Math Mammoth Grade 7-B

Answer Key

By Maria Miller
Copyright 2015 Maria Miller.

EDITION 8/2015

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 Math Mammoth Grade 7-B Answer Key
Contents
Work- Answer Work- Answer
text key text key
page page page page
Chapter 6: Ratios & Proportions Chapter 8: Geometry, cont.
Ratios and Rates ........................................... 12 4 Proving the Formula for the Area
Solving Problems Using Equivalent Rates ... 15 5 of a Circle .................................................. 148 62
Solving Proportions: Cross Multiplying ....... 17 6 Area and Perimeter Problems .................... 150 62
Why Cross-Multiplying Works .................... 23 9 Surface Area .............................................. 155 64
Unit Rates .................................................... 24 9 Conversions Between Customary Units
Proportional Relationships ........................... 29 12 of Area ....................................................... 159 66
Graphing Proportional Conversions Between Metric Units
Relationships–More Practice ....................... 35 15 of Area ....................................................... 162 67
More on Proportions .................................... 37 16 Slicing Three-Dimensional Shapes ........... 165 68
Scaling Figures ............................................ 41 18 Volume of Prisms and Cylinders .............. 172 70
Floor Plans ................................................... 47 20 Chapter 8 Mixed Review ........................... 176 71
Maps ........................................................... 51 22 Chapter 8 Review ...................................... 179 73
Significant Digits ......................................... 57 24
Chapter 6 Mixed Review ............................. 59 25 Chapter 9: Pythagorean Theorem
Chapter 6 Review ........................................ 62 26
Square Roots .............................................. 190 76
Chapter 7: Percent Equations That Involve Taking a
Square Root ................................................ 194 77
Review: Percent ........................................... 72 30 The Pythagorean Theorem ......................... 199 80
Solving Basic Percentage Problems ............ 75 31 The Pythagorean Theorem: Applications .. 204 81
Percent Equations ........................................ 78 32 A Proof of the Pythagorean Theorem ........ 211 85
Circle Graphs ............................................... 83 35 Chapter 9 Mixed Review ........................... 212 85
Percentage of Change .................................. 85 36 Chapter 9 Review ....................................... 215 87
Percentage of Change: Applications ........... 88 37
Comparing Values Using Percentages ........ 92 38 Chapter 10: Probability
Simple Interest ............................................. 96 39
Chapter 7 Mixed Review ............................. 102 41 Probability ................................................. 223 89
Chapter 7 Review ........................................ 105 42 Probability Problems from Statistics ......... 226 90
Experimental Probability ........................... 228 90
Chapter 8: Geometry Counting the Possibilities .......................... 231 91
Using Simulations to Find Probabilities .... 237 95
Angle Relationships .................................... 114 44 Probability of Compound Events ............... 243 100
Angles in a Triangle .................................... 119 46 Chapter 10 Mixed Review ......................... 247 101
Basic Geometric Constructions .................. 124 48 Chapter 10 Review ..................................... 250 103
More Constructions .................................... 130 51
Drawing Problems ...................................... 135 55 Chapter 11: Statistics
Circumference of a Circle ........................... 142 60
Area of a Circle ........................................... 145 61 Review of Data Analysis ............................ 256 104
Random Sampling ...................................... 261 105
Using Random Sampling ........................... 265 106
Comparing Two Populations ...................... 272 109
Comparing Two Samples ........................... 280 111
Chapter 11 Mixed Review ......................... 286 113
Chapter 11 Review ..................................... 290 116

3
Chapter 6: Proportions

Ratios and Rates, p. 12

1. The ratio of triangles to diamonds is 8:10 = 4:5.
In this picture, there are 4 triangles to every 5 diamonds.
2. a. b. The ratio of circles to pentagons is 2:7.

3. a. b. The ratio of diamonds to triangles is 9:15 or 3:5.

4.
5 25
a. 5 to 45 = 1 to 9 b. 3:20 = 9:60 c. 280:420 = 2:3 d. =
13 65

5.
a. 5 kg and 800 g b. 600 cm and 2.4 m
5 kg 5,000 g 5000 25 600 cm 600 cm 600 5
= = = = = =
800 g 800 g 800 4 2.4 m 240 cm 240 2
c. 1 gallon and 3 quarts d. 3 ft 4 in and 1 ft 4 in
1 gal 4 qt 4 3 ft 4 in 40 in 40 5
= = = = =
3 qt 3 qt 3 1 ft 4 in 16 in 16 2

6.
a. 5.6 km and 3.2 km b. 0.02 m and 0.5 m
5.6 km 5600 m 56 7 0.02 m 2 cm 2 1
= = = = 7:4 = = = = 1:25
3.2 km 3200 m 32 4 0.5 m 50 cm 50 25
c. 1.25 m and 0.5 m d. 1/2 L and 7 1/2 L
1.25 m 125 m 125 5 1/2 L 1L 1
= = = = 5:2 = = = 1:15
0.5 m 50 m 50 2 7 1/2 L 15 L 15
e. 1/2 mi and 3 1/2 mi f. 2/3 km and 1 km
1/2 mi 1 mi 1 2/3 km 2 km 2
= = = 1:7 = = = 2:3
3 1/2 mi 7 mi 7 1 km 3 km 3

7. a. Jeff swims at a constant speed of 1,200 ft : 15 minutes, 1,200 ft per 15 min, or 1,200 ft / 15 min.
The simplified rate is 80 ft : 1 min or 80 ft per minute.
b. The car can travel 54 mi : 3 gal, 54 mi per 3 gal, or 54 mi / 3 gal.
The simplified rate is 18 mi : 1 gal or 18 miles per gallon.
8.

1/2 cm 1 cm 1/4 cm $88.40 $22.10 $110.50

a. = = b. = =
30 min 1 hr 15 min 8 hr 2 hr 10 hr

4
Ratios and Rates, cont.
9.
280 km 140 km 40 km 2.5 in 25 in 5 in
a. = = b. = =
7 hr 3.5 hr 1 hr 1.5 min 15 min 3 min

10.

Distance (km) 12 36 48 60 72 108 120

Time (min) 10 30 40 50 60 90 100

11. Always look for the easy way to solve these rate problems. Here, you are given a rate of 8 pairs of socks for $20.
Half of 8 is 4, and half of $20 is $10. Figuring half again gives 2 for $5. Half of that is 1 for $2.50.
With those rates, you can easily calculate the rest. Since 6 = 4 + 2, the rate for 6 is $10 + $5 = $15.
Since 7 = 6 + 1, the rate for 7 is $15 + $2.50 = $17.50. Since 9 = 8 + 1, the rate for 9 is $20 + $2.50 = $22.50.
And since 10 = 8 + 2, the rate for 10 is just $20 + $5 = $25.

Cost ($) $2.50 $5 $10 $15 $17.50 $20 $22.50 $25

Pairs of socks 1 2 4 6 7 8 9 10

Solving Problems Using Equivalent Rates, p. 15

1.
a. Distance 15 km 5 km 1.25 km 3.75 km b. Pay $6 $2 $8 $14
Time 3 hr 1 hr 15 min 45 min Time 45 min 15 min 1 hr 1 hr 45 min

3 in 0.75 in 4.5 in 7.5 in 115 words 57.5 172.5

2. a. = = = b. = =
8 ft 2 ft 12 ft 20 ft 2 min 1 min 3 min

8 miles 4 miles 36 miles

3. Jake will take 63 minutes to ride 36 miles. = =
14 minutes 7 minutes 63 minutes

4. Larry will have to work 46 2/3 hours or 46 hours 40 minutes to earn $600.
You can first divide both terms of the rate $90 : 7 hr by three to get $30 : 7/3 hr. Double those to get $60 : (4 ⅔ hr).
Then multiply the terms of that rate by ten to get $600 : (40 hr + 20/3 hr) = $600 : 46 ⅔ hr.
Earnings $30 $60 $90 $600
Work Hours 7/3 hr 4 2/3 hr 7 hr 46 ⅔ hr

5. The rate 45 mi : 2 gal is equal to 15 mi : 2/3 gal. Now, multiply the terms of that rate by four to get 60 mi : 8/3 gal.
So the car would use 2 ⅔ gallons of gasoline for a 60-mile trip.

80 miles 80/3 miles 560/3 miles 186 ⅔ miles

6. a. = = = . The train can go 186 ⅔ miles in 140 minutes.
60 min 20 min 140 min 140 min
b. No, because 50 miles in 40 minutes is equal to 25 miles in 20 minutes, we get 75 miles in 60 minutes, which is
less than the 80 miles in 60 minutes above.
7. No, 30 pencils for $4.50 is equal to the rate of 50 pencils for $7.50. Price $4.50 $1.50 $7.50
8. a. 640:1,000 = 16:25 Pencils 30 10 50

b. You can multiply both terms in the rate 16:25 by five to get 80:125.
So we would expect 80 people in a group of 125 people would like blue the best.

5
Solving Proportions: Cross Multiplying, p. 17
1.

15 67 7 38
a. = First cross-multiply. b. = First cross-multiply.
32 M 146 S
This is the equation you This is the equation you
15M = 32 · 67 7S = 146 · 38
get after cross-multiplying. get after cross-multiplying.
In this step, calculate what In this step, calculate what
15M = 2,144 7S = 5,548
is on the right side. is on the right side.

15M 2144 In this step, divide 7S 5548 In this step, divide

= both sides of the = both sides of the
15 15 equation by 15 . 7 7 equation by 7 .
M ≈ 142.9 This is the final answer. S ≈ 792.6 This is the final answer.

2.

1.2 G 4.3 10
a. = First cross-multiply. b. = First cross-multiply.
4.5 7.0 C 17
1.2 · 7 = 4.5G (You may want to 4.3 · 17 = 10C (You may want to
flip the sides so the flip the sides so the
4.5G = 1.2 · 7 variable is on the left.) 10C = 4.3 · 17 variable is on the left.)
Calculate what is Calculate what is
4.5G = 8.4 10C = 73.1
on the right side. on the right side.

4.5G 8.4 In this step, divide 10C 73.1 In this step, divide
= both sides of the = both sides of the
4.5 4.5 equation by 4.5 . 10 10 equation by 10 .
G ≈ 1.9 This is the final answer. C ≈ 7.3 This is the final answer.

3.

T 15 17 2
a. = b. =
25 3 214 M

3T = 25 · 15 17M = 214 · 2

3T = 375 17M = 428

3T 375 17M 428

= =
3 3 17 17
T = 125 M ≈ 25.18

6
Solving Proportions: Cross Multiplying, cont.
4.

a. Let P be the amount of paint she needs to paint 240 m2. b. Let M be the distance the car goes on 7.9 gallons of gasoline.

P 85 L M 56.0 mi
= =
240 m2 700 m2 7.9 gal 3.2 gal

700 m2 · P = 85 L · 240 m2 3.2 gal · M = 7.9 gal · 56.0 mi

700 m2 · P = 20,400 L · m2 3.2 gal · M = 442.4 gal · mi

20,400 L · m2 3.2 gal · M 442.4 gal · mi

700 m2 · P =
= 3.2 gal 3.2 gal
700 m2 700 m2
M ≈ 138 mi
P ≈ 29 L
The car can travel about 138 miles on 7.9 gallons.
So May needs about 29 liters of paint.
Since 7.9 gal is more than twice but less than three times
Since 700 m2 is a little less than three times 240 m2, 3.2 gal, and 138 miles is more than twice but less than three
and 85 liters is a little less than three times 29 liters, times 56.0 miles, the answer is reasonable.
the answer is reasonable.

5. Either way gives the correct answer of x ≈ 32 gallons. Notice that Noah’s proportion is just Jack’s upside down.

A car travels 154 miles on 5.5 gallons of gasoline. How many gallons would it need to travel 900 miles?

Jack’s proportion: Noah’s proportion:

154 mi 900 mi 5.5 gal x

= =
5.5 gal x 154 mi 900 mi

154 mi · x = 900 mi · 5.5 gal 5.5 gal · 900 mi = 154 mi · x

154 mi · x = 4,950 mi · gal 154 mi · x = 4,950 mi · gal

154 mi · x 4,950 mi · gal 154 mi · x 4,950 mi · gal

= =
154 mi 154 mi 154 mi 154 mi
P ≈ 32 gal P ≈ 32 gal

6. (b) is set up correctly.

23 m x
b. =
3s 7s

23 m · 7 s = 3 s · x

3 s · x = 161 m · s

3s·x 161 m · s
=
3s 3s
x = 53 2/3 m ≈ 54 m

7
Solving Proportions: Cross Multiplying, cont.
7. Seventeen kilograms of dog food costs $43.35. Since 20 kg of dog food costs $51, we would expect 17 kg to cost
less than $51 but reasonably close to it, around $40 or more. So our answer is reasonable.
Jane’s proportion is not set up correctly because on the left side kilograms are on the top (in the numerator), but on
the right side they are on the bottom (in the denominator). She’d end up with x in units of kg2 / $, which is nonsense.

Jane’s proportion: The corrected proportion:

20 kg x $51 x
= =
$51 17 kg 20 kg 17 kg

$51 · 17 kg = 20 kg · x

20 kg · x = $867 · 1 kg

20 kg · x $867 · 1 kg
=
20 kg 20 kg

x = $43.35

8.
a. You need 3.6 pounds of fertilizer. The lawn b. Six liters of paint would cover about 49 m2.
is 30 ft × 24 ft = 720 ft2, so the proportion is:

5 lb x 700 m2 x
= =
1000 ft2 720 ft2 85 L 6L

5 lb · 720 ft2 = 1000 ft2 · x 700 m2 · 6 L = 85 L · x

1000 ft2 · x = 3600 lb · ft2 85 L · x = 4,200 m2 · L

1000 ft2 · x 3600 lb · ft2 85 L · x 4200 m2 · L

= =
1000 ft2 1000 ft2 85 L 85 L

x = 3.6 lb x ≈ 49.4 m2

8
Why Cross-Multiplying Works, p. 23
1.

8 37 8 37
a. = b. = Multiply both sides by K.
1.15 K 1.15 K
8 37
8K = 37 · 1.15 ·K = ·K The K’s cancel on the right side.
1.15 K

8K = 42.55 8
· K = 37 Multiply both sides by 1.15.
1.15
8K 42.55 8
= · K · 1.15 = 37 · 1.15 Simplify.
8 8 1.15
K = 5.31875 8K = 42.55 Divide both sides by 8.

8K 42.55
=
8 8

K = 5.31875

Unit Rates, p. 24
1. a. $125 for 5 packages = $25 per package
b. $6 for 30 envelopes = $0.20 per envelope
c. $1.37 for 1/2 hour = $2.74 per hour
d. 2 1/2 inches per 4 minutes = 5/2 inches per 4 minutes = 5/8 inch per minute

e. 24 m2 per 3/4 gallon = 24 ÷ (3/4) = 24 · (4/3) = 32 m2 per gallon

1
2
2. miles per hour = (1/2) ÷ (1/4) mph = (1/2) · 4 mph = 2 mph
1
4

3.
5 1/2 yd 11/2 yd
a. = = (11/2) · (1/3) yd/skirt = 11/6 yd/skirt = 1 5/6 yd/skirt
3 skirts 3 skirts
She uses 1 5/6 yards of material per skirt.
2 3/4 servings 11/4 servings
b. = = 11/4 · (1/30) servings per gram = 11/120 servings per gram
30 g 30 g
One gram of powder gives you 11/120 serving of vegetables.
11/4 mi
c. = 11/4 · (6/5) mph = 66/20 mph = 33/10 mph = 3 3/10 mph
5/6 h
Marsha walked at a speed of 3 3/10 or 3.3 miles per hour.

9
Unit Rates, cont.
3.
1 1/2 vases 3/2 vases
d. = = 3/2 · (2/5) vases per hour = 3/5 vase per hour - or -
2 1/2 hours 5/2 h

2 1/2 hours 5/2 h

= = 5/2 · (2/3) hours per vase = 5/3 hours per vase
1 1/2 vases 3/2 vases
Linda makes 3/5 of a vase per hour and takes 5/3 hour per vase.
5,400 people
e. = 5,400 · (8/3) people per km2 = 14,400 people per km2
3/8 km2
There are 14,400 people in one square kilometer.
$8.70
f. = $8.70 · (8/5) per lb = $13.92 per lb
5/8 lb
The nuts cost $13.92 per pound.
3/8 game
g. = 3/8 · (12/7) games per hour = 36/56 games per hour = 9/14 games per hour - or -
7/12 h

7/12 h
= 7/12 · (8/3) hours per game = 56/36 hours per game = 14/9 hours per game = 1 5/9 hours per game
3/8 game
He plays 9/14 of a game per hour, and he takes 1 5/9 hours or 1 hour 33 minutes to finish one game.

4. a. d = 50t
b.

c. It means that at the time of 3 hours the truck has traveled 150 kilometers.

10
Unit Rates, cont.
5. a. d = (1/3)t
b. The unit rate is (1/3 m)/(1 s), which can also be written as 1/3 m/s.
c. e. f.

d. The point (0, 0) means that at the time 0 seconds, the duck has traveled 0 meters. That point is the starting point.
6. a. - b. See the image above.
c. The line for the adult ducks rises quicker or is steeper than the line for the babies.
d. At t = 5s, the adult ducks have walked 5/2 meters and the babies have walked 5/3 meters.
The difference is 5/2 m − 5/3 m = (15/6 − 10/6) = 5/6 m.
e. It will take 15 s for the baby ducks to walk 5 meters and 10 s for the adult ducks so the babies
will take 5 s longer than the adults to walk 5 meters.
7. a. To calculate the rate of doctors per 10,000 people, we need to find how many groups of 10,000 people there are
in the whole population: 7,365,000 ÷ 10,000 = 736.5. So if we put 736.5 (groups of 10,000 people) as the second
term of the rate and convert it to a unit rate, we will find how many doctors there are per one group of 10,000
people. There are 27,700 / 736.5 ≈ 37.6 doctors per 10,000 people.
b. Since 350,000 people is 35 groups of 10,000, and since there is an average of 12.1 doctors per 10,000 people,
we would expect to find 35 · 12.1 = 423.5 physicians in an area with 350,000 residents.
c. The rate is 1.2 physicians per 1,000 people.
8. a. Jane: 38 beats in 15 seconds = 152 beats in 60 seconds = 38/15 beats per second (about 2.53 beats per second)
Stacy: 52 beats in 20 seconds = 156 times in 60 seconds = 13/5 beats per second (2.6 beats per second)
So Stacy’s heart rate is faster by 4 heartbeats per minute.
b. Let H be the number of heartbeats and t time in seconds. For Jane, the equation is H = (38/15)t
and the unit rate is 38/15 beats per second.
c. For Stacy, the equation is H = (13/5)t and the unit rate is 13/5 beats per second.

11
Proportional Relationships, p. 29
1. a. y = 3x b. y = x + 2
Yes, the variables are in direct variation. No, the variables are not in direct variation.

y −9 −6 −3 0 3 6 9 12 y −1 0 1 2 3 4 5 6
x −3 −2 −1 0 1 2 3 4 x −3 −2 −1 0 1 2 3 4

c. y = (1/2)x − 1 d. y = −x
No, the variables are not in direct variation. Yes, the variables are in direct variation.

y −2.5 −2 −1.5 −1 −0.5 0 0.5 1 y 3 2 1 0 −1 −2 −3 −4

x −3 −2 −1 0 1 2 3 4 x −3 −2 −1 0 1 2 3 4

e. C = 2.4n f. h = 1/k
Yes, the variables are in direct variation. No, the variables are not in direct variation.

C 0 2.4 4.8 7.2 9.6 12 14.4 16.8 h 1 1/2 1/3 1/4 1/5 1/6 1/7 1/8
n 0 1 2 3 4 5 6 7 k 1 2 3 4 5 6 7 8

2. a. y = x + 1 No.

x −3 −2 −1 0 1 2 3 4
y −2 −1 0 1 2 3 4 5

b. y = 2x Yes.

x −3 −2 −1 0 1 2 3 4
y −6 −4 −2 0 2 4 6 8

c. y = 2x − 1 No.

x −3 −2 −1 0 1 2 3 4
y −7 −5 −3 −1 1 3 5 7

d. y = (1/2)x Yes.

x −3 −2 −1 0 1 2 3 4
y −1.5 −1 −0.5 0 0.5 1 1.5 2

e. y = −2x Yes.

x −3 −2 −1 0 1 2 3 4
y 6 4 2 0 −2 −4 −6 −8

f. y = −2x + 1 No.

x −3 −2 −1 0 1 2 3 4
y 7 5 3 1 −1 −3 −5 −7

12
Proportional Relationships, cont.
3. Please check the student’s answers.
If the variables are in direct variation, the equation is of the form y = mx, and if they are not in direct variation,
the equation is of the form y = mx + c.
If the variables are in direct variation, the plot shows a line going through the origin, and otherwise not.
4. a. See the graph at the right.
b. The unit rate is 3:1.
c. See the graph at the right.

5. a. See the graph at the right.

b. The unit rate is 0.5:1.
c. See the graph at the right.

6. a. x −3 −2 −1 0 1 2 3 4
y −5 −4 −3 −2 −1 0 1 2
In proportion or not? No.

b. x −3 −2 −1 0 1 2 3 4
y −12 −8 −4 0 4 8 12 16
In proportion or not? Yes
Unit rate: 4:1
Equation: y = 4x

c. x −3 −2 −1 0 1 2 3 4
y −1 −2/3 −1/3 0 1/3 2/3 1 4/3
In proportion or not? Yes
Unit rate: 1/3:1
Equation: y = (1/3)x

d. x −3 −2 −1 0 1 2 3 4
y 2 5/3 4/3 1 2/3 1/3 0 −1/3
In proportion or not? No.

13
Proportional Relationships, cont.
7. a. (1) Unit Rate: 15 m per second (or (15 m)/(1 s) or 15 m/s).
(2) See the graph on the right.
(3) Equation: d = 15t
b. (1) Unit rate: 10/3 m per second = 3 1/3 m per second (or 10/3 m/s).
(2) See the graph on the right.
(3) Equation: d = (10/3)t

8. a. Equation: V = (1/10)A
b. Equation: V = (1/15)A
c. These could represent two different paints. The graphs would
show how much paint is needed to cover a certain area.

9. a. d = 45t
b. See the graph on the right.
c. The point is (1, 45). See the graph on the right.
10. a. The quantities are NOT in direct proportion.
The relation doesn’t include the point (0,0).
11. a. These two quantities are in proportion.
b. Since three workers can plant 60 trees on
average, one worker can plant 20. This gives
us the unit rate, 20 trees per worker (in one
day). Let w be the number workers and T be
the number of trees they can plant (in one
day). The equation is T = 20w. The constant
of proportionality is 20.
12. a. The quantities are NOT in direct proportion. When one goes up, the other comes down.
b. Interestingly, this data is in what is called an inverse proportion between the time (t) and number of workers (N).
It takes 10 hours of work to paint the house. When there is only one worker, he takes the full 10 hours to finish.
When there are two workers, each takes 5 hours, and together they finish the ten-hour job. When there are
three workers, each does 3.3 hours of the ten-hour job, and so on. The equation is t = 10/N, which is NOT in
the form y = mx.

14
Proportional Relationships, cont.
13.a. The two quantities, the cost C and the calling time t, are not in proportion because, for one reason, the point (0, 0)
is not included in the graph. Also, the graph is not a straight line through origin but consists of two different lines:
one horizontal and one rising.
b. The coordinates of the marked point are (7, 35).
c. That means it costs $35 for seven hours of calling time.

Graphing Proportional Relationships–More Practice, p. 35

1. a. The unit rate is 400/7 ≈ 57 ml per month.
b. S = (400/7)t.
(We’d normally write the equation using as S = (400/7)t because 400/7 is exact. Writing S ≈ 57t, S ≈ 57.1t,
S ≈ 57.14t, or S ≈ 57.143t is only approximate.)
c. - e. See the graph on the right.
f. We can use the equation S = (400/7)t to find out how long
it takes her to use 250 ml of shampoo. Simply set S to be
250 and solve the equation:

250 = (400/7)t

(400/7)t = 250

400t = 250 · 7

1,750
t =
400
t = 4.375

It would take her about 4 months 11 days to use

250 ml of shampoo.

2. a. Earning $100 in 8 hours means earning $12.50 in one

hour, so our equation is P = $12.50t
b. See the graph on the right. The point is (20, 250).
c. See the graph on the right. The point for the unit rate
is (1, 12.5).

15
Graphing Proportional Relationships–More Practice, cont.
3. a. m = 28g
b. See the graph at the right.
c. Point (3.6, 100). See the graph at the right.
d. Point (10, 280). See the graph at the right.
e. Point (1, 28). See the graph at the right.
f. It means when the car has gone zero miles it has used
zero gallons of gas, or that with zero gallons of gas,
the car can travel zero miles.
g. The car can travel 2,800 miles on 100 gallons of gasoline.
h. The car can travel 933 1/3 miles on $100 of gasoline.
At $3 a gallon, $100 buys 33 1/3 gallons, so the mileage
is m = (28 miles/gallon) ∙ (33 1/3 gallons) = 933 1/3 miles.
i. To travel 700 miles, the car uses 700/28 = 25 gallons of
gasoline, which would cost $75.

More on Proportions, p. 37
1. Five books would weigh 7.6 pounds. Some example solutions:

Solution with a proportion: Solution with a unit rate:

27.4 lb x If 18 books weigh 27.4 lb, then one book weighs
= 27.4 ÷ 18 = 1.52 lb.
18 books 5 books
And five books weigh:
27.4 · 5 = 18x
5 · 1.52 = 7.61 lb ≈ 7.6 lb.
18x = 137
Solution in a diagram form:
137
x = ÷ 18 18 books 27.4 lb ÷ 18
18 1 book 1.52 lb
·5 5 books 7.61 lb ·5
x ≈ 7.6

2. Solutions may vary. Check the student’s work. Here are some examples:

Solution with a proportion: Solution by logical reasoning:

$45 x
= The perimeter of the plot is what gets fenced, and the perimeter is
8m 70 m
15 m + 20 m + 15 m + 20 m = 70 m. Since 70 ÷ 8 = 8.75, you’ll need to purchase
$45 · 70 m = x · 8 m eight complete rolls and part of a ninth. The eight complete rolls give you
8 · 8 m = 64 m and cost 8 · $45 = $360. You still need 70 m − 64 m = 6 m. That will
8x m = 3160 $ · m
cost (6 m / 8 m) · $45 = $33.75. So the total cost is $360 + $33.75 = $393.75.
8x m 3160 $ · m
= Solution with a unit rate:
8m 8m
The price per meter is $45 ÷ 8 = $5.625. The total price is then
x = $393.75 70 m · $5.625/m = $393.75.

16
More on Proportions, cont.
3. Solutions may vary. Check the student’s work. Here are some examples:
(1) Solution using a proportion: (2) Solution using a unit rate:
s 15 km The speed of 15 km in 37 minutes means (15/37) km
=
60 min 37 min per minute. In one hour, the boy can then ride
60 · (15/37) km = 24.324 km ≈ 24.3 km.
37 min · s = 60 min · 15 km

37 min · s = 900 min · km

900 min · km
s =
37 min

s ≈ 24.3 km

4. The pasta sauce that costs $3.95 for 450 g costs more per gram.

(1) Solution using a proportion: (2) Solution using unit rates:

If the rates are equal, they are in proportion, and Let’s figure in kilograms instead of grams, so our unit rates are bigger
cross-multiplying will produce a true equation. numbers.
$3.95 $4.55 The first unit rate is $3.95/0.450 kg = $8.78/kg.
450 g 560 g The second is $4.55/0.560 kg = $8.12/kg.
The unit rates are different, so the original rates are, too. Other things
$3.95 · 560 g $4.55 · 450 g being equal, the sauce in the 560g container is a better value for money.
You can also calculate the unit rate in grams. However, you will get such
2,212 · g ≠ 2,548 · g small numbers that unit rates in kilograms are preferable.
We didn’t get a true equation, so the rates are The first unit rate is $3.95/450 g = 0.0087 g.
not equal.
The second is $4.55/560 g = 0.008125 g.

5. Yes, the rates are equal.

(1) Solution using a proportion: (2) Solution using the unit rates:
If the rates are equal, they are in proportion, and The first unit rate is 50 mi/2.2 gal = 22.72 gal.
cross-multiplying will produce a true equation. The second is 125 mi/5.5 gal = 22.72 gal.
50 mi 125 mi The unit rates are equal, so the original rates are equal.
2.2 gal 5.5 gal

50 mi · 5.5 gal 125 mi · 2.2 gal (3) Solution using logical reasoning:

275 mi · gal = 275 mi · gal 125 mi is 2 ½ times 50 mi, and 5.5 is 2 ½ times 2.2.
So the ratios are the same.
We got a true equation, so the rates are equal.

17
More on Proportions, cont.
6. Answers will vary. Check the student’s work. Possibly something like:
a. Word problem: b. Word problem:
“Jared measured his typing speed for a certain passage that “Lola can buy cardamom spice for $5.59 for 80 grams. At
had 60 words. It took him 97 seconds. Typing at the same that same rate, how much cardamom can she get for
speed, how long would Jared take to type a novella of 10,000 $100.00?”
words?”

a. Proportion: b. Proportion:
60 words 10,000 words $5.59 $100
= =
97 sec x 80 g x

60 words · x = 970,000 words · sec $5.59 · x = 80 g · $100

970,000 words · sec 80 g · $100

x = x =
60 words $5.59

x = 16,166.6 sec x ≈ 1,430 g

It would take him about 16,167 seconds, which is about She can get about 1,430 grams of cardamom.
4 hours 29 minutes. Since 97 is a little over 1 ½ times 60, Since $100 is somewhat less than 20 times $5.59, we expect
and 16,167 is a little over 1 ½ times 10,000, that answer is the answer to be somewhat less than 20 times 80 g. Since 20
reasonable. times 80 g is 1,600 g, we expect an answer less than 1,600 g,
so 1430 g is reasonable.

7. The cost to run the air conditioner for one hour is $3.60/24 = $0.15.
The cost to run it 14 hours a day for one week is then 7 · 14 · $0.15 = $14.70.
8. If ten books weigh 27 lb, then one book weighs 2.7 lb. So the man can carry 90 lb / 2.7 lb = 33.3 books. Since he
doesn’t carry partial books, we need to round down and say he can carry 33 books.
9. The area of lawn he needs to fertilize is 300 ft · 1,200 ft = 360,000 ft2. So he needs to apply 360 lb of nitrogen
(1 lb per 1,000 ft2). Although each bag of fertilizer weighs 10 lb, only 25%, or 2.5 lbs, of that is nitrogen. So he
needs to buy 360 lb ÷ 2.5 lb/bag = 144 bags of fertilizer.
Puzzle corner:
Yes, it can. The proportion can be written in the form of y = mx using the value 3/2 for m: y = (3/2)x. Notice that the proportion
given is x/y = 2/3. This means that y/x = 3/2, from which we can easily solve for y to be y = (3/2)x.

Scaling Figures, p. 41
3 2.4 cm
1. a. Example solution (proportion): =
5 x

3x = 5 · 2.4 cm

12 cm
x = = 4 cm
3
b. Example solution: x = 238 cm/7 · 3 = 102 cm
2. The scale ratio 3:4 means that the sides of the smaller triangle are 3/4 the length of the sides of the larger triangle.
So we can just multiply each side of the larger triangle by ¾ to get the lengths of the sides of the smaller triangle:
¾ · (4.8 cm) = 3.6 cm,
¾ · (6.0 cm) = 4.5 cm, and
¾ · (3.6 cm) = 2.7 cm.

18
Scaling Figures, cont.
3. Answers will vary, but the corresponding angles of the two triangles must be equal,
and the sides of the larger triangle must be 5/2 = 2.5 times longer than the sides of
the smaller one. Please check the student’s work.
4. a.

Length Width Aspect Ratio

Rectangle 1 1 cm 3 cm 1:3
Rectangle 2 1.5 cm 4.5 cm 1:3
Rectangle 3 2 cm 6 cm 1:3
Rectangle 4 2.5 cm 7.5 cm 1:3

b. The aspect ratio for all four triangles is the same, 1:3.
5. a. x / 24 cm = 72 cm / 54 cm; x = 32 cm.
b. x / 16 m = 43 m / 20 m; x = 34.4 m.
6. a. Scale factor = after / before = 14 cm / 6 cm = 7/3 ≈ 2.33.
b. Scale ratio = after : before = 14 cm : 6 cm = 7:3.
7. a. Scale ratio = after : before = 15 ft : 20 ft = 36 ft : 48 ft = 3 : 4
b. Scale factor = after / before = 15 ft / 20 ft = 36 ft / 48 ft = ¾ = 0.75

8. If the area of the original square is 36 cm2, then each side must be 6 cm long. Each side of the
reduced square will be ¾ · 6 cm = 4.5 cm. So the area of the reduced square is (4.5 cm)2 = 20.25 cm2.
9. Please check the student’s work. The size of the shape will vary according to how the page was printed. If the page was
printed using a “scale to fit” or “print to fit” option, the actual measurements of the shape may not match what is
given below. However, the scale ratio and the scale factor should be the same or very close, even if the page wasn’t
printed at 100%.
The bottom sides of the two triangles measure 2.3 cm and 5.7 cm, so the scale ratio is 57:23.
The scale factor is 57/23 ≈ 2.5.
10. Please check the student’s work. The size of the shape
will vary according to how the page was printed. If the
page was printed using a “scale to fit” or “print to fit”
option, the actual measurements of the L-shape may not
match what is given below.
The scale ratio 3:2 means the dimensions are multiplied
by 3:2 = 1.5. The bottom width and the height of the
L-shape both are 5.7 cm. These become 1.5 · 5.7 cm
= 8.55 cm ≈ 8.6 cm.
In inches, the bottom width and the height of the original
L-shape are 2 ¼ in and become 1.5 · 2 ¼ in = 3 3/8 in.
See the image on the right.

19
Scaling Figures, cont.
11. a. The sides are in the ratio: after : before
= ¾″ : 3″ = 1 : 4.
b. The second side of the similar rectangle:
x / ¾″ = 4 ½″ / 3″; x = 9/8″ = 1.125″.
c. Area of the original rectangle:
4 ½ in · 3 in = 13 ½ in2 = 13.5 in2.
Area of the similar rectangle: ¾ in · 9/8 in
= 27/32 in2 or 0.75 in · 1.125 in = 0.84375 in2.
d. The areas are in the ratio: after : before =
0.84375 in2 : 13.5 in2 = 0.0625 / 1 = 1 : 16.
So the ratio of the areas is the square of the ratio of
the sides, just as we would expect.
Puzzle corner:
If the aspect ratio is 2:3, then the lengths of the sides are 2x and 3x. Thus the perimeter is
50 cm = 2x + 3x + 2x + 3x = 10x, so x is 5 cm. Therefore the sides are 10 cm and 15 cm long.
Shrinking the rectangle at a scale ratio of 2 : 5 is the same as changing x from 5 cm to 2 cm, so the sides of the
shrunken rectangle are 2 · 2 cm = 4 cm and 2 · 3 cm = 6 cm, and its area is 4 cm · 6 cm = 24 cm2.

Floor Plans, p. 47
1. Please check the student’s answers. They will vary according
to what percentage of normal size the page was printed at.
a. In the plan: 3/4 in by 1 1/2 in. In reality: 3 ft by 6 ft.
b. In the plan: 1 in by 3/8 in. In reality: 4 ft by 1.5 ft
2. In the plan the room measures 3 in by 2 3/4 in. In reality, the
room measures : 12 ft by 11 ft, so its area is 12 ft ∙ 11ft = 132 sq ft.
3. A table that measures 3.5 ft by 2.5 ft in reality would measure
7/8 in. by 5/8 in. in the plan.
1 in
3½ · = (7/2 ÷ 4) in = 7/8 in, and
4

1 in
2½ · = (5/2 ÷ 4) in = 5/8 in.
4
4. a. To find the dimensions if it were drawn to a scale of
1 in : 6 ft, we first need to find the actual dimensions
of the room and then to apply the new scaling.
The actual dimensions are:
4½ ∙ 3 ft / 1 = 13 1/2 ft by 4 ∙ 3 ft / 1 = 12 ft.
Now apply the new scaling: 13 1/2 ∙ 1 in / 6 = 27/12 in = 2 3/12 in = 2 ¼ in by 12 ∙ 1 in / 6 = 2 in.
So at 1 in : 6 ft the room would measure 2 ¼ in by 2 in.
An easier way to solve this is to recognize that a plan at 1 in : 6 ft is half the size of a plan at 1 in : 3 ft, so you can
just divide the dimensions 4 ½ in and 4 in by two.
b. To find the dimensions at a scale of 1 in : 4 ft, apply the new scaling factor to the actual dimensions of the room
that you found in part (a):
13 1/2 ∙ 1 in / 4 = 27/2 ÷ 4 in = 27/8 in = 3 3/8 in, and 12 ∙ 1 in / 4 = 3 in.
So at 1 in : 4 ft the room would measure 3 3/8 in by 3 in.
Again, if you recognize that a plan at 1 in : 4 ft is ¾ the size of a plan at 1 in : 3 ft, you can just multiply the
dimensions 4 ½ in and 4 in by 3/4.

20
Floor Plans, cont.
5. Please check the student’s work. The dimensions of the rectangle will vary according to what percentage of normal
size the page was printed at.
a. Printed at normal size, the plan should measure 5 cm by 7 cm. This means it is drawn to the scale
5 cm : 2.5 m = 1 cm : 0.5 m = 1 cm : 50 cm = 1 : 50.
b. To calculate the dimensions for the plan, divide the true dimensions in centimeters by 50. On the plan, the windows
should measure 80 cm/50 = 8/5 cm = 1.6 cm. The door should measure 100 cm/50 = 2 cm. The bed should measure
150 cm/50 = 3 cm by 200 cm/50 = 4 cm.
6. a. The dimensions on the house plan for the kitchen are 22.5 cm by 19 cm. That is, 4.5 m ∙ 5 cm / 1 m = 22.5 cm,
and 3.8 m ∙ 5 cm / 1 m = 19 cm.
b. In actual dimensions, the living room will be 5.2 m by 4.5 m. It’s 26 cm ∙ 1 m / 5 cm = 5.2 m by
22.5 cm ∙ 1 m / 5 cm = 4.5 m.
7. Please check the student’s answer. The room should measure 7.6 cm by 9.2 cm. The table in the middle should
measure 2.4 cm by 2.4 cm

8. a. The plan should measure about 2 ½ in by 2 in, which corresponds to dimensions in reality of 20 ft by 16 ft.
The area is then 20 ft ∙ 16 ft = 320 sq ft.
b. If drawn at the scale 3/8 in : 1 ft, each foot corresponds to 3/8 in. So the dimensions become 20 ∙ 3/8 in = 60/8 in
= 7 ½ in and 16 ∙ 3/8 in = 48/8 in = 6 in. Since the rescaled width of the plan (7.5 in) exceeds the printable width
of this page (7.1 in, printed at 100%), the rescaled plan isn’t reproduced here.

21
Floor Plans, cont.
9. The plan measures 10 cm by 7.5 cm, which means that the true dimensions of the house are 10 m and 7.5 m. To redraw it at
the scale 1 cm : 125 cm, we divide the true dimensions 10 m (= 1000 cm) and 7.5 m (= 750 cm) by 125:
1000 cm ∙ 1 cm/125 cm = 8 cm, and 750 cm ∙ 1 cm/125 cm = 6 cm.
The internal dimensions (such as the size of the bathroom) are scaled the same way. In fact, because the ratio of the two
scales is 100 cm / 125 cm = 0.8, you can take any dimension in the original plan and multiply it by 0.8 to get the
dimension in the new plan.

Maps, p. 51
1.

on map (cm) in reality (cm) in reality (m) in reality (km)

1 cm 20,000 cm 200 m 0.2 km
3 cm 60,000 cm 600 m 0.6 km
5.2 cm 104,000 cm 1,040 m 1.04 km
0.8 cm 16,000 cm 160 m 0.16 km
17.1 cm 342,000 cm 3,420 m 3.42 km

2. a. 1 km; the scale is 1 cm = 1 km

b. The actual length of the ski trail is 5.2 kilometers.

3. a. 1 cm is in reality 25,000 cm = 250 m = 0.25 km. on the map (cm) in reality

So the scale becomes 1 cm = 250 m. 2.0 cm 500 m
b. See the table on the right. 3.6 cm 900 m
6.4 cm 1.6 km
10.0 cm 2.5 km

4. Check the student’s answers. The size of the map will vary according to the printer settings when it was printed. If
the page was printed at “100% of normal size” (and not “scale to fit”), the answers should match the ones given below.
a. The distance on the map is 3.5 cm. In reality, it is 3.5 · 180,000 cm = 630,000 cm = 6,300 m = 6.3 km.
b. The distance on the map is 2.2 cm. In reality, it is 2.2 · 180,000 cm = 396,000 cm = 3,960 m ≈ 4.0 km.
c. The distance on the map is 1.9 cm. In reality, it is 1.9 · 180,000 cm = 342,000 cm = 3,420 m ≈ 3.4 km.
5. a. At a scale of 1:500, 75 m is 7500 cm ÷ 500 = 15 cm on the map.
b. At a scale of 1:1200, 75 m is 7500 cm ÷ 1200 = 6¼ cm on the map.

22
Maps, cont.
6. The distance 1.5 kilometers is 1,500 meters and 150,000 centimeters. Once we have converted the distance to
centimeters, we can simply divide. For the map with a scale of 1:15,000, we calculate 150,000 cm ÷ 15,000 = 10.0 cm.
For the map with a scale of 1:20,000, we calculate 150,000 cm ÷ 20,000 = 7.5 cm.
7. The nature hike is approximately 16 miles long.
In reality, the hike is 2.5 in · 400,000 = 1,000,000 in = 1,000,000 in · 1 ft/(12 in) · 1 mi/(5,280 ft) = 15.7828 mi.
8. Please check the student’s work.
9. Check the student’s answers. If the lesson was printed, the size of the map will depend on how the printer scaled the
printing. If it printed the page at 100% (and not “scale to fit”), then the answers should match the answers below. If it
printed it at a different size, then the given scale on the map (1:50,000,000) is not correct. Even so, you can still
check the student’s answers, but the answers will neither match the ones below nor the distances in reality.
a. The distance on the map from Tallahassee to Denver is 1 11/16 in. So in reality, it is 1 11/16 in · 50,000,000
= 27/16 · 50,000,000 in = 84,375,000 in = 84,375,000 in · (1 ft)/(12 in) · (1 mi)/(5,280 ft) ≈ 1331.68 mi
≈ 1,300 miles.
b. The distance on the map from Sacramento to Austin is 1 7/8 in. In reality, it is 1 7/8 in · 50,000,000
= 15/8 · 50,000,000 in = 93,750,000 in = 93,750,000 in · (1 ft)/(12 in) · (1 mi)/(5,280 ft) ≈ 1,479.64 mi
≈ 1,500 miles.
c. The distance on the map from Lincoln to Bismarck is 9/16 in. So in reality, it is 9/16 in · 50,000,000
= 9/16 · 50,000,000 in = 28,125,000 in = 28,125,000 in · (1 ft)/(12 in) · (1 mi)/(5,280 ft) ≈ 400 miles.
10.
First, I divide the distance 16.2 miles by the factor 500,000. I will get a very
small number, which will be in miles: 16.2 miles ÷ 500,000 = 0.0000324 miles.
Next I convert this to feet, and then to inches.
Converting miles to feet means to multiply by the ratio 5,280 ft/1 mi:
5,280 ft
0.0000324 · = 0.171072
1 mi
Then I convert the result from feet to inches by multiplying by the ratio 12 in/1 ft:
12 in.
0.171072 · = 2.052864 in ≈ 2.1 in.
1 ft

11. Since we will want to work on the map in inches, let’s convert 45.62 miles to inches:
First 45.62 mi · 5280 ft/mi = 240873.6 ft, and 240873.6 ft · 12 in/ft = 2,890,483.2 in.
On a map with a scale of 1:250,000, 45.62 miles is 2,890,483.2 in ÷ 250,000 = 11.5619328 in ≈ 11 9/16 in.
On a map with a scale of 1:300,000, 45.62 miles is 2,890,483.2 in ÷ 300,000 = 9.634944 in ≈ 9 5/8 in.

(To convert decimal inches to a fraction:

(1) Subtract the integer part: 11.5619328 in − 11 in = 0.5619328 in; 9.634944 in − 9 in = 0.634944 in.
(2) Multiply by 16 (Fractional inches are measured in fourths, eighths, sixteenths, etc. It is unlikely that
you will need to or even be able to measure much more accurately than a sixteenth of an inch):
0.5619328 in · 16 = 8.9909248; 0.634944 in · 16 = 10.159104.
(3) Round to the nearest sixteenth: 8.9909248 ≈ 9; 10.159104 ≈ 10.
(4) If the number of sixteenths comes out even, then convert to eighths, fourths,
or a half as is appropriate: 10/16 = 5/8.)

12. In decimals 1 3/16″ by 2 1/8″ is 1.1875 in by 2.125 in. In reality the dimensions are
1.1875 in · 15,000 = 17812.5 in by 2.125 in · 15,000 = 31,875 in. Converting to feet gives
17812.5 in · 1 ft/12 in = 1484.375 ft by 31,875 in · 1 ft/12 in = 2656.25 ft.
a. The (unrounded) area in square feet is 1,484.375 ft · 2,656.25 ft = 3,942,871.09375 ft2.
(Since the original data was accurate only to the nearest sixteenth of an inch, 3,900,000 ft2
would be a reasonable rounded answer.)
b. The exact answer in (a) expressed in tenths of an acre would be:
3,942,871.09375 ft2 · (1 acre / 43,560 ft2) ≈ 90.5 acres.

23
Maps, cont.
13. Since 1:150,000 is closer to 1:1 than 1:200,000 is, we expect the length of the hiking trail to be longer
on the map at 1:150,000. So the conversion factor needs to be bigger than 1. Therefore, the length of the
hiking trail will be 5.0 inches · 200,000/150,000 = 6 2/3 ≈ 6.7 inches. (The original length was given in
tenths of an inch (5.0 in), so the answer should be to that same accuracy.)
Puzzle Corner:
Let’s calculate both dimensions, then compare them. The plot of land measures 1.65 km by 2.42 km, which
is 1,650 m by 2,420 m, which is 1,650,000 mm by 2,420,000 mm. Using the short sides gives a scale factor of
210 mm : 1,650,000 mm ≈ 1 : 7857. Using the long sides gives a scale factor of 297 mm : 2,420,000 mm ≈ 1 : 8148.
To make the map fit onto the paper, we have to choose the smaller scale, which is the bigger number, so the answer is
1 : 8148. (In reality, we would probably want to leave a margin unprinted around the edge of the paper, especially if we
were printing from an electronic printer that cannot print all the way to the edge, so we would be more likely to round
the answer to 1:8500 or even 1:9000 or 1:10,000.)

Significant Digits, p. 57
1. a. 3 digits b. 3 digits c. 4 digits d. 1 digit e. 2 digits f. 5 digits
g. 2 digits h. 3 digits i. 6 digits j. 2 digits k. 4 digits l. 1 digit
2. a. Here we need to give the answer to 3 significant digits since both dimensions are given to 3 significant digits:
24.5 m · 13.8 m = 338.1 m2 ≈ 338 m2
b. Now both dimensions are given to 4 significant digits, so the answer is given to 4 significant digits also:
24.56 m · 13.89 m = 341.1384 m2 ≈ 341.1 m2
3. a. Since 6.2 cm has two significant digits and the scale ratio has five, we give the final answer to two significant digits:
6.2 cm · 50,000 = 310,000 cm = 3.1 km
b. Since 12.5 cm has three significant digits and the scale ratio has six, we give the final answer to three significant digits:
12.5 cm · 200,000 = 2,500,000 cm = 25.0 km
c. Since 0.8 cm has one significant digit and the scale ratio has five, we give the final answer to one significant digit:
0.8 cm · 15,000 = 12,000 cm = 0.12 km ≈ 0.1 km
4. The dimensions 5.0 cm and 3.5 cm are given to two significant digits. Let’s calculate those dimensions in reality,
and give them to two significant digits:
5.0 cm · 8,000 = 40,000 cm = 400 m = 0.40 km
3.5 cm · 8,000 = 28,000 cm = 280 m = 0.28 km
The area needs also be given to two significant digits, since both numbers we multiply have two significant digits:
A = 0.40 km · 0.28 km = 0.112 km2 ≈ 0.11 km2
5. a. 3.0 in · 10,000 = 30,000 in = 30,000 in· (1 ft)/(12 in) · (1 mi)/(5,280 ft) = 0.47348 mi ≈ 0.47 mi
b. 3.0 in · 10,000 = 30,000 in = 30,000 in · (1 yd)/(36 in) =833.3 yd = ≈ 830 yd
6. Since 45.0 m and 21.2 have three significant digits and the scale ratio also has three, we will give the answers to
three significant digits.
45.0 m ÷ 500 = 0.09 m = 9.00 cm
31.2 m ÷ 500 =0.0624 m = 6.24 cm
The dimensions on the map are 9.00 cm by 6.24 cm.

24
Chapter 6 Mixed Review, p. 59
1. a. Yellowknife, NT b. The difference is 21.3°C − (−21.6°C) = 42.9°C.
c. Vancouver, BC d. The difference is 22.1°C − 6.8°C = 15.3°C.

2. a. 2,089,000 = 2.089 · 106 b. 394,410,000 = 3.9441 · 108

3. b. −1/6 c. −18/5 or −3 3/5 d. 2/9 e. −6/7 f. 8/7 or 1 1/7
4. a. −1 b. 10 c. 3 d. 6 e. 45 f. 48
5.
a. 11 − 5x = −6 b. 6(y + 2) = −16
− 5x = −17 6y + 12 = −16
5x = 17 6y = −28
x = 17/5 = 3 2/5 y = −28/6 = −14/3 = −4 2/3

Check: 11 − 5(17/5) −6 Check: 6(−4 2/3 + 2) −16

11 − 17 = −6 6(−2 2/3) −16
6(−8/3) −16
−16 = −16

2x s − 12
c. = 30 d. = −1
5 5
2x = 150 s − 12 = −5
x = 75 s = 7

2(75) 7 − 12
Check: 30 Check: −1
5 5
150 −5
= 30 = −1
5 5

6. See the image on the right. The slope is −7/3 or −2 1/3.

7. a. T ≤ 42°C b. f ≥ 3 C b. C < $3,000
8. a. In three months, one worker costs him 3 · $2,050 = $6,150.
Since $40,000 ÷ $6,150 ≈ 6.50406, he can hire six workers.
b. The question asks for how many workers he can hire, and that gives us
our unknown: let n be the number of workers the farmer hires. Then, we
can write the inequality n · 3 · $2,050 < $40,000. Here’s its solution:

n · 3 · $2,050 < $40,000

$6,150n < $40,000
n < $40,000/$6,150
n < 6.50406

So, he can hire six workers.

25
Chapter 6 Mixed Review, cont.
9.

10. We can check if the point (2, −3) fulfills the equation y = −2x − 2:

−3 −2(2) − 3

−3 −4 − 3
−3 ≠ −7
The point is not on the line. Another way to find this out is to plot the line and the point in a coordinate grid, and
notice that the point is not on the line.

Chapter 6 Review, p. 62
1.

3g
a. 41 km per hour b. c. 1 : 3
800 ml

2.
Miles 58 116 174 232 290 348 580 1,160
Hours 1 2 3 4 5 6 10 20

3. 20 g : 1,200 g = 1 : 60
1 1/2 mi 3/2 mi
4. Susan jogs at a rate of = = (3/2) · (3/1) mi/h = 9/2 mi/h = 4 1/2 mi/h.
1/3 h 1/3 h

26
Chapter 6 Review, cont.
5.

16 109 1.5 M
a. = b. =
17 T 2.8 5

16T = 17 · 109 2.8M = 1.5 · 5

16T = 1853 2.8M = 7.5

16T 1853 2.8M 7.5

= =
16 16 2.8 2.8

T ≈ 115.81 M ≈ 2.68

6.
$19 p
=
12 kg 5 kg

12 kg · p = $19 · 5 kg

12 kg · p $19 · 5 kg
=
12 kg 12 kg

p = $7.916 ≈ $7.92

7. Since 8 : 10 = 4 : 5 = 20 : 25, Gary can expect to make 20 baskets when he practices 25 shots.
8.

2 1/2 pages 5/2 pages

a. = = (5/2) · (4/5) pages/h = 2 pages/hour
1 1/4 h 5/4 h

Alex solved problems at a rate of 2 pages per hour.

2/3 room
b. = (2/3) · (4/3) room per hour = 8/9 room/hour
3/4 h
Noah painted at a rate of 8/9 room in one hour.

27
Chapter 6 Review, cont.
9. A car is traveling at a constant speed of 75 km per hour.
a. d = 75t. See the plot below.
b. The unit rate is 75 km/h.
c. See the graph below.

d. The point (0, 0) mean the car has gone zero km in zero hours.
e. Since 55 minutes is 55/60 = 11/12 hour, the car can travel d = 75 · (11/12) = 68.75 km ≈ 69 km in 55 minutes.
See the grid above for the point (11/12 h, 69 km).
f. From the equation 75t = 160 we get t = 160/75 = 2.13333... hours ≈ 2 hours 8 minutes.
See the grid above for the point (2.1 h, 160 km).
10. a. The quantities not in proportion. For example, 1 G for $10 gives us the unit rate of $10 per gigabyte, whereas
paying $30 for 10G would give the unit rate of $3 per gigabyte. If they were in proportion, the unit rate would
be the same no matter which two values you use to calculate it. You can also see it from the fact that whenever
the bandwidth increases by 5G, the price increases sometimes $7, sometimes $6 so it does not always increase
by the same amount.
b. Does not apply.
11. It would cost $9,369 / 12 · 5 ≈ $3904 to drive the car for five months.
12. a. 8 m : 10 m = x : 6 m, from which x = 4.8 meters. Or you can reason that the sides of the smaller triangle are
0.8 of the sides of the bigger, so the unknown side is 0.8 · 6 m = 4.8 m.
b. 8 in : 5.6 in = 13 in : x, from which x = 9.1 inches.
13. The true dimensions of the room are 2 in · 6 ft/1 in = 12 ft and 2 ¾ in. · 6 ft/1 in = 16 ½ ft .

28
Chapter 6 Review, cont.
14. a. The unit rate is 6 mi/gal or 6 mpg (miles per gallon).
b. M = 6f
c. Answers may vary because the scaling on the axes may vary. Check the student’s plot. For example:

29
Chapter 7: Percent

Review: Percent, p. 72
1.
52 7 59
a. 52% = = 0.52 b. 7% = = 0.07 c. 59% = = 0.59
100 100 100
109 382 200
d. 109% = = 1.09 e. 382% = = 3.82 f. 200% = = 2.0
100 100 100

2.
282 67 891
a. 28.2% = = 0.282 b. 6.7% = = 0.067 c. 89.1% = = 0.891
1000 1000 1000
9 1039 3409
d. 0.9% = = 0.009 e. 10.39% = = 0.1039 f. 34.09% = = 0.3409
1000 10000 10000
g. 45.39% = 0.4539 h. 2.391% = 0.02391 i. 94.2834% = 0.942834

3.
8 32 142 71 24 120
a. = = 32% = = 71% c. = = 120%
25 100 200 100 20 100

4.
a. 11/8 = 137.5% 1.3 7 5 b. 11/24 ≈ 45.8% 0.4 5 8 3
)
8 1 1.0 0 0 24 ) 1 1.0 0 0 0
- 8 - 96
30 140
-2 4 -1 2 0
60 200
-5 6 - 192
40 80
-40 -72
0 8

5.
2 6
a. ≈ 0.6667 = 66.67% b. ≈ 0.8571 = 85.71%
3 7
17 52
c. ≈ 0.7391 = 73.91% d. ≈ 0.5306 = 53.06%
23 98

6.
Ocean Area / Total Area Percent

Pacific 155,557,000 km2 / 335,258,000 km2 = 0.46399... 46.4%

Atlantic 76,762,000 km2 / 335,258,000 km2 = 0.22896... 22.9%

Indian 68,556,000 km2 / 335,258,000 km2 = 0.20448... 20.4%

Southern 20,327,000 km2 / 335,258,000 km2 = 0.06063... 6.1%

Arctic 14,056,000 km2 / 335,258,000 km2 = 0.04192... 4.2%

30
Percent, cont.
7. The area of the Carters’ land is 85.5% of that of the Joneses’.
The area of the Carters’ land is 40 m · 35 m = 1,400 m2. The area of the Joneses’ land is 42 m · 39 m = 1,638 m2.
So the area of the Carters’ land is 1,400/1,638 ≈ 0.8547 ≈ 85.5% of the area of the Jones’s land.
8. a. The weight of Captain is 140% of the weight of Chief.
b. Captain weighs 140% · 6 lb = 1.4 · 6 lb = 8.4 lb.
Puzzle corner.
a. There are two quarters fully uncolored and there is one quarter fully colored. The fourth quarter is
half colored. (Count the little squares: 8⁄16 = ½). So one full quarter (two-eighths) and half of another
quarter (one more eighth) are colored. As a percentage, 3/8 = 0.375 = 37.5%.

b. The blue rectangle on the left is half of the square. The other rectangle on the right is also half of
the square. In that rectangle on the right, the four small triangles have the same area as the two larger
ones. (Imagine that the entire square is divided into quarters.) So the three blue triangles make up ¾
of half of the area of the right rectangle, so they make up ¾ of ½ of ½ of the entire square. As a
percent, the blue-shaded area is the sum of the triangles and the rectangle:
(¾ · ½ · ½) + (½) = 3⁄16 + 8⁄16 = 11⁄16 = 0.6875 = 68.75%.

Solving Basic Percent Problems, p. 75

1.
a. 107% = 1.07 b. 16.67% = 0.1667 c. 4.5% = 0.045

2. a. Laptop, original price $249.90, increase 6%.

New price = 1.06 · $249.90 = $264.90.
b. Biology textbook, original price $82.40, increase 2.5%.
New price = 1.025 · $82.40 = $84.46.
c. Lunch buffet, original price $18.50, increase 11.2%.
New price = 1.112 · $18.50 = $20.57.
3. Part / Total = $325.08 / $1,890 = 0.172 = 17.2%. Julia paid 17.2%.
4. The new price is $39.59.

Since 13% of the price is removed, 87% of the price is left. I write that percentage as
a decimal and multiply the original price by it: 0.87 · $45.50 = $39.59.

5. a. New price = 0.62 · $78 = $48.36

b. New price = 0.775 · $14.95 = $11.59
6. a. 9 in : 18 in = 1:2.
b. Since the sides are in a ratio of 1:2, the unknown side of the larger rectangle is 30 in.
So the area of the smaller rectangle is 15 in · 9 in = 135 sq in and of the larger is 30 in · 18 in = 540 sq in.
Thus the two areas are in a ratio 135 : 540 = 1:4. (Notice that the ratio of the areas is just the square of the ratio of
the sides: ½ · ½ = ¼.)

c. The area of the smaller rectangle is 135 cm2 / 540 cm2 = 25% of the area of the larger rectangle.
7.
a. Bicycle: $100; 7% sales tax. b. Fridge: $400; 6% sales tax. c. Haircut: $50; 3% sales tax.
Tax to add: $7 Tax to add: $24 Tax to add: $1.50
Price after tax: $107 Price after tax: $424 Price after tax: $51.50

31
Solving Basic Percent Problems, cont.
8.
a. A microscope. b. 2 shirts. c. Crayons and a toy horse.

$2 + $13 = $15
$180 + $9 = $189 2($18 + $0.90) = $37.80
$15 + $0.75 = $15.75
d. A bag and a shirt. e. 6 bottles of water. f. 2 shirts and a bag.

$70 + $18 = $88 6 · $2 = $12 $18 + $18 + $70 = $106

$88 + $4.40 = $92.40 $12 + $0.60 = $12.60 $106 + $5.30 = $111.30

9. The final price of a music CD is $11.50 + $0.77 = $12.27.

10. Jeremy will pay $850 · (1 − 0.375) = $531.25 for the vacation package.
11. a. The total price Patrick paid was 1.012 · $200,000 = $202,400.
b. 2,000 m2 / 5,000 m2 = 2/5 = 40%; 0.4 · $202,400 = $80,960.
Patrick should charge his neighbor $86,400 in order to recover what
he paid for the parcel that he’s selling him.
12. a. The final price of the CD is 0.8 · $12.50 + 0.07 · $10 = $10.70.
b. The final price of the jeans is 0.6 · $55.97 + 0.05 · $33.58 = $35.26.
13. a. The average price of the four types of pasta is $1.85.
b. The average price would be $1.67 after the discount.

Percent Equations, p. 78
1. a. headphones, price $12, discounted by 24%. New price = 0.76 · $12
b. a bag of dog food, price p, discounted by 11%. New price = 0.89p
c. pizza sauce, price x, discounted by 17%. New price = 0.83x
d. sunglasses, price s, price increased by 6%. New price = 1.06s

2. p − 0.25p = $576
0.75p = $576 ÷ 0.75
p = $768

The computer cost $768 before the discount.

3. r + 0.05r = $215.25
1.05r = $215.25 ÷ 1.05
1.05r / 1.05 = $215.25 / 1.05
r = $205.00

The rent was $205 before they raised it.

4. a. 2(p − 0.3p) = 98

b. 2(p − 0.3p) = $98 ÷2

2(p − 0.3p) / 2 = $98/2
p − 0.3p = $49
0.7p = $49 ÷ 0.7
p = $49/0.7 = $70

The original price was $70 per tablet.

32
Percent Equations, cont.
5. a. (1 + 0.065 + 0.0085)p which simplifies to 1.0735p .

b. 1.0735p = $16,639.25 ÷ 1.0735

p = $16,639.25/ 1.0735
p = $15,500

6. a. The percent proportion is part/total = percent/100. In this case, we have (discounted price)/(original price) = 78/100,
so the correct equation is 28/p = 78/100.
$28 78
b. =
p 100

78p = 100 · $28

78p = $2,800

78p $2,800
=
78 78

p = $35.90

d 56
7. a. =
4,500 km 100

100d = 56 · 4,500 km

100d = 252,000 km

100d 252,000 km
=
100 100

d = 2,520 km

b. Because here the unknown is the whole (100%), the value 6.08 is the part (38%). Thus the 6.08 and the 38%
both go on the top of the proportion, and the unknown number n and the 100% go on the bottom, like this:
6.08 38
=
n 100

38n = 100 · 6.08

38n = 608

38n 608
=
38 38

n = 16

33
Percent Equations, cont.
8. If the conditioner was 15% off, it cost 100% − 15% = 85% of its regular price. Also, with the discount a single
bottle cost $50.79 / 5 = $10.158. So the proportion is (discounted price)/(regular price) = 85/100. Let b be the
regular price of one bottle. Then the proportion becomes:
$10.158 85
=
b 100

85b = 100 · $10.158

85b = $1015.80

85b $1015.80
=
85 85

n ≈ $11.95
The price of one bottle of hair conditioner before the discount was $11.95. You can of course solve this problem in
other ways, as well.
9. The part is the tax, and the total is the value, v. The percent proportion is $95.20/v = 0.8/100. You can also solve this
by writing the equation 0.008v = $95.20. Either way, the solution is v = $11,900.
The tax agency valued his land at $11,900 .
10. If the price of electricity was lowered by 5%, it is now 95% of what it was before, so we can write a percent proportion
now/then = $0.133 / p = 95/100. Or, you can write the equation 0.95p = $0.133. Either way, the solution is p = $0.140.
The price of electricity was $0.14 per kilowatt-hour before the decrease in cost.
11. The price after the discount ends up being $4.55.
The price after the 30% increase is 130% of the original price: $5 · 1.3 = $6.50. The price after the 30% discount is
70% of that higher price: $6.50 · 0.7 = $4.55. The prices are different because the 30% discount affects a bigger price
than the 30% increase did (it’s a discount not only on the original price but also on the increase), so the discount ends
up being bigger than the increase. In this case, the customer got only a $0.45/$5.00 = 9% discount from the original
$5.00 price.
12. Answers will vary. Please check the student’s work.
Substituting numbers: Suppose the base b were 3 km and the height h were 4 km to give A = ½ bh
= ½ (3 km · 4 km) = 6 km2. Increasing 3 km and 4 km by 10% gives the increased area A′ = ½ (3.3 km · 4.4 km)
= ½ (14.52 km2) = 7.26 km2, which is an increase of 1.26 km / 6 km = 21%.

Using algebra: The formula for the area of a triangle is A = ½ bh = 6 km2, where A is the 6-km2 area, b is
the base, and h is the height. In this case we have A′ = ½ b′h′, where A′ is the area of the increased plot, b′ its
base, and h′ its height. Because the increase is 10%, we know that b′ = 1.1b and h′ = 1.1h. If we substitute into
the formula for A′, we get A′ = ½ b′h′ = ½ (1.1b)(1.1h) = 1.21 (½ bh). Since A = ½ bh = 6 km2, we
get A′ = 1.21 A = 7.26 km2. The size of the increased plot is 121% of the original plot, so the increase was 21%.
Using logic: The easiest way to solve this problem is with a little insight: We see that when we increase b and h by
10% in A = ½ bh, the new b and h are 110% or 1.1 times the old ones. Since the ½ in the formula doesn’t change,
the new area is just 1.1 · 1.1 = 1.21 times the old area, so the increase is 21%.
Puzzle Corner: Let’s use m to represent the monthly water bill before the increase. The bill after the 10% increase is thus 1.1m.
For 7 months, January through July, the bill is m, for a total of 7m. For 5 months, August through December, the bill is 1.1m,
for a total of 5 · 1.1m = 5.5m. The total of the bills for the whole year is thus 7m + 5.5m = 12.5m = $584.00. Therefore the
monthly water bill before the increase was: m = $584.00 / 12.5 = $46.72.

34
Circle Graphs, p. 83

1. a. b. c.

2. Type Quantity Fraction Percent Central Angle

white bread 50 1/4 25% 90º
bran bread 25 1/8 12.5% 45º
rye bread 30 3/20 15% 54º
corn bread 40 1/5 20% 72º
4-grain bread 55 11/40 27.5% 99º
TOTAL 200 1 100% 360º

3. a.

b. No, it does not.

4. Answers will vary. The answers below are actually the exact percentages. However, students’ answers may differ from
these a little and be totally acceptable. (Each circle should sum to 100%.) Starting from 12:00 and going clockwise:
a. About 45%, about 5%; about 40%, about 10%. (The first two and the last two should each sum to 50%.)
b. About 20%, 20%, 10%; 25%, 12.5%, 12.5%. (The first three and the last three should each sum to 50%.)
c. About 65%, about 20%, about 15%.

5. Amount Percent Central

Flavor
sold of total Angle
chocolate 67 46.9% 169º
vanilla 34 23.8% 86º
strawberry 16 11.2% 40º
blueberry 26 18.2% 65º
TOTAL 143 100% 360º
Note: The “Percent of total” column actually totals to 100.1% because the numbers that were rounded up moved a
little bit farther in the upward direction than the numbers that were rounded down moved in the downward direction.
That’s typical for calculations that round several numbers.

35
Circle Graphs, cont.
6. Favorite hobby Percent Central Angle
Reading 12.3% 44º
TV 24.5% 88º
Computer games 21% 76º
Sports 22.3% 80º
Pets 7.1% 26º
Collecting 8.1% 29º
no hobby 4.7% 17º
TOTAL 100% 360º

Percentage of Change, p. 85
1. a. Discount: difference/original = ($12 − $8) / $12 = $4 / $12 = 0.3 = 33.3%.
b. Discount: difference/original = ($20 − $16) / $20 = $4 / $20 = 0.2 = 20%.
c. Increase: difference/original = ($20 − $15) / $15 = $5 / $15 = 0.3 = 33.3%.
d. Increase: difference/original = ($160 − $200) / $160 = $40 / $160 = 0.25 = 25%.
2. a. Since 25% of $24 is $6, the discounted price is $24 − $6 = $18.
b. The difference is $24 − $18 = $6, so the percentage of discount is $6/$24 = 0.25 = 25%.
3. a. The difference is 6 kg − 5 kg = 1 kg, so the percentage of increase is 1 kg/5 kg = 0.20 = 20%.
b. Since 20% of 5 kg is 1 kg, his weight at six months is 5 kg + 1 kg = 6 kg.
4. The difference from June to July is $342 − $325 = $17, and the percentage change is measured
relative to the rent for the month of June. So the percentage of increase is $17/$325 ≈ 0.052 = 5.2%.
The difference from July to August is $349 − $342 = $7, and the percentage change is measured
relative to the rent for July. So the percentage of increase is $7/$342 ≈ 0.020 = 2.0%. Therefore,
the change from June to July is a greater percentage increase than the change from July to August.
5. a. The change is $60 − $54 = $6, so the percentage decrease is $6/$60 = 0.10 = 10%.
b. The change is still $60 − $54 = $6, but this time the percentage of increase is measured from the
lower price. So the percentage of increase is $6/$54 = 0.1 ≈ 11.1%. The reason the percentage
changes are not the same is that we are measuring them relative to different prices.
6. a. Calculate the final price: Since 20% of $50 is $10, after the increase the price was $50 + $10 = $60.
The following decrease in price is measured relative to that $60. Since 20% of $60 is $12, the final
price is $60 − $12 = $48.
b. Calculate the true percentage change: Since $50 − $48 = $2, the true percentage change is a decrease
of $2/$50 = 0.04 = 4%. The final price is lower because the 20% discount ended up being larger than
the 20% increase. It was larger because it was calculated relative to a higher price.
7. Jake’s hours were cut by (40 − 37.5)/40 = 0.0625 = 6.25%. Anita’s were cut by (145 − 135)/145 ≈ 0.069 = 6.9%.
So Anita’s hours were cut by a larger percentage.
8. a. The first increase (by 20%) raised the price to 1.2 · $100 = $120. The second increase (by 10%) started from
$120, so it raised the price to 1.1 · $120 = $132.
b. If the price had gone from $100 to $132 in one step, the increase would have been $32/$100 = 0.32 = 32%.

36
Percentage of Change: Applications p. 88
1. The area increases by 125%.
The old area is 10 m · 10 m = 100 m2. The new area is 15 m · 15 m = 225 m2. The difference is 225 − 100 = 125 m2.
To find the percent increase, we calculate the fraction 125/100 = 125%.
2. The area will decrease by 29.5%.
The original area is 21 cm · 29.7 cm = 623.7 cm2. The new area is 17.6 cm · 25 cm = 440 cm2. The difference is
623.7 − 440 = 183.7 cm2. The percentage of decrease is the fraction 183.7/623.7 = 0.2945... ≈ 29.5%.
3. a. If the length of the side before scaling is x, then the length of the side after scaling is 1.15x.
So the side increases by 1.15x − 1.00x = 0.15x. So as a percentage the increase is 0.15/1.00 = 15%.
b. Let’s say the side of the square measures 100 cm. After the increase, the side measures 115 cm. The area at first is
100 cm · 100 cm = 10,000 cm2. After the increase, the area is 115 cm · 115 cm = 13,225 cm2. The percentage
increase in area is 3,225/10,000 = 0.3225 = 32.25%. Rounded to the nearest tenth of a percent, that’s 32.3%.
You can also calculate the percentage of increase by reasoning using variables and some algebra. Let s be the
side of the square before the increase. After the increase, the side is 1.15s. The area at first is s2, and after the
increase it is 1.152s2 or 1.3225s2. The percentage increase in area is (difference in area)/(original area)
= (1.3225s2 − s2)/s2 = 0.3225s2/s2 = 0.3225 = 32.25%. Again, that’s 32.3% to the nearest tenth of a percent.
c. No, the answer won’t change. The percentage increase in area is still 32.35% whether we have a rectangle or a triangle.
Whether we are calculating the area of a square, rectangle, or triangle, we multiply two dimensions: either the base
and the altitude or the two sides. In all cases, the two dimensions end up being multiplied by 1.15, which means the
area increases by the factor 1.15 · 1.15 = 1.3225. That scale factor corresponds to an increase of 32.25%.
4. a. Answers will vary. Please check the student’s answer.
For example: More water is used in July because it is hotter.
b. The decreases are: For June, (215,363 − 205,849) / 215,363 = 4.0%. For July, (237,558 − 219,875) / 237,558 = 7.4%.
For August, (231,777 − 204,831) / 231,777 = 11.6%.
c. The greatest percentage decrease in water production was in August.
On the graph you can see that the bar for August 2014 is less than half the length of the bar for August 2013, whereas
for June and July, the bars for 2014 are more than half the corresponding bars for 2013.
5. The last increase would be less than the first. When the price went from $5.50 to $6.00, the percent increase was
$0.50/$5.50 ≈ 9.1%. When it went from $6.00 to $6.50, the increase was $0.50/$6.00 ≈ 8.3%. If it goes from $6.50 to $7.00,
the increase will be $0.50/$6.50 ≈ 7.7%, which is less than the first increase. Even though the actual amount of increase
($0.50) stays the same, the base price ($7.00) that we are comparing to is now larger than it was ($5.50) in the first increase.
The value of the fraction 0.5/7 is smaller than the value of the fraction 0.5/5.5.
6. a. The price before tax is $69.99 / 1.07 ≈ $65.41.
b. The percentage of increase in price with tax is ($79.99 − $69.99)/$69.99 ≈ 14.3%.
c. The percentage increase in price without tax is also about 14.3%.
The new price before tax is $79.99/1.07 = $74.76. The percentage of increase is ($74.76 − $65.41)/$65.41 ≈ 14.3%.

7. a. The area increases by 24.9%. The original windows have the area 85 cm · 85 cm = 7,225 cm2.
The new windows will have the area 95 cm · 95 cm = 9,025 cm2. The difference is 9,025 − 7,225 = 1,800 cm2.
To find the percentage of increase, calculate the fraction 1,800/7225 = 0.2491... ≈ 24.9%.
b. Approximately 16 of the larger windows cover the same area as 20 of the smaller ones. Twenty of the smaller windows
cover an area of 7,225 cm2 × 20 = 144,500 cm2. Dividing by the area of the larger window gives the number of larger
windows needed to cover that area: 144,500 cm2 / 9,025 cm2 = 16.01 ≈ 16.
8. a. The $50 item has the greatest percent increase in price. When we compare the fractions 10/50, 10/60, and 10/70,
the fraction 10/50 is the biggest because it has the smallest denominator.
b. The price of the $70 item decreases the most in dollars. When we calculate the dollar increases, 0.12 · $50,
0.12 · $60, and 0.12 · $70, the last one is the biggest.
9. During that decade the population of the state of Kentucky increased by 3,219,000 − 3,038,000 = 181,000 people.
As a percentage of the 1960 population, that increase is 181,000 / 3,038,000 = 0.05957... ≈ 6.0%.

37
Percentage of Change: Applications, cont.
10. Increase for Ratio % increase
Year Population
the decade Increase / Population for the decade
1960 3,038,000 — — —
1970 3,219,000 181,000 0.05957... 6.0%
1980 3,661,000 442,000 0.13730... 13.7%
1990 3,685,000 24,000 0.00655... 0.7%
2000 4,042,000 357,000 0.09687... 9.7%
2010 4,340,000 298,000 0.07372... 7.4%

11. a. Which decade? From 1970 to 1980.

b. The slope of the line is the steepest during that decade.
12. Answers will vary. Please check the student’s work.

Comparing Values Using Percentages, p. 92

1. a. difference/reference = 2 m / 6 m = 1/3 = 33.3%
b. 180 cm / 120 cm = 3/2 = 150%
c. 1 m / 4 m = 25%
2. Heather is 20/140 = 14.3% taller than Erica. Erica is 20/160 = 12.5% shorter than Heather.
3. a. (1) The population of Tokyo is (37.80 − 21.75)/ 21.75 = 0.7379… ≈ 74.8% larger than the population of Delhi.
(2) The population of Moscow is (21.60 − 15.51)/21.60 = 0.2819… ≈ 28.2% smaller than the population of
Mexico City.
b. The difference between the populations of Seoul and New York is (25.62 − 19.95)/19.95 = 0.2842… ≈ 28.4%.
The difference between the populations of New York and Moscow is (19.95 − 15.51)/ 15.51 = 0.2863… ≈ 28.6 %.
So the difference between the populations of New York and Moscow is larger by 0.2% (which is probably much less
than the error in measuring the original numbers).
14,000 − 10,000 4,000
4. The difference in area is = = 25%.
12.000 12,000

$32 − $28 $4
5. a. The percentage of difference in cost for labor is = ≈ 13.3%.
$30 $30
$64 − $56 $8
b. The percentage of difference in cost for labor is the same: = ≈ 13.3%.
$60 $60
6. a. The shorter plant’s height is 12 cm / 16 cm = 3/4 = 75% of the taller plant’s height.
b. Write the fraction (difference)/(reference), using the shorter plant’s height as the reference.
The taller plant is 4 cm / 12 cm = 1/3 ≈ 33.3% taller than the shorter plant.
c. Again, write the fraction (difference)/(reference), but using the taller plant’s height as the reference.
The shorter plant is 4 cm / 16 cm = 1/4 = 25% shorter than the taller plant.
d. Again, write the fraction (difference)/(reference), but using the average height (14 cm) of the two plants as the
reference. The average height is: ½(12 cm + 16 cm) = 14 cm. So the relative difference between their heights is
4 cm / 14 cm = 2/7 ≈ 28.6% .
7. a. The relative height of Baby’s tower is: (height of Baby’s tower)/(height of Jack’s tower) = 30 cm / 150 cm
= 10/50 = 20/100 = 20% of the height of Jack’s tower, so Mary is right. Elijah subtracted two heights to get a
percentage; the difference in height is 120 cm, but that wasn’t what the question asked for. Angela compared the
difference in height instead of the height of the tower that Baby built.
b. The school orchestra has: (difference)/(number of girls) = (26 − 14)/(14) = 12/14 = 0.85714... ≈ 85.7% ≈ 86%
more boys than girls, so Elijah is right. Angela subtracted two counts to get a percentage; there are 12 boys more,
not 12% more. Mary wrote correctly what percentage the number of girls is of the number of boys, but
that wasn’t what the question asked for.

38
Comparing Values Using Percentages, cont.
8. a. See the table on the right.
Number of violent crimes in 2013-2014
b. You might move into County Z because of the slower increase County A County Z
of the crime rate, but 512 crimes is so many more than 4 that
County A might well be a safer area to move into. However, it 2013 2 454
would also be good to know the total population of the areas. If 2014 4 512
there were only 4 crimes but a population of 10 in County A and
512 crimes but a population of 30 million in County Z, you might Percentage
100% 12.8%
still be safer in County Z. of increase

Puzzle corner:
In Ceredigion, the decrease was about 40 cases out of 93... which is nearly 1/2 or 50%.
In Conwy, the decrease is less than 30 out of 256, or barely over 10%.
In Gwynedd, the decrease is 62/200, which is 31%.
Clearly the percent of decrease was greatest in Ceredigion.

Simple Interest, p. 96
1. a. Interest: I = P · r · t = $5,000 · 0.03 · 1 = $150. Total to withdraw: $5,150.
b. Interest: I = P · r · t = $3,500 · 0.043 · 4 = $602. Total to withdraw: $4,102.
c. Interest: I = P · r · t = $20,000 · 0.076 · 10 = $15,200. Total to withdraw: $35,200.
2. Savings account: The interest earned is I = P · r · t = $3,000 · 0.034 · 3 = $306. CD:
Since the penalty is 6 months interest, in three years Sandy would earn 2.5 year’s interest.
The total interest earned is therefore I = P · r · t = $3,000 · 0.0392 · 2.5 = $294.
Sandy is better off using the savings account.
3. a. The 12.9% interest rate works out to 12.9%/12 = 1.075% a month. For a $450 tablet, with r per
month and t in months (the time units have to cancel to leave only dollars), for one month that’s
I = P · r · t = $450 · 0.01075 · 1 = $4.8375.
b. A day is 1/365 of a year, so each day she pays I = P · r · t = $450 · 0.129 · (1/365) ≈ $0.1590 = 15.9¢.
4. Since the rate is per month, the time needs to be in months, too. So you’ll pay I = P · r · t = $690 · 0.0109 · 24
= $180.504 in interest.
5. Interest for the 10-month loan: I = P · r · t = $850 · 0.108 · 10/12 = $76.50.
Interest for the 7-month loan: I = P · r · t = $850 · 0.095 · 7/12 = $47.10.
For the shorter-term loan he would have paid $76.50 − $47.10 = $29.40 less interest.
6. Interest during the first year: I = P · r · t = $26,000 · 0.0275 · 1 = $715
Interest during the last 1.5 years: I = P · r · t = $26,000 · 0.0995 · 1.5 = $3,880.50.
The total to pay back is $715 + $3,880.5 + $26,000 = $30,595.50.
7. a. The time t is 1 year, the principal is $1,000, and the interest is $45. From the formula I = prt, we get
$45 = $1,000 · r · 1 or $45 = $1,000r, from which r = 45/1000 = 0.045 = 4.5%.
b. The interest was $3,600, the time is 5 years, and the principal is $12,000. Using the formula I = prt, we get
$3,600 = $12000 · r · 5 or $3,600 = $60,000r. From that, r = 3,600/60,000 = 36/600 = 6/100 = 6%.
8. Let p be the original principal. In 10 years, and at 6% interest rate, that principal earns an interest of I = prt
= p · 0.06 · 10 = 0.6p. In 10 years her account had $12,000, which is the original principal plus interest, or p + 0.6p.
We get the equation

p + 0.6p = $12,000
1.6p = $12,000
p = $12,000/1.6 = $7,500

The original principal was $7,500.

39
Simple Interest, cont.
9. Using the formula I = prt we get the equation $500 = $2,000 · 0.115 · t. Here’s the solution:

$500 = $2,000 · 0.115 · t

$500 = $230t
$230t = $500
t = $500/$230 = 50/23 ≈ 2.174 years

You would have to invest it for 2.174 years or about 2 years 2 months.

10. Using the formula I = prt we get the equation $350 = $1,800 · r · 2. Here’s the solution:

$350 = $3,600r
$3,600r = $350
r = $350/$3,600 = 35/360 ≈ 0.0972

You’d need an interest rate of 9.72%.

11. The interest they paid was $4,741.48 − $4,055 = $686.48. Using the formula I = prt, we get:

$686.48 = $4,055 · 0.1195 · t

$686.48 = $484.5725t
$484.5725t = $686.48
t = $686.48/$484.5725 ≈ 1.41667 years = 1 year 5 months

You can also solve the problem this way. The interest paid was $686.48. The interest rate of 11.95% per year is very close to
1% per month, which would mean paying $40.55 per month. It would take approximately $686.48 /$40.55 ≈ 17 months to pay
off the vacation package.
Puzzle corner.
a. Let’s look at just one example of how compound interest is calculated. Jayden buys a $5,000 motorcycle
on a credit card that has a 6% annual interest rate. Compounding the interest means that the interest is
added to the principal at certain intervals, in this case each month.

Month Monthly interest Principal

0 $5,000
1 $5,000 · 0.005 = $25 $5,025
2 $5,025 · 0.005 = $25.125 $5,050.125
3 $5,050.125 · 0.005 ≈ $25.251 $5,075.376
4 $5,075.376 · 0.005 ≈ $25.377 $5,100.753
5 $5100.753 · 0.005 ≈ $25.504 $5,126.2567
6 $5126.257 · 0.005 ≈ $25.631 $5,151.888
7 $5151.888 · 0.005 ≈ $25.759 $5,177.647
8 $5177.647 · 0.005 ≈ $25.888 $5,203.535

b. At the end of 2 years, Jayden would pay back $5,000 · 1.00524 = $5,635.80.

40
Chapter 7 Mixed Review, p. 102
1. a. 3(−4)/(−4 + 7) = −12/3 = −4
b. (1 − 7)/(1 + 7) = −6/8 = −3/4

2. a.

b. He runs a total of (8 s · 2 m/s) + (10 s · 5 m/s) = 16 m + 50 m = 66 m.

3.
6x b. 6x − 7 = −1.2
a. = −1.2
7 6x = 7 − 1.2
6x = −8.4 6x = 5.8
x = −1.4 x = 5.8/6 ≈ 0.9667

4. a. Yes, the expressions are equal.

b. No, the expressions are not equal. For example, when x = 1 and y = 0, we get x − 2y = 1 − 0 = 1 whereas
y − 2x = 0 − 2 = −2.
5. a. | a − b | = | −5 − 6 | = | −11 | = 11. This is correct because the numbers −5 and 6 are 11 units apart on the
number line.
b. | a − b | = | −2 − (−11) | = | −2 + 11 | = | 9 | = 9. This is correct because the numbers −2 and −11 are 9 units
apart on the number line.
6. a. | x − 7 | or | 7 − x |
b. | x − 7 | = | −2 − 7 | = | −9 | = 9
7. a. −(−2) which simplifies to 2
b. | −80 | which simplifies to 80
c. −(6 + 7), which simplifies to −13
d. | −4 + 5 |, which simplifies to 1
8.

14 mi 100 mi P $4.05
a. = b. =
0.59 gal V 2000 lb 3 lb

14 mi · V = 100 mi · 0.59 gal P · 3 lb = $4.05 · 2000 lb

100 mi · 0.59 gal $4.05 · 2000 lb

V = P =
14 mi 3 lb

V ≈ 4.21 gal P = $2,700

9. The cost is (15/21) · $3.14 = $2.24.

41
Chapter 7 Mixed Review, cont.
10. There are several ways to solve this problem:
(1) The unknown side is 50/60 = 5/6 of the longer side so it is (5/6) · 45 in = 37.5 in.
(2) The sides of the smaller trapezoid are 45/60 = 3/4 of the sides of the bigger trapezoid, so the unknown size
is (3/4) · 50 in = 37.5 in.
(3) We can write the proportion 50 in/60 in = x/45 in and solve it to get x = 37.5 in.
(4) We can write the proportion 50 in/x = 60 in/45 in and solve it to get x = 37.5 in.
(3) We can write the proportion 60 in/50 in = 45 in/x and solve it to get x = 37.5 in.
(5) We can write the proportion x/50 in = 45 in/60 in and solve it to get x = 37.5 in.
11.

0.6 · 0.7 Decimal multiplication: Fraction multiplication:

0.6 · 0.7 = 0.42 6 7 42 21
· = =
10 10 100 50

12.

0.24 ÷ Decimal division: Fraction division:

0.5
0.24 ÷ 0.5 has the same 24 5 24 10 6 2 12
answer as 2.4 ÷ 5. ÷ = · = · =
100 10 100 5 25 1 25

0.4 8 The fraction 12/25 is equivalent to 48/100 =

5) 2 . 4 0 0.48.
-2 0
40
-40
0

Chapter 7 Review, p. 105

1. a. 0.092 · $150 = $13.80. b. 0.458 · 16 m = 7.328 m. c. 0.006 · 700 mi = 4.2 mi.
2. a. $9 · 0.80 = $7.20. New price: $7.20. b. $6 · 0.75 = $4.50. New price: $4.50. c. $90 · 0.70 = $63. New price: $63.
3. 0.82p = $23.37
0.82p/0.82 = $23.37/0.82
p = $28.50
4. The price of the computer with tax is $459 · 1.07 = $491.13.
Andy’s share of it is $491.13 · 0.4 = $196.45.
Jack’s share of it is $491.13 · 0.6 = $294.68.
5. The discount percentage is $27/$180 = 3/20 = 0.15 = 15%.
6. a. The scale factor between the triangles is 21 cm / 7 cm = 1/3. The unknown side is therefore 12 cm/3 = 4 cm.
The area of the larger triangle is 12 cm · 21 cm/2 = 126 cm2.
The area of the smaller triangle is 4 cm · 7 cm/2 = 14 cm2.
The area of the smaller triangle is 14/126 = 11.1% of the area of the larger triangle.
b. If you take the ratio from the larger to the smaller triangle, the sides of the triangles are in the ratio of 3:1.
Going from the smaller one to the larger one, the ratio is 1:3.
c. If you take the ratio from the larger to the smaller triangle, the areas are in a ratio of 126:14 = 63:7 = 9:1.
Going from the smaller one to the larger one, the ratio is 1:9.

42
Chapter 7 Review, cont.
7. Originally, the area of the wall painting would have been 5 m · 3 m = 15 m2.
After scaling, the sides are 5 m · 1.2 = 6 m and 3 m · 1.2 = 3.6 m, so the enlarged area is 6 m · 3.6 m = 21.6 m2.
The difference in area is 21.6 m2 − 15 m2 = 6.6 m2, so the percentage increase is (difference in area)/(original area)
= 6.6 m2/15 m2 = 6.6/15 = 0.44 = 44%. An easier way to figure this is just to realize that, regardless of the actual
dimensions, since the scaling of each side is 1.2, the scaling of the area is just 1.2 · 1.2 = 1.44, so the increase in
area is 44%.
8. The difference in their times is 200 sec − 120 sec = 80 sec. Their average time was ½(200 sec + 120 sec) = 160 sec.
a. (Difference)/(The Old Gray Mare’s time) = 80/200 = 4/10 = 40%. Old Paint was 40% quicker than the Old Gray Mare.
b. (Difference)/(Old Paint’s time) = 80/120 = 2/3 = 66.7%. The Old Gray Mare was 66.7% slower than Old Paint.
c. (Difference)/(Average time) = 80/160 = 1/2 = 50%. The relative difference between the two horses was 50%.
9. Assuming none of the interest was added to the principal during the time of the loan, he would owe the total amount
of interest at the end of two years. For the first year, the interest is $4,000 · 0.078 = $312, and for the second, it is
$2,000 · 0.078 = $156. The total interest is $312 + $156 = $468.

43
Chapter 8: Geometry

Angle Relationships, p. 114

1. a. How many angles do you see in the picture? 3
How many degrees do these angles measure?

∠ABC = 111 °
∠CBD = 69 °
∠ABD = 180 °

What is the sum of ∠ABC and ∠CBD? 180 °

What is the sum of all three angles? 360 °

2. ∠A = 36°
∠B = 124°
∠C = 96°
∠D = 104°
Sum of the angles = 360°
3. a. The 52° angle complements the 38° angle.

b. The 98° angle supplements the 82° angle.

4.

a.
b.
equation for x: x + 78° = 180°
equation for α: α + 76° = 90°
solution: x = 102°
solution: α = 14°

44
Angle Relationships, cont.
5. Note that 75 degrees is 75/360 = 15/72 = 5/24 part of the whole circle. You can also find that fraction by
subtracting 1/4 and 1/3 from 1, and taking half of that result: 1 − (1/4) − (1/3) = 5/12, and 5/12 ÷ 2 = 5/24.

Angle Degrees Fraction Percentage

α 90° 1/4 25%
β 120° 1/3 33.3%
γ 75° 5/24 20.8%
δ 75° 5/24 20.8%

6. Notice that angles β and γ are supplementary (they form a 180° angle) and so are angles α and δ.

Angle Degrees Fraction Percentage

α 50° 5/36 13.9%
β 120° 1/3 33.3%
γ 60° 1/6 16.7%
δ 130° 13/36 36.1%

7. The value of x + y is 360° − 125° − 29° = 206°.

8. ∠α = 145° ∠β = 180° − 145° = 35°

9. a. The 43° angle and β are vertical angles.

b. 43° + α + 107° = 180°; α = 180° − 43° − 107° = 30°
c. Since β and the 43° angle are vertical angles, β = 43°. Since β and γ are supplementary, β + γ = 180°,
so γ = 180° − β = 180° − 43° = 137°.

10. ∠α = 30° ∠β = ∠δ = 105°

∠γ = 45° ∠δ = 180° − 45° − 30° = 105°

11. a. The pairs of vertical angles are:

angles A and B,
angles A′ and B′,
angles C and D, and
angles C′ and D′.
b. Angles A, B, A′, and B′ all measure 130°.
Angles C, D, C′, and D′ all measure 50°.
All of the vertical angles are equal. Each pair of adjacent angles (such as A and C or A and D) is supplementary.
(Its sum is 180 degrees.) Since k and m are parallel, they make the same angles when they cross l.

12. a. ∠A = 52° ∠B = 180° − 52° = 128°

b. ∠A = 180° − 134° = 46°

13. a. ∠B = ∠A = 109° ∠C = 180° − 109° = 71° ∠D = ∠C = 71°

b. A parallelogram

14. ∠A = 180° − 38° = 142° ∠B = 38° ∠C = ∠A = 142°

45
Angles in a Triangle, p. 119
1. Answers will vary. Check the student’s triangle. The three angles should add
up to 180°. See an example triangle at the right.
2. Answers will vary. Check the student’s triangle. The three angles should add up to 180°.
3.

b.
a.

? + 55° + 82° = 180° β + 24.6° + 90° = 180°

? = 180° − 55° − 82° β = 180° − 90° − 24.6°
? = 43° β = 65.4°

4. a. 180° ÷ 3 = 60°
b. See the triangle on the right. Check the student’s triangle.
c. an equilateral triangle
5. The angle adjacent to the 124° angle is 56° since the two are supplementary.
Now that we know two of the angles in the triangle, we can solve the unknown
angle: ? + 77° + 56° = 180°, from which ? = 180° − 56° − 77° = 47°.
6. a. See the image below. Note it is not to true scale.

b. A right (scalene) triangle.

c. Yes. The angles at B and C are complementary
since their sum is 90 degrees.
d. No.
7. No, you cannot. An obtuse angle is more than 90 degrees. Two obtuse angles would add up to more than 180 degrees,
so since the angle sum of a triangle is 180 degrees, a triangle cannot contain two obtuse angles.
8. The other (base) angles measure (180° − 25°)/2 = 77.5° each.

46
Angles in a Triangle, cont.
9. The image below is not to scale but the triangle has the same shape as the triangle students are supposed to draw.

You can start the drawing process in two ways:

(1) First draw one of the 40° angles. Then measure and mark the 4 1/2-in side. Then, measure and draw the other
40° angle.
or
(2) First draw the 4 1/2-in side and then measure and draw the 40° angles.
After you have both 40° angles, continue their sides until they meet. The intersection point is the third vertex of
the triangle.
10. Start by drawing the 64° angle. Then extend both of its sides until
you can measure and mark the 4.3 cm sides. Lastly, simply draw in
the third side. You’ll get a figure that looks like some orientation
of the image on the far right, which isn’t to scale.
The base angles measure (180° − 64°)/2 = 58°.
If the triangle is turned so that the top angle is at the top, it looks
like some orientation of the image on the near right.

11. a. First draw the 7.5-cm side, and then draw the two angles.
Continue the two other sides until they meet.
b. Calculate the third angle. It is 65°.
c. Classify your triangle according to its sides and angles:
It is isosceles and acute.

12. Since angles α and α′ are corresponding angles, they are equal.
We can solve α′ from the triangle ABC:
α′ = 180° − 57° − 85° = 38°
So angle α is also 38°.

47
Angles in a Triangle, cont.
Puzzle corner:
a. It is 360°.
b. The basic idea of the proof is that, since any quadrilateral can be divided into
two triangles, the sum of its angles is just twice the sum of the angles of a
triangle, or 2 · 180° = 360°. Here is the proof written out with more detail:
We divide the quadrilateral into two triangles, triangle ABC and triangle ACD.

Notice that the two angles ∠A and ∠C of the quadrilateral are composed
of angles of the triangles: A = α + γ and ∠C = β + δ. The sum of the angles
of the quadrilateral ABCD is

∠A + ∠B + ∠C + ∠D = (α + γ) + ∠B + (β + δ) + ∠D.

Since addition is commutative and associative, we can rewrite the last expression as (α + ∠B + β) + (γ + δ + ∠D),
where (α + ∠B + β) is the sum of the angles of triangle ABC, and (γ + δ + ∠D) is the sum of the angles of triangle
ACD. Since the sum of the angles of each of the triangles is 180°, the sum of the angles of the quadrilateral is just
180° + 180° = 2 · 180° = 360°.

Basic Geometric Constructions, p. 124

1. Draw a long line segment and mark point A toward one end of it. Then, set the span of the compass to the length of the
line segment to copy. Next draw a circle of that radius with point A as the center. Mark point B where this circle
intersects the line segment you drew. Line segment AB is congruent to the line segment to be copied. Lastly, erase
the ends of the line segment that extend beyond AB.
2. First draw a long line, and copy the first line segment using the process explained above for copying a line segment.
Then copy the second line segment, using the end point of the first segment as the beginning point of the second.
3. On paper: Just draw an angle of any size. Next draw any circle using the vertex of the angle as the center. Where your
circle intersects the two sides of the angle mark the two other vertices of the triangle.

With software:

4. The given line segment (AB in the image below) will be one side of the triangle.
Draw a ray in any direction from A. Then draw a circle using A as a center point
and AB as the radius. The third vertex of the triangle (C) is located where that
circle intersects the ray you drew earlier.

48
Basic Geometric Constructions, cont.
5. Follow the instructions for the construction given in the lesson.

Draw a circle using point A as the Draw another circle using B Where the two circles intersect
center point and AB as the radius. as the center and AB as the radius. is the third vertex of the triangle.

6. a. b. Check the student’s answers.

7. Let’s call the first line segment AB and make that to be the base of our triangle.
(1) Draw a circle with A as the center and the second line segment as the radius.
(2) Draw a circle with B as the center and the third line segment as the radius.
(3) Where those two circles intersect is the third vertex of the triangle.

8. a.

b. It is acute (because all the angles are less than 90 degrees) and scalene (because all 3 sides are of different lengths).

49
Basic Geometric Constructions, cont.
9. Check the student’s work. The student’s triangle should
be either identical to the triangle at the right (in some
orientation) or a mirror image of it.

10. a. The lengths 3 cm, 12 cm, and 8 cm do not form a triangle.

b. Check the student’s work. The student should either:
(1) Increase the 3 cm length to be over 4 cm but under 20 cm,
(2) Increase the 8 cm length to be over 9 cm but under 15 cm, or
(3) Decrease the 12 cm length to be over 5 cm but under 11 cm.

11. 17 + 24 > 21
17 + 21 > 24
21 + 24 > 17

12. 7 in, 3 in, 2 in 10 cm 13 cm, 17 cm 6 yd, 8 yd, 11 yd 7 m, 10 m, 2 m

NO YES YES NO

13. In a triangle with sides 50 cm and 65 cm, the third side must be greater than 15 cm.
Puzzle corner.
If we allow a = b + c, we get a triangle with zero area. It is “flattened,” so that all three sides lie on the same line segment.
For example, if the three sides are 5 cm, 2 cm, and 3 cm, we'd get something like this:

50
More Constructions, p. 130
1. The first two steps are given in the problem in the student text.

(1) You are given a line and a point on it. The task is to (2) First, draw any circle using the given point as
draw a perpendicular line through this point. the center. Mark the points where your circle
intersects the line. Then you can erase the circle.

(3) Draw a circle using one of the “helping” points as (4) Draw a line from where the two circles intersect
the center and the distance between the helping points to the other point where they intersect.
as the radius. Then draw another circle with the same
radius but using the other helping point as the center.

2. The first three steps are given in the problem in the student text.

(1) You are given a line and a point (2) First, draw any circle using the (3) Now you have two helping points,
not on it. The task is to draw a given point as the center. Mark the one on either side of the given point.
line, through the point, that is points where your circle intersects Let’s call them A and B.
perpendicular to the original the line. Then you can erase the
line. circle.

(4) The helping points are labeled A and B. Draw a circle (5) Draw a line from where the two circles
using point A as the center and AB as the radius. Draw intersect to the other point where they
another circle using B as the center and AB as the radius. intersect.

51
More Constructions, cont.
3. Answers will vary. Check the student’s drawing. Basically, draw any line and then draw any point on the line. Then
follow the construction in problem number 1 to get a line that is perpendicular to the line you drew.

4.

(1) Draw a line and mark two points on it. (2) To prepare to draw a perpendicular line through one
of the points, draw any circle with the point as
center, and mark the points where this circle intersects
the line.

(3) Draw a circle using one of the helping points as (4) Repeat the construction for a perpendicular line
the center and the distance to the other helping at the other point you drew in the beginning. Now
point as the radius. Draw another circle using the you have a perpendicular line at each of the points
same radius but the other helping point as the center. you drew at first.
Then draw a line through the intersection points of
the two circles. This line is now perpendicular to
the first line.

(5) Choose a length for the other side of the rectangle (6) The points of intersection of those circles with the
and draw a circle with that length as its radius perpendiculars are the other two vertices of the
centered on one of the vertices of the rectangle. rectangle. Just draw a line segment between them,
Use the same radius to repeat the process at the and the rectangle is done.
other vertex of the rectangle.

52
More Constructions, cont.
5.

a. Construct a perpendicular line from b. Construct a perpendicular line c. Draw a circle using the intersection
A to the base. See the answer to from another vertex to the point of those perpendiculars as
question (2) for help. opposite side. the center and the distance from
that point to any of the vertices as the
radius.

6.

You are given the triangle First draw a circle using A Then draw a second circle using Draw a line from B
ABC. The task is to draw as the center point and the line C as the center point and the line through the
an altitude through B. segment AB as the radius. segment BC as the radius. intersection
Complete the construction. of the two circles.

7. The first triangle:

53
More Constructions, cont.
7. The second triangle:

(1) Continue the base of the triangle. (2) Draw any circle using the top vertex as the center so
that the circle intersects the base line in two places.
Mark these new points: They become the helping points
for the next step.

(3) Draw two circles using each of those new points as (4) Lastly you can erase the circles and the part
centers and any radius (as long as the two circles of the altitude that was drawn below the base.
intersect). Draw a line from the top vertex to where
the two circles intersect.

8. If done precisely (which is not easy), all three altitudes will meet (intersect) in a single point. This point is called
the orthocenter of the triangle.

54
Drawing Problems, p. 135

1. a. No. The third angle must also be 60 degrees but the sides can be
any length. Any equilateral triangle will satisfy the condition.

b. No. The third side can have any length up to 14 cm, and the resulting
triangle will still be isosceles. (The images at the right are not to true scale.)

c. Yes. (The image at the right is not to true scale.)

d. Yes. (The image at the right is not to true scale.)

2. a. or

b. No.
c. Yes. Each pair of neighboring angles is supplementary: the angles sum to 180 degrees.

3. No. The angles alone don’t limit the lengths of sides of the parallelogram. For example:

4. a. Calculate the angle measures of the other three angles: they measure 65°, 115° and 65°.
b. Does the information given determine a unique rhombus? Yes.

c.

55
Drawing Problems, cont.
5. Yes, it defines a unique parallelogram. The image below is not to true scale.

In case you wonder about the parallelogram that has the 3-inch and 4.5 sides reversed, it is congruent with this one,
because if you first reflect this one vertically and then rotate it, you’ll get the other one.
6. a. Answers will vary. Check the student’s answers. For example:

b. The angles are always the same: 53, 37, and 90 degrees.
7. a. The original cross shape is 6 cm wide and 6 cm tall overall, and its shorter
sides measure 1.5 cm and the longer ones 3 cm. Since it is drawn at the
scale 1:5, the true dimensions are 30 cm by 30 cm, with short sides of 7.5 cm
and long sides of 15 cm.
We can simply subtract the areas of the four smaller squares from the area
of the large square:
A = 30 cm · 30 cm − 4 · 7.5 cm · 7.5 cm = 675 cm2.

b. There are two ways to figure out the dimensions of the figure when drawn at
a scale of 1:6.
(1) Consider the true dimensions of the figure, which were 30 cm by 30 cm, with
short sides of 7.5 cm and long sides of 15 cm. When it is drawn at a scale of
1:6, those dimensions get divided by 6. So, at scale 1:6, the cross is 30/6 cm
= 5 cm by 5 cm overall, and the sides measure 7.5/6 cm = 1.25 cm and
15/6 cm = 2.5 cm.
(2) When we go from the scale of 1:5 to the scale of 1:6, the dimensions of the
figure become 5/6 of the dimensions of the original figure. The original cross
shape is 6 cm wide and 6 cm tall overall, and its shorter sides measure 1.5 cm
and the longer ones 3 cm. So, at scale 1:6, the cross measures (5/6) · 6 cm
= 5 cm by 5 cm, and the sides measure (5/6) · 1.5 cm = 1.25 cm and
(5/6) · 3 cm = 2.5 cm.

56
Drawing Problems, cont.
8. See the figure at the right. It is 6 cm wide and 5.25 cm tall.
The original figure is 4 cm wide and 3.5 cm tall. Since the scale is
1 cm = 30 cm, the true dimensions of the figure are 4 cm · 30 = 120 cm
by 3.5 cm · 30 = 105 cm. When drawn at scale 1:20, we divide those
dimensions by 20 to get 120/20 cm = 6 cm and 105/20 cm = 5.25 cm.

9. a. No. The sides can be any length:

b. Yes. The student’s triangle should be either identical to the one at

the right or a rotated version of it. Draw the 12-cm base first.
Then draw the base angles, which are each 45°. Continue the sides
of those angles until they meet at a point, which is the third vertex
of the triangle. The image is not at true scale.

c. No. The sides can be any length. All the triangles with those
angle measures are similar, but of various sizes.

d. No. The 6-cm side could be any one

of the three sides. The images are
not to true scale.

e. Yes. The student’s triangle should be either

identical to the one at the right or a rotated
or reflected version of it:

57
Drawing Problems, cont.

f. Yes. Two example triangles are shown at the right. They are
congruent since the second is simply a vertical reflection
of the first. The student’s triangle should be either identical
to one of the triangles at the right or a rotated version of
one of them. The images are not to true scale.

g. No. there are two possibilities: either the 70° angle is

between the 8-cm and 10-cm sides, or the 70° angle is
opposite the 10-cm side. (The 70° angle can’t be opposite
the 8 cm side because then the 8 cm side wouldn’t be long
enough to reach from the 10 cm side to the side of
unspecified length.) The images are not to true scale.

10.
Determines a unique
Givens
triangle? (yes/no)
Three sides yes
Two sides that form a given angle yes
Two sides and an angle (location of angle not specified) no
Three angles no
Two angles and a side between them yes
Two angles and a side (location of side not specified) no
One side and one angle no

11. a. The sum of the angles of a pentagon is 540°.

b. How much is each angle in a regular pentagon? 108°
c. In order to draw your friend’s regular pentagon, you would need to know: the length of any side.

58
Drawing Problems, cont.
Puzzle corner.
a.

(1) Draw two line congruent segments (of the same

(2) Draw a circle with center B and radius AB.
length). They can have any angle between them.

(3) Draw a circle with center C and radius AB (or AC,

(4) Draw the two line segments BD and CD.
since AB and AC are congruent). D is the point
Erase the circles. The rhombus is done!
where the circles intersect.

b.

(1) Draw the two triangles. (2) Continue the sides of the triangles (3) Draw in the hexagon and erase
until they meet the circle. the other lines.

59
Circumference of a Circle, p. 142
1. Check the student’s answers. In the last column, each ratio of circumference to diameter (“Circumference ÷ diameter”)
should be between 2.7 and 3.5. Most of those ratios will not be close to 3.14, but will vary quite a bit, because it is very
hard to measure accurately enough to get this ratio to be 3.14 or even 3.1.
2.

a. Diameter 5 cm. b. Radius 3 in. c. Diameter 3 m.

Circumference = 5 cm · 22/7 Circumference = 6 in · 22/7 Circumference = 3 m · 22/7
= 110/7 cm = 15 5/7 cm ≈ 15.7 cm = 132/7 in = 18 6/7 in ≈ 18.9 in = 66/7 m = 9 3/7 m ≈ 9.4 m

3.

4. a. 44 cm b. 12.6 in c. 6.6 m
5. a. The radius is 2.5 cm. The circumference is 5 cm · π ≈ 15.7 cm.
b. The side of the square is 15.7 cm /4 ≈ 39 mm .
6. a. The circumference is 5.60 km · π ≈ 17.6 km.
The radius is 2.8 km.
b. The diameter is 120 cm ÷ π ≈ 38.2 cm (or 38 cm). The radius is about 19.1 cm (or 19 cm).
7.
Circle A Circle B Circle C Circle D
Circumference 14 cm 7.9 in 52.1 m 7.5 in
Diameter 4.5 cm 2.5 in 16.6 m 2.4 in
Radius 2.2 cm 1.3 in 8.3 m 1.2 in

8. a. The perimeter is 45 cm.

The radius of each half-circle is 4 cm, so its diameter is 8 cm. The two half-circles have a circumference of
8 cm · π ≈ 25 cm. The straight parts are 2 · 10 cm = 20 cm. In total, the perimeter is 25 cm + 20 cm = 45 cm.
b. It would be 50 · 45 cm = 2,250 cm.

60
Area of a Circle, p. 145
1. Estimations will vary, especially when it comes to estimating the partial square units. Check the student’s answers.
a. Estimation: 16 + 4 · 2 1/4 = 26 square units
Calculation: 28.26 square units
b. Estimation: 2 · (8 + 7.5 + 5.5 + 3.5) = 49 square units
Calculation: 50.24 square units
2. a. π(7.0 cm)2 ≈ 150 cm2
b. π(10.25 in)2 ≈ 330 sq in
c. π(37.5 cm)2 ≈ 4,420 cm2
d. π(208 in)2 ≈ 136,000 sq in

3. a. The area of the circle is π · 32 ≈ 28.3 square units

b. The shaded area is 6 · 6 − 28.3 = 7.7 square units.
4. a. The area of the circle is π · (7.5 cm)2 ≈ 180 cm2.
b. The area of the square is (10.6 cm)2 ≈ 112 cm2.
c. For this calculation, we need to retain more decimals for the intermediate results and not use the rounded answers
to parts (a) and (b). Moreover, we should use a more exact value for pi than 3.14. The value 3.1416 is good enough.
The percentage is Asquare/Acircle = 10.62/(π · 7.52) = 112.36/(π · 56.25) = 112.36/176.715 ≈ 63.58% ≈ 64%.
(If you use the rounded answers to parts (a) and (b), you get 112/180 ≈ 62%, which is two percentage points away
from the true answer.)
5. a. π · 16
14
6. c.
π

7. d. π · 32
8. a and b:

Pizza Area Cost per

Cost
diameter (sq. in.) square inch ($)
10″ $7.99 78.5 0.102

12″ $9.99 113.0 0.088

14″ $12.99 153.9 0.084

18″ $15.99 254.3* 0.063

* The value 254.3 is calculated using π = 3.14. You will get 254.5 if you use the π-button on the calculator.
c. The 18″ pizza
d. Two 10″ pizzas

9. a. The area is π · (4 cm)2 + 10 cm · 8 cm = π · 16 cm2 + 80 cm2 ≈ 130 cm2.

b. The area is π · (20 m)2 + 50 m · 40 m = π · 400 m2 + 2,000 m2 ≈ 3,260 m2.
Puzzle Corner. The radius was 7 cm.
First divide 153.86 cm2 by 3.14, to get 49 cm2. Then think what number squared will give you 49 cm2.

61
Proving the Formula for the Area of a Circle, p. 148
1. a. & b. Listen to the student’s explanations of the proof.
2. The case for 20 sectors is illustrated at the right.
3. Estimates may vary. Check the student’s answer. For example:
Using A = ½C · r, we get A = ½ · 31 ft · 5 ft = ½ · 155 ft2
= 77½ ft2 ≈ 78 ft2.
Or: 31 ft is about 30 ft, and half of 30 ft is 15 ft. Then A = ½C · r
= 15 ft · 5 ft = 75 ft2.
4. a. The circumference is more than 3.1 · 12 m = 36 m + 1.2 m = 37.2 m
so let’s use 38 m as our estimate. So the area is A = ½C · r
= ½ · 38 m · 6 m = 19 · 6 m2 = 114 m2.

b. The area more exactly is A = π · (6 m)2 ≈ 113 m2. The estimation was
very close: in fact, the percentage error is only (114 − 113)/114 < 1%.
5. Let’s use the formula A = ½C · r. The circumference is given as 10 ft.
We need to calculate the radius. The diameter is d = C/π ≈ 3.183099 ft,
and from it the radius is d/2 ≈ 1.591549 ft. Then the area is
A = ½C · r = ½ · 10 ft · 1.591549 ft = 7.9577475 ft2 ≈ 8.0 ft2.

Area and Perimeter Problems, p. 150

1. The area of each triangle is AΔ = ½ · bΔ · hΔ = ½ · (4 squares) · (3 squares) = ½ · 20 mm · 15 mm = 150 mm2.
The area of the rectangle between the triangles is A□ = b□ · h□ = (6 squares) · (2 squares) = 30 mm · 10 mm
= 300 mm2. In total, the area is 150 mm2 + 150 mm2 + 300 mm2 = 600 mm2.
2. a. A = b · h = 1 · 3 = 3 square units.
b. The total area of the four numbered parallelograms is 4 · 3 square units = 12 square units.
The area of the entire rectangular cell is 6 · 6 = 36 square units.
Therefore, the total area of the lightly-colored areas is the difference: (36 square units) − (12 square units)
= 24 square units.
c. The rhombi cover 24/36 = 2/3 = 66.7% of the pattern.
The borders cover 33.3% of the pattern.
3. The scale factor is 1.4 cm/2.4 cm = 14/24 = 7/12.
The base of the smaller triangle is 7/12 · 9.8 cm = 5.716 cm.
The altitude of the smaller triangle is 7/12 · 2.4 cm = 1.4 cm.
The area of the smaller triangle is ½ · 5.716 cm · 1.4 cm = 4.0016 cm2 ≈ 4.0 cm2.
4. a. A = (25 cm + 15 cm)/2 · 18 cm = 20 cm · 18 cm = 360 cm2

b. A = (1.5 in + 2.8 in)/2 · 2.2 in = 2.15 in · 2.2 in = 4.73 in2 ≈ 4.7 in2

62
Area and Perimeter Problems, cont.
5. a. Answers will vary. Check the student’s picture.
It might look like one of the examples at the right.
(The images aren’t to true scale.)
b. We can draw an unlimited number of different
figures that satisfy the given dimensions. Because
the given dimensions don’t determine the angles
of the trapezoid, we can, in effect, “slide” the one
parallel side to the left or right relative to the other
by any distance. For example, all of the trapezoids
at the right satisfy the given dimensions

6. The average of the two parallel sides is (80 m + 60 m)/2 = 70 m.

The altitude is then 2,240 m2/ 70 m = 32 m.
7. First, draw an altitude into the triangle. This can be done in 3 different
ways since any one of the three vertices can be chosen to be the top. The
base will then be the side opposite to that top vertex. Then, measure the
base and the altitude in inches, centimeters, or millimeters. Lastly,
calculate the area. The diagram at the right shows one way to draw the altitude:
In square inches, the area of the triangle is 1 1/2 in · 3 3/8 in ÷ 2
= (3/2 in) · (27/8 in) ÷ 2 = 81/16 in2 ÷ 2 = 81/32 in2
= 2 17/32 in2 ≈ 2 1/2 in2.
In square centimeters, the area is 8.5 cm · 3.8 cm ÷ 2 = 16.15 cm2 ≈ 16 cm2.
8. First, divide the quadrilateral into two triangles by drawing a diagonal in it (there are two ways to do this). Then,
draw the altitudes to the triangles. Next, measure the bases and the altitudes. Lastly, calculate the areas of the
two triangles and add them together to get the area of the quadrilateral.
If the diagonal is drawn as in the image at the right, we get the following
calculations. In square centimeters:

Area of the smaller triangle = 10.8 cm · 1.4 cm ÷ 2 = 7.56 cm2.

Area of the larger triangle = 10.8 cm · 6.1 cm ÷ 2 = 32.94 cm2.
Area of the quadrilateral = 7.56 cm2 + 32.94 cm2 = 40.5 cm2 ≈ 41 cm2.
In square inches, the calculations are more complex since fractions are involved:

Area of the smaller triangle

= 4 1/4 in · 9/16 in ÷ 2 = (17/4 in) · (9/16 in) ÷ 2 = 153/64 in2 ÷ 2 = 153/128 in2 = 1 25/128 in2.
Area of the larger triangle
= 4 1/4 in · 2 3/8 in ÷ 2 = (17/4 in) · (19/8 in) ÷ 2 = 323/32 in2 ÷ 2 = 323/64 in2 = 5 3/64 in2.
Area of the quadrilateral = 1 25/128 in2 + 5 3/64 in2
= 1 25/128 in2 + 5 6/128 in2 = 6 31/128 in2 ≈ 6 1/4 in2.

The other way to draw the diagonal results in the following triangles and
their altitudes (see the image at the right):
The calculations are not included here, but the final answers should of course
be the same.

63
Area and Perimeter Problems, cont.
9. The half-circle has a perimeter of ½ · π · 10 m ≈ 15.70796 m.
In total, the perimeter is 15.70796 m + 30 m = 45.70796 m.
We need to divide that by 21 cm = 0.21 m to find out how many tiles are needed:
45.70796 m ÷ 0.21 m/tile = 217.66 tiles ≈ 218 tiles. This means we need a minimum of 11 packages (11 · 20 = 220).
The cost of those is 11 · $24.90 = $273.90. (In reality, you would probably want to purchase one additional package
in case of any breakage.)
10. a. The top part of the hexagon is a trapezoid with 49-ft and 20-ft bases and a height of 14.5 ft.
The area of that part is (49 ft + 20 ft)/2 · 14.5 ft = 500.25 ft2. The bottom part of the hexagon is identical to
the top part, so its area is also 500.25 ft2.
In the middle is a rectangle with an area of 49 ft · 20 ft = 980 ft2.

In total, the area of the hexagon is 2 · 500.25 ft2 + 980 ft2 = 1,980.5 ft2 ≈ 1,980 ft2.
b. The area of the pool is π · (10.5 ft)2 = 346.36059 ft2.
The area of the walking area is therefore 1,980.5 ft2 − 346.36059 ft2 ≈ 1,630 ft2.
Puzzle corner.
The picture shows a trapezoid with bases a and b (shaded pink) and another
identical trapezoid rotated 180 degrees and placed next to it (shaded blue).
The resulting figure is a parallelogram with base (a + b) and altitude h, so
its area is (a + b) · h.
Since the two trapezoids are identical, the area of each trapezoid is exactly
half of the area of that parallelogram, or (a + b)/2 · h, which is the common
formula for the area of a trapezoid.

Surface Area, p. 155

1. a. A sketch of the net is on the right. The circles may attach at any point
along their respective sides.
The area of the top face is the same as the area of the bottom face:
π · r2, where r is the radius of the circle, 30 cm.
The area of the lateral face is π · d · h, where h is the height of the cylinder,
50 cm, and d is the diameter of the circles that form the top and bottom
faces, 60 cm. Thus π · d is the circumference of the top and bottom faces,
which becomes the side of the rectangle in the net.
The total surface area is:

π · (30 cm)2 + π · (30 cm)2 + π · 60 cm · 50 cm

= 900π cm2 + 900π cm2 + 3,000π cm2 = 4,800π cm2 ≈ 15,100 cm2.

b. The net is on the right. Again, the circles may attach at any point along their
respective sides. The area of the bottom is π · (0.6 in)2 and the area of the
lateral face is π · 1.2 in · 3 in. In total, the surface area is
π · (0.6 in)2 + π · (0.6 in)2 + π · 1.2 in · 3 in

= 0.36π in2 + 0.36π in2 + 3.6π in2 = 4.32π in2 ≈ 14 in2.

64
Surface Area, cont.
2. a. The net at the right is not to true scale.
b. The area of the base is (5 cm)2 = 25 cm2.
The area of each triangle is ½ · 5 cm · 4 cm = 10 cm2.
The total surface area is 25 cm2 + 4 · 10 cm2 = 65 cm2.
3. We can think of the building as consisting of two rectangular prisms, one
with dimensions 12 m by 6 m by 8 m (the lower), and the other with
dimensions 5 m by 9 m by 8 m (the upper part). To calculate the surface
area, we add the surface areas of both parts, and then subtract twice the area
where they are joined together and the area of the very bottom.
The surface area is therefore:
2 · (12 m · 6 m) + 2 · (6 m · 8 m) + 2 · (8 m · 12 m) + 2 · (5 m · 9 m)
+ 2 · (9 m · 8 m) + 2 · (5 m · 8 m) − 2 · (5 m · 8 m) − 12 m · 8 m

= 144 m2 + 96 m2 + 192 m2 + 90 m2 + 144 m2 + 80 m2 − 80 m2 − 96 m2 = 570 m2.

You can also calculate it part by part, in which case you might get something like this:
A = 2 · 12 m · 6 m + 6 m · 8 m + 7 m · 8 m + 2 · 9 m · 5 m + 8 m · 15 m + 5 m · 8 m + 9 m · 8 m
= 144 m2 + 48 m2 + 56 m2 + 90 m2 + 120 m2 + 40 m2 + 72 m2 = 570 m2.

4. Since a cube has six identical faces, the area of each face is 150 cm2 ÷ 6 = 25 cm2. One edge of the cube is 5 cm,
since 5 cm · 5 cm = 25 cm2. The volume is then (5 cm)3 = 125 cm3.
5. a. The surface area of the first cube is 6 · 1 · 1 = 6 square units. The surface area of the second is 6 · 2 · 2
= 24 square units. The surface areas are in the ratio 6:24 = 1:4.
Notice that this is the square of the ratio of the edge lengths: the edges are in a ratio of 1:2 or 1/2, and (1/2)2 = 1/4.

b. The volume of the first cube is 13 = 1 cubic unit. The volume of the second is 23 = 8 cubic units.
The volumes are in the ratio 1:8.
Notice that this is the cube of the ratio of the edge lengths: the edges are in a ratio of 1:2 or 1/2, and (1/2)3 = 1/8.

6. a. The surface area is 3 · 24 cm · 4.5 cm = 324 cm2 ≈ 320 cm2.

b. The volume is ½ · 4.5 cm · 3.9 cm · 24 cm = 210.6 cm3 ≈ 210 cm3.
7. a. Check the student’s work.
b. The surface area is ½ · π · (7.5 cm)2 ≈ 88 cm2.

8. The area of the lateral face is 3/4 · π · (2.0 in)2 ≈ 9.425 in2. The area of the base is π · (1.5 in)2 ≈ 7.069 in2.
The surface area is 9.425 in2 + 7.069 in2 = 16.494 in2 ≈ 16 in2
Puzzle corner.
We will calculate the surface area of the top rectangular prism and of the bottom rectangular prism, and then subtract (twice)
the area where they are touching.
A = 2 · 20 cm · 50 cm + 2 · 20 cm · 20 cm + 2 · 20 cm · 50 cm + 6 · 20 cm · 20 cm − 2 · 20 cm · 20 cm

= 2,000 cm2 + 800 cm2 + 2,000 cm2 + 2,400 cm2 − 800 cm2 = 6,400 cm2.

65
Conversions Between Customary Units of Area, p. 159
1. 1 square foot = 144 square inches.
2. The area in square feet is 3 ft · 3 ft = 9 ft2.
The area in square inches is 36 in · 36 in = 1,296 in2.

3. a. 10 in · 39 in = 390 in2
b. 390 in2 = 390 in2 · 1 ft2/144 in2 ≈ 2.7 ft2
4.
a. A rectangle with 4.0 ft and 2.5 ft sides
A = 10 sq ft
144 sq in
A = 10 sq ft · = 1,440 sq in.
1 sq ft

b. A rectangle with 20 ft and 15 ft sides

A = 300 sq ft
1 sq yd
A = 300 sq ft · = 33 sq yd.
9 sq ft

c. A rectangle with 0.4 mi and 0.9 mi sides

A = 0.36 sq mi
640 acre
A = 0.36 sq mi · = 230 acres.
1 sq mi

d. A square with 750 ft sides

A = 562,500 sq ft
1 sq yd 1 acre
A = 562,500 sq ft · · = 12.9 acres.
9 sq ft 4,840 sq yd

5. The plot of land is a trapezoid. (To calculate the area of a trapezoid, use the formula given on page 152, in the lesson
“Area and Perimeter Problems.”) Its area in square feet is (a + b)/2 · h = (340 ft + 520 ft)/2 · 320 ft = 137,600 ft2.
In acres, that is 137,600 ft2 · 1 acre/43,560 ft2 = 3.16 acres.
6. a. The area for geraniums is 2 · ½ · 2.5 ft · 3 ft + 2 · ½ · 2.5 ft · 6 ft = 22.5 ft2.

b. The area for zinnias is 9 ft · 5 ft − 22.5 ft2 = 22.5 ft2.

c. Both are 2.5 square yards.
d. They occupy 50% of the entire area.

7. The area of the plot is 560 ft · 800 ft = 448,000 ft2. In acres, that is 448,000 ft2 · 1 acre/43,560 ft2 ≈ 10.2847 acres.
He will need 10.2847 acres · 70 lb/acre ≈ 720 lb of nitrogen.
8. a. The area is rectangle minus house plus triangle (but keep track of different units!):
60 yd · 20 yd − 30 ft · 80 ft + ½ · 13 yd · 20 yd

= 1,200 yd2 − 2,400 ft2 + 130 yd2

= 10,800 ft2 − 2,400 ft2 + 1,170 ft2 = 9,570 ft2.

b. She needs 9,570 ft2/(3,200 ft2/package) ≈ 3 packages of nematodes.

66
Conversions Between Metric Units of Area, p. 162
1. The area in square centimeters is 1 cm × 1 cm = 1 cm2.
The area in square millimeters is 10 mm × 10 mm = 100 mm2.

2. The area in square meters is 1 m × 1 m = 1 m2.

The area in square decimeters is 10 dm × 10 dm = 100 dm2.
The area in square centimeters is 100 cm × 100 cm = 10,000 cm2.
The area in square millimeters is 1,000 mm × 1,000 mm = 1,000,000 mm2.
So, 1 m2 = 100 dm2 = 10,000 cm2 = 1,000,000 mm2.

3. 9 m2 · (10,000 cm2/1 m2) = 90,000 cm2

4. The area in square centimeters: A = 5 cm · 2 cm = 10 cm2.

The area in square millimeters: A = 50 mm · 20 mm = 1,000 mm2.

5. In square meters: A = 500 m · 700 m = 350,000 m2.

In hectares: A = 350,000 m2 · 1 ha /10,000 m2 = 35 ha.

Or you can figure it out this way: since a 100 m by 100 m square is 1 hectare, then a 500 m by 700 m rectangle is
5 · 7 = 35 such squares, or 35 hectares.

6. In square kilometers: A = 0.2 km · 1.2 km = 0.24 km2.

In hectares: A = 0.24 km2 · 100 ha/1 km2 = 24 ha.

7. 60,600 m2 = 60,600 m2 · 1 ha/10,000 m2 = 6.06 ha

8. The real dimensions of the rectangular lake are:
1.5 cm · 20,000 = 30,000 cm = 300 m and 0.8 cm · 20,000 = 16,000 cm = 160 m.
Its area in square meters is then 300 m · 160 m = 48,000 m2.
Since each 10,000 m2 is one hectare, the area in hectares is 4.8 ha.

9. The combined area of the two half-circles is π · (36.50 m)2, and the area of the middle rectangle is 84.39 m · 73.00 m.
This time using the π-button on a calculator or approximating π by 3.14 does make a small difference in the final
answer, so I have included the solution both ways.
Using the π-button on a calculator:
The total area in square meters is π · (36.50 m)2 + 84.39 m · 73.00 m ≈ 10,346 m2 ≈ 10,350 m2.
Since each 10,000 m2 is one hectare, the area in hectares is 1.035 ha.
Using 3.14 for π:
The total area in square meters is 3.14 · (36.50 m)2 + 84.39 m · 73.00 m ≈ 10,344 m2 ≈ 10,340 m2.
Since each 10,000 m2 is one hectare, the area in hectares is 1.034 ha.
The difference between the two answers highlights the fact that sometimes approximating π by 3.14 is not accurate
enough, so we need to use an approximation with more decimal digits (such as 3.14159 or however many digits your
calculator gives for π).
10. a. Each person would get about 17.1 km2 ÷ 51,000 ≈ 0.0003352941 km2 ≈ 0.000335 km2.

b. Each person would get about 0.0003352941 km2 · 100 ha/km2 = 0.03352941 ha ≈ 0.0335 ha.
c. Each person would get about 0.03352941 ha · 10,000 m2/ha = 335.2941 m2 ≈ 335 m2.

d. It is about 500,000 m2 ÷ 335.2941 m2 ≈ 1,500 times bigger. (50 ha is 500,000 m2.)

You can of course also divide 50 ha by 0.03352941 ha to get the same result.

67
Slicing Three-Dimensional Shapes, p. 165
1. a. A right pentagonal prism.
b. A right circular cylinder.
c. An oblique cylinder— either circular or ellipsoidal; we cannot tell for sure from the image.
d. A right rectangular prism.
2. a. A cube b. A right triangular pyramid (a tetrahedron).
c. A right triangular prism. d. A right rectangular prism.
e. A right circular cylinder. f. A right octagonal pyramid.
g. A right octagonal prism. h. A right square pyramid.
3. a. Check the student’s work.
b. The cross-section can be a triangle, an equilateral triangle, a square, a rectangle, a parallelogram, a pentagon,
or a hexagon.

an equilateral a scalene a rectangle another way to

triangle triangle make a rectangle

a square a parallelogram a pentagon a hexagon

Slice the cube with
You need to cut from the a plane that goes Slice the cube with
top face to the bottom in through five of the a plane that goes
an angle and in such a six faces of the cube. through all six
way that the cross-section faces of the cube.
is not parallel to any of
the edges at the top.

c. You cannot get a circle, an ellipse, a heptagon, an octagon, or any other polygon with more than 6 sides. You cannot
get a circle or an ellipse since a cube doesn’t have any round faces but all its faces are rectangles, so any way you cut
it, you will always get a polygon. Also, since a cube has only six faces, the maximum number of sides for the cross-
sectional polygon is six.
Please see http://www.learner.org/courses/learningmath/geometry/session9/part_c/index.html for an
excellent animation showing all the possible cross sections.

68
Slicing Three-Dimensional Shapes, cont.
4. a. You can get the same shapes as in the case of the cube: a triangle, an equilateral triangle, a square, a rectangle,
a parallelogram, a pentagon, or a hexagon.

This can be a square or

an equilateral a scalene another way to
a rectangle depending
triangle triangle on the dimensions of make a rectangle
your rectangular prism.

another way to a parallelogram a pentagon a hexagon

make a rectangle
You need to cut from the Slice the prism with Slice the prism with
top face to the bottom at a plane that goes a plane that goes
an angle and in a place through five of the through all six of its
where the cross-section six faces of the prism. faces.
is not parallel to any of
the edges at the top.

Please see http://www.shodor.org/interactivate/activities/CrossSectionFlyer/ for an activity where you can find

all the possible cross sections for a cube or rectangular prism. Choose a “prism” and adjust the slider for “Lateral
faces” until you get a cube.
b. Basically, yes, you can, because the rectangular prism has practically the same shape as a cube. The only difference
is in the lengths of the edges. The only shape that you might not be able to get from a rectangular prism is a square.

69
Slicing Three-Dimensional Shapes, cont.
5. You can get a triangle, a square, a trapezoid, a quadrilateral that is not a square or trapezoid, or a pentagon.

a triangle a square a trapezoid a quadrilateral a pentagon

You get a square if the cutting

plane is parallel to the base.
Because of the perspective,
the shape in this image may
not look like a square.

Please see http://www.shodor.org/interactivate/activities/CrossSectionFlyer/ for an activity where you can find all
the possible cross sections for a right rectangular pyramid. Choose a pyramid and adjust the slider for “Lateral faces”
until you get a square pyramid.
6. (1) c (2) e (3) d (4) b (5) a
7. a. The cross section is a square.
b. The cross section is a rectangle.
c. The cross section is a circle.
d. The cross section is a square/rectangle.
e. The cross section is a triangle.
f. The cross section is a trapezoid (or quadrilateral)

Volume of Prisms and Cylinders, p. 172

1. a. V = Ab · h = 150 cm2 · 20 cm = 3,000 cm3

b. V = Ab · h = (3 ft · 5 ft ÷ 2) · 7 ft = 52.5 ft3 ≈ 53 ft3

c. V = Ab · h = π · (6 cm)2 · 16 cm ≈ 1,810 cm3

d. V = Ab · h = π · (0.6 in)2 · 3 in ≈ 3.4 in3

2. The bottom part is a rectangular prism with a volume of V1 = 14 ft · 10 ft · 25 ft = 3,500 ft3.

The attic part is a triangular prism with a volume of V2 = (14 ft · 3 ft ÷ 2) · 25 ft = 525 ft3.
The total volume is 3,500 ft3 + 525 ft3 = 4,025 ft3 ≈ 4,000 ft3.
3. a. The base of this prism is the trapezoidal face, which faces the viewer. Its height is the 2.00 m edge that goes away
from the viewer.
V = Ab · h = (4.1 m + 2.6 m)/2 · 2 m · 2 m = 13.4 m3

b. Volume of water = 0.95 · 13.4 m3 = 12.73 m3 = 12,730 liters.

4. V = 7.0 cm · 11.5 cm · 12.0 cm = 966 cm3 ≈ 970 ml = 0.97 L.

5. Check the student’s work.
6. V = π · (1.25 cm)2 · 100 cm ≈ 491 cm3 = 491 ml

70
Volume of Prisms and Cylinders, cont.
7. a. 1 cubic yard = 1 yd · 1 yd · 1 yd = 36 in · 36 in · 36 in = 46,656 in3

b. 1 cubic meter = 1 m · 1 m · 1 m = 100 cm · 100 cm · 100 cm = 1,000,000 cm3

8. a. V = π · (5.3125 in)2 · 14.5 in ≈ 1,286 in3

b. 1,285.63 in3 · 1 gal/231 in3 = 5.565 gal ≈ 5.57 gal. It is more than 5 gallons.
c. 1,285.63 in3 · 1 ft3/1,728 in3 ≈ 0.7440 ft3

9. a. V = 32 in · 14 in · 26 in − 12 in · 8 in · 14 in = 10,304 in3
b. 10,304 in3 = 10,304 in3 · 1 ft3/1,728 in3 = 5.962 ft3 ≈ 5.96 ft3.

10. a. V = (7/8) · 12.5 m · 6.0 m · 2.0 m = 131.25 m3 = 131,250 L.

b. The volume of rain = 12.5 m · 6 m · 15 mm = 12.5 m · 6 m · 0.015 m = 1.125 m3 = 1,125 L.
The rain adds about 1,100 liters of water into the pool. Quite a lot!
Puzzle corner.
The overlap makes the circumference of the top (or bottom) circle to be 8.5 in − 0.5 in = 8.0 in.
The diameter is then 8.0 in ÷ π ≈ 2.5 in.
If you use A4 size paper, the circumference will be 210 mm − 10 mm = 200 mm.
The diameter is then 200 mm ÷ π ≈ 64 mm.

Chapter 8 Mixed Review, p. 176

1. Answers will vary. Check the student’s answer.
For example: Anna owed her mom $30. Then she borrowed $12 more from her. Now, Anna owes $42.
Or, a submarine was 30 ft below the surface of water. Then it sank 12 ft more. Now it is at 42 ft below the surface.
2. 53 + (−91) + 21 + (−3) + (−55) = 74 + (−149) = −75

9 baskets 3 baskets 150 baskets

3. = =
12 shots 4 shots 200 shots
4. You can write the proportion 7/2 = x/16 or use logical reasoning to get that the unknown side is 7/2 · 16 cm = 56 cm.
5. The new price is $15 − $1.5 − $0.75 = $12.75.
6. Let p be the original price. Then 0.8p = $100, from which p = $100/0.8 = $125.
Another way to solve this is by logical thinking (perhaps accompanied by a bar model). The $100 is 80% or 4/5 of the
original price. This means $100 ÷ 4 = $25 is 1/5 of the original price. Therefore, the original price is 5 · $25 = $125.
7. In 2014, the total revenue was $135,000 − $3,500 = $131,500. The revenue that came from the property tax in 2013
was 0.41 · $135,000 = $55,350. In 2014 this fell to 55,350 − $2,100 = $53,250. In 2014, the county got
$53,250/$131,500 = 0.40494 ≈ 40.5% of its revenue from property tax.
8. a. 4w + 13
b. 44w3
c. 3c2d3

71
Chapter 8 Mixed Review, cont.
9. a. Car 1: d = 20g Car 2: d = 24g

b.

c. Car 1: Slope is 20. Car 2: Slope is 24.

d. See the graph above. The points are (6, 120) and (5, 120).
e. See the graph above. The points are (1, 20) and (1, 24).
f. With zero gallons, the car will travel zero miles.
10. a. (0.81 − 0.78)/0.78 ≈ 0.0384615 ≈ 3.8%
b. (487 − 445)/445 ≈ 0.0943820 ≈ 9.4%
11. The sides of the enlarged rectangle measure 3.5 · (2 1/4 in) = 3.5 · 2.25 in = 7.875 in and 3.5 · 3 in = 10 1/2 in.
The area is then 7.875 in · 10.5 in = 82.6875 sq in ≈ 82.7 sq in.

8 3/8 3 3 67 4 67 1 67 1
12. = 8 ÷ = · = · = = 11
3/4 8 4 8 3 2 3 6 6
You can cut eleven pieces that are 3/4 ft long out of 8 3/8 feet of string.
13. The sides of the rectangle are 7a and 4b long.
14.
1 5 2 9
a. 1 − y= b. z + = 1
3 8 3 10

5 1 9 2
−y = − 1 z = 1 −
8 3 10 3

17 27 20
−y = − z = 1 −
24 30 30

17 7
y = z = 1
24 30

72
Chapter 8 Review, p. 179
1. a. Angles v and u are complementary.
b. Angles w and x are supplementary. So are angles x and y.
c. Angles w and y are vertical angles.
d. u = 31 ° x = 129 ° y = 51 ° z = 39 °
2. a. 29° + x + 74° = 180°
b. x = 180° − 74° − 29° = 77°
3. a. The sum of the measures of the other two angles is 180° − 26° = 154°. Since the angles
are identical, each of the angles measures half of that sum: 154° ÷ 2 = 77°.
b. Check the student’s work. The image at the right is not to scale, but it shows the general
shape of the triangle. As long as the base measures 4 inches, the sides may be of any length.

4. Answers will vary since the angles chosen may be different. Check the student’s work.
For example:

(1) Lightly draw a circle using one of the (2) Complete the figure by drawing in
endpoints of the given line segment as
the center and the line segment as the radius. the third side of the triangle. Erase
the circle.
Choose any point on the circumference of
that circle. Draw a line segment from the
center to that point as the second side of the
triangle.

5. The image is not to scale.

73
Chapter 8 Review, cont.
6. Yes, the information defines a unique parallelogram. It is true that you can draw it in two different orientations, but
those are congruent (you can get one from the other by reflecting and rotating it).

7. The dimensions of the room drawn at a scale of 1:60 are 5.0 cm by 4.2 cm.

8. You can choose any side of the triangle to be the base, and thus you can draw three different altitudes into the
triangle. The most natural one might be this:

The area of the triangle is then A = 14.5 cm · 6.5 cm ÷ 2 = 47.125 cm2 ≈ 47 cm2.
9. a. Diameter = C/π ≈ 6.55718 cm.
Radius = 6.55718 cm ÷ 2 = 3.27859 cm ≈ 3.3 cm.
b. Diameter = 8 ft 2 in = 98 in. Radius = 98 in ÷ 2 = 49 in. Area = π · (49 in)2 ≈ 7,540 in2.
10. The pictures show that if we divide a circle into several sectors, we can rearrange those sectors to form a shape that is
very close to a parallelogram. The base of the parallelogram is half of the diameter of the circle, or ½C. The altitude
of the parallelogram is the radius of the circle, or r. So the area of the parallelogram is ½C · r, and that is also
the area of the circle.

11. The surface area consists of four identical triangles. It is A = 4 · 5.5 ft · 4.6 ft ÷ 2 = 50.6 ft2 ≈ 51 ft2.
12. The edges of the prism, in inches, are: 2 ft = 24 in, 4 ft = 48 in, and 3 ft = 36 in.
The volume is then V = 24 in · 48 in · 36 in = 41,472 in3 ≈ 41,500 in3.
13. a. A = (90 ft + 210 ft)/2 · 150 ft = 22,500 ft2

b. One square yard = (3 ft) · (3 ft) = 9 ft2. We can convert the area 22,500 ft2 into square yards by multiplying it by
the conversion factor 1 yd2/9 ft2, which essentially means we divide it by 9: A = 22,500 ft2 · 1 yd2/9 ft2 = 2,500 yd2.

74
Chapter 8 Review, cont.
14. a. 530 ml = 530 cm3.
b. If we use his measurements for the diameter and the height, we get an approximate volume of
V = π · (4.5 cm)2 · 12 cm ≈ 760 cm3, which is very different from 530 cm3. So either the diameter or
the height is incorrect.

15. a. V = (24 mm + 44 mm)/2 · 32 mm · 230 mm = 250,240 mm3 ≈ 250,000 mm3

b. V = (2.4 cm + 4.4 cm)/2 · 3.2 cm · 23 cm = 250.24 cm3 ≈ 250 cm3, or you can take the volume in cubic
millimeters and divide it by 103 = 1,000 to get the same result.
16. The cross-section is a rectangle.
17. There are two ways:

(1) Any plane that passes through the top vertex (2) Any plane that passes through just one of the
will make a triangular cross section. four corners of the pyramid next to the base will
also make a triangular cross section

75
Chapter 9: The Pythagorean Theorem

Square Roots, p. 190

1. a. 10 b. 8 c. 2 d. 0 5. b. First we find two consecutive perfect squares so
e. 9 f. 12 g. 1 h. 100 that 51 is between them: 49 < 51 < 64. From that fact
we know that 7 < √51 < 8. Also, since 51 is much
2. See the table → Perfect squares closer to 49 than to 64, √51 is much closer to 7 than
to 8. Let’s first guess that √51 = 7.1 and go on from
3. a. 13 b. 30 1 121 there:
c. 15 d. 11 4 144
9 169 7.12 = 50.41 Too small. Let’s guess bigger.
e. 21 f. 90
16 196 7.22 = 51.84
25 225
36 256 So √51 is between 7.1 and 7.2. Also, it is closer to
49 289 7.1 than to 7.2, because 50.41 is closer to 51 than
64 324 51.84 is.
81 361
100 400 7.132 = 50.8369 Too small. Let’s guess bigger.
7.142 = 50.9796 Still too small. Let’s guess bigger.
4.
7.152 = 51.1225
a. 6 b. 7 c. 57 d. 0.29
So √51 is between 7.14 and 7.15. Now we just need
Fill in the shortcut: to know whether it should be rounded to 7.14 or 7.15.
Since squaring and square root are opposite operations,
7.1452 = 51.051025
(√a)2 = a and √a2 = a for any positive number a.
This shows us that √51 < 7.145, so when rounding to
two decimal digits, √51 ≈ 7.14.
5. a. First we find two consecutive perfect squares so
that 7 is between them: 4 < 7 < 9. From that fact 5. c. First we find two consecutive perfect squares so
we know that 2 < √7 < 3. Since 7 is closer to 9 that 99 is between them: 81 < 99 < 100. From that fact
than to 4, let's guess that √7 = 2.6 and check: we know that 9 < √99 < 10. Also, since 99 is much
2.62 = 6.76 Too small. Let's guess bigger: closer to 100 than to 81, √99 is much closer to 10 than
to 9. Let’s first guess that √99 = 9.9 and go on from
2.72 = 7.29 there:
The above guesses show us that √7 is between 2.6 9.92 = 98.01
and 2.7. Now let’s guess what the second decimal Since √99 is almost exactly halfway between 9.9
digit might be: and 10, we can guess that the second decimal is 5.
2.652 = 7.0225 Too big. Let’s guess smaller: 9.952 = 99.0025 (too high)
2.642 = 6.9696 9.942 = 98.8036 (too low)
So √7 is between 2.64 and 2.65. Now we just need Now we know it is between 9.94 and 9.95, so it’s
to know whether it would be rounded to 2.64 or 2.65. time to find whether it gets rounded to 9.94 or to 9.95.
2.6452 = 6.996025 9.9452 = 98.903025
This shows us that √7 > 2.645, so when rounding to This shows us that √99 > 9.945, so when rounding to
two decimal digits, √7 ≈ 2.65. two decimal digits, √99 ≈ 9.95.
6. a. 2.8284 b. 3.4641 c. 3.9230
d. 74.1161 e. 0.7746 f. 0.1

76
Square Roots, cont.
7. a. 5 b. 11 c. 8
d. 12 e. 6 f. 5
8. a. 5.191. If your calculator doesn’t automatically perform the operations in order, you may need to write down the
intermediate results (or enter them into the calculator’s memory). If you write them down, keep at least 5 decimal
digits. In other words, don’t round the intermediate results to 3 decimal digits or your final answer may be off.
b. 59.512
9. a. 30 b. not a real number c. not a real number
d. not a real number e. 10 f. not a real number
10. a. 1,600 cm2
b. 37 sq in
11. a. Check the student’s square. The side of the square is about √18 cm ≈ 4.2 cm.
b. 4 · √18 cm ≈ 16.97 cm
12. a. Check the student’s square. The side of the square is 4.5 cm.
b. A = (4.5 cm)2 = 20.25 cm2

Equations That Involve Taking a Square Root, p. 194

1.

a. x2 = 25 b. y2 = 3,600
x = 5 y = 60
or x = −5 or y = −60

c. x2 = 500 d. z2 = 11
x = √500 ≈ 22.36 z = √11 ≈ 3.32
or x = −√500 ≈ −22.36 or z = −√11 ≈ −3.32

e. w2 = 287 f. q2 = 1,000,000
w = √287 ≈ 16.94 q = 1,000
or w = −√287 ≈ −16.94 or q = −1,000

2.

a. 5x2 = 125 b. y2 + 100 = 1,000

x2 = 25 y2 = 900
x = 5 y = 30
or x = −5 or y = −30
Check: Check:

5 · 52 125 302 + 100 1,000

5 · 25 125 900 + 100 1,000

125 = 125 1,000 = 1,000

77
Equations That Involve Taking a Square Root, cont.
3.

a. a2 − 8 = 37 b. 8.2b2 = 319
a2 = 45 b2 = 319/8.2
a = √45 ≈ 6.708 b = √319/8.2 ≈ 6.237
or a = −√45 ≈ −6.708 or b = −√319/8.2 ≈ −6.237

Check: (√45)2 − 8 37 Check: 8.2 · 6.2372 319

45 − 8 37 8.2 ·
38.900169 319
37 = 37
318.9813858 ≈ 319

c. a2 + 4.5 = 10.7 d. 12b2 = 36,000

a2 = 6.2 b2 = 3,000
a = √6.2 ≈ 2.490 b = √3,000 ≈ 54.772
or a = −√6.2 ≈ −2.490 or b = −√3,000 ≈ −54.772

Check: (√6.2)2 + 4.5 10.7 Check: 12 · (√3,000)2 36,000

6.2 + 4.5 10.7 12 · 3,000 36,000

10.7 = 10.7 36,000 ≈ 36,000

4.

a. a2 + 32 = 72 b. 432 + x2 = 512
a2 + 9 = 49 x2 = 512 − 432
a2 = 40 x2 = 752
a = √40 ≈ 6.325 x = √752 ≈ 27.423
or a = −√40 ≈ −6.325 or x = −√752 ≈ −27.423

Check: (√40)2 + 32 72 Check: 432 + (√752)2 512

40 + 9 49 1,849 + 752 2,601

49 = 49 2,601 = 2,601

c. s2 = 2.12 + 5.42 d. 212 + 292 = w2

s2 = 33.57 1,282 = w2
s = √33.57 ≈ 5.794 w2 = 1,282
or s = −√33.57 ≈ −5.794 w = √1,282 ≈ 35.805
or w = −√1,282 ≈ −35.805
Check: (√33.57)2 2.12 + 5.42

33.57 = 33.57 Check: 212 + 292 (√1,282)2

1,282 = 1,282

78
Equations That Involve Taking a Square Root, cont.
5.

a. 45 − x2 = 20 b. 1122 + s2 = 18,200
−x2 = −25 s2 = 18,200 − 1122
x2 = 25 s2 = 5,656
x = 5 s = √5,656 ≈ 75.206
or x = −5 or s = −√5,656 ≈ −75.206
Check:
Check: 45 − 52 20
1122 + (√5,656)2 18,200
45 − 25 20
12,544 + 5,656 18,200
20 = 20
18,200 = 18,200

c. s2 = 0.892 + 1.222 d. 6,650 − y2 = 702

s2 = 2.2805 6,650 − 702 = y2
s = √2.2805 ≈ 1.510 1,750 = y2
or s = −√2.2805 ≈ −1.510 y2 = 1,750
y = √1,750 ≈ 41.833
Check: (√2.2805)2 0.892 + 1.222
or y = −√1,750 ≈ −41.833
2.2805 = 2.2805
Check: 6,650 − (√1,750)2 702

6,650 − 1,750 4,900

4,900 = 4,900

Puzzle corner: solve x2 − x = 0. You can use guess and check: Zero fulfills the equation because 02 − 0 = 0.
One is also a solution because 12 − 1 = 0.
A way to see the solutions without guessing is to write the equation in the form x(x − 1) = 0. The product of x and x − 1 can
only be zero if either x is zero or x − 1 is zero, which means either x = 0 or x = 1. From this form of the equation we can also
see that there are no other solutions.
(We also know that there are no other solutions because of this principle of algebra: an equation where the highest exponent of
the variable is n can have at most n solutions within the real numbers. Therefore, our equation, which has 2 as the highest
exponent of the variable, can have at most two solutions within the real numbers.)
So the solution is: x = 0 or x = 1.

79
The Pythagorean Theorem, p. 199
1. 32 + 42 52 5. a. 62 + 42 92

9 + 16 25 36 + 16 81

25 = 25 52 < 81
The triangle is obtuse.
2. a. 62 + 82 102
b. 102 + 112 132
36 + 64 100
100 + 121 169
100 = 100
221 > 169
b. Check the student’s triangle.
The triangle is acute.
It should have the same shape as this one:
c. These three lengths do not form a triangle.
The legs aren’t long enough to touch: 12 + 14 < 28.

d. 152 + 202 252

225 + 400 625
625 = 625
Measure its angles: did you get a right triangle? Yes.
The triangle is right.

3. a. 62 + 92 132 6. a. 142 + 92 = y2
36 + 81 169 196 + 81 = y2
117 < 169
277 = y2
The triangle formed with lengths 6, 9, and 13 is not y = √277 ≈ 16.6
a right triangle. (It is obtuse.)
(We ignore the negative root.)
b. 52 + 122 132
b. s2 + 222 = 282
25 + 144 169
s2 + 484 = 784
169 = 169
s2 = 300
The triangle formed with lengths 5, 12, and 13
is a right triangle. y = √300 ≈ 17.3
(We ignore the negative root.)
4. a. The sides measure 67 mm, 63 mm, and between
22 mm and 23 mm. The student could get 22 mm, 7. a. w2 + 37.02 = 42.12
23 mm, or even 22.5 mm as the measurement of
the shortest side. w2 + 1,369 = 1,772.41
b. Here, I used 63, 23, and 67. w2 = 403.41
w = √403.41 ≈ 20.1 cm
632 + 232 672
(We ignore the negative root.)
3,969 + 529 4,489
4,498 ≈ 4,489 b. t2 + 10442 = 11312

While it may seem to you that 4,498 and 4,489 are t2 + 1,089,936 = 1,279,161
quite different, they are actually very close to each t2 = 189,225
other. To check how close they are, we must not
t = √189,225 = 435 ft
simply look at their difference of 9 but instead we
must look at the percentage difference = (We ignore the negative root.)
(difference/reference). To calculate that, I will use
the average value 4,493.5 as reference:
(difference/reference) = 9/4,493.5 ≈ 0.0020
= 0.2%. This is an extremely small difference.

80
The Pythagorean Theorem, cont.

8. To be able to use the Pythagorean Theorem, we need to convert the lengths of the sides into inches:
12 ft 5 in = 149 in and 7 ft 8 in = 92 in. Let x be the unknown hypotenuse. Then:

1492 + 922 = x2
22,201 + 8,464 = x2
30,665 = x2
x = √30,665 ≈ 175.11 (We ignore the negative root.)

The hypotenuse measures about 175 in or 14 ft 7 in.

Puzzle corner. The hypotenuse, 108 units, is shorter than one of the legs, 125 units. To fix it,
the teacher could switch the two numbers so that the hypotenuse measures 125 units and the
leg 108 units. In that case, we get:

x2 + 1082 = 1252
x2 + 11,664 = 15,625
x2 = 3,961
x = √3,961 units ≈ 62.9 units (We ignore the negative root.)

The Pythagorean Theorem: Applications, p. 204

1. We check if the three numbers fulfill the Pythagorean Theorem:

40.22 + 36.42 49.12

1,616.04 + 1,324.96 2,410.81
2,941 ≠ 2,410.81
No, the corner is not a right triangle, as 2,941 is very different from 2,410.81.
(You can check that by calculating the percent relative difference using the average of
the two numbers as the reference value. You should get 530.19/2675.905 ≈ 19.81%.)
2. Let x be the length of the diagonal. Applying the Pythagorean Theorem we get:
x2 = 9.02 + 14.42
x2 = 81 + 207.36

x2 = 288.36
x = √288.36 in ≈ 17.0 in (We ignore the negative root.)

3. The length of the diagonal, d, is given by the Pythagorean Theorem:

d2 = 482 + 302
d2 = 2,304 + 900

d2 = 3,204
d = √3,204 m ≈ 56.6 m

The walk around the park is 48 m + 30 m = 78 m. That route is therefore 78 m − 56.6 m = 21.4 m longer.

81
The Pythagorean Theorem: Applications, cont.
4. The side of a square with an area of 100 m2 is 10 m. The diagonal, d, is given by the Pythagorean Theorem:

d2 = 102 + 102
d2 = 100 + 100

d2 = 200
d = √200 m ≈ 14.1 m

5. We use the right triangle shown in the image. The side 1.13 m comes from
subtracting 6.40 m − 5.27 m = 1.13 m.
The Pythagorean Theorem applied to the triangle gives us:
x2 = 1.132 + 6.22
x2 = 1.2769 + 38.44

x2 = 39.7169

x = √39.7169 m ≈ 6.30 m

The clothes line is about 6.30 m long.

6. They can measure the two diagonals and check that they are equal. If so, the
two triangles are identical, and thus they must be right triangles.
Another possibility would be to actually calculate the length of the diagonal
with the Pythagorean Theorem and then measure to check that the measurement
agrees with the calculation.
The Pythagorean Theorem applied to the triangle gives us:

x2 = 32 + 6.752
x2 = 9 + 45.5625
x2 = 54.5625
x = √54.5625 m ≈ 7.39 m

So if the diagonals measure 7.39 m, the shape is a rectangle.

7. The Pythagorean Theorem applied to the triangle gives us:

202 + h2 = 922
h2 = 922 − 202
h2 = 8,064
h = √8,064 cm ≈ 89.7998 cm

Then, the area is A = bh/2 = 89.7998 cm · 40 cm / 2 = 1,795.996 cm2 ≈ 1,800 cm2.

82
The Pythagorean Theorem: Applications, cont.
8. First, we calculate the altitude using the Pythagorean Theorem:

122 + h2 = 242
h2 = 242 − 122
h2 = 432
h = √432 cm ≈ 20.7846 cm

Then, the area is A = bh/2 = 24 cm · 20.7846 cm / 2 = 249.4152 cm2 ≈ 249 cm2.

9. a. rafter2 = 32 + 122
rafter2 = 9 + 144

rafter2 = 153
rafter = √153 ≈ 12.37 ft ≈ 12 ft 4 in

b. The rise of 5 ft 3 in is 5 1/4 ft = 5.25 ft.

rafter2 = 122 + 5.252

rafter2 = 144 + 27.5625

rafter2 = 171.5625
rafter = √171.5625 ft ≈ 13.10 ft ≈ 13 ft 1 in

Alternatively, you could calculate everything in inches (instead of in feet) and lastly convert to feet and inches.
The answers will be the same as listed above.

10. The roof consists of two identical rectangles. One dimension of each
rectangle is given as 5 m. We need to calculate the other using the Pythagorean
Theorem in this triangle:

x2 = 0.52 + 1.52
x2 = 0.25 + 2.25
x2 = 2.50
x = √2.50 m ≈ 1.5811 m

So the area of the roof is 2 · 5 m · 1.5811 m = 15.811 m2 ≈ 15.8 m2.

83
The Pythagorean Theorem: Applications, cont.
11. a. We can calculate the length of the creek by applying the Pythagorean Theorem
to the right triangle in the image:

x2 = 662 + 28.82
x2 = 4,356 + 829.44
x2 = 5,185.44
x = √5,185.44 m ≈ 72.0 m

There is also another way to draw a right triangle into the picture, but its dimensions
are the same.

b. The two areas are trapezoids (see the image at the right). The northern one has
a height of 66.0 m, and the two parallel sides measure 34.2 m and 63.0 m.
The area is then
(34.2 m + 63.0 m)/2 · 66.0 m = 3,207.6 m2 ≈ 3,210 m2
Similarly, the area of the southern part is

(72.1 m + 43.3 m)/2 · 66.0 m = 3,808.2 m2 ≈ 3,810 m2

Puzzle corner. The roof consists of four identical isosceles triangles. To calculate the area of
those triangles, we need to find the altitude, h, of the triangles. Here’s one of the triangles:

Applying the Pythagorean Theorem to the right triangle in the image, we get:

1.752 + h2 = 2.22
h2 = 2.22 − 1.752
h2 = 1.7775
h = √1,7775 m ≈ 1.333 m

The total surface area is then 4 · 3.5 m · 1.333 m / 2 ≈ 9.3 m2.

84
A Proof of The Pythagorean Theorem, p. 211
1. Figure out how this proof of the Pythagorean Theorem works.

→ →

First, we have two squares Two lines are drawn so that The two right triangles are moved
with areas a2 and b2. two right triangles with legs into new positions. Now we have
The total area of the figure a and b are formed. a square with sides c units long
is therefore a2 + b2. and an area of c2.

Since the total area of the figure is preserved through these changes, a2 + b2 = c2.

Chapter 9 Mixed Review, p. 212

1. a. Let x be the total area the farmer is planting. Then, (2/5)x = 3 acres..

b. (2/5)x = 3 ·5
2x = 15 ÷2
x = 7.5

The farmer is planting 7.5 acres this year.

2. a.

Step 1 2 3 4 5

b. The pattern adds a row of three flowers in each step.

c. 39 · 3 + 1 = 118
d. 3n + 1
3. Fill in the missing parts in this justification for the rule “Negative times negative makes positive.”
(1) Substitute a = −1, b = 1, and c = −1 in the distributive property a(b + c) = ab + ac.
−1(1 + (−1)) = −1 · 1 + (−1) · (−1)
(2) The whole left side is zero because 1 + (−1) = 0.
(3) So the right side must equal zero as well.
(4) On the right side, −1 · 1 equals −1 . Therefore, −1 · (−1) must equal 1 so that
the sum on the whole right side will equal zero.
4. The percent increase is ($19.95 − $14.95)/ $14.95 ≈ 0.3344 ≈ 33.4%.
5. a. The equation is: x + 117° = 180°. Solution: x = 180° − 117° = 63°.
b. The equation is: y + 55° = 180°. Solution: y = 180° − 55° = 125°.
6. A = 10 sq. yd. = 90 sq. ft.

85
Chapter 9 Mixed Review, cont.
7. The volume of one glass is V = Abh = π · (3 cm)2 · 8 cm ≈ 226.195 cm3.
When filled 3/4 full, the glass contains (3/4) · 226.195 cm3 ≈ 169.646 cm3 = 169.646 ml of liquid.
Since 1,000 ml ÷ 169.646 ml ≈ 5.89, from the 1-liter pitcher Jane can fill 5 glasses (and most of a 6th).
8. a. The student’s parallelogram may be in a different orientation, but it should be congruent to the parallelogram below.

b. To find the area, one needs to draw an altitude to the parallelogram and measure it:

The area is A = 7 cm · 2.6 cm = 18.2 cm2 ≈ 18 cm2.

9. First we convert 200 liters into bushels: 200 liters = 200 L/(35.2 bushels/L) ≈ 5.682 bushels. This will earn
the farmer 5.682 bushels · $3/bushel = $17.046 ≈ $17.05.
10. a. Mary got both questions correct. Angela used the wrong reference values — the values relating to the first
package of granola instead of to the second.
b. You can calculate the unit rates for each package of granola: $3.60/0.8 kg = $4.50/kg and $3.00/0.6 kg = $5.00/kg.
Or, notice that the first granola package is 33% heavier than the second, yet it is only 20% costlier than the second.
This means the first package is cheaper by weight.
11.
3 5 2 2 6 5
a. 8 ÷ 2 + 2 b. 4 ÷ ·
4 8 5 7 7 8

35 8 2 30 7 5
= · + 2 = · ·
4 21 5 7 6 8

5 2 2 5 1 5 25 1
= · + 2 = · · = = 3
1 3 5 1 1 8 8 8

1 2
= 3 + 2
3 5

5 6 11
= 3 + 2 = 5
15 15 15

86
Chapter 9 Review, p. 215
1. a. 12 b. −9 c. 40
d. 8 e. 49 f. 20

2. a. 7 cm2 b. √20 cm
3.

a. y2 + 18 = 35 b. 0.6h2 = 4
y2 = 17 h2 = 4/0.6 = 40/6 = 20/3
y = √17 ≈ 4.123 h = √20/3 ≈ 2.582
or y = −√17 ≈ −4.123 or h = −√20/3 ≈ −2.582

Check: (√17)2 + 18 35 Check: 0.6 · (√20/3)2 4

17 + 18 = 35 0.6 · (20/3) 4

(6/10) · (20/3) 4

120/30 = 4

4. a. 202 + 242 302

400 + 576 900
976 > 900
No, they don’t form a right triangle. (They would form an acute triangle.)

b. 12 + 2.42 2.62
1 + 5.76 6.76
6.76 = 6.76
Yes, they form a right triangle.
5. We can ignore the negative answers because a side cannot have a negative length.

a. s2 = 32 + 52
s2 = 9 + 25
s2 = 34
s = √34 ≈ 5.8 units

b. x2 + 21.12 = 22.52
x2 + 445.21 = 506.25
x2 = 61.04
x = √61.04 ≈ 7.8 units

87
Chapter 9 Review, cont.
6. The pennant is an isosceles triangle. We calculate its altitude using
the Pythagorean Theorem. From the right triangle in the image, we get:

0.752 + x2 = 52
0.5625 + x2= 25
x2 = 24.4375
x = √24.4375 ≈ 4.94343... ft

So the area is A = bh/2 ≈ 1.5 ft · 4.94343 ft /2 = 3.70757 ft2 ≈ 3.7 ft2.

7. Let x be the distance from B to C along 5th Avenue South. Then:

3702 + x2 = 6202
136,900 + x2 = 384,400
x2 = 247,500
x = √247,500 ≈ 497.49 m ≈ 500 m

To go directly from A to C is 620 m, and the distance from A to B

and then to C is 370 m + 500 m = 870 m. Therefore, to go directly
from A to C is 870 m − 620 m = 250 m shorter than to go from A
to B and then to C.

88
Chapter 10: Probability

Probability, p. 223
1. The possible outcomes are: red marble, blue marble, green marble.
2. P(blue) = 2/10 = 1/5, P(not red) = 7/10, P(not blue nor green) = 3/10
3. Answers vary. Check the student’s answer. For example: pick a purple marble.
4. a. The possible outcomes are P, R, O, B, A, I, L, T, and Y
b. P(B) = 2/11
c. P(A or I) = 3/11
d. P(vowel) = 4/11
e. Answers vary. Check the student’s answer. The probability of the student’s event should be quite a bit more than 1/2
and less than 1. For example, choosing a consonant fits, because P(consonant) = 7/11.
5. P(not raining) = 9/10
6. a. P(green) = 1/4
b. P(not green) = 3/4
c. P(not pink) = 7/8
d. P(not black) = 1
e. Answers vary. Check the student’s answer. The probability of the student’s event should be more than 0 and quite
a bit less than 1/2. For example: the spinner lands on brown fits, because P(brown) = 1/8.
7. Possible Probability Probability
outcomes (fraction) (percentage)
heart 1/3 33.3%
star 2/9 22.2%
cross 4/9 44.4%

8. a. P(yellow) = 16.7%
b. P(blue or green) = 33.3%
c. P(not orange) = 83.3%
d. P(not red and not purple) = 66.6%
e. Answers vary. Check the student’s answer. The probability of the student’s event should be 1. For example,
the spinner landing on a rainbow color is a sure event, and its probability is 1.
9. a. P(window seat) = 22/45 = 48.9%
b. P(window seat) = 17/ 37 = 45.9%
Puzzle Corner. Hint: There are 22 window seats in total (some may be occupied), 30 unoccupied seats, and 15 occupied seats.
We need to look at the probability of getting a window seat, which is:
P(window seat) = (unoccupied window seats/all unoccupied seats) = (unoccupied window seats)/30.
We don’t know the number of unoccupied window seats, yet we know that the probability in question is less than 25%. You
can simply guess and check. For example, guess that 6 people sit in window seats and 9 in other seats. In that case, the
probability of getting a window seat would be (unoccupied window seats)/30 = 16/30 ≈ 53.3%.
Solution: We know the probability of getting a window seat is less than 25%. If there were 8 unoccupied window seats, the
probability of getting a window seat would be 8/30 ≈ 26.7%. If seven were unoccupied, the probability would be 7/30 ≈
23.3%. So, at most seven window seats are unoccupied, which means that at least 15 window seats are occupied.
This of course means that the 15 people who are already in the bus are all seated in a window seat!
Here’s a solution that uses algebra (specifically, an inequality). Out of the 45 seats, only 30 are available. Let x be the numbero
f unoccupied window seats. Then the probability of getting a window seat is x/30, and that is less than 25% or 0.25, so we get
the inequality x/30 < 0.25. The solution to this is x < 7.5. Since we’re not talking about parts of a seat, the solution is that 7 out
of 30 seats gives us a probability that is less than 25%.

89
Probability Problems from Statistics, p. 226
1. a. It is easier to calculate the probability of the complement event, which is that the student’s score was at most D-.
P(at most D-) = (3 + 3)/70 = 6/70. Then, P(At least D) = 1 − 6/70 = 64/70.
b. It is easier to calculate the probability of the complement event, which is that the student’s score was at least A-.
P(at least A-) = (2 + 4)/70 = 6/70. Then, P(At most B+) = 1 − 6/70 = 64/70.
2. a. It is easier to calculate the probability of the complement event, which is that the child is at least 10 years of age.
P(at least 10) = 2/20. Then, P(at most 9) = 1 − 2/20 = 18/20 = 9/10.
b. It is easier to calculate the probability of the complement event, which is that the child is at most 6 years of age.
P(at most 6) = 3/20. Then, P(at least 7) = 1 − 3/20 = 17/20.
3. P(English) = 215,423,557/262,375,152 = 82.11%. Then, P(not English) = 100% − 82.11% = 17.89%.
4. a. P(female 25-29 yrs old) = 9,582,576/281,421,906 = 3.4%.
b. P(female 25-29 yrs old) = 9,582,576/143,368,343 = 6.7%.
c. Let’s first calculate the number of males that are at most 14 years old:
9,810,733 + 10,523,277 + 10,520,197 = 30,854,207 males. There are a total of 138,053,563 males, so
the number of males that are at least 15 is 138,053,563 − 30,854,207 = 107,199,356.
Now, P(random person is a male at least 15 years old) = 107,199,356/281,421,906 = 38.1%.
d. The number of persons that are at least 65 is 9,533,545 + 8,857,441 + 7,415,813 + 4,945,367 + 4,239,587
= 34,991,753. The number of persons that are at most 64 is then 281,421,906 − 34,991,753 = 246,430,153.
Then, P(at most 64 years) = 246,430,153/281,421,906 = 87.6%.

Experimental Probability, p. 228

1. a. No, the various outcomes (1 through 6) did not occur 10 times. Results vary. Check the student’s
results. See the table below for an example.
b. How many times would we expect to roll each number, based on the theoretical probabilities of 1/6? 20 times
Results vary. Check the student’s results. See the table below for an example.
c. Results vary. Check the student’s results. See the table below for an example.

a. With 60 rolls: b. With 120 rolls: c. With 480 rolls:

Outcome Frequency Probability Outcome Frequency Probability Outcome Frequency Probability
1 7 11.67% 1 21 17.50% 1 92 19.17%
2 13 21.67% 2 19 15.83% 2 92 19.17%
3 8 13.33% 3 19 15.83% 3 67 13.96%
4 9 15.00% 4 25 20.83% 4 78 16.25%
5 11 18.33% 5 14 11.67% 5 67 13.96%
6 12 20.00% 6 22 18.33% 6 84 17.50%
TOTALS 60 100% TOTALS 120 100% TOTALS 480 100%

d. The experimental probabilities are closest to the theoretical ones (16.67%) for 480 rolls. It’s possible, though not
likely, that the student’s results will not show that. It takes many hundreds of rolls until the experimental
probabilities start getting even within a few percentage points of the theoretical 16.67%. For 60 and 120 rolls,
the results can vary wildly from the theoretical 16.67%.

90
Experimental Probability, Cont.
2. a. Predict about how many times you expect to get each Experimental
of the six possible numbers if you roll a die 1,000 times: Outcome Frequency
Probability (%)
About 167 times
1 171 17.1%
b. Results vary. Check the student’s results. See the table on
the right for an example. 2 156 15.6%

Each experimental probability is fairly close to the theoretical 3 159 15.9%

probability of 1/6 = 16.67%, typically within about 2 percentage 4 161 16.1%
points of 16.67% (though could vary more than that).
5 172 17.2%
c. The experimental probabilities would be closer to 16.67% than
what they were when rolling a die 1,000 times. 6 181 18.1%
d. Results vary; about 15,000 to 20,000 rolls. TOTALS 1000 100%

3. Results will vary a lot since the deck of 12 cards varies and since the exercise involves a chance process.
Check the student’s results. See the table below for an example.
a. 2, 2, 2, 3, 3, 4, 5, 5, 5, 5, 6, 6. Theoretical Relative Experimental
Outcome
b. The theoretical and experimental probability Frequency probability
probabilities should be relatively close. 2 25% 28/100 28%
However, they might not be if the process for 3 16.67% 17/100 17%
drawing cards was not truly random. Each card has to
have an equal chance of being drawn, and that includes 4 8.33% 7/100 7%
the first and the last cards of the set. For example, if
the person drawing the card puts it back at the back, yet 5 33.33% 31/100 31%
always draws a new card from the middle, that is not a 6 16.67% 17/100 17%
truly random process of drawing.
Another example of a non-random drawing is if the card is always put back in the middle and the person drawing cards
tends to draw cards from the middle more often than near the ends.
In fact, it may be difficult to come up with a way to truly draw a card randomly from a deck, because people tend to
want to draw cards from the middle. A possible better way is to put the 12 cards into a hat and then let someone draw
one.
4. Results will vary. Check the student’s results.

Counting the Possibilities, p. 231

1. a. six outcomes: (1, 1), (2, 2), (3, 3), (4, 4), (5, 5), and (6, 6).
b. 6/36 = 1/6
2. a. There is only one such outcome: P(5, 6) = 1/36.
b. There are two favorable outcomes: (5, 6) and (6, 5) so the probability is 2/36 = 1/18.
c. The favorable outcomes are (1, 6), (2, 5), (3, 4), (4, 3), (5, 2), and (6, 1). The probability is 6/36 = 1/6.
d. It is easier to find the outcomes for the sum that is 5 or less:
(1, 1), (1, 2), (1, 3), (1, 4), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (4, 1), which is 10 outcomes.
This means that in 26 outcomes the sum is 6 or more. The probability is therefore 26/36 = 13/18.

91
Counting the Possibilities, Cont.
3. a. This situation is identical to rolling two dice, so we can use the same
chart for the sample space. P(1; 5) = 1/36
b. The favorable outcomes are (2, 5) and (2, 6). The probability is
therefore 2/36 = 1/18.
c. The favorable outcomes for getting an even number on the first die
and an odd number on the second are: (2, 1), (2, 3), (2, 5), (4, 1), (4, 3),
(4, 5), (6, 1), (6, 3), and (6, 5), which is nine possible outcomes.
Therefore, P(even; odd) = 9/36 = 1/4.
d. The favorable outcomes are (6, 1), (6, 2), (6, 3), (6, 4), and (6, 5), which
is five outcomes. P(6; not 6) = 5/36.

4. a.

b. The favorable outcomes are 2H, 4H, and 6H (three outcomes), and there are 12 outcomes in total.
So P(even number, heads) = 3/12 = 1/4.
c. P(not 6, heads) = 5/12
d. P(4 or more, tails) = 3/12 = 1/4
e. P(any number, tails) = 6/12 = 1/2

5. a.

Notice that listing all the possible outcomes at the bottom of the tree diagram is completely optional.
b. P(ice cream) = 6/12 = 1/2
c. P(soup, fish and cake) = 1/12
d. P(soup and fish) = 2/12 = 1/6
e. P(salad and ice cream) = 3/12 = 1/4
f. P(no chicken) = 8/12 = 2/3
g. P(no fish or ice cream) = 4/12 = 1/3

92
Counting the Possibilities, cont.
6. Second marble →
R R G G B
First marble ↓
R RR RR RG RG RB
R RR RR RG RG RB
G GR GR GG GG GB
G GR GR GG GG GB
B BR BR BG BG BB

a. P(red, then green) = 4/25

b. P(green, then red) = 4/25
c. P(not blue, not blue) = 16/25
d. P(not red, not red) = 9/25

7. a.

b. P(not red, not red) = 6/20 = 3/10

c. P(red, then green) = 4/20 = 1/5
d. P(green, then red) = 4/20 = 1/5
e. 1/5 + 1/5 = 2/5
f. Results vary. Check the student’s results.

8. a. Sample space:

3,3 3,4 3,5 3,7 3,8 3,9

4,3 4,4 4,5 4,7 4,8 4,9
5,3 5,4 5,5 5,7 5,8 5,9
7,3 7,4 7,5 7,7 7,8 7,9
8,3 8,4 8,5 8,7 8,8 8,9
9,3 9,4 9,5 9,7 9,8 9,9

b. P(4; 9) = 1/36
c. P(even; 7) = 2/36 = 1/18
d. P(even; odd) = 8/36 = 2/9
e. P(less than 6; more than 6) = 9/36 = 1/4
f. P(not 6; not 6) = 1
g. P(both digits are the same) = 6/36 = 1/6

93
Counting the Possibilities, cont.
9. a.

b. P(both are girls) = 2/30 = 1/15

c. P(both are boys) = 12/30 = 2/5
d. P(girl, then boy) = 8/30 = 4/15
e. P(boy, then girl) = 8/30 = 4/15
Check. The sum of the four probabilities above is: 1/15 + 2/5 + 4/15 + 4/15 = 1.
f. P(one boy, one girl) = P(girl, then boy) + P(boy, then girl) = 4/15 + 4/15 = 8/15

10. a. TT, TH, HT, HH

b. 1/4
c. Predict about how many times you would expect to see each outcome: 50 times
d. See two example results below.

% of total % of total
Outcome Frequency Outcome Frequency
tosses tosses
TT 54 27% TT 47 23.5%
TH 52 26% TH 44 22%
HT 40 20% HT 53 26.5%
HH 54 27% HH 56 28%
TOTALS 200 100% TOTALS 200 100%

d. Check whether the observed frequencies are fairly close to those predicted by the theoretical probabilities.
Yes, they are. If they weren’t, perhaps the coins are weighted (not fair) or perhaps the manner of tossing them
makes them more likely to land on one side than the other. Or, perhaps there weren’t enough tosses. It takes several
hundred tosses before the experimental probabilities get within a few percentage points of the theoretical ones.
Puzzle corner
a. 1/16, There are 4 · 4 = 16 possible ways to answer the two questions. If Andy chooses randomly, each
outcome is equally likely, yet only one of the outcomes represents the correct answers.
b. It is 1/45 = 1/1,024.
Imagine making a tree diagram for this “experiment”. At each node (question), it has four new branches,
and so the number of possibilities increases fourfold at each question. Thus there are 45 = 1,024 possible
ways to answer the test. Of course only one of them is correct, and thus the probability of getting the
correct answers is 1/1,024 if answering randomly.

94
Using Simulations to Find Probabilities, p. 237
1. Since this is a chance process, results may vary quite a bit if the number of repetitions is fairly low (100 - 300).
The example results below come from running the simulation 500 times using the spreadsheet provided with the
download version of the curriculum. The student’s results will vary from these more or less, depending on the number
of repetitions.

Outcome Fre- Experi- Outcome Fre- Experi- Outcome Fre- Experi-

quency mental quency mental quency mental
probability probability probability
0 F 10 M 3 0.6% 0 F 10 M 0 0% 0 F 10 M 0 0%
1F9M 5 1% 1F9M 5 1% 1F9M 3 0.6%
2F8M 25 5% 2F8M 22 4.4% 2F8M 22 4.4%
3F7M 57 11.4% 3F7M 49 9.8% 3F7M 64 12.8%
4F6M 95 19% 4F6M 112 22.4% 4F6M 96 19.2%
5F5M 122 24.4% 5F5M 108 21.6% 5F5M 128 25.6%
6F4M 104 20.8% 6F4M 111 22.2% 6F4M 99 19.8%
7F3M 65 13% 7F3M 68 13.6% 7F3M 58 11.6%
8F2M 20 4% 8F2M 17 3.4% 8F2M 23 4.6%
9F1M 4 0.8% 9F1M 8 1.6% 9F1M 6 1.2%
10 F 0 M 0 0% 10 F 0 M 0 0% 10 F 0 M 1 0.2%
TOTALS 500 100% TOTALS 500 100% TOTALS 500 100%

b. Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 16% to 30%.
The theoretical probability is about 24.61%.
c. Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 15% to 27%.
The theoretical probability is about 20.51%.
d. P(at least 3 females and at least 3 males) = P(3F, 7M) + P(4F, 6M) + P(5F, 5M) + P (6F, 4M) + P(7F, 3M)
Answers vary. If the simulation was run 100 times, you can expect this answer to vary from about 83% to 95%.
The theoretical probability is about 89.06%.
e. P(1 or 2 of one sex, 9 or 8 of the other) = P(1F, 9M) + P(2F, 8M) + P(8F, 2M) + P(9F, 1M).
Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 5% to 15%.
The theoretical probability is about 10.74%.

95
Using Simulations to Find Probabilities, cont.
2. The designs vary. Check the student’s design. For example: toss 6 coins, and let that represent choosing 6 students.
Heads means the student did complete homework on time and tails means that the student did not.
Another example: use random digits - zeros and ones - generated by a computer program. Generate sets of 6 random
digits. Let 1 mean that the student did complete homework on time and let 0 mean that the student did not.
The three example results below come from running a simulation that uses random digits zero and one 100 times.

Results of simulation Results of simulation Results of simulation

Students Experi- Students Experi- Students Experi-
Relative Relative Relative
who finished mental who finished mental who finished mental
Frequency Frequency Frequency
homework probability homework probability homework probability
0 1/100 1% 0 1/100 1% 0 2/100 2%
1 6/100 6% 1 12/100 12% 1 9/100 9%
2 23/100 23% 2 22/100 22% 2 25/100 25%
3 28/100 28% 3 33/100 33% 3 37/100 37%
4 30/100 30% 4 19/100 19% 4 22/100 22%
5 9/100 9% 5 9/100 9% 5 5/100 5%
6 3/100 3% 6 4/100 4% 6 0/100 0%
TOTALS 100 100% TOTALS 100 100% TOTALS 100 100%

a. Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 13% to 36%.
The theoretical probability is about 23.4%.
b. Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 4% to 16%.
The theoretical probability is about 9.4%.
c. Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 0% to 5%.
The theoretical probability is about 1.6%.
d. P(at most 2 completed homework on time) = P(0 completed it) + P(1 completed it) + P(2 completed it).
Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 26% to 45%.
The theoretical probability is about 34.38%.
e. P(at least 3 completed homework on time) = 100% − P(at most 2 completed homework on time).
Answers vary. If the simulation was run 100 times, you can expect this probability to vary from about 56% to 76%.
The theoretical probability is about 65.63%.

96
Using Simulations to Find Probabilities, cont.
3. The three example results below come from running the simulation 50 times. The student’s results may vary from
them quite a bit since this is a chance process and the number of repetitions is very low (50).

Students who Relative Experi- Students who Relative Experi- Students who Relative Experi-
finished Fre- mental finished Fre- mental finished Fre- mental
homework quency probability homework quency probability homework quency probability
0 0/50 0% 0 0/50 0% 0 0/50 0%
1 0/50 0% 1 1/50 2% 1 1/50 2%
2 1/50 2% 2 4/50 8% 2 7/50 14%
3 9/50 18% 3 8/50 16% 3 8/50 16%
4 17/50 34% 4 20/50 40% 4 16/50 32%
5 15/50 30% 5 15/50 30% 5 12/50 24%
6 8/50 16% 6 2/50 4% 6 6/50 12%
TOTALS 50 100% TOTALS 50 100% TOTALS 50 100%

a. Add the probabilities for 0, 1, and 2 students completing the homework on time. Answers vary. If the simulation
was run 50 times, you can expect this probability to vary from about 2% to 16%. The theoretical probability is
about 7.1%.
b. Subtract the probability you calculated in (a) from 100%. Answers vary. If the simulation was run 50 times, you can
expect this probability to vary from about 88% to 98%. The theoretical probability is about 92.9%.
c. Subtract the probability that all six of them have completed it from 100%. Answers vary. If the simulation was run
50 times, you can expect this probability to vary from about 78% to 94%.The theoretical probability is about 88.2%.
d. This is the same as the probability that at least 4 of them have completed homework on time. Add the probabilities
for 4, 5, and 6 students. Answers vary. If the simulation was run 50 times, you can expect this probability to vary
from about 64% to 82%. The theoretical probability is about 74.4%.

4. Below are three example results from running the simulation 200 times. The student’s results may vary from them
since this is a chance process and the number of repetitions is fairly low (200). For a comparison, the theoretical
probabilities are also given.

Students Relative Experi- Students Relative Experi- Students Relative Experi- Theo-
who Frequency mental who Frequency mental who Frequency mental retical
finished proba- finished proba- finished proba- proba-
homework bility homework bility homework bility bility
0 0/200 0% 0 1/200 0.5% 0 0/200 0% 0.1%
1 4/200 2% 1 4/200 2% 1 3/200 1.5% 1.2%
2 14/200 7% 2 10/200 5% 2 14/200 7% 6.0%
3 50/200 25% 3 35/200 17.5% 3 30/200 15% 18.5%
4 57/200 28.5% 4 57/200 28.5% 4 65/200 32.5% 32.4%
5 57/200 28.5% 5 68/200 34% 5 62/200 31% 30.3%
6 18/200 9% 6 25/200 12.5% 6 26/200 13% 11.8%
TOTALS 200 100% TOTALS 200 100% TOTALS 200 100% 100%

a. This is the same as the probability that at least 3 of them have completed homework on time. Add the probabilities
for 3, 4, 5, and 6 students. Expect a result from 89% to 95%. The theoretical probability is 92.95%.
b. Add the probabilities for 4, 5, and 6 students. Expect a result from 67% to 80%. The theoretical probability is 74.43%.

97
Using Simulations to Find Probabilities, cont.
5. a. Designs will vary. Check the student’s design. For example: Use random digits from 0 to 9. Let digits 0, 1, 2, and 3
represent a person with blood type A, and the digits from 4 to 9 represent a person with some other blood type.
Generate sequences of four random digits.
b. Results will vary. Check the student’s results. Here are three example results:

Results of simulation Results of simulation Results of simulation

Experi- Experi- Experi-
Event Frequency mental Event Frequency mental Event Frequency mental
probability probability probability
A_ _ _ 35 35% A_ _ _ 39 39% A_ _ _ 41 41%
XA_ _ 30 30% XA_ _ 22 22% XA_ _ 23 23%
XXA _ 16 16% XXA _ 11 11% XXA _ 14 14%
XXXA 7 7% XXXA 14 14% XXXA 7 7%
XXXX 12 12% XXXX 14 14% XXXX 15 15%
TOTALS 100 100% TOTALS 100 100% TOTALS 100 100%

c. What is the probability that it will take 1, 2, or 3 donors until you find one with blood type A?
Add the probabilities for A_ _ _, XA_ _, and XXA_. Expect a result from about 69% to 88%.
The theoretical probability is 78.4%.
d. What is the probability that it will take exactly 4 donors until you find one with blood type A?
This is the outcome XXXA. Expect a result from about 3% to 14%. The theoretical probability is 8.64%
e. What is the probability that it will take more than 4 donors until you find one with blood type A?
This is the outcome XXXX. Expect a result from about 7% to 21%. The theoretical probability is 12.96%.
f. What is the probability that it will take at least 4 donors until you find one with blood type A?
Add the probabilities for outcomes XXXA (it takes exactly 4 donors) and XXXX (it takes more than 4 donors).
Expect a result from about 10% to 28%. The theoretical probability is 21.6%

98
Using Simulations to Find Probabilities, cont.
6. a. Designs will vary. Check the student’s design. For example: generate sequences of three random numbers where
the random numbers have values from 1 to 4: 1 = strawberry, 2 = lemon, 3 = blackberry, and 4 = apple. This is how
you can set up the random number generator at www.random.org/integers to do that:

b. Results will vary. Check the student’s results. The image below shows sorting in Excel, which
might be somewhat helpful. You will still need to look through the outcomes carefully to find
the favorable ones for each exercise.

c. P(none are strawberry).

If you run the simulation 100 times, expect a result from about 38% to 51%. Theoretical probability: 42.1875%.
If you run the simulation 500 times, expect a result from about 39% to 45%. Theoretical probability: 42.1875%.
d. P(exactly 2 are strawberry).
If you run the simulation 100 times, expect a result from about 5% to 19%. Theoretical probability: 14.0625%.
If you run the simulation 500 times, expect a result from about 12% to 16%. Theoretical probability: 14.0625%.
e. P(all 3 are strawberry)
If you run the simulation 100 times, expect a result from about 0% to 4%. Theoretical probability: 1.5625%.
If you run the simulation 500 times, expect a result from about 0.6% to 3%. Theoretical probability: 1.5625%.
f. P(none are lemon or blackberry)
If you run the simulation 100 times, expect a result from about 8% to 22%. Theoretical probability: 12.5%.
If you run the simulation 500 times, expect a result from about 9% to 16%. Theoretical probability: 12.5%.
g. P(all three are the same flavor)
If you run the simulation 100 times, expect a result from about 2% to 14%. Theoretical probability: 6.25%.
If you run the simulation 500 times, expect a result from about 4% to 8%. Theoretical probability: 6.25%.

99
Probability of Compound Events, p. 243
1. a. P(THT) = (1/2) · (1/2) · (1/2) = 1/8
b. 1/2, which is the same as the probability of getting heads on one toss.
c. There are three favorable outcomes: THH, HTH, HHT, so the probability is 3/8.
2. a. P(red, then green) = (2/9) · (5/9) = 10/81
b. P(green, then red) = (5/9) · (2/9) = 10/81
c. P(not blue, not blue) = (7/9) · (7/9) = 49/81
d. P(not green, not green) = (4/9) · (4/9) = 16/81

3. a. P(not pink for five days) = (7/8)5 ≈ 0.5129

b. P(not pink for ten days) = (7/8)10 ≈ 0.2630
4. a. 4 · 4 = 16 different numbers.
b. 1/16
c. The favorable outcomes are: 36, 45, 54, and 63, so the probability is 4/16 = 1/4.
5. a. P(go to park and not rain) = (1/2) · (4/5) = 4/10 = 2/5
b. P(go to park and rain) = (1/2) · (1/5) = 1/10
6. At first, there are four cards with an even number and eight cards in total to choose from. So, P(even) = 4/8 = 1/2.
After one card with an even number has been drawn, there are seven cards left, and one of them is 7. So, P(7) is 1/7
Then we multiply the two probabilities to get the probability of both events: P(even, 7) = (1/2) · (1/7) = 1/14.
7. a. P(heart, heart) = (3/9) · (2/8) = (1/3) · (1/4) = 1/12
b. P(star, cross) = (2/9) · (4/8) = (2/9) · (1/2) = 1/9
c. P(not heart, not heart) = (6/9) · (5/8) = (2/3) · (5/8) = 5/12
d. P(star, not star) = (2/9) · (7/8) = 14/72 = 7/36
8. a. P(both green) = (5/9) · (4/8) = (5/9) · (1/2) = 5/18
b. P(neither is green) = (4/9) · (3/8) = 12/72 = 1/6
c. P(one is green) = 1 − P(both green) − P(neither is green) = 1 − 5/18 − 1/6 = 1 − 5/18 − 3/18 = 10/18 = 5/9.
9. a. P(white, white) = (10/24) · (9/23) = (5/12) · (9/23) = (5/4) · (3/23) = 15/92 ≈ 16.3%
b. P(black, black) = (14/24) · (13/23) = (7/12) · (13/23) = 91/276 ≈ 33.0%
c. P(black, white) = (14/24) · (10/23) = (7/12) · (10/23) = (7/6) · (5/23) = 35/138 ≈ 25.4%
d. P(white, black) = (10/24) · (14/23) = 35/138 ≈ 25.4%
CHECK. The four probabilities above do total 1 or 100%.
e. P(matching socks) = P(white, white) + P(black, black) = 15/92 + 91/276 = (45 + 91)/276 = 136/276 = 34/69 ≈ 49.3%
f. P(not matching socks) = 1 − P(matching socks) = 1 − 136/276 = 140/276 = 35/69 ≈ 50.7%
10. a. P(AAA) = (4/52) · (3/51) · (2/50) ≈ 0.000181 = 0.0181%
b. P(AXX) = (4/52) · (48/51) · (47/50) ≈ 6.8054%
c. P(XAX) = (48/52) · (4/51) · (47/50) ≈ 6.8054%
d. P(XXA) = (48/52) · (47/51) · (4/50) ≈ 6.8054%
e. 20.416%
Puzzle corner. P(matching pair) = P(white, white) + P(brown, brown) + P(black, black)
= (8/27) · (7/26) + (9/27) · (8/26) + (10/27) · (9/26) = (56 + 72 + 90)/702 = 218/702 ≈ 31.05%

100
Chapter 10 Mixed Review, p. 247
1. Beth wrote the proportion incorrectly. Beth ends up multiplying cost by cost and liters by liters in the
cross-multiplication, which is wrong. Some correct ways to write the proportion are 80/35 = 52/C or 80/52 = $35/C.
There are other ways as well. The crucial point is that after cross-multiplying, you should get 80C on one side of the
equation and 35 · 52 on the other.

Eighty liters of blueberries costs $35. Eighty liters of blueberries costs $35.
How much would 52 liters cost? How much would 52 liters cost?

Beth’s Answer: 52 liters would cost $118.86. Correct Answer: 52 liters would cost $22.75.

80 C 80 52
Beth’s Solution: = Correct Solution: =
35 52 35 C

35C = 80 · 52 80C = 35 · 52
35C = 4160 80C = 1,820
35C 4160 80C 1,820
= =
35 35 80 80
C = 118.86 C = 22.75

2. 52° + 90° + x = 180°

x = 180° − 52° − 90°
x = 38°

3. 11.42 + 15.22 192

129.96 + 231.04 361

361 = 361

Yes, they form a right triangle.

4. V = 50 cm · 50 cm · 50 cm = 125,000 cm3
V = 0.5 m · 0.5 m · 0.5 m = 0.125 m3

5. a. It is an equilateral triangle.
b. First, we need to calculate the altitude of the triangle. Since the altitude splits
the triangle into two right triangles, we can use the Pythagorean Theorem to calculate
the altitude.

h2 + 302 = 602
h2 + 900 = 3600
h2 = 2700
h2 = √2700
h ≈ 51.9615 cm

Then, the area is A = bh/2 = 60 cm · 51.9615 cm/2 ≈ 1,560 cm2.

101
Chapter 10 Mixed Review, cont.
6. a. A = π · (7.5 cm)2 ≈ 177 cm2.

b. It occupies 176.7146 cm2/ (21 cm · 29.7 cm) ≈ 28.3%.

7. a. The ratio 2:5 means that the sides of the enlarged rectangle are 5/2 = 2.5 times the sides of the original rectangle.
So the sides become 2.5 · 3 1/2 in = 8 3/4 in and 2.5 · 2 in = 5 in.

b. The area is 8 3/4 in · 5 in = 35/4 in · 5 in = 175/4 in2 = 43 3/4 in2.

8. a. 7(x + 8) = 7x + 56
b. 4(2y − 10) = 8y − 40
c. 0.1(2x + 18) = 0.2x + 1.8

9.

Other possibilities include a rectangle with sides 1 and 5x + 15, with sides 2 and 2.5x + 7.5,
with sides 3 and (5/3)x + 5, and others that use fractional or decimal lengths of sides.
10.

v−6 x
a. = −31 b. − 1 = −5
7 4
x
v−6 = −217 = −4
4
v = −211 x = −16

11. The book sales decreased by (2,400 − 2,000)/2,000 = 400/2000 = 1/5 = 20%.
12. a. (77 − 66)/66 = 16.7%
b. (86 − 66)/66 = 30.3%
c. (86 − 77)/77 = 11.7%
13. a. 9
b. −3
c. −80
d. 6
e. −1/6
f. −1

102
Chapter 10 Review, p. 250
1. a. P(not math, science, or English) = P(Social studies, art, or music) = 9/25
b. P(math) = 7/25
c. There are 13 boys and four of them have math as their favorite. So, P(a boy’s favorite is math) = 4/13
d. There are 12 girls and three of them have math as their favorite. So, P(a girl’s favorite is math) = 3/12 = 1/4.
2. You can find these probabilities by listing and counting the favorable outcomes, or since these events are compound
events, you can also find them by multiplying the probabilities of the individual events.
a. P(5, 6) = 1/36
b. There are 9 favorable outcomes: (2, 2), (2, 4), (2, 6), (4, 2), (4, 4), (4, 6), (6, 2), (6, 4), and (6, 6), so
P(even, even) = 9/36 = 1/4.
Or, P(even, even) = (1/2) · (1/2) = 1/4.
c. There are 4 favorable outcomes: (5, 5), (5, 6), (6, 5), and (6, 6), so P(at least 5, at least 5) = 4/36 = 1/9.
Or, P(at least 5, at least 5) = (2/6) · (2/6) = 4/36 = 1/9.
d. There are 6 favorable outcomes: (1, 1), (1, 2), (2, 1), (2, 2), (3, 1), and (3, 2), so P(at most 3, at most 2) = 6/36 = 1/6.
Or, P(at most 3, at most 2) = (3/6) · (2/6) = (1/2) · (1/3) = 1/6.
3. a. P(1) = 8/60 = 2/15; P(4) = 13/60
b. Because rolling a die is a chance or random process: you never know what you will get when you roll it. Rolling
a die 6 times does not guarantee that you get one of each number. Now, as the number of repetitions increases,
the relative frequencies (experimental probabilities) do get closer and closer to the theoretical probabilities of 1/6.
However, 60 is not a large number of repetitions so we expect the experimental probabilities to vary a lot from 1/6.

Experimental Theoretical
Outcome Frequency
Probability (%) Probability (%)
HH 38 19% 25%

4. a. HT 53 26.5% 25%
TH 46 23% 25%
TT 63 31.5% 25%
TOTALS 200 100% 100%

b. The experimental probabilities would be much closer to the theoretical ones (much closer to 25%).
5. You can find these probabilities by listing and counting the favorable outcomes or by multiplying the probabilities
of the individual events. There are a total of 7 · 6 = 42 possible outcomes, each being equally likely.
a. There is only one favorable outcome (purple, orange) so the probability is 1/42.
Or, P(purple, orange) = (1/7) · (1/6) = 1/42
b. There are five favorable outcomes: (red, blue), (red, purple), (red, orange), (red, yellow), and (red, mint), so the
probability is 5/42.
Or, P(red, not pink) = (1/7) · (5/6) = 5/42
c. There are 30 favorable outcomes: each of the six colors red, blue, purple, pink, orange, and yellow combined with
five of those colors so that the same color is not chosen twice, so the probability is 30/42 = 5/7.
Or, P(not mint, not mint) = (6/7) · (5/6) = 5/7

103
Chapter 11: Statistics

Review of Data Analysis, p. 256

1. a. Minimum: $14
First quartile: $20
Median: $25
Third quartile: $36
Maximum: $55
Interquartile range: $16
b. The data is spread out (varies) a lot: the prices range from $14 to $55, which is a wide range, and the interquartile
range of $16 is fairly large compared to the median of $25.

2. Here is the data divided into two halves:

6, 8, 9, 10, 10, 10, 11, 11, 11, 11, 12, 12, 12, 12, 13, 13, 13, 15, 18, 22
Five-number summary
The minimum is 6 years.
The first quartile is the average of 10 years and 10 years, which is 10 years. Minimum 6 years
The median is the average (or midpoint) of 11 years and 12 years, which is 11.5 years.
The third quartile is the average of 13 years and 13 years, which is 13 years. First quartile 10 years
The maximum is 22 years.
Median 11.5 years
Third quartile 13 years
Maximum 22 years

Interquartile range 3 years

3. a. Histograms will vary. Check the student’s histogram. There should be five bins and they should cover the range
from −13°C to 3°C, but there are several ways to do it. For example, one can start the first bin at −16°C, −15°C,
−14°C, or −13°C, or even at any fraction or decimal number from −16°C to −13°C. The bin width can vary, also.
Two example histograms are shown below. They both use 4°C as a bin width.

b. The mean is −3.9°C.

c. The mean absolute deviation is 3.89°C.

104
Random Sampling, p. 261
1. a. Methos (5) and (6). They let the students themselves choose whether to fill in the form.
b. Method (1). All students probably don’t visit the cafe and certainly not with equal frequency.
Method (2). It’s probable that all students don’t come in through the main door.
Method (3). It’s highly unlikely that all students would go the same places that you do.
c. Method (1).
d. Method (4).
2. It is a voluntary response sample: the website visitors themselves choose whether or not they take part.
3. Methods (b) and (d) will produce a random sample. Method (b) is a systematic random sample, and method (d) is
a simple random sample.
4. Ryan could make a stratified random sample: he can first divide his fields into equal-size rectangles, then select
a certain number of bean plants from each rectangle. When selecting the bean plants from each rectangle, he should
strive to select them somewhat randomly, but even if cannot fully accomplish that, at least the initial stratification
ensures that he will get bean plants from all parts of both fields.
The advantage of taking a stratified random sample in this case is that it is relatively easy to divide the field into
rectangles. Taking, say, every 100th plant (as in a systematic random sample) or working from a list of random
numbers (as in a simple random sample) would both require a lot of counting of what could well be thousands of plants.
5. a. Because it’s common to take a child to a pediatrician when it’s sick, we can expect that moms at a pediatrician’s
office are more likely to have sick babies. Therefore, moms whose babies rarely get sick don’t have an equal chance
of being selected into the sample as moms whose babies often get sick.
b. New moms at a breastfeeding class obviously have enough concern about their child’s health to take the class.
So it’s probable that they’re more health-conscious in other ways, too, and may have healthy habits that would
make their babies less prone to sickness. So the sample won’t include moms who aren’t as health-conscious.
6. a. Answers will vary. Check the student’s answer. For example: if Heather were to mail out a questionnaire to new
moms, or post a poll on a website, she’s collecting responses only from those who choose to respond (self-select).
b. Heather could obtain a list of mothers who have given birth in the last four months, select a certain number of names
from the list, and call them to conduct telephone interviews. However, it might be difficult to obtain the list. She
might be able to access hospital records from several different hospitals in the geographic area of interest.
7. No, it isn’t. First of all, if fewer teens call in on Tuesdays, it’s likely that there is a reason for it. For example, the
nature of the problems of teens who call on Tuesdays could be different from that of the teens who call on other days,
so including only Tuesday callers may bias the sample. Secondly, since the survey is about the effectiveness of the
service, asking the callers immediately at the end of the call may not be the best time for them to know how much
the service actually helped them. The callers need a chance to apply the advice they got, so they won’t know until
later on if it really helped.

105
Using Random Sampling, p. 265
1. Answers will vary. Check the student’s answer. For example:

Sample 1 Sample 2 Sample 3 Sample 4 Sample 5 Sample 6 Averages

triangles 6 3 6 2 5 3 4.167
squares 1 2 1 2 1 4 1.833
pentagons 3 3 3 4 3 2 3
trapezoids 0 2 0 2 1 1 1
Total 10 10 10 10 10 10 —

2. Answers may vary, depending on the samples that the student chooses. Check the student’s work. The following answer
is based on the sample answer to question 1:
a. The most common shape seems to be the triangle.
b. The least common shape seems to be the trapezoid.
c. From least common to most common, the shapes are: trapezoid, square, pentagon, triangle.
d. Based on the average number of the shapes in the six samples, the entire population of 100 shapes should
contain about: 42 triangles 18 squares 30 pentagons 10 trapezoids
In reality, the population of shapes contains 39 triangles, 20 squares, 28 pentagons, and 13 trapezoids. We can see
that based on six samples we got a reasonable estimate for the numbers of the various shapes. However, it is possible
that the student’s six samples won’t predict the numbers as well. The reason for this is the fact that the samples are
obtained using a random process and thus they vary — even a lot. Random sampling doesn’t guarantee that the sample
represents the population well — it simply makes it more likely to do so.
By increasing the number of samples, the estimates will be closer to reality. You can test that by obtaining six more
samples and recalculating the estimates based on a total of 12 samples.
3. Answers will vary. Check the student’s answers. Some possible answers are listed below. Based on both samples, we can
fairly confidently infer:
(1) It is most common for people to sleep 7 hours per night.
(2) Next most common is for people to sleep 6 hours per night.
(3) The vast majority (around 5/6) of the people sleep 6-7 hours a night.
(4) Very few people sleep less than 5 hours or more than 8 hours.
(5) There are fewer people who sleep less than 5 hours than people who sleep 5 hours.
(6) There are fewer people who sleep 9 hours than people who sleep 8 hours.
(7) About 1/10 of the people sleep 8 hours or more per night.
4. Answers will vary. Check the student’s answers. Some possible answers are listed below. Based on both samples, we
can fairly confidently infer:
(1) The most popular song among the fans is “My Best.”
(2) Roughly 10/25 = 40% of the fans like “My Best” the best.
(3) “Never Again” and “Sunshine” are the next most popular songs but we cannot say for sure which one of them is
more popular than the other.
(4) Roughly 1/4 of the fans like either “Never Again” or Sunshine” the best.
(5) “Love You” is the least popular of the four songs.

106
Using Random Sampling, cont.
5. a. About 1/10 (or slightly less than 1/10) of the students like to drink coffee black.
Slightly less than 1/6 of the students like to drink coffee with milk (no sugar).
Roughly 1/6 of the students like to drink coffee with cream (no sugar).
Slightly more than 1/4 of the students like to drink coffee with milk and sugar.

b. Black With milk With cream Milk and sugar Cream and sugar Totals
Sample 1 12 21 24 36 37 130
Percentage 9.23 16.15 18.46 27.69 28.46
Sample 2 9 23 22 37 39 130
Percentage 6.92 17.69 16.92 28.46 30.00
Sample 3 14 18 20 36 42 130
Percentage 10.77 13.85 15.38 27.69 32.31
Average % 8.97 15.90 16.92 27.95 30.26

c. Estimate: 0.0897 · 500 students ≈ 45 students. This estimate may be off by a few dozen students, considering the
estimates based on the individual samples.
(Estimate based on sample 1: 0.0923 · 500 students ≈ 46 students
Estimate based on sample 2: 0.0692 · 500 students ≈ 35 students
Estimate based on sample 3: 0.1077 · 500 students ≈ 54 students)
d. Estimate: 0.1590 · 500 students ≈ 80 students. This estimate may be off by a dozen students, considering the
estimates based on the individual samples.
(Estimate based on sample 1: 0.1615 · 500 students ≈ 81 students
Estimate based on sample 2: 0.1769 · 500 students ≈ 88 students
Estimate based on sample 3: 0.1385 · 500 students ≈ 69 students)
e. Estimate: 0.3026 · 500 students ≈ 151 students. This estimate may be off by several dozen students, considering the
estimates based on the individual samples.
(Estimate based on sample 1: 0.2846 · 500 students ≈ 142 students
Estimate based on sample 2: 0.3· 500 students ≈ 150 students
Estimate based on sample 3: 0.3231 · 500 students ≈ 162 students)

6. a. The average percentage of people sleeping 7 hours a night is (32 + 26)/130 = 44.62%. Based on that, an estimated
0.4462 · 2,150 ≈ 960 people in the factory sleep 7 hours a night.
Based on sample 1, 32/65 ≈ 49.23% of the people sleep 7 hours. This percentage would give us an estimated
0.4923 · 2,150 ≈ 1,060 people sleeping 7 hours a night.
Based on sample 2, 26/65 = 40% of the people sleep 7 hours. This percentage would give us an estimated
0.4 · 2,150 ≈ 860 people sleeping 7 hours a night.
Considering the estimates of 1,060 and 860 from samples 1 and 2, we can gauge that our estimate of 960 people
may be off by a few hundred people.
b. The average percentage of people sleeping less than 5 hours a night is (1 + 2)/130 = 2.31%. Based on that, an
estimated 0.0231 · 2,150 ≈ 50 people in the factory sleep less than 5 hours a night.
Based on sample 1, 1/65 = 1.54% of the people sleep less than 5 hours. This percentage would give us an estimated
0.0154 · 2,150 ≈ 33 people sleeping less than 5 hours a night.
Based on sample 2, 2/65 = 3.08% of the people sleep less than 5 hours. This percentage would give us an estimated
0.0308 · 2,150 ≈ 66 people sleeping less than 5 hours a night.
Considering the estimates of 33 and 66 from samples 1 and 2, we can expect that our estimate of 50 people may be
off by a few dozen people.

107
Using Random Sampling, cont.
7. a. Answers will vary. Check the student’s answers. Some possible answers are listed below. Based on both samples,
we can fairly confidently infer:

z Most drivers drive at 51-55 mph.

z About 3/5 or slightly less of the drivers drive at speeds of 51 to 55 mph.
z The next most common speed bracket is from 56 to 60 mph.
z About 1/6 to 1/5 of the drivers drive at speeds of 56 to 60 mph.
z The third most common speed bracket is from 46 to 50 mph.
z Roughly about 15% of the drivers drive at speeds of 46 to 50 mph.
z Roughly around 5% of the drivers drive at speeds of 61 to 65 mph.
z Only a few percent of the people drive at speeds from 66 to 70 mph.
z Each category over 55 mph contains fewer drivers than the next slower category.
z Very few people drive faster than 70 mph.

b. The average percentage is (180 + 167)/600 = 57.83%. Based on that, an estimated 0.5783 · 1,000 ≈ 580 people
out of 1,000 drive at speeds of 51 to 55 mph.
Based on sample 1, 180/300 = 60% of the people drive at speeds of 51 to 55 mph. This percentage would give us
an estimated 0.6 · 1,000 = 600 people out of 1,000 driving at speeds of 51 to 55 mph.
Based on sample 2, 167/300 = 55.67% of the people drive at speeds of 51 to 55 mph. This percentage would give
us an estimated 0.5567 · 1,000 ≈ 560 people out of 1,000 driving at speeds of 51 to 55 mph.
Considering the estimates of 600 and 560 from samples 1 and 2, we can gauge that our estimate of 580 people
may be off by several dozen people.
8. Results vary. Check the student’s results.
a. For example, the tables below show the word length in six samples of 100 words from Glencoe Science
Interactions Course 2 book.
Sample 1 Sample 2 Sample 3
Word length Frequency Word length Frequency Word length Frequency
1 5 1 1 1 6
2 27 2 37 2 28
3 37 3 25 3 33
4 38 4 38 4 37
5 28 5 27 5 26
6 17 6 12 6 16
7 12 7 34 7 23
8 11 8 13 8 15
9 16 9 11 9 8
10 5 10 1 10 4
11 4 11 1 11 1
12 0 12 0 12 2
mean 4.87 mean 4.855 13 0
14 1
mean 4.885
b. To estimate the mean length of words in this science textbook, we can use
the average of the means: estimated mean word length = (4.87 + 4.855 + 4.885)/3 = 4.87 letters.
c. The estimated mean word length, 4.87 letters, might be off by about 0.05 to 0.1 letters. The mean of sample 1 was
the same as the average of all three samples, and the means of the other two samples differ from the average by only
0.015 letters. Taking three times that 0.015 letter difference gives 0.045 letters ≈ 0.05 letters.

108
Comparing Two Populations, p. 272
1. a. The two distributions overlap a lot: The data for September ranges from 4 to 16 days and for October from 3 to 17, so
the overlap is from 4 to 16 days. In other words, the September data is completely within the range of October data.
b. Based on the medians, September has more rain overall. In October, there is greater variability in the number of
days with rain.
c. Median (September): 7.5 days. Median (October): 7 days. Difference: 0.5 days.
d. IQR (September): 2.3 days. IQR (October): 3.5 days.
e. No, the difference in the medians is not significant, because the difference (0.5 days) is only a small fraction of
the measure of variability (either 2.5 or 3.5 days). The huge overlap of the two distributions also points to this fact.
2. a. It is more likely it was March.
b. It is more likely it was September.
c. Based on the medians and the ranges, we can see September had more rain overall. September also has greater
variability in the number of days with rain (the range of the distribution is greater for September than for March).
d. The difference in the medians is 7.5 days − 5 days = 2.5 days. The interquartile range for March is about 2.3 days.
The interquartile range for September is about 2.3 days.
e. The difference in the medians is about 1 time the interquartile range.
Yes, there are significantly more days with rain in September than in March.

3. Class 7-A Class 7-B

Grades Students Grades Students
1 5 1 3
2 8 2 6
3 7 3 7
4 5 4 7
5 2 5 4

a. Class B did better overall, because the distribution is more concentrated towards the right.
We cannot tell from the graphs which class had more variability in the grades, because both have the same range.
b. Class A, mean: 2.667 Class B, mean: 3.111 Difference: 0.444
c. The difference in the means (0.444) is only less than half of the mean absolute deviation (which was about 1).
While class B did better, it did not do significantly better than class A.
4. a. Quiz 2, because it went so well.
b. Quiz 3.
c. Quiz 1, mean: 4.13; Quiz 2, mean: 4.79; Quiz 3, mean: 2.96
d. What is the difference in the means for quiz 2 and quiz 3? 1.83
This difference is about 1.6 times the mean absolute deviation of the data (1.13).
Yes, the difference in the means is significant.

109
Comparing Two Populations, Cont.
5. a. Five-number summary Five-number summary
Field Hockey Team Basketball Team
Heights (inches) Minimum: 60 in Heights (inches) Minimum: 67 in
60 66 67 72
62 66 1st quartile: 62.5 in 68 72 1st quartile: 69 in
62 66 69 72
62 67 Median: 65 in 69 74 Median: 71 in
62 67 69 75
63 68 70 76
3rd quartile: 67.5 in 71 3rd quartile: 73 in
63 68
64 68
64 68 Maximum: 70 in Maximum: 76 in
64 70
65 Interquartile range: 5 in Interquartile range: 4 in

b. The distributions overlap little: only from 67 to 70 inches.

c. It’s more likely she plays basketball.
d. The basketball team appears to be taller overall based on the median heights of 65 in and 71 in.
The heights of the field hockey team vary slightly more than the heights of the basketball team. We can see that by
looking at the ranges and the interquartile ranges of the two sets of data:
The ranges are 70 in − 60 in = 10 in for the field hockey team and 76 in − 67 in = 9 in for the basketball team,
and the interquartile ranges are 5 in for the field hockey team versus 4 in for the basketball team.
However, the difference in variability is so small that it is possibly not significant.
e. The difference in the medians is significant. The difference in the medians is 6 inches, and that is more than
one time the interquartile range (which was 4 inches for one team and 5 inches for the other).

110
Comparing Two Populations, Cont.
6. a. There is (not much / some / a lot) of overlap in these distributions, and overall, they appear (different / similar).
b. The difference in the mean shoe size is 7.86 − 7.61 = 0.25 sizes.
c. The difference in the means (0.25) is only a small fraction of the measure of variability (between 1.20 and 0.93),
so the difference is not significant.
d. If we combine the two samples and count how many of each pair was sold, we get the following data. We can
then use the percentages to estimate how many pairs to buy in an order of 500 pairs of shoes.

Pairs sold Percentage of pairs sold

Size Pairs to buy
(in both samples) (in both samples)
4½ 1 1.41% 7
5 2 2.82% 14
5½ 2 2.82% 14
6 4 5.63% 28
6½ 7 9.86% 49
7 10 14.08% 70
7½ 11 15.49% 77
8 9 12.68% 63
8½ 9 12.68% 63
9 6 8.45% 42
9½ 5 7.04% 35
10 3 4.23% 21
10½ 2 2.82% 14
TOTAL 71 100% 500

Comparing Two Samples, p. 280

1. a. Families in Tampa appear to spend more on food (based on the medians, minima, and maxima of the data).
b. The difference in the medians is about $211 − $198 = $13, but “about $12” is also an acceptable answer.
c. Both interquartile ranges are close to $50. The difference in the medians ($13) is barely a quarter of the interquartile
range; therefore, the difference is not significant.
d. The distributions overlap nearly completely. The Tampa data ranges from $132 to $274, and the Atlanta data from
$125 to $265. So the total range is $274 − $125 = $149, and of that $265 − $132 = $133, or $133 / $149 = 89.3%
≈ 90% is overlap.
e. Overall, families in Tampa spend slightly more money for food than families in Atlanta. Moreover, the distribution
of spending on food is very similar. The Tampa data is basically the Atlanta data shifted about $10 higher: The
minimum is $132 − $125 = $7 higher in Tampa; the first quartile is $187 − $178 = $9 higher; the median is
$211 − $198 = $13 higher; the third quartile is $238 − $227 = $11 higher; and the maximum is $274 − $265
= $10 higher. However, since the range of the Tampa data is $274 − $132 = $142, and the range of the Atlanta data
is $265 − $125 = $140, the roughly $10 difference between the two data sets indicates that location makes a
comparatively minor contribution to people’s spending. (But even $10 a week adds up to over $500 a year!)
Evidently other factors are much more important in determining how much people spend for food in these two cities.

111
Comparing Two Samples, cont.
1. f. Answers will vary. Check the student’s answer. The median should be in the $160s, the range should be about $70,
and the interquartile range should be about $25.

2. a. Teens in School 1 appear to send more text messages overall.

The teens in School 2 appear to have greater variability in the number of text messages sent.
b. School 1:
Median 79 msg Range 51 msg
Interquartile range: 19
School 2:
Median 72 msg Range 88 msg
Interquartile range: 23
c. Do these values support your answers in (a)?
Yes, they do. The median number of messages is more for school 1 than for school 2. And both the range and
the interquartile range is greater for school 2 than for school 1.

3. a. See the stem-and-leaf plot

Pollution levels
on the right.

b. Brazil appears to have Brazil Chile

cleaner air in its cities. Leaf Stem Leaf
c. The medians are: 7 1
965321 2
Brazil: 34 µg/m3 998865555544322111111000 3 456788
Chile: 52 µg/m3 66532 4 1456
20 5 222389
d. Do the median values support 7 6 12699
your answer in (b)? 7 019
1 8
Yes, they do.
3 | 4 means 34

112
Comparing Two Samples, cont.
4. Answers will vary. Check the student’s answers. The student should include these facts:

z In general, customers in Branch 2 clearly tend to have to wait longer times than customers in Branch 1. (Based on the
medians and ranges)
z In general, waiting times in Branch 2 also vary more than in Branch 1. (This is based on the ranges and the interquartile
ranges).

Students might also include these or similar facts, and more:

z In both branches, you might be served immediately or nearly so. (The minimum for both distributions is 0 minutes.)
z A typical waiting time in Branch 1 is 3 to 7 ½ minutes. (Based on the 1st and 3rd quartiles, since half of the data lies
between those two points.)
z A typical waiting time in Branch 2 is 4 ½ to 12 ½ minutes.
z In Branch 2 you may have to wait up to 25 minutes, whereas in Branch 1, the maximum waiting time is around 16
minutes.

5. a. Answers will vary. Check the student’s answers. The student should include these facts:

z In general, small SUVs are more efficient and use less fuel than standard SUVs. (You can see that from the double-bar
graph in that the blue bars are roughly symmetrical, but the green bars are skewed to the left, toward lower numbers of
miles per gallon.)
z Both types of cars have a fairly similar fuel efficiency: for small SUVs, starting from around 16 mpg to around
31 mpg, and for standard SUVs, starting around 13 mpg to around 28 mpg. In statistical terms, there is a lot of
overlap in the two distributions.

Students might also include these or similar facts, and more:

z The difference in the fuel efficiency between these two classes of cars is not very great: the peaks of the distributions
differ only by one category or about 3 mpg.
z The majority of standard SUVs fall within the range of 16 to 24 mpg.
The majority of small SUVs fall within the range of 19 to 27 mpg.

z Both types of cars have a lot of variability in their fuel efficiency. (The ranges of the data distributions are large.)

5. b. Answers will vary. Most people probably prefer side-by-side boxplots over the other two, because then you will
immediately see where the medians and the quartiles are, and thus you can compare the medians, the interquartile
ranges and ranges of the two data sets visually very easily. You cannot see those measures in the other graphs.
6. Answers will vary. Check the student’s project.

Chapter 11 Mixed Review p. 286

4p
1. The correct equation is = $9.40.
5
2. The original price of the rubber boots was $11.75. 4p
= $9.40 ·5
At the right you will find the most common way to solve 5
the equation (where we first multiply both sides by 5,
then divide both sides by 4). Another way to solve it 4p = $47 ÷4
would be to divide both sides by the fraction 4/5.
p = $11.75

113
Chapter 11 Mixed Review, cont.
3. We calculate the final price of the juicer in two steps. After the first discount, the juicer costs 0.85 · $200 = $170.
After the second discount, it costs 0.8 · $170 = $136. If it had been discounted from $200 to $136 in one step,
the percentage of discount would have been ($200 − $136)/$200 = $64/$200 = 32/100 = 32%.

4. a. The volume of the first can is V = Abh = π · (3.3 cm)2 · 8.5 cm ≈ 290.8015 cm3 ≈ 291 cm3.
The volume of the second can is V = Abh = π · (5 cm)2 · 5.8 cm ≈ 455.5309 cm3 ≈ 455 cm3.

b. The larger can is (455.5309 cm3 − 290.8015 cm3)/290.8015 cm3 ≈ 56.6% bigger than the smaller can.
5. To get the true dimensions, we multiply each of the dimensions in the plan by the ratio 6 ft/1 in:
5 ¼ in · 6 ft/1 in = 31 1/2 ft and 6 ¾ in · 6 ft/1 in = 40 1/2 ft.
6. a. and b. See the image on the right.
c. If angle A is 102°, then supplementary angle C is 180° − 102° = 78°.
d. The quadrilateral enclosed by two pairs of equal-length parallel lines is
called a parallelogram.
7. To solve this, we calculate how many whole times 8 inches goes
into the 4 foot dimension (the one way) and how many whole
times 5 3/4 inches goes into the 4 foot dimension (the other way).
We care only about whole times because we’re not dealing with
fractions of puzzles. Those numbers tell us how many columns
and rows of puzzles fit on the table. Lastly we simply multiply
those numbers.
Since 4 ft/8 in = 48 in/8 in = 6, exactly six columns of
puzzles fit on the table.
And since 4 ft/(5 ¾ in) = 48 in/(5 ¾ in) = 48/(23/4)
= 48 · 4/23 ≈ 8.35, eight rows of puzzles fit on the table.
In total, 6 · 8 = 48 puzzles fit on the table, in six columns
and eight rows.
8. Check the student’s drawing. When redrawn at a scale of 1:5,

the dimensions of the picture will be 8/5 times larger than

the dimensions in the drawing drawn at a scale of 1:8.

114
Chapter 11 mixed Review cont.
9. a. Check the student’s triangle. It should be congruent to the one below. This means that the angles should measure
the same, and the sides should be the same length, as the triangle below, but possibly with a different orientation.
Use a compass and straightedge and the method for drawing a triangle with three given sides explained in the lesson
Basic Geometric Constructions.

b. It is not possible. The sum of any two sides should be greater than the third side in order to create
a triangle, but in this case, 3 + 3.5 < 7. So, the lengths 7 cm, 3 cm, and 3.5 cm do not form a triangle.
10. a. The outcomes are listed on the right.
Sample space:
b. P(blue; blue) = 1/16
YY, YR, YB, YG
c. P(green; not green) = 3/16
RY, RR, RB, RG
d. P(not blue; yellow) = 3/16
BY, BR, BB, BG
e. P(yellow or green; red or blue) = 4/16 = 1/4 GY, GR, GB, GG

11. a. Answers will vary. Check the student’s answer. For example: The coins land on the moon.
b. Answers will vary. Correct answers include:

z You get one heads and one tails (in either order).

z Both coins show different faces.

z Both coins show the same face.

12. No, John’s conclusion is not correct. It is perfectly normal for the frequencies to vary when a chance experiment
is repeated, and the frequencies 178 and 153 are definitely within normal variation when a die is rolled 1,000 times.
13. Sam’s sampling method uses self-selection: the people choose whether they want to take part or not. For a
sampling method to be random, it must use external selection where the respondents are chosen by the researcher.
Moreover, Sam has no reason to believe that the people who happen to pass by the corner near his home are a
representative sample of the people in the city as a whole.

115
Chapter 11 Review, p. 290
1. a. Here is the data for the number of baskets Jake shot in order: 26 27 27 29 30 31 33 33 34 35

b. The median and mean both are 30.5. That would mean that Jake’s percentage of successful baskets is 30.5/50 = 61%.
Using that percentage, we can estimate that Jake will make 0.61 · 120 ≈ 73 baskets in 120 shots.
2. a. Harry’s sampling method is not random. The people who stay after the meeting are probably not representative of
the club membership as a whole.
b. Answers will vary. Check the student’s answer. For example: Harry could get an alphabetical list of the club
members. He could choose a random number between 1 and 6 by rolling a die. Then he would choose the member with
that number from the list plus every member after that at some regular interval, such as every 4th or 6th member,
depending on how many people he needs for his survey.

3. a. See the stem-and-leaf plot on the right. Test results

b. Grade 7 appears to have done better in the test.

SAMPLE 1 SAMPLE 2
We cannot tell from the plot which group has a greater variability.
GRADE 7 GRADE 8
Leaf Stem Leaf
c. Grade 7: Median 75.5 Range 41
96 5 2458
Interquartile range: 83.5 - 67 =16.5 88641 6 0223589
Grade 8: Median 68.5 Range 47 9976553 7 02247
Interquartile range: 75.5 - 61 = 14.5 843 8 25
760 9 29

7 | 8 means 78

d. Yes, they do. The difference in the medians is quite large, 7 points, so the 7th graders definitely did better overall.
Grade 8 has a somewhat larger range, whereas grade 7 has a larger interquartile range but not by much. The
interquartile ranges are quite close to each other. Based on all that, there is not a huge difference in the variability
in the test scores between the two groups.

116
Chapter 11 Review, cont.
4. a. Answers will vary. Check the student’s answers. The student should include a statement about the winner of the
election and at least 2 other inferences. For example:

z Either Johnson or Garcia will win, but from these two survey results we cannot tell which one from these two survey
results.

z Most likely, Wilson will come in third place, Evans fourth place, and Hanley fifth place.

z Wilson will probably get a little more than half the votes that Johnson or Garcia each get.

z Evans will get less than half the votes that Johnson or Garcia will get.

z Hanley will get only a small fraction of the votes that Johnson or Garcia will get.

z Both Johnson and Garcia will get almost 1/3 of the total vote.

b. The average percentage of people who voted for Wilson is (13 + 16) ÷ 2 / 75 = 14.5/75 = 19.3%. Using that,
we estimate that 0.193 · 1,230 ≈ 240 students will vote for Wilson.
If we use the result from Survey 1 where Wilson got 13/75 of the total vote, we’d estimate that he would get
(13/75) · 1,230 ≈ 213 votes. And if we use the result from Survey 2, we’d estimate that he would get
(16/75) · 1,230 ≈ 262 votes. These two quantities (213 and 262) differ from our actual estimate of 240 by
a few dozen (or more than 20) votes. Since the samples are random, the estimate of 240 votes may be off by
2-3 times that amount; we cannot really know without having many more samples.
So, the estimate of 240 votes may be off by several dozens of votes. You could also say that it may be off by 50
or so votes.
5. a. Store 1 appears to have cheaper prices.
Neither store appears to have greater variability in the prices. Both the ranges and the interquartile ranges are
fairly similar.
b. The difference in the prices is not significant. The difference in the medians is about $20, and the interquartile
ranges are about $100. Since the difference in the medians is only about 1/5 of the interquartile range, it is not
significant.

117