
3 to 4 3 3 : 4 5 2 10 2
2 7
4 < , so 7 : 10 is the greater ratio.
5 10
All three ratios are read “three to four.” 2 4 7
Strategy 2: Find a common denominator. =
The terms of a ratio are written in the order they are given. 5 10 10
4 7
< , so 7 : 10 is the greater ratio.
Ratios can compare two different parts of a group. 10 10
part : part 2 14 7 14
Strategy 3: Find a common numerator. = =
5 35 10 20
Ratios can also compare a part of a group to a whole group. 14 14
part : whole < , so 7 : 10 is the greater ratio.
35 20
Simplifying Ratios Ratio Tables

Ratios should be written in simplest form. Ratios can be simplified by A ratio is a relationship, so an input-output table can be used to show
dividing both terms by their greatest common factor. equivalent ratios. The ratio of Dozens of Flowers to Number of Flowers
is 1 : 12. Each row of this table shows a ratio equivalent to 1 : 12.
Example: Dozens Number Dozens Number
of of
To find the missing number, use of of
What is the ratio of clematis petals to lily petals? 8 : 6
Flowers Flowers the ratio to determine the rule. Flowers Flowers
The ratio 8 : 6 can be simplified.
1 12 Since the ratio is 1 : 12, the 1 ×12 = 12
Find the GCF of 8 and 6. GCF: 2
2 24 rule is ×12. 2 ×12 = 24
Divide each term by the GCF. 8 ÷2 = 4 6 ÷2 = 3
3 36 4 • 12 = 48 3 ×12 = 36
The simplified ratio is 4 : 3.
4 The missing number is 48. 4 ×12 = 48

Practice
1. Write each ratio in three different ways. Simplify the ratio if 3. A flower gardener grows 4 acres of sunflowers, 2 acres of peonies,
possible. 1 acre of zinnias, and 1 acre of snapdragons. Use this information
to fill in the blanks on the flower. Write all ratios in simplest form
Flower Name Clematis Dogwood Lily Trillium with a colon.
Number of Petals 8 4 6 3 acres of zinnias
to acres of
peonies
with the
as a fraction with a colon
word “to”

acr ias t s
zin al acr
tot
sna acre wers
to flo of

es o
n
s
rag f
pd s o
on
sun cres

of
lily petals to acres of

e
clematis petals sunflowers
to total acres

clematis petals to ac
re f
dogwood petals
to s of e s o to
r s
sn ac zi
ap re nn ac nie cres
o
dr s o ias
ag f pe tal a
trillium petals to on to
lily petals s

Fill in the blanks with names of flowers to show equivalent ratios.

4. Complete the ratio tables for the ratios given.
Hint: The ratio tells
lily : clematis is equivalent to ____________ : ______________ what to multiply or
8 : 1 1 :3 divide by.
lily : trillium is equivalent to ____________ : ______________
a b a b
2. Compare the ratios using <, >, or =. –1 –10
24 48 0 –3
3:4  4:5 2 : 12  5 : 30 
30 64 16 5
8 3 49 to 98  101 to 200 15 to 48  12 to 32 20 33

25 10

96 © Jenny Phillips
M ATH 6

Practice
5. Circle the correct answer to each question. Then write the number Review
next to the correct answer in the blank at the bottom of the page
to learn how many petals sunflowers have. Hint: Simplify the 1. Circle the numbers in each row that are solutions to the
given ratio first. inequality. Lessons 79 & 80
Charlotte earned $40 for mowing 5 lawns. x ≥ –2 –10, –3, –2, 0, 1
Which of the following is an equivalent ratio?
x < 15.4 –15.4, –15, 0, 15, 15.205, 15.4, 16
$5 for mowing 1 lawn 5
2. Given the x-values below, fill in the missing y-values for the
$8 for mowing 1 lawn 34 equation y = 3x + 2. Then use the table to graph the ordered
pairs. Connect the points to form a line. Lesson 83
$50 for mowing 6 lawns 13 y

x y 15

The math club includes 12 boys and 18 girls. –2

Which group has an equivalent ratio of boys to girls? –1 10

0
The band has 16 boys and 22 girls. 8
1 5

The service club has 18 boys and 12 girls. 21 2

4 -15 -10 -5 5 10 15
The orchestra has 18 boys and 27 girls. 55 x

-5

Oliver and Olivia hiked 8 miles in 2 hours.

Which of the following is an equivalent ratio? -10

9 miles in 3 hours 66 -15

4 miles in 1 hour 89 3. Solve each inequality and write the answer with the variable
7 miles in 1 hour 144 on the left. Lessons 80 & 81
x + 17 > 93 y – 12 ≤ –23 76 ≥ 8z + 4
Sunflowers have ____, ____, or ____ petals.
4. Evaluate each expression. Lesson 19
These numbers are Fibonacci numbers. Do you remember learning about
(5.6)
2
the Fibonacci sequence? Fibonacci numbers are found in many places in 122 – 33 93 + 92
nature, such as seashells, pine cones, and even hurricane patterns!

PROPORTIONS Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
4 to 8
For each given fraction, write two equivalent fractions.
Create the first equivalent fraction by multiplying the ________________________
numerator and denominator by 3. Create the second
equivalent fraction by dividing the numerator and
denominator of the original fraction by 2.
c = ________
8
= = ______________________________
12

6
= =
16

Mental Math Checkup
1. Count by
1
5 from –2 to − 5 .
1

, , , , , , , , ,

2. Find each percent.

What is 500% of 3? What is 900% of 3?

3. Multiply or divide.

480 ÷ 6 = 33 • 3,000 =

98 © Jenny Phillips
M ATH 6

Mini Lesson
Example 1: Write an equivalent ratio using higher terms for the ratio 4 : 3.
Ratios can be written three different ways:
• Multiply each term of 4 : 3 by a number greater than 1.
with the word “to” as a fraction with a colon
1 • Multiply 4 by 2. 4 × 2 = 8 Multiply 3 by 2. 3 × 2 = 6
1 to 5 1 :5
5 8 : 6 is an equivalent ratio with higher terms.
Ratios are equivalent if they describe the same relationship. The
ratio 1 : 5 is equivalent to the ratio 2 : 10 because the relationship Example 2: Write an equivalent ratio using lower terms for the ratio
18
30 .
between 1 and 5 is the same as the relationship between 2 and 10. 18
1 2
The fractions 5 and 10 are equivalent. The terms of the ratios are • Divide each term of 30 by a number greater than 1.
different, but the ratios are equivalent. • Divide 18 by 3. 18 ÷ 3 = 6 Divide 30 by 3. 30 ÷ 3 = 10
6
10 is an equivalent ratio with lower terms.
Equivalent ratios form a proportion. A proportion is a statement
that shows two ratios are equal. Proportions are often written with
ratios in fraction form.
Finding Missing Terms in a Proportion
a c
= This proportion can be read as “a is to b as c is to d.” Multiplication or division can be used to find a missing term in a
b d proportion. Use the known terms, either the first term of both ratios
or the second term of both ratios, to determine whether to multiply or
The relationship between a and b is the same as the relationship
divide. Multiply or divide the other term by the same number.
between c and d.

1 2 Example 1: Find the missing term in the proportion.

= This is a proportion because the ratios are equal. The
5 10 proportion is read as “one is to five as two is to ten.” ×8 Since 4 times 8 is 32, multiply 7 by 8 to find the missing
32 4 term. 7 × 8 = 56
=
1 4 x 7
≠ This is NOT a proportion because the ratios are not equal. ×8 The missing term is 56. 32 is to 56 as 4 is to 7.
5 10

Writing Equivalent Ratios Example 2: Find the missing term in the proportion.
To write equivalent ratios, multiply or divide each term of the ratio ÷5 Since 55 divided by 5 is 11, divide 45 by 5 to find the
by the same number. To write a ratio using higher terms, multiply 45 y missing term. 45 ÷ 5 = 9
=
both terms by a number greater than 1. To write a ratio using lower 55 11
÷5 The missing term is 9. 45 is to 55 as 9 is to 11.
terms, divide both terms by a number greater than 1.

Practice
1. Write two equivalent ratios for each ratio given. 4. Draw a line from each proportion on the left to its missing term
6 30 on the right.
= = = =
8 _____ _____ 40 _____ _____ 1 x
= 5
22 32 2 46
= = = =
50 _____ _____ 46 _____ _____
2 30
= 84
4 : 18 = ________ = ________ 15 : 4 = ________ = ________ 7 x

35 x
= 45
60 : 150 = ________ = ________ 81 : 63 = ________ = ________ 84 12

x 100
= 160
21 to 12 = ____________ = ____________ 9 450

54 6
15 to 95 = ____________ = ____________ = 23
x 4
2. Write = between ratios that form a proportion and ≠ between x 3
ratios that do not form a proportion. = 20
60 4
7 14 8 72 8 3
   17 51
=
8 15 9 81 3 8 36
23 x

3 75 11 x
 95 : 96  96 : 97 8 : 16  16 : 32 = 105
4 100 66 132

3. Write each proportion in word form. 21 7

= 22
x 28
8 1
=
88 11 _____________________________________ 25 100
= 2
40 x
3 : 7 = 9 : 21 _____________________________________
9 72
= 69
50 : 80 = 10 : 16 _____________________________________ x 160

100 © Jenny Phillips

M ATH 6

Practice
5. Create a proportion for each set of numbers using colons and Review
using exactly four of the numbers in the set. There are multiple
correct answers, but you only need to write one proportion. 1. On a soccer team, there are 6 forwards, 4 midfielders,
7 defenders, and 3 goalies. Write each ratio in simplest form.
Lesson 84
35, 7, 49, 5, 1 3, 1, 6, 24, 8 forwards : goalies _____

midfielders : team members _____

midfielders : defenders _____

14, 1, 11, 7, 22 25, 13, 5, 65, 2 2. Michelle makes $5.50 per hour babysitting. Use this informa-
tion to complete the table and answer the questions. Lesson 82
Hours Worked Amount of Money Earned
5
10
6, 54, 9, 1, 36 1, 6, 12, 3, 18
15
20
What is the independent variable?

What is the dependent variable?

11, 132, 66, 144, 12 24, 1, 64, 6, 16
Write an equation for the amount of money Michelle earns
based on the number of hours she works as a babysitter.
Use m for money and h for hours worked. _________________

2, 38, 1, 19, 76 100, 5, 50, 20, 2 3. The results of flipping a coin 10 times are recorded below.
Use the information to answer the questions. Lesson 78
H H T H T T H T H H
Based on the results of the experiment, what is the
84, 14, 7, 12, 2 3, 23, 1, 9, 69 experimental probability of flipping heads?

What is the theoretical probability of flipping heads?

PROPORTIONS
Video Lesson
ON A GRAPH
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up simplified pounds cost in

a d
ratios of rice dollars
Use the equations to complete the tables. Then use the
ordered pairs from each table to graph a line in the first 15 20 2 5
quadrant. Finally, compare and contrast the two graphs
by writing one way they are similar and one way they are
20 25 4
different.
y = x +5 y = 5x
25 30 6

x 0 1 2 3 x 0 1 2 3

y y

16 16

14 14

12 12
Mental Math Checkup
10 10 1. Count down by 9 from 18 to –63.
8 8

6
, , , , , , , , ,
6

2
4

2
2. Find each percent.

2 4 6 8 10 12 14 16
What is 500% of 20? What is 500% of 12?
2 4 6 8 10 12 14 16 x
x

one similarity: 3. Multiply or divide.

one difference: 1,200 ÷ 40 = 24 • 20 =

102 © Jenny Phillips

M ATH 6

Mini Lesson
Identifying Proportional Relationships from a Table Identifying Proportional Relationships from a Graph

Tables can be used to identify proportional relationships. If all ratios When graphed, proportional relationships form a line that goes
in a table are equivalent, there is a proportional relationship between through the origin.
the variables. y

30
This is a graph of the points
Example 1: Is there a proportional relationship between x and y? 28
from the top table at the left.
26
x 3 6 9 12 24

y 7 14 21 28
22 The points form a line that
20
18
goes through the origin, (0, 0).
Simplify all ratios to see if they are equal. 16
14 This graph represents a
simplified 3 6 3 9 3 12 3 12 proportional relationship.
= = =
ratio 7 14 7 21 7 28 7
10
8
6
3
Since each ratio simplifies to 7 , there is a proportional relationship 4
2
between x and y.
3 6 9 12
= = = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
x
7 14 21 28
Any two ratios from the table can be used to create a proportion. For A graph that does not form a line, or one that forms a line but doesn’t
example, 14 = 21 is a proportion because the ratios are equal. The ratio
6 9
go through the origin, does not show a proportional relationship
that describes the relationship in the table is 3 : 7. between the variables.
s

Example 2: Is there a proportional relationship between r and s? 30 This is a graph of the points
28
r 2 4 6 8 26 from the bottom table at the
s 10 12 14 16
24 left.
22

Simplify all ratios to see if they are equal. 20

The points form a line, but the
18
16 line does not go through the
simplified 2 1 4 1 6 3 8 1
= = = = 14 origin.
ratio 10 5 12 3 14 7 16 2 12
10
8
This graph does not represent
Since the ratios do not all simplify to the same fraction, there is NOT 6 a proportional relationship.
a proportional relationship between r and s. 4
2
2 4 6 8
≠ ≠ ≠ 1 2 3 4 5 6 7 8 9 10
10 12 14 16 r

Practice
1. Put an X through the tables in which the variables do NOT have c 5 10 15 20
a proportional relationship. d 16 32 48 64

x 6 9 12 15
e 6 7 8 9
y 8 11 14 17
f 6 7 8 9

a 6 9 12 15
g 2 3 4 5
b 8 12 16 20
h 3 4 5 6

2. Fill in the missing values in each table to create a proportional 3. Create a ratio table and graph for each scenario and use the table
relationship. Then use the ordered pairs from the table to graph a or graph to answer each question. y

line representing the relationship. y

If 4 bananas
x y 12
cost $1, how
x y 8
much do 12 0 9

1 2 6 bananas cost?
4 1
______ 6
2 4
8
3
3 2
12
4 3 6 9 12
x
2 4 6 8
x
y y

x y 12 If a trail mix 12
x y
has 3 lb of nuts
1 3 9 for every 1 lb of 3 1 9

dried fruit, how

2 6 6
6
many pounds
3 of dried fruit 9 3
3
would be added
4 to 9 lb of nuts? 12
3 6 9 12 3 6 9 12
x
______ x

104 © Jenny Phillips

M ATH 6

Rock, Paper, Scissor

s c. Rock Paper Scissors
y y y

4 4 4
Before reading the rest of the instructions, write one of the following
2 2 2
words in each of the three boxes below: rock, paper, scissors.
a. b. c. -4 -2 2 4 -4 -2 2 4 -4 -2 2 4
x x x
-2 -2 -2
Then, for each graph, circle yes if the graph shows a proportional
-4 -4 -4
relationship or no if it does not.
Finally, find the graph in each row that shows a proportional
relationship. If what you wrote in that letter’s box beats the graph’s yes no yes no yes no
title, you win! Hint: Rock beats scissors, scissors
beat paper, and paper beats rock.
a. Rock Paper Scissors
y y y
Review
3 4 3
2 3
2 1. Complete the table. Lesson 24
2
1
1 1 Fraction Decimal Percent
5
-3 -2 -1 1 2 3 -4 -3 -2 -1-1 1 2 3 4 -3 -2 -1 1 2 3
-1 -1 6
x x x
-2
-2
-3 -2 0.6
-3 -4 -3 44%

yes no yes no yes no 2. Write the proportion in word form. Lesson 85

9 : 10 = 54 : 60 __________________________________________
b. Rock Paper Scissors
y y y 3. Write and solve an equation for each question. Use n for the
3 3 4 variable. Write the percent as a fraction or whole number in
2 2 simplest form. Lesson 52
2
1 1
What is 200% of 53? equation: _______________
-3 -2 -1 1 2 3 -3 -2 -1 1 2 3 -4 -2 2 4
-1 x -1 x
-2
x n = ______
-2 -2

-3 -3 -4 What is 28% of 75? equation: _______________

n = ______
yes no yes no yes no

PROPORTIONS
OSS PRODUCT Video Lesson
AND CR S
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
4 : 3 and 56 : 49 5 : 4 = 35 : g
Solve each equation.

product of the means: ________

product of the extremes: _______

120 = 6x What is the value of g?
Is 4 : 3 equivalent to 56 : 49? _______ ______

4y = 156

Mental Math Checkup

1. Count down by
1
2
1
from 0 to −4 2 .

, , , , , , , , ,

2. Find each percent.

What is 150% of 8? What is 300% of 12?

3. Multiply or divide.

250 ÷ 5 = 23 • 30 =

106 © Jenny Phillips

M ATH 6

Mini Lesson
Using Cross Products to Determine If Ratios Are Equivalent Multiply the means. Multiply the extremes.
A proportion is a statement that shows two ratios are equal. When 6 • 11 = 66 4 • 20 = 80
a proportion is written with colons, the two middle terms are called 66 ≠ 80
the means and the two outer terms are called the extremes. When
a proportion is written with fractions, the bottom term of the first The product of the means does not equal the product of the
fraction and the top term of the second fraction are the means; the extremes, so the ratios are not equal. 4 11
≠
top term of the first fraction and the bottom term of the second 6 20
fraction are the extremes.

a :b = c :d a c Using Cross Products to Solve for a Missing Term

=
b d Cross products can be used to find a missing term in a proportion.
means
means extremes When a term is missing, use the cross products to form an equation.
Then solve the equation for the missing term.
extremes
3 7
Example 1: Use cross products to solve for m. =
Cross products are products found by multiplying the means and 27 m
the extremes in a proportion. If two ratios are equivalent, the cross Set up an equation using the cross products. 27 • 7 = 3 • m
products of the proportion formed by the ratios will be equal. Cross
multiply to determine if ratios form a proportion. Simplify both sides.
189 = 3m
189 = 3m
Example 1: Do the ratios 2 : 15 and 10 : 75 form a proportion? Solve for m.
3 3
Identify the means and extremes. 2 : 15 and 10 : 75 63 = m
The means are 15 and 10. The extremes are 2 and 75. The solution is m = 63.

Multiply the means. Multiply the extremes. Example 2: Use cross products to find the missing term in the
15 • 10 = 150 2 • 75 = 150 proportion 8 : 40 = y : 25.
150 = 150
Set up an equation using the cross products. 40 • y = 8 • 25
The product of the means equals the product of the extremes,
so the ratios form a proportion. 2 : 15 = 10 : 75 Simplify both sides. 40y = 200
4 11 40 y = 200
Example 2: Are the ratios 6 and
equal?
20 Solve for y.
4 11 40 40
Identify the means and extremes. and y=5
6 20
The means are 6 and 11. The extremes are 4 and 20. The missing term in the proportion is 5.

Practice
1. Underline the means and circle the extremes in each proportion. 3. Write = if the ratios are equivalent and ≠ if they are not.

3 : 9 = 4 : 12 19 : 23 = 38 : 46 12 to 16 = 27 to 36 7 10 7 75 60 2
  
63 90 11 100 75 3
7 21 8 100 30 75
= = =
8 24 24 300 36 90
9 to 8  19 to 18 37 : 40  57 : 60
2. Multiply the means and the extremes of each ratio to determine
if the ratios form a proportion. Circle yes if the ratios form a 4. Determine if the ratios in each scenario form a proportion. Check
proportion and no if they do not. yes if they are proportional and no if they are not.

16 : 20 and 12 : 15 product of means: _______ The ratio of children to teachers in the science club is 7 to 2. The
math club has a total of 84 children and 24 teachers. Is the ratio of
yes no product of extremes: _______ children to teachers the same in both clubs?

7 ? 84 yes
=
15 : 20 and 12 : 16 product of means: _______ 2 24 no

yes no product of extremes: _______

The ratio of lifeguards to swimmers at one pool is 1 : 15. At a
nearby pool, there are 6 lifeguards on duty while 120 swimmers
are in the pool. Is the ratio of lifeguards to swimmers the same at
43 : 13 and 10 : 3 product of means: _______ both pools?
yes no product of extremes: _______ ? yes
1 : 15 = 6 : 120
no
35 : 25 and 14 : 11 product of means: _______
If everyone is wearing shoes, the ratio of shoes to people will be
yes no product of extremes: _______ equivalent to 2 to 1. At a gym, there are 178 shoes and 89 people.
Is everyone at the gym wearing shoes?

95 : 100 and 195 : 200 product of means: _______ ? yes

2 to 1 = 178 to 89
yes no product of extremes: _______ no

108 © Jenny Phillips

M ATH 6

Practice
5. Solve for the variable in each proportion. Then find the solution at Review
the bottom of the page and write the variable on the line above its
value to complete the math joke.
1. On the line below each graph, write yes if the graph shows a
proportional relationship and no if it does not. Lesson 86
y y
e 33 18 12 9 i
= = =
6 18 30 l 4 20 240 5
180 4
3
120
2
60 1

-4 -3 -2 -1 1 2 3 4 -5 -4 -3 -2 -1-1 1 2 3 4 5
-60 x x
-2
-120
-3
13 39 o 19 12 30 -180
= = = -4
a 18 7 19 t 20 -240 -5

__________ __________

2. Solve each equation. Lesson 72

21 v 28 w 72 18 14x – 18 = 52 106 = 4 + 17y
= = =
77 66 70 10 20 h

3. Solve the inequality and graph it on the number line. Lesson 80

42 < 7q

I don’t usually make jokes about

4. Simplify each square root. Lesson 63
fractions, but I will make one if
484 1,024
_____ _____ _____ _____ _____ _____ _____ _____ _____ .
45 5 6 20 18 11 8 4 7

© Jenny Phillips
109
M ATH 6
Lesson
88
The Olympic Winter Games were first officially held in 1924 in France. As
Supplies
UNIT 3 protractor
of 2022, there are 15 Winter Olympic Games, and you will learn about a few
of those as you review concepts from Unit 3.
REVIEW ruler

There is no video for this lesson.

Simple & Compound Interest
Roots, Squares & Cubes Percent Discounts & Tax
Lesson 66
Lessons 61–63 Lessons 64 & 65
Suppose that a biathlete is saving money
The Winter Olympic Games have their The word biathlon comes from a Greek to attend college after competing in the
roots in the Nordic Games, a winter word that means “two tests.” The two skills Winter Olympics. He puts his money in two
sports competition exclusively for athletes tested in a biathlon are cross-country skiing different interest-earning accounts. Fill in the
from Scandinavian countries held in the and shooting. Athletes carry rifles on their amounts he would earn on his investments.
early 1900s. Solve each of these problems backs as they ski through a trail divided into
involving roots. shooting rounds. If a target is missed, time
or distance is added to the athlete’s total.
Find the total cost of the cross-country skis. Simple Interest
x = 9 ______ 3
x = −3 ______ principal amount: $1,200 interest rate: 4%

x 2 = 400 ______ x 3 = −64 ______ price of skis: $300 amount of interest after 1 year: ____________

percent discount: 15% amount of interest after 2 years: ___________

Find the two whole numbers each square
root is between. total amount after 2 years: _____________
amount of discount: ____________

48 is between and .

sale price: ____________
Compound Interest
90 is between ______ and ______. principal amount: $800 interest rate: 8%
tax rate: 6%
interest earned during year 1: ____________
amount of tax: ____________
total amount after 1 year: _______________
total cost: ____________
interest earned during year 2: ___________

total amount after 2 years: ________________

110 © Jenny Phillips

M ATH 6

Unit Conversions Fractions of a Group Distributive Property with Variables

Lessons 67–69 Lesson 70 Lesson 71
Olympic speed skating events are divided Short-track skate blades are up to 18 in long, Use the distributive property to simplify the
into two categories: short track and long and long-track blades are up to 22 in long. expression on the skate. Write the answer
track. The average male speed skater weighs The shorter blades give the skaters more across the blade of the skate.
about 160 lb. The skating races range from control on curves, and the longer blades give
500 m to 10,000 m in length. the skaters the potential for higher speeds on
straightaways.
Use unit multipliers to convert the units.
What fraction of 22 is 18? ______
160 lb → ounces
1
Of 14 long-track events at the 2022 Winter 3
(18a + 21)
_____________ 2
Olympics, 7 were less than 3 km long.

3,000 m → hectometers 2
What is of 14? ______
7
____________
13
In the 2018 Winter Olympics, 103 of
medals went to athletes from Norway. The
Suppose a speed skating track is approxi- Factor each expression on the skate. Write
Norwegians won 39 medals. Answer the
mately 196 ft 11 in long and about 98 ft 5 in the factored expressions on the lines.
question below to find the total number of
wide. Find the sum and the difference of the
medals awarded.
units.

196 ft 11 in + 98 ft 5 in = ____________ 13
39 is of what number? ______
103
196 ft 11 in – 98 ft 5 in = ____________
6x — 42
Solving Two-Step Equations
Lesson 72
Solve each equation.

87 = 19s + 30 _______________

k 77 + 14y
− 16 =
−2 _______________
3

Geometric Figures Probabilities Solving & Graphing Inequalities

Lessons 73 & 74 Lessons 76 & 77 Lessons 79–81
Ice hockey was an event in the 1920 Summer If a hockey game ends in a tie and neither Solve the inequality shown on each hockey
Olympics and has been part of every Winter team scores in overtime, a coin toss is used puck and graph the solution on the number
Olympics since then. The sport originated in to determine the order in which the teams line.
Canada in the early 1800s. will shoot in a shoot-out.

A standard ice hockey puck has a diameter 2c + 30 ≥ 128

of 3 in and is 1 in tall. Find the volume of the If a player always chooses heads in the coin
standard hockey puck below. toss, what is the probability that he or she
will win the coin toss two times in a row?
V ≈ ______________

_______ (fraction)
1.5 in
1 in

Suppose that some friends who are ice

hockey fans are playing a dice game while
they wait for the next Winter Olympics
hockey game to begin. What is the
Suppose the puck hit and bounced off the probability of rolling a two and then another
wall. Its path is shown below. Draw an angle two on a standard die?
bisector for the angle of the puck’s path.
_______ (fraction)
y
15 > −6
3

What is the probability of NOT rolling a two

on the first roll and NOT rolling a two on the
second roll?

The goal cage in ice hockey is 72 in wide. _______ (fraction)

Draw the perpendicular bisector for the
72 mm segment GC below.

G C

112 © Jenny Phillips

M ATH 6

Dependent & Independent Variables Graphing Lines Solving Proportions

Lesson 82 Lesson 83 Lessons 85 & 87
The slalom is a downhill ski race with a Use the equation to complete the table and Solve the proportion in
winding course in which athletes must pass graph the line. The steepness of the line is each gate below.
through gates. If skiers miss a gate, they are about the steepness of an Olympic slalom ski
20 70
disqualified. hill. =
2 s 14
Write I for the independent variable and y= − x+2
5
D for the dependent variable. s = ______
x y
the place the skier takes ____ –10
14 l
the skier’s slalom time ____ –5 =
21 30
0
Fill in the missing values in the table, and
l = ______ 80 25
then write the equation on the line. 5 =
32 a
l m
y a = ______
–5 –20
equation:
10
0 –15
8 Proportions on a Graph
5 __________________ 6 Lesson 86
4
Does the graph below show a proportional
80 2
relationship?
-10 -8 -6 -4 -2 2 4 6 8 10
-2 x _______ (yes or no)
Ratios -4 y
Lesson 84 -6
5
The 2022 Winter Olympics included several -8
4
Alpine skiing races: 5 men’s events, -10 3
2
5 women’s events, and 1 mixed event.
1
Write each ratio with a colon on the line.
-5 -4 -3 -2 -1-1 1 2 3 4 5
men’s events : women’s events _________ Use the graph to answer the question. -2
x

-3
mixed events : total events _________ When x is 10, what is y? ________ -4
-5
women’s events : total events _________

© Jenny Phillips
113
0
LESSONS 89-9
jacks, and then come back. There are no videos, mini lessons, or
practice problems for Lessons 89–90.

Instructions For Lesson 89, complete all the exercises with purple headers only.
You may cover the additional practice sections or fold the page to
concentrate only on the purple sections. Have your parent or teacher
Unit assessments give you practice with the math concepts learned correct the work. If there are mistakes in a section, your parent or
in this unit without having you overpractice concepts that you teacher will check the orange “Additional Practice” checkbox for
have mastered. These assessments also give you practice working that section.
on math problems for an extended period of time. This helps you
to extend focus and attention span and to be better prepared for For Lesson 90, complete all the orange sections that are checked.
any type of testing you will have to do in the future. Here are some If you still make multiple mistakes, review those sections. All the
tips: First, always read the instructions carefully. Sometimes you principles will be reviewed again in upcoming units. If you have
can get answers wrong simply because you did not understand the only a few or no orange sections to practice, you may move on to the
instructions. Second, do not rush through exercises you think you next lesson.
already know. Instead, do your work carefully. Sometimes you Parents/teachers may determine if the student may use the
can get answers wrong, even though you understand the concept, Reference Chart for the assessment. It is recommended that the
just because you rushed. Finally, if you feel you are having trouble student first try the assessment without the Reference Chart and
focusing, take a quick break to do something else, like ten jumping then refer to it if needed.

Student Additional Practice

SOLVING EQUATIONS WITH ROOTS AND
SOLVING EQUATIONS WITH ROOTS and SQUARED & CUBED VARIABLES
SQUARED & CUBED VARIABLES (LESSONS 61 & 62) variable under a square/cube root sign: square/cube both sides
squared/cubed variable: take the square/cube root of both sides
Solve each equation. An equation with a squared variable has two solutions.
x = 7 ______________ 3
x = −4 x = 9 ______________ 3
x =3 ______________
______________
x 2 = 64 ______________ x 3 = −125 ______________ x 2 = 49 ______________ x 3 = −216 ______________

ESTIMATING SQUARE ROOTS (LESSON 63) Additional Practice

ESTIMATING SQUARE ROOTS
Find and simplify the consecutive roots of perfect squares the given
Find the two whole numbers each square root is between.
square root is between.
60 is between _____ and _____.
75 is between _____ and _____.
141 is between _____ and _____.
157 is between _____ and _____.

114 © Jenny Phillips

M ATH 6

FINDING TAX AND PERCENT Additional Practice

DISCOUNTS (LESSONS 64 & 65)
FINDING TAX AND PERCENT DISCOUNTS
Find the total cost. Use the formula percent • whole = part to find the amount of
discount. Find the sale price first by subtracting the discount. Then
price: $240 find the amount of tax on the sale price using the formula above and
add the tax to the sale price to find the total cost.
percent discount: 30% tax rate: 8%
Find the total cost.
amount of discount: ____________ tax amount: __________
price: $40
sale price: ____________ total cost: ____________
percent discount: 15% tax rate: 6%

amount of discount: __ tax amount:

SIMPLE & COMPOUND INTEREST sale price: ____________ total cost: ____________
(LESSON 66)

Fill in the amounts. Additional Practice

Simple Interest principal amount: $1,500 interest rate: 5% SIMPLE & COMPOUND INTEREST
percent • whole = part
amount of interest after one year: ____________
The percent is the interest rate, the whole is the principal, and the
amount of interest after two years: ____________ part is the amount of interest paid or earned. Compound interest is
calculated on the principal plus any interest previously earned.
total amount after two years: ____________
Fill in the amounts.
Compound Interest principal amount: $200 interest rate: 8%
Compound Interest principal amount: $4,000 interest rate: 6%
interest earned during year 1: ____________
interest earned during year 1: ____________
total amount after one year: ____________
total amount after one year: ____________
interest earned during year 2: ____________
interest earned during year 2: ____________
total amount after two years: ____________
total amount after two years: ____________

See

CONVERSION: MASS, WEIGHT, Additional Practice Reference

Chart for
LENGTH & CAPACITY (LESSONS 67-69) conversions.
CONVERSION: MASS, WEIGHT, LENGTH & CAPACITY
Use unit multipliers to convert between units. Choose a unit multiplier with the old
new unit
unit in the denominator. Use unit old unit • new unit
=
8 yd → feet → inches 5,000 mL → deciliters → liters multipliers to convert between units. old unit

_______ _ 6 kg → grams → milligrams __________

Add or subtract. 12,000 cm → meters → hectometers ________________

4 lb 9 oz + 2 lb 10 oz = 7 gal 2 qt – 3 gal 3 qt = Add or subtract. Start with the smallest units. Regroup if necessary.
5 Tbsp 1 tsp – 3 Tbsp 2 tsp = _____________
_____________ _____________
9 yd 1 ft + 3 yd 2 ft = _____________

FRACTIONS OF A GROUP Additional Practice

(LESSON 70)
FRACTIONS OF A GROUP
The word of means multiply, and the word is means equals.
Write and solve an equation for each question.
fraction • whole = part
5
What is of 42? _______ Write and solve an equation for each question.
6
What fraction of 44 is 8? _______
What fraction of 50 is 15? _______ 3
36 is of what number? _______
4 4
40 is of what number? _______ 7
9 What is of 54? _______
9

Additional Practice
SOLVING TWO-STEP
SOLVING TWO-STEP EQUATIONS
EQUATIONS (LESSON 72)
First isolate the term with the variable (add or subtract on both sides).
Solve each equation. Then isolate the variable (multiply or divide on both sides).
Solve each equation.
9p – 4 = 14 __________________
8 + 5w = 28 __________________
k y
+2=
7 __________________ –6=7 __________________
8 3

116 © Jenny Phillips

M ATH 6

DISTRIBUTIVE PROPERTY & Additional Practice

FACTORING WITH VARIABLES (LESSON 71)
DISTRIBUTIVE PROPERTY & FACTORING WITH VARIABLES
Use the distributive property to simplify each expression. Distribute the value outside the parentheses to each value inside the
parentheses. Use the distributive property to simplify each expression.
7(2 + 4a – 3) = __________________
4(5d + 12 – 3d) = __________________
1
(12c + 48 ) =
__________________ 1
4
3
( 9 f – 24 ) = __________________
Factor each expression.
Use the template ___(___ + ___) to factor an addition expression with
16 + 40t = __________________ two terms. The GCF gets written on the first blank. Factor each expression.

14 + 49n = __________________
35b + 15 = __________________
144s + 60 = __________________

VOLUME OF PRISMS & CYLINDERS Additional Practice

(LESSON 73)
VOLUME OF PRISMS & CYLINDERS See

Find the volume of each solid. To find the volume of a prism or cylinder, multiply Reference
Chart for
7 in the area of the base by the height. V = area of base • height area
formulas.

Find the volume of each solid.

5m
10 in

8 cm
5 ft
4 cm
20 m
6 cm
8f
t

V = _______ V ≈ ___________ 9 ft

V = _______ V ≈ ____________

BISECTORS Additional Practice

(LESSON 74) BISECTORS
Bisect means to divide into two equal parts. To draw a bisector,
Construct an angle bisector Draw a perpendicular measure the angle or line segment, divide the measurement by two,
for ∠ABC. bisector for RS . and draw the bisector.

Construct an angle bisector for ∠DEF. Draw a perpendicular

bisector for TW .
A

C R S
B F T W
E

SIMPLE & COMPOUND PROBABILITY Additional Practice

(LESSONS 76 & 77)
SIMPLE & COMPOUND PROBABILITY
What is the probability of rolling a number less than 4 on a standard die? number of desired outcomes
probability =
number of possible outcomes
______ (fraction) ______ (percent)
Outcomes add up to 1 or 100%. Compound probability of independent
events can be found by multiplying the probability of each event.
What is the probability of flipping tails on a coin and then rolling a
6 on a standard die?
If the probability of randomly choosing a blue card is 87%, what is
the probability of NOT choosing a blue card?
______ (fraction)
______ (percent)
If the probability of randomly choosing a red marble is 32%, what is
the probability of NOT choosing a red marble?
What is the probability of rolling a number greater than 1 on a
standard die and then flipping heads on a coin?
______ (percent)
______ (fraction)

118 © Jenny Phillips

M ATH 6

GRAPHING INEQUALITIES Additional Practice

ON NUMBER LINES (LESSON 79) GRAPHING INEQUALITIES ON NUMBER LINES
< less than (open circle) ≤ less than or equal to (closed circle)
Write the inequality represented by each graph. > greater than (open circle) ≥ greater than or equal to (closed circle)
Write the inequality represented by each graph.
-2 -1 0 1 2 3 1 2 3 4
-2 -1 0 1 2 -5 -4 -3 -2 -1

________________ ________________
________________ ________________
Graph the inequality x ≥ 10.6.
Graph the inequality x < 5.25.

9 10 11 4 5 6

SOLVING ONE-STEP INEQUALITIES Additional Practice

(LESSON 80) SOLVING ONE-STEP INEQUALITIES
Rules for Solving Inequalities
Solve each inequality. • The variable must be isolated on one side.
• Inverse operations are used to isolate the variable.
• Whatever is done to one side must be done to the other.
5 + j > –2 ______________ • When a variable is moved from one side of an inequality to the
other, the direction of the inequality sign must be reversed.
k
≤4 ______________ Solve each inequality.
3 s
q –8 < 6 7r > 42 −10 ≤
2
72 ≥ 12m ______________
______________ ______________ ______________

SOLVING TWO-STEP INEQUALITIES Additional Practice

(LESSON 81)
SOLVING TWO-STEP INEQUALITIES
Steps to Solve a Two-Step Inequality
Solve each inequality. • Add or subtract on both sides of the inequality to isolate the term
with the variable.
11n – 4 < 73 ______________ • Multiply or divide on both sides of the inequality to isolate the variable.
Solve each inequality.
p v
−3 ≤ − 13 ______________ 67 > 9t + 4 _____________ − 1 ≤ 3 _____________
5 8

DEPENDENT & INDEPENDENT Additional Practice

VARIABLES (LESSON 82) DEPENDENT & INDEPENDENT VARIABLES
A change in the independent variable (input) causes a change in the
Write I for the independent variable and D for the dependent variable. dependent variable (output).
Write I for the independent variable and D for the dependent variable.
days since the lawn was mowed ____ length of grass ____
time to bake a cake ____ temperature of the oven ____
Complete the input-output table Fill in the missing values in the Complete the input- Determine the rule and fill in the missing
using the equation given. table and write the equation. output table using the values. Use the variables and the rule to
a equation given. write the equation.
b=
7 c d g = 8f equation: ___________

a b 0 –5 f g j k
1 –4 2
7 15 10
–6 2 8
3 –3
11 20
49 5 –2 6
–14
_____________ Additional Practice
(equation)
GRAPHING LINES
Substitute each x-value into the equation and find the corresponding
GRAPHING LINES
y-value. Each row is an ordered pair. Plot and connect the ordered
(LESSON 83)
pairs. Substitute an x-value in the equation or find the x-value on the
Use the equation y = 2x – 1 to complete the table and graph the line. graph to find a missing y-value.
y
Use the equation y = –x + 3 to complete the table
y
and graph the line.
x y 5
4 x y 5
3
–2 –1
4
2 3
1
–1 2

-5 -4 -3 -2 -1-1 1 2 3 4 5
0 1
x
1 -2
1 -5 -4 -3 -2 -1-1 1 2 3 4 5
x
-3 -2
2 -4
3 -3
-5 -4
-5
When x is 0, what is y? ______ When x is 2, what is y? ______

120 © Jenny Phillips

M ATH 6

RATIOS & PROPORTIONS Additional Practice

(LESSONS 84 & 85)
RATIOS & PROPORTIONS
Write the ratio of green leaves to brown leaves in three different ways: Ratios can be written in three different ways: with the word “to,”
1
as a fraction, or with a colon. In fraction form, compare ratios to 2
or find a common numerator or denominator to compare the ratios.
_______ _______ _______
Equivalent ratios form a proportion. Multiplication or division can be
used to find the missing term in a proportion.

Compare the ratios using <, >, or =. 4:5  6:7 Write the ratio of days starting with an S to days in a week _______
(colon)
4
Write = if the ratios form a proportion and ≠ if they do not. Compare the ratios using <, >, or =. 3
6 9
45
8 : 20  18 : 45  11 Do the ratios above form a proportion? ______
24 6
m 28
Find the missing term in the proportion. = m = _____ 5 15
12 48 Find the missing term in the proportion. = n = _____
8 n

PROPORTIONS ON A GRAPH Additional Practice

(LESSON 86)
PROPORTIONS ON A GRAPH
Is there a proportional relationship between x and y? ______ If all ratios in a table are equivalent, there is a proportional
relationship between the variables. When graphed, proportional
x 4 8 12 16 relationships form a line that goes through the origin.
Fill in the missing values to create a Draw any graph that
y 10 11 12 13 proportional relationship. shows a proportional
y y
relationship.
y
x 3 6 9 12
4 4
4
Circle the graph 2 2 y 4
2
that shows a
proportional -4 -2 2 4 -4 -2 2 4
-4 -2 2 4
x x
relationship. -2 -2 x
-2
-4 -4
-4

PROPORTIONS & CROSS PRODUCTS Additional Practice

(LESSON 87)
PROPORTIONS & CROSS PRODUCTS
Find the cross products. 3 : 15 = 4 : 20 Multiply the means and extremes to find cross products. If the
product of the means equals the product of the extremes, the ratios
form a proportion.
product of means: _____ product of extremes: _____
a :b = c :d
a c
Do the ratios form a proportion? ____ =
means b d
means extremes
Use cross products to write and solve an equation to find g. extremes

12 g
= equation: _____________ solution: ______
18 3 Find the cross products. 5 : 2 = 30 : 12

product of means: __ product of extremes:

Do the ratios form a proportion? ____

Use cross products to write and solve an equation to find h.

2 6
= equation: _____________ solution: ______
h 3

122 © Jenny Phillips

This page is intentionally left blank for double-sided printing.
4 OVERVIEW
UNIT
Extra Supplies Needed
colored glue or tape
LESSONS 91– 120 pencils protractor
ruler paper
scissors tape measure

New Concepts Taught Concepts Reviewed

and Expanded Upon
solve proportions given part to whole create and interpret line plots with
ratios decimal values scale drawings and map scales

solve proportions given part to part convert square units of area congruent figures
ratios conversions using multiple unit similar figures
percent problems with proportions multipliers regular and irregular polygons
unit rates calculate measures of central data, population, sample
corresponding parts of congruent tendency closed-ended and open-ended questions
and similar figures interpret and choose measures of bias in statistics
missing side lengths in similar figures central tendency
pictographs
parallel lines cut by a transversal create and interpret box plots
create and interpret bar graphs
corresponding angles, alternate identify first, second, and third
quartiles in box plots create and interpret line graphs
interior angles, alternate exterior
angles interpret and analyze data displayed interpret circle graphs

polyhedrons and Platonic solids graphically converting between Fahrenheit and Celsius

statistical questions and surveys base 2 create and interpret histograms

qualitative and quantitative data scientific notation create and interpret stem and leaf plots

create circle graphs understand calculator displays and convert between Fahrenheit and Celsius
errors on calculators strategies for solving word problems

© Jenny Phillips
125
M ATH 6
Lesson
91
PROPORTION
SOLVING S
GIVEN Video Lesson
WHOLE RATI
PART TO O
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Solve each proportion using cross products.

4 x 9 15
= =
18 45 y 5

_____ days

Mental Math Checkup

1. Convert each percent or fraction to a decimal.
2
54% = = 500% =
5
2. Convert each improper fraction to a mixed number or
whole number.
9 12 21
= = =
2 3 10
3. Simplify using the order of operations.

12 – 4 • 2 = 24 ÷ 3 + 4 =

126 © Jenny Phillips

M ATH 6

Mini Lesson
Proportions and cross products can be used in real-world scenarios Example 2: Five out of every 12 colored pencils in a bin are red. If
when ratios are known. Ratios are often given in two forms: part to there are 156 colored pencils in the bin, how many are red?
part or part to whole. 5 red colored pencils
Write a ratio using words.
part : part part : whole 12 colored pencils
For example, a ratio of boys to girls in a group is a part to part ratio. Set up a proportion using the ratio and other information given.
A ratio of boys to total children in a group is a part to whole ratio. It 5 red colored pencils x red colored pencils
=
is important to identify the form of the ratio given and use the same 12 colored pencils 156 colored pencils
form on both sides of a proportion. Cross multiply to solve the proportion.
5 x 12 x = 780
Finding a Missing Part Given Part : Whole =
12 156 12 12
Use the proportion below to find a missing part if given a part : whole 12 • x = 5 • 156 x = 65
ratio and another whole. part x 12 x = 780 65 colored pencils are red.
=
whole whole
Finding a Missing Whole Given Part : Whole
It is a good idea to begin any word problem by writing a ratio using Use the proportion below to find a missing whole if given a
words or units to keep the information organized. part : whole ratio and another part.
Example 1: Three out of every 14 people on a beach are flying a kite. part part
=
If there are 70 people on the beach, how many are flying a kite? whole x
3 people flying a kite Example: The ratio of children to people in a group is 3 : 5. How many
Write a ratio using words.
14 total people people are in a group that has 32 adults?
Set up a proportion using the ratio and other information given.
Note: The ratio of children to people is given, but the number of adults, not children, is
Be sure to put the numbers in the correct places. known. Create a ratio of adults to people. If 3 out of every 5 people are children, 2 out
3 people flying a kite x people flying a kite of every 5 people are adults.
=
14 total people 70 total people 2 adults
Write a ratio using words.
Cross multiply to solve the proportion. 3 x 5 people
= Set up and solve a proportion using the information given.
14 70
14 • x = 3 • 70 2 adults 32 adults 2 32
= =
14 x = 210 5 people x people 5 x
5 • 32 =2 • x
14 14
15 people are flying a kite. x = 15 160 = 2 x
80 people are in the group. 80 = x

Practice
1. For each scenario, identify the part(s) and the whole. In the blank 3. Set up and solve a proportion for each scenario.
next to each item, write p if it is a part and w if it is the whole.
If 7 out of every 12 people at the beach brought an umbrella and
Some trail mix was made with almonds, cashews, peanuts, there are 72 people at the beach, how many people brought an
banana chips, and raisins. umbrella?
____ trail mix ____ banana chips ____ peanuts

A pitcher, a catcher, outfielders, basemen, and a shortstop make number of people who brought an umbrella: _____
up a baseball team.
____ pitcher ____ outfielders ____ the baseball team If 1 out of every 3 people on a hiking trail is wearing a backpack,
and there are 23 people wearing a backpack, how many people
are on the trail?
In a church congregation, there are people of all ages.

children men

____ the congregation ____ women number of people on the trail: _____

In a fishing tackle box, there are lures, worms, fishing line, and If there are 51 people in line at an amusement park, and 1 out of
flies. every 3 people in line is wearing sunglasses, how many people
____ lures ____ flies ____ worms are wearing sunglasses?
____ fishing line ____ items in the tackle box

2. Draw lines to match each equation with its purpose. number of people wearing sunglasses: _____
This equation is used to find a part part
= If 2 out of 5 people staying at a hotel are children, and there are
missing part given a part : whole whole x
ratio and another whole. 116 children staying at the hotel, how many people are staying at
the hotel?
This equation is used to find a part x
=
missing whole given a part : whole whole whole
ratio and another part.
number of people staying at the hotel: _____

128 © Jenny Phillips

M ATH 6

Practice
4. You are preparing for a hike with your family. You must take Review
water on your hike. Choose at least four other items to take, and
complete the problem next to each item you chose.
1. Solve each proportion using cross products. Lesson 87
In a small grove, 1 out of every 4 trees is an aspen.
water
There are 258 trees that are not aspens. How many 6 9 16 40 15 z
= = =
trees are in the grove? ______ trees 26 x y 10 80 32

There are 135 species of birds in the forest, and 15 of

those species are woodpeckers. If you saw 45 species 2. Plot and connect the points on the coordinate plane to create
binoculars a triangle. Then reflect the triangle over the y-axis and
of birds, how many would you expect to be species of
woodpeckers? ______ species of woodpeckers classify the triangle. Lessons 6, 36 & 38
y

Of the 56 people at the beach wearing a hat, 2 out of

5 (3, –5), (2, 4), (1, 1)
hat every 7 are wearing a white hat. How many people are 4

wearing a white hat? ______ people 3

2
Of the 150 pictures you took, 4 out of every 5 have 1

people in them, and the rest are pictures of scenery. -5 -4 -3 -2 -1-1 1 2 3 4 5

x
camera
How many pictures of scenery did you take? -2
-3
______ pictures -4

One out of every 11 people was bitten by a mosquito. -5

bug spray If 34 people were bitten, how many people were there?
classification: _______________ _______________ triangle
______ people

granola
Two out of every 5 people like granola bars with 3. Write a square root that has the same value as the cube root
peanut butter. If there are 20 people, how many like given. The first one is given as an example. Lesson 33
bars
peanut butter granola bars? ______ people
3
64 = 16 3
216 = 3
27 =
3
343 =
Nine-sixteenths of the beef jerky that was eaten was
the teriyaki flavor. If 54 packages of the teriyaki flavor
beef jerky
were eaten, how many total packages of beef jerky 4. Simplify the complex fractions. Lesson 56
were there? ______ packages Hint: First convert the mixed numbers to improper fractions.

Four out of every 7 people staying in the campground 24

3 1
33 58
5

climbing are experienced rock climbers. If there are 112 people = = =

1
8
10 2 21
gear in the campground, how many are experienced rock
climbers? ______ people

© Jenny Phillips
129
M ATH 6
Lesson
92
PROPORTION
SOLVING
Supplies
S
GIVEN protractor Video Lesson
PART TO PART RATIO
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
part : whole ratios
A science club is going to the zoo. There are 15 boys, 13 girls,
2 teachers, 5 parents, and 1 bus driver in the group. Write
each ratio using a colon. Remember to simplify the ratio if
possible.

girls : boys __________

There are ____ king penguins.

adults : children __________

teachers : people __________

Mental Math Checkup
1. Convert each decimal, fraction, or whole number to a percent.
1
0.732 = = 9=
4
2. Convert each improper fraction to a mixed number or
whole number.
16 25 33
= = =
2 3 8
3. Simplify using the order of operations.

5 • 4 ÷ 10 = 12 + 10 ÷ 5 =

130 © Jenny Phillips

M ATH 6

Mini Lesson
When solving application problems involving proportions, pay Find a Missing Whole Given Part : Part
attention to the units in the problem. Remember, proportions show
equal fractions, so the units in each fraction must match. If given a part : part ratio and another part, add the part part
=
parts to find the whole. Then use the proportion at whole x
Sometimes a part to part ratio is given, but a part to whole ratio is the right to find the missing whole.
needed. If the part to part ratio represents the entire group, add the
parts to find the whole. Then create a part to whole ratio using one of Example: The ratio of lions to lionesses in a zoo enclosure is 1 : 3. If
the parts and the whole. there are 5 lions in the enclosure, how many total animals are in the
enclosure?
Find a Missing Part Given Part : Part The ratio 1 : 3 is a part : part ratio representing lions : lionesses.
If given a part : part ratio and another whole, part x Since the question asks for the total number of animals, add 1
= and 3 to find a total for this ratio. 1 + 3 = 4
add the parts to find the whole. Then use the whole whole
proportion at the right to find the missing part. Two ratios can be formed using 4 total animals:
Example: A zoo enclosure contains giraffes and zebras. The ratio of 1 lion : 4 animals or 3 lionesses : 4 animals
giraffes to zebras in the enclosure is 4 : 7. If there are 44 animals in the There is 1 lion for There are 3 lionesses for
enclosure, how many giraffes are there? every 4 animals. every 4 animals.

The ratio 4 : 7 is a part : part ratio representing giraffes : zebras. The question gives a number of lions. Set up and solve a
Since the total number of animals is given, add 4 and 7 to find a proportion using lions : animals. 1 5
=
total for this ratio. 4 + 7 = 11 1 lion 5 lions 4 x
=
4 animals x animals 4 • 5 =1• x
Two ratios can be formed using 11 total animals:
4 giraffes : 11 animals or 7 zebras : 11 animals 20 = x
There are 20 animals in the enclosure.
There are 4 giraffes for There are 7 zebras for
Solving Any Proportion
every 11 animals. every 11 animals.
When the units in a problem are not parts of a whole, a proportion
The question asks for the number of giraffes. Set up and solve a can still often be created using corresponding units.
proportion using giraffes : animals.
4 giraffes x giraffes Example: A worker at the zoo food court can make 3 burgers in 8
4 x
= = minutes. How many burgers can be made in 32 minutes?
11 animals 44 animals 11 44
11 • x = 4 • 44 Set up and solve a proportion. Instead of using cross products,
11x = 176 equivalent fractions may be found.
3 burgers x burgers ×4
There are 16 giraffes in the enclosure. x = 16 = 3 x x = 12
8 minutes 32 minutes =
8 32 12 burgers can be made.
×4

Practice
1. Find the whole (total number of parts) for each ratio. 3. Answer each question by writing and solving a proportion.
Part to Part Ratio Whole Zookeepers at a large zoo feed two types of fish to the meat-eating
3 pepperoni pizzas : 2 cheese pizzas _____ pizzas animals: salmon and trout. Most of the animals prefer salmon, so
4 heads of lettuce : 3 bunches of celery _____ groups of vegetables the ratio of salmon to trout is 16 : 5. If the zookeepers need 84 fish
3 bananas : 2 oranges _____ pieces of fruit per day for feedings, how many of those fish are salmon?
14 adults : 20 children _____ people _____ salmon
2 geckos : 1 chameleon _____ reptiles
6 frogs : 2 toads _____ amphibians
2 polar bears : 1 grizzly bear _____ bears The ratio of adult elephants to baby elephants at a zoo is 3 : 1. If
there are 12 elephants at the zoo, how many are babies?

2. For each part : part ratio, write two part : whole ratios. Write your _____ baby elephants
answers as fractions. Ratios do not need to be simplified. The first
one is given as an example.

1 Hawaiian pizza : 6 pepperoni pizzas A zoo requires 1 adult to every 4 students for field trips. If there
are 565 people on a field trip at the zoo today, how many of them
1 Hawaiian pizza 6 pepperoni pizzas
, are students?
7 pizzas 7 pizzas
_____ students

18 children : 7 adults 4. Create and solve a proportion using corresponding units.

A zoo train makes 9 trips in 2 hours. How many trips will the
train make in 6 hours?

_____ trips
7 spider monkeys : 4 colobus monkeys

If it costs $160 to feed the penguins at a zoo for 3 days, how much
does it cost to feed them for 30 days?
1 train rider : 1 carousel rider
$________

132 © Jenny Phillips

M ATH 6

Y STERY
M l
Anima
Circle the letter next to the correct answer for each Review
question. Then write the letters in the order you solve
the problems on the lines at the bottom of the page to learn the name
of this critically endangered animal that can be seen at a handful of 1. Measure ∠ABC and write the degree measure on the line.
zoos around the world. Then draw a ray containing point D to create ∠CBD that is
supplementary to ∠ABC. Write the degree measure of ∠CBD
1 The ratio of male animals to 4 A zoo has Sumatran and on the line. Lesson 38 C
female animals at a zoo is 1 Bengal tigers. The ratio of
to 3. What is the ratio of male Sumatran tigers to Bengal m∠ABC = ______
animals to total animals? tigers is 2 to 1. If there are 6
m∠CBD = ______
a. 1 : 4 Sumatran tigers, how many A
B
tigers are at the zoo?
b. 1 : 3 2. Every child at a party is dressed up as a superhero or a
a. 9 tigers princess. The ratio of superheroes to children is 4 : 7.
2 The ratio of frogs to snakes at b. 3 tigers There are 35 children at the party. Lesson 91
a zoo is 2 to 5, and there are How many superheroes are there?
28 frogs. How many snakes 5 The ratio of endangered
are there? species to nonendangered How many princesses are there?
c. 98 snakes species at a zoo is 27 : 73. If
there are 700 total species at 3. Find the area of parallelogram ABCD. Lessons 7 & 13
d. 70 snakes the zoo, how many of those D C
are nonendangered species? A = ___________

2.3 cm
3 Two out of every 9 citizens in
a city visited a zoo last year. x. 511 species
A B
If 1,000,000 citizens visited y. 189 species 4.6 cm
a zoo last year, what is the 4. Use the spinner below to calculate the compound
population of the city? probabilities. Write all probabilities as fractions. Lesson 77
c. 9,000,000 spinning pink and then
spinning any color except purple: _____
d. 4,500,000
spinning yellow and
then spinning green: _____
Mystery Animal: ____ ____ ____ ____ ____
1 2 3 4 5 spinning yellow and
then spinning yellow again: _____
These beautiful animals are also known as white
antelope or screwhorn antelope and are native to the Sahara Desert.

© Jenny Phillips
133
M ATH 6
Lesson
93
Supplies
PROPORTIONS T
USING O
CEN T PROBLE
8 different Video Lesson
PER
SOLVE MS colored pencils
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up

Divide. 36 is 30% of _ _ trees

22,800 ÷ 100 = ______

1,650 ÷ 100 = ______

Mental Math Checkup
1. Convert each percent or decimal to a fraction.

228 ÷ 100 = ______ 50% = 0.75 = 0.125 =

2. Convert each improper fraction to a mixed number or

whole number.
15 25 50
= = =
4 6 10
3. Simplify using the order of operations.

2 • 12 ÷ 8 = 25 – 5 • 3 =

134 © Jenny Phillips

M ATH 6

Mini Lesson
A percent is the number of parts per hundred. In previous lessons the Finding the Percent
equation part = percent • whole was used for percent problems. To find a missing percent, write a variable over 100. Write the known
part as the numerator and the known whole as the denominator.
A proportion is a statement that shows two ratios are equal, and
it is often written with ratios in fraction form. Since percents can Example: 32 is what percent of 80?
be written as fractions, proportions and cross products can be x 32
= Set up a proportion. The percent is unknown.
used to solve percent problems. To solve a percent problem using 100 80
The part is 32, and the whole is 80.
proportions, use this equation: percent part
= Look for key words like
100 whole 100 • 32 = x • 80 Solve using cross products.
“is” and “of.”
Finding the Part
3, 200 = 80 x
To find a missing part, write the percent over 100. Use a variable 80 80
for the numerator and write the known whole as the denominator. x = 40 32 is 40% of 80.
Example: What is 7% of 25? Sometimes a calculation must be made before setting up and/or
7 x 7 after solving a proportion. See the examples below.
= Set up a proportion. Write 7% as 100 .
100 25 Example 1: 52% of the trees in a park are oak trees. If there are 78
The part is unknown, and the whole is 25.
oaks in the park, how many trees are not oaks?
100 • x = 7 • 25 Solve using cross products. 52 78
100 x = 175 = Use a proportion to find the whole, which is
100 x
100 100 the total number of trees in the park.
x = 1.75 7% of 25 is 1.75. x = 150 There are 150 trees.

Finding the Whole 150 – 78 = 72 Subtract the 78 oaks from 150 trees.
To find a missing whole, write the percent over 100. Use a variable 72 trees are not oaks.
for the denominator and write the known part as the numerator.
Example 2: 65% of the trees in another park are maple trees. If 42
Example: 11 is 55% of what number? trees are not maple trees, how many maple trees are in the park?
55 11 55
= Set up a proportion. Write 55% as 100 . 100% – 65% = 35% Subtract 65% from 100% to find the percent
100 x
The part is 11, and the whole is unknown. of trees that are not maple trees.
100 • 11 = 55 • x Solve using cross products. 35 42
= Then set up and solve a proportion.
1,100 = 55 x 100 x
55 55 x = 120 There are 120 trees. Subtract 42 non-maple
120 – 42 = 78 trees from 120. There are 78 maple trees.
x = 20 11 is 55% of 20.

Practice
1. Set up a proportion that could be used to answer each question. Find the Whole
You don’t need to solve the proportions. 3. Draw a line from each question on the left to its answer on the right.
What is 16% of 25? What is 36% of 90?
19 is 40% of what number? 45

36 is 80% of what number? 47

16 is 25% of what number? 36 is 90% of what number?

25.3 is 55% of what number? 47.5

42.3 is 90% of what number? 46

16 is what percent of 25? 36 is what percent of 90?

Find the Percent

4. Match each question with its answer by coloring the boxes the
same color. Use a different color for each match.
Find the Part

2. For each question, set up and solve a proportion to find the 36 is what 32.5 is what
46% 45%
missing part. percent of 80? percent of 50?

What is 76% of 50? What is 80% of 35? 54 is what

25% 35% 66%
percent of 90?

23 is what 23 is what 66 is what

65%
percent of 50? percent of 92? percent of 100?
What is 18% of 60? What is 40% of 65?

17.5 is what 49.5 is what

60% 55%
percent of 50? percent of 90?

136 © Jenny Phillips

M ATH 6

Practice
5. Solve each problem, locate all the boxes containing the solution Review
on the grid, and shade in the sections in that box according to the
design listed next to the problem.
1. You pulled a black sock from the clothes dryer. What is the
probability that, without looking, you will pull out another
black sock if the dryer now contains 5 black socks, 6 blue
socks, and 8 gray socks? Lesson 76
42 78 78 40
2. In a sewing contest, the ratio of clothing entries to quilt
entries was 1 : 3. If there were 48 entries, how many of them
80 40 42 81 were quilts? Lesson 92

3. Convert the units of capacity. Lesson 69

4 gal → cups 450,000 mL → liters
42 81 80 40
4 gal = _____ c 450,000 mL = _____ L

80 78 78 81 4. Boxes that are 10 in tall are being stacked next to boxes that
are 16 in tall. At how many inches will the two stacks first be
the same height? Lesson 8

What is 70% of 60? What is 90% of 90?

5. Subtract the integers. Lesson 31

64 is 80% of what number? 39 is 50% of what number?
56 – 26 = _____ 26 – 56 = _____

97 – 43 = _____ 43 – 97 = _____
38 is what percent of 95?

SCALE DRAWINGS ruler Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Find the area of the irregular figure. Closet Hall
Bathroom

12 ft
Kitchen Living Room
Bedroom

9 ft

24 ft actual length: actual width:

Mental Math Checkup

18 ft

1. Convert each decimal or fraction to a percent.

4
0.412 = = 2.4 =
5
2. Convert each improper fraction to a mixed number or
whole number.
21 ft 75 14 42
= = =
25 3 6
3. Simplify using the order of operations.
A = ______________
90 ÷ 3 + 2 = 50 – 3 • 8 =

138 © Jenny Phillips

M ATH 6

Mini Lesson
A scale drawing is a drawing that has been reduced or enlarged from Solve each proportion. Units may be left off for calculations.
its actual size according to a scale. A scale, sometimes called a scale Length: Width:
factor, is a ratio of the measured distance on the drawing to the actual 5 • 4.5 = 1.5 • x 5 • 3 = 1.5 • y
distance. Since a scale is a ratio, a proportion can be created to find 22.5 = 1.5x 15 = 1.5y
actual distances or scaled distances. 15 = x 10 = y
Kitchen Utility The actual length is 15 ft. The actual width is 10 ft.
Room
Find the area by multiplying the actual length by the actual width.
Dining Room
A = 15 ft • 10 ft = 150 ft2 The area is 150 ft2.
Living Room
Finding Scaled Distances
This drawing of the first floor of This drawing of a plant cell has To find the scaled distance given a scale factor, create a proportion
a house has been reduced according been enlarged according to a scale. with the scale as the first ratio. Then use the actual distance and a
to a scale. If the scale is If the scale is 1.5 cm : 0.1 mm, then variable for the unknown scaled distance in the second ratio.
1 cm : 4.5 m, then 1 cm on the draw- 1.5 cm on the drawing represents
ing represents 4.5 actual meters. 0.1 actual millimeters. Example: Using a scale of 1 cm : 2.2 m, find the scaled distance on a
drawing for an actual distance of 15.4 m.
Finding Actual Distances
To find the actual distance given a scale drawing, create a proportion 1 cm x cm Create and solve a proportion with the scale
=
with the scale as the first ratio. Then use the measured distance and a 2.2 m 15.4 m
and the actual distance.
variable for the unknown actual distance in the second ratio. 2.2 • x = 1 • 15.4
2.2x = 15.4
Example: Find the actual length, width, and area of the garden
x = 7 The scaled distance is 7 cm.
pictured below using the scale 1.5 cm : 5 ft.
Using a Map Scale
First, measure the length and width on the drawing.
Map scales are often shown as bars like the one below. A ratio for the
The length is 4.5 cm, and the width is 3 cm. scale can be created from the image.
Then create a proportion with the scale and each 0 50 100 150 200
Miles
measured distance.
To determine a scale, measure the intervals on the bar.
Length: Width: • The distance from 0 to 100 on the bar measures 1 in. Therefore, the
1.5 cm 4.5 cm 1.5 cm 3 cm scale is 1 in : 100 mi.
= =
5 ft x ft 5 ft y ft • The distance from 0 to 50 on the bar measures 0.5 in. Therefore, the
scale is 0.5 in : 50 mi.
Note: Be sure the terms of the ratios correspond. In other words, both ratios must take The ratios 1 : 100 and 0.5 : 50 are equivalent ratios because they were
the same form of measured distance : actual distance. created from the same map scale.

Practice
1. Write enlarge next to each object whose scale drawing would be 3. A scale drawing of an irregularly shaped swimming pool is
an enlargement of the actual size and reduce next to each object shown below. Find each actual distance using the scale 1 cm : 8 ft.
whose scale drawing would be a reduction of the actual size. a

blueprints for a house: _______________ b

diagram of a human eye: _______________

scale drawing of a horse: _______________ d

e
scale drawing of an ant: _______________
a ____________ b ____________
scale drawing of a plant cell: _______________
c ____________ d ____________
map of a city: _______________ e ____________

What is the actual area of the pool? ____________

2. Using a scale of 1 in : 2.5 ft, find the scaled distance on a drawing
for each actual distance.

5 ft ________ 25 ft ________ 4. Use the centimeter side of a ruler to determine the scale.

Miles
0 100 200 300

12.5 ft 30 ft

____________ : ____________

Kilometers
12 ft ________ 22 ft ________ 0 150 300 450 600

____________ : ____________

140 © Jenny Phillips

M ATH 6

Practice
5. Use a ruler and the map of a city park below to find each actual Review
distance. The scale is 1 cm : 50 ft.
1. Find the amount of tax and the total price of the item. If
Playground
needed, round to the nearest hundredth. Lesson 64
Picnic Area price of item: $33.80 tax amount: __________
Sand
Volleyball
tax rate: 6% total price: __________
Court
2. Find the area and circumference of a circle with a diameter
of 14 mm. Lesson 42
Basketball
Court
A ≈ _________________ C ≈ _________________

3. The ratio of girls to boys on a track team is 3 : 2. If there are

55 members on the track team, how many of them are girls?
Lesson 92

Soccer Field

4. Add the integers. Lesson 31

Actual distance between . . . 8 + 9 = –8 + (–9) =

playground and picnic area: __ 88 + 53 = –88 + (–53) =

picnic area and basketball court: __________

5. Multiply the integers. Lesson 32
sand volleyball court and soccer field: __________
8 • 9 = ______ –8 • 9 = ______
basketball court and sand volleyball court: __________
–8(–9) = ______ 8(–9) = ______
basketball court and soccer field: __________

playground and sand volleyball court: __________

UNIT RATES Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Divide.

27.5 ÷ 2.5 = ______

cost per
cost per Dubai Opera cost for a
Burj Khalifa pass: ticket: family of 6:

1,125 ÷ 125 = ______

Mental Math Checkup

1. Convert each percent or fraction to a decimal.
3
Burj Khalifa in Dubai, 125% = = 56% =
8
United Arab Emirates
2. Convert each improper fraction to a mixed number or
whole number.
39 75 26
= = =
8 15 11
3. Simplify using the order of operations.

5 +5 •9 = 48 ÷ 4 – 2 =

142 © Jenny Phillips

M ATH 6

Mini Lesson
A unit rate is a ratio that compares a quantity to one unit of another Using Unit Rates
quantity. A unit rate often includes the word “per.” Examples of unit Unit rates can be used to compare rates and to find proportional
rates are below. amounts.
60 miles per hour → means “60 miles in every 1 hour”
Example 1: Tina paid $7.92 for 4 pounds of peaches, and Tanya paid
4 dollars per pound → means “4 dollars for every 1 pound”
$13.14 for 6 pounds of peaches. Who had the better buy?
60 miles 4 dollars
Unit rates can be written as fractions: , Create a ratio to find the unit rate for each purchase.
1 hour 1 pound
Tina: Tanya:
Unit rates can also be written with a slash and/or abbreviations:
60 miles/hour, 60 mph, 4 dollars/pound, $4/lb $7.92 $13.14
4 lb 6 lb
Finding Unit Rates 7.92 ÷ 4 = 1.98 13.14 ÷ 6 = 2.19
To find a unit rate, create a ratio with the information given. Choose Unit rate: $1.98/lb Unit rate: $2.19/lb
the first and second term of the ratio based on the question asked. Tina paid $1.98 per pound, and Tanya paid $2.19 per pound.
Because Tina paid less per pound, Tina had the better buy.
Examples:
Three pounds of cheese can be purchased for $16.50. What is the Example 2: Nolan mowed 4 lawns in 10 hours. Alex mowed 3 lawns
price per pound? in 7.5 hours. Who mowed more lawns per hour?
$16.50 Create a ratio with the price in the numerator Create a ratio to find the unit rate for each person.
3 pounds and pounds in the denominator. Nolan: Alex:
4 lawns 3 lawns
16.5 ÷ 3 = 5.5 Divide the numerator by the denominator.
10 hours 7.5 hours
$5.50/pound Write the quotient with units as a unit rate. 4 10 = 0.4
÷ 3 ÷ 7.5 = 0.4
Unit rate: 0.4 lawns/hour Unit rate: 0.4 lawns/hour
Cheese costs $5.50 per pound. They both mowed 0.4 lawns in 1 hour. Because the unit rates are the same,
the ratios 4 lawns : 10 hr and 3 lawns : 7.5 hr are equivalent.
A runner can run 4 miles in 42.8 minutes. At this rate, how long
does it take the runner to run 1 mile? Example 3: Carly made $24 for 3 hours of babysitting. At this rate,
42.8 min how much will she make for babysitting for 7.5 hours?
Create a ratio with the time in the numerator
and distance in the denominator. $24
4 mi Create a ratio to find the unit rate.
3 hours
42.8 ÷ 4 = 10.7 Divide the numerator by the denominator. 24 ÷ 3 = 8
Unit rate: $8/hr
10.7 min/mi Write the quotient with units as a unit rate.
$8/hr • 7.5 hr = $60 Multiply 7.5 hours by the unit rate.
It takes the runner 10.7 minutes to run 1 mile. Carly will make $60 for babysitting for 7.5 hours.

Practice
1. Write each unit rate as a fraction. 3. Answer the questions below using unit rates.

35 dollars per hour George made $83,000 in 2 years at his job. At this
rate, how much will he make in 5 years? ____________
2 gallons per minute

600 bushels per acre Eden jogged 60 miles in the last 4 weeks. At this
rate, how many miles will she jog in 14 weeks? ____________

2. The amount of money that several friends made and the hours
Raspberries contain 96 calories per 1.5 servings.
they worked at their summer jobs are shown below. Draw a line
How many calories are in 2 servings of raspberries? ____________
between the friends whose hourly pay was the same.

Adeline made $2,250 Talon worked as a

in 150 hours for lifeguard for 336 hours A skydiver descends 144 feet in 3 seconds. At this
mowing lawns. and made $3,696. rate, how far will she descend in 1 minute? ____________

Spencer spent 200 Avery made $2,250

hours delivering pizza in 250 hours for A robot vacuum can vacuum 1,500 square feet in
and made $2,200. babysitting. 60 minutes. At this rate, how many square feet can
it vacuum in 80 minutes? ____________
Dylan made $2,400 in Tyce made $4,725 in
120 hours for teaching 315 hours for building
piano lessons. fences. If 6 apples cost $7.50, how much will 11 apples cost? ____________

James made $1,080 in Payton cleaned houses

120 hours for walking for 240 hours and A 16 oz jar of peanut butter costs $2.40. At this rate,
dogs. made $1,920. how much will a 45 oz jar of peanut butter cost? ____________

Sebastian spent 115 Nora made $4,200 in

Two large pizzas cost $31.20. At this rate, how
hours collecting tickets 210 hours for math
much will 3 large pizzas cost? ____________
at the theater and tutoring.
made $920.

144 © Jenny Phillips

M ATH 6

icle Values
Veh Review
Mario plans to purchase a vehicle. Three of his options are shown
below. Find the unit rate for the fuel economy (miles per gallon)
1. Factor each expression. Lessons 48 & 71
and the cost of insurance (dollars per month) for each vehicle. Then 68 + 70 __________ 68x + 70 __________ 68 + 70y __________
answer the questions below the table.
2. Write and solve an equation to answer each question.
Fuel Economy Cost of Insurance Lessons 44 & 55
735.8 mi on $1,296 What is 18% of 50?
13 gal for 1 year
hybrid car
unit rate: unit rate:
16 is what percent of 80?

486 mi on $468 3. Write each percent as a fraction in simplest form. Lesson 52

15 gal for 6 months
gasoline car 18% = 49% = 55% = 80% =
unit rate: unit rate:
4. Complete each multiplication problem by first writing
the second factor in expanded form and then using the
distributive property to multiply. Lesson 47
436 mi on $1,260 6 • 2,150 8 • 952
20 gal for 1 year
gasoline truck
unit rate: unit rate:

Which vehicle has the best fuel

5. Divide. Lesson 17
economy (highest miles per gallon)? ________________________ 11.7 ÷ 1.2 = ________ 20.585 ÷ 2.5 = ________
Which vehicle costs the least
per month to insure? ________________________

© Jenny Phillips
145
M ATH 6
Lesson
96
Supplies
SIMILAR &
ENT FIGURE
8 different Video Lesson
CONGRU S colored pencils
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

G F

Warm–Up
A
Identify each type of transformation shown below. Write the
transformation name on the lines. Then write the lengths of
the segments. E
y y

B
8
A B
8
A B C
6 6
4 4
C D C D ABC ≅ _____
2 2
E G H
-8 -6 -4 -2 2 4 6 8 -8 -6 -4 -2 2 4 6 8 GF ≅ _____
-2 x -2 x
-4 F -4 E ∠ACB ≅ _____
-6 F G -6
-8 -8

___________________ ___________________
y
Mental Math Checkup
B
8
A 1. Convert each percent or decimal to a fraction.
6

C
4
D AB = ___ units 61% = 0.625 = 0.33 =
2

-8 -6 -4 -2 2
E4 6 8
2. Convert each improper fraction to a mixed number or
F -2 x
whole number.
-4
G -6 H 32 300 90
EF = ___ units = = =
-8 9 10 11
3. Simplify using the order of operations.
___________________
26 + 4 – 15 = 15 • 3 ÷ 9 =

146 © Jenny Phillips

M ATH 6

Mini Lesson
Congruent figures have the exact same shape and size. Similar Corresponding parts of congruent figures are congruent. The
figures have the exact same shape but not necessarily the same size; corresponding sides have the same length. The corresponding angles
similar figures are proportional. have the same degree measure.
Congruent Figures Similar Figures AB ≅ EF CD ≅ GH ∠DAB ≅ ∠HEF ∠BCD ≅ ∠FGH
BC ≅ FG DA ≅ HE ∠ABC ≅ ∠EFG ∠CDA ≅ ∠GHE
Identifying & Naming
Corresponding Parts of Similar Figures
Figures that are the same type of shape but not the exact Similar figures have corresponding sides and angles. To determine
same shape are not similar. For example, the triangles at corresponding sides/angles in similar figures, picture the figures
the right are not similar. oriented the same way.
Figures can be transformed and still be similar or congruent. L Y
X
Corresponding vertices for the triangles:
These trapezoids are still These parallelograms are still L corresponds to X, M corresponds to Y, N
congruent even though one similar even though one has Z corresponds to Z
has been rotated. been reflected.
The symbol  is used to show similarity.
LMN XYZ
M N

Identifying & Naming Corresponding angles of similar figures are congruent.
Corresponding Parts of Congruent Figures ∠LMN ≅ ∠XYZ ∠MNL ≅ ∠YZX ∠NLM ≅ ∠ZXY
Congruent figures have corresponding sides and angles. To Corresponding sides of similar figures are not congruent if the figures
determine corresponding sides/angles in congruent figures, picture are different sizes.
the figures lined up on top of each other.
A B Finding Corresponding Parts Without a Picture
Corresponding vertices for the trapezoids:
A corresponds to E, B corresponds to F, When a picture is not given, identify corresponding vertices based on
C corresponds to G, D corresponds to H their position in the given name. For example, if RST and UVW
D C are congruent, then R corresponds to U, S corresponds to V, and T
G H Corresponding figures, sides, and angles corresponds to W.
must be named in order of corresponding RS ≅ UV , ST ≅ VW , TR ≅ WU
vertices. The symbol ≅ is used to show ∠RST ≅ ∠UVW , ∠STR ≅ ∠VWU , ∠TRS ≅ ∠WUV
F E congruence. Missing angle measures and side lengths can also be found.
trapezoid ABCD ≅ trapezoid EFGH Example: If m∠RST is 45°, what is m∠UVW ?
Note: It is incorrect to say trapezoid ABCD is congruent to trapezoid GHEF because
the order of the vertices does not correspond. Since ∠RST ≅ ∠UVW , m∠UVW = m∠RST, so m∠UVW is 45°.

Practice
1. Determine whether each statement is always, sometimes, or never 3. The triangles below are congruent. Complete the congruence
true and put a check mark in that box. An example is given. statements and write the measurements.
Q X QRS ≅ ______
always sometimes never
true true true
∠ZXY ≅ ______
Two squares are congruent. ✓

13
12 cm
ZY = ______

cm
Two squares are similar. m∠ZYX =
_____

Two rectangles are similar. R 5 cm S Z Y

Two similar triangles are 4. The trapezoids below are similar. Complete the similarity
congruent. statement. Then list 4 pairs of congruent angles.
Two congruent triangles are S P
similar. D E
Two similar triangles will have
congruent angles.
An equilateral triangle and a C F R Q
square are similar.
An acute triangle and a right trapezoid CDEF  trapezoid ______
triangle are similar.
_______ ≅ _______ _______ ≅ _______
Two right triangles are similar.
_______ ≅ _______ _______ ≅ _______

2. The triangles below are congruent. Complete the congruence 5. ABC and MNO are congruent. Use the information below to
statements. J find each angle measure.
I
G m∠ABC = 110° m∠NOM = 45°
K
L m∠MNO = ______ m∠BCA = ______
H

GHI ≅ JK ≅ ∠GIH ≅ m∠CAB = m∠OMN =

148 © Jenny Phillips

M ATH 6

Practice
6. Each pair of figures below is either congruent or similar. Use Review
colored pencils to show the corresponding parts of each pair.
Then name the figures and make a statement about their
congruence or similarity. An example is given. O
1. Create a unit rate using the given information. Then use it to
A
answer the question. Lesson 95
E
There are 52 weeks in one year. How many weeks are in
P I
4 years?
P
L G unit rate _________ answer ___________
F G
There are 60 minutes in one hour. How many minutes are in
S W 7 hours?
R O
unit rate _________ answer ___________
trapezoid LEAP ≅ trapezoid FROG
______________________________ _________________________
There are 24 hours in one day. How many days are in
144 hours?
K IO S
unit rate _________ answer ___________

2. Evaluate each expression for the values given and write the
D N U L answer on the line. Lesson 35
b2 + c3 + 9 b=7 c = 2 _____
_________________________
5d – 8e – 17 d=8 e = 5 _____
Y
Y C
3. Simplify each expression. Lesson 46
A R O
8h – 11g + 19h + 2g __________ –16q – 8p – 10q + 12p __________
C U –3 + 9t + 21 – 4t __________ 14u – 9v + 25 __________
W M A
Z O
N

_________________________ _________________________

© Jenny Phillips
149
M ATH 6
Lesson
97
Supplies
SPONDING PART
CORRE S ruler Video Lesson
SIM ILAR FIGURES
OF protractor
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Write the measurements on the lines below. Use centimeters D C
H G

15 mm
for the line segments. 5 mm
E x mm F
A 42 mm B
F
E
O X

EF = ________
L K

FO = _____
Mental Math Checkup
OX = _____
1. Convert each decimal or fraction to a percent.
7
m∠FOX =
_____ 1.5 = = 0.25 =
100
EL = _____
2. Convert each improper fraction to a mixed number or
whole number.
47 250 13
LK = _____ = = =
30 25 6
3. Simplify using the order of operations.
m∠ELK =
_____
12 • 3 – 6 = 72 ÷ 8 • 2 =

150 © Jenny Phillips

M ATH 6

Mini Lesson
If a figure is enlarged or reduced from its original size, a similar Since similar figures are proportional, missing side lengths can be
figure is created. Similar figures have congruent angle measures. This found by creating and solving proportions.
is because the measure of an angle is not based on the length of the Example 1: The trapezoids below are similar. If WZ is 10 in and HK is
sides of the angle. For example, both of the angles shown below are 8 in, find XY given that IJ is 6 in.
30° angles, though their side lengths are different. W X K H
A Set up a proportion with
corresponding sides in each
D
ratio.
I WZ XY
30° =
30° HK IJ
B C E F
The symbol ≅ is used The symbol = is used to show Z Y J
to show congruence. equal angle measures. WZ and HK are corresponding sides. XY and IJ are corresponding sides.
∠ABC ≅ ∠DEF m∠ABC =∠ m DEF 10 in x in Use the given side lengths and a variable for the
Angle ABC is congruent The measure of angle ABC =
8 in 6 in unknown.
to angle DEF. is equal to the measure 8 x 10 6
• = • Solve the proportion using cross products.
of angle DEF. 8x = 60
x = 7.5 Side XY is 7.5 in.
In addition to having congruent angles, similar figures are
proportional. This means the ratios of the lengths of corresponding Example 2: Given ABC DEC , side DE is 5 m, side EC is 12 m,
sides of the figures are equal. In other words, the lengths of and side AB is 10 m, find the length of side BC.
corresponding sides of the figures are proportional. A Set up a proportion with
corresponding sides in The symbol ~ means
For example, the triangles below are similar. Notice that the ratios of D each ratio. “is similar to.”
their corresponding sides are equal. DE EC
R =
L C AB BC
4 6 B E
m cm cm
6c 9 cm DE and AB are corresponding sides. EC and BC are corresponding
N sides. Use the given side lengths and a variable for the unknown.
M 8 cm T
S 12 cm 5 m 12 m Solve the proportion. To solve proportions, find
=
10 m x m equivalent fractions, use cross products, or simplify
The ratio of each side length of LMN to the corresponding side ratios. In this example, the first ratio simplifies to
x = 24
length of RST simplifies to 2 : 3. 1 : 2. Therefore, x must be 24 in order for the second
6 cm 8 cm 4 cm ratio to simplify to 1 : 2.
= =
9 cm 12 cm 6 cm Side BC is 24 m.

Practice
1. Write = or ≅ in each circle. 4. Find the missing side lengths in the similar figures.
Y D parallelogram READ  parallelogram LOTS
L O
35° 35° 7 in
P A O G R E

 m∠DOG  ∠YAP

6 in
m∠YAP ∠DOG

4 in
D A S T
2. Circle the triangle pairs that are similar and cross out the pairs
that are not. B 4 cm
I LO = ____________
F K
T
2c
m

trapezoid LOVE  trapezoid BUGS

3 cm

2 cm
2c

m
5c
3c
m

20 cm

cm
U
3c

G
m

I D

4
2 cm C L 3 cm E
5c
G 3 cm

2 cm
A B m

5 cm
3 cm A
50 m O V
C D E
25 m
S B
25 m 27 m 27 m
F GS = ____________ SB = ____________
O W
48 m
OV = ____________
3. Fill in the missing sides to complete each proportion.
OLD MAN N CAN RUN
L N 12 yd
D
OL LD NA AM
= = A C

45
MA DL 9 yd

O A
NC = ____________ yd
MN AM NA
= = UN = ____________
LO DO DL
U 27 yd R
M

152 © Jenny Phillips

M ATH 6

Practice
5. Side lengths of similar figures are given as proportions. Solve Review
each proportion to find the missing side length. Then, if desired,
color, shade, or add detail to the repeating pattern of squares.
1. Set up and solve a proportion to answer each question. Lesson 93

What is 60% of 95? 80 is what percent of 125?

20
hm

dm
24
1

4 ft y
= 2

dm
x

=
50
hm

6 ft 15 ft

dm
hm
6

z
_____ _____
8

c
32
b
km

m
2.
46

m Using a scale of 2 cm : 7 ft, find the actual distance for each

= 40
30 m
km

m m
scaled distance given. Lesson 94
km
3

27 yd 7.5 yd
2

d
14 cm ________ 10 cm ________ 3 cm ________

=
10 yd
10 8 in

49 cm
0

cm
4

6
in =

3.
= 5

Using a scale of 3 cm : 10 ft, find the scaled distance for each

25 e

actual distance given. Lesson 94

8
f
5
u n i ts

6 dam 30 dam
8

100 ft 62 ft 28 ft

i ts

=
un

12 i
cm

2.5 dam g
1
=
22

=
cm
.5
un

cm
10
i ts
h

4. Divide. Lesson 32

x = __ y = z = 48 ÷ 4 = _ –48 ÷ 4 = ___

a = b = c =

48 ÷ (–4) = _____ –48 ÷ (–4) = _____
d = ________ e = ________ f = ________

g = h = i =

© Jenny Phillips
153
M ATH 6
Lesson
98
Supplies
PARALLEL LINES
A TRANSVERSA
protractor Video Lesson
CUT BY L
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up m∠3 = 148°

corresponding angles: ___ & ___, ___ & ___
Measure each angle and fill in the blanks below. m∠1 = ____
D ___ & ___, ___ & ___
m∠2 = ____
alternate interior angles: ___ & ___, ___ & ___ m∠4 = ____
m∠5 = ____
alternate exterior angles: ___ & ___, ___ & ___
m∠6 = ____
A B a pair of congruent angles: ___ & ___ m∠7 = ____
C
m∠8 = ____
m∠DCB = ______

m∠DCA = ______
Mental Math Checkup
m∠DCB + m∠DCA = ______ 1. Convert each percent or fraction to a decimal.
3
555% = = 80% =
5
m∠ACB = ______ 2. Convert each improper fraction to a mixed number or
whole number.
31 48 100
= = =
10 12 11
3. Simplify using the order of operations.

19 + 8 ÷ 2 = 10 • 4 – 15 =

154 © Jenny Phillips

M ATH 6

Mini Lesson
A line that intersects two or more lines is called a transversal. Each Corresponding angles are located in the same position on the parallel
of the red lines below is a transversal because it intersects at least two lines. The angles below are corresponding angles. Corresponding
angles are congruent.
different lines.
∠1 and ∠3 ∠2 and ∠4 ∠5 and ∠7 ∠6 and ∠8

Interior angles are located between the parallel lines. Angles 2, 3, 6,

and 7 are interior angles. Alternate interior angles are interior angles
that are located on opposite sides of the transversal. The angles below
are alternate interior angles. Alternate interior angles are congruent.
∠2 and ∠7 ∠3 and ∠6

Exterior angles are located outside of the parallel lines. Angles 1, 4, 5,

m
Lines can be named with a letter written next and 8 are exterior angles. Alternate exterior angles are exterior angles
l
to the line. In the image, line l is a transversal that are located on opposite sides of the transversal. The angles below
for lines m and n because it intersects both of are alternate exterior angles. Alternate exterior angles are congruent.
those lines. Line m is a transversal for lines l n
∠1 and ∠8 ∠4 and ∠5
and n. Line n is a transversal for lines l and m.
If given one angle measure, all other angle measures can be found.
Corresponding angles have equal measures, and angles that form a
straight line measure 180°.
Parallel Lines Cut by a Transversal

Parallel lines are lines that never intersect and are always the same Example: In the figure below, lines a and b are parallel. If ∠5
distance apart. When parallel lines are intersected by another line, c measures 65°, find all other angle measures.
this is referred to as parallel lines cut by a transversal. • Angles 5 and 1 are corresponding, so
1 2 a
When parallel lines are cut by a transversal, eight angles are 3 4 m∠1 = 65°.
created. In the image below, lines p and q are parallel, and line r is a • Angles 1 and 2 form a line, so 180° minus
5 6 65° gives the measure of ∠2. m∠2 = 115°
b
transversal. The eight angles are numbered. 7 8
p q
• Angles 1 and 3 form a line, so 180° minus
m∠1 gives the measure of ∠3. m∠3 = 115°
• Angles 2 and 4 form a line, so 180° minus m∠2 gives the measure
of ∠4. m∠4 = 65°
1 2 3 4 • Each of the remaining angles corresponds to an angle whose
r
5 6 7 8 measure has already been found. Angles 2 and 6 are corresponding,
so m∠6 = 115°.
Angles 3 and 7 are corresponding, so m∠7 = 115°.
Angles 4 and 8 are corresponding, so m∠8 = 65°.

Practice
1. Circle the transversal in each image below. Then box the image 3. Lines k and l are parallel. Use the image to complete the
that shows parallel lines cut by a transversal. statements.

7 k
8
5 6

4 3 l
1 2

t
Name an interior angle. ______

Name an exterior angle. ______

Name a pair of corresponding angles. and

Name a pair of alternate interior angles. and

2. Write T next to statements that are true and F next to statements
that are false.
Name a pair of alternate exterior angles. ______ and ______
____ When parallel lines are cut by a transversal, all interior
Name a pair of supplementary angles. ______ and ______
angles are always congruent.

____ When parallel lines are cut by a transversal, If m∠3 = 133°, then m∠2 = ______.
eight congruent angles are always formed.
If m∠3 = 133°, then m∠5 = ______.

____ A transversal can cross more than two lines. If m∠3 = 133°, then m∠4 = ______.

____ When parallel lines are cut by a transversal, If m∠3 = 133°, then m∠7 = ______.
eight angles with eight different measures are formed.
s
4. t Line ____ is a transversal for lines s and t.
____ Parallel lines cross eventually.
Line ____ is a transversal for lines s and u.
____ When parallel lines are cut by a transversal, corresponding
u
angles are congruent. Line ____ is a transversal for lines t and u.

156 © Jenny Phillips

M ATH 6

Practice
5. Complete the problem in the START box. Follow the path with Review
the correct answer. Continue until you reach FINISH. All lines cut
by a transversal are parallel.
1. The triangles below are congruent. Complete the congruence
statements and write the measurements. Lessons 96 & 39
t l m U
1 2 57 123° 3 OUR ≅ _____
3 4 4 68 6 in in
5 6 112°
7 8 1&6 23 45° 18°
∠RUO ≅ _____
O 8 in R
a pair of alternate Which line is the P
exterior angles: _____ m∠2 = ____
L m∠URO =
_____
transversal? _____
4 AL = _____
1& 5 & t
5
2°

68° A
11

2. Solve each proportion using cross products. Lesson 87

57 1 2
68 3 4
112°
4 FINISH 5 6 45 10 12 28
23 118° 68° 7 8
= =
a 8 15 b
a pair of corresponding
m∠8 = ____ angles: _____
a = _____ b = _____
10
4&5 18° 8° 18°
5
&

3. Set up and solve a proportion for the scenario. Lesson 91

1 2 12 12
3 4 3 72° 5 6 3 72° 5 6 If 2 out of every 7 birds in a forest are robins, and there are
5 6
7 8 7 8 65 birds in the forest that are not robins, how many robins
7 8 108° 72°
a pair of alternate are in the forest?
interior angles: _____ m∠7 = ____ m∠8 = ____

72 _____ robins
90° 89° ° 108°
°
91

4. Write the prime factorization of each number using

2 1 2 1 12 exponents. Lesson 2
4 3
START 4 3 3 72° 5 6
5 89° 5 89° 7 8 72 125 280
78 89° 78 91°
m∠1 = ____ m∠8 = ____ m∠1 = ____ _____________ _____________ _____________

© Jenny Phillips
157
M ATH 6
Lesson
99
Supplies
POLYGONS & colored pencils,
Video Lesson
POLYHEDRONS
scissors, glue or
tape, protractor,
ruler
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Write T next to statements that are true and F next to
statements that are false.

All parallelograms are rectangles.

cube cylinder triangular tetrahedron

All squares are rectangles.
prism

All rectangles are squares.

A pentagon has 5 sides but only 4 vertices.

Mental Math Checkup
All quadrilaterals have 4 vertices. 1. Convert each percent or decimal to a fraction or mixed
number.

67% = 0.66 = 6.1 =

2. Convert each improper fraction to a mixed number or

whole number.
11 105 180
= = =
2 4 4
3. Simplify using the order of operations.

2 • 25 ÷ 5 = 30 – 10 • 3 =

158 © Jenny Phillips

M ATH 6

Mini Lesson Platonic solids

are named for the
A polygon is a two-dimensional, closed shape with straight sides. The five regular polyhedrons below
Greek philosopher
Examples of polygons are triangles, rectangles, hexagons, and are referred to as Platonic solids.
Plato.
octagons. A regular polygon is a polygon that has all sides of equal
length and all angles of equal measure. Polygons that are not regular
Platonic Solids
are called irregular polygons.

Regular Polygons Irregular Polygons

Tetrahedron
All faces are equilateral triangles.
There are 4 faces.

Cube
All faces are squares.
Some regular polygons have special names. For example, a regular There are 6 faces.
triangle is called an equilateral triangle. A regular quadrilateral is
called a square.

A polyhedron is a three-dimensional figure with polygons as faces.

Octahedron
Examples of polyhedrons are prisms and pyramids; their faces are
All faces are equilateral triangles.
made up of polygons. Since polygons do not have curved edges,
There are 8 faces.
polyhedrons do not have curved surfaces. Spheres and cylinders are
not polyhedrons because they have curved surfaces.

Just as there are regular polygons, there are also regular polyhedrons.
A regular polyhedron is a polyhedron that has congruent regular Dodecahedron
polygons as faces. All faces are regular pentagons.
There are 12 faces.
Regular Polyhedrons Irregular Polyhedrons

Icosahedron
All faces are equilateral triangles.
There are 20 faces.

Practice Hint: Use a marker to mark vertices and

edges that you have already counted.
1. Color the polygons. 4. Cut out the two templates for Platonic solids on the next page.
Be careful not to cut off the tabs. Then fold on the black lines and
glue the tabs to create a tetrahedron and a dodecahedron. Once
they are assembled, use the Platonic solids that you created to fill
in the chart and answer the questions below the chart.

number of number of number of

vertices edges faces
tetrahedron

2. Color the regular polygons green and the irregular polygons red. *cube

*octahedron

dodecahedron
*The rows for cube and octahedron are completed during the video for this lesson.

Circle the answer:

All of the numbers in the table are even / odd numbers.

Which two Platonic solids have the same number of edges?

_ and _

3. Write T next to statements that are true and F next to statements
that are false. For each Platonic solid, take the number of vertices (V), subtract
the number of edges (E), and then add the number of faces (F).
____ All polyhedrons are Platonic solids. You should get the same answer every time. Write the number in
the blank to complete the formula.
____ All Platonic solids are polyhedrons.
V – E + F = ______
____ A cylinder is a polyhedron but not a Platonic solid.
An icosahedron has 20 faces and 12 vertices. Using the formula
____ Square pyramids are Platonic solids. you just discovered, find the number of edges in an icosahedron:

Octahedrons are polyhedrons. Number of edges: __

160 © Jenny Phillips

M ATH 6

Tetrahedron

Dodecahedron

Review

1. Find the area and perimeter of the irregular figure. Lesson 21 4. Lines p and q are parallel. Use the image to answer the
1.4 cm
questions. Lesson 98
1.8 cm 1 2
p m∠5 =_____
A = ___________
3 4
5 6
q m∠ 4 =_____

1.6 cm
P = ___________
7 117°
m∠ 2 =_____
5.2 cm r
2. Use the triangle below to complete the congruence List a pair of alternate exterior angles. ____ and ____
statements and find the measurements. Lesson 97 Which line is the transversal? ____
R

HER ≅ _____ 5. Use the equation to complete the table, and then use the
12 cm

ordered pairs from the table to graph the line representing

∠RAC ≅ _____
the equation. Lesson 83 y
m

y = 4x – 5
26 c

RC = _____ 10
E 5 cm H x y 8
6
ER = _____ –1 4
2
m∠HRE =
_____ 0
-10 -8 -6 -4 -2-2 2 4 6 8 10
1 -4
x

67° 2 -6
A 10 cm C -8
3. Using a protractor, measure ∠BAC . Then create point D and 3 -10

construct ∠CAD so that it is complementary to ∠BAC . Fill in

the measurements below. Lesson 38
C 6. Using a ruler and a map scale of 1 cm : 100 mi, find the actual
distance between Rochester, New York, and New York City.
m∠BAC =
_____ Lesson 94
Rochester
m∠BAD =
_____ distance: ______________

B
A New York City

INTRODUCTION
Video Lesson
TO STATISTICS
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
population:
_______________________ open-ended / closed-ended
Write the answers on the lines below.
sample:
33 – (–9) = _____ _______________________ Is the sample biased? ____
_______________________

sample size: Is the question biased? ____

(–5 + –2 + 4) ÷ 3 = _____ _______________________

–2 + 23 = _____

Mental Math Checkup

1. Convert each percent or decimal to a fraction.

55% = 0.8 = 0.375 =

2. Convert each improper fraction to a mixed number or

whole number.
26 55 100
= = =
8 15 9
3. Simplify using the order of operations.

10 • 12 ÷ 6 = 30 – 5 • 3 =

164 © Jenny Phillips

M ATH 6

Mini Lesson
Statistics is a branch of mathematics that deals with collecting, analyzing, Closed-Ended and Open-Ended Questions
and interpreting data. Data is a collection of information, such as numbers, Surveys can be designed in many ways. Questions
measurements, or facts. Data can be collected through observation or by asking in a survey can be closed-ended or open-ended.
questions. A statistical question is a question that requires a collection of data in Closed-ended questions are questions that give
order to be answered and one in which answers can vary or change. specific choices for answers. Open-ended questions
are questions that do not have restrictions on answers
For example, “What is 52?” is not a statistical question; there is only one answer,
that can be given. Examples of closed-ended and
and data does not need to be collected. However, the question “How did 6th-grade
open-ended questions are below.
students do on the math test?” is a statistical question. Data would need to be
collected to answer this question, and there will be variation among the answers. Closed-Ended Questions Open-Ended Questions

The answer to a statistical question could be an average (e.g., Student test scores Would you rather have What is your favorite
averaged 82%.) or it could be a range (e.g., Students scored between 74% and chocolate or vanilla ice flavor of ice cream?
95%.). cream?
What is your favorite What is your ideal
season? outdoor temperature?
Collecting Data Population Sample
A survey is a way to collect information Bias in Surveys
from a specific group, often called a Survey questions and samples can be biased or
population. The population is the entire unbiased. Biased questions contain wording that can
group in question. Often only part of influence an answer, and biased samples are more likely
the population is surveyed. This part to choose a certain answer. Bias can lead to errors in
is called a sample, or a representative survey results. If it is more likely that a certain answer
sample, and it represents the whole would be chosen based on the phrasing of the question
population. The sample size is the or the sample surveyed, then the question or sample
number of participants being surveyed. contains bias. Good survey questions and samples are
Examples of populations and samples are shown below. unbiased.

Population Sample Sample Size Biased Question Unbiased Question

6th-grade students in America 1,000 6th-grade students per state 50,000 Do you think the library Do you think the library
has old, outdated books book collection should be
Voters in an upcoming town
800 randomly selected voters 800 that should be replaced? updated?
election
Biased Sample Unbiased Sample
Nurses in 10 major hospitals 20 nurses per hospital 200
100 teenage library patrons 100 randomly selected
library patrons

Practice
1. Determine if each question below is a statistical question or not. A church is planning a trip to the zoo and wants to know which
Write yes or no on the line. animals its members most want to see. Ten children, 10 parents, and
10 grandparents from the congregation are asked what their favorite
How many books do high schoolers read each week? _______ zoo animal is.

population: __________________________________________________
How often do families eat dessert? _______
sample: _____________________________________________________
How warm is it supposed to get today? _______
biased? yes / no sample size: ________________________________
What subject do 6th graders like most? _______
The question is _________________-ended and ________________ .
open / closed biased / unbiased
What is half of 24? _______
The mayor is considering a bridge reconstruction project and wants
How many parents prefer cheese pizza over pepperoni? _______ to know if the town citizens would approve. He decides to ask all 20
employees who work in his office if they think the rickety old bridge
should be made safer or not.

population: __________________________________________________

sample: _____________________________________________________
2. For each of the following situations, identify the population,
sample, sample size, and whether or not the sample is biased. biased? yes / no sample size: ________________________________
Then write whether the question is closed- or open-ended and
biased or unbiased. The question is _________________-ended and ________________ .
open / closed biased / unbiased
The Vasquez family is trying to decide on a location for their family
reunion for next summer. They ask five aunts their preferred reunion Daniel invites his entire chess team to his birthday party. His mom is
location. not sure what kind of pizza to order and asks two of the kids at the
next meeting if they prefer sausage or boring old cheese.
population: __________________________________________________
population: __________________________________________________
sample: _____________________________________________________
sample: _____________________________________________________
biased? yes / no sample size: ________________________________
biased? yes / no sample size: ________________________________
The question is _________________-ended and ________________ .
open / closed biased / unbiased The question is _________________-ended and ________________ .
open / closed biased / unbiased

166 © Jenny Phillips

M ATH 6

Practice Sensational Survey

3. Use vocabulary from this lesson to fill in the crossword puzzle. You are going to create and conduct a survey for today’s lesson!

Think of an interesting topic that you can ask a closed-ended

1 question about. Look back over the mini lesson or practice
problems for some topic ideas. Write your survey question below,
2 3
making sure that it is not biased.
1
_______________________________________________________

_______________________________________________________

2
_______________________________________________________

3 - Next, in the table at the bottom of the page, write 4 or 5 possible

answers that people will be able to choose from.

4 Now consider who your population will be for this survey. Will
4
it be limited to certain groups, certain ages, or people in certain
places? Will you be able to survey your entire population? If not,
5
think about how you will choose a sample for your survey and fill
in the information below. Aim for a sample size of at least 10–15
people.

Population: ___________________________
Down Across
Sample: _______________________ Sample size: _____
1. a question that gives specific 1. A survey collects
choices for answers information about a Is your sample biased in any way? Explain why or why not.
2. a survey whose phrasing _______________. _______________________________________________________
and sample selection don’t 2. a smaller part of the popula-
favor a particular answer tion surveyed, used to repre- _______________________________________________________
3. a way to collect information sent the whole population
It’s time to conduct your survey on your sample! Fill in the table
from a specific group 3. a question without below with your results.
4. when question phrasing or restriction on possible
My Survey Results
sample selection leads to a answers
Possible
certain answer being more 4. a collection of information
Answers
likely 5. the number of participants Tally
being surveyed
Note: There is no review for this lesson.

DATA Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
each one has 4 wheels
Reading ____
sold as a pair
Write the answers on the lines below. Playing an Instrument ____
black

a pair weighs 7 lb Painting/Drawing ____

What is
1
2 of $5.00? _______ has laces Playing Sports ____

wheels are 6 cm in Cooking/Baking ____

diameter

1
What is 4 of $5.00? _______

Mental Math Checkup

1. Convert each decimal or fraction to a percent.
3
0.9821 = = 1.083 =
What is
3
of $5.00? _______ 8
4
2. Convert each improper fraction to a mixed number or
whole number.
140 24 95
= = =
14 5 10
3. Simplify using the order of operations.

36 ÷ 3 – 5 = 9 • 7 + 12 =

168 © Jenny Phillips

M ATH 6

Mini Lesson
Data can take several different forms: numbers, measurements, or Displaying Data
facts. Examples of data collections include test scores for a classroom Once data is collected, it can be organized, analyzed, and displayed
of students, the daily temperature for a period of 30 days, and the in various forms. Some ways to display data include the following:
favorite food of 20 restaurant employees. pictographs bar graphs line graphs
Data can be collected in different ways: through observations (e.g., circle graphs histograms dot plots
measuring the height of a plant every day for a month), through line plots stem and leaf plots
surveys with statistical questions, or through experiments.
Some graphs and plots lend themselves to certain types of data.
Qualitative and Quantitative Data
For example, line graphs are often used to display quantitative data,
Quantitative data is data expressed as numbers. Calculations can be while circle graphs are often used to display qualitative data. Often a
made with quantitative data. legend, or key, is included on a graph. The legend gives information
needed to interpret the graph.
Qualitative data is data that cannot be expressed as numbers; words
or symbols are used instead. It is descriptive and includes things like An example of a pictograph is below. Other ways to display data will
types and names. be discussed in later lessons. Notice the key below the pictograph. If
each cookie represents $5.00, then each half cookie represents $2.50,
Examples of quantitative and qualitative data are below. and each quarter cookie represents $1.25. Therefore a three-quarter
cookie represents $3.75.
Quantitative Data Qualitative Data
age foods Sweet Treats Sales
height religions
cookies
temperature ethnicities
test score colors
cupcakes

pies

Each represents $5.00 in sales.

The pictograph shows . . .

$27.50 in cookie sales,
$18.75 in cupcake sales, and
$21.25 in pie sales.

Practice
1. List three ways of collecting data: 3. Describe yourself with two quantitative statements and two
qualitative statements.
a. _______________________________
Quantitative:
b. _______________________________ a. _______________________________________________________

c. _______________________________ b. _______________________________________________________

Qualitative:
a. _______________________________________________________
2. Suppose that Oliver is considering buying a LEGO® set.
Qualitative and quantitative data for the LEGO® set is listed. b. _______________________________________________________
Sort the data by writing it in the correct column of the table.
4. The pictograph below represents the amount of money each
1,969 pieces recommended by most pieces are booth raised at a fundraiser event.
a friend white or black
39 inches tall Fundraiser Booth Profits
assembled costs $192 includes
minifigures Balloon Darts
1 : 110 scale model new
Hayride
Quantitative Data Qualitative Data
Ring Toss

Face Painting

Fishing Pond

Each represents $10.00.

Write the amount of money each booth raised.
balloon darts: _______ hayride: _______ ring toss: _______

face painting: _ fishing pond: _

How many smiley faces would be used for a booth that raised
$47.50? _______

170 © Jenny Phillips

M ATH 6

Practice
5. List four ways to display data: Review
a. _______________________________
1. How much interest would you earn on $2,000 at 1.5% simple
b. _______________________________ interest after 6 years? Lesson 66

c. _______________________________ 2. Fill in the missing values in the table to create a proportional

relationship. Lesson 86
d. _______________________________
x 0 1 2

y 8 40
6. Display your survey results from the previous lesson as a
pictograph using the legend given. List the choices you gave the 3. Willow is trying to find out what types of music the students
survey participants in the left column. at Roosevelt High School prefer. She asks 30 members of
the school’s jazz band what their favorite type of music is.
____________’s Survey About ______________________ Identify the population, the sample, the sample size, and
(name) (topic of your survey) whether or not the sample is biased. Lesson 100

population: _________________________________________

sample: ____________________________________________

sample size: ______ biased: yes / no

4. Solve each equation. Lesson 51

6.1x = 56.12 21.5y = 907.3 z ÷ 2.8 = 16.7

5. Solve each problem using an equation or a proportion.

Lessons 54, 55 & 93
12.75 is what percent of 15? 68.4 is 76% of what number?

What is 108% of 120? 224 is 160% of what number?

Each represents 2 people.

© Jenny Phillips
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M ATH 6
Lesson
102
Supplies
BAR, LINE, AND
protractor Video Lesson
CIRCLE GRAPHS
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up Number of Fraction of

Activity
Participants Participants
Sort the data under the headings below.
Swimming
amount of money height
hair color type of car Camping/
type of animal shoe size Hiking

Riding Bikes
Quantitative Data Qualitative Data
Fishing

Mental Math Checkup

1. Convert each percent or fraction to a decimal.
3
1.5% = = 502% =
5
2. Convert each improper fraction to a mixed number or
whole number.
72 38 39
= = =
12 10 9
3. Simplify using the order of operations.

8 + 4 • 12 = 65 – 15 + 7 =

172 © Jenny Phillips

M ATH 6

Mini Lesson
Bar Graphs Line Graphs
A bar graph is a graph that uses bars to display or show changes in A line graph is a graph that uses points and line segments to
data. Bar graphs are often used to show qualitative data. The bars on display or show changes in data. Line graphs are often used to
bar graphs can be horizontal or vertical. show quantitative data. The line graph below shows the profit of a
company over a period of five months.
The double bar graph below shows the results from a survey of 60
students to find out their favorite season. The legend shows what Pete’s Pet Store Profits
each bar represents. $900
Favorite Season
16
$800

Monthly Profit
14
Number of Students

Girls
12
Boys $700
10
8
6 $600

4
2 $500
April May June July August
0 Months
Spring Summer Fall Winter
Seasons Line graphs can be used to show changes over time and make
Bar graphs can be used to show comparisons. In the example above, predictions. In this example, the overall trend of the graph is
more girls chose summer as their favorite season than boys. increasing over time. Profit increased the most during the month of
May because the line segment from May to June is the steepest.
Circle Graphs Bar graphs and line graphs should have axis titles as well as axis
A circle graph, also called a pie chart, is a way to display data in labels. Notice that both graphs have a graph title, too.
which a circle is divided into sections, and each section represents
part of the whole. Circle graphs often show qualitative data. Example: 20 people were surveyed on their Favorite Beverage
favorite beverage. 8 chose milk, 3 chose
Circle graphs can show a number, a fraction, or a percent in each soda, 4 chose lemonade, and 5 chose water.
section. If numbers are shown, the total of the numbers in the sections
360° ÷ 20 = 18°. Each participant is Water
is the total number in the whole. If fractions are shown, they should 5 Milk
represented by 18° on the graph.
add to 1; if percents are shown, they should add to 100%. 8
Milk: 8 • 18° = 144° Make a 144° central
To create a circle graph, find the number of degrees needed for each angle for the section showing milk. Lemonade
section of the circle. A circle has 360°. Divide 360° by the number of Soda: 3 • 18° = 54° 4
Soda
survey participants to find the degrees each participant represents. Lemonade: 4 • 18° = 72° 3
Water: 5 • 18° = 90°

Practice
1. The bar graph below shows the number of pets owned by 3. Use the line graph below to answer the questions.
students in three different grades. Answer the questions.
Tyler’s Height
Pets Owned by Students 68
Hamster 5th Graders 66
6th Graders
Type of Pet

Height in Inches
Fish 7th Graders 64

62
Dog
60
Cat
58
0 2 4 6 8 10 12 14 16 18
56
Number of Students
How many 7th graders own a hamster? __________ 54
12 13 14 15
In all three grades combined, Age in Years
do more students own a cat or a dog? __________
What is the most common pet owned by 6th graders? __________ Between what two ages did Tyler grow the most? ______ & ______
Assuming that Tyler isn’t finished
2. The bar graph below shows the favorite colors of 50 male and 50 growing, predict his height at age 16. __________
female students. Answer the questions.
Does the graph show qualitative
Favorite Colors
16 or quantitative data? ________________________
14
4. Twenty-five preschoolers were surveyed about their favorite
12
dinosaur. The results are shown in the circle graph below.
10
Favorite Dinosaur Write the number of students
8
who chose each dinosaur as their
6 Pteranodon
8% favorite.
4
2
Stegosaurus Tyrannosaurus rex _____
16% Tyrannosaurus
0
Blue Green Red Yellow Purple Orange Other
rex Triceratops _____
Triceratops 56%
Colors 20% Stegosaurus _____
Write two things the graph is missing: ____________ & __________
Does the graph show qualitative or quantitative data? ___________ Pteranodon _____

M ATH 6

Practice
5. Ten people were surveyed about their favorite book genre. Review
Answer the questions, and then complete the circle graph below
to show the results of the survey.
1. Use the information below to write and solve each equation.
Tally of Lessons 43 & 72
Genre People Each person is represented
by how many degrees 3 plus the product of x and 5 is 38. _____________ x = ______
science fiction
on the circle graph? _____
biography 9 subtracted from the
historical fiction Hint: Divide the total degrees in quotient of y and 5 is –4. _____________ y = ______
a circle by the total number of
mystery people surveyed.
poetry 2. Wesley earned $52 in 8 hours for painting fences. At this rate,
Find the degrees needed for each genre in the circle graph. how much will he earn if he paints fences for 20 hours?
Lesson 95
Hint: Multiply the number of people who chose each genre by the number of
degrees each person represents.
3. Use the information below to find each angle measure.
science fiction ______ mystery ______ Lessons 40 & 96
trapezoid LMNO ≅ trapezoid TUVW
biography ______ poetry ______
Hint: Draw a picture.
historical fiction ______ m∠OLM = 90° m∠VUT = 90° m∠NOL = 35°

rite Book m∠NML = m∠MNO = m∠VWT = __

Favo
Ge nre 4. Complete the ratio tables for 5. Divide. Lesson 25
the ratios given. Lesson 84
5
2 :7 3 :8 1 ÷ 13 =
___
8
b c e f
–4 –9 3
19 ÷ 1 ___
=
16
4 –6
28 72 5 1
40 ÷ 2 =___
14 96 8 2

© Jenny Phillips
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M ATH 6
Lesson
103
Supplies
HISTOGRAMS ruler Video Lesson
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up Time (sec) Frequency Time (sec) Frequency

30–35 30–37
Below are the distances (in meters) jumped by female skiers
in the first round of the 2018 Olympics ski jumping event. 35–40 37–44
Complete the frequency table from the given data. 40–45 44–51
45–50 51–58
56 77.5 84.5 86.5 89.5 94 101.5 50–55 58–65
71.5 78 85 86.5 91.5 97 102.5 55–60 65–72
72 80 85 88 93 98.5 103.5
60–65
74.5 80.5 86 88 93 99 105.5
77 83 86.5 88.5 93.5 101 106.5 65–70
70–75
Distance (m) Frequency
50–60

60–70
Mental Math Checkup
70–80

80–90
1. Convert each percent or decimal to a fraction.

45% = 0.24 = 67% =

90–100

100–110
2. Convert each improper fraction to a mixed number or
whole number.
When a data 124 89 300
point is on the edge of = = =
10 11 15
an interval, it goes in the
upper interval.
3. Simplify using the order of operations.

5 • 12 ÷ 6 = 22 – 6 • 2 =

M ATH 6

Mini Lesson
A histogram is a bar graph that displays data in intervals of equal This frequency table and histogram use intervals of size 0.5 seconds.
size with no space between the bars. Creating a frequency table can The minimum value for the intervals is 34.0 seconds, and the
help to organize the data needed to create a histogram. Each interval maximum is 36.0 seconds. Olympic 500m Speed Skating
16
of a frequency table shows a range of values and corresponds to one
bar on the histogram. Time (sec) Frequency 14

Example: Create a frequency table and histogram for the data below. 34.0–34.5 12

Frequency
10
34.5–35.0
Here are the top 35 times from the 2018 men’s Olympic speed skating 8
35.0–35.5 6
500 meter race (in seconds):
4
34.410 34.420 34.650 34.680 34.780 34.831 34.839
35.5–36.0 2
34.890 34.900 34.930 34.934 35.010 35.020 35.080 0
34 34.5 35 35.5 36
35.130 35.154 35.158 35.160 35.192 35.196 35.220 Time (sec)

35.230 35.310 35.330 35.340 35.380 35.410 35.500 Notice how this histogram only has four bars of data instead of six
bars. This is because the intervals are larger, so one bar represents a
35.506 35.510 35.545 35.546 35.640 35.860 35.920 greater range of time, and fewer bars are needed to cover the same data.

Time (sec) Frequency Olympic 500m Speed Skating Here is the same data again but this time with intervals of size 1.0
12
34.4–34.7 seconds. The minimum value for the intervals is still 34.0 seconds,
10
and the maximum is 36.0 seconds. Once again, there are fewer bars
34.7–35.0
8 for this histogram because of the larger intervals.
Frequency

35.0–35.3 Olympic 500m Speed Skating

6
35.3–35.6 Time (sec) Frequency 25
4 34.0–35.0
35.6–35.9 20
2
35.9–36.2

Frequency
0 35.0–36.0 15
34.4 34.7 35 35.3 35.6 35.9 36.2
Time (sec) 10

This histogram and frequency table are organized with intervals of 5

size 0.3 seconds. Notice that the minimum value for the intervals is
34.4 seconds, and the maximum is 36.2 seconds. 0
34 35 36
Time (sec)
When making a frequency table and histogram, it is important to pick
The first graph with six bars makes it easiest to see all the data
intervals that allow all the data to be seen easily. The same data set is
because of the smaller intervals.
shown in the next two graphs but with different interval sizes.

Practice
Use the data below for all problems on this page. 2. Using the same data set and minimum and maximum values for
the intervals, create a frequency table for the data with intervals of
The heights of some of the world’s highest mountain peaks 275 m. An example is given.
(rounded to the nearest meter) are listed below:
8,848 8,611 8,188 7,893 8,516 8,126 Height (m) Frequency

8,051 7,884 8,586 8,080 7,821 7,871 7,800–8,075

8,167 7,952 8,163 8,091 7,823 7,932
8,035 7,804 8,485 8,027 7,937 7,816
1. Using a minimum value of 7,800 m and a maximum value of
8,900 m for the intervals, create a frequency table for the given
Create a histogram for this data based on the intervals you used
data with intervals of 220 m. An example is given.
above. Be sure to label and title your graph.
Height (m) Frequency
______________________________
7,800–8,020 (title)
15

Frequency
__

Create a histogram for this data based on the intervals you used 3
above. Be sure to label and title your graph.
______________________________ __
(title) 7,800 8,075 ______ ______ ______
10
______________________________
__ (measurement/units)
3. How are these two histograms similar? _______________________
Frequency

__
__________________________________________________________
4
How are these two histograms different? ______________________
__ __________________________________________________________
__ Do you think one of them represents this data set better than the
7,800 8,020 _____ _____ _____ _____ other? Why or why not?
______________________________
(measurement/units) __________________________________________________________

M ATH 6

L ITERARY L e n g t h s Review
Using a ruler, measure the length of 20 different books around your
home. You may use any units you wish, but you should use the same
units for all measurements. Record your measurements here:
1. Write C next to closed-ended questions and O next to
1. _________ 2. _________ 3. _________ 4. _________ 5. _________ open-ended questions. Lesson 100

6. _________ 7. _________ 8. _________ 9. _________ 10. _________ ___ What is your favorite ___ Do you like to sing?
month?
11. _________ 12. _________ 13. _________ 14. _________ 15. _________ ___ Do you floss before or
___ What time do you get up after brushing?
16. _________ 17. _________ 18. _________ 19. _________ 20. _________ in the morning?
___ What’s your favorite
Choose a minimum and maximum value for your intervals that will ___ Do you prefer Mexican or sport?
include all of your measurements, and divide this range into 5 equal Chinese food?
intervals. Use these intervals to create a frequency table for your data.
Make sure you fill in the units for length in parentheses. 2. Write R inside the regular polygon(s) and I inside the
irregular polygon(s). Lesson 99
Length ( )
Frequency

Now create a histogram for this data based on the intervals you used
3. Use the information below to fill in the blanks. Lesson 66
above. Be sure to label and title your graph. principal amount: $2,400 compound interest rate: 2%
______________________________ interest earned during year 1: __________
(title)
__ total amount after one year: __________
__ interest earned during year 2: __________

total amount after two years: ________

Frequency

__ 4. Lines l and m are parallel. Write the answers on the lines.

Lesson 98
__ 107° 5 7 n m∠3 = _____ m∠6 = _____
1
3 6 8
2 Which angle corresponds
__
_______ _______ _______ _______ _______ _______ l m with the given angle? _______
______________________________
(measurement/units)

© Jenny Phillips
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M ATH 6
Lesson
104
Supplies
AND LEAF PLOT
STEM S green and purple Video Lesson
& LINE PLOTS colored pencils
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Data set: 1.2, 2.3, 1.8, 1.2, 1.0, 1.1, 1.5, 0.4, 2.0, 1.3, 1.2, 2.1
Write the values from the data set in order from least to Diameter of Giant Water Lily Leaves (in meters)
greatest.

Data Set: 1.5, 3.25, 0.75, 2.5, 0.5, 1.5, 6.0, 2.0, 1.75, 2.0, 1.5, 2.5

, , , , , ,

0 1 2 3
____, ____, ____, ____, ____, ____
Range: _______

Mental Math Checkup

1. Convert each decimal or fraction to a percent.
120
1.990 = = 0.015 =
100
2. Convert each improper fraction to a mixed number or
whole number.
64 102 46
= = =
8 10 4
3. Simplify using the order of operations.

68 ÷ 2 + 6 = 4 • 12 + 15 =

M ATH 6

Mini Lesson
Line Plots The stem and leaf plot below shows the number of minutes spent
A line plot is a way to display data that shows the frequency of each outside over a 17-day period.
value with Xs or other symbols. If dots are used instead of Xs, it can Data Set: 60, 65, 45, 63, 100, 77, 65, 60, 55,
be called a dot plot. 15, 97, 50, 99, 58, 76, 101, 103
Notice that data
values over 100 have
The line plot below shows the number of hours spent swimming each Minutes Spent Outside
two digits in the stem
week during the summer. Stem Leaf column.
Data Set: 1.5, 3.25, 0.75, 2.5, 0.5, 1.5, 6.0, 2.0, 1.75, 2.0, 1.5, 2.5 1 5
2
Hours Spent Swimming 3
× 4 5
× × × 5 0 5 8
× × × × × × × ×
6 0 0 3 5 5
0 1 2 3 4 5 6 7 6 7
8
A cluster is a group of values from a data set that are close together. 9 7 9
This line plot has a cluster of data from 1.5 hours to 2 hours. 10 0 1 3
An outlier is a value in a data set that lies far apart from most other
values. This line plot has an outlier at 6 hours. This stem and leaf plot has a cluster of data from 45 to 77 minutes.
There is also a second cluster of data from 97 to 103. The data
The range is the difference between the largest number and the value of 15 minutes is an outlier because it is so separated from
smallest number in a set of data. The range of hours spent swimming the rest of the data. The range of the minutes is 103 – 15, which is
is 6 – 0.5 = 5.5. 88.

Stem and Leaf Plots Notice that the stem values 2, 3, and 8 have no leaf values because
there are no values in the data set in the 20s, 30s, or 80s. These
A stem and leaf plot is a way to display data in which each value of a
stem values are still included because a stem and leaf plot needs
data set is split into a stem (usually the first digit or digits) and a leaf
to contain consecutive stem values (1, 2, 3, ...) instead of skipping
(usually the last digit). The stem values are listed vertically on the left
values (1, 4, 5, ...). By including consecutive values, the data is
of a line while the leaf values are listed horizontally on the right side
more clearly represented, and clusters and outliers can be more
of the line in ascending order across from their corresponding stem
easily seen.
values.

Practice
1. A group of 15 women threw the hammer the following distances 3. A high school track team recorded their hammer throw distances
during the 2020 Olympic qualifiers (rounded to the nearest foot): (rounded to the nearest meter) on the following line plot.
227, 217, 235, 196, 225, 229, 253, 226, Hammer Throw Distances
241, 205, 232, 243, 240, 228, 218 × × ×
× × × × × × × ×
Order these distances from smallest to largest. × × × × × × × × × × × × ×
______, ______, ______, ______, ______, ______, ______, ______, × × × × × × × × × × × × × × × ×

, , , , , , __ 40 42 44 46 48 50 52 54 56 58 60 62 64

Create a stem and leaf plot for this data. An example is given. The shortest throw was _______. The longest throw was ______.
Stem Leaf Circle any clusters in purple and
How many times was a 44 m throw recorded? ________
19 6 circle any outliers in green.
Circle any clusters in purple and cross off any outliers in green.

What is the range of the throws?

4. Mary made the following entries in her summer reading log for
_______________ hours spent reading each day during a three-week period.
1, 0.5, 1.5, 0, 0.5, 0, 2.5, 0.5, 0.75, 0.5, 1,
2. The stem and leaf plot below shows how many pages are in the
0.5, 4, 0.75, 0.5, 1, 2.5, 1.25, 0.75, 1, 1.25
books that Ben read over Christmas break.
Stem Leaf Circle any clusters in purple and Create a line plot of this data. Label your graph.
2 1 circle any outliers in green.
3 ______________________________
4 How many pages did the (title)
5 longest book Ben read have? _______
6 8
7 2 7 8 How many books had
the same number of pages? _______
8 4 9
9 1 8 8 9
How many pages
10 7
did those books have? _______ 0 1 2 3 4
11 6 8

M ATH 6

Practice
5. With a parent’s permission, search online for a “random number Review
generator” to generate 30 random numbers between 1 and 100.
You can also just write the numbers 1–100 on scraps of paper,
drop them into a bag, and randomly pull out a paper scrap 30
1. Name the Platonic solid with eight equilateral triangles
as faces. Lesson 99
times (making sure to put the scraps back into the bag after each
draw). Record the numbers below.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
______, ______, ______,
Circle the smallest and largest numbers.
______, ______, ______, 2. The circle graph below shows the results of a survey of
Create a stem and leaf plot of your homeowners. Use the graph to answer the questions. Lesson 102
______, ______, ______, data. (It may be helpful to order your Garden(s) Planted
data set on scratch paper.) What percent of homeowners
______, ______, ______, Last Year
planted only vegetables? _____
______, ______, ______, Stem Leaf
What fraction of homeowners
Flowers
______, ______, ______, No Garden Only did not plant a garden? _____
9 10
______, ______, ______, What percent of homeowners
Vegetables
Only
planted both flowers and
______, ______, ______, Both Flowers &
8 vegetables? _______
Vegetables
______, ______, ______, 23
What fraction of homeowners
______, ______, ______ planted only flowers? _____

Round each of your values to the nearest 10 and list them here: 3. Write an equivalent ratio for each ratio given. Lesson 85
__________________________________________________________ 5 : 2 = ________ 8 to 12 = ________
__________________________________________________________ 11 to 40 = ________ 121 : 143 = ________
Create a line plot of these rounded numbers.
4. What is the probability of randomly guessing the correct
answer to two multiple-choice test questions in a row if each
question has four choices? Write the answer as a fraction.
Lesson 77

0 10 20 30 40 50 60 70 80 90 100

© Jenny Phillips
183
M ATH 6
Lesson
105
The Watson family had planned to go on a hike today, but it is just too rainy and muddy!
RAINY DAY Feeling grateful for spring showers but a bit disappointed about having to postpone their
GAMES hike, they decide to have a family games and puzzles day instead. Join the Watsons in solving
puzzles and riddles and in playing some classic games with a twist.

There is no video or review for this lesson. Nate’s Greatest Sum

After taking last place in card Golf, Nate Watson creates a puzzle
Card Golf
where finding the highest sum is the goal.
First, the Watsons play the card game Golf. Like the sport, the winner
is the player with the lowest score. Players take turns drawing a card How to Play Nate’s Greatest Sum:
and deciding whether or not to replace one of their cards with the 9
Start at one of the tips of the
card they drew. petals and collect four numbers
5 6 following any path. You cannot
Nancy Watson knows the value of the four cards she has in this 1
4 travel backward or jump to another
row, and she remembers that there is one of each color, but she 3
spot or across the center. When you
has forgotten which card is which! She hopes to replace the higher
2 5 have found the highest sum, write
cards but wants to keep the lower ones, so it’s important to know
7 6 8 it below.
the location of each card. Use the clues to figure out the number and
color of each card. highest sum: ______
4

Crossing the Bridge

Mr. Watson teaches his family how to play the card game Bridge,
which reminds Mrs. Watson of a puzzle about crossing a bridge. Read
and solve the puzzle below.

number: ____ ____ ____ ____ Four friends arrive at an old narrow bridge that can only hold up to
two people at a time. It’s nighttime, and they have only one flashlight
color: ________ ________ ________ ________ that must be used while crossing the bridge, so after a pair takes
1. The numbers on the cards are 1, 2, 9, and 10. the flashlight across the bridge, one of them must take it back until
2. There is one card of each color: yellow, blue, red, and green. everyone has crossed. If two people cross the bridge together, they
must go at the slower person’s pace. Alaina can cross the bridge in 1
3. The cards on either side of the 10 are odd numbers.
minute. Braxton can cross the bridge in 2 minutes. Carmen can cross
4. The green card is two cards to the right of the blue card. the bridge in 5 minutes. It takes Dylan 8 minutes to cross the bridge.
5. The sum of the first three cards is 20. What is the least amount of time it will take to
6. The red card is to the left of the blue card. get all four friends across the bridge?
7. The sum of the last three cards is 13. _______________________

M ATH 6

Math Bowling Tic-Tac-Grow

The Watsons love to play lawn bowling in their yard, but it’s still Realizing that the rain has finally stopped, the Watsons decide to go
pouring outside, so they find a creative way to play indoors. Each outside to see if any of their recently planted flowers have sprouted.
family member rolls a die three times to get their assigned numbers. Using each number exactly once, arrange the numbers from the list
Using all three numbers and only the four basic operations (addition, on the flower pots so that the product of every row, column, and
subtraction, multiplication, and division), they must create an diagonal is one.
1 1 1 2 3
equation that equals each pin number to consider it “knocked down.” , , , , 1, , 2, 3, 6
6 3 2 3 2
Freddy Watson rolls a 1, a 2, and a 4. See if you can help Freddy bowl
a strike by creating an equation equal to the number on each pin
and crossing off the pins you are able to knock down. An example is
given. Hint: Parentheses may be used.
Freddy’s numbers: 1, 2, 4

7 8 9 10

4 5 6
Hot Chocolate and Homemade Bread

2 3
Harriet Watson makes hot chocolate and homemade whole wheat
bread for her family as a treat to end their fun-filled day. Doing all
the work herself reminds her of the story of the Little Red Hen, so she
1 tells her family they must solve one final riddle involving a hen and
some wheat before she serves the treats.
A farmer needs to take a hen, a fox, and a sack of wheat across a river. The
only way to cross the river is by a small boat, which can only
hold the farmer and one of the three items. If left alone
with the wheat, the hen will eat it, and if left alone with the
1 = ______________________ 6 = ______________________ hen, the fox will eat the hen. However, the fox won’t eat the
wheat, and neither animal will try to run away. How does
2 = ______________________ 7 = ______________________
the farmer get everything across the river?
3 = ______________________ 8 = ______________________ _____________________________________________________________
4 = ______________________ 9 = ______________________ _____________________________________________________________
5 = ______________________ 10 = (4 + 1) • 2 _____________________________________________________________
Note: There is no review for this lesson.

TEMPERATURE
Video Lesson
CONVERSIONS
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
–15 °C to °F –15 °F to °C
Write each answer as a whole number or a decimal,
rounding to the nearest tenth if necessary.

9
• 20 = _______ _______
5

Mental Math Checkup

195 1. Convert each percent or fraction to a decimal.
≈
9 6
1,054% = = 3.4% =
5
2. Convert each mixed number to an improper fraction.
3 1 2
1 = 4 = 5 =
5 3 7
3. Simplify using the order of operations.

12 – 10 + 3 • 2 = 12 ÷ 2 – 1 • 3 =

M ATH 6

Mini Lesson
Temperature can be measured in different scales and with different Converting from Celsius to Fahrenheit
units. The most common unit for measuring temperature is the
degree. The Fahrenheit scale (°F) is used in the US customary system, Sometimes it may be necessary to convert between Celsius and
while the Celsius scale (°C) is used in the metric system. Fahrenheit scales. To convert from degrees Celsius to degrees
Fahrenheit, use this formula.
Some common temperatures in each scale are shown below. 9
= F C + 32
5
Freezing Point Average Room Normal Body Boiling Point
of Water Temperature Temperature of Water Example: Convert 15 °C to degrees Fahrenheit.
32 °F 68 °F 98.6 °F 212 °F 9 Substitute 15 in place of C and follow the order
=F
5
(15 ) + 32 of operations to simplify the right side.
0 °C 20 °C 37 °C 100 °C
3
9
Temperature above zero degrees is represented by a positive number, 9  15  Multiply 5 by 15. It can help to write 15 as
F=   + 32
and temperature below zero degrees is represented by a negative 5  1  15 over 1.
number. When finding changes in temperature, add or subtract the 1

temperatures. F 27 + 32
= Add 32.
F = 59 15 °C is equivalent to 59 °F.
Example 1: The temperature was 57 °F at 5:00 AM. By 9:00 AM the
temperature rose by 5 degrees, and it rose another 3 degrees by 11:00
AM. What was the temperature at 11:00 AM?
Converting from Fahrenheit to Celsius
5 degrees + 3 degrees Find the total increase in
= 8 degrees temperature. To convert from degrees Fahrenheit to degrees Celsius, use this formula.
5
57 °F + 8 °F = 65 °F Add the change in temperature = C
9
( F − 32 )
to the original temperature. Example: Convert 85 °F to degrees Celsius. Round to the nearest tenth.
It was 65 °F at 11:00 AM. 5 Substitute 85 in place of F and simplify.
=C
9
( 85 − 32 )
Example 2: It was 8 °C at 10:00 PM. Over the next two hours, the 5
temperature dropped 15 °C. What was the temperature at midnight? C = ( 53 ) Subtract in the parentheses.
9
5
Since the temperature dropped, either subtract degrees or add 5  53  Multiply 9 by 53. It can help to write 53 as
C=  
negative degrees. 9 1  53 over 1.
265 Divide 265 by 9 and round to the nearest tenth.
8 °C – 15 °C = –7 °C or 8 °C + (–15 °C) = –7 °C C=
9
It was –7 °C at midnight. C ≈ 29.4 85 °F is approximately equal to 29.4 °C.

Practice
1. Match each situation with a thermometer showing a reasonable 3. Convert the following temperatures from degrees Celsius to
temperature. degrees Fahrenheit. Then fill in the thermometers to show the
Fahrenheit temperatures.
100— —100
—
—1,000 100—
—
20 °C 60 °C –20 °C
— —90 — 90—
—
—
80— —80 —800
— 80—
—70 —
— — — 70—
—60 —
60— — —600 60—
—50 —
—
— —40 — 50—
— —
40— —30 —400 40—
— —
— —20 — 30—
—
—10 —
20— — —200 20—
—0 —
— — — 10—
—–10 —
0— — —0
—–20 0—
___ °F ___ °F ___ °F

200— 200— 200—

— — —
180— 180— 180—
— — —
160— 160— 160—
— — —
140— 140— 140—
— — —
120— 120— 120—
— — —
100— 100— 100—
— — —
80— 80— 80—
— — —
60— 60— 60—
— — —
40— 40— 40—
— — —
20— 20— 20—
— — —
0— 0— 0—
— — —
–20— –20— –20—
2. Convert the following temperatures from degrees Fahrenheit to
degrees Celsius. Round to the nearest tenth of a degree.
40 °F 110 °F –20 °F

4. Compare the temperatures using <, >, or =.

45 °C  113 °F −40 °C  − 40 °F

32 °F  12 °C 100 °C  200 °F
____ °C ____ °C ____ °C

M ATH 6

Practice
5. Use the clues below to answer the riddle. Round to the nearest Review
integer when needed. Write the letter next to the problem on the
line with the answer at the bottom.
1. Solve and graph the solution to each inequality. Lesson 81
B The temperature at 2:00 PM is 56 °F. It rose 10 degrees by
4:00 PM and then dropped 27 degrees by 2:00 AM. What was 16z – 27 ≥ 53 15 >
t
+6
12
the temperature at 2:00 AM?

M Which temperature is warmer: an oven heated to 400 °F or

Venus during the day at 400 °C? 2. A high school astronomy club meets once per month to view
the night sky using telescopes. Last year’s attendance is
U The temperature of a glass of juice was 51 °F. After ice was
added, the temperature of the juice dropped 17 °F. What is the
shown. Use the line graph to answer the questions. Lesson 102
new temperature of the juice in degrees Celsius? Astronomy Club Attendance Between which two
26
months did attendance

Number of Students
24

A The average temperature of Mars is –63 °C. What is this

temperature in degrees Fahrenheit?
22
20
increase most?
18 _________ & _________

E The temperature at 9:00 AM is 10 °C. It goes up 12 °C by 16

14 Why do you think
noon and then increases another 7 °C by 4:00 PM. Find the 12
attendance varies
temperature at 4:00 PM in degrees Fahrenheit. 10
8 . . . .
throughout the year?
n. . rch pril May une July Aug. ept Oct Nov Dec
Feb Ma
O The lowest recorded temperature on Earth is about –89 °C, Ja A J S
Months ____________________
while the temperature at an altitude of 250,000 ft above sea level
______________________________________________________
is about –89 °F. Which one is warmer?
3. The line plot shows the number of servings of fruits and
P The highest recorded temperature on Earth is 134 °F. What is
this temperature in degrees Celsius? vegetables Sylvia ate each day for 10 days. Use the line plot to
answer the questions. Lesson 104
T It was 12 °C at 9:00 PM. By midnight it dropped 8 °C, and
by 6:00 AM the next day, it dipped another 7 °C. What is the How many days did she
Servings of Fruits and Vegetables
temperature at 6:00 AM in degrees Fahrenheit? × eat at least five servings of
× × × × fruits and vegetables? _____
How warm is a janitor’s closet?
× × × × ×
R ____ ____ ____
____ ____ Which data point could
39 °F –89 °F –89 °F 400 °C
0 1 2 3 4 5 6
be considered an outlier? _____
R ____ ____ ____ ____
____ ____ ____ ____ ____ ____ R ____
27 °F 84 °F 400 °C 57 °C 84 °F –81 °F 27 °F 1 °C 84 °F

AREA CONVERSIONS Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Convert the units using unit multipliers.

102 in → feet See the

Reference
Chart for
conversions.

2,592 in2 = ____ yd2

7,200 dm → dekameters

Mental Math Checkup

1. Convert each percent or decimal to a fraction.

64% = 0.55 = 78% =

2. Convert each mixed number to an improper fraction.

1 1 21
7 = 3 = 4 =
5 15 100
3. Simplify using the order of operations.

6 + 20 ÷ 2 • 3 = 54 ÷ 6 – 1 • 5 =

M ATH 6

Mini Lesson
See the
A unit multiplier is a fraction that has units and is equal to one. Example 2: Convert 7,776 in2 to yd2. Reference
Chart for
Unit multipliers are used to convert from one set of units to another. common

new unit There are two ways to perform this conversion. conversions.

old unit • =new unit

old unit Method 1:
Unit multipliers can be used for converting units of area as well as First, start by converting in2 to ft2.
length. Two unit multipliers are used to convert units of area instead Use two unit multipliers with
1 ft 1 ft
of one. 7,776 in • in • • inches in the denominator and
12 in 12 in feet in the numerator.
Example 1: Convert 3 ft2 into square inches. 54
648
Cancel matching units in the
7,776 in • in 1 ft 1 ft
The unit ft2 can be written as ft times ft. = • • numerators and denominators.
2
1 12 in 12 in Cross cancel the numbers.
3 ft
= 3 ft • ft 1 1

54 ft 2
Now use the unit multiplier to convert from feet to inches. = = 54 ft 2 Multiplying feet × feet gives feet2.
1
Use two unit multipliers with feet in
12 in 12 in
3 ft • ft • • the denominator and inches in the Next, convert ft2 to yd2.
1 ft 1 ft numerator. 6
18

The units in the denominator cancel 54 ft • ft 1 yd 1 yd

3 ft • ft 12 in 12 in • • = 6 yd 2 7,776 in2 = 6 yd2
= • • with the same units in the numerator. 1 3 ft 3 ft
1 1 ft 1 ft Multiply numbers and units. 1 1

Method 2:
432 in 2 Multiplying inches × inches gives
= Instead of converting from inches to feet and then feet to yards,
1 inches2. convert straight from inches to yards.
= 432 in 2 3 ft2 = 432 in2
1 yd 1 yd
7,776 in • in • • There are 36 inches in 1 yard.
36 in 36 in
6
216
Cancel matching units in the
7,776 in • in 1 yd 1 yd
= • • numerators and denominators.
1 36 in 36 in
1 1
Divide.

= 6 yd 2 7,776 in2 = 6 yd2

Practice
1. Write a unit multiplier for each of the following conversions. 4. Answer the following questions.

A 6.5 ft2 coffee table top is being refinished with tiles that are 1 in2.
feet → yards ________ centimeters → meters ________ How many tiles will be needed to complete the project?

meters → kilometers dekameters → centimeters

yards → inches ________

2. Use unit multipliers to convert each of the following areas to the

new unit. An example is given. A farmyard has an area of 8.7 dam2. A small bottle of fertilizer can
cover 500 m2. Will one bottle of fertilizer be enough to fertilize the
4,761 ft2 = ________
529 yd
2
3,241 m2 = _______ hm2 yard? If not, how many bottles are needed?
1 yd 1 yd
4,761 ft • ft •
•
3 ft 3 ft
4,761 ft • ft 1 yd 1 yd
= • •
1 3 ft 3 ft
4,761 yd 2
= = 529 yd 2
9
129.6 in2 = ________ yd2 5.7 dm2 = _______ cm2 A room has two walls that are getting painted. One wall measures
3 yd tall and 5 yd wide, while the other measures 3 yd tall and
6 yd wide. A gallon of paint covers about 400 ft2. How many
gallons of paint are needed if the walls each need two coats of
paint?

3. Circle the greater area in each pair.

4.3 yd2 or 38 ft2 127,000 m2 or 1.27 km2

M ATH 6

Practice
5. Five farmers are faithfully tending their plots, each hoping to win Review
a prize at an upcoming fair. Use the clues below to match each
farmer with the plot size and crop. Hint: Convert each area
to square inches. 1. Convert the temperatures. Round to the nearest tenth if
needed. Lesson 106

Cauliflower
Cucumbers

65 °C to °F 68 °F to °C

Cabbage

7,800 in2

7,700 in2
Carrots

Corn

6 yd2
50 ft2

55 ft2
________ ________
Betsy

Barney
2. Solve each equation. Lesson 61
3
x = −6 3 y =6 z = 15 3
a = −12
Bales

Barb x = y = z = a = _

Benjy 3. Multiply. Lesson 18
50 ft2 15 • 104 = __________ 30 • 102 = _________
7,800 in2 500 • 103 = __________
6 yd2 4. Complete the frequency table and the histogram for the
7,700 in 2 following test scores: 87, 99, 86, 84, 95, 92, 97, 99, 90, 76, 91, 91,
80, 88, 94, 81, 93, 84, 78. Lesson 103
55 ft2 Test Scores
Score Frequency 8
7
The second-largest plot was filled with corn. 75–80
6
Neither cabbage nor cauliflower was grown in the 50 ft2 plot. 80–85 5

Frequency
85–90 4
The cucumber plot is 120 in2 larger than Farmer Benjy’s plot. 3
90–95
Farmer Barney had the smallest garden plot. 2
95–100 1
Farmer Barb’s cabbage plot was the third-largest plot. 0
75 80 85 90 95 100
The two largest plots belonged to Farmers Betsy and Benjy, who Scores
grew corn and cucumbers.

© Jenny Phillips
193
M ATH 6
Lesson
108
Klipspringers are small African antelope, typically less than 24 inches tall
R OPERATION
and weighing 22–40 pounds as adults. Klipspringer means “rock jumper” in
INTEGE S Afrikaans. These amazing animals can jump up to 12 feet in the air and can
REVIEW land on rocks as small as a silver dollar! In this lesson, klipspringers will help
you review operations with integers.
Practice
There is no video for this lesson.
To solve each problem below, draw arrows showing the direction
and distance the klipspringer should move on the number line.
Adding Integers Using a Number Line

One helpful strategy for adding or subtracting integers is using a

number line. –1 + 4 = ____
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

To add integers, start at the location of the first integer on the number
line. If adding a positive integer, move in the positive direction
(right). If adding a negative integer, move in the negative direction
(left). Move the distance of the absolute value of the second number. –1 + (–4) = ____
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Example 1: –5 + 3

Start at –5. Move right 3 places.

0 + (–3) = ____
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

-8 -7 -6 -5 -4 -3 -2 -1 0

–5 + 3 = –2
4 + (–4) = ____
-2 -1 0 1 2 3 4 5 6 7 8 9

Example 2: –1 + (–6)

Start at –1. Move left 6 places.

2 + (–11) = ____
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3

-8 -7 -6 -5 -4 -3 -2 -1 0

–1 + (–6) = –7 –17 + (–6) = ____

-25 -24 -23 -22 -21 -20 -19 -18 -17 -16 -15

M ATH 6

Subtracting Integers Using a Number Line

To subtract integers, rewrite the problem as an addition problem by 2 – 3 = ___ + ___ = ____
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
adding the opposite. Then follow the steps for adding integers.

Example 1: 6 – 8 = 6 + (–8)

Start at 6. Move left 8 places. 2 – (–3) = _ + _ = ____

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

-3 -2 -1 0 1 2 3 4 5 6 7
–8 – 4 = ___ + ___ = ____
6 + (–8) = –2 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2

Example 2: –4 – (–8) = –4 + 8

Start at –4. Move right 8 places. –18 – (–7) = ___ + ___ = ____
-19 -18 -17 -16 -15 -14 -13 -12 -11 -10

-5 -4 -3 -2 -1 0 1 2 3 4 5
5 – 13 = ___ + ___ = ____
-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
–4 + 8 = 4

Practice

To solve each subtraction problem, rewrite it as an addition 15 – (–3) = ___ + ___ = ____
11 12 13 14 15 16 17 18 19 20
problem. Then draw arrows showing the direction and distance the
klipspringer should move on the number line.

-5 -4 -3 -2 -1 0 1 2 3 4 5
0 – 5 = ___ + ___ = ____

-5 -4 -3 -2 -1 0 1 2 3 4 5
0 – (–5) = ___ + ___ = ____

Adding & Subtracting Integers by Drawing a Picture Practice

Another helpful strategy for adding or subtracting integers is to draw Solve each problem below by drawing a picture. Write the answers
a picture. To add integers using a picture, draw a + sign for every on the lines at the bottom. After completing all of the problems, add
positive integer and a – sign for every negative integer. Because the answers together. The total of the answers will tell you another
–1 + 1 = 0, each pair of + and – signs cancels each other out. Cross off fact about klipspringers.
each + and – pair and count the leftover signs. If the leftover signs
are + signs, the answer is positive; if they are – signs, the answer is –10 + 3 = ____ 6 – (–5) = ____
negative.

To subtract integers using a picture, first rewrite the problem as an

addition problem by adding the opposite. Then follow the steps for
solving an addition problem by drawing a picture. –6 – (–5) = ____ –3 – 3 = ____

Example 1: –5 + 8

––––– Draw five – signs and eight + signs.

++++++++ Cross off pairs of – and + signs.
10 + (–4) = ____ –8 + (–1) = ____
––––– Count the remaining signs. There are 3 signs left,
++++++++ and they are positive, so –5 + 8 = 3.

Example 2: 5 – 8
9 – 7 = ____ 9 – (–8) = ____
Rewrite the problem as 5 + (–8).

+++++ Draw five + signs and eight – signs.

–––––––– Cross off pairs of – and + signs.

+++++ Count the remaining signs. There are 3 signs left, –5 – 2 = ___ 8 + (–8) = ____
–––––––– and they are negative, so 5 + (–8) = –3.

Example 3: –2 – 1

Rewrite the problem as –2 + (–1).

–– Draw two – signs and one – sign. ____ + ____ + ____ + ____ + ____ + ____ + ____ + ____ + ____ + ____ =
– There are no pairs of – and + signs to cancel. In some species of klipspringers, only the males have horns;
There are a total of three negative signs, so in other species, both males and females have horns,
–2 + (–1) = –3. which can be up to inches long.

M ATH 6

Multiplying & Dividing Integers Operations with Integers Rules & Practice

• If the signs are the same, the answer is positive.

Addition
• If the signs are different, the answer is negative. These
Same Signs Different Signs tables
can also be
Same Signs Different Signs Add the Subtract the found on the
Reference

14 • 2 = 28 –14 • (–2) = 28 14 • (–2) = –28 –14 • 2 = –28 numbers and numbers. Chart.

keep the sign. Use the sign

14 ÷ 2 = 7 –14 ÷ (–2) = 7 14 ÷ (–2) = –7 –14 ÷ 2 = –7
5 +2 = 7 of the greater
Multiplication & Division
–5 + (–2) = –7 absolute value.
Practice Same Signs Different Signs
–2 + 6 = 4
Using a straightedge, draw a line from the star next to each problem 2 + (–6) = –4 Answer is Answer is
in the outer columns to the closest star that is next to its answer in the positive. negative.
middle column. When you finish, write the letters that have not been Subtraction 5 • 2 = 10 3 • (–6) = –18
crossed off in order in the blanks below. Add the opposite. ( ) ( )
– 5 • – 2 = 10 (–3) • 6 = –18
Follow the addition rules.
6 •7 W –11 –1 • 11 7 – (–4) = 7 + 4 = 11 12 ÷ 4 = 3 8 ÷ (–2) = –4
T –3 – 8 = –3 + (–8) = –11 (–12) ÷ (–4) = 3 (–8) ÷ 2 = –4
–84 ÷ 7 9 D –18 ÷ (–2)
U
–9 • (–8) A –12 L –14 • (–3) Complete the problems below using the rules in the tables or other
strategies of your choice.
49 ÷ (–7) E –7 144 ÷ 2
O –8 + 9 = ____ 96 ÷ (–12) = ____ –3 • 15 = ____
132 ÷ (–12) 42 –1 • (–7)
H P
–3 • (–3) 72 –4 • 3 –32 – 12 = ____ –12 • (–10) = ____ –16 + (–5) = ____
I
E
–4 • (–3) –6 60 ÷ (–2)
–9 ÷ (–1) = ____ 26 – 40 = ____ –25 + 50 = ____
R M
–18 ÷ 3 –30 –35 ÷ 5
S
–28 ÷ (–4) 12 E S –36 ÷ (–3) –70 • (–3) = ____ 17 – (–9) = ____ 76 – 30 = ____
N
–5 • 6 K 7 36 ÷ (–6)
12 • (–9) = ____ –13 – (–4) = ____ –88 ÷ 8 = ____
Klipspringers take turns keeping watch while their companion eats. If there’s danger,
the watch animal will ____ ____ ____ ____ ____ ____ ____ . Note: There is no review for this lesson.

USING
T Video Lesson
UNIT MUL IPLIERS
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Multiply the fractions. Write the answer in simplest form.

5 1 7
• • =
8 3 11

2 5 1 7
• • • = ________ hm ________/ oz
7 3 8 10

Mental Math Checkup

1. Convert each decimal or fraction to a percent.
40
2.45 = = 0.0453 =
50
2. Convert each mixed number to an improper fraction.
1 2 1
13 = 12 = 11 =
3 5 5
3. Simplify using the order of operations.

5 • 7 – 14 ÷ 2 = 32 ÷ 8 + 2 • 4 =

M ATH 6

Mini Lesson
A unit multiplier can be used to convert from one unit to another, A unit rate is a ratio that compares a quantity to one unit of another
and two unit multipliers can be used to convert area. More than two quantity. Since a unit rate can be written as a fraction, we can use unit
unit multipliers can be used together to convert units as well. multipliers to convert rates.

Some common conversions are listed below. Two unit multipliers can Example 1: Convert 60 miles per hour to feet per second.
be created from each conversion. Each unit multiplier is equal to one
since the values in the numerator and denominator represent equal This problem has two units to convert. Use multiple unit multipliers
amounts. to convert the units.
60 mi 5,280 ft 1 hr 1 min Start with 60 miles per
• • •
Common Conversions 1 hr 1 mi 60 min 60 sec hour as a fraction. Use a
unit multiplier to convert
1 cm = 10 mm 1 m = 1,000 mm 1 ft = 12 in 1 qt = 2 pt from miles to feet. Use two
88
1 m = 100 cm 1 lb = 16 oz 1 mi = 5,280 ft 1 gal = 4 qt 1 528 unit multipliers to convert
60 mi 5, 280 ft 1 hr 1 min from hours to seconds.
• • •
1 hr 1 mi 60 min 60 sec Cross cancel numbers and
1
Example 1: Convert 3 miles to inches. 6
1 units.
88 ft
= 60 mi/hr = 88 ft/sec
Instead of converting miles to feet and then converting feet to inches, 1 sec
use both unit multipliers at the same time to go from miles to inches.
Example 2: Bulk candy costs $1.25 per pound. How much does the
3 mi 5,280 ft 12 in Use the unit multipliers for
• • candy cost per ounce?
1 1 mi 1 ft converting from miles to feet Use a unit multiplier to convert from
and from feet to inches. Cross $1.25 1 lb $1.25
• = pounds to ounces.
3 mi 5, 280 ft 12 in cancel units. 1 lb 16 oz 16 oz The unit “dollars” is still part of the answer.
• • = 190,080 in
1 1 mi 1 ft 3 mi = 190,080 in $1.25 ÷ 16 oz ≈ $0.08/oz Divide to find the unit rate per ounce.
The candy costs $0.08 per ounce.
Example 2: Convert 56 pints to gallons.
Example 3: A 10 lb bag of candy costs $11. How much does the candy
56 pt 1 qt 1 gal Use unit multipliers to cancel cost per ounce?
• •
1 2 pt 4 qt out pints and quarts. Gallons This problem does not give a unit rate. Start
$11 1 lb $11
is the remaining unit. • = with the information given and convert
7
28 10 lb 16 oz 160 oz from pounds to ounces.
56 pt 1 qt Cross cancel numbers and
1 gal
• • = 7 gal units. $11 ÷ 160 oz ≈ $0.07/oz Divide to find the unit rate.
1 2 pt 4 qt
1 1
56 pt = 7 gal The candy costs $0.07 per ounce.

Practice See the

Reference
Chart for
common

1. Fill in the blanks to answer the questions below. Use the conversions in the column at the left (along with conversions.

other conversions you’ve learned) to create unit multipliers

How many ounces are in 3.25 tons? and find the following measures. Round to the nearest tenth.
lb oz
3.25 tn • • ________ oz
= 1 Samuel 17:4 says that Goliath stood six cubits and a span. How
1 tn 1 lb
tall was Goliath in feet? Hint: Convert the span to cubits.
How many teaspoons are in a pint? Then convert the total cubits to feet.
c Tbsp tsp
1 pt • • • ________ tsp
=
1 pt 1c 1 Tbsp

How many tablespoons are in 0.75 gallons?

qt pt c Tbsp Genesis 6:15 says that the ark was to be 300 cubits in length. What
0.75 gal • • • • ________ Tbsp
=
1 gal 1 qt 1 pt 1c was the length of the ark in yards?

The speed of light in a vacuum is 299,792,458 meters per second.

Convert this to kilometers per hour.
299,792,458 m km sec min
• • • ________ km/hr
=
1 sec m min hr
Exodus 25 describes a table in the tabernacle with a rim that was a
2. In biblical times, body parts were often used as units of length. handbreadth wide. How many inches wide was the table rim?
Exact measurements are not known, but some scholars use the
following conversions:

1 cubit = 17.5 in A “cubit” is the length of a forearm from

the elbow to the tip of the middle finger.
The breastplate that the priest of the tabernacle wore was 1 span
1 cubit = 6 handbreadths A “handbreadth” is the width of the hand
wide. What was the breastplate width in both digits and inches?
at the base of the fingers.

1 handbreadth = 4 digits A “digit” is the width of a finger.

3 handbreadths = 1 span A “span” is the distance from the tip of

the thumb to the tip of the little finger
with the hand extended and the fingers
digits: _____________ inches: ____________
apart.

M ATH 6

Practice
3. Carlos is planning a birthday party on a budget! Each shelf Review
contains some items that he is comparing. Help him choose which
items to buy by circling the item on each shelf that has the lowest
unit price. Round all unit rates to the nearest cent. 1. Convert each area using unit multipliers. Lesson 107

21 yd2 = ft2 312,900 cm2 = m2

2. Circle the quantitative data and underline the qualitative

data. Lesson 101

6 in tall yellow plastic weighs 8 oz

12 for $5 8 for $4 10 for $4.50 3. Find the missing side lengths if RED HAT . Lesson 97
4 cm R
HA = _______
E
AT = _______

m A H

3 cm
6c

m
Hint: Convert 3c
Hint: This is 3 lb to oz first.
a unit rate! Then find the D T
10¢ per ounce 3 lb for $5.50 unit rate.
4. The stem and leaf plot shows the height in centimeters of
15 teenage boys. Lesson 104
Stem Leaf Cross off the outlier.
12 8 What is the height
BALLOONS 13 of the shortest boy? _______
14 6 9 9 9
What is the height
15 0 3 6 7 7 of the tallest boy? _______
16 0 2 8
17 4 What is the most
100 for 500 for 12 for 25 for 18 0
frequent height? _______
$11 $45 $1 $1.75

WORD PROBLEM
Today you get to imagine that you are a secret math agent with an upcoming
mission in an undisclosed location! Each word problem you solve has a letter or
STRATEGIES number underneath it. On the last page, write the letter or number from each
problem on the line above its answer. When you are finished with the problems,
unscramble the letters and/or numbers in each box to learn about your next mission.
There is no video for this lesson.
It may be helpful to cross out information that is not needed:

Word Problem Strategies Five friends are going to a movie. Movie tickets cost $9 per
person. The theater can seat 300 people. How much will the five
Sometimes word problems can seem intimidating at first, but now
friends pay for tickets?
that you’re a secret math agent, you should possess some strategies
for tackling them without fear! The “secret” to solving word Now answer the question. Use a problem-solving strategy if desired.
problems is to determine what is being asked, what information For example, drawing a picture or diagram might be helpful:
is given, and what information is needed to answer the question.
Some word problems include extra information that is not needed. $9 $9 $9 $9 $9

These strategies may be helpful when solving word problems: $9 + $9 + $9 + $9 + $9 = 5 • $9 = $45. The friends will pay $45.
Draw a picture or diagram. Find a pattern.

Make a list, table, or chart. Use a smaller or simpler case. Determine what is being asked, what is given, and what is needed in
Write and solve an equation. Guess, check, and revise. the word problem below. Then solve the problem.

1. Bentley is inviting 11 friends over for a barbecue. He will need

In this lesson you will be introduced to some of these strategies, and 24 hot dogs. There are 8 hot dogs in a package, and there are 10
then you will practice using them to solve problems. packages of hot dogs in a case. How many packages of hot dogs
should Bentley buy?

Determining What Is Asked, Given & Needed What is being asked? _________________________________________
Example: Five friends are going to a movie. Movie tickets cost $9 What is given? _____________________________________________
per person. The theater can seat 300 people. How much will the five
friends pay for tickets?
What is being asked? How much will five movie tickets cost?
What is needed? _____________________________________________
What is given? 5 friends, $9 per ticket, 300 seats
What is needed? the cost per ticket Cross out any information in the word problem that isn’t needed.

Answer: packages
S

M ATH 6

As you practice each problem-solving strategy, continue to consider 3. Robert is planting a garden. One-third of the garden will be corn,
what is being asked, what is given, and what is needed. 1
and 3 will be potatoes. He will split the remaining area into
three parts, two of which will be onions, and one of which will
Draw a Picture or Diagram be radishes. What fraction of the garden will be onions, and what
Example: Cambree is cutting a 6-foot-long board into pieces that are fraction will be radishes?
1
3 of a foot long. How many pieces will there be?

1 ft 1 ft 1 ft 1 ft 1 ft 1 ft

onions radishes
The diagram shows each foot of the 6-foot board. The smaller pieces O E
1
are 3 of a foot. There are 18 of them, so there will be 18 pieces.
4. The perimeter of a rectangle is 58 meters. One side measures 11
meters. What is the area of the rectangle?
Solve the problems on this page by drawing a picture or a diagram.

1. Josh is lining up his toy boats and toy cars next to each other. The
boats are 10 cm long, and the cars are 6 cm long. When will the
two lines of toys first be the same length? m2
M

5. Elias is making a stained glass window that is a square with a

semicircle on top of it. The diameter of the semicircle is 6 ft. What
at cm is the area of the window?
R Hint: A picture is given. Find the area of the
square and the semicircle and add them together.
2. Cadence is laying tile in her foyer, which is a square
with an area of 81 ft2. How many 18-inch by 18-inch
square tiles will she need to cover the foyer?

ft2
tiles 2
C

Make a List, Table, or Chart Write and Solve an Equation

Example: If a recipe that makes 30 cookies uses 2 eggs, how many Example: Six out of 40 science club members are also in a book club.
eggs are needed to make 75 cookies? What percent of science club members are in the book club?

Make a table. Fill in the given values, and then find the missing Think of what is being asked. What percent of 40 is 6?
values. Continue the table until the desired value is reached.
Write an equation. Use a variable for the unknown. Use
multiplication for “of” and equals for “is.”
Eggs 1 2 3 4 5
x • 40 = 6
Cookies 15 30 45 60 75
Divide both sides by 40 to get x = 0.15. Because the question asked for
Five eggs are needed to make 75 cookies. a percent, convert the decimal to a percent. x = 15%

15% of science club members are in the book club.

Solve the problems below by making a list, table, or chart.

1. If two large pizzas cost $17, how much will five large pizzas cost Solve the problems below by writing and solving an equation.
at the same unit price? 1. Out of 90 restaurant customers, 36 chose roasted asparagus as a
side dish. What percent of customers chose the asparagus?

%
K
$ 2. If you triple Martin’s age and add 4, you get his mom’s age.

N Martin’s mom is 43. How old is Martin?

2. How many outfits can be made with three shirts, three pairs of years old
pants, and two pairs of boots? Hint: Name the shirts S1, S2, and S3; 6
the pants P1, P2, and P3; and the boots
B1 and B2. Consider drawing a tree
diagram. Develop an organized way to
3. Marilyn divides the money in her purse evenly among her 6
grandchildren. If each grandchild receives $4.62, how much
create a list of possible outfits. Then
count the outfits on the list. money was in Marilyn’s purse?

$
outfits
L Y

M ATH 6

Use a Smaller or Simpler Case Congratulations, secret math agent! You have proven that you are
Example: What number is multiplied by 55 to get 4,015? ready for more mathematical missions. You are to report to the Palace
Museum in Beijing, China. Unscramble the letters to reveal more
If you’re not sure what operation to use to get the answer, think of a details about the meeting.
smaller or simpler case. For example, what number is multiplied by 5
to get 30? It’s 6. And 30 divided by 5 is 6. So to find the answer to the
question, divide. ____ ____ ____ ____ ____ ____
2
9 36 36 3 18 40
4,015 ÷ 55 = 73
Meet at the Gallery of ___ ___ ___ ___ ___ ___

Solve the problems on this side of the page by thinking of a smaller or

simpler case.
____ ____ ____ ____ ____ ____
1. What number is 19 multiplied by to get 1,558? 109 13 27.72 50.13 18 8.22

Date: _ _ _ _ _ _

2. What number do you divide 777.6 by to get 9? ____ ____ ____ ____ ____ ____ ____ ____
Hint: Think of a smaller case, such 82 3
1
86.4
1
30 86.4
2
9 9 9
as “What number do I have to divide
27 by to get 9?” and think of the Your Code Name (a living thing): ___ ___ ___ ___ ___ ___ ___ ___
relationships between the numbers.
T

3. What do you have to add to –14 to get 95?

Hint: What do you have to add to 90
____ ____ ____ ____ ____ ____
to get 95? What is the 2 2
mathematical relationship between 9 30 82 42.50 198 9

the numbers?
U Your Mission Leader’s Code Name (a color): ___ ___ ___ ___ ___ ___
Note: There is no review for this lesson.
4. What do you have to add to 23.78 to get 32?

© Jenny Phillips
205
M ATH 6
Lesson
111
Supplies
MEASURES OF colored pencils
L TENDENC Video Lesson
CENTRA
paper
Y tape measure
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
1. Find the sum of the data points represented in the stem ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
and leaf plot below.
mean: ____ median: ____
Stem Leaf
2 0 1 4 7
3 1 5 5 9 ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
4 2 3 6 7
5 mode: ____ range: ____
6 0 1 5 8

Sum: _____

2. Divide the answer from Problem 1 by 16. Mental Math Checkup

_____ ÷ 16 = _____ 1. Convert each percent or fraction to a decimal.
3
1,431% = = 0.05% =
2
2. Convert each mixed number to an improper fraction.
2 1 3
5 = 10 = 7 =
3 2 11
3. Simplify using the order of operations.

15 + 10 ÷ 2 • 3 = 18 ÷ 2 • 7 ÷ 3 =

M ATH 6

Mini Lesson
Measures of central tendency are a Range is often included when
Example 2: Find the median of the following data set:
way to summarize a group of data finding measures of central 123, 54, 60, 110, 63, 54, 102, 95, 63, 60, 89, 57, 62, 58
points with a single number. The tendency. The range is not a Put the data set in numerical order.
three measures of central tendency measure of central tendency. 54, 54, 57, 58, 60, 60, 62, 63, 63, 89, 95, 102, 110, 123
are mean, median, and mode.
Cross off an equal number of data points on each side.
The mean is the sum of two or more numbers divided by the number 54, 54, 57, 58, 60, 60, 62, 63, 63, 89, 95, 102, 110, 123
of addends. The mean is frequently called the average. This data set has an even number of values, so 62 and 63 are both in
Example 1: Find the mean of the following data set: the middle. Find the mean of these two numbers.
2, 5, 3, 7, 12, 6, 11, 17, 4, 3, 10, 7 62 + 63 = 125 125 ÷ 2 = 62.5 The median is 62.5.
First, find the sum of the data values in the set.
2 + 5 + 3 + 7 + 12 + 6 + 11 + 17 + 4 + 3 + 10 + 7 = 87 The mode is the number or numbers that appear the most often in a
set of data. A set of data can have no mode if all data values appear
Second, divide the sum by the number of data values in the set. the same number of times. A data set can also have multiple modes.
87 ÷ 12 = 7.25 There are twelve data values.
The mean (or average) is 7.25. Example 1: Find the mode of the following data set:
Example 2: Find the mean of the following data set: 19, 3, 21, 16, 5, 5, 1, 35, 19, 19, 17, 21, 19, 19, 11, 19, 33, 19, 5, 9
23, 35, 21, 25, 33, 37, 40, 36, 31, 31, 29 First put the data set in numerical order.
Find the sum. 1, 3, 5, 5, 5, 9, 11, 16, 17, 19, 19, 19, 19, 19, 19, 19, 21, 21, 33, 35
23 + 35 + 21 + 25 + 33 + 37 + 40 + 36 + 31 + 31 + 29 = 341 The mode is 19 since it appears more often than any other number.
Divide the sum by the number of data values in the set. Example 2: Find the mode of the following data set:
341 ÷ 11 = 31 There are eleven data values. 41, 37, 41, 89, 103, 25, 41, 37, 56, 37, 93, 21, 56
The mean (or average) is 31. Put the data set in numerical order.
21, 25, 37, 37, 37, 41, 41, 41, 56, 56, 89, 93, 103
The median is the middle number (or the mean of the two middle The modes are 37 and 41 because both values appear most often.
numbers) of a set of data when the numbers are arranged in order
from least to greatest. Additional Example
Find the mean, median, mode, and range of the data set:
Example 1: Find the median of the following data set: 25, 29, 31, 31, 32, 37, 43, 45, 61, 61, 61
20, 2, 5, 1, 19, 17, 20, 8, 13, 9, 17, 8, 11, 12, 18 Median: 37
First, put the data set in numerical order. Mode: 61
1, 2, 5, 8, 8, 9, 11, 12, 13, 17, 17, 18, 19, 20, 20 Mean: 25 + 29 + 31 + 31 + 32 + 37 + 43 + 45 + 61 + 61 + 61= 456
Cross off an equal number of data points on each side. 456 ÷ 11 = 41.45
1, 2, 5, 8, 8, 9, 11, 12, 13, 17, 17, 18, 19, 20, 20 Range: 61 – 25 = 36
There are 7 numbers crossed off on either end. The range is the difference between the largest and smallest values in the
The median is 12. data set. It provides other information about the data set.

Practice
1. Fill in the missing words from the word bank below. 4. Find the mean, median, mode, and range of the data set
represented by the following line plot.
divided middle most often sum middle
addends mean average order × ×
× × × × ×
The mean is the ______ of two or more numbers _________ by the × × × × × × × ×
number of ______________. It’s also called the _______________.
0 2 4 6 8 10 12 14 16

The median is the ___ number (or the _ of the

two ____________ numbers) of a set of data when the numbers mean: _______ median: _______
are arranged in ____________ from least to greatest.
mode: _______ range: _______
The mode is the number or numbers that appear the ____________.
Circle any clusters in purple and cross off any outliers in green.
2. Order the data set below from least to greatest.
35, 25, 17, 34, 23, 26, 38, 25, 19, 21, 37, 24, 29, 32 5. Find the mean, median, mode, and range of the data set
represented by the following stem and leaf plot.
__________________________________________________
Stem Leaf mean: _________
What is the range of this set? _______ What is the mode? _______ 1 5 5 8
2 0 7 median: _________
What is the median? _______ What is the mean? _______
3 3 9
Circle any clusters in purple and cross off any outliers in green. 4 0 1 1 mode: _________
5 9
3. The data below is the number of pages read by students in a class. range: _________
6
Find the mean, median, mode, and range.
7 Circle any clusters in
133 128 134 138 174 189 182 153 8 9 purple and cross off any
outliers in green.
9
148 190 156 162 155 111 112 187
10 9
mean: _______ median: _______

mode: _ range: _

M ATH 6

Practice
6. Create a paper airplane out of a sheet of paper. Review
You may decorate it however you like. Now put a
pencil down in front of you to mark the “start line”
and throw the paper airplane 10 times. Each time, measure the
1. Kaden has two wooden boards. One is 60 inches long, and
the other is 84 inches long. He needs to cut both boards so
distance it flew to the nearest foot and record the measurements.
all the pieces are the same length. He wants the pieces to be
_______ _______ _______ _______ _______ as long as possible with no leftover wood. How long should
each smaller piece be, and how many pieces will there be?
_______ _______ _______ _______ _______ Lessons 3 & 110
Order your data from smallest to largest: ____ inches ____ pieces
_______ _______ _______ _______ _______
2. Factor each expression. Lesson 71
_______ _______ _______ _______ _______
18 + 42d ____________ 32f + 56 ____________
Create a line plot for your data below.
3. Lines t and u are parallel. Lesson 98

Which angles are

congruent to the given
angle? ______, ______, and
2 4
1 3 6 76° ______
Now circle the minimum and maximum values in your data set 5 7
in green and find the range of your data set. v List a pair of corresponding
angles: ______ & ______
range: __________ t u
m∠3 = ______
Find the mean, median, and mode of the data set.
4. Use the distributive property to simplify each expression.
mode: ________ median: ________ mean: ________ Lesson 71
Use the indicated colors (e.g., blue for mode) to put a colored star 3
on the line plot above to show the location of each measure of 14(10 + 4b + 2) = ________
4
( 24c + 44 ) = ________
central tendency in relation to the data points.

© Jenny Phillips
209
M ATH 6
Lesson
112
Supplies
PRETING MEASURE
INTER S colored pencils Video Lesson
EN TRAL TENDENCY
OF C
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Order the data in the chart from least to greatest. Then find mean: ______ median: ______ range: ______
the mean, median, mode, and range of the data set.

Number of
Planet Confirmed outlier: ______
Moons
Mercury 0
Venus 0 mean: ______ median: ______ range: ______
Earth 1
Mars 2
Jupiter 53
Saturn 53
Uranus 27
Neptune 14 Mental Math Checkup
1. Convert each percent or decimal to a fraction or mixed number.
ordered list: ____, ____, ____, ____, ____, ____, ____, ____
325% = 2.33 = 98% =
mean: _____ median: _____
2. Convert each mixed number to an improper fraction.
mode: ___________ range: _____ 2 7 3
7 = 50 = 25 =
3 8 4
3. Simplify using the order of operations.

12 + 17 – 32 ÷ 8 = 40 – 24 ÷ 6 • 10 =

M ATH 6

Mini Lesson
Mean, median, and mode are measures of central tendency that give Interpreting the Measures of Central Tendency & the Range
us information about a data set. Mean is the average, median is the
• Including the outlier, the data set has a large range. This means
value in the middle, and mode is the most often occurring value in
there is a lot more variability in the data set because there is more
the data set.
space for the values to be spread across. Without the outlier, the
The range of a data set is not a measure of central tendency but data set has a very small range, or less variability, meaning all the
instead is a measure of variability. The range is the difference data points are closer together.
between the largest number and the smallest number in a set of data. • The mean with the outlier is slightly lower than the mean without
The range shows how much variation exists in the data (how spread the outlier. This demonstrates the effect an outlier can have on the
out or close together the data points are). mean (or average) of the data set. Looking at the mean of a data set
that includes an outlier can give an inaccurate representation of the
An outlier is a value in a data set that lies far apart from most other
data.
values. The outlier increases the range of a data set and can change
what the measures of central tendency say about the data set. • The median did not change with or without the outlier. The median
is less easily influenced by outliers in the data and in this case gives
Suppose the data below represents the number of people who went a more accurate representation of the data overall.
stargazing at a local observatory over a three-week period. The
observatory is closed on Sundays.
Week 1: 112, 115, 120, 110, 125, 121
Here is another data set with an outlier. The data is in numerical order.
Week 2: 112, 123, 127, 117, 118, 125
Week 3: 120, 117, 125, 119, 120, 25 3.5, 3.7, 3.8, 4.0, 4.3, 53 Outlier: 53
Data can better be analyzed when it is in numerical order. Here is the
Here is the range, mean, and median of the data set with and without
data in order from least to greatest:
the outlier.
25 110 112 112 115 117
117 118 119 120 120 120 With the outlier: Without the outlier:
121 123 125 125 125 127 Range: 49.5 Range: 0.8
Mean: 12.05 Mean: 3.86
The outlier in this data set is 25. Median: 3.9 Median: 3.8
Here is the range, mean, and median of the data set with the outlier and
without the outlier. The mode does not change in relation to outliers, so The variability of this data set is very high with the outlier and very
the mode is not included in this lesson. The means are rounded to the low without it. In this example, the outlier slightly changes the
nearest whole number since the data points represent people. median, but it has a drastic effect on the mean.
With the outlier: Without the outlier:
Notice that the mean and the median are very close together without
Range: 102 Range: 17
the outlier. The mean is a better measure of center than the median
Mean: 114 Mean: 119
Median: 120 Median: 120 when there are no outliers in the data set.

Practice
1. Find the mean, median, mode, and range of the data set 3. Find the mean, median, and range of the data set.
represented by the following line plot.
× 2, 6, 11, 11, 12, 13, 13, 15, 17, 17, 17, 19, 23, 25, 30, 89
× × mean: ______ median: ______ range: ______
× × × ×
× × × × × × × × × What do you expect will happen to the mean, median, and range
when you eliminate the outlier?
0 2 4 6 8 10 12 14 16
_______________________________________________________
mean: _______ median: _______
_______________________________________________________
mode: _______ range: _______ Now find the mean, median, and range without the outlier.
Cross off any outliers and find the new mean, median, mode, and mean: ______ median: ______ range: ______
range. Round to the nearest tenth if needed.
Are the mean and median now closer together or farther apart?
mean: _______ median: _______
_________________________
mode: _______ range: _______ Is the mean or median a better measure of center for the original
data set? Explain your reasoning.
Order the four measures above based on how they changed when
the outliers were eliminated. __________________________________________________________
__________________________________________________________ __________________________________________________________
(changed least) (changed most)

Circle the better measure of center for this data: mean / median 4. Circle any outliers on the histogram below.

2. Find the mean, median, and range of the data set represented by
6
5
the following stem and leaf plot.

Frequency
4
Stem Leaf
mean: ____ median: ____ range: ____ 3
0 2 3 4 5
2
1 2 5 8 Are there any outliers on the plot? yes / no 1
2 0 3 4 9
Is the mean or median a better measure of 0
3 3 7 0 5 10 15 20 25 30 35
center? Explain your reasoning.
4 1 3
__________________________________________________________ Will the mean increase or decrease if the outlier is eliminated?
Why? ____________________________________________________
__________________________________________________________

M ATH 6

Practice
5. Circle in orange all the graphs whose data is better represented Review
by the median than the mean. Circle in blue all the graphs whose
data is better represented by the mean.
Box the graphs in red if the mean will increase when any outliers 1. Circle the table(s) in which the variables have a proportional
are eliminated. Cross off the graphs in green if the mean will relationship. Lesson 86
decrease when any outliers are eliminated.
× × q r t u w x
× × × × × –5 10 –3 3 –2 –1
× × × × × × × × × × –4 8 –2 4 0 0
–3 6 –1 5 2 4
0 1 2 3 4

25
Stem Leaf
2. Convert 30 miles per hour to feet per second. Lesson 109
20 0 3
1 30 mph = ________________
Frequency

15
2 0
10
3 8 9 9 3. A three-pound spaghetti squash costs $4.80. Find the cost per
5 4 0 4 7 ounce. Lesson 109

0 5 1 2 4
0 20 40 60 80 100 120 140 160
The squash costs ______ per ounce.
8
Stem Leaf
7
0 3 4 5 6
4. Convert the temperatures. If necessary, round to the nearest
1 0 3 7 8 tenth. Lesson 106
Frequency

5
2 2 4 6 4
105 °F = _____ °C –22 °C = _____ °F
3 8 9 3
2
4 0 4 7
1
5 1 2 4 0
0 5 10 15 20 25 5. Subtract the integers. Lessons 31 & 108
×
× × × × × –37 – (–52) =_____ 78 – 101 = _____ –23 – 41 = _____
× × × × × × × × ×

0 1 2 3 4

BOX PLOTS Video Lesson

Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up IQR = _ IQR = _

Find the mean and median of the data set:

minimum: _____ maximum: _____
1, 2, 2, 3, 5, 6, 7, 7, 7, 8
Q1: _____ median: _____ Q3: _____

50 55 60 65 70

IQR = _____

mean: _ median: __

Mental Math Checkup
1. Convert each decimal or fraction to a percent.
2
24.2 = = 0.009 =
200
2. Convert each mixed number to an improper fraction.
1 2 2
7 = 102 = 4 =
6 3 15
3. Simplify using the order of operations.

55 + 10 – 7 • 5 = 15 • 2 + 8 ÷ 2 =

M ATH 6

Mini Lesson
A box plot, also called a box and whisker plot, is a visual representation of a five-number summary of data. The five numbers include the
minimum, the first quartile (Q1), the median (Q2), the third quartile (Q3), and the maximum of the data set.

The minimum is the lowest value in the data set, and the maximum is the highest value in the data set. The median is the middle number
(or the mean of the two middle numbers) of a set of data when the numbers are arranged in order from least to greatest. The median is also
known as the second quartile (Q2) in a box plot.

The first quartile (Q1) is the median of the lower half of the data set (all points left of the median), and the third quartile (Q3) is the median of
the upper half of the data set (all points right of the median).

A box plot has a box over a number line from Q1 to Q3 with a vertical line through the box at the median (Q2). Horizontal lines (sometimes
called whiskers) extend from either end of the box over the number line to the minimum and maximum values.

Example 1: Create a box plot from the data set below. Example 2: Create a box plot for the given data.
30, 25, 12, 35, 31, 17, 23, 15, 20, 25, 30, 33, 30, 26, 31 The data is already in numerical order. The interquartile range (IQR) is
First, order the numbers from least to greatest. 3, 3, 4, 4, 5, 6, 7, 7, 7, 8, 8, 11 the difference between Q3 and
12, 15, 17, 20, 23, 25, 25, 26, 30, 30, 30, 31, 31, 33, 35 Identify each part of the box plot. Q1. Find the interquartile range
Second, identify each part of the box plot. Minimum: 3 Maximum: 11 of each example on this page.
Minimum: 12 Median: 26 There are two middle values. Example 1: Q1 = 20 Q3 = 31
Maximum: 35 The median is the average of these values. Q3 – Q1 = 31 – 20 = 11 IQR = 11
6 + 7 = 13 13 ÷ 2 = 6.5 Median: 6.5
To find Q1 and Q3, look at the left and right halves Example 2: Q1 = 4 Q3 = 7.5
of the data set and find the median of each half. Q1: Look at the left half of the data. 3, 3, 4, 4, 5, 6 Q3 – Q1 = 7.5 – 4 = 3.5 IQR = 3.5
For Q1, look at 12, 15, 17, 20, 23, 25, 25. Q1: 20 There are two middle values. Find the mean.
For Q3, look at 30, 30, 30, 31, 31, 33, 35. Q3: 31 4+4=8 8 ÷2 = 4 Q1 = 4

Draw a number line with a box from 20 to 31 with a Q3: Look at the right half of the data. 7, 7, 7, 8, 8, 11
vertical line at 26. Draw horizontal lines from There are two middle values. Find the mean. e
bl
the minimum of 12 to Q1 and from Q3 to the 7 + 8 = 15 15 ÷ 2 = 7.5 Q3 = 7.5 Bi
maximum of 35. Draw a number line with a box from 4 to 7.5 with a
vertical line at 6.5. Draw horizontal lines from the
minimum of 3 to Q1 and from Q3 to the maximum
of 11.
10 15 20 25 30 35

0 1 2 3 4 5 6 7 8 9 10 11 12

Practice
1. Use the box plot to identify the following measures of the data set 3. Create a box plot for the given data. The data is already in
represented. numerical order.
26, 26, 29, 31, 32, 34, 38, 38, 41, 47, 54, 68

minimum: maximum: range: __

Q1: Q2: Q3: IQR:

4 8 12 16 20 24 28 32 36

minimum: maximum: range: __

1st quartile (Q1): median (Q2):

20 24 28 32 36 40 44 48 52 56 60 64 68

3rd quartile (Q3): interquartile range (IQR):

What fraction of the data falls below Q1? ______

2. Use the box plot to identify the following measures of the data set
represented. 4. Create a box plot for the given data.
246, 50, 397, 103, 254, 501, 625, 265,
315, 287, 335, 99, 358, 427, 473, 509

minimum: maximum: range: __

20 24 28 32 36 40 44 48 52 56 60 64 68 Q1: Q2: Q3: IQR:

minimum: maximum: range: __

1st quartile (Q1): median (Q2):

3rd quartile (Q3): ______ interquartile range (IQR): ______ 50 100 150 200 250 300 350 400 450 500 550 600 650

What fraction of the data falls between Q1 and Q2? ______

M ATH 6

Practice
5. Use the box plots to fill in the answers below. Review

1. Order the data set from least to greatest. Then find the range,
mean, median, and mode. If necessary, round to the nearest
tenth. Lesson 111
A 9, 8, 11, 12, 9, 10, 10, 11, 9, 10, 11, 9, 8
0 2 4 6 8 10 12 14

ordered list: ______________________________

range: mean: median: mode:

B 2. Convert 72 km/hr to meters per second. Lesson 109

0 2 4 6 8 10 12 14

72 km/hr = _________ m/sec

C
3. The area of a square garden plot is 121 ft2. What is the
0 2 4 6 8 10 12 14 perimeter of the garden? Lesson 110
Hint: Draw a picture.

P = ______ ft

D 4. Complete each problem. Lesson 26

0 2 4 6 8 10 12 14

43.56 + 7.052 + (–43.56) = ________

Plot ____ has the largest IQR. 5 6 8
• • =
8 13 5 ________
Plots ___ and ___ have the smallest IQR.
6 9  3
+ +−  =
Plot ___ has the smallest median. 8 4  4  ________
4 15 16
Plots ___ and ___ have the same median. • • =
4 16 15 ________
Plots ___ and ___ have the same range.

INTERPRETING
GRAPHS Video Lesson
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Find the mean, median, and mode of the data set.
left skewed left skewed

1, 1, 2, 3, 4, 4, 4, 4, 5, 8, 8, 8, 9, 10, 10 right skewed right skewed

mean: ____ symmetric symmetric

median: ____

mode: ____

Mental Math Checkup

1. Convert each percent or fraction to a decimal.
4
0.55% = = 15.2% =
2
2. Convert each mixed number to an improper fraction.
5 9 5
8 = 3 = 9 =
6 10 8
3. Simplify using the order of operations.

(25 – 5) ÷ 4 • 3 = 24 ÷ 2 – (3 • 3) =

M ATH 6

Mini Lesson y

10
Measures of central tendency and variability give information about
a data set. The shape of the graph of a data set can give information When the mean is much
about the data as well. Measures of central tendency can be used to smaller than the median, the
predict the shape of the graph of a data set. graph will be left skewed. Left
(or negative) skewed data has
a tail to the left of the peak. 5

y Once again, the mode is where

10
the graph peaks.
When the mean, median,
and mode are close together
or equal, the graph will be mean < median → left skewed
symmetric. 5 10
x

Most symmetric data sets have

5
a peak in the middle of the Histograms can also be symmetric, right skewed, or left skewed.
data set. The mode of the data 6 6

is where the graph peaks. 4 4

2 2

mean ≈ median → symmetric 0 0

0
01 2 4 6 8 10 12 14 16
6 0
01 2 4 6 8 10 12 14 16
6

5 10
x right skewed left skewed
4

y
2
10

When the mean is much 0

0
01 2 4 6 8 10 12 14
4

bigger than the median, the symmetric

graph will be right skewed.
Right (or positive) skewed All of the previous graphs are called unimodal because they have
data has a tail to the right of one peak. “Uni” means one, and “modal” refers to the mode, or
5
the peak. The mode is where the interval with the most data, which is the highest point on a
the graph peaks. histogram. A graph with two peaks is bimodal since bi- means two.
6

mean > median → right skewed

5 10 0
01 2 4 6 8 10 12 14 16 188
x
0

Practice
1. Draw a line to match each term or description above and below 3. A class of sixth graders recorded how many hours they read over
the graphs to the correct graph. the past week. Create a line plot of this data.
3.5, 5, 0, 4, 3, 1, 5, 4, 4.5, 3.5, 2.5, 4, 3, 5,
mean < median mean ≈ median mean > median 4.5, 2, 3.5, 4, 2, 4.5, 3, 2.5, 4, 3.5, 4.5

y y y

10 10 10

5 5 5 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Is this data symmetric, right skewed, or left skewed? ___________

Fill in the circle with <, >, or ≈. mean  median
Is the graph unimodal or bimodal? ________________
5 10 5 10 5 10
x x x

Find the mean, median, mode, and range of this data. Round to
symmetric right skewed left skewed the nearest tenth if necessary.
mean _______ median _______ mode _______ range _______
2. Write whether each of the following graphs is unimodal or bimodal.
Cross off the two points that seem most like outliers and create a
25
histogram for this modified data set with 1-hour intervals.
20
Weekly Reading What are the new mean
15
10 and median, rounded to
the nearest tenth?
10 8
________________________ mean _______
Frequency

5 6

0
4 median _______
8 2 Fill in the circle
6 0
with <, >, or ≈.
________________________
0 1 2 3
Time Read (hours)
4 5 6
mean  median
4

2 Is the data still skewed without the outliers? ___________________

0 __________________________________________________________

M ATH 6

Practice
4. Below are reading logs for two different sixth-grade classes. For each one, create a histogram with 1-hour intervals and say how the data
is skewed (right, left, or none). The data is already in numerical order. Then find the five-number summary and create a box plot. Include
labels for your plot.
Class 1 0.5, 2, 2, 2.5, 2.5, 2.5, 3, 3, 3, 3, 3.5, 3.5, 3.5, Class 2 0, 0.5, 0.5, 0.5, 1, 1, 1.5, 1.5, 1.5, 2, 2, 2, 2, 2, 2,
3.5, 3.5, 4, 4, 4, 4, 4.5, 4.5, 4.5, 5, 5, 5, 5, 5 2.5, 2.5, 2.5, 2.5, 2.5, 3, 3, 3, 3, 3, 3.5, 3.5, 3.5, 5
Weekly Reading Weekly Reading
10 skew: ___________________ 12 skew: ___________________
8 min: ____ Q1: ____ Q2: ____ 10
min: ____ Q1: ____ Q2: ____
8
Frequency

Frequency
6
Q3: ____ max: ____ 6
Q3: ____ max: ____
4
4

2 2

0 0
0 1 2 3 4 5 6 0 1 2 3 4 5 6
Time Read (hours) 0 1 2 3 4 5 Time Read (hours) 0 1 2 3 4 5

What do you notice about the skew in each histogram relative to the box plots?
______________________________________________________________________________________________________________________________

Review
1. Convert 12.5 yd2 to square inches. Lesson 107 3. Use the box plot to identify the measures of the data set
represented. Lesson 113
12.5 yd2 = _________ in2

2. Find the mean, median, and range of the test scores listed
below. Round to the nearest tenth. Lesson 112 20 25 30 35 40 45 50 55 60 65 70 75 80
20, 80, 84, 85, 87, 88, 88, 90, 91, 93, 95, 96, 97, 97, 100, 100
minimum: ______ maximum: ______ range: ______
mean: _____ median: _____ range: _____
Q1: ______ median: ______ Q3: ______ IQR: ______
Now find the mean, median, and range without the outlier.

mean: _____ median: _____ range: _____ 4. What is the probability of not flipping heads on a coin and not
Is the mean or median a better measure of center for the rolling a 6 on a standard die? Lesson 77
original data set? _____________

BASE-2
Video Lesson
NUMBER SYSTEM
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Base-2 digits

Base-2 place values

= _________10

Write the powers of two.

Base-2 place values
2 = ____
0
How many of each?
2 = ____
1

= _________2
22 = ____

23 = ____

24 = ____
Mental Math Checkup
25 = ____
1. Convert each decimal or fraction to a percent.
2 = ____
6 1
9.01 = = 0.809 =
3
2. Convert each mixed number to an improper fraction.
1 4 5
420 = 8 = 12 =
2 5 6
3. Simplify using the order of operations.

102 – 10 + (15 • 2) = (12 – 2) ÷ 5 • 32 =

M ATH 6

Mini Lesson
The base-10 number system has ten digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 Converting from Base 2 to Base 10
The base-5 number system has five digits: 0, 1, 2, 3, 4
Multiply each digit of the base-2 number by its place value and find
Following this pattern, the base-2 number system has two digits: 0, 1
the sum of the products.
For a base-n number system, each place value is n times larger than Example: Convert 1101 from base 2 to base 10.
the previous place value.
• In the base-10 number system, each place value is 10 times larger Base-2 digits 1 1 0 1
than the previous place value. Base-2 place values 8 4 2 1
• For a base-2 number system, each place value is 2 times larger than
the previous place value.
( 1 • 8 ) + ( 1 • 4 ) + ( 0 • 2 ) + ( 1 • 1) Multiply each digit by its place value.

8+ 4+0+1=13 Find the sum of the products.

Base-10 Place Values Base-2 Place Values

1,000 100 10 1 16 8 4 2 1 11012 = 1310 1101 in base 2 is 13 in base 10.

Thousands Hundreds Tens Ones Sixteens Eights Fours Twos Ones
Converting from Base 10 to Base 2
10 3
102
10 1
10 0
24
2 3
22
21
20
Determine how many of each base-2 place value it takes to make the
base-10 number.
Counting in Base 2
Example: Convert 27 from base 10 to base 2.
There are only two digits in base 2: 1 and 0. When counting in base
27
2, start at 0 and count to 1. When you run out of digits (0 and 1), start
over with 0 but increase the digit in the place value to the left from 0 − 16 There is one 16. Subtract 16 from 27. Write “1” in the chart
to 1. 11 below under the 16 and move to the next place value.
The first 16 numbers in base 2 are: −8 There is one 8. Subtract. Write “1” under the 8.
0, 1, 10, 11, 100, 101, 110, 111, 1000, 1001, 1010, 1011, 1100, 1101, 1110, 1111
3 There are no 4s. Write “0” under 4.
The base-2 number system is called −2 There is one 2. Subtract. Write “1” under the 2.
binary. Binary is the language of 1
computers. Because binary has There is one 1. Subtract. Write “1” under the 1.
−1
only two digits, it is simpler for
computers to use. Using binary 0
makes it easy for computers to store Base-2 place values 16 8 4 2 1
and process a lot of information. How many of each 1 1 0 1 1
Note: A subscript is used to denote the place value?
number system. For example, 1012 is a base-2
number. 2710 = 110112 27 in base 10 is equal to 11011 in base 2.

Practice
1. Fill in the blanks below to convert the base-2 numbers to base 10. 2. Follow the instructions below to convert the base-10 numbers to
Some steps are given for the first problem. base 2. Some steps are given for the first problem.
510
1012 = __________ 11012
1310 = __________

Base-2 digits 1 1 Base-2 place values 8 4 2 1

Base-2 place values 4 2 1 How many of each?

(____ • 4) + (____
0 • 2) + (____ • 1) 13
–____ Subtract the highest power of 2 possible
= ____ + ____
0 + ____ = 5 and put a 1 in its box.
–____ Subtract the highest power of 2 possible
and put a 1 in its box.
10102 = __________
–____ Subtract the highest power of 2 possible
and put a 1 in its box.
Base-2 digits

Base-2 place values 8 4 2 1 1110 = _ 2110 = _

11 21
(____ • 8) + (____ • 4) + (____ • 2) + (____ • 1) –____ –____
= ____ + ____ + ____ + ____ = ____ –____ –____

–____ –____
101102 = __________
Base-2 place values 8 4 2 1 Base-2 place values 16 8 4 2 1
Base-2 digits How many of each? How many of each?

Base-2 place values 16 8 4 2 1 3. Convert the numbers between base 2 and base 10.
Use scratch paper if needed.
(____ • ____) + (____ • ____) + (____ • ____) + (____ • ____) + (____ • ____)
3710 = __________ 5410 = ___________
= ____ + ____ + ____ + ____ + ____ = ____ 111102 = ________ 1000012 = ________

M ATH 6

Practice
4. Begin with the binary number 1012 and follow the arrows to see a Review
pattern emerge!

1012
Convert to base 10. 1. The data set below represents the number of minutes a
bassoon student spent practicing each week for 7 weeks.
Double this number. Write the values on the lines and create a box plot from
the data. Then answer the questions below the box plot. If
necessary, round to the nearest whole number. Lessons 111–114
Convert to base 2. 100, 80, 20, 90, 65, 90, 60

Double this number. mean: ____ range: ____ Q1: ____ median: ____ Q3: ____ IQR: ____

Convert to base 2.
20 30 40 50 60 70 80 90 100

Double this number. Is the data symmetric, left skewed, or right skewed? _______

2. Use the information to write an expression.

Convert to base 2. Use n for the variable. Lesson 34
15 more than the product of 8 and a number
What is the pattern when doubling binary numbers?
_____________________________________________________________ 30 minus the quotient of 96 and a number

Power of 2 Base 10 Base 2

the difference between twice a number and –5
20 1 1
Use this doubling pattern
to list the first eight 21 2 10
powers of 2 in both base 22 4 3. Using a scale of 0.5 in : 10 ft, find the scaled distance on a
10 and base 2. Some of 23 drawing for each actual distance. Lesson 94
the answers are already 24 10000
given! 25 32 8 ft _______ 55 ft _______ 72 ft _______
26
27 128

IFIC NOTATION
SCIENT Video Lesson
Scan the QR code or watch the video lesson on
Watch the video lesson and/or read the mini lesson. goodandbeautiful.com/Math6.

Warm–Up
Use long division to divide. Write the answers as decimals.

1 ÷ 500 = __________

1 ÷ 2,000 = __________

Mental Math Checkup

1. Convert each percent or fraction to a decimal.
1 2
= = 0.028% =
4 3
2. Convert each mixed number to an improper fraction.
7 1 11
3 = 2 = 9 =
20 125 20
3. Simplify using the order of operations.

102 ÷ (20 + 5) – 2 = 12 ÷ 22 • (7 – 3) =

M ATH 6

Mini Lesson
Scientific notation is a way to write very large or very small numbers Example 2: Write 0.0000347 in scientific notation.
with many digits in a more concise way. These are examples of
numbers written in scientific notation: 0.0000347 The decimal point needs to be moved 5 places to the
right so there is only one nonzero digit before the
2.3 × 105 1.9 × 10–6 decimal point.
Scientific notation has a number with exactly one nonzero digit
before the decimal point that is multiplied by 10n. The exponent n 3.47 × 10–5 Write the new number times 10 to the negative fifth
tells how many places the decimal point must move and in which because the decimal was moved 5 places. The negative
direction to write the number in standard form. exponent tells how many times the number must be
divided by 10 in order to get back to standard form.
Scientific Notation to Standard Form
Example 1: Write 4.7 × 108 in standard form. For numbers greater than zero, a number in scientific notation with
a positive exponent is a very large number. A number in scientific
The exponent is positive. It tells how many times the number must be notation with a negative exponent is a very small number. Sometimes
multiplied by 10 in order to write the number in standard form. This a product or a quotient is very large or small and would be simpler to
means the decimal point will move 8 places to the right. write in scientific notation.
4.70000000 4.7 × 108 = 470,000,000
Example 1: Find 10 ÷ 2,000,000 and write the product in scientific
–4
Example 2: Write 4.7 × 10 in standard form. notation.

The exponent is negative. It tells how many times the number must 10 ÷ 2,000,000 = Divide to find the answer. Use long or short
be divided by 10 to write the number in standard form. This means 0.000005 division, or write and reduce a fraction and write
the decimal point will move 4 places to the left. the answer as a decimal number.
00004.7 4.7 × 10–4 = 0.00047 0.000005 The decimal point needs to be moved 6 places to
the right.
Standard Form to Scientific Notation
Example 1: Write 3,500,000 in scientific notation. 5.0 × 10–6 Write the new number times 10 to the negative sixth
because the decimal was moved 6 places.
3,500,000.0 The decimal point needs to be moved 6 places to the left
so there is only one nonzero digit before the decimal Remember: The original number was very small. To return
point. to standard form, the negative exponent in scientific notation
indicates division (moving the decimal point to the left) instead of
3.5 × 106 Write the new number times 10 to the sixth because the multiplication.
decimal was moved 6 places. The positive exponent tells
how many times the number must be multiplied by 10 in Since scientific notation is used in many different fields, a
order to get back to standard form. multiplication × is often used instead of a multiplication dot.

Practice
1. Circle the numbers below if it would be helpful to write them in 4. Find the value of each expression and write the answer in
scientific notation. scientific notation.

4,200 × 1,300
1,230,000,000 12 0.000047 0.00015 7

485 0 5,623,141,000 1.35 0.000000000135

2. Circle the numbers below that are written in scientific notation. 6,000,000 + 14,000,000

0.4 × 103 3.87 × 10–10 9.002 × 106 4.0 × 105

12 1.2 × 105 12 × 105 12 × 10–5 1.2 × 10–5

15 ÷ 30,000
3. Draw a line to show whether each number in scientific notation is
greater than, less than, or equal to 1.

1.7 × 10–2

1.0 × 100 greater than 1

2.12 × 105 5. Evaluate the following expressions and write your answers in
scientific notation. Use scratch paper if necessary.
9.0 × 10–7 equal to 1
Hint: Convert to standard form before adding.
3.01 × 10 8

1.2 × 105 + 2.4 × 105 = ______________

1.0 × 10–5 less than 1

–1
1.2 × 105 + 2.4 × 104 = ______________
1.0 × 10

8.99 × 10–3 1.2 × 10–4 + 2.4 × 10–5 = ______________

M ATH 6

Practice
6. Begin at Start and follow the path that shows the correct scientific Review
notation for each number until you reach the box marked Finish!
1. Find the amount of discount, sale price, amount of tax, and
total cost for the item. Lesson 65
3,200 32 × 103 32,000 7.345 × 107 73,450,000
original price: $28.80
6
percent discount: 10% tax rate: 6%
3.2
3.2 × 103

3.2 × 104

6.2 × 103
×1 × 10
0 –4 .45 amount of discount: ______ amount of tax: _______
73
sale price: _______ total cost: _______
0.00513 51.3 × 104 0.00032 32 × 105 6,200
5.13 × 10 3

0.32 × 10 3

4.3 × 10 9
–

5.1 2

–
0
3×
10 3 .2
×1 2. If 186 students are going on a field trip, and each van can
6
hold 15 students, how many vans are needed to take all the
students on the field trip? Lesson 110
734.1 × 10 3 4.3 × 108
–
734,100 FINISH 0.0000000043
_______ vans
7.341 × 105

12 × 10 4

4.3 4.3 × 109

3.
–

–6
1 0 ×1 Convert 114.5 ft2 to square inches. Lesson 107
2× 0 8

_______ in2

0.000002 2 × 106 0.0012 1.2 × 103 4,300,000,000

4. How many minutes are in one week? Lesson 109

_______ minutes
1.2 × 10 4
2.1 × 108

1.2 × 106

1.2
–

–9
0 ×1
.1
×1 0 –3
2
5. A popcorn machine pops 7 quarts in 4 minutes. How many
START quarts of popcorn can it pop in 10 minutes? Lessons 92 & 95
1.2 × 10 5 1.2 × 108
–
2,100,000,000 0.00012
1,200,000
_______ qt

© Jenny Phillips
229
M ATH 6
Lesson
117
Calculators come in a variety of sizes, types, and brands. Smartphones have built-in calculators,

INTRODUCTION
and there are apps that can be downloaded if a specific type of calculation is needed. There
are also calculators designed for certain fields of work, such as real estate, construction, and
TO CALCULATORS
finance. However, there are some things that many calculators have in common.

There is no video for this lesson. Manuals and Reference Cards

Scientific and graphing calculators usually have user manuals, and handheld
Types of Calculators calculators often include a reference card. These items show you how to enter
Here are three common types of This lesson is an problems on the calculator.
calculators: introduction to
• Basic/Standard/4-Function calculators. Common Keys on Handheld Calculators

Calculators: designed to A calculator is not Some calculators have an ON button. Many calculators include a
OFF

perform the four basic required, but it

ON solar panel to help power the calculator.
would be helpful to
operations (addition,
practice with one.
subtraction, multiplication, This key is used to access things written above the keys. Notice that
If a calculator is not
and division) available, just skip the 2nd OFF is written above the ON key above. Press 2nd then ON to turn
• Scientific Calculators: activities that ask you the calculator off.
designed for science, to use a calculator.
engineering, and math
DEL or CE These keys will delete the last entry that you typed.
problems; can perform the
basic operations plus more (exponents, roots, scientific
notation, operations with fractions or π, etc.) These keys will clear the entire
• Graphing Calculators: can graph lines, solve equations CLEAR or AC or C calculation.
with variables, and perform operations needed in
higher levels of math like trigonometry and calculus
Press ENTER or = when you are finished typing the
Calculators as Tools = or ENTER
calculation to see the answer.
Just as a cooking pot won’t make dinner for you and a
hammer won’t build a house for you, a calculator won’t This is the negative sign. It is DIFFERENT from the minus sign,
solve all math problems for you! Like cooking pots and (–) and you may get an error if you try to use the wrong sign. Usually
hammers, calculators are tools. They open up a world of press this button BEFORE the number that is negative. However,
possibilities—but only if you know how to use them. You some calculators require the buttons to be pressed in the reverse
have to know what to enter and how to enter it. And, like order. For example, to input –6, type 6 first and then the (–) key.
other tools, if you use it incorrectly, a calculator won’t give
you the result that you desire and can even give incorrect This key is used to enter exponents. For example, type
answers. ^ or xy 6 then ^ or xy then 5 to enter 65.

M ATH 6

Preventing Errors The Order of Operations

• Read the manual and/or reference card and practice using the Basic/Standard/4-Function calculators often DO NOT follow the
calculator. order of operations. Instead, they perform all operations in the order
that you enter them.
• Estimate the answer before entering a problem.
For example, suppose that Otis entered a problem into two different
• Complete the problem on paper first and simply use the calculators and got two different answers.
calculator to check your answer.
Calculator A: 3 + 5 • 9 = 72
• Enter the calculations twice and make sure you get the same Calculator B: 3 + 5 • 9 = 48
answer both times.
If you have access to a calculator, check whether your calculator is
• Check that the answer displayed on the calculator is reasonable. programmed to follow the order of operations by typing in the same
For example, consider the problem 6,258 ÷ 70. First, round 6,258 problem that Otis did. Here are the keys to press:
to 6,300 because you can calculate 6,300 ÷ 70 mentally. The answer 3 + 5 × 9 =
should be close to 90. Now complete the problem by hand in the
space below: Write the answer displayed on your calculator: ____

70 6,258.0 Now complete the problem by hand here. Be sure to use the order of
operations.
3 + 5 • 9 = _____

Based on the order of operations, 48 is the correct answer because

multiplication is performed before addition.

If your calculator showed 72 as the answer, the calculator is

If you have access to a calculator, enter the problem by pressing the NOT following the order of operations. Instead, it is performing
keys below. Notice that a comma is not typed. calculations in the order they are typed. You’ll need to use
parentheses when entering calculations or enter them in the order
6 2 5 8 ÷ 7 0 =
specified by the order of operations, like this:

Write the answer displayed on the calculator: _____ 3 + ( 5 × 9 ) =

OR
Is the displayed answer the same as your answer
above? If not, check whether one answer is more 5 × 9 + 3 =
reasonable than the other. Try entering the problem
in the calculator again. If you get the same answer If your calculator did not follow the order of operations, try one of
on the calculator twice, check your written work for the above methods and see if you now get the correct answer of 48.
errors.

Fractions and Decimals Scientific Notation

Some calculators have special keys for entering fractions, and others Scientific and graphing calculators can perform operations with very
do not. If a calculator does not have keys for entering fractions, large and very small numbers. The numbers can be entered and/or
fractions must be entered using parentheses and the division key. For displayed in scientific notation.
example, to type the mixed number 2 95 , press these keys:
Answers displayed in scientific notation commonly show E or EE to
2 + ( 5 ÷ 9 ) mean “times 10 to the power of . . .” For example, the answer 1.5 ×
10–15 might appear as 1.5 EE –15.
Most calculators display answers as decimals. Some will convert
a decimal to a fraction, but many will not. If you need to write the To enter numbers in scientific notation, you might need to use one of
answer as a fraction, it can be just as easy to complete the problem on these keys:
paper.
Type the number being multiplied by a power
On calculators that will convert between fractions and decimals, you EE ×10n of 10 first, then one of these buttons, then the
may see a button like this one: exponent.

F D If these keys aren’t on the calculator, you can still type numbers in
scientific notation using the ^ button. For example, to enter 8 × 1020,
In the space below, calculate by hand the probability of rolling an type:
even number on a standard die and flipping tails on a coin. Write the 8 × 1 0 ^ 2 0
answer as a fraction.
If you have access to a calculator, try this activity.

Type “6^2=”. The calculator should display “36” because 36 isn’t a

_____ (fraction) large number. Then type “6^3=”. Then type “6^4=”. Continue using 6
Now, if you have access to a calculator, type the following keys: as a base and making the exponent one number larger each time.

( 3 ÷ 6 ) × ( 1 ÷ 2 ) = What is the largest exponent you can type before your

calculator begins displaying the answer in scientific notation? _____
Write the answer displayed on the calculator here: _____ Now try a different base number and do the same thing.
Most likely the calculator displayed the answer as a decimal. If so, What base number did you choose? ______
spend no more than five minutes seeing if you can figure out how to
convert it to a fraction using the calculator. What is the largest exponent you can type before your
calculator begins displaying the answer in scientific notation? _____

_____ (fraction)

M ATH 6

Calculator Doctor
Now that you’ve completed some basic training, you get to imagine you are a doctor of mathematics. You’ll complete
mathematical operations and diagnose any problems that arise.

First, complete the operations (problems) by hand. Then, if you have access to a calculator, use it to check each answer. If you
get a different answer on the calculator, spend a few minutes seeing if you can diagnose the issue. For example, did you type
the problem in the calculator incorrectly? Do you need to use parentheses?

Write the letter next to each blank on the line above its answer at the bottom of the page to reveal the technical name of an
important medical tool commonly called a blood pressure cuff.

1. Evaluate the following expressions and write the answer in 3. Evaluate each expression.
scientific notation.
146 + 43 ÷ 8 • 9 – (121 + 6) = _____ G
6.5 × 104 + 18.7 × 103 = __________ R
16 + 11 • 15 • 0 – 42 ÷ 2 = _____ A
–2
0.27 × 10 + 1,800 × 10 = __________ S
3

–18 ÷ 2 + 7 + 62 ÷ 9 = _____ M

2. Evaluate. Calculator Hint: Remember

to use the negative key and 4. Solve each equation. Isolate the variable before entering the
–16 – 43 = _____ O –18 • –12 = _____ H the minus sign at the problem in a calculator.
appropriate places.
t + 8.15 = 17 6.3e = 15.75 0.75n = 13.5

t = ___ T e = _ E n = ___ N

5. Add or subtract. Write the answer in lowest terms.

7 3 3 2
− = + =
8 4 _______ Y 10 5 ______ P

________ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ _______
2.88 × 102 7 216 1 91 2 –59 2 –5 18 –59 2 2.5 8.85 2.5 8.37 × 104
10 8

© Jenny Phillips
233
M ATH 6
Lesson
118
Supplies There are approximately 18,000 species of butterflies in the world. They
come in a variety of colors and sizes and can be found almost all over
COURSE REVIEW
ruler
the world, even in parts of the arctic tundra. You’ll learn more about
these magnificent insects as you review concepts from Math 6.
Note: Although Lesson 117 was an introduction to calculators, calculators should not be used
on this review.

Factors & Factoring Operations with Fractions, Area, Perimeter & Volume
Lessons 2, 3, 48 & 71 Decimals & Integers Lessons 22, 42, 73 & 107
Viceroy and monarch butterflies have a lot Lessons 9, 12–13, 17, 25, 31–32 & 56 Butterflies are pollinators. Suppose a flower
in common. Their patterns and coloring are Butterflies have a four-stage life cycle. In garden with the outline shown below was
almost the same. Throughout this course the problems below, perform the four basic planted to attract butterflies. Find the area
you have learned to find and use the greatest operations with fractions, decimals, and and perimeter of the garden. Use 3.14 for π.
common factor of numbers. integers. 21 ft

Write the prime factorization of each Simplify.

number. Then find the GCF of the numbers.

12 ft

12 ft
2
5 3
3
= _____ + = _____
140: _________________ 4
8 16
15

GCF: ______ 21 ft

98: __________ 5 3 1 2 A ≈ ft2

÷ = _____ 5 − 2 = _____
8 16 2 3
Factor each expression. P ≈ ________ ft

98v + 140 ______________ 22.1 – 1.58 = _____ 163 + 98.6 = _____ Convert the area to square yards.

15 + 60m _______ A ≈ yd2

Use the distributive property to simplify each 68.04 ÷ 5.4 = _____ 19.2 • 8.5 = _____ Suppose the butterfly conservatory at a
expression. botanical garden is built in the shape of a
rectangular prism. The area of the base is
11(12 + 7b + 4) _______________ 9,200 ft2, and it is 20 feet tall. Find the volume
29 + (–56) = _____ –23 • 15 = _____ of the conservatory in cubic feet.
2
3
( 39 f + 15 ) _______________
V = ____________ ft3

M ATH 6

Converting Units & Scientific Notation Solving Equations & Inequalities Percents, Ratios & Proportions
Lessons 67–69, 106, 109 & 116 Lessons 49–50, 61–62, 72 & 81 Lessons 52–55, 85 & 91–93
Suppose that a pupa (chrysalis) took two Solve each equation or inequality. Some butterflies use camouflage to avoid
weeks to transform into a butterfly. Convert predators. Some species eat toxins as
two weeks to hours. 7.2b = 64.8 89 = 8u – 15 caterpillars and become poisonous. Other
species have coloring similar to poisonous
2 weeks = ________ hours species, so predators avoid them as well.
b = _____ u = _____
Just as there is more than one way for
A female Queen Alexandra’s butterflies to avoid predators, you have
birdwing has a wingspan of up t2 = 64 e + 15 = –2 learned more than one way to solve problems
to 28 cm and can weigh up to involving percents. Solve each problem
12 g. Convert 28 cm to below using the method of your choice.
t = _____, t = _____ e = _____
kilometers, and then rewrite the
answer in scientific notation. Convert 12 g to What is 15% of 114? _____
milligrams, and then rewrite the answer in f
3
r = −4 − 41 =
11
scientific notation. 8 30 is 24% of what number? _____

28 cm = ___ km = × km r = _ f = _ 84 is what percent of 120? ___

12 g = __ mg = × mg 12 ≥ 3l + 9 The ratio of children to adults at a butterfly

conservatory is 2 : 5. There are 203 people at
__________ the conservatory.
Butterflies are cold-blooded, and most are
unable to fly when the temperature is below Solve the inequality and graph the solution How many of them are children? _____
60 °F. Convert 60 °F to degrees Celsius. on the number line below.
Round to the nearest tenth. Three out of every 16 butterflies in a butterfly
8 y − 47 > 17
conservatory are monarchs. There are 546
60 °F ≈ ______ °C butterflies that are NOT monarchs.
__________

How many butterflies

Suppose a watering can at a botanical garden
are in the conservatory? _____
holds 1.5 gallons. How many cups does it 5 6 7 8 9 10

hold?

_____ c

Percent Discounts & Tax Proportions on a Graph Similar Figures

Lessons 64 & 65 Lessons 82 & 86 Lessons 6, 96 & 97
Alek plans to buy a pair of binoculars for Create a ratio table and answer the questions Butterflies and moths are genetically similar.
observing butterflies. Find each amount for the scenario below. Then graph the
below. Round to the nearest cent. equation. Complete the statements below for the similar
triangles.
original price: $18.98 If 4 tickets to a butterfly conservatory
MTH FLY
cost $10, how much will 6 tickets cost? ______ H
percent discount: 10% 7 dm
x y F M 83°
tax rate: 6%
2
53°
amount of discount: _________ 4 10

8 dm
6

10
sale price: _________

dm
8
amount of tax: __________ Write an equation to represent the scenario.
T
total cost: __________ ___________

What is the independent variable?

Scale Drawings
______________________
Lesson 94 83°
Brian and Arlene are using a city map to What is the dependent variable? Y 20 dm
L
find a butterfly conservatory. Use a ruler
(centimeter side) to find the map scale. ______________________
y

Miles m∠FLY = _ m∠TMH = _

20
0 2 4 6 18
16
m∠MTH = _____ FY = ________
____________ : ____________ 14
∠YFL ≅ ____
12
FL = ________ _______
10
Arlene measures the distance from their 8
hotel to the conservatory on the map. The 6
measured distance is 0.75 cm. 4
2
What is the actual distance? ____________
1 2 3 4 5 6 7 8
x

M ATH 6

Parallel Lines Cut by a Transversal Statistics & Circle Graphs Measures of Central Tendency
Lesson 98 Lessons 100–102 & Box Plots

The image below shows some paths at a Students who visited a butterfly conservatory Lessons 111 & 113
butterfly conservatory. Paths a and b are were asked which of the five species below A scientist who specializes in the study of
parallel. Use the image to complete the was their favorite. butterflies and moths is called a lepidopterist.
problems below. Suppose a lepidopterist tracked the life
c Is the question a statistical question? ____ span of 20 butterflies at a conservatory. The
list below represents the number of days
Is the question open-ended or closed-ended? each butterfly lived. Write the data values
in numerical order and find the measures
1 2 (circle one) open-ended / closed-ended
a below. Then create a box plot from the data.
3 m∠4 = 112° Favorite Butterflies
12, 7, 5, 15, 6, 8, 10, 12, 11, 15,
5 6 13, 12, 5, 16, 13, 8, 12, 16, 9, 15
b
7 8 Paper Kite
Scarlet Data in order: ____, ____, ____, ____, ____,
6
Swallowtail
8 ____, ____, ____, ____, ____, ____, ____, ____,

Which angle corresponds with ∠4? ____ ____, ____, ____, ____, ____, ____, ____
Monarch
List a pair of alternate exterior angles. Owl Butterfly 2 7
mean: ______ mode: ______
_____ & _____ Zebra Longwing 2
Write an angle that is supplementary to ∠4. What is the sample size? _____ min: ______ max: ______ range: ______

_ median: Q1: Q3: __

Write the percent of students who chose each
species as their favorite.
Find the angle measures. IQR: ______
Paper Kite: _____
m∠1 = ______ m∠2 = ______
Monarch: _____
m∠3 = ______ m∠5 = ______ Zebra Longwing: _____

m∠6 = m∠7 = Owl Butterfly: _

5 6 7 8 9 10 11 12 13 14 15 16 17

m∠8 = __ Scarlet Swallowtail: _

© Jenny Phillips
237
20
LESSONS 119-1
get frustrated with one section, skip to a different section and then
come back later. The sections do not need to be completed in order.

Instructions For Lesson 119, complete all the exercises with purple headers only.
You may cover the additional practice sections or fold the page to
concentrate only on the purple sections. Have your parent or teacher
This assessment is different from the other assessments you have correct the work. If there are mistakes in a section, your parent or
taken in Math 6. Instead of covering only concepts taught in Unit teacher will check the orange “Additional Practice” checkbox for
4, this assessment covers concepts you have learned throughout that section.
the entire course, and the problems are designed to assess multiple
skills. For example, a single complex fractions problem in the For Lesson 120, complete all the orange sections that are checked. If
fraction and integer operations section covers concepts such as you still make multiple mistakes, review those sections.
dividing fractions, canceling before multiplying, multiplying Parents/teachers may determine if the student may use the
fractions, plotting a fraction on a number line, and converting Reference Chart for the assessment. It is recommended that the
an improper fraction to a mixed number or whole number. This student first try the assessment without the Reference Chart and
assessment does not cover every skill you learned in Math 6; then refer to it if needed.
instead, it focuses on skills you need to know to successfully start
Math 7. Here are some tips: First, read the instructions carefully. Although Lesson 117 was an introduction to calculators,
Second, do not rush through the problems. Third, if you start to calculators should not be used on the assessment.

Student Additional Practice

FACTORS & FACTORING
FACTORS & FACTORING Separate each composite number into a factor pair until every factor
(Lessons 2, 3, 48 & 71) is a prime number.
Find the prime factorization of each number. Then find the GCF of
Find the prime factorization of each number. Then find the GCF of
the numbers.
the numbers.
36: ______________________________
48: ______________________________
GCF: _____
GCF: _____
42: ______________________________
56: ______________________________
This template can be used for factoring: ___(___ + ___). Write the GCF
in the first blank and determine what terms multiplied by the GCF
Factor each expression. equal the terms in the expression.
9 + 48 = 7b + 56 = 48 + 56q = Factor each expression.

3 + 42 = 12 + 36t = 42r + 36 =

M ATH 6

FRACTION AND INTEGER OPERATIONS Additional Practice

(LESSONS 9, 14, 25 & 56)
FRACTION AND INTEGER OPERATIONS
Simplify. Then plot the answers on the number line below. Find common denominators before adding or subtracting.
7
18 7 30 13 1 14
5
= −4 ÷ 4 = − = − = + =
14
4 2 6 3 5 5
15

Cancel before multiplying. Multiply the numerators; multiply the

2 5 denominators. To divide, multiply the first number by the reciprocal
2 – (–2) = + =
5 5 of the second number. A complex fraction is division.

2 6 3
• = 8
=
3 2 1
4

-2 -1 0 1 2 3 4 Integer operations rules:

Addition: add and keep the sign
GEOMETRIC FIGURES Subtraction: subtract and use the sign of the greater absolute value
(Lessons 7, 21, 22 & 73) Multiplication/Division: same signs → answer is positive
different signs → answer is negative
Find the perimeter and area of the figure. −4 ÷ 2 = –10 – 5 =
See
13 cm Reference

P = ________ Additional Practice Chart for

area

GEOMETRIC FIGURES
formulas.
8 cm

3 cm A = ____________ To find the volume of a prism or cylinder, multiply the area of the
base by the height. V = area of base • height
cm

Find the perimeter and area of the Find the volume of the solid.
5

figure. Use 3.14 for π.

Find the volume of the solid. Use 3.14 for π. cm 6 cm
18 in

6 cm
10

22 in

8 in
V ≈ ______________

5 cm
8 in

22 cm

P = ________ V ≈ _____________
A = ____________

NUMBER PATTERNS & Additional Practice

DEPENDENT & INDEPENDENT
NUMBER PATTERNS & DEPENDENT & INDEPENDENT VARIABLES
VARIABLES (LESSONS 10 & 82)
Arithmetic sequences add or subtract the same value each time.
Determine the rule, fill in the blanks, and circle A for arithmetic or G Geometric sequences multiply or divide by the same value each time.
for geometric. Determine the rule, fill in the blanks, and circle A for arithmetic or G
for geometric.
8, 11, 14, ____, ____, ____ rule: _______ A or G
32, 16, 8, ____, ____, ____ rule: _______ A or G
1, 3, 9, ____, ____, ____ rule: _______ A or G
4, 9, 14, ____, ____, ____ rule: _______ A or G
Complete the input-output table Fill in the missing values
using the equation given. in the table and write Complete the input-output Determine the rule. Fill in the
the x equation. table using the equation given. missing values. Use the
y=
4 variables and the rule to write
y = 3x the equation.
x y x y x y x y
–12 –1 –3 –10 –1 2
–4 0 –2 –2 0 3
8 2 6 2
20 6 15 6

equation: equation:

Additional Practice

DECIMAL OPERATIONS DECIMAL OPERATIONS
(LESSONS 12, 13, 16 & 17) Line up the decimal points to add or subtract the numbers.
2.765 + 1.123 = 8.4035 – 7.035 =
Simplify.
Multiply the numbers. Count the number of decimal places in both
3.0582 + 1.43 = 10.7035 – 8.35 = factors to know where to write a decimal point in the answer.
2.05 • 1.2 =
7.92 ÷ 3.96 = 8.75 • 0.32 = Move the decimal point in the divisor to make a whole number and
move the decimal point in the dividend the same number of places to
the right. Divide as usual.
10.75 ÷ 5 =

M ATH 6

SOLVING EQUATIONS & DISTRIBUTING Additional Practice

(LESSONS 20, 26, 31, 32, 43, 47, 49-51 & 72)
SOLVING EQUATIONS & DISTRIBUTING
Order of Operations: parentheses, exponents, multiplication
Simplify the expressions. and division (left to right), addition and subtraction (left to right)
3(k – 4) = _________ a(8 + 32 + 2) – 5 = _________
Simplify the expressions.
Solve the equations. 4(m – 10) = _________ 52 + 8 ÷ 2 = _________
3
16 + 5b = 11 1− t =
19
2 Isolate the variable on one side of the equation. Any changes made
to one side of an equation must be made to the other side. Solve each
equation.
COORDINATE GRID & 6 + 2n = 24 12 – 7p = 54
GRAPHING LINES (LESSONS 27 & 83)
Additional Practice
Use the equation y = x – 5 to complete the table and graph below. COORDINATE GRID & GRAPHING LINES
y Substitute each x-value into the equation and find the corresponding
y-value. Each row is an ordered pair. Plot and connect the ordered
x y 10
pairs. Substitute an x-value in the equation or find the x-value on the
–2 graph to find a missing y-value. y
5
0 Use the equation y = x + 3 to 10

5 complete the table and graph below.

8 -10 -5 5 10
x x y 5

-5
–5
0 -10 -5 5 10
x

-10
2
-5
6
Which quadrant does the line not pass through? _____
Which quadrant does the line not -10

pass through? _____

CUBE ROOTS AND Additional Practice
SQUARE ROOTS (LESSONS 33, 61 & 62)
CUBE ROOTS AND SQUARE ROOTS
Variable under a square/cube root sign: square/cube both sides
Solve the equations.
Squared/cubed variable: take the square/cube root of both sides
An equation with a squared variable has two solutions.
x =6 z 3 = −8 64 = x2 Solve the equations.
x =7 z3 = –27 16 = x2

See
Reference
Chart for
CONVERSION WITH UNIT RATES Additional Practice conversions.

AND UNIT MULTIPLIERS CONVERSION WITH UNIT RATES AND UNIT MULTIPLIERS
(LESSONS 67-69, 95, 107 & 109)
Choose a unit multiplier with the old
new unit
If 5 cucumbers cost $2.90, how much do 7 cucumbers cost? _____ unit in the denominator. Use unit old unit • new unit
=
multipliers to convert between units. old unit
How many tablespoons are in 0.5 gallons? _____
If 3 slices of pizza cost $3.75, how much do 8 slices cost? _________
ANGLE MEASURES
(LESSONS 37, 39 & 40) How many centimeters are in 1.5 kilometers? _________

Classify each angle by its degree measure. Write A for acute,

R for right, O for obtuse, and S for straight. Additional Practice
23° ____ 90° ____ 180° ____ 145° ____ ANGLE MEASURES
Acute angle: less than 90° Right angle: 90°
Find the missing angle measures. Obtuse angle: between 90° & 180° Straight angle: 180°
125° 55° The sum of the interior angle measures of a triangle is 180°. The sum
of the interior angle measures of a quadrilateral is 360°.

30°
Find the missing angle measures and classify them as acute (A),
right (R), obtuse (O), or straight (S).
125°

105° 105°
30°

CIRCLES & SEMICIRCLES

(LESSONS 41 & 42) 75° 60°

Find the measure of central angle ECF. Name a diameter and radius
of C. Additional Practice
m∠ECF = _________
D CIRCLES & SEMICIRCLES
Sum of the nonoverlapping central angles of a circle: 360°
diameter: __________
45° 135° Sum of the nonoverlapping central angles of a semicircle: 180°

A B
45° 45° Find the measure of central angle BCD.
C
radius: __________
m∠BCD = _________
D
E F Find the circumference and area of C
Find the circumference and area C B
45° if the radius measures 4 inches.
of C if the diameter measures A 135° 45° See
Use 3.14 for pi. Reference
6 inches.
C ≈ __________ A ≈ __________ Chart for
circle
C = __________ A = __________ formulas.

M ATH 6

SOLVING PERCENT PROBLEMS Additional Practice

(LESSONS 44, 52-55, 64 & 65)
SOLVING PERCENT PROBLEMS
Use the formula percent • whole = part to find the amount of
Find the total cost. discount. Find the sale price first by subtracting the discount. Then
price: $375 find the amount of tax on the sale price using the formula above and
percent discount: 25% tax rate: 5% add the tax to the sale price to find the total cost. Find the total cost:
price: $400
amount of discount: ________ tax amount: _________
percent discount: 45% tax rate: 5%
sale price: ____________ total cost: ___________
amount of discount: ____________ tax amount: _______
30% of what number is 15?__________
sale price: ____________ total cost: ________
75 is what percent of 200?__________
Convert the percent to a decimal or fraction and write a variable for
SIMPLE & COMPOUND PROBABILITY the whole. Then solve the equation.
(LESSONS 76 & 77) 15% of what number is 75?__________
Write a variable for the percent, solve the equation, and convert the
What is the probability of rolling a number less than 5 on a standard decimal or fraction answer to a percent.
die?
30 is what percent of 120?__________
______ (fraction) ______ (percent)

What is the probability of flipping heads on a coin and then getting

Additional Practice
blue on a spinner with 3 equal sections colored red, yellow, and blue? SIMPLE & COMPOUND PROBABILITY
number of desired outcomes
probability =
______ (fraction) number of possible outcomes
Outcomes add up to 1 or 100%. Compound probability of independent
events can be found by multiplying the probability of each event.
FRACTIONS OF A GROUP
(LESSON 70) If the probability of randomly choosing a red card is 50%, what is the
probability of NOT choosing a red card? ______ (percent)
3 What is the probability of rolling a number greater than
What is of 115? __________
5 2 on a standard die and then flipping heads on a coin? ______ (fraction)

2 Additional Practice
10 is of what number? __________
7 FRACTIONS OF A GROUP
The word of means multiply, and the word is means equals.
What fraction of 45 is 15? __________
What fraction of 18 is 60? __________ 5
45 is of what number? __________
3

SOLVING AND GRAPHING Additional Practice

INEQUALITIES ON NUMBER LINES
SOLVING AND GRAPHING INEQUALITIES ON NUMBER LINES
(LESSONS 79-81)
To solve a two-step inequality, first add or subtract on both sides of
Solve the inequality. Graph the solution on the number line. the inequality to isolate the term with the variable. Then multiply or
divide on both sides of the inequality to isolate the variable.
6n – 12 > 30 ________ Solve the inequality. 4t + 8 < 20 ________

3 4 5 6 7 8 9 10 < less than (open circle) ≤ less than or equal to (closed circle)
> greater than (open circle) ≥ greater than or equal to (closed circle)
RATIOS & PROPORTIONS Graph the solution on the number line.
(LESSONS 84, 85, 87 & 91-93)

0 1 2 3 4 5
Write and solve a proportion to answer the questions.

There are 16 bananas for every 3 bunches. How many bunches will
Additional Practice
hold 48 bananas? _____ bunches RATIOS & PROPORTIONS
Use the formula to write a ratio from the
part part
For every 9 animals at the zoo, there are 2 birds. There are 180 = problem. Write a variable in for the missing
whole whole information and solve.
animals at the zoo. How many are birds? _____birds
For every 12 children at the water park, 5 have a blue swimsuit. There
SIMILAR AND CONGRUENT FIGURES are 80 children wearing blue swimsuits. How many children are at
(LESSONS 96 & 97) the water park? _____ children

The triangles below are congruent. Complete the congruence

statements. R Additional Practice
QRS ≅ _______
S U SIMILAR AND CONGRUENT FIGURES
∠TVU ≅ _______ List vertices in corresponding order. Corresponding angles are
Q V
SQ ≅ _______ congruent. Proportions should be written with corresponding sides
within each ratio.
T
Fill in the missing sides to complete each proportion.  JKL MNO Fill in the missing sides to
J
complete the proportion.
quadrilateral ABCD  quadrilateral EFGH AB BC O N
=
EF
A B H E
KL LJ
FG HE =
= NO
D C G F BC
K L M

M ATH 6

PARALLEL LINES CUT BY A Additional Practice

TRANSVERSAL (LESSON 98)
PARALLEL LINES CUT BY A TRANSVERSAL
Lines l and m are parallel. Use the image to complete the statements. • Corresponding angles are located in the same position relative to the
t parallel lines. Corresponding angles are congruent.
• Interior angles are located between the parallel lines. Alternate
1 2
3 4
l interior angles are on opposite sides of the transversal.
• Exterior angles are located outside of the parallel lines. Alternate
5 6 exterior angles are on opposite sides of the transversal.
m
7 8
Lines a and b are parallel. Complete the statements.
Name a pair of corresponding angles. ______ and ______ Name a pair of corresponding angles.
a b
______ and ______
Name a pair of alternate interior angles. ______ and ______ 12
34 Name a pair of alternate interior angles.
Name a pair of alternate exterior angles. _____ and _____ 56
______ and ______
78
Name a pair of supplementary angles. ______ and ______
c Name a pair of alternate exterior angles.
_____ and _____
POLYGONS AND POLYHEDRONS
(LESSON 99) Additional Practice
POLYGONS AND POLYHEDRONS
Label the regular polygons or polyhedrons with an R and
A regular polygon is a polygon that has all sides of equal length and
the irregular polygons or polyhedrons with an I.
all angles of equal measure. Polygons that are not regular are called
irregular polygons. A regular polyhedron is a polyhedron that has
congruent regular polygons as faces.

Label the regular polygons with an R and the irregular polygons

with an I.

MEASURES OF CENTRAL TENDENCY Additional Practice

AND BOX PLOTS (LESSONS 112 & 113)
MEASURES OF CENTRAL TENDENCY AND BOX PLOTS
Find the measures of central tendency and create a box plot from the • The mean is the average of the data set. Add the data values and
following data. Round to the nearest tenth if necessary. divide by the number of values in the set.
• The median is the middle value. If there are two middle values, find
13, 13, 14, 15, 17, 17, 18, 18, 18, 18, 20, 21, 23, 24, 25 the average of the two.
• The mode is the value that occurs most often in the set.
Measures of Central Tendency:
1, 1, 1, 2, 3, 5, 5, 5, 6, 8, 10, 11, 13, 13, 15
mean: _____ median: _____ mode: _____
Measures of Central Tendency:
Box Plot:
mean: _____ median: _____ mode: _____
minimum: ______ maximum: ______ range: ______

Q1: ______ Q2: ______ Q3: ______ IQR: ______ Q1 is the median of the first half of the data set.
Q2 is the median of the entire data set.
Q3 is the median of the second half of the data set.
The IQR is the difference between Q1 and Q3.

Box Plot:

minimum: maximum: range: __

13 14 15 16 17 18 19 20 21 22 23 24 25

Q1: Q2: Q3: IQR:

A box plot has a box from Q1 to Q3 with a vertical line in the box
at Q2. Horizontal lines connect the minimum value to Q1 and the
maximum value to Q3.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

REFERENCE CHART

Divisibility Rules Formulas

A number is divisible by . . . 5 if it ends in either 0 or 5.
Area Volume
2 if it is an even number. 6 if it is divisible by both 2
rectangle: A = bh volume of prisms and cylinders:
3 if the sum of the digits is and 3.
V = area of base • height
divisible by 3. 9 if the sum of the digits is square: A = s2
4 if the last two digits of the divisible by 9.
parallelogram: A = bh Temperature
number are divisible by 4. 10 if the number ends in 0. 1
trapezoid: A b1 b2 h temperature conversion formulas:
2
Order of Operations 1 9 5
triangle: A = bh
2
F
=
5
C + 32 C
=
9
( F − 32 )
Step 1: Perform all operations inside parentheses.
Step 2: Evaluate all exponents. Circles and Semicircles
Step 3: Perform all multiplication and division, circumference of a circle: C = 2πr or C = πd
working from left to right.
area of a circle: A = πr2
Step 4: Perform all addition and subtraction,
working from left to right. area of semicircle: A = area of full circle ÷ 2

perimeter of semicircle: P = circumference ÷ 2 + diameter

Fraction Decimal Move the decimal point Percent

9/20
Divide the numerator by
the denominator. 0.45
two places to the right and
write a percent sign. 45% Percent Equation: percent • whole = part
W .
rite ent
an e perc
equiv h
alent f r is t Measures of
merato
Common Conversions
raction w
ith a denominator of 100. The nu
Central Tendency
1
2 = 0.5 = 50%
1
4 = 0.25 = 25% mean
The digits to the right of
Fraction the decimal point are the Decimal Move the decimal point Percent add then divide
two places to the left and 1 3
100
8 5/ = 20
1 7/
numerator; the place value
of the last digit is the 0.85 don’t write a percent sign. 85% 3 = 0.3 = 33.3% 4 = 0.75 = 75% median
denominator.
2
3 = 0.6 = 66.6%
1
5 = 0.2 = 20% in the middle
1 mode
Write the percent over one hundred. 8 = 0.125 = 12.5% most often

REFERENCE CHART
Properties Rules for Adding Rules for
ASSOCIATIVE PROPERTY
Perfect Squares
and Subtracting Multiplying and
Addition and Cubes Two Integers Dividing
a b c a b c x x2 x3 Two Integers
1 1 1 Addition
Multiplication
Same Signs Different Signs Multiplication & Division
ab c a bc 2 4 8
Same Signs Different Signs
3 9 27 Add the Subtract the
numbers and numbers. Answer is Answer is
COMMUTATIVE PROPERTY 4 16 64
Addition keep the sign. Use the sign positive. negative.
5 25 125
5 +2 = 7 of the greater 5 • 2 = 10 3 • (–6) = –18
abba 6 36 216 absolute value.
Multiplication 7 49 343
–5 + (–2) = –7 (–5) • (–2) = 10 (–3) • 6 = –18
–2 + 6 = 4
8 64 512
ab = ba 2 + (–6) = –4 12 ÷ 4 = 3 8 ÷ (–2) = –4
9 81 729
(–12) ÷ (–4) = 3 (–8) ÷ 2 = –4
DISTRIBUTIVE PROPERTY 10 100 1,000
Addition Subtraction
11 121
a b c ab ac Add the opposite.
12 144 Follow the addition rules.
Subtraction 13 169 7 – (–4) = 7 + 4 = 11
a b c ab ac 14 196
–3 – 8 = –3 + (–8) = –11
15 225
IDENTITY PROPERTY
Addition CONVERSIONS
a+0=a
Weight Length Capacity
Multiplication 1 lb = 16 oz 1 ft = 12 in 1 Tbsp = 3 tsp
a•1=a 1 tn = 2,000 lb 1 yd = 3 ft = 36 in 1 c = 16 Tbsp
1 mi = 1,760 yd = 5,280 ft = 63,360 in 1 c = 8 fl oz
INVERSE PROPERTY 1 pt = 2 c
Addition Metric Prefixes 1 qt = 2 pt
a + ( − a ) =0 1 gal = 4 qt
kilo- hecto- deka- base unit deci- centi- milli-
Multiplication 1 1 1
1,000 100 10 1
1 10 100 1, 000
a• = 1
a gram (mass), meter (length), liter (capacity)

Course Book 2
72°

COURSE BOOK

SKU 585.2
rate: 3.5 mph

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Math 6 Book 2 1.0

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Math 6 Book 2 1.0

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2

© 2022 Jenny Phillips | goodandbeautiful.com

Unit 3........................................................................................................................ 1 Unit 4.................................................................................................................... 123

New Concepts Taught Concepts Reviewed

2. Find each percent.

What is 50% of 20? What is 50% of 60?

positive • negative = negative

Solving Equations with Square Roots

When the square root of a variable is alone on one side of an

4(4)(4) (–4) –4(–4)(–4) –64

–125 –6 –100 196

An icosikaihenagon is a shape with _____ sides!

142 81 2. Find each percent.

When a cubed variable equals any number, find the solution by

The cube root of a negative number is _______________. x 3 = 27 x3 = 125 x3 = 343

x2 = 196 x = –14 yes no

5. Find the solution to each equation with a cubed variable on one

x3 = –343 x3 = –125 180

5. Add or subtract the fractions. Lesson 9

ATINXG & FINDI

Complete the problems below.

_____ < _____ < _____

2. Find each percent.

109 is a decimal number between _____ and _____.

______ 109 ______ ______ 200 ______

______ 11 ______ ______ 48 ______

129 is between ____ and ____. 8 is between ____ and ____.

3. Evaluate each expression. Lessons 19 & 20

FINDING TAX Video Lesson

Mental Math Checkup

2. Find each percent.

What is 20% of 80? What is 20% of 40?

$5.00 + $0.15 = $5.15 The total cost is $5.15.

The tax is $0.15. The tax is $0.42. If the digit to the

18% = _______ 30% = _______ 95% = _______

$19.4571 _______ $3.99602 _______ $62.8435 _______

amount of tax rounded to the nearest cent:

$4.80 15% price: $15.81

equation for the total cost:

tax rate: 9 % This is a(n) ____________

2. Find the two whole numbers each square root is between.

38.2 – 5.97 = ______

73.94 – 5 = ______ ________ sale price: ________ total cost: ________

Mental Math Checkup

2. Find each percent.

What is 10% of 145? What is 10% of 12?

Finding the Sale Price

$24 30% sale price: $11.60

percent discount: 35%

Sale Price $9.30 percent discount: 60%

amount of discount: _________

sale price: _________

interest earned interest earned

2. Find each percent.

What is 25% of 8? What is 25% of 16?

principal: $30 ________________ amount of interest: ___________

principal: $6,002 ______________ amount of interest: ___________

3 principal: $20,100 _____________ amount of interest: ___________

amount of interest after one year: ___________

amount of interest after five years: ___________

amount of interest after 10 years: ___________

total amount of money after 10 years: ___________

4. Fill in the table below using simple interest.

ACROSS DOWN Principal $2,000 $400 $5,000

principal amount: $2,000 compound interest rate: 5%

total amount after two years:

4. Find the area and perimeter of the irregular figure. Lesson 21

total amount after four years:

Look at the table from Problem 4. Which amount is greater . . . P = _____________

2. Find each percent.

What is 1% of 16? What is 1% of 80?

milligram _______ centigram _______ decigram _______ 48 oz to pounds 1 lb 20 mg to centigrams

grams & kilograms

hectograms & decigrams

dekagrams & kilograms

_____________ g ______ g original price: $33.50 amount of discount: _________

___ < _ < ___

109 is a decimal number between _ and _.

109 200

11 48

129 is between and . 8 is between and .

18% = ___ 30% = _ 95% = _____

$19.4571 ___ $3.99602 _ $62.8435 _____

73.94 – 5 = sale price: total cost: __

principal: $30 ______ amount of interest: _

principal: $6,002 ____ amount of interest: _

3 principal: $20,100 ___ amount of interest: _

milligram ___ centigram _ decigram _____ 48 oz to pounds 1 lb 20 mg to centigrams

___ g g original price: $33.50 amount of discount: _

8 lb 18 oz = ___ lb _ oz 4 lb 32 oz = _ lb ___ oz 3. Complete each problem. Lesson 31

1. What is 15% of 35?

99f + 77 GCF: ( + )

500h + 200 GCF: ( + )

prime factorization of 15: •

prime factorization of 20: • •

. 6 7 5 2 6 1 7 0 . 8 _ 18.12 _ 77

5 1 3 0 . 3 2 4 0 2 2 _ 18.0078 _ 77.9

_ 180.01 _ 77.01