Blue Journal Answers

Record and Practice Journal Answer Key
Copyright Big Ideas Learning, LLC Big Ideas Math Blue

All rights reserved. Answers
1
Chapter 1
Fair Game Review
1. 14x 2. 11 4 b 3. 90 15g
4. 2 42 y 5. 5 48 m + 6. 13 2 a
7. 1.5 3 2.5 ; 7 p p p p + +
8. 4 9. 12 10. 8
11. 8 12. 7 13. 7
14. 6 15. 12 16. 58 F
1.1 Activity
1.
2. a. The sum of the angle measures of a triangle
is 180 .
b. Answer should include, but is not limited to: The
sum of the angle measures of each triangle
should be 180 . Some might be a little off due
to rounding.
3. a. 27 82 180; 71 x x + + = =
b. 43 52 180; 85 x x + + = =
c. 62.5 77 180; 40.5 x x + + = =
d. 33.4 51.3 180; 95.3 x x + + = =
4. Sample answer: If you notice a pattern, you can use
inductive reasoning to write a rule. Then you can
test your rule using several examples. You can use
the rule to write an equation that can be used to
solve a problem.
1.1 Practice
1. 11 x = 2. 23 w = 3.
1
12
z =
4. 6 y = 5. 70 k = 6.
9
8
n =
7. 11 x = 8. 7 = h 9. 5.3 p =
10. 5.16 15.48; $20.64 p p = =
1.2 Activity
1. a. 2 42 180; 69; 69 , 69 , 42 + = = n n
b. ( ) ( ) 10 5 180; 55;
55 , 65 , 60
+ + + + = =

x x x x
c. 5 180; 36; 36 , 36 , 108 = = q q
d. ( ) 3 10 180; 42.5;
42.5 , 85 , 52.5
+ + = =

m m m
e. ( ) 30 90 180; 60;
60 , 30 , 90
+ + = =

y y y
f. ( ) 10.5 2 90 180; 26.5;
37 , 53 , 90
+ + + = =

t t t
2. 65; f = 135; k = 30; m = 60; n = 75; p =
15; s = 90; t = 25; w = 45; x = 40 y =
indigo: 45 , 45 , 90
violet: 60 , 60 , 60
orange: 75 , 65 , 40
yellow: 25 , 60 , 95
blue: 75 , 75 , 30
green: 15 , 135 , 30
3. ad.

4. Sample answer: To solve a multi-step equation, use
inverse operations. To check the reasonableness of
a solution, make sure the solution makes sense and
substitute the solution back into the equation.
1.2 Practice
1. 11 x = 2. 1.5 b = 3. 2 z =
4. 64 w = 5. 1 a = 6. 7 q =
7. 4 cm w =
Monday Tuesday Wednesday
Degrees 36 54 90
Percent 10% 15% 25%
People 20 30 50
Thursday Friday
Degrees 108 72
Percent 30% 20%
People 60 40
Triangle
Angle
A
Angle
B
Angle
C
A B C + +
a. 60 60 60 180
b. 90 45 45 180
c. 120 30 30 180
d. 30 60 90 180
Big Ideas Math Blue Copyright Big Ideas Learning, LLC
Answers All rights reserved.
2
1.3 Activity
1. a.
2
2 6 3 ; 6; 18 ft; 18 ft x x x + = =
b.
2
2 8 4 ; 4; 16 ft; 16 ft x x x + = =
c.
2
1
2 36 18 ; 2 ; 40.5 ft; 40.5 ft
4
x x x + = =
d.
2
5
2 5 ; 10; 25 ft; 25 ft
2
x x x + = =
e.
2
2 8 3 2; 6; 20 ft; 20 ft x x x + = + =
f. ( )
2
2 16 2 4 1 ; 3; 22 ft; 22 ft x x x x + = + + =
g.
2
6 10 9 ; 2; 22 ft; 22 ft x x x x x + = + + =
Check your solution by comparing the value of the
perimeter and the value of the area of each figure.
2. a.
2
12 72 12 36 ; 6; 216 in. ; x x x x + + = =

3
216 in.
b.
2
8 16 64 32 ; 8; 256 in. ; x x x x + + = =
3
256 in.
Check your solution by comparing the value of the
perimeter and the value of the area of each figure.
3. smaller triangle: 6, 8, 10; larger triangle: 9, 12, 15
4. Add or subtract variable terms from each side of the
equation, as done with constant terms, because you
want to collect the variable terms on one side and
the constant terms on the other side.
5. Sample answer: ( ) 4 2 1
4 8 1
4 8 1
3 8 1
3 9
3
x x
x x
x x
x
x
x
+ =
+ =
+ =
+ =
=
=

1.3 Practice
1. 2 x = 2. 9 y = 3. 10 p =
4. 41 g = 5. 0.7 n = 6. 11 w =
7. 100 10 15 ; 20 x x x + = =
1.4 Activity
1. a.
2
2 2 ; ; 4 in.
2
P
P w w w
= + = =

b.
1
; 2 ; 8 in.
2
A
A bh h h
b
= = =
c. 2 ; ; 4 cm
2
C
C r r r
= = =
d. ( )
1 2
; ; 3 in.
2
A
A h b B h h
b B
= + = =
+

e. ; ; 7 m
A
A bh h h
b
= = =
2. a. ; ; 5 in.
V
V Bh h h
B
= = =
b.
2
1 3
; ; 16 ft
3
V
V Bh B B
h
= = =
c. 2 ; ; 3 cm
2
S
S rh h h
r
= = =
d.
( )
2
2 2 2 ; ;
2
S wh
S w h wh
w h
= + + =
+

6 cm =
3. Sample answer: You can solve a given formula for
a different variable to form a new formula that can
be used to solve for the variable.
1.4 Practice
1. 2 9 y x = 2.
2 6
5 5
y x =
3. 12 78 y x = + 4.
V
w
h
=

5. 2 6.5 r f = 6.
2
2
2
S r
h
r
=
7. a.
2A
h
b
= b. 9 in. h =
Chapter 2
Fair Game Review
1. ( ) ( ) 1, 1 ; 1, 1 2. ( ) ( ) 2, 4 ; 2, 4
3. ( ) ( ) 3, 3 ; 3, 3 4. ( ) ( ) 4, 3 ; 4, 3
5. ( ) ( ) 1, 2 ; 1, 2 6. ( ) ( ) 3, 2 ; 3, 2
7.
y
x 6 5
1
2
3
4
5
6
7
8
9
7 8 9 1 2 3 4
B C
D A
3
8.
9.
10.
11.
12.
2.1 Activity
1. a and e; Check students work; Sample answer:

Sample answer: The corresponding sides of
triangles that are congruent have the same length.
2. a.
b. yes; The triangle is the same shape and size as
the original triangle.
c.

y
x 6 5
1
2
3
4
5
6
7
8
9
7 8 9 1 2 3 4
E H
G F
y
x 6 5
1
2
3
4
5
6
7
8
9
7 8 9 1 2 3 4
I
J
K
y
x 6 5
1
2
3
4
5
6
7
8
9
7 8 9 1 2 3 4
N M
L
y
x 6 5
1
2
3
4
5
6
7
8
9
7 8 9 1 2 3 4
Q
P
R
O
y
x 6 5
1
2
3
4
5
6
7
8
9
7 8 9 1 2 3 4
T
S
U
V
Side 1 Side 2 Side 3
Given triangle 126 mm 126 mm 180 mm
a 126 mm 126 mm 180 mm
b 120 mm 120 mm 170 mm
c 165 mm 126 mm 200 mm
d 165 mm 126 mm 200 mm
e 126 mm 126 mm 180 mm
f 115 mm 115 mm 160 mm
4

3. Congruent triangles are the same size and shape.
The corresponding sides of congruent triangles
have the same length.
4. yes;
2.1 Practice
1. Corresponding angles: and , and , A J B K
and , and C L D M
Corresponding sides: Side AB and Side JK,
Side BC and Side KL, Side CD and Side LM,
Side DA and Side MJ
2. Corresponding angles: and , and , J Q K P
and , and , and L T M S N R
Corresponding sides: Side JK and Side QP,
Side KL and Side PT, Side LM and Side TS,
Side MN and Side SR, Side NJ and Side RQ
3. congruent
4. not congruent; The corresponding side lengths are
not equal.
5. a. 3 feet b. 6 feet
2.2 Activity
1. b. yes; Sample answer:
c. yes; Sample answer:
2. a. all of them;

b. The tessellations for the square, parallelograms,
and hexagon can be made by translating. You
have to rotate or flip the triangle and trapezoid to
make a tessellation.
3. Answer should include, but is not limited to: Make
sure the pattern can be formed back into one of the
basic shapes and that there are no gaps in the
tessellation.
5
4. Sample answers are given.
a.
5 units long and 3 units wide
b.
( ) ( ) ( ) ( ) 4, 9 , 9, 9 , 9, 6 , 4, 6
c. The new rectangle is 5 units long and 3 units
wide and has four right angles. They are the
same.
d. yes; Each pair of sides are either horizontal or
vertical line segments.
e. yes; The figures are the same size, 5 units long
and 3 units wide, and have the same angle
measures, four right angles.
f. yes; All the translated figures remain congruent.
5. A tessellation can be created by translating a tile or
design many times so that there are no empty
spaces between the tiles.
6. Sample answer: The parallel sides allow the
parallelograms to fit together nicely.
2.2 Practice
1. no 2. yes 3. no
4. ( ) ( ) ( ) ( ) 4, 3 , 1, 3 , 3, 0 , and 0, 1

5. ( ) ( ) ( ) 2, 2 , 4, 3 , and 3, 1

6. 3 units left and 5 units down
2.3 Activity
1. a. yes; The pattern coincides.
b. yes; The pattern coincides.
2. a. neither
b. horizontally
a.
b.
( ) ( ) ( ) ( ) 2, 6 , 8, 6 , 8, 2 , 2, 2
same.
y
x O 1
1
2
3
4
6
5
7
8
9
10
2 3 4 5 6 7 8 9 10
A B
C D
y
x O 1
1
2
3
4
6
5
7
8
9
10
2 3 4 5 6 7 8 9 10
A B
C D
y
x 432 7 8 65 O 1
1
2
2
3
4
5
6
7
8
3
4
5
6
7
8
2 3 4 5 6 7 8
E F
G H
y
x 432 7 8 65 O 1
1
2
2
3
4
5
6
7
8
3
4
5
6
7
8
2 3 4 5 6 7 8
E F
G H
H G
F E
y
x 43 1
2
2
3
4
3
4
2 3 4
y
x 432 O 1
1
2
2
3
4
3
4
2 4
6
f.
( ) ( ) ( ) ( ) 2, 6 , 8, 6 , 8, 2 , 2, 2 ; The new
rectangle is 6 units long and 4 units wide and has
four right angles. They are the same.
yes; Each pair of sides are either horizontal or
yes; The figures are the same size, 6 units long
g. yes; All the reflected figures remain congruent.
4. When you fold a frieze pattern horizontally or
vertically and the pattern coincides, then the frieze
pattern is a reflection of itself horizontally or
vertically.
2.3 Practice
1. no 2. yes 3. yes
4. ( ) ( ) ( ) 1, 2 , 3, 2 , 1, 4 A B C

5. ( ) ( ) ( ) ( ) 3, 1 , 3, 4 , 1, 4 , 1, 1 W X Y Z

6. ( ) ( ) ( ) 3, 4 , 3, 0 , 2, 4 J K L

7. ( ) ( ) ( ) ( ) 2, 2 , 2, 3 , 3, 3 , 4, 1 M N P Q

8. no
2.4 Activity
1. translate; reflect; rotate
a. right scalene; yes; All the triangles have the
same angle measures and the same side lengths.
b. Sample answer:
y
x 432 7 8 65 O 1
1
2
2
3
4
5
6
7
8
3
4
5
6
7
8
2 3 4 5 6 7 8
E F
G H
H G
F E
F E
H G
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
C
B A
A B
C
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
Y X
W Z
Z
Y X
W
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
L J
K K
L J
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
N
M
P
Q Q
N P
M
slide
turn
flip
7
c. Sample answer:
a.
b.
( ) ( ) ( ) ( ) 7, 5 , 7, 3 , 2, 3 , 2, 5
same.
f.
( ) ( ) ( ) ( ) 5, 7 , 3, 7 , 3, 2 , 5, 2 ; The new
rectangle is 5 units long and 2 units wide and has
four right angles. They are the same.
yes; Each pair of sides are either horizontal or
yes; The figures are the same size, 5 units long
g. yes; All the rotated figures remain congruent.
3. translation, reflection, rotation;
Sample answer:
Translation Reflection Rotation

4. a.
b. All angle measures are 90 . The distances are
equal.
c. Sample answer: You can use a ruler and a
protractor to rotate each vertex of a figure.
translation
rotation
reflection
y
x 432 7 8 65 O 1
1
2
2
3
4
5
6
7
8
3
4
5
6
7
8
2 3 4 5 6 7 8
J K
L M
y
x 432 7 8 65 O 1
1
2
2
3
4
5
6
7
8
3
4
5
6
7
8
2 3 4 5 6 7 8
J K
L M
J
K L
M
y
x 432 7 8 65 O 1
1
2
2
3
4
5
6
7
8
3
4
5
6
7
8
2 3 4 5 6 7 8
J K
L M
J
K L
J K
L
M
M
y
x 432 7 8 65 O 1
2
2
3
4
5
6
7
8
3
4
5
6
7
8
2 3 4 5 6 7 8
8
5. a.
b. All angle measures are 180 . The distances are
equal.
c. Sample answer: You can use a ruler and a
protractor to rotate each vertex of a figure.
2.4 Practice
1. no
2. yes; 180 clockwise or counterclockwise
3. ( ) ( ) ( ) 1, 1 , 1, 3 , 4, 3 A B C

4. ( ) ( ) ( ) 1, 1 , 1, 1 , 4, 1 A B C

5. ( ) ( ) ( ) 4, 4 , 2, 4 , 3, 1
2.5 Activity
1. a. no; the ratios are not proportional
b. yes; the ratios are proportional
2. a. The original design is proportional to Design 2.
Design 1 is a slightly distorted picture of the
original design.
b. Sample answer:

3. Sample answer: It can help by knowing what size
pictures and designs will work in certain places.
Magazines use proportions to have photos fit on a
page with text. Architects use proportions to design
blueprints.
4. ab. Check students work.
c. Sample answer:
1 1
2 2
0.75 cm, 0.5 cm
1.5 cm, 1 cm
w
w
= =
= =

d. Sample answer:
Length of larger
2;
Length of smaller
=
Width of larger
2;
Width of smaller
= They are proportional.
2.5 Practice
1. yes; Corresponding sides are proportional.
2. no; Corresponding sides are not proportional.
3. no
4. a. no b. yes
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
A B
A
B
C
C
y
x 432 O
1
2
2
3
4
3
4
2 4
A B
C
B C
2.5
2
8
10
3
4
5
20
12
16
3
3 12
5
5
20
20
12
4
16
y
x 432 7 8 65 O
2
2
3
4
5
6
7
8
3
4
5
6
7
8
3 4 5 6 7 8
9
2.6 Activity
1. a.

b.

2.

When the side lengths are multiplied by a number,
the perimeter is multiplied by the same number.
3.

When the side lengths are multiplied by a number,
the area is multiplied by the square of the number.
4. a.

?
?
6 3

12 6
1 1

2 2
=
=

The ratios are equal. So, the rectangles are
similar.
b. perimeter of shaded rectangle: 18 units;
area of shaded rectangle:
2
18 units
perimeter of unshaded rectangle: 36 units;
area of unshaded rectangle:
2
72 units
yes; the dimensions are doubled. So, the
perimeter of the unshaded rectangle is twice the
perimeter of the shaded rectangle and the area of
the unshaded rectangle is 4 times the area of the
shaded rectangle.
Figure
Original
Side Lengths
Double
Side Lengths
4 P = 8 P =
P
e
r
i
m
e
t
e
r
s

6 P = 12 P =
Figure
Triple
Side Lengths
Quadruple
Side Lengths
12 P = 16 P =
P
e
r
i
m
e
t
e
r
s

18 P = 24 P =

Figure
Original
Side Lengths
Double
Side Lengths
1 A = 4 A =
A
r
e
a
s

2 A = 8 A =
Figure
Triple
Side Lengths
Quadruple
Side Lengths
9 A = 16 A =
A
r
e
a
s

18 A = 32 A =
1 1
1 1
1
1
1
1
1 1
1 1 1
1
1
1
1
1
1 1
1 1 1 1
1 1 1 1
1
1
1
1
1 1
1 1
2 2
2 2
1
1
1
1
2 2 2
2 2 2
1
1
1
1
1
1
2 2 2 2
2 2 2 2
1
1
1
1
1
1
1
1
x
y
7 7
(3, 4) (6, 4)
(6, 2) (3, 2)
(1, 6) (5, 6)
(5, 6) (1, 6)
5 1 3
1
3
5
10
c.

?
?
Shaded Length Shaded Width

Unshaded Length Unshaded Width
6 3

12 6
1 1
2 2
=
=
=

?
?

6 3

6 3
1 1
=
=
=

?
?

6 3

6 3
1 1
=
=
=

5. When the dimensions are all multiplied by the
same number, the perimeter is multiplied by the
number, and the area is multiplied by the square of
the number.
6. You need to know the lengths of a pair of
corresponding sides and the length of the side that
corresponds to the unknown length.
Sample answer: A rectangle has a length of
5 inches and a width of 3 inches. A similar
rectangle has a width of 6 inches. You can solve
the proportion
5 in. 3 in.
in. 6 in. x
= to find the length of
the similar rectangle.
The lengths of two similar rectangles are 8 feet and
4 inches, respectively, and the width of the first
rectangle is 1 foot. You can solve the proportion
8 ft 1 ft
4 in. in. x
= to find the length of the second
rectangle.
2.6 Practice
1. 8 : 3; 64 : 9 2. 3 : 5; 9 : 25 3. 3.75
4. 16.8 5. 16 : 25
2.7 Activity
1. shaded triangle: ( ) ( ) ( ) 2, 1 , 2, 2 , 1, 2
nonshaded triangle: ( ) ( ) ( ) 6, 3 , 6, 6 , 3, 6
a. The coordinates of the vertices of the shaded
triangle are multiplied by 3 to get the
corresponding coordinates of the vertices
of the nonshaded triangle.
b. The nonshaded triangle is the same shape as
the shaded triangle, but bigger than the shaded
triangle. They are similar triangles.
c.
The dashed triangle is the same shape as the
shaded triangle, but bigger than the shaded
triangle. They are similar triangles.
d. The coordinates of the nonshaded triangle are
multiplied by
2
3
to get the coordinates of the
dashed triangle. They are similar triangles.
y
x 2 4 6 8 4 6 8 10
4
O
(5, 18)
(5, 6) (1, 6)
(1, 18)
y
x 2 4 6 8 4 6 8 10
10
8
12
14
16
18
O
(5, 6)
(5, 3) (1, 3)
(1, 6)
y
x 2 4 6 8 4 6 8 10
4
10
12
14
16
18
O
(5, 9)
(5, 6) (1, 6)
(1, 9)
x
y
4
5
6
7
2
1
4
5
6
7
4 5 6 7 2 1 3 4 5 6 7
11
2. ac.
b. The triangle in part (b) is similar to and bigger
than the triangle in part (a). It has a scale factor
of 2.
c. The triangle in part (c) is similar to and bigger
than the triangle in part (a). It has a scale factor
of 3.
3.
4. Multiply each coordinate by the same amount. To
enlarge, multiply by a number greater than 1. To
reduce, multiply by a number between 0 and 1.
5. Sample answer: Drafters need to be able to enlarge
or reduce figures in technical drawings to show
details of an object.
2.7 Practice
1. yes 2. no 3. yes
4.
enlargement
5.
reduction
6. 2; The original coordinate is multiplied by 6 and
then multiplied by
1
,
3
so
1 6
6 2
3 3
= = is the
scale factor.
Chapter 3
Fair Game Review
1. vertical; 128 2. adjacent; 55
3. vertical; 37 4. adjacent; 15
5. 76 6. supplementary; 63
7. complementary; 21 8. complementary; 49
9. supplementary; 14 10. 53
3.1 Activity
1. a. Eight angles are formed. Sample answer:

b. 2, 4, 6, and 8 are congruent
1, 3, 5, and 7 are congruent
2. a. Measure the vertical angles and the angles that
correspond to them and make sure they are
congruent.
b. The studs are parallel lines and the diagonal
support beam is the transversal.
Translation
same size and shape, slides left,
right, up, and/or down
Reflection
same size and shape, mirror
image of the original
Rotation
same size and shape, rotated
about a point
Dilation
different size, same shape, the
image is an enlargement or
reduction of the original

5
7
y
x 432 765
1
2
3
4
5
6
7
3
2 3 4 5 6 7
x
y
3
4
5
7
8
1
4
3
2
1
4 2 21 3 4 5 6 7 8
A
B
C
A B
C
1
2
3
4
5
6
7
8
x
y
3
4
5
6
7
8
9
11
1
2
1
4 3 1 2 8 7 5 6 11 10 9 1
10
E F
G D
G D
E F
12
3. a. Sample answer:

b. Check students work.
4. Sample answer: When two parallel lines are
intersected by a transversal, eight angles are
formed. In the figure, 1, 3, 5, and 7 are
congruent and 2, 4, 6, and 8 are congruent.

5. All eight angle measures are equal to 90 .

3.1 Practice
1. 1 112 ; 2 68 = =
2. 1 146 ; 2 34 ; 3 146 ; 4 34 ; = = = =
5 146 ; 6 34 ; 7 146 = = =
3. 30 4. 138 5. 28 6. 26
3.2 Activity
1. ac. Check students work.
d. Place angle C so that it has the same vertex
as angles A and , B and is also adjacent to
angle A or angle . B The sum is 180.
e. Check students work.
f. They justify each other. The sum of the angle
measures of a triangle is 180.
2. a. The figure shows line mthrough the top vertex
of a triangle and parallel to its base, line . n Each
side of the triangle is extended as shown by the
dashed lines. Lines s and t are transversals.
b. Sample answer: The sum of the measures of
angle , D angle , B and angle E is 180 because the
sum of adjacent angles forming a straight line
is 180. Angle A is congruent to angle D and
angle C is congruent to angle E because they are
alternate interior angles of a transversal through
parallel lines. Then by substitution, the sum of
the measures of angle , A angle , B and angle C
is 180.
3. ac. Check students work.
d. The measure of exterior angle D is equal to
the sum of the measures of nonadjacent
interior angles A and . B
4. ab. Check students work.
b. The measure of an exterior angle of a triangle
is equal to the sum of the measures of the two
nonadjacent interior angles.
5. Check students work.
6. The sum of the measures of the interior angles of a
triangle is 180 . The measure of an exterior angle of
a triangle is equal to the sum of the measures of the
two nonadjacent interior angles.
3.2 Practice
1. 58 , 90 , 32 2. 70 , 84 , 26
3. 50 , 65 , 65 4. 115 , 32.5 , 32.5
5. 130 6. 135 7. 35 x =
3.3 Activity
1. a. quadrilateral; 4

yes; Use the other vertices to draw the line
segment; 180 ; 360
b. pentagon; 5; 540 c. hexagon; 6; 720
d. heptagon; 7; 900 e. octagon; 8; 1080
G
B
H
A
D
C
E
F
70
110
70
110
70
110
70
110
1
2
3
4
5
6
7
8
G
B
H
A
D
C
E
F
90
90
90
90
90
90 90
90
13
f.

1800
2. a.
b. Arrange the angles to be adjacent and joined at
the vertices; The angles form 360 .
c. The sum of the measures does not depend on the
number of sides of the polygon. It is always
equal to 360 .
3. ( ) 2 180 n
4. To find the sum of the interior angle measures of
a polygon with n sides, use the expression
( ) 2 180 n or divide the figure into triangles
using the procedure in Activity 1.
The sum of the exterior angle measures of a convex
polygon is equal to 360 .
3.3 Practice
1. 360 2. 540 3. 1800
4. 120 , 135 , 70 , 135 , 80
5. 120 , 150 , 90 , 80 , 150 , 120
6. 150 7. 135 8. 120
3.4 Activity
1. a. Sample answer: Draw a line segment that is
8 centimeters long. Then draw the two given
angles from the line segment to form the triangle.
b. Sample answer: Draw a line segment that is
2 centimeters long. Then draw the two given
angles from the line segment to form the triangle.
c. yes; Sample answer: The corresponding
angles of the triangles are congruent and the
corresponding side lengths are proportional.
So, the triangles are similar.

b. The third angle measure is 100 for each
triangle.
c. yes; The sum of the angle measures of a triangle
is 180 . Because two angles in one triangle are
congruent to two angles in another triangle, the
sum of their measures is equal. This means that
when you add the measure of the third angle, you
get 180 . So, the third angles in each triangle are
congruent. So, the triangles are similar.
3. a. The rays will make the same angle with the
ground. And because both triangles are right
triangles, the other pair of angles are congruent.
b. You can use the proportion
36
5 3
x
= and solve
for . x
A
B C
50 30
A
4
B
4
C
4
A
1
B
1
C
1
A
3
B
3
C
3
A
2
B
2
C
2
A
B
C
D
E
Number
of
Sides, n
3 4 5 6 7 8
Number
of
Triangles
1 2 3 4 5 6
Angle
Sum, S
180 360 540 720 900 1080

14
4. When two angles of a triangle are congruent to two
angles of another triangle, you can conclude that
the third angles are also congruent. So, the triangles
are similar.
5. a. Because you are not measuring the flagpole
directly.
bc. Answer should include, but is not limited to:
The items students might need to take with
them are paper, pencil, a yardstick, and a
mirror.
6. Sample answer: In the figure, you know that the
streetlight forms a right angle with the ground and
the person forms a right angle with the ground.
Each triangle shares the same angle formed by the
ground and the top of the streetlight. Because two
angles in one triangle are congruent to two angles
in another triangle, the third angles are also
congruent. So, the triangles are similar.
Sample answer: Students can also use properties of
parallel lines cut by a transversal to show that the
two triangles are similar.

3.4 Practice
1. yes; The triangles have the same angle measures.
2. no; The two triangles have different angle
measures.
3. no; The two triangles have different angle
measures.
4. yes; The triangles have the same angle measures.
5. 10 feet
Chapter 4
Fair Game Review
1. 5 2. 16 3. 5 4.
1
38
2

5. 108 6. 65 7.
7
3
19
8. 262
9. $50.00 10. ( ) 5, 0 11. ( ) 3, 5
12. Point F 13. Point G
14. Point B, Point H 15. Point C, Point E
1620.
4.1 Activity

b. Sample answer: ( ) ( ) 2, 0 , 2, 2
c. Sample answer:

d. Sample answer: ( )
( )
?
Choose 0, 1 .
1
1
2
1
1 0 1
2
1 1
y x = +
= +
=

e. yes; Because the line is the graph of the
equation, all points on the line are solution
points.
10 ft
6 ft
Solution Points
x 2 2
1
1
2
y x = + 0 2
y
x 4 5 6 21 1
2
3
4
6
5
2 3 4 5 6
1
2
3
4
5
6
(2, 3)
(0, 2)
(1, 0)
(3, 1)
(5, 4)
y
x 4 5 3 1 2 1
2
3
1
2
1
4
3
5
4
5
2 3 4 5
15
f. Sample answer:

Each point lies on the line.
g. yes; The graph of the equation is the set of all
solutions to the equation. So, each of these
solutions falls on the line.
h. The graph of an equation of this form is a line.
2. d. In the second graph, it is easier to see where the
line crosses the x-axis and the y-axis.
3. A linear equation is of the form . y ax b = +
Its graph is a line and can be drawn by finding
solution points to an equation and drawing a line
through them.
Sample answer:
2
4 3 (linear)
8 9 (not linear)
y x
y x
= +
= +

4.
a. yes; no; You can see that the graph crosses the
x-axis between 2 and 3. You cannot see where
the graph crosses the y-axis.
b. Sample answer: You can choose a lower
minimum y-value.
5. Sample answer: You should use a graphing
calculator because if you graph it by hand you
will have to scale your axes by tenths.
4.1 Practice
1. 2.
3. 2 3 y x = + 4.
3 1
2 2
y x = +

5. a. b. $10.00
4.2 Activity
1. a.
1 1
; ; yes;
2 2
It appears that the slope between any
two points on a line is the same.
b. 1; 1; yes; It appears that the slope between
any two points on a line is the same.
c.
2 2
; ; yes;
3 3
It appears that the slope between any
two points on a line is the same.
d. 3; 3; yes; It appears that the slope between
any two points on a line is the same.
2. a.
Solution Points
x 6 4 1 4 6
1
1
2
y x = + 2 1
1
1
2
3 4
y
x 4 5 6 21 1
2
3
4
6
5
2 3 4 5 6
1
2
3
4
5
6
10
10
10
10
(0, 0)
(3, 1)
x
y
O 2 3 3
2
3
3
y = x
1
3
(1, 2)
(3, 4)
x
y
O 1 2 2 3 3
4
6
y = x +
3
2
1
2
(0, 4) (3, 4)
x
y
O 1 2 2 3 3
2
4
6
y = 4
(2, 1)
(0, 3)
x
y
O 1 2 3 3
2
3
3
y = 2x + 3
(3, 10)
(0, 4)
x
y
O 1 2 2 3 3
5
10
15
15
y = 2x + 4
y
x 1
1
2
3
4
5
6
7
8
9
10
11
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
A(3, 2)
B(6, 4)
D(9, 6)
E(15, 10)
C(6, 2)
F(15, 6)
3
2
6
4
16
b. They are similar; Sample answer: The lines BC

and EF
are both vertical lines and are parallel.

The line that contains the points A, B, D, and E
is a transversal. So, ABC is congruent to
DEF because corresponding angles are
congruent.
The lines AC
and DF
are both horizontal lines

and are parallel. The line that contains the
points A, B, D, and E is a transversal. So,
BAC is congruent to EDF because
corresponding angles are congruent.
Both are right triangles. So, you can conclude
that ABC and DEF are similar because their
angles are congruent.
c. The ratio is
2
3
for each triangle. This ratio
represents the slope of the line between points A
and B and between points D and E. So, the slope
of the line is
2
.
3

d. Sample answer: It is constant.
3. a.
The two lines are parallel.
b.
The two lines are parallel.
c. Two different nonvertical lines in the same plane
that have the same slope are parallel.
d.
The two lines form a right angle. The product of
the slopes of the two lines is 1.
e.
Two lines in the same plane whose slopes have a
product of 1 are perpendicular.
4. The slope can tell you whether the line rises or falls
from left to right and how steep the line is.
4.2 Practice
1. 2 2.
2
3
3. 0 4. undefined
5. Staircase 2; The slope of Staircase 2 is
2
3
which is
greater than the slope of Staircase 1,
3
.
5

4.2 Extension Practice
1. line B and line ; G They both have a slope of
5
.
3

2. line B and line ; R They both have a slope of 9.
3. yes; Both lines are vertical and have undefined
slopes.
4. no; The line 3 x = has an undefined slope and the
line 3 y = has a slope of 0.
5. yes; Because opposite sides have the same slope,
they are parallel. Because opposite sides are
parallel, the quadrilateral is a parallelogram.
6. line B and line R; Line B has a slope of 1. Line R
has a slope of 1. The product of their slopes is
( ) 1 1 1. =
y
x 432 O
2
3
4
5
3
1
2 1 4 5
y
x 43 2 O
2
1
3
2
4
5
3
2 1 4 5
(4, 1)
y
x 432 O
2
1
4
5
3
4
2 1 4 5
(4, 0)
y
x 432 O
2
1
2
4
5
3
2 1 4 5
(4, 0) (4, 1)
17
7. line R and line G; Line R has a slope of 4. Line G
has a slope of
1
.
4
The product of their slopes is
1
4 1.
4

=

8. yes; The line 0 x = is vertical. The line 3 y = is
horizontal. A vertical line is perpendicular to a
horizontal line.
9. no; Both lines are horizontal and have a slope of 0.
10. yes; Because the products of the slopes of
intersecting sides are equal to 1, the
parallelogram is a rectangle.
4.3 Activity
1. a. proportional relationship; Sample answer: The
graph is a line through the origin.
b. not a proportional relationship; Sample answer:
The graph does not pass through the origin.
c. not a proportional relationship; Sample answer:
The graph does not pass through the origin.
d. proportional relationship; Sample answer: The
graph is a line through the origin.
e. not a proportional relationship; Sample answer:
The rate of change in the table is not constant.
f. proportional relationship; Sample answer: The
rate of change in the table is constant.
2. The quantities in parts (a), (d), and (f ) are in a
proportional relationship.
For part (a): slope = 10; The value of y for ( ) 1, y
is 10.
For part (d): slope = 6; The value of y for ( ) 1, y
is 6.
For part (f ): slope = 2; The value of y for ( ) 1, y
is 2.
The value of y is equal to the slope of the line. The
value of y represents the unit rate.
3. a. Both triangles share the same angle and each has
a right angle. So, their angles are congruent
making them similar.
b.

0
0 1
y m
x
y
m
x
y mx
=
=

It represents the general equation for two
quantities x and y that are in a proportional
relationship.
c. For part (a): 10 y x =
For part (d): 6 y x =
For part (f ): 2 y x =
4. The graph of y mx = is a line with a slope of m
that passes through the origin. The value of m
affects the steepness of the line.
5. Sample answer: amount of gasoline purchased
(gallons) and the amount spent (dollars); 3.5 ; y x =

4.3 Practice
1.
You get paid $9 per hour.
2. a. 5 c h =
b. It costs $5 an hour to rent a bicycle.
c. $30
y
x
(0, 0) (1, 0) (x, 0)
(1, m)
(x, y)
y
x 432 O
2
5
3
4
1
2 3 1 4 5
y
x 6 5
10
20
30
40
50
60
70
80
90
7 8 9 1 2 3 4
Hours
A
m
o
u
n
t

e
a
r
n
e
d

(
d
o
l
l
a
r
s
)
18
4.4 Activity
1. a. b.
( )
1
; 0, 1
2
( ) 1; 0, 2
c. d.
( ) 1; 0, 2 ( )
1
; 0, 1
2

e. f.
( ) 1; 0, 2 ( ) 1; 0, 2
g. h.
( )
1
; 0, 1
2
( )
1
; 0, 1
2

i. j.
( ) 3; 0, 2 ( ) 3; 0, 2
k. yes; yes; Sample answer: The slope of the graph
is the coefficient of the x-term in the equation.
The y-coordinate of the point of intersection with
the y-axis is the constant term in the equation.
2. a. no; Sample answer: None of the graphs of the
lines pass through the origin.

b.

2 1
2 1
0
y y
m
x x
y b
m
x
y b
m
x
y b
x m x
x
y b m x
y mx b
=
=
= +

c. m represents the slope. b represents the
y-coordinate of the point of intersection with
the y-axis.
3. A line with slope m that crosses the y-axis at ( ) 0, . b
a. It affects the steepness of the line and whether it
rises or falls from left to right.
b. It affects where the graph crosses the y-axis.
c. Works for any equation.
4. Because m is the slope and b is the y-intercept.
4.4 Practice
1. slope: 3; -intercept: 9 y
2.
2
slope: ; -intercept: 4
5
y
3. slope: 8; -intercept: 6 y
4. -intercept: 9 x 5. -intercept: 2 x

y
x 2 3 1 1
2
1
1
3
4
5
2 3
y = x + 2
y
x
321 1
2
2
1
3
3
2
y = x + 1
1
2
y
x 21 1
2
1
2
3
4
2 3
y = x
1
2
+ 1
y
x 21 3 1
1
4
5
2 3
y = x 2
y
x 2 3
1
2
2
3
4
2 1 3
y = x 1
1
2
y
x 21 3 1
2
1
2
1
3
2 3
y = 3x 2
y
x 2 3 1
1
2
3
4
5
2 3
y = x 2
y
x 3 1 1
2
1
1
3
4
5
2 3
y = x + 2
y
x 21 3
1
2
2
3
4
2 3
y = x 1
1
2
y
x 2 3 1
2
2
3
3
2 3
y = 3x + 2
(2, 0)
(0, 10)
x
y
O 1 2 2 3 3
5
15
y = 5x + 10
(0, 6)
(9, 0) x
y
3 6 9
3
6
9
9
y = x + 6
2
3
19
6. a.
b. The slope is 90. So, the length of each game is
90 minutes. The x-intercept is 16. So, there are
16 games in the tournament.
4.5 Activity
1. $4; $2; $16
a. 4 2 16 x y + =
b.
c.
The points form a line.
d. yes; Solve the equation from part (a) for y.
2. $4; $2; $16
a. 4 2 16 x y + =
b. 2 8 y x = +

c. 3 lb
d. yes; You can have 2.5 pounds of swiss cheese.
3. Sample answer: It is a line with a slope of
a
b
and
y-intercept of .
c
b

4. Activity 1 uses a table. Activity 2 uses the
slope-intercept form. Sample answer: The
slope-intercept form may be considered easier
because you can use the slope and y-intercept
to graph the equation.
5. Sample answer: You sold $20 worth of lemonade.
You sell large cups for $4 and small cups for $2.
6. When the equation is in standard form, you can
see that when 0, 10, x y = = and when 0, y =
10. x = You can graph the equation through its
x-intercept and its y-intercept.
4.5 Practice
1. 2 7 y x = 2.
1 2
4 7
y x =
3.
3
4
5
y x = +
4. 5.
6. a. 12 28 84 x y + =
b.
The x-intercept is 7. So, you can buy 7 shirts if
you dont buy any jeans. The y-intercept is 3. So,
you can buy 3 pairs of jeans if you dont buy
any shirts.
4.6 Activity
1. a. top line: slope:
1
;
2
y-intercept:
1
4; 4
2
y x = +
middle line: slope:
1
;
2
y-intercept: 1;
1
1
2
y x = +
bottom line:
1
slope: ; -intercept: 2;
2
1
2
2
y
y x
=

The lines are parallel.
(16, 0)
(0, 1440)
y
x 5 15 5
1000
1000
1500
y = 90x + 1440
Number of
Adult Tickets, x
0 1 2 3 4
Number of
Student Tickets, y
8 6 4 2 0
y
x 1 0
1
0
2
3
4
5
6
7
8
9
2 3 4 5 6 7 8 9
y
x 1
2
4
6
8
2 3 4
y = 2x + 8
(27, 0)
(0, 3)
x
y
9 18 9 27
2
3
x + 9y = 27
(0, 4)
(6, 0)
y
x 64 O 2
4
6
6
6
2x 3y = 12
(7, 0)
(0,3)
x
y
3 6 3 6 9 9
1
2
3
3
12x + 28y = 84
20
b. right line: slope: 2; -intercept: 3;
2 3
y
y x
= +

middle line: slope: 2; -intercept: 1;
2 1
y
y x

=

left line: slope: 2; -intercept: 5;
2 5
y
y x

=

The lines are parallel.
c. line passing through ( ) 3, 2 :
1 1
slope: ; -intercept: 3; 3
3 3
y y x = +
line passing through ( ) 3, 7 :
4 4
3 3
y y x = +
1 1
6 6
y y x = +
The lines have the same y-intercept.
d. line passing through ( ) 1, 2 :
slope: 2; -intercept: 0; 2 y y x =
slope: 1; -intercept: 0; y y x =
1 1
slope: ; -intercept: 0;
3 3
y y x =
The lines have the same y-intercept.
2. a. 42 square units; 4; 2; 2 8; y y y x = = = +
2 6 y x =
b. 28 square units; 5; 2; 5; y y y x = = = +
1 y x = +
3. a. 100; distance from Phoenix at the beginning of
the trip
b. 50; the speed of the car in miles per hour
c. 6 hours d. 400 mi e. 50 100 y x = +
4. Let the slope be m and the y-intercept be b. Then
the equation of the line is . y mx b = +
Sample answer: What is the equation of a line with
a slope of
2
3
and y-intercept of 1?

2
1
3
y x = +
5. Sample answer: 2 5 y x = + and 7. y x = +
4.6 Practice
1. 2 7 y x = + 2. 5 3 y x =
3. 6 y x = 4. 3 4 y x = +
5. 8 y = 6. 3 15 y x = +
7. 0 y = 8. 20 30 y x = +
4.7 Activity
1. a.
-intercept: 2
2 2
y
y x

=

b.
-intercept: 1
1
1
3
y
y x = +

y
x 1 2 3 4 5 6 2 3 4 5 6
1
2
3
4
2
3
4
5
6
7
8
y
x 1 2 3 2 3 4 5 6 7
2
3
4
5
6
2
3
4
5
6
O
21
c.
-intercept: 4
2
4
3
y
y x = +

d.
-intercept: 5
5
5
2
y
y x = +

2. ac. Sample answer:

d. Sample answer: The rise is the change in y,
or difference in the y-coordinates. The run
is the change in x, or difference in the
x-coordinates.
e.
1
1
y y
m
x x

f. ( )
1 1
; y y m x x = This result represents
the equation of a line with slope m that passes
through the point ( )
1 1
, . x y
3.
( ) 175 25 4 A t =
25 75 A t = +
4. The results are the same. The formula from
Activity 2 can be used to write the equations
in slope-intercept form.
5. It is the formula that can be used to write the
equation of a line given a point on the line and
the slope of the line. The slope and the
coordinates of the point are substituted into the
formula to get the equation. It is important because
it allows you to write the equation of a line given a
point and a slope.
6. Use the point-slope form of the equation of a line,
( )
1 1
. y y m x x = Substitute the slope form and
the point for ( )
1 1
, . x y
Sample answer: Write an equation of the line that
passes through the point ( ) 2, 1 with slope 2.
( )
( ) ( )
( )
1 1
1 2 2
1 2 2
1 2 4
2 3
y y m x x
y x
y x
y x
y x
=
=
+ =
+ = +
= +

So, the equation is 2 3. y x = +
4.7 Practice
1. 3 6 y x = 2.
4
3
3
y x = +
3. 3 9 y x = + 4.
5
3
y x =
5. a. 4 2 y x = + b. $2; the y-intercept
y
x 1 2 3 4 5 2 3 4 5 6
1
2
3
4
5
6
2
3
5
6
O
y
x 1 3 4 5 6 2 3 4 5 6
1
2
3
4
5
2
3
5
6
7
O
y
x
O
(x
1
, y
1
)
(x, y)
Run
Rise
0
50
100
125
150
175
200
225
250
25
75
A
0 2 4 1 3 5 6 7 8 9 t
Time (months)
B
a
l
a
n
c
e

(
d
o
l
l
a
r
s
)
Savings Account
22
Chapter 5
Fair Game Review
1. 5 x + 2. 2 4 d +
3. 13 11 y 4. 7 2 z +
5. 5 7 s + 6. 8 13 x
7. ( ) 12 2 feet x 8. 2 y =
9. 3 a = 10. 5 k =
11. 6 m = 12. 4 t =
13. 9 h = 14. 45 calculators
5.1 Activity
1. a. 10 500 C x = +
b. 60 R x =
c. 10 500
60
C x
R x
= +
=

2. a.

b. 10 nights
3. ab.
c. ( ) 10, 600 ; the break-even point; It is the
same.
4. a. Sample answer: Xmin 0,
Xmax 16,
Ymin 0,
Ymax 800
=
=
=
=

b. Equation 2 has a greater slope and passes
through the origin.

c. ( ) 10, 600 d. ( ) 10, 600
5. Use a table to determine when the equations have
the same value, or graph both equations and find
the point of intersection. Check your solution by
substituting it into each equation and making sure
both are satisfied.
6. Sample answers:
a.
( ) 0.6, 1.38 ; Used a graphing calculator
because of the decimals
b.
( ) 3, 3 ; Used a table because of the equation
y x =
c.
( ) 1.5, 3.5 ; Sketched a graph to estimate the
point of intersection
x 0 1 2 3 4 5
C 500 510 520 530 540 550
R 0 60 120 180 240 300
x 6 7 8 9 10 11
C 560 570 580 590 600 610
R 360 420 480 540 600 660
y
x 1 0
100
0
200
300
400
500
600
2 3 4 5 6 7 8 9 10 11 12
x 0 1 2 3 4
y x = 0 1 2 3 4
2 9 y x + = 9 7 5 3 1
4
4
4
4
(0.6, 1.38)
y
x 321 1
1
3
2 3
(1.5, 3.5)
y = x 5
y = 3x + 1
0
0
800
16
y = 10x + 500
y = 60x
23
5.1 Practice
1. 360;

2. 3.
( ) 1, 2 ( ) 1, 3
4. ( ) 18, 14 5. ( ) 5, 2
6. 11 boys, 15 girls
5.2 Activity
1. a. ( ) 2, 1 b. ( ) 4, 3 c. ( ) 1, 2 d. ( ) 0, 2
e. ( ) 3, 2 f. ( ) 3, 2
Method 1: Substitute the expression for x into the
second equation and solve for y. Then substitute the
value of y into one of the equations and solve for x.
Method 2: Substitute the expression for y into the
second equation and solve for x. Then substitute the
value of x into one of the equations and solve for x.
The solutions are the same using both methods.
2. Sample answer:
a. ( ) 1, 5
b. 6
5 0
x y
x y
+ =
=

c. Partners system:
2 12
0
x y
x y
+ =
=

Solution: ( ) 4, 4
3. Give me a place to stand, and I will move the Earth.
4. Solve for a variable in one equation. Substitute the
expression for that variable into the other equation
and solve the equation. Substitute the variable value
that you know into one of the equations to find the
value of the other variable.
5.2 Practice
1. ( ) 3, 2 2.
1
11,
4

3. ( ) 2, 6 4. ( ) 9, 6
5. a. 4500
2 7
x y
x y
+ =
=

b. Regular: 3500 gal; Premium: 1000 gal
5.3 Activity
1. a. ( ) 1, 2 b. ( ) 1, 1 c. ( ) 1, 3
Method 1: Once you have subtracted the equations
and eliminated a variable, you can solve for the
remaining variable, then substitute its value into
one of the equations and solve for the other
variable.
Method 2: Once you have added the equations and
eliminated a variable, you can proceed as above
to solve for both variables.
The solutions are the same using both methods.
2. a. no; You must first multiply one equation by a
constant.
b. Multiply the equation by 5.
c. Multiply the equation by 2.
d. The solution for both is ( ) 1, 0 .
e.
3. Hypatia
4. Add or subtract the two equations so that one
variable cancels out. You may have to multiply
one or both equations by a constant first. After
eliminating a variable, solve for the remaining
variable, then substitute its value into one of the
equations and solve for the other variable.
x 0 1 2 3 4 5 6 7 8
C 210 235 260 285 310 335 360 385 410
R 0 60 120 180 240 300 360 420 480
y
x 32 O 1
1
2
3
2 3
y
x 3 1
1
2
3
2 3
0
2
4
3
24
5. You can add equations if the coefficient of one of
the variables in one equation is the negative of that
variables coefficient in the other equation.
Example: 5 2 4
2 2
x y
x y
=
+ =

You can subtract equations when one variable has
the same coefficient in both equations.
Example: 2 3 5
6 3 3
x y
x y
+ =
+ =

You have to multiply first if neither of the above
is true.
Example: 3 4 8
2 2 18
x y
x y
+ =
=

6. The Multiplication Property of Equality states that
multiplying both sides of an equation by the same
constant produces an equivalent equation.
5.3 Practice
1. ( ) 2, 5 2. ( ) 6, 4 3. ( ) 11, 9 4. ( ) 3, 7
5. a. 850
60
x y
x y
+ =
= +

b. 455 females; 395 males
5.4 Activity
1. a.
b. 3; difference between your age and your
cousins age
c. no; You and your cousin will never be the same
age at the same time.
2. a.

b. You will never break even. You need to sell each
backpack for more than $15 to make up the $500
you invested for equipment.
3. a.
b. yes; They intersect at every point because they
are the same line.
c. Any point on the line 2 4. y x = +
d.

e. yes
f. There are many solutions. The solution of the
system is all points on the line 2 4. y x = +
x 6 7 8 9 10
C 590 605 620 635 650
R 90 105 120 135 150
x 6 7 8 9 10
y 16 18 20 22 24
x 0 1 2 3 4 5
y 4 6 8 10 12 14
x 0 1 2 3 4 5
C 500 515 530 545 560 575
R 0 15 30 45 60 75
y
t 2 0
2
0
4
6
8
10
12
4 6 8 10 12
y = t
y = t + 3
y
x 4 5 3 1 1
2
1
1
4
5
4
5
2 3 4 5
y = 2x + 4
3y 6x = 12
25
4. yes; yes; A system of linear equations has no
solution when the two lines are parallel because
parallel lines do not intersect. A system of linear
equations has many solutions when the equations
are the same when written in slope-intercept form.
Sample answer: The system of equations consisting
of 4 y x = + and 6 y x = + has no solution
because the lines are parallel, as you can see from
the graph.

The system of equations consisting of 2 7 y x = +
and 2 4 14 y x = has many solutions because
they are the same line, as you can see from the
graph.

5.4 Practice
1. no solution
2. infinitely many solutions; all points on the line
3 5
4 2
y x =
3. infinitely many solutions; all points on the line
8 y x =
4. no solution
5. no; You have a 20-page head start and you both
read at the same pace.
1. 1 x = 2. 3 x =
3. 10 x = 4. 2 x =
5. yes; You earn the same amount each day if
9
.
10
x =
6. 4 min
7. a. 25 500 15 750 x x + = + b. 25 years
Chapter 6
Fair Game Review
1. 13 2. 36 3. 46 4. 19
5. 19.5 6. 31.2 7. 4 8. 12
9. 32 10. 21 11. 3 12. 3
6.1 Activity
1. a. 2; 4; 6; 8 b. 6; 8; 10; 12
c. 2 , 4 , 6 , 8 d. 9; 18; 27; 36
2. a. Each input has one output. Sample answer:
This relationship is possible if the input values
represent the jersey numbers of basketball
players and the output values represent the
number of points each player scored in a
basketball game.
b. Input 10 has two outputs. Input 11 has one
output. Input 12 has two outputs. Input 13 has
one output. Sample answer: This relationship is
possible if the input values represent the ages of
players on a Little League team and the output
values represent the number of homeruns hit.
3. a. As each input increases by 1, the output
increases by 2.
14; 16; 18; 20
b. As each input increases by 1, the output
increases by
1
.
3

7 8 10
; ; 3;
3 3 3

4. List the inputs and outputs. Draw arrows from the
inputs to their outputs. Describe and interpret any
patterns.
6.1 Practice
1. ( ) ( ) ( ) ( ) 2, 3 , 4, 5 , 6, 1 , 8, 7
2. ( ) ( ) ( ) ( ) 0, 7 , 1, 8 , 5, 1 , 6, 7
y
x 1 0
1
0
2
3
4
5
6
7
8
9
10
11
12
2 3 4 5 6 7 8 9
y = x + 6
y = x + 4
y
x 5 6 321 1
2
1
1
3
4
5
7
2
y = 2x + 7
2y 4x = 14
26
3. 4.
As the input increases
by 2, the output
decreases by 2.
6.2 Activity
1. a. 2; 4; 6; 8; 2 A x = b. 3; 6; 9; 12; 3 A x =
2. a.
2 1; A x = Figure 41
b.

2
; A x = Figure 9
3. a.
false
b.
16.4 y x =
4.
no; There is no pattern in the data.
5. You can represent a function with mapping
diagrams, equations, tables, and graphs.
6.2 Practice
1. 4 y x = 2. 8 y x =
3. 4 y = 4. 19 y =
5. a. 0.5 75 P c = b. 150 cups
6.3 Activity
1. a.
25
150
2
y x = +
b.
5
5
2
y x = +
c. 8 y x = +
1
3
5
8
6
4
Input Output
6
7
8
9
12
14
16
18
Input Output
Input, x 1 2 3 4
Output, A 1 4 9 16
Input, x 1 2 3 4
Output, A 1 3 5 7
Volume (in.
3
)
Race Car Engine
H
o
r
s
e
p
o
w
e
r
y
x 600
200
0
400
600
200 0 400
Volume (in.
3
)
Race Car Engine
V
o
l
u
m
e

(
c
m
3
)
y
x 600
2000
0
4000
6000
200 0 400
Years
Daytona 500 Winners
Average Speeds
S
p
e
e
d

(
m
i
/
h
)
y
x
2
0
0
9
2
0
0
8
130
0
135
140
145
150
155
160
2
0
1
0
2
0
1
1
2
0
1
2
2
0
0
4
2
0
0
5
2
0
0
6
2
0
0
7
0
50
100
150
200
y
0 2 4 1 3 5 6 7 8 9 x
0
10
20
30
40
y
0 4 8 12 16 x
y
x 2 4 2 4
4
8
12
16
O
27
d.
1
1
2
y x =
2. a. 2 ; y x = x is the radius; y is the circumference

b. 2 8; y x = + x is the width of the rectangle; y is
the perimeter

c. 4; y x = + x is the length of one of the bases;
y is the area

d. 12 16; y x = + x is the width of the prism; y is
the surface area

3. Sample answer: A function helps you to see the
relationship between x and y. The slope shows the
rate at which y is changing for each increase of 1
in x.
4. Sample answer: After plotting the points, you can
find the slope between the points. Then, you can
draw a line through the points to find the y-intercept
and write the function.
6.3 Practice
1. 3 y x = 2. 2 y =
3. 2 5 y x = + 4.
1
2
2
y x =
5. a. 60 y x =
b.
c. 180 miles
6.4 Activity
1. a.
linear
b.
nonlinear
y
x O 2 4 2 4
2
4
6
2
0
y
0 2 4 1 3 5 x
2
4
6
8
10
0
6
12
3
9
15
18
y
0 2 4 1 3 5 x
0
4
8
2
6
10
12
y
0 2 4 1 3 5 x
0
30
60
15
45
75
90
y
0 2 4 1 3 5 x
y
x 2 3 4 5 6 7 1
60
240
300
360
420
120
180
x 1 2 3 4 5
A 2 8 18 32 50
x 1 2 3 4 5
P 6 12 18 24 30
0
10
20
30
40
P
0 2 4 6 8 1 3 5 7 9 x
0
10
20
30
40
A
0 2 4 6 8 1 3 5 7 9 x
28
2. a. linear
b. nonlinear
The bowling ball has an increasing speed.
3. If the rate of change is constant, the pattern is
linear.
Sample answer:
linear: area of a triangle with a base of 6 and a
height of x
nonlinear: height and age
6.4 Practice
1. 2.
The graph is nonlinear. The graph is linear.
3. linear; The graph is a line.
4. nonlinear; The graph is not a line.
5. nonlinear; The area increases by different amounts
as the side length increases by one.
6.5 Activity
1. a. The graph has no numerical values or tick marks
on the axes. The graph itself has no points
plotted or labeled. There are no equations shown.
It is made up of several different linear graphs.
b. At first, the graph is constant (horizontal line
segment), so the water level is not changing.
It then increases at a constant rate, so the water
level rises. The graph is then constant again,
so the water level peaks and does not change.
Finally the graph decreases at a constant rate,
so the water level falls back down.
c. water level of a river before, during, and after a
rainstorm
2. a. C; Sample answer: The graph increases when
your speed increases, is horizontal when your
speed is constant, and decreases when you
slow down.
b. A; Sample answer: The graph increases when
your speed increases, and then gets steeper when
you go faster down a hill. When you come to a
quick stop, the speed decreases to zero.
c. D; Sample answer: The graph increases when
your speed increases, decreases when you come
to a stop, and is zero when you are in the store.
d. B; Sample answer: That graph is horizontal
when the speed is constant and decreases when
you go up a hill. When you are at the top of the
hill and your speed increases, the graph
increases.
3. a. Both graphs are increasing over time. Graph B
is linear and increasing at a constant rate of
change. Graph A is nonlinear and increasing at
a faster rate, compared to Graph B.
b. At first, Graph B is steeper and increasing at a
faster rate than Graph A. But over time, Graph A
gets much steeper than Graph B.
c. Graph A; The height of the rocket above the
ground increases slowly at first during takeoff
and then increases rapidly as the rocket gains
speed.
4. a. Both graphs are decreasing over time. Graph B
is linear and decreasing at a constant rate of
change. Graph A is nonlinear and decreasing at
a faster rate, then it flattens out.
b. At first, Graph A is steeper and decreasing at a
faster rate than Graph B. But over time, Graph A
flattens out and is decreasing less and less,
compared to Graph B.
c. Graph B; Graph A shows that the cars speed
never is zero, indicating that it slows as it
approaches a yield sign. Graph B shows that the
cars speed decreases to zero, indicating that it
approaches a stop sign.
0
60
120
180
240
300
h
0 2 4 6 8 1 3 5 7 9 t
Time (seconds)
H
e
i
g
h
t

(
f
e
e
t
)
y
x 2 1 2 3 4 1
3
4
5
1
2
y
x 2 1 2 3 4 1
4
16
20
24
8
12
0
60
120
180
240
300
h
0 2 4 6 8 1 3 5 7 9 t
Time (seconds)
H
e
i
g
h
t

(
f
e
e
t
)
29
5. Determine which variables you want the horizontal
and vertical axes to represent. Identify the
important elements of the situation and determine
whether those elements in graphical form will be
increasing, decreasing, or constant.
6. An airplane lands at an airport, has a short layover,
or break, then takes off again.
6.5 Practice
1. Sales dollars increase quickly at a constant rate,
decrease quickly at a constant rate, increases
quickly at a constant rate, stays constant, and then
increase quickly at a constant rate.
2. Speed increases quickly at a constant rate,
decreases quickly at a constant rate, and then
increases quickly at a constant rate.
3.
4.
Chapter 7
Fair Game Review
1. < 2. > 3. = 4. >
5. 5.2, 5.3, 6.5 6. 2.56, 2.3, 3.2
7. 3.18, 3.1, 2.05 8. 0.05, 0.3, 1.55
9. 12.49; 12.495; 12.55; 12.60; 12.63
10. 167 11. 3 12. 63
13. 116 14. 51 15. 1
16.
24 32 30 28
; 57
2
+ + +

7.1 Activity
1. a. 11 ft
b. 81 9 yd s = =
c. 324 18 cm s = =
d. 361 19 mi s = =
e. 225 15 mi s = =
f. 2.89 1.7 in. s = =
g.
4 2
ft
9 3
s = =
2. a. 6 in. r = b. 1 yd r =
c. 0.5 ft r = d.
3
m
4
r =
3. 1.1, 1.54, 1.98, 2.2, 2.42, 2.75, 2.97, 3.08, 3.3

The function is not linear.
4. For a square, find a number whose square is the
area. Sample answer:
2
144 mm , A = so
12 mm s = because 12 12 144. = You can
check your answer by multiplying.
For a circle, find a number whose square times
is the area. Sample answer:
2
64 in. , A = so
8 in. r = because 8 8 64 . = You can
check your answer by multiplying.
1 2 3 0 4 5 6 7 8 9 L
T
2
3
4
5
6
7
8
1
0
Length (feet)
P
e
r
i
o
d

(
s
e
c
o
n
d
s
)
Period of a Pendulum
Time
Texting
W
o
r
d
s

p
e
r

m
i
n
u
t
e
Time
Nails
L
e
n
g
t
h
30
7.1 Practice
1. 4 and 4 2. 10 and 10 3. 14 and 14
4. 13 5.
2
15
6. 3.5 7. 21
8. 3 9. 9 10. 14 ft 11. 5 in.
7.2 Activity
1. b. 3 ft c. 5 m d. 0.1 cm e.
1
yd
2

2. a. ( ) ( ) ( ) 3 2 3 2 3 2 ; 6 6 6; 6
b. 10;

( ) ( ) ( )
1000 5 2 2 5 2 5
2 5 2 5 2 5
10 10 10
=
=
=

c. 15;

( ) ( ) ( )
3375 3 5 3 3 5 5
3 5 3 5 3 5
15 15 15
=
=
=

d. no; This procedure only works for numbers that
can be written as the cubes of integers.
3. a. positive b. positive c. positive d. negative
4. yes; Sample answer: Multiply 1 by itself twice
to get ( ) ( ) ( ) 1 1 1 1 1 1. = =
So, ( )
3
3 3
1 1 1. = =
5. Sample answer: A square root of a number is a
number that when multiplied by itself, equals the
given number. A cube root of a number is a number
that when multiplied by itself twice, equals the
given number. Also, you can find cube roots of
negative numbers. You cannot find square roots of
negative numbers.
6. Sample answers: 0 or 1
7. 24 m
7.2 Practice
1. 3 2. 2 3. 4 4.
5
6

5. 2 6. 26 7. 10 in.
7.3 Activity
1. e.
2 2 2
a b c + =
2. a. 5 cm;
2 2 2
3 4 5
9 16 25
25 25
+ =
+ =
=

b. 5.2 cm;
2 2 2
2 4.8 5.2
4 23.04 27.02
27.04 27.04
+ =
+ =
=

c.
1
3 in.;
4
2 2
2
5 13
3
4 4
25 169
9
16 16
169 169
16 16

+ =

+ =
=

d.
1
2 in.;
2
2 2
2
3 5
2
2 2
9 25
4
4 4
25 25
4 4

+ =

+ =
=

3. a. First envision the right triangle formed by the
pole, ground, and wire. Measure the distance
from the base of the pole to where the wire
meets the ground. Use that length and the
distance up the pole that the wire is attached
(24 ft in the Pythagorean Theorem). Solve to
find the wire length.
b. 26 ft
4. In a right triangle the sum of the squares of the
lengths of the legs is equal to the square of the
length of the hypotenuse.
Sample answer:
?
2 2 2
?
6 8 = 10
36 64 = 100
100 100
+
+
=

7.3 Practice
1. 35 2. 8 3. 5.5
1000
5 200
2 100
10 10
2 5 2 5

6
8
10
3375
15 225
9 25
5 5
3 5
3 3
31
4. 65 5. 37 6. 6 in.
7.4 Activity
1. a. no; Because when each fraction is squared, it is
not equal to 3.
b. 3 1.7320508; = no; Because you
approximated 3, which continues forever.
c. 1 and 2
d. yes; You can truncate the decimal expansion of
3 as 1.73. 1.73 is between 1.7 and 1.8.
no; You can truncate the decimal expansion of
3 as 1.732. 1.732 is greater than 1.73.
no; You can truncate the decimal expansion of
3 as 1.73205. 1.73205 is greater than 1.732.
2. a. 2 units
b. Sample answer: about 1.4 units
c. Sample answer: The length of 1.4 units is an
approximation of 2 units.
3. ac.
d. ( ) ( ) ( )
( )
( )
( )
2 2 2
2
2 2
2
2
1 2
1 4
3
3
BC AC AB
BC
BC
BC
BC
+ =
+ =
+ =
=
=

e. about 1.7
4. Sample answer: The approximations are about
the same.
5.
( ) ( ) ( )
( )
( )
( )
2 2 2
2
2 2
2
2
2 3
4 9
5
5
BC AC AB
BC
BC
BC
BC
+ =
+ =
+ =
=
=

5 2.2 (from grid paper)
6. You can use geometry, as done in Activity 2, to
estimate square roots that are not rational.
7.4 Practice
1. irrational; 12 is not a perfect square.
2. rational; It is the ratio of two integers.
3. natural, whole, integer, rational;
153
3
is equal to 51.
4. a. 3 b. 2.8 5. a. 8 b. 7.7
6. a. 3 b. 2.6
7. 12; 12 is to the right of 88.
8. 18; 18 is to the right of 6.
9. 220; 220 is to the right of 14.5.
10. 14.3 m sec
1.
1
3
2.
2
9
3.
7
1
9
4.
2
2
3

5.
7
15
6.
15
1
18
7.
11
15
8.
2
11

Scale:
of a unit
1
10
C
A
B
D
3
2
3
A C
D
B
Scale:
of a unit
1
10
2
2
1
32
9.
8
3
33
10.
1
1
11
11.
17
1
30
in.
7.5 Activity
1. a. If
2 2
, then ; a b a b = = false, counterexample:
2, 2 a b = =
b. If
3 3
, a b = then ; a b = true; because a number
and its cube have the same sign, take the cube
root of each side to see
3 3 3 3
, a b = or . a b =
c. If two figures are congruent, then one is a
translation of the other figure; false; Sample
answer:

d. If two triangles have the same angle measures,
then the triangles are similar; true; learned in
Section 3.4 that when the angles in one triangle
are congruent to the angles in another triangle,
the triangles are similar.
neither; Some are true and some are false.
2. a. true; You could use the Pythagorean Theorem
and the properties of congruent triangles to
support the statement as shown in part (b).
b.
2 2 2
; ; ; a b x c x DEF JKL + = =
90 ; E DEF = is a right triangle.
3. Sample answer:
Step 1:
Step 2:
Step 3:
Step 4:
2 1
x x
Step 5:
2 1
y y
Step 6: ( ) ( )
2 2
2
2 1 2 1
x x y y c + =
Step 7: ( ) ( )
2 2
2 1 2 1
c x x y y = +
The length of the hypotenuse is the distance
between the two points.
4. You can use the Pythagorean Theorem to show that
a triangle is a right triangle and to find the distance
between two points in a plane.
5. The converse of the Pythagorean Theorem can help
solve real-life problems where two lines intersect
and it needs to be determined whether they form a
right angle.
7.5 Practice
1. no 2. yes 3. yes
4. no 5. 50 6. 10
7. 13 8. 137 9. yes
Chapter 8
Fair Game Review
1.
2
51 m 2. about
2
146.93 m
3.
2
74 in. 4.
2
171 in.
5.
2
81 ft 6.
2
88 in.
7. $444 8.
2
about 314 in.
9.
2
about 113.04 m 10.
2
about 452.16 cm
11.
2
about 153.86 ft 12.
2
about 490.625 yd
13.
2
about 706.5 mm 14.
2
about 502.4 cm
y
x 4 5 32 O 1
1
2
3
4
5
3
2
4
5
2 3 4 5
(x
1
, y
1
)
(x
2
, y
2
)
y
x 4 5 32 O 1
1
2
3
4
5
3
4
5
2 3 4 5
(x
1
, y
1
)
(x
2
, y
2
)
y
x 4 5 3 O 1
1
2
3
5
3
4
5
2 3 4 5
(x
1
, y
1
)
(x
2
, y
2
)
33
8.1 Activity
1. a. Sample answer: using a dime,
2
0.81 cm
b. Sample answer: using a dime,
3
1.2636 cm
c.
2
V Bh r h = =
small: 2-inch radius, 3-inch height
medium: 2-inch radius, 5-inch height
large: 2-inch radius, 8-inch height
b. Sample answer: small: $2, medium: $5, large: $8
c. Sample answer: No, but they should be because
the person is paying for the amount of wax to
make each candle, which is the volume of the wax.
3. Pour water into a beaker until it flows out the side
tube. Place an empty cylinder at the end of the side
tube. Gently lower the object into the beaker. The
volume of the object is equal to the amount of water
that flows into the cylinder.
4. a. Sample answer: The one on the right because it
is taller.
b. Each cylinder has a volume of 36 cubic units.
5. Find the area of one of the bases, which is a circle,
2
. r Then multiply by the height of the cylinder.
6. Both formulas are Bh, where B is the area of the
base and h is the height.
8.1 Practice
1.
3
180 565.5 cm 2.
3
160 502.7 in.
3.
28
3 in.
3
4.
325
13 cm
8

5.
3
45 141.4 in.
8.2 Activity
2. height;
1
;
3
square and rectangle: w
triangle:
1
2
bh
circle:
2
r
3. The volume of the stack does not change.
4. Sample answer: Find the volume of a cylinder with
the same base and height as the cone and multiply
by
1
,
3
or use the formula
1
.
3
V Bh =
5. a. triangle; Sample answer: find the volume of the
entire cone and divide it by 2, or multiply the
volume by
1
.
2

b. circle; Sample answer: Find the volume of the
entire cone and subtract the volume of one of the
sections to find the volume of the other section.
8.2 Practice
1.
3
48 150.8 m 2.
3
33 103.7 ft
3.
3
245
128.3 cm
6
4. 6.3 mm
5.
471
3.0 cm
50
6.
3
28
29.3 in.
3

8.3 Activity
1. The height of the cylinder is twice the radius, 2 ; r
2
3

2.
( )
2
2
2
3
Write formula for volume
of a cylinder.
2
2
Multiply by because the
3
3
2
volume of a sphere is of
3
the volume of the cylinder.
2
2 Substitute 2 for .
3
4
Simplify.
3
V r h
r h
r r r h
r
=
=
=
=

3.
( )
2 2
1 Write formula for volume of
a pyramid.
3
1 Multiply by the number of small
pyramids and substitute for .
3
1
4 4
3
V Bh
n Br
n r h
r r r n B
=
=
=

( ) ( )
( )
( )
2
3
1 1
4 4
3 3
1
4
3
4
3
4
3
r r r r r
r r r
r r r
r

=

=

=
=

4. Sample answer: Use the formula
3
4
.
3
V r =
34
5. circle; Sample answer: Find the volume of the
entire sphere and divide it by 2, or multiply the
volume by
1
.
2

8.3 Practice
1.
3
523.6 mm 2.
3
11,494.0 cm 3.
3
268.1 ft
4.
3
14,137.2 in. 5.
3
87,113.7 cm
8.4 Activity
1. a.
As the height increases by 1, the surface area
increases by 2 and the volume increases by .
The ratios of the radius to the height are 1 : 1,
1 : 2, 1 : 3, 1 : 4, and 1 : 5, respectively. The
dimensions are not proportional because the ratios
of the radius to the height are not equivalent.
b.
A solid with radius n and height n has a surface
area of ( )
2
2n and a volume of
3
. n The ratios
of the radius to the height are 1 : 1, 2 : 2, 3 : 3,
4 : 4, and 5 : 5, respectively. The dimensions
are proportional because the ratios of the radius
to the height are equivalent.
2.
As the dimensions of the solid increase by a factor
of n, the surface area increases by a factor of
2
n and
the volume increase by a factor of
3
. n The ratios of
the base side length to the height to the slant height
can be simplified to 6 : 4 : 5. The dimensions are
proportional because the ratios of the corresponding
dimensions are equivalent.
3. The surface area increases by a factor of
2
. k
4. The volume increases by a factor of
3
. k
5. a. 25 times greater;
2
5 25 =
b. 125 times greater;
3
5 125 =
8.4 Practice
1. no 2. yes
3. 4.5 cm, 3.75 cm s = =
4. 0.5 cm h = 5.
2
352 m 6.
3
1024 mm
Chapter 9
Fair Game Review
1. 2.
Quadrant I Quadrant II
3. 4.
Quadrant IV Quadrant III
Radius 1 1 1 1 1
Height 1 2 3 4 5
Surface
Area
4 6 8 10 12
Volume 2 3 4 5
Radius 1 2 3 4 5
Height 1 2 3 4 5
Surface
Area
4 16 36 64 100
Volume 8 27 64 125

y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
y
x 432 O 1
1
2
2
3
4
3
4
2 3 4
Base Side 6 12 18 24 30
Height 4 8 12 16 20
Slant
Height
5 10 15 20 25
Surface
Area
96 384 864 1536 2400
Volume 48 384 1296 3072 6000
35
5. Point A: Quadrant II; Point B: Quadrant I;
Point C: Quadrant IV
6. 3 4 y x = + 7.
6
5
5
y x = +
8.
4
8
5
y x = + 9.
4
3
3
y x =
10. 3 y x = 11. 2 y x =
9.1 Activity
b. (5, 9), (1.6, 5.3), (1.4, 7), (21, 30), (15, 27),
(16, 28), (7, 12), (2, 8), (10, 26)

c. Sample answer: As weight increases, the
circumference increases. Yes, there appear to
be two clusters of data points.
d. yes; positive; As x increases, C increases; yes;
linear; The data points lie close to a line.
e. The ordered pair that represents the bowling ball
is (225, 27). This data point is far removed from
the other points. It is an outlier.
2. a. (0, 95), (3, 88), (2, 90), (5, 83), (7, 79), (9, 70),
(4, 85), (1, 94), (10, 65), (8, 75)

b. Sample answer: As the number of absences
increases, the final grade decreases. It is similar
because these data points also lie close to a line.
It is different because the data points are falling
from left to right.
c. Sample answer: 80; The points (5, 83) and
(7, 79) are on the graph. So, when 6, x = the
y-value should be between 79 and 83.
3. a. ii; There is no relationship between month of
birth and birth weights of infants. So, the points
should show no pattern.
b. i; Because students who did well on the quiz will
most likely do well on the test, as the quiz scores
increase, so will the test scores.
c. iii; As the age of the laptop computer increases,
the value will decrease.
4. Sample answer: A scatter plot is a graph that shows
the relationship between two data sets.
5. To construct a scatter plot, use the horizontal axis
of a coordinate plane to represent one of the data
sets. Use the vertical axis to represent the other data
set. Write the ordered pairs that represent the data.
Then plot the ordered pairs on your coordinate
plane. Once the ordered pairs are plotted, you can
determine whether the points show a positive
or negative relationship, a linear or nonlinear
relationship, and whether there are any clusters or
gaps in the data. You can also use a scatter plot to
identify any outliers, points that are far from the
other data points.
9.1 Practice
1. a. 17 people b. positive
2. positive linear relationship; outlier at (10, 4), gap
between x-values of 6 to 10 and y-values of 10
to 15
C
x 18 15
3
6
9
12
15
18
21
24
27
30
21 24 27 30 3 6 9 12
Weight (ounces)
C
i
r
c
u
m
f
e
r
e
n
c
e

(
i
n
c
h
e
s
)
C
x 18 15
3
6
9
12
15
18
21
24
27
30
21 24 27 30 3 6 9 12
Weight (ounces)
C
i
r
c
u
m
f
e
r
e
n
c
e

(
i
n
c
h
e
s
)
y
x 6 5
10
20
30
40
50
60
70
80
90
100
7 8 9 10 1 2 3 4
Absences
F
i
n
a
l

g
r
a
d
e
36
3. nonlinear relationship; no outliers, gaps, or clusters
4. no relationship; no obvious outliers, gaps, or
clusters
9.2 Activity
1. ab.
c. Sample answer: 1.1 22 y x = +
d. Sample answer: 35.2 in.
2. ab.
c. Sample answer: 18.7 327 y x = +
d. Sample answer: 140 thousand bats
3. You can plot data you know and then draw a line
that best approximates the points. Then, you can
write an equation and use it to predict an event.
sure that the data can be described by a line.
9.2 Practice
1. a.
b. Sample answer: 200 1400 y x = +
c. The slope is 200 and the y-intercept is 1400.
So, you could predict that at the beginning of
the five months the credit card balance is $1400.
The balance decreases $200 every month.
d. Sample answer: $200
2. 1.35 2.1; 0.958; y x = This implies strong
negative correlation between x and y.
3. 0.38 5.7; 0.356; y x = + This implies very weak
positive correlation between x and y.
9.3 Activity
1. a. Bottom row: 20, 18, 14, 5, 8
Right column: 12, 16, 14, 11, 12
b. no; The cell where the black and gold row meets
the XL column T-shirts has a 0.
c. Bottom row: 25, 30, 35, 30, 25
Right column: 29, 29, 29, 29, 29
Bottom right cell: 145
d. Sample answer: For every category of shirt,
order the number of shirts sold last year minus
the number remaining. If the result is a negative
number, then do not order any shirts in that
category. Also, order a couple extra of the shirts
that were all sold. For example, order 6 1 5 =
large blue and white shirts, order 1 4 3, =
or 0, small red-and-white shirts, and order extra
of the extra-large black-and-gold shirts.
2. a.
b. Sample answer: There are fewer boys working
part-time jobs than girls. The number of students
working 0 hours per week is greater than the
number of students working 17 hours per week,
which is greater than the number of students
working 8+ hours per week.
c. no; The data do not support or oppose the claim
because the data are not about students dropping
out or working full-time jobs.
x
y
600
800
1000
400
200
0
1200
4 5 3 2 1 0
Months
M
o
n
e
y

o
w
e
d

(
d
o
l
l
a
r
s
)
Gender
Boys Girls Total
0 hours per week 160 160 320
17 hours per week 130 140 270
8+ hours per week 90 140 230
H
o
u
r
s

Total 380 440 820
0
23
25
22
24
26
27
28
29
30
31
32
33
y
0 2 4 1 3 5 6 7 8 9 10 11 x
Month
L
e
n
g
t
h

(
i
n
c
h
e
s
)
0
110
130
150
170
190
210
230
250
270
290
310
330
y
0 2 4 1 3 5 6 7 8 9 10 11 x
Year
B
a
t
s

(
t
h
o
u
s
a
n
d
s
)
37
3. To read a two-way table, note that each entry
represents the number of data values that fit both
the criteria for the row and column the entry is in.
The entries in the Total row and column represent
the number of data values that fit the one criterion
in that column or row.
To make a two-way table for a data set, use one
variable that describes the data for the rows for the
table and another variable for the columns. Put the
number of data points that fit both row and column
criteria in each slot in the table. On the bottom and
right edges of the table, sum up each column and
row.
4. Answers will vary.
9.3 Practice
1. a. 8 students
b.
21 students got the flu. 59 students did not get
the flu. 35 students got a flu shot. 45 students did
not get a flu shot. 80 students were surveyed.
2. a.
b.
9.4 Activity

The circle graph shows the kinds of animals as
parts of a whole.
b. Sample answer:

The scatter plot shows the relationship over time.
Flu Shot
Yes No Total
Yes 8 13 21
F
l
u

No 27 32 59

Total 35 45 80
Grade
6 7 8
Eats
breakfast
at home
70% 50% 30%
T
h
e

s
t
u
d
e
n
t

Eats
breakfast
at school
30% 50% 70%
9
0.3
30
=
So, 30% of
the grade 8
students in
the survey
eat breakfast
at home.
Roadkill
Birds 307
Mammals 2746
Amphibians 145
Reptiles 75
Unknown 689
0
20
40
60
80
100
120
140
y
0
1
9
9
2
1
9
9
4
1
9
9
6
1
9
9
8
2
0
0
0
2
0
0
2
2
0
0
4
2
0
0
6
2
0
0
8
2
0
1
0
2
0
1
2
x
Year
N
u
m
b
e
r

o
f

b
l
a
c
k

b
e
a
r
s
Black Bear Roadkill
Grade
6 7 8 Total
Eats
breakfast
at home
28 15 9 52
T
h
e

s
t
u
d
e
n
t

Eats
breakfast
at school
12 15 21 48

Total 40 30 30 100
38
c. Sample answer:
Raccoon Roadkill Weights

Key: 9 | 4 9 4 = . pounds
The stem-and-leaf plot shows how the raccoon
weights are distributed.
d. Sample answer: Reduce the speed limit on some
roads.
sure the graphical displays are appropriate.
3. Sample answer: You can display data using
different plots and graphs so that it makes it easy
for people to interpret and make conclusions from
the data.
9.4 Practice
1. Sample answer: line graph; shows how data change
over time
2. Sample answer: circle graph; shows the data as part
of a whole
3. The y-axis has a break, making it look as if the data
changed rapidly and by large amounts.
4. Because the rain icon is larger than the sun icon, it
makes it look as if there were equal amounts of
sunny and rainy days when there were not.
5. Sample answer: stem-and-leaf plot; can easily read
each data value
Chapter 10
Fair Game Review
1. 14 2. 3 3. 394
4. 86 5. 76 6. 16
7. a. 386 b. ( ) ( ) ( )
2 2 2 2
4 2 2 5 3 6 2 386 + + + =
8. 2.352 9. 0.1014 10. 6.0048
11. 9 12. 1.5 13. 2700 14. $6.93
10.1 Activity
1. a.
b. To compute ( ) 3 ,
n
use ( ) 3 as a factor n times
and multiply.
2. a.
4
3 b. $81
3. a. 100,000,000,000,000,000,000,000,000 m
b. 1,000,000,000,000,000,000,000 m; one sextillion
c. 10,000,000,000,000,000 m; ten quadrillion
d. 10,000,000 m; ten million
Stem Leaf
9 4 5
10
11 0
12 4 9
13 4 6 9
14 0 5 8 8
15 2 7
16 8
17 0 2 3 5
18 5 5 6 7
19 0 1 4
20 4
21 3 5 5 5
22
23
24
25 4

Power Repeated Multiplication Form Value
( )
1
3
( ) 3 3
( )
2
3
( ) ( ) 3 3 9
( )
3
3
( ) ( ) ( ) 3 3 3 27
( )
4
3
( ) ( ) ( ) ( ) 3 3 3 3 81
( )
5
3
( ) ( ) ( ) 3 3 3
( ) ( ) 3 3
243
( )
6
3
( ) ( ) ( ) ( ) 3 3 3 3
( ) ( ) 3 3
729
( )
7
3
( ) ( ) ( ) ( ) 3 3 3 3
( ) ( ) ( ) 3 3 3
2187

39
e. 1,000,000 m; one million
f. 100,000 m; one hundred thousand
4.
1 2 3 4
wives: 7 ; sacks: 7 ; cats: 7 ; kits: 7
5. Exponents can be used to represent repeated
multiplication of the same factor. Sample answer:
Exponents are used in astronomy to describe the
distances between planets and stars and the size of
these objects. Exponents are used when computing
the areas and volumes of objects.
10.1 Practice
1.
5
4 2.
3
1
8

3. ( )
4
2
5 x 4.
2 6
9 y
5. 1000 6. 2401 7.
1
7776
8. 153
9.
2
3
10.
6
2 ; 64 inches
10.2 Activity
1. a.
b. The number of factors is equal to the sum of the
exponents.

m n m n
a a a
+
=
c.
2 4 2 4 6
2 2 2 2
+
= =
( ) ( ) ( ) ( )
2 4 2 4 6
3 3 3 3
+
= =

3 2 3 2 5
7 7 7 7
+
= =

1 6 1 6 7
5.1 5.1 5.1 5.1
+
= =
( ) ( ) ( ) ( )
2 2 2 2 4
4 4 4 4
+
= =

3 5 3 5 8
10 10 10 10
+
= =

5 5 10
1 1 1
2 2 2

=

yes
d. ( )
( )
6
6 5
4
7
10
8
2 64; 3 729; 7 16,807;
5.1 89,741.1; 4 256;
1 1
10 100,000,000;
2 1024
= = =
=

= =

2. a.
6
3 b.
8
2 c.
6
7 d.
9
y e.
8
x
The power of a power is the base of the powers
raised to the product of the powers.

( )
n
m mn
a a =
3. a.
( )( )
3 3
2 3 b.
( )( )
2 2
2 5 c.
( )( )
3 3
5 4
d.
( )( )
4 4
6 a e.
( )( )
2 2
3 x
The power of a product is the product of the factors
each raised to the power.
( )
m
m m
ab a b =
4. a. 256 pennies b. ( ) ( ) ( ) ( ) 1, 4 , 2, 3 , 3, 2 , 4, 1
c. $655.36 d. 3932.16 in.
5. If the same pattern holds true for every example
you encounter, then you can use inductive
reasoning to write a general rule stating that the
pattern is always true.
10.2 Practice
1. ( )
9
6 2.
10
x 3.
15
4
5

4. ( )
22
1.5 5.
200
y 6.
56
2
9

7.
6
64a 8.
4
256b 9.
2
81
100
p
Product
Repeated
Multiplication Form
Power
2 4
2 2 2 2 2 2 2 2
6
2
( ) ( )
2 4
3 3
( ) ( ) ( ) 3 3 3
( ) ( ) ( ) 3 3 3
( )
6
3
3 2
7 7 7 7 7 7 7
5
7
1 6
5.1 5.1
( ) ( ) ( ) ( ) 5.1 5.1 5.1 5.1
( ) ( ) ( ) 5.1 5.1 5.1
7
5.1
( ) ( )
2 2
4 4
( ) ( ) 4 4
( ) ( ) 4 4
( )
4
4
3 5
10 10
10 10 10 10
10 10 10 10
8
10
5 5
1 1
2 2

1 1 1 1 1
2 2 2 2 2

1 1 1 1 1

2 2 2 2 2

10
1
2

40
10.
15 15
x y 11. 0 12. 282,475,249
13. 6,156,360,000,000 square kilometers
10.3 Activity
1. a.
b. The power column is always the difference in the
exponents (numerator to denominator) in the
quotient column.

m
m n
n
a
a
a

=
c.
4
4 2 2
2
2
2 2
2

= =

( )
( )
( ) ( )
5
5 2 3
2
4
4 4
4

= =

7
7 3 4
3
7
7 7
7

= =

9
9 6 3
6
8.5
8.5 8.5
8.5

= =

8
8 5 3
5
10
10 10
10

= =

12
12 4 8
4
3
3 3
3

= =

( )
( )
( ) ( )
7
7 5 2
5
5
5 5
5

= =

4
4 1 3
1
11
11 11
11

= =
yes
2.
The volume of the smaller cube equals the number
of smaller cubes that will fit inside the larger cube.
3. To divide two powers that have the same base,
subtract their exponents.
Sample answer:
7 10
7 3 4 10 6 4
3 6
2 9
2 2 ; 9 9
2 9

= = = =
Quotient
Repeated
Multiplication Form
Power
4
2
2
2

2
1
2
1
2 2
2

1
2
1

2
2
( )
( )
5
2
4
4

( ) 4 ( )
1
4
( ) ( ) ( )
( )
1
4 4 4
4

( )
1
4
1

( )
3
4
7
3
7
7

7
1
7
1
7
1
7 7 7 7
7

1
7
1
7
1

4
7
9
6
8.5
8.5

( ) 8.5 ( )
1
8.5 ( )
1
8.5
( )
1
8.5 ( )
1
8.5 ( )
1
8.5
( ) ( ) ( )
( )
1
8.5 8.5 8.5
8.5

( )
1
8.5 ( )
1
8.5
( )
1
8.5 ( )
1
8.5 ( )
1
8.5
1

3
8.5
8
5
10
10

10
1
10
1
10
1
10
1
10
1
10 10 10
10

1
10
1
10
1
10
1
10
1

3
10
12
4
3
3

3
1
3
1
3
1
3
1
3 3 3 3 3 3 3 3
3

1
3
1
3
1
3
1

8
3
( )
( )
7
5
5
5

( ) 5 ( )
1
5 ( )
1
5 ( )
1
5 ( )
1
5
( ) ( )
( )
1
5 5
5

( )
1
5 ( )
1
5 ( )
1
5 ( )
1
5
1

( )
2
5
4
1
11
11

11
1
11 11 11
11

1

3
11

Volume
of
Smaller
Cube
Volume
of
Larger
Cube
Larger
Volume
Smaller
Volume

Answer
a.
3
4 ( )
3
2 6
4 4 =
6
3
4
4

3
4
b.
3
3
( )
3
2 6
3 3 =
6
3
3
3

3
3
c.
3
6
( )
3
2 6
6 6 =
6
3
6
6

3
6
d.
3
10
( )
3
2 6
10 10 =
6
3
10
10

3
10
41
10.3 Practice
1. 7 2. ( )
6
21 3. ( )
10
3.9
4.
4
t 5.
2
8 6. ( )
14
1.1
7. 81k 8.
4 2
16x y 9. 46.656
10.4 Activity
1. a.
b.
3
3
5 125
1;
5 125
= =
2
2
6 36
1;
6 36
= =
( )
( )
4
4
3 81
1;
81
3
= =
( )
( )
5
5
4 1024
1;
1024
4

= =

They are all equal to 1.
c. Sample answer: Because all the expression in
part (b) simplify to 1, you can equate the powers
in the last column of the table in part (a) to 1. So,
based on these results, you can conclude that
0
1, a = where 0. a
2. a.
b. Sample answer: yes; Each product is equal to the
value of the number with the nonzero exponent.
This implies that the numbers with the zero
exponents are equal to 1. So, based on these
results, you can conclude that
0
1, a = where
0. a
3. a.
b. They are all equal to 1.
c. From the Multiplicative Inverse Property, you
know that the product of a number and the
reciprocal is 1.
d. Sample answer: Because each product is equal 1,
you can conclude that the numbers in the product
are reciprocals. So,
n
a
is equal to the reciprocal

of
1
, or .
n
n
a
a

4. a. The exponent decreases by 1; 0, 1, 2, 3
b.

3 2 1
0 1
2 3
3452.867 3 10 4 10 5 10
2 10 8 10
6 10 7 10
3 1000 4 100 5 10
1 1
2 1 8 6
10 100
1
7
1000
3000 400 50 2 0.8
0.06 0.007

= + +
+ +
+ +
= + +
+ + +
+
= + + + +
+ +

5. Sample answer: Any nonzero number with an
exponent of 0 is equal to 1. Any nonzero number
with a negative integer exponent can be written as
the reciprocal of the nonzero number with its
positive integer exponent.
10.4 Practice
1. 1 2.
1
12

Quotient
Quotient of
Powers Property
Power
3
3
5
5

3 3
5

0
5
2
2
6
6

2 2
6

0
6
( )
( )
4
4
3
3

( )
4 4
3

( )
0
3
( )
( )
5
5
4
4

( )
5 5
4

( )
0
4
Product
Product of
Powers Property
Power
0 4
3 3
0 4
3
+

4
3
2 0
8 8
2 0
8
+

2
8
( ) ( )
3 0
2 2 ( )
3 0
2
+
( )
3
2
0 5
1 1
3 3

0 5
1
3
+

5
1
3

Product
Product of
Powers Property
Power
3 3
5 5

3 3
5
+

0
5
2 2
6 6

( ) 2 2
6
+

0
6
( ) ( )
4 4
3 3

( )
( ) 4 4
3
+
( )
0
3
( ) ( )
5 5
4 4
( )
5 5
4
+
( )
0
4

42
3.
1
10,000,000,000
4.
1
9

5.
6
19
x
6.
3
14a
7. 24 8.
2 3
3
4r s

9. about 44,300,000,000,000 grams per cubic
centimeter
10.5 Activity
1. E 6.0 18 + means a 6 followed by 18 zeros.
There arent enough display places to show all the
zeros.
Check students work.
2. E 6.0 18 means 17 zeros followed by a 6, all to the
right of the decimal point.
3. A.
2
10 m
B.
2
10 m C.
5
10 m
D.
1
10 m
E.
5
10 m
F.
0
10 m
4. a. meters b. feet c. millimeters
d. centimeters e. inches
5. Sample answer:
6
6 10 is read as six times ten
raised to the sixth
It is called scientific notation because it is used
frequently in the science fields. Scientific notation
is important because it provides a convenient way
to express numbers that are very large and very
small.
10.5 Practice
1. no; The factor is greater than 10.
2. yes; The factor is greater than 1 and less than 10.
5. no; The factor is less than 1.
7. 4,000,000,000 8. 0.00002
9. 3,700,000 10. 0.00412
11. 76,200,000,000 12. 0.000000000009908
13. a. 300,000,000 b. 1,500,000,000 meters
10.6 Activity
1. a. 2; acid b. 8; base c. 7; neutral
d. 11; base e. 4; acid f. 0; acid
2. a. Uranus;
9
1.8 10 mi
b. Venus;
7
6.7 10 mi
c. Saturn;
8
8.9 10 mi
d. Earth;
7
9.3 10 mi
e. Mars;
8
1.4 10 mi
f. Neptune;
9
2.8 10 mi
g. Jupiter;
8
4.8 10 mi
h. Mercury;
7
3.6 10 mi
Scientific notation; You can compare the
exponents.
3. Sample answer: Let 1 inch represent 100,000,000
miles. Then the distances from the Sun will be:
Mercury: 0.36 in., Venus: 0.67 in., Earth: 0.93 in.,
Mars: 1.4 in., Jupiter: 4.8 in., Saturn: 8.9 in.,
Uranus: 18 in., and Neptune: 28 in.
Check scale drawings.
4. Sample answer: Move the decimal point left or
right so the number is at least 1 but less than 10.
Then multiply by ten raised to the number of times
you moved the decimal. If you moved the decimal
point to the left, the exponent will be positive. If
you moved the decimal point to the right, the
exponent will be negative.
10.6 Practice
1.
6
4.2 10 2.
2
3.8 10
3.
5
6 10
4.
5
8.08 10
5.
4
7 10
6.
10
2.901 10
7.
8 8 9
2.3 10 , 6.4 10 , 5.3 10
8.
3 3 3
9.02 10 , 9.1 10 , 9.6 10

9.
7 9 10
7.3 10 , 3.7 10 , 5.6 10
10.
15 5 2
2.01 10 , 1.4 10 , 6.3 10

11. yes;
6
7.5 10

10.7 Activity
1. a. Evaluate the exponents. Multiply 2.4 and 100.
Multiply 7.1 and 100. Then add the results; 9500
b. ( )
3 3
10 ; 2.4 7.1 10 +
43
c. ( )
3 3
2.4 7.1 10 9.5 10 9500 + = =
The results are the same.
d. Add the factors.

( ) ( ) ( )
5 5 5
5
4.9 10 1.8 10 4.9 1.8 10
6.7 10
+ = +
=

( ) ( ) ( )
4 4 4
4
3.85 10 5.72 10 3.85 5.72 10
9.57 10
73,400
+ = +
=
=

2. a. Evaluate the exponents. Multiply 2.4 and 1000.
Multiply 7.1 and 10,000. Then add the results;
73,400
b. The powers of 10 are not the same.
c. Sample answer: There is no common factor to
factor out.
d. You can rewrite one of the numbers so it has the
same power of 10 as the other number;
3 4
2.4 10 0.24 10 ; =

( ) ( ) ( )
4 4 4
4
0.24 10 7.1 10 0.24 7.1 10
7.34 10
73,400;
+ = +
=
=

The results are the same.
e. yes; Sample answer: You can subtract the factors
when the powers of 10 are the same. When the
powers of 10 are different, rewrite one of the
numbers.

( ) ( ) ( )
5 5 5
5
8.2 10 4.6 10 8.2 4.6 10
3.6 10
=
=

( ) ( )
( ) ( )
( )
5 4
5 5
5
5
5.88 10 1.5 10
5.88 10 0.15 10
5.88 0.15 10
5.75 10

=
=
=

3. 1. D 2. F 3. E 4. C 5. B 6. A
yes;

( ) ( )
( ) ( )
2 5 2 5
2 5
7
1.9 10 2.3 10 1.9 2.3 10 10
1.9 2.3 10 10
4.37 10
43,700,000
=
=
=
=

( ) ( )
( ) ( )
6 4
6 4
6 4
2
3
8.4 10 5.7 10
8.4 5.7 10 10
8.4 5.7 10 10
47.88 10
4.788 10
4788

=
=
=
=
=

4. Sample answer:
8
2.7 10 liters of air
5. Sample answer: To add or subtract numbers written
in scientific notation, add or subtract the factors
when the powers of 10 are the same. When the
powers of 10 are different, first use properties of
exponents to rewrite the numbers so the powers are
the same.
To multiply or divide numbers written in scientific
notation, use the properties of multiplication to
rewrite the expressions, then use the Product of
Powers Property and the Quotient of Powers
Property to simplify.
6. a.
4
7.8 10 ; 78,000
b.
5
7.178 10 ; 717,800
c.
5
1.763 10 ; 0.00001763

d.
1
6.365 10 ; 63.65
10.7 Practice
1.
4
9.2 10 2.
1
1.26 10

3.
5
2.4 10 4.
3
7 10

5.
15
2.4 10 6.
5
8.1 10

7.
1
4.0 10 8.
1
3 10

9. about 23 times greater

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are both vertical lines and are parallel.

are both horizontal lines

is equal to the reciprocal

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