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~ Creative Publications

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Digitized by Coogle
~ Creative Publications

THEMES

TOOLS

Anita Wah
Henri Picciotto

Creative Publications Th.i.e One

Mountain View, California

IIIII 1111 Ill Ill/IIIIIIII/IIIII1111 IllIIIIIII/I Ill
KJSP-3UB-3 , Q>7
Digitized by 00gle
 ACKNOWLEDGEMENTS
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·~· ... , .... ~, ..... ••0' • ·ci-.•,~'o;~' '•'· 'H .,• , , ~:"• •"• • o' .. _~,,.,.~

Page Credit

Cover (girl on bicycle) Lori Adamski Peek!fony Stone Worldwide

Cover (aircraft in flight) Randy Jolly/Comstock
Cover (planet earth) Terje Kveen/The Image Bank
Cover (money symbol) Michel Tcherevkoff/The Image Bank
2 Linda Dufurrena/Grant Heilman Photography, Inc.
42 ©Comstock, Inc.
80 Science Source • Division of Photo Researchers
122 James H. Carmichael/The Image Bank
164 Garry Gay/The Image Bank West
204 Peter Grumann/The Image Bank West
244 Chris Bjomberg/Science Source • Division of
Photo Researchers
284 Barry Runk, Stan Schoenberger/
Grant Heilman Photography, Inc.
326 ©W. Cody/West Light
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396 ©Jim Zuckerman/West Light
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456 Chris Collins/The Stock Market
482 Michael Sciulli/The Image Bank West

Text excerpt "When Mrs. Frederick C. Little's second son ... cigarette box,"
from Stuart Little by E. B. White. Copyright 1945 by E. B. White. Text copy-
right renewed(©) 1973 by E. B. White. Selection reprinted by permission of
HarperCollins Publishers.

Managing Editor • George William Bratton III

Project Editor • Ann Roper
Project Art Director and Graphic Designer • Hyru Gau
Production Manager • Vickie Self
Art Director • JoAnne K. Hammer
Math Content Editor • Lyn Savage
Solutions Editor • Terry Whittier
Technical Illustrator for Solutions • Joseph Parenteau
Indexer • Steven Sorensen
Cover Design • Hyru Gau
Composition and Prepress • GTS Graphics, Inc.

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© 1994 Creative Publications
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher. Printed in the United States of America.
Creative Publications and Algebra Lab Gear are registered trademarks of
Creative Publications.
ISBN: 1-56107-251-6
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Digitized by Coogle
 AUTHORS
·.-. . ··.
Anita Wah received her Bachelor's Degree in Mathematics from Oberlin
College and a Master's Degree in Biostatistics from Harvard. She attended and
taught as a master teacher at the Woodrow Wilson Algebra Institute and has
over ten years of teaching experience at the high school and college levels. She
has been involved as a curriculum consultant and staff development trainer for
the State of California.

Henri Picciotto has been teaching mathematics for over twenty years at every
level from counting to calculus. He has developed curriculum for the Lawrence
Hall of Science at the University of California and has consulted for many
schools, districts, and university departments of education across the country.
He received his Bachelor's Degree, as well as his Master's Degree in
Mathematics from the University of California at Berkeley. He is currently the
mathematics coordinator for The Urban School of San Francisco, California.

A Word From the Authors

We would like to acknowledge the many people without whom this book would
not have been possible.

These math teachers and authors had a significant influence on our teaching
or on the ideas that led to this book: Abraham Arcavi, Richard Brown, G.D.
Chakerian, Calvin Crabill. Zoltan Dienes, Lew Douglas, Martin Flashman,
Paul Foerster, Donna Gaarder, Martin Gardner, Harold Jacobs, Mary
Laycock, Sidney Rachlin, Peter Rasmussen, Sherman Stein, Daniel Teague,
Joel Teller, Zalman Usiskin.
We also learned a lot from the following curriculum development projects:
Change from Within, the Hawaii Algebra Learning Project, the Interactive
Math Project, the Lane County Mathematics Project, the Shell Centre for
Mathematical Education, and the Quantitative Literacy Project.
We received valuable suggestions from Phil Mallinson, Neil Picciotto, and
especially Lyn Savage.
These teachers used the preliminary version of this book in their classes,
and helped us iron out the difficulties: Alan Fishman, Mark Gordon,
Richard Lautze, Kern Morehead, Hoang Nguyen, and Beau Leonhart. We
are grateful to have had their enthusiastic support as the course was being
developed.
And of course, our spouses: Alan Fishman and Irva Hertz-Picciotto.

Heartfelt thanks to all!

Digitized by Coogle
 .. .... -..
DEDICATION
""
.. ..
This book is dedicated to our
students and colleagues at The
Urban School of San Francisco,
a great place for involvement,
collaboration, and challenge . ~

Digitized by Coogle
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Dear Parent,

This book is different from the book you used if you took algebra. It certainly is different from
the books we used. We have taught from many algebra textbooks over the years, and are well
acquainted with the traditional algebra course. The course had many problems: there were
many Ds and Fs, and even students who got good grades often did not really understand what
they were doing. In addition, the development of calculator and computer technology has made
it imperative to change the emphasis of the course. Moreover, as a profession, math teachers
now have a better understanding of how students learn.

This book is based on three big ideas, which have been guiding principles in our teaching:

• In order to learn to reason flexibly and independently about the abstract concepts of algebra,
students need tools to think with. These tools should be designed to support students' work
with the main ideas of algebra: variables, operations, equations, functions, and so on. We
use manipulative, electronic, and old-fashioned pencil-and-paper tools.

• Learning mathematics should be based on solving interesting problems. Students' skills

develop best if they are given an interesting context to practice them in. Look through the
book at the wide variety of problems we address: air travel, get-rich-quick schemes, tele-
phone billing plans, children's growth rates, making cranberry-apple juice, car and bicycle
trips, and on and on.

• Most students will not remember concepts if they are explained once or twice by a teacher
and practiced in isolation over a short period of time. Students must be involved in their
own learning, and have experience with ideas in many forms and formats over an extended
period of time. They must experiment, conjecture, discover, and write about what they are
thinking. In this book, important ideas are returned to over and over, and much work is
expected of the student - hard work, but work that is more varied and interesting than the
traditional drill and practice.

After using this book, your child will be exceptionally well prepared for future courses,
because we have made a point of giving extra emphasis to the areas that are most important to
the rest of secondary school math and science: square roots, proportions, scientific notation,
functions, and symbol sense. In addition, the emphasis on thinking, communication, and writ-
ing skill will help across the whole curriculum.

If you have any questions about this course, we are sure your student's teacher will be glad to
help answer them. The biggest help you can provide is to make sure that your student does
algebra homework every day.

Sincerely,

Anita Wah and Henri Picciotto

••: _, __ , _l, ) _ . ..

Digitized by Coogle
...- .. .. .... .....
. .
... - ..
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,

Dear Student,

In arithmetic you have learned to work with numbers. Algebra is an extension of arithmetic,
where you learn to work with symbols. It is the language of all of mathematics and science,
and a tool for solving problems in business and engineering.

In the future more and more algebra will be done by computer. But what good would it do you
to have a computer ready to do the algebra for you if you didn't understand what algebra is? It
would be as useful as a calculator to someone who didn't know the meaning of numbers.

Algebra is difficult to learn, but it is the key to so many possibilities in your life that it is worth
the effort. You cannot learn algebra just by listening to your teacher. You need to be much
more involved: do your homework every day, read the book carefully, and if necessary, get
help from your teacher. Good work habits are essential if you want to succeed in this class.

Most importantly, be ready to discuss difficult problems with your classmates, sometimes to
help them, and sometimes to get help from them. Talking is the best way to sort out what you
understand from what you don't understand, and explaining is the best way to improve your
understanding. While learning math and problem solving, you will also be improving your
ability to communicate with other people.

You may be surprised at how much writing will be expected from you. Almost every lesson
requires you to explain something, and you will have to write reports on a regular basis. This is
difficult at first, but it will help you in the long run, by making you not only a better mathe-
matician, but also a better thinker, and a better writer.

Good work habits, communicating, thinking, and writing will help you no matter what you do
in the future. But of course, as math teachers, we would like you to stick with it, and take many
more math classes. To convince you of this, we have tried to write a book that you will find
interesting and that puts you, the student, in the center of the action.

Sincerely,

Anita Wah and Henri Picciotto

Digitized by Coogle
 CONTENTS
·· ~ ..
.;.,-·

CHAPTE:"f(PERIMETER AND AREA PAITERNS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 2

1.1 Polyominoes ............................................... 4 Making Figures ........................................ 22

Discovering Polyominoes ........................... 4 Pentomino Strips ....................................... 23
Area and Perimeter .................................... .4 Polyomino Area and Perimeter ................. 23
Preview: Dimensions ................................. 5 1.8 Window Shopping................................... 24
1.2 Perimeter of Polyominoes ........................ 6 Discovery: A Domino Problem ............... 25
Shortest and Longest Perimeter .................. 6 1.8 THINKING/WRITING:
Making Predictions ..................................... 6 Drapes ...................................................... 26
Making a Graph .......................................... 6
Interpreting the Graph ................................ 7 1.9 Adding and Multipl~·ing ......................... 27
Preview: Units and Dimensions ................. 8 Addition .................................................... 27
Multiplication ........................................... 27
1.3 Introduction to the Lab Gear · ................. 9 Order of Operations .................................. 28
The Yellow Blocks ..................................... 9 The Same or Different? ............................ 29
The Blue Blocks ......................................... 9
Discovery: Handshakes ............................ tO 1.10 Three Dimensions ................................... 30
Volume ..................................................... 30
1.4 Variables and Constants ........................ )) Make a Box ............................................... 30
Substituting ............................................... II Surface Area ............................................. 30
Evaluating ................................................. II Discovery: Polycubes ............................... 31
Finding x ................................................... 12 Discovery: More on Polycubes ................ 32
The Substitution Rule ............................... 12 Review: Perimeter .................................... 32
l.A THINKING/WRITING: 1.11 Word Figures .......................................... 33
Graphing Rectangle Areas .••.••••••••••.•••••• I4 Word Triangles ......................................... 33
1.5 Din1ensions .............................................. 15 Word Ladders ........................................... 33
Dimensions and the Lab Gear4 ................. 15 Putting It Together .................................... 34
Faces ofthe Lab Gear4 ............................. 15 Polyomino Puzzles ................................... 34
Make a Rectangle ..................................... 16 Polyomino Area and Perimeter................. 34
Make a Square .......................................... 17 Word Squares ........................................... 35
Preview: The Zero Monster ..................... 17 1.12 Area on the Geoboard ............................ 36
1.6 Coming to Terms .................................... 18 Triangles ................................................... 36
Degree ....................................................... l8 Vertices ..................................................... 36
Higher Degree ........................................... 19 Area Techniques ....................................... 36
Combining Like Terms ............................. 19 l.C THINKING/WRITING:
I. 7 Perimeter ................................................. 21 More Window Prices .............................. 38
Perimeter of Lab Gear4 Blocks ................. 21 Essential Ideas ................................................... 39
Perimeter of Lab Gear4 Figures ............... 22

CHAPTE:"f(OPERATIONS AND FUNCTIONS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 42

2.1 Minus and Opposites .............................. 44 2.2 Adding and Subtracting ......................... 47
Three Meanings of Minus ......................... 44 Associative and Commutative Laws ........ 47
Upstairs ..................................................... 44 Upstairs Blocks in the Minus Area ........... 48
The Minus Area ........................................ 45 Subtraction ................................................ 49
Removing Opposites ................................. 45 Review: Minus Puzzle ............................. .49
Adding Zero .............................................. 46
Minus Puzzles ........................................... 46

Contents

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•
 2.J l\lultiplying .............................................. 511 Function Diagrams .. ................................. 61
Three Dimensions ..................................... 50 I See Where You're Coming From ........... 62
Associative and Commutative Laws ........ 50 Ups and Downs ......................................... 63
How Many Terms? ................................... 50 Discovery: Surface Area of a Box ........... 63
Make a Rectangle ..................................... 51 2.N Tinll'. Distance. Spt•ed ............................ 6..
2A The Distrihutiw l.aw .............................. 52 Motion Pictures ......................................... 64
Linear Addition and Subtraction .............. 52 The Ball ...................................... ............ .. 65
The Uncovered Rectangle ........................ 52 2.B THINKING/WRITING:
The Distributive Law ................................ 52 The Car Trip ........................................... 66
Related Products ....................................... 53
Review: Unlike Terms ............................. 54 2.9 Oprrations and Funl'lion I>iagrams ...... 67
Addition ................ .................................... 67
2.A THINKING/WRITING: Multiplication ................ ....... .................... 67
Operations ............................................... 55 Mirror Image Diagrams ............................ 68
'-
_,;, Powers ...................................................... 56
Doing Dishes ............................................ 56
2. 11l Periml'lt•r and Surfal'l' Area Functions 69
Perimeter ................................................... 69
Exponential Notation ................................ 56 Surface Area ............................................. 70
Chain Letter .............................................. 57 More Surface Area .................................... 70
Getting Help ............................................. 57 Game: Sprouts ......................................... 71
2.6 Finding Pattrrns ..................................... 5N 2.11 J>olymnino Functions .............................. 72
Parking Rates ............................................ 58 Polyomino Eyes ........................................ 72
Fibonacci Sequences ................................. 59 A Graph Paper Spiral... ................ ............. 72
Missing Numbers ........................ .............. 59
Using Variables ........................................ 60 2.12 (;eohoard Triangles ................................ 7..
Fibonacci Puzzle .................. ..................... 60 Horizontal and Vertical Sides ................... 74
Discovery: Perimeter Arrangements ........ 60 One Horizontal or Vertical Side ............... 74
Review: Missing Terms ........................... 60 No Horizontal or Vertical Sides ............... 75
Puzzle: Magic Triangle ............................ 60 2.C THINKING/WRITING:
2.7 Functions and Function Diagrams ........ 61 Towns, Roads, and Zones ....................... 76
Functions From In-Out Tables ................. 61 Essential Ideas ................................................... 7N

CHAPTE~ WORKING BACKWARDS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 80

J.l Instant Riches .......................................... N2 JA Algehra \lagit· ......................................... 911

Amazing Opportunity ............................... 82 Magic Tricks ............................................. 90
Running Out of Money ............................. 82 Lab Gear4 Magic .... .................................. 90
Gaining and Losing .................................. 82 Revising Magic Tricks .......... .................... 91
J.2 Two Negati\'es ......................................... N.. Inventing Magic Tricks ............................ 91
Subtraction ................................................ 84 3.A THINKING/WRITING:
The Cartesian Coordinate System ............ 84 Secret Codes ............................................ 92
Multiplication ........................................... 85 J.5 lntrodurtion to Inequalities ................... 9J
Multiplying by -1 ...................................... 86 Which is Greater? ..................................... 93
J.J More on 1\'linus ........................................ N7 Can You Tell? ........................................... 94
Minus and the Distributive Law ............... 87 Testing Values of x ................................... 95
Adding the Opposite ................................. 88 Discovery: More Codes ........................... 96
Review: Area and Multiplication ............. 88 Discovery: Summing Up ........ .................. 96
Discovery: A Substitution Code .............. 89
Preview: Make a Rectangle ..................... 89

.. Digitized by Coogle
Contents
 3.6 l\lultiplication and Dh ision ................... 97 Writing Equations ................................... 106
One Multiplication, Two Divisions .......... 97 Solving Equations ................................... 106
Division in the Comer Piece ..................... 97 Review: Dividing by Zero ...................... 108
Multiplication Without the Lab Geru4 ...... 99 Discovery: Be Productive ...................... 108
Multiplication Puzzles .............................. 99 J.lll Cmnhining Functions ........................... 1119
Review: What's Your Sign? ..................... 99 Diagrams of Combined Functions .......... I09
3.7 Reciprocals ............................................ I flO Inverse Actions ....................................... II 0
A Model for Multiplication .................... I00 Inverse Functions .................................... 110
A Multiplication Shortcut... .................... I00 .lll \lath on Another t•lanet ....................... 112
Reciprocals on the Calculator ................. 10 I Small Pockets ......................................... 112
A Model for Division ............................. 10 I A Long Month ........................................ 113
A Division Shortcut ................................ I 02
Small Numbers ....................................... 102 J.l2 Similar Figures ...................................... liS
Equivalent Fractions ............................... 115
3.8 A Hot DaY .............................................. IOJ Enlarging Without Distortion ................. 115
Temperat~re Variation ............................ 103 Similar Rectangles .................................. 116
Comparing Temperature Scales .............. 103 Review: The Commutative and
Converting Celsius to Fahrenheit ........... 104 Associative Laws ............................... 117
Converting Fahrenheit to Celsius ........... I04 Discovery: Clock Math .......................... 117
3.B THINKINGIWRITING: 3.C THINKINGIWRITING:
Opposites and Reciprocals ................... 105 More Banking ....................................... 118
J.9 Equations and the Essential )(It-as ................................................. 119
Cnwr-Up \let hod ............................ 1116
PRACTICE ....................................................... l2l

cHAPT E :"ff· NT ERPRETI NG G •• PHS••••••••••••••••••• ••••• •••••••••••••••••••••••••••••••••••• ••••• •••••••••••••••••••••••••••• 122

4.1 A HIO-!\lile Trip .................................... 124 4.A THINKINGIWRITING:

Time vs. Speed ....................................... 124 The Bicycle Trip.................................... 133
Distance vs. Time ................................... 125 4.5 Lines Through the Origin .................... I J4
Distance vs. Speed .................................. 126 Ratio ........................................................ l34
Speed by Graphs and Formulas .............. 126 Speed ...................................................... 135
Discovery: Framing Photographs .......... 126 Discovery: Happy Numbers ................... 136
4.2 Points. Graphs. and Equations ............ 127 In the l.ah .............................................. l.'\7
Patterns from Points ................................ 127 A Mystery Liquid ................................... 137
Graphs from Patterns .............................. 127 The Mystery Grows ................................ 138
Equations from Patterns .......................... 127 Direct Variation ...................................... 138
Equations from Graphs ........................... 128 Other Substances .................................... 139
Points and Equations .............................. 128
4.7 Rml Numhers and Estimation ............. 1411
4.J PolYnomial Functions ........................... 129 Measurement Error ................................. 140
Order of Operations ................................ 129 Estimating Temperature ......................... 140
Degree ..................................................... l29 Estimating a Tip ...................................... 14l
The Effect of Degree .............................. 130
Review: Possible or Impossible? ........... 130 4.8 .Jarring Disnneries ............................... l42
Flat Science ............................................. 142
4.4 Graphs .Through Points ........................ IJ I Jar Lids: Circumference .......................... 144
Intercepts ................................................ 131 Jar Lids: Area .......................................... 144
Points On and Off Graphs ...................... 131 Review: Dividing on a Calculator .......... l45
Find an Equation ... .................................. 132
Graphs Through the Origin ..................... 132

Contents

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•
 4.B THJNKINGIWRITING: Step Functions ........................................ 154
Direct Variation .................................... 146 Horizontal and Vertical Lines ................. l54
Points on Lines ....................................... 146 Inequalities .............................................. 155
Area Functions ........................................ 146 Distance vs. Time, Again ....................... 156
4.9 RulesoftheRoad .................................. l48 Cost of Mailing a Letter.......................... l56
Unit Conversion ...................................... l48 4.12 Complicated Areas ............................... 157
Stopping Distance ................................... 148 Discovering an Area Formula ................. 157
Safe Distance .......................................... 149 Discovery: Patterns and Functions ......... 158
Discovery: Rounding ............................. 150 4.C THINKINGIWRITING:
-l.IO Up in the Air .......................................... l51 Letter Strings ........................................ 159
Multiple Meanings .................................. l51 The YZ Game ......................................... 159
Discrete and Continuous Graphs ............ 152 The yz Game ........................................... l59
Your Own Graphs ................................... 153 Essential Ideas ................................................. 160
4.11 Horizontal and Vertical Lines ............. 154 PRACTJCE ....................................................... 163

CHAPTE:ySuMs AN o PRooucrs ···························································································-•li4

5.1 Constant Sums ...................................... 166 Puzzles: Making Change ........................ 179
At the Gas Station ................................... 166 Preview: Zeroing In ............................... 179
Function Diagrams from Rulers ............. 166 Puzzle: Square Sums .............................. l79
Graphs of Constant Sums ....................... 167 5.6 Factors ................................................... 180
5.2 Constant Products ................................ 169 Same Area, Different Perimeter ............. 180
Miles Per Gallon ..................................... 169 Recognizing Factors ................ ............... 181
Connecting the Dots ............................... 169 Common Factors ..................................... 181
Other Graphs ........................................... 170 Factoring Completely ............................. 181
5.3 The Distributive Law ............................ 172 5.7 Minus and the Distributive Law .......... 182
How Many Terms? ................................. 172 Review: Order of Operations ................. 182
Division and the Distributive Law .......... l72 Using the Comer Piece ........................... 182
Distributive Law Practice ....................... 173 Using Variables ...................................... 183
Multiplying Binomials ............................ l73 Discovery: Make a Square ..................... 185
5.4 Factoring Trinomials ............................ l74 Review: Solving Equations .................... 185
Lab Gear4' Rectangles ............................. 174 Review: Function Diagrams for
Factors and Products ............................... 174 Constant Products .............................. 185
The Third Degree .................................... 175 5.8 Building-Block Numbers ...................... 186
Plus and Minus ....................................... 175 Food for Thought.. .................................. 186
Missing Terms ........................................ 175 Two Building Blocks .............................. 186
Factoring by Trial and Error ................... 175 A Strategy ............................................... 186
What's Your Problem? ........................... 175 Discovery: Holiday Math ....................... 187
5.A THINKJNGIWRITJNG: Preview: Coin Problems ........................ 187
Analyzing Graphs ................................. 176 Discovery: Negative Stamps .................. l88
Constant Products ................................... 176 Discovery: Page Numbers ...................... 188
Constant Sums ........................................ 176 5.B THINKINGIWRJTJNG:
5.5 Graphing Parabolas ............................. 177 Distributing ........................................... 189
Finding Intercepts and the Vertex .......... 177 Inside and Outside Products ................... 189
Smiles and Frowns .................................. 178 More Distributive Laws? ........................ 189
How Many x-Intercepts? ........................ 178

4 Contents

Digitized by Coogle
 5.9 Staircase Sums ...................................... 190 5.11 Averages and Sums ............................... 195
One Step at a Time ................................. 190 Means and Medians ................................ 195
Sums from Rectangles ............................ 190 Means and Sums ..................................... 195
Gauss's Method ...................................... 191 Theater Seats ........................................... 196
Variable Staircases ................................. 191 5.12 Smooth Moves ....................................... l97
5.10 Sequences ............................................... l92 Flips and Turns ....................................... 197
Graphs of Sequences .............................. 192 The Algebra of Moves .......... .................. 198
Getting Even ............ ............................... 192 Discovery: Magic Carpets ...................... 199
That's Odd! ............................................. l92 5.C THINKING/WRITING:
Arithmetic Sequences ............................. 193 Sequences as Functions .•....•..•••..•...••.•.• 200
Preview: Equations ................................ 194
Preview: Another Odd Triangle ............. 194 Essential Ideas ................................................. 20 I
PRACTICE ....................................................... 203

CHAPTE~ MAKING COMPARISONS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 204

6.1 Comparing Car Rentals ....................... 206 Review/Preview: Division and

Using Tables ........................................... 206 the Distributive Law .... ......... ... .......... 219
Using Graphs ............ ............ .................. 207 Discovery: Weighted Averages ............. 220
Using Equations ...................................... 208 6.6 Solving Techniques:
Discovery: Grade Averages ................... 208 Addition and Subtraction ............... 221
6.2 Which is Greater'? ................................. 209 Using the Lab Gea~ ............................... 221
Using the Lab Gea~ ............................... 209 Savings Plans .......................................... 222
Using Tables .................. ......................... 209 More Equation Solving ........................... 223
Solving Inequalities .. ............... ............... 210 Discovery: Harder Factoring .................. 223
Discovery: Squares on a Chessboard ..... 21 0 6.7 How Much More Than'?
6.3 Solving Linear Equations ..................... 211 How Many Times as Much'? ........... 224
Using the Lab Ge~ ............................... 211 Comparing Ages ..................................... 224
More Equations ....................................... 213 Comparing Numbers .................. ............. 224
Discovery: Using Variables ................... 214 Comparing Algebraic Expressions ......... 225
Puzzles: Magic Squares ......................... 214 Applications ............................................ 225
Discovery: Grading Policies .................. 214 Discovery: Tournaments .............. .......... 226
6.4 Equations and Identities ...................... 215 6.8 Solving Techniques:
Using the Lab Ge~ ............................... 215 Multiplication and Division ............ 227
Using Graphs and Tables ........................ 215 Using the Lab Gea~ ............................... 227
Always, Sometimes, Never .................... 215 Using Reciprocals ................................... 227
Review: Which is Greater? .................... 216 Solving for y ........................................... 228
Review/Preview: Make a Square ........... 216 Equivalent Equations .............................. 228
6.A THINKING/WRITING: Puzzles: Age Riddles ............................. 229
Money Matters ...................................... 217 Research: Famous Mathematicians ....... 229
Discounts ................................................ 217 6.8 THINKING/WRITING:
Payments .................................. ........ ....... 217 Constant Differences,
6.5 Graphical Solutions .............................. 218 Constant Ratios ............................... 230
A Graphical Analysis .............................. 218 Constant Difference Graphs ................... 230
Finding Solutions .................................... 218 Constant Ratio Graphs ............................ 230
More Equations and Inequalities ............ 219 Parameters ........ ...................................... 230
Review: Substitution .............................. 219

Contents ...
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 6.9 Rational Expressions ............................ 231 Other Stories ........................................... 237
Comparing Rational Expressions ........... 231 Review: Solving Equations ......... ... ........ 237
Equivalent Rational Expressions ....... ..... 231 6.12 Geoboard Squares ................................ 238
Solving Equations Involving Ratios ....... 232 Find the Area .......................................... 238
Review: Equation Solving ...................... 233 Find the Side ........................................... 239
Puzzles: Order of Operations ................. 233 Discovery: Chunking ............................. 239
6.10 Improving Your Average ..................... 234 Discovery: Inequality Rules ......... .......... 239
Free Throws ....................... .................... . 234 Review: Solving Inequalities ................. 240
Grades ............................................ .. ..... .. 235 Discovery: Can Tara Make a B? ............ 240
Review: Equation Solving ............. ......... 235 6.C THINKING/WRITING:
6.11 Stuart Little and Alice .......................... 236 Group Theory ....................................... 241
Stuart Little ........... .............. .................... 236 Mod Clocks ....... .. .................................... 241
Alice ........................................................ 236 Groups .................................................... 241
The Big Friendly Giant.. ......................... 237 Essential Ideas ................................................. 242
Your Own Story .......... .......... .................. 237

CHAPTE~ PRODUCTS AND POWERS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 244

7.1 Squares and Cubes ............................... 246 7.5 Remarkable Identities .......................... 258
How Many Squares? ............................... 246 Review: Multiplying Patterns ................ 258
How Many Cubes? ......... ........................ 247 Three Identities ....... .. .......... .................... 258
Making Squares from Cubes ........... .. ..... 248 A Case of Mistaken Identity ................... 259
Review: Cubing With a Table ................ 248 Factoring ................................................. 259
7.2 Square Windows ................................... 249 Squaring Trinomials ............................... 260
Three Types of Panes ............................. 249 Cubes of Sums ........................................ 260
Square Windows ..................................... 249 Puzzle: Sum of Squares ......................... 260
Comparing Sizes ..................................... 250 Review/Preview: Always. Sometimes,
Making the Most of Inventory ................ 250 or Never True? ................................... 260
Preview: Bigger Windows ........ ............. 250 7.6 How Many Solutions'? .......................... 261
7.3 Squares of Sums .................................... 251 Linear Equations .. .... ............................... 261
Missing Terms ........................................ 251 Quadratic Equations ... ............ ........... ..... 261
Terms and Coefficients ........................... 251 How Many Intersections? .. .. ..... .............. 262
Recognizing Perfect Squares .................. 252 Which Graph Should You Use? ............. 262
Preview: How Many Terms? ... .............. 253 Discovery: Last Digits ........................... 263
Review: Lab Gea~ Multiplication ......... 253 7.7 Equations With Squares ...................... 264
Discovery: Constrained Numbers .......... 253 Graphical Solutions ......................... ....... 264
7.4 Differences of Squares .......................... 254 Equal Squares ......................... ................ 265
Cutting a Square Out of a Square .... ....... 254 Comparing Methods ............................... 266
Using Variables ......... ........................... .. 254 Review: Factoring Practice ........ ............ 266
Factoring a Difference of Squares .......... 255 Review: Multiplication Practice ............. 266
Review: The Lab Ge~ Model ........... ... 255 7.8 Power Play ............................................. 267
Review: Solving Equations .............. ...... 256 Raffle Tickets ......................................... 267
7.A THINKING/WRITING: The Exponent Zero ........................ ......... 267
Cube Problems ...................................... 257 A Better Plan .......................................... 268
The Painted Cube .. .......................... ........ 257 Review: Which is Greater? .................... 269
Cubes in Cubes ....... ......................... ....... 257 Review: A Commutative Law? .............. 269
Review/Preview: Chunking .. ................. 269

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 7.8 THINKING/WRITING: Preview: Multiplication and Exponents. 276
Graphing Inequalities .........•................. 270 Review: Perfect Square Trinomials ....... 276
Compound Inequalities ........................... 270 7.11 Using Largl' Numhers .......................... 277
Quadratic Inequalities ............................. 270 Traveling in the Solar System ................ 277
7.9 Powers and Lar~e Numbers ................ 272 Scale Models ........................................... 277
Approximating Large Numbers .............. 272 Down to Earth ......................................... 278
Closer Approximations ........................... 272 7.12 As thl' Crow Flies .................................. 279
Names for Large Numbers ..................... 273 Square Roots ........................................... 279
Scientific Notation .. ................................ 273 Distance on the Geoboard ....................... 279
Review: Prime Numbers ........................ 274 Discovery: Sums of Perfect Squares ...... 280
7. 10 Using Scientific Notation ...................... 275 Discovery: Sums of Powers ................... 280
With a Calculator .................................... 275 7.C THINKING/WRITING:
How Much Farther? One Googol Zeroes ............................•.. 281
How Many Times as Far? .................. 275
Without a Calculator ............................... 276 Essential Ideas ................................................. 2X2

CHAPTE~ GROWTH AND CHANGE ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 284

8. 1 Height and W l'ight ................................ 2Xfl X.5 Ideal Population Gnmth ...................... Jill
Height as a Function of Age ................... 286 Mathematical Models ............................. 301
Weight as a Function of Age .................. 287 A Doubling Population ........................... 30 I
Weight as a Function of Height .............. 287 How Much More Than?
Boys and Girls .... .................................... 288 How Many Times as Much? .............. 301
8.2 Focus on Function Dia~rams ............... 2X9 A Tripling Population ............................. 302
Review: Parallel-Line Diagrams ............ 289 Multiplying and Dividing Powers .......... 302
The Focus ............................................... 289 X.fl Comparing Populations ..................... .. JIL\
Magnification .... ...................................... 289 Exponential Growth ................................ 303
The m Parameter ............................... ...... 291 Same Population, Different Time ........... 304
Rate of Change ....................................... 291 Different Populations, Same Time ......... 304
The b Parameter ...................................... 291 Different Populations, Different Times .. 304
y =rnx + b ............................................... 292 Population Projections ............................ 305
Review: Binomial Multiplication ........... 292 Review: Factoring Completely .............. 305
8.3 Slope ....................................................... 293 8. 7 Pen:ent I ncreaSl' .................................... JOfl
Grade and Slope .... .................................. 293 An Algebra Tutor's Salary ..................... 306
Geoboard Slope ...................................... 293 Equations With Percents ......................... 307
Slopes From Coordinates ........................ 294 Equations and the Price of Widgets .. ...... 307
Roller Coasters ....................................... 294 Review: Solving Equations .................... 308
Discovery: Slumber Theory ................... 295 Review: Equations and Inequalities ....... 308
XA Linear Funl.'tinns ................................... 21J6 X.X Pen·l.'nt Decrease ................................... .'tit)
The Slope of a Line ................................ 296 A Cashier's Quandary ............................ 309
They-Intercept of a Line .............. .......... 297 Late Paper Policies ................................. 309
Slope andy-Intercept .............................. 297 Discounter Introduces Reductions! ........ 310
Preview: What's the Function? .............. 298 Review: Rate of Change ......................... 311
8.A THINKING/WRITING: 8.8 THINKING/WRITING:
Slope-Intercept Form ........................... 299 Simple and Compound lnterest ........... 312
Horizontal and Vertical Lines ................. 299
Finding m and b ...................................... 299

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 8.9 Equal Powers ......................................... 313 Ratio of Powers ...................................... 318
Powers of 3 and 9 ................................... 313 Opposites ................................................ 318
Powers of 2, 4, 6, and 8 .......................... 313 Early Papers ............................................ 319
Writing Powers Using Different Bases .. 313 Review: Which is Greater? .................... 319
A Power of a Power ................................ 314 Review: Equation Solving ...................... 319
8.10 Working With Monomials ................... 315 Review: What's the Function? ............... 319
Product of Powers ................................... 315 8.12 Small and Large Numbers ................... 320
Power of a Product ................................. 315 Small Numbers in Scientific Notation .... 320
Power of a Ratio ..................................... 316 Reciprocals ............................................. 320
Ratios of Monomials .............................. 316 Units and Reciprocals ............................. 320
Solving Equations ................................... 316 Units in the Metric System ..................... 321
8.11 Negative Bases, Negative Exponents ... 317 8.C THINKING/WRITING:
Reciprocals ............................................. 317 Applying the Laws of Exponents ••.•.•..• 322
More on Exponential Growth ................. 317 Essential Ideas ................................................. 323

CHAPTE~ MEASUREMENT AND SQUARE ROOTS ........................................................................ 3U

9.1 Distance .................................................. 328 Discovery: Walking Distance ................ 343

Taxicab Distance .................................... 328 9.6 Midpoints ............................................... 344
Taxicab vs. Euclidean Distance .......... .... 328 Meeting Halfway .................................... 344
Absolute Value ....................................... 329 Finding a Formula .................................. 344
Review: Surface Area of Buildings ........ 330 The Midpoint of Linear Growth ............. 345
Preview: Mixtures .................................. 330 Midpoint of a Line Segment. .................. 345
9.2 The Pythagorean Theorem .................. 331 Preview: Surface Area Sequences ......... 345
Right Triangles ....................................... 331 9.7 Halfway Measures ................................ 346
Finding Distances from Coordinates ...... 332 Two Accounts ......................................... 346
An Old Problem ........ .............................. 333 The Midpoint of Exponential Growth .... 346
Review: More Surface Area ................... 333 Linear or Exponential? ........ ................... 346
9.3 Radicals .................................................. 334 Using an Equation ........................... ....... 347
Squares and Roots .................................. 334 Review/Preview:
Rectangles and Roots .............................. 334 Calculator Predictions ........................ 347
Multiplying Square Roots ....................... 335 9.8 The Exponent 1/2 .................................. 348
Simple Radical Form .............................. 335 The Halfway Growth Factor ................... 348
Geoboard Lengths ................................... 336 A Fractional Exponent.. .......................... 348
9.4 Radical Operations ............................... 337 Laws of Exponents and Radical Rules ... 349
Multiplication ......................................... 337 Square Roots of Powers .......................... 349
Division .................................................. 337 Challenge: Estimating Population ......... 349
More on Simple Radical Form ............... 338 9.B THINKING/WRITING:
Addition and Subtraction ......... ............... 338 Skidding Distance ................................. 350
9.A THINKING/WRITING: 9.9 Radical Expressions .............................. 351
Geoboard Distances .............................. 339 Making Radical Gear .............................. 351
9.5 The Square Root Function ................... 340 Applying the Distributive Law ............... 351
Roots of Numbers < 1............................. 340 Disappearing Radicals ............................ 351
Diagrams for Squares and Roots ............ 340 Fractions and Radicals ............. ............... 352
Graphs for Squares and Roots ................ 342 Review: Calculator Experiments ............ 352
More Square Root Graphs ...................... 343 Review: Geoboard Puzzles .................... 352
Puzzles: Packing Squares ....................... 343

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 9.10 Blowups .................................................. 353 Baking Brownies ...................... ........ ...... 358
Bigger Boxes .......................................... 353 Puzzles: More Polyomino Tilings .......... 359
Stretching Polyominoes ........................ .. 353 Review: A Square Number of Squares .. 359
Perimeter ................................................. 354 9.12 Similar Figures ...................................... 360
Area ........................................................ 354 Ratio of Similarity .................................. 360
Back to Work .......................................... 355 Area, Perimeter ....................................... 360
Review: Scientific Notation ................... 355 Volume, Surface Area .. .......................... 361
Review: What's YourSign? ................... 355 Train Sets ................................................ 361
Review: The Chessboard ........................ 356
Discovery: Decimal Exponents .............. 356 9.C THINKING/WRITING:
Review: Equal Ratios ............................. 356 SuperTangramsTM, Midpoints ............. 362
Review: Distributive Law Practice ........ 356 SuperTangramsTM .. .. .... .. ......................... 362
Midpoints ........ .. .... .... .. ............................ 363
9.11 Let's Eat! ............................................... 357
Pizza Prices ............................................. 357 Essential Ideas ................................................. 364

CHAPTE:ffSATISFYING CONSTRAINTS •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 366

I 0.1 The Van Pool ......................................... 368 Discovery: Differences of

Sharing Costs .......................................... 368 Perfect Squares ........................ .......... 383
Negotiations ............................. ............... 368 Review: Sides of Squares ....................... 383
Inflation .................................................. 369 10.6 Line Intersections ................................. 384
Review/Preview: Recipes ...................... 370 Points on Lines ............ .................... ....... 384
Review: Exponents ................................. 370 How Many Intersections? ...... .. .. ........ .. ... 384
10.2 How Much of Each Kind? .................... 371 How Many Solutions? ............................ 384
At the Laundromat®.... ........................ .... 371 Adding Lines .......................................... 385
Cranberry-Apple Juice ............................ 372 More Mind Reading ...................... .......... 385
10.3 Two Variables, Two Equations ........... 373 Review: Slope-Intercept Form ............ .. . 386
Mystery Containers ............................. .... 373 I 0. 7 Using Simultaneous Equations ............ 387
One Equation, One Constraint.. .............. 373 Writing Equations .......... ............ ............ . 387
Simultaneous Equations .............. ...... ..... 374 Gadgets and Widgets ...................... .. ...... 387
Mind Reading ......................................... 374 Mozart .......................... .. .. .......... ........... .. 387
Review/Preview: Evaluating ..... ............ 374 College Applications .................... .... .. .... 388
Review/Preview: Solving for y .............. 374 Mexican Food .... .... ............ ..................... 388
Discovery: Consecutive Numbers ..... ..... 375 Chemistry ..................................... .. ......... 388
Discovery: Nine Factors ........................ 375 Geometry .. .............................. ................ 388
10.4 Solving Systems ..................................... 376 Problematic Problems .................. ........... 388
Solving Techniques: Substitution ........... 376 I 0.8 Lines Through Points ........................... 389
Solving Techniques: Finding Coordinates ............................... 389
Linear Combinations .................. ....... 378 Lines Through a Point ............................ 389
Systematic Practice .......................... .. ..... 379 Finding the Equation of a Line .... ........... 389
lO.A THINKING/WRITING: Celsius-Fahrenheit Conversion ............... 390
Juice Experiments ................................. 380 Adding Points .. .......... .......... .......... .... ..... 391
Discovery: Real Word Problem ............. 391
10.5 Standard Form ...................................... 381
Intercepts .................... ............................ 381 10.B THINKING/WRITING:
The Case When A = 8 ............................. 381 Fitting a Line ......................................... 392
Varying A ................................................ 382 Discovery: Beyond Square Roots .. .. ...... 393
Varying B.................................. ......... ..... 382 Essential Ideas ................................................. 394
Varying C ............................ ................... 382

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CHAPTE~I NTERPRETI NG RATIOS •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 3%

II. I Sums of Geometric Sequences ............. 398 Two Games ........... ............ ...................... 409
The Bouncing Ball .................................. 398 Two-Dice Sums ...................................... 409
Using Symbolic Notation ....................... 398 Outcomes and Events ............................ .409
Finding the Sum ...................................... 399 Create Dice Games ................................ .411
Other Bounce Ratios ..................... .. ........ 399 Discovery: Three Quantities,
Discovery: Four Numbers ..................... .400 Three Constraints .............................. .411
11.2 Decimals and Fractions ........................ 40 I 11.6 What is Probabilit)•'! ............................. 412
Writing Fractions as Decimals .............. .401 Relative Frequency ................................ .412
Writing Decimals as Fractions .............. .401 Equally Likely Outcomes ...................... .413
Rational Numbers ................................... 402 Theoretical vs. Observed Probability ..... 413
11.3 Stairs and Squares ................................ 403 Subjective Probability ............................. 414
Stair Safety ............................................. 403 11.7 Random Walks ...................................... 415
Stairs on Lines ....................................... .403 A Four-Coin Experiment. ...................... .415
Lattice Points and Fractions .................. .404 The Mad Probabilist ............................... 416
Geoboard Diagonals ...... .........................404 Making a Map ......................................... 416
Discovery: Slope Relationships ............ .405 Discovery: Pascal Patterns ..................... 417
11.4 Irrational Numbers ............................... 406 11.8 Unit Conversion .................................... 418
Prime Factorization ................................. 406 Two Rulers ............................................. 418
The Square Root of Two ....................... .406 Multiplying by One ................................ 419
Discovery: Sum Fractions ...................... 407 Two-Step Conversions ........................... 419
Discovery: Comparing Coupons ............ 407 Review: Solving Systems ....................... 420
ll.A THINKING/WRITING: ll.B THINKING/WRITING:
Nested Squares ...................................... 408 Calibrating a Speedometer .................. 421
11.5 Dice Games ............................................ ..J09 Essential Ideas ................................................. 422

CHAPTER .. MATHEMATICAL MODELING ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 424

12.1 The U.S. Population, 1890-1990 ......... .-'26 12.-' Mathematical Models in Science ......... 435
Examining Data ...................................... 426 Heating and Cooling Gases .................... 435
Making Predictions ................................. 426 Stretching It ........................................... .436
Estimating Missing Data ...... ................. .427 Dependence and Independence .............. 436
Examining Assumptions ......................... 427 Your Own Experiments .......................... 437
Review: Line Through Two Points ........ 428 12.A THINKING/WRITING:
12.2 The Median-Median Line .................... ..J29 Equations from Data ............................ 438
Fitting a Line .......................................... 429 11.5 Modeling Motion ................................... 439
Examining the Model ......................... .... 430 Average Speed .... ....... ...................... ....... 439
Using the Model ..................................... 431 Relay Race .............................................. 439
Extending the Model .............................. 431 Catch Up and Meet. ................................ 440
Your Own Data ....................................... 431 Saving Time ............................................ 441
12.3 Safe Driving ........................................... 432 12.6 (;earing Up ............................................ 442
A Formula ........................................ ....... 432 Big Wheels .. ........................................... 442
Graphing BAC vs. Alcohol .................... 432 How Gears Work .................................... 442
Graphing BAC vs. Weight... ................... 433 Gear ................. ....................................... 443
The Effect of Time ................................ . 433 Cadence .................................................. 443
Safe Driving Guidelines ......................... 433 Design a Bike .......................................... 444
Review: Comparing Fractions ................ 434

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 12.7 Iterating Linear Functions ................... 445 Focus on Simultaneous Equations .......... 449
Tree Harvesting ........ ................. ............. 445 Families of Functions ............................ . 449
Drugs .... .............. ... ..... ..... .................. ..... 445 12.8 THINKING/WRITING:
Savings ......... .............................. ............. 446 V-Shaped Graphs ................................. 451
The Fixed Point ......... .................... ......... 446 The Square Root of x' ....................... ...... 451
Analyzing the Sequences ........................ 446 Absolute Value ................ ....................... 451
Discovery: Two Rulers .......................... 44 7 A Round Trip .......................................... 451
12.8 Representing Functions ........................ 448 Review: Like Terms ............................... 452
Points and Lines ................... ................... 448 Essential Ideas ................................................. 453

CHAPTE~MAKING DECISIONS •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 456

13.1 Rectangular Pens: Maximum Profit ........................ ....... ... ... 468
Constant Perimeter .......................... 458 Minimum Cost .. .................... .............. .... 468
Width as a Function of Length ..... .... ...... 458 13.5 Packing and Mailing ............................. 469
Area as a Function of Length .................459 Maximizing Volume ........................... .... 469
Parabolas Through the Origin ......... .... ....459 Storing Cubes ..... .. ............... ..... .......... .... 469
Review: Fixed Points .... ......................... 460 Postal Regulations ........ ..... ..................... 470
13.2 Advanced Penmanship ......................... 461 13.6 Solving with Squares ............................ 471
Pen Partitions .......................................... 461 Equal Squares ......................................... 4 71
Graphs of Area Functions ....... ................461 Completing the Square ........................... 471
Different Forms .. .................................... 462 Square Practice ................................ .......472
Maximizing Area .................................... 462 Quadratic Equations Checkpoint.. ......... .472
13.3 The Zero Product Property ................. 463 13.7 Finding the Vertex ................................ 473
Zero Products .......................................... 463 Translating a Parabola ........................... .473
Solving Quadratic Equations ................. .464 Vertex Forrn .... ........................................ 473
Symmetry ................................................ 464 Sitting on the x-Axis ............................... 474
Vertex and Intercepts ............................. . 465 Straddling they-Axis .............................. 475
Discovery: Two Definitions ............. ...... 465
13.8 Quadratic Equations:
13.4 Rectangular Pens: Constant Area ...... -466 x' + bx + c = 0 ................................ 476
Width as a Function of Length ... ...... ...... 466 Finding the x-lntercepts .......................... 476
Perimeter Lines .................. ..................... 466 Solving Quadratic Equations .. .............. .. 477
Perimeter as a Function of Length ......... .467 Quadratic Equations Checkpoint ...... ...... 4 77
Number Puzzles .............. ........................ 467
13.8 THINKING/WRITING:
13.A THINKING/WRITING: Find the Dimensions ............................. 479
Business Applications ........................... 468
Essential Ideas ................................................. 480

CHAPTE~RAnos AND Roors••••.•••.•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 482

14.1 Rectangle Ratios ................................... 484 14.2 Simplifying Algebraic Fractions .......... 487
Half Rectangles .................................... ... 484 Adding or Subtracting
The International Paper Standard .......... .485 Equal Amounts ......... ......................... 487
Dynamic Rectangles ...... .. ... .................... 485 Common Dimensions and Division .. ...... 487
Discovery: Interesting Numbers ......... ...486 Simplifying Fractions ................ ............. 488
Review: Numbers and Zero in the Denominator. ....................... .489
Their Reciprocals ............. .. ................ 486 Always, Sometimes, Never ......... ........... 489

Contents

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 14.3 Fractions and Equations ...................... ..J90 14.6 Translations of y = ax' ......................... 499
Complicating Fractions ........................... 490 Vertex Form ............................................ 499
Common Denominators .......................... 490 More on Equal Squares ........................... 499
From Quadratics to Fractions ................. 491 Completing the Square ........................... 500
From Fractions to Quadratics ................. 491 The Quadratic Formula, Again ............... 500
14.4 Finding the Vertex ................................ 492 Discovery: Egyptian Fractions ............... 501
Different Shapes ...................... .............. .492 I..J.7 Equations and Numbers ....................... 502
Intercept Form ....................................... .492 How Many x-Intercepts? ........... ............. 502
Standard Form ........................................493 How Many Solutions? ............................ 502
Finding H and V............. ........................ .493 Sum and Product of the Solutions .......... 503
Same Shape ............................................. 494 Kinds ofNumbers .................. ................. 503
14.A THINKING/WRITING: 14.8 The Golden Ratio .................................. 504
In the Gutter•.•..•.•....•..•....•.•...........•....•.. 495 The Golden Rectangle ............................ 504
14.5 A Famous Formula .............................. A96 A Special Sequence ................................ 505
Standard Form of a Quadratic ................ 496 Golden Windows .................................... 505
Finding the x-Intercepts ................ .......... 496 14.8 THINKING/WRITING:
Solving Quadratic Equations .................. 497 Up and Down Stream ...•....••.....•........•.• 506
The Quadratic Formula ........ ................... 497 Boats and Currents .................................. 506
Discovery: A Tough Inequality ............ .498 Airplanes and Winds ........ ...................... 506
Review: Rectangles ................................ 498 Your Own Problem ................................. 506
Essential Ideas ................................................. 507

GLOSSARY .......................................................................................................................................509

INDEX ...............................................................................................................................................513

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Contents
~ Creative Publications

CONCEPTS

TOOLS

Anita Wah
Henri Picciotto

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CHAPTER
.,., """~ ...!.; ·_ ·; ~·· _·••";· :. ,

The spiral shape of a ram's horn

Coming in this chapter:

IJi.it.iijiit.Jil If you draw a closed shape by following the lines
on graph paper, you can find its area and perimeter by counting.
For a given area, what perimeters are possible?

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PERIMETER AND AREA PATTERNS

1.1 Polyominoes
1.2 Perimeter of Polyominoes
1.3 Introduction to the Lab Gear
1.4 Variables and Constants
1.A THINKING/WRITING:
Graphing Rectangle Areas
1.5 Dimensions
1.6 Coming to Terms
1.7 Perimeter
1.8 Window-Shopping
1.8 THINKING/WRITING:
Drapes
1.9 Adding and Multiplying
1.10 Three Dimensions
1.11 Word Figures
1.12 Area on the Geoboard
1.( THINKING/WRITING:
More Window Prices

• Essential Ideas

Digitized by Go
 Polyominoes
- --- ....~ , ~~ .._ ....&. ~ #-, .,_ '' ':.. ,, ._ _ . . .'" ,. ,-, --- ..:~ ~ ,..,
- C"" - ..... - " - c - ' -

You will need: •••••••••••••••••••••• AREA AND PERIMETER

••
••
•••
graph paper EHE
.................................... .. l::i±::::i;l
••
••
Large polyominoes may have holes in them, as
in this 11-omino (i.e. polyomino of area 11 ).
••• ••••• •••• ••••• ••••• ••••• •••• •••

I Definition: Polyominoes are shapes that are

made by joining squares edge-to-edge. The
best known example is the domino. In this book, we will not discuss polyominoes

I
with holes.

Using three squares, you can find two different Definitions: The area of a two-dimensional
trominoes, the straight one and the bent one. figure is the number of unit squares it would
take to cover it. The perimeter of a figure is
the distance around it.
For example, the area of the domino is 2, and
There are only two trominoes. The bent one is its perimeter is 6.
shown in different positions.
In this book, area and perimeter will provide
you with many opportunities to discover and
apply algebra concepts.

The following shapes are not polyominoes. 5. Here is a 10-omino. What is its area?
What is its perimeter?

1. What part of the definition do they violate?

DISCOVERING POL YOM I NOES

6. Draw some 10-ominoes, and find the
2. Tetrominoes are made up of four squares. perimeter of each one. It would take too
There are five different tetrominoes. Find long to find all of the I 0-ominoes, but try
all of them. to find every possible 10-omino perimeter.
3. Guess how many squares make up a pen- 7. Repeat problem 6 for 16-ominoes.
tomino. Find all twelve pentominoes.
Make sure you do not "find" the same one 8. Draw as many polyominoes as you can
more than once! having 10 units of perimeter, and find the
area of each one.
4. C) Find as many hexominoes as you can.
9. Find some polyominoes having perimeter
16. It would take too long to find all of
them, but try to find every possible area.

,4.4 Chapter I Perimeter and Area Patterns

Digitized by Coogle
 1.1.

1o.IFII!,!,@j Describe any patterns you 12. hi.!!§91 The words polyomino, tetromino,
noticed when working on this lesson. pentomino, hexomino all end the same
way, but they start with different prefixes.
11. ~ Have you found any polyominoes a. Find other words (not just from mathe-
having an odd-number perimeter? If you matics) that start with the prefixes
have, check your work. If you haven't, poly-, tetr-, pent-, and hex-. Tell the
explain why. meaning of each word.
Area and perimeter of polyominoes are related. b. What are the prefixes for 7, 8, 9, and
It is not a simple relationship: for a given area, 10? Find words that begin with those
there may be more than one perimeter possi- prefixes. Tell the meaning of each
ble. For a given perimeter, there may be more word.
than one area. c. Write a story using as many of the
words you found as possible.

PREVIEW DIMENSIONS d. a piece of paper

e. a piece of string
• The following are one-dimensional: a line, f. an algebra student
the boundary of a soccer field.
g. Mickey Mouse
• The following are two-dimensional: the
h. the boundary of a county
surface of a lake, the paper wrapped
around a present. i. the water in a glass
• The following are three-dimensional: an j. the paint on a house
apple, a person. 14. Name three objects of each kind.
An object like a sheet, while it does have a. one-dimensional
some thickness and therefore is three-dimen- b. two-dimensional
sional, can be thought of as a model of a two- c. three-dimensional
dimensional surface with no thickness.
Getting comfortable with the concept of
Similarly, a wire or even a pencil can be
dimension will help you with some of the
thought of as a model of a one-dimensional
algebra concepts that you will study later in
line.
this course.
13. Divide the following into three groups:
one-, two-, or three-dimensional. 15. Draw a picture that incorporates several
a. a book of your objects of different dimensions.
b. a lake 16. Write a short paragraph explaining what
c. a map 3-D glasses are used for.

1.1 Polyominoes

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 Perimeter of Polyominoes

You will need:

•••••••••••••••••••••• area 4, the minimum perimeter is 8, and
•
•• ••
•• . . . . . . . . . . . . . . . . . . . HH3
graph paper
w •
•
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
the maximum is 10. Is it possible to have
a perimeter of 9?)
5. What perimeters are possible for area 9?
SHORTEST AND LONGEST PERIMETER

For polyominoes with a given area, there may MAKING PREDICTIONS

be more than one perimeter. In this section, Mathematics is the science of patterns.
you will try to find the shortest and the longest Discovering a pattern can help you make
perimeter for each given area. predictions.
1. Copy this table, extend it to area 24, and 6. Predict the longest possible perimeters for
fill it out. (A few rows have been done for polyominoes having these areas. If the
you.) Experiment on graph paper as much number is not too big, experiment on
as you need to, and look for patterns. graph paper to test your predictions.
a. 36 b. 40 c. 100
Perimeter
d. 99 e. 101 f. 1000
Area Shortest Longest
7. . _ Explain your method for answering
I 4 4 problem 6.
8. Predict the shortest possible perimeters for
2 6 6
polyominoes having these areas. If the
3 number is not too big, experiment on
graph paper to test your predictions.
4 8 10 a. 36 b. 40 c. 100
5
d. 99 e. 101 f. 1000
9. . _ Explain your method for answering
... problem 8 .
2. . _ What patterns do you notice in the MAKING A GRAPH
table? Explain.
10. On graph paper, draw a horizontal axis and
3. () Describe the pattern for the perimeter a vertical axis. Label the horizontal axis
of a polyomino of area A, having: Area and the vertical axis Perimeter, as in
a. the longest perimeter; the following graph. Extend them as far as
you can, to at least 25 units for area and 55
b. the shortest perimeter.
units for perimeter.
4. For a polyomino having a given area,
what perimeters are possible between the
shortest and longest? (For example, for

Chapter I Perimeter and Area Patterns

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 1.2.

13. Using the same axes, repeat problem I

with the numbers for area and shortest
perimeter. One dot would be at (4, 8).
14. Describe what the graph looks like.

• INTERPRETING THE GRAPH

15. Explain why the first set of points is

higher on the graph than the second set.
16. As the area grows, which grows faster, the
longest perimeter or the shortest perime-
ter? What happens to the gap between
the two?
17. Use the graph to figure out how many dif-
5 10 15 ferent perimeters are possible for an area
Area
of 25. Explain how you did it.
I Definition: The point where the axes meet
is called the origin. 18. Use the table you made in problem I to
answer problem 17. Explain how you
For the following problems, you will need the did it.
numbers you found in the table in problem I.
19. Use the graph to check whether there is
11. For each area, there is one number for a polyomino having area 15 units and
the longest perimeter. For example, the perimeter 20. Explain how you did it.
longest perimeter for an area of 4 is I 0.
This gives us the number pair (4, I 0). Put 20. Use the table you made in problem I to
a dot on the graph at the corresponding answer problem 19. Explain how you
point. (Count 4 spaces to the right of the did it.
origin, and 10 spaces up.) Do this for all In this lesson you used patterns, tables, and
the area and longest perimeter points on graphs to help you think about a problem. This
the table. is an important skill which you will develop
12. Describe what the graph looks like. throughout this course.

1.2 Perimeter of Polyominoes

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.1.2

PREVIEW UNITS AND DIMENSIONS

21. Divide the following units into three
groups according to what they measure:
Length is measured in linear units, such as the length, area, or volume.
inch (in.) or centimeter (em). Length refers to a. acre b. fluid ounce
one dimension. c. foot d. gallon
e. kilometer f. liter
g. meter h. mile
Area is measured in square units, such as the
square inch (in. 2, or sq in.) or square centime- i. pint j. quart
ter (cm2). Area refers to two dimensions. k. yard
22. For each unit listed in problem 21, name
something that might be measured with it.

D For example, for (a), the area of a farm

could be measured in acres.

Volume is measured in cubic units, such as the

cubic inch (in. 3, or cu in.) or cubic centimeter
(cm3, or cc). Volume refers to three
dimensions.

4 8 Chapter I Perimeter and Area Patterns

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 Introduction to the Lab Gear

You will need: •••••••••••••••••••••• THE BLUE BLOC I<S

•
••• •• The blue blocks represent variables.
the Lab Gear -.li?'t
...................................... ~ •
•• •• All the Lab Gear variables are related to these

-
••••••• ••••• •••• •••• •••••••••••••• two blocks .
The Lab Gear blocks come in two colors,
yellow and blue. X y

THE YELLOW BLOCKS Variables are usually named by letters. Since

the names x and y are used most often in alge-
The yellow blocks represent whole numbers,
bra, they have been chosen to name the vari-
such as l, 5, or 25.
ables in the Lab Gear.
4. Write a way to remember which block is x
and which block is y.
1. Use the Lab Gear to represent these quan-
tities. Write down what blocks you used.
a. 13 b. 21 5x
2. Find as many different numbers as possi- This block represents 5 • x (which is usually
ble that can be represented by using written as 5x). The reason it is 5x can be seen
exactly three yellow blocks. by counting the number of x's that make it.
Another way to see it is to notice that it is a
3. ~ Write some numbers that cannot be rectangle. In a rectangle, the area is equal to
represented by the Lab Gear. Explain why the length times the width. Using the corner
you believe this to be true. piece, we can measure the 5x block, and see
You will soon learn to use the Lab Gear for that its dimensions are 5 and x, and its area is
negative numbers. Later, you will use the Lab 5x square units.
Gear to work with fractions.
<( 5 )o

~$$$~
. I I I I I
Notice that the block that represents 25 is a
5-by-5 square.
Notation: In algebra, the multiplication 5
times 5 is written 5 • 5 = 25, or 5(5) = 25.
Do not use x to indicate multiplication-it
could be confused with the letter x. When
handwriting, use a dot, and when typing
or using a computer, use an asterisk:
5 * 5 = 25. In this book, we will use the dot.

1.3 Introduction to the Lab Gear

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.1.3
5. Using the corner piece, find the measure- 8. In algebra the quantity x • x • x is read x
ments of each of these blocks in terms of x cubed, or the cube of x. Why do you think
andy. Sketch each block. Label each one it is called that?
with its dimensions and area.
9. Use the corner piece to find the length,
width, and height of each of the remaining
blocks in terms of x andy.

Notation: In algebra, 5 · x is written 5x, and

x · y is written xy. (When no operation is
indicated, multiplication is understood.)
x ·xis abbreviated x 2, and read x squared,
or the square of x.
to.@ih,!ufiiN Sketch each Lab Gear block,
6. Explain why x 2 is read the square of x. and label it with its name. Keep these
The following figure shows x · x · x in the labeled sketches in your notebook for
corner piece. There is a block whose measure- future reference. (However, if you forget
ments in three dimensions (length, width, the name of a block, you don't need to
height) match those shown. look it up. Just measure it, using the
corner piece.)

11. Sketch what each of the following would

look like with the Lab Gear. If an expres-
sion is impossible to show with the Lab
Gear, explain why.
a. x 2 + x 2 + 3
7. Which block would fit in the corner piece b. x 2y + xy
with those measurements? What shape c. x + x 2 + x 3
is it? d. x 3 + x 4

DISCOVERY HANDSHAKES (Hint: You may use sketches to help you

solve the problem. A good approach is to
12. There are nine teachers at a math depart- start out by counting the handshakes if
ment meeting. They decide to shake there are two, three, four, five people at
hands with each other before starting the the meeting, and by looking for a pattern.)
meeting. Each teacher is to shake hands
exactly once with each other teacher.
How many handshakes does it take?
Explain your answer and how you arrived
at it.

Chapter I Perimeter and Area Patterns

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 Variables and Constants

You will need: •••••••••••••••••••••• 1. Sketch what x + 2 looks like modeled

• with the Lab Gear. Then sketch what it
• •
.••• the Lab Gear ~
..................................... .•
•
• looks like if the following substitution
is done.
••••••••••••••••••••••••••••••••••
Variables are one of the most important con- a. x = 5 b. X= I
cepts of algebra. A variable can stand for dif- C. X= 3 d. X= 0
ferent numbers at different times. For example, 2. Repeat problem 1 for x 2 .
x could be a positive or a negative number or
0. It could be greater than y, less than y, or 3. Repeat problem I for x 3.
equal toy. 4. Repeat problem 1 for 3x.
Because they do not change, numbers are An expression that involves x can have many
called constants. different values, depending on the value of x.

SUBSTITUTING SUISTITUTING

I Definition: Replacing a variable by a con-

stant amount is called substitution. I Definition: To evaluate an expression

I
means to find its value for a particular value
of x.
Example: The figure shows how the Lab
Gear can be used to show the substitution Looking back at the figure in the previous sec-
x = 2 for the expressions x, x + 2, 3x, x 2 , tion, you can see the value of each expression
when x = 2. The figure shows that x + 2 = 4,

-
and x 3•
3x = 6, x 2 = 4, and x 3 = 8.
x:
In the following problems:
• Put out blocks to match each figure.
-IEIIEI • Replace the variables (represented by
X+ 2: IEIIEIIEIIEI blue blocks) with the given constants

--
(represented by yellow blocks).

3x:

- IEIIEIIEIIEI
IE!IE!
5.
• Evaluate each expression by counting
what you have.
Evaluate for :
x2:
- • a. y = 1; b. y = 2; c. y = 0.

~
x3:

1.4 Variables and Constants 114

Digitized byGoogle
.1.4
THE SUBSTITUTION RULE

In the following equations, there are two

place-holders, a diamond and a triangle.
The substitution rule is that, within one
expression or equation, the same number is
placed in all the diamonds, and the same num-
7. Evaluate for: ber is placed in all the triangles. (The number
a. x = 5 and y = 4 in the diamonds may or may not equal the
b. x = 4 and y = 0 number in the triangles.)
For example, in the equation
0+0+0+~=~+~

if you place 2 in the 0 and 3 in the ~. you get

2 + 2 + 2 + 3 = 3 + 3.
Evaluate these expressions without using the
Lab Gear. You may want to use your calculator. Note that even though the diamond and trian-
gle were replaced according to the rule, the
8. l + 5y + 3 if y = 1.3 resulting equation is not true.
9. l + xy + 5x + y + 5 if x = ~ and y = 4 t2J:mil@i!!·lr1 The equation
Evaluating expressions is important in many 0+0+0+~=~+~
walks of life, from science and engineering to is not true with 2 in the 0 and 3 in the~.
business and finance. It is usually done with Find as many pairs of numbers as possible
the help of calculators and computers. In this that can be put in the 0 and in the ~ to
course you will learn some of the ideas that are make the equation true. For example, 0 in
built into calculators and computers. both the ~ and 0 makes it true. Arrange
FINDING X
your answers in a table like this:

Use trial and error for these problems. 0 d

10. lf x + 2 = 18, what is x? 0 0

11. What is x if
... ...
a. 3x = 18? b. x 2 = 64?
c. x 3 = 64? Describe any pattern you notice. Explain
In a sense, finding xis the reverse of substitut- why the pattern holds.
ing. In future chapters you will learn many
methods for finding the value of a variable.

Chapter 1 Perimeter and Area Patterns

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 1.4.

For the following equations, experiment with 22.l;i§.I.Iel Say that 0 is x and ~ is y. For each
various numbers for 0 and ~- (Remember the equation above, show both sides with a
substitution rule.) For each equation, try to sketch of Lab Gear blocks. In some cases,
give three examples of values that make it true. the sketches may help you explain
If you can give only one, or none, explain why. whether the equations are always true or
not. For example, for problem 13 both
13. 0 + 0 + 0 = 3.0

---
sides would look like this.
14. 0 + 0 + 0 = 4.0
15. +~ +~= 3.~
~
But, for problem 14 the right side would
16. 0 + 0 + 2 = 3 • 0 look like this. Write an illustrated report

--
17. 0 + 0 + 2 = 2. 0 about what you did.

18. 0.
19. 0. ~ =
~ = ~.

~ +0
0

20. 0 . 0 . 0 = 3 . 0
21. 0 . 0 . ~ = 0 + 0 + ~
--

1.4 Variables and Constants

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~ll@iiji@~
WRITING
1 • A Graphing Rectangle Areas

How does the area of a rectangle change if you 6. On the same axes, graph the data you
vary either the length or the width and leave obtained for 2-by-x, 3-by-x, and x-by-x
the other dimension unchanged? How does the rectangles. For more accuracy on the last
area of a rectangle change if you vary both the one, you may use your calculator to find
length and the width? Tables and graphs will points for x = 0.5, 1.5, and so on. Label
help you investigate these questions and notice your graphs 2 by x, 3 by x ....
patterns.
7. l;iq.I·lel Write about the four graphs.
1. What is the area of a rectangle having the Describe them and compare them . Your
following dimensions? report should reflect what you learned in
a. I by 9 b. 2 by 9 the above investigation. It should consist
c. 3 by 9 d. 9 by 9 of three parts: a problem statement, a
detailed explanation, and a conclusion.
2. What is the area of a rectangle having the
It should include, but not be limited to,
following dimensions, if x = I 0?
answers to the following questions.
a. I by x b. 2 by x
• What is the shape of each graph?
C. 3 by X d. X by X
• Which ones are alike? Different? Why?
3. Make a table like this, extending it to • How do the first three graphs differ from
X= 6. each other? What is the meaning of that
difference?
Area of rectangle having • What is special about the fourth? Why?
dimensions:
• Do the graphs ever intersect each other?
X 1 byx 2 byx 3byx xbyx What is the meaning of the points of
intersection?
I I 2 3 I
• Where do they cross the vertical axis,
2 ... ... ... ... and what is the meaning of that point?
• Where does the fourth one cross the
4. Draw axes, with x on the horizontal axis, others, and what are the meanings of
and area on the vertical axis. Plot the those points?
points you obtained in problem 3 for the • Which area grows the fastest? Why?
area of 1-by-x rectangles. For example,
(I, I) will be on the graph.
5. Does it make sense to connect the points
you plotted? What would be the meaning
of points on the line, in between the ones
you got from your table? Label your graph
1 byx.

Chapter 1 Perimeter and Area Patterns

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 Dimensions

You will neetl: •••••••••••••••••••••• 6. Sketch the following:

•
• • a. four x-blocks arranged to model a one-
:• ~~:. ~~?.. ~.~·~·~···· ....-..:J :• dimensional line segment;
• •
•••••••••••••••••••••••••••••••••• b. four x-blocks arranged to model a two-
dimensional rectangle;
DIMENSIONS AND THE LAB GEAR
c. four x-blocks arranged to model a
Of course, all the Lab Gear blocks are three- three-dimensional box.
dimensional, (as are all objects in the real
world). However, we sometimes use the 7. Sketch the following :
x-block, or the 5-block as a model of a one- r
a. three -blocks arranged to represent a
dimensional object. That is, as a model of a two-dimensional rectangle;
line segment of length x, or 5. Similarly, we b. three x 2-blocks arranged to represent a
can use the x 2- or xy-blocks as models of two- three-dimensional box.
dimensional, flat objects.
FACES OF THE LAB GEAR
1. Some blocks, such as the x3, cannot be
used as models of one- or two-dimensional The x 2-block, as seen from the side, looks just
objects. Make a list of these blocks, which like the x-block seen from the side, since in
we will call the 3-D blocks. either case you see an x-by-1 rectangle.

When making sketches of the Lab Gear, if 3-D 8. a. Make an x-by-1 rectangle by tracing an
blocks or three-dimensional arrangements are x-block.
not involved, it is much more convenient to b. Place the x 2-block on the rectangle you
work with two-dimensional sketches of the traced. For it to fit, you will have to
blocks as seen from above. stand it on edge.
c. Which other two blocks can be placed
2. Which blocks do these figures represent?
on the rectangle?
9. a. Using a block, trace another rectangle
(or square).
b. Find all the blocks that fit on it.
3. Make a 2-D sketch of each of the ten "flat" 10. Repeat problem 9, until you have found
blocks as seen from above. five more groups of blocks. List each
4. On your sketch, write I on the blocks that group. Some blocks will appear on more
model one-dimensional line segments, than one list.
and 2 on the blocks that model two- In the next sections, when putting blocks next
dimensional figures. to each other, join them along matching faces.
5. Which block can be thought of as a model
of a zero-dimensional point?

1.5 Dimensions

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.1.5

MAKE A RKT ANGLE

11. 1 5:J.I!.!FI!!•],I Build each shape and sketch it,

showing which blocks you used.
a. Use only blue blocks; make a rectangle
that is not a square.
b. Use both yellow and blue blocks; make
a rectangle that is not a square.
c. Use both yellow and blue blocks; make
a square.
d. Use only blue blocks; make a square.

12. Use 1-blocks to make as many different

rectangles as you can, having area: 14. There is another rectangular arrangement
a. 12 b. 13 c. 14 of the same blocks which has different
dimensions. Find it.
d. 30 e. 31 f. 32
For each problem:
13. Make and sketch as many Lab Gear rec-
tangles as you can having area: a. Arrange the given blocks into a rectan-
gle in the comer piece.
a. 8x b. 6xy
b. Sketch it (as seen from above).
You can rearrange the blocks 2x2 + 12x into a c. Write the length, width, and area.
rectangle like this.
Find two different solutions for problem 17.
15.

16.
-
17.

By now you should be able to find the length,

The length and width of this rectangle are
width, and area of any Lab Gear rectangle.
x + 6 and 2x, which can be seen better if you
This will be a useful skill throughout this
organize the blocks logically and use the cor-
course.
ner piece, as shown. (Notice that you could
also tum the rectangle so that the length and
width are exchanged. This is considered to be
the same rectangle.) The area of the rectangle
2x2 + 12x can be found by just counting the
blocks.

Chapter I Perimeter and Area Patterns

Digitized byGoogle
 1.5.
For each problem, the area of a rectangle is MAKE A SQUARE
given. For each problem, the area of a square is
a. Get the blocks that are named. given.
b. Make the rectangle. a. Get the blocks.
c. Write the length and width. b. Make the square.
One problem is impossible. Explain why. c. Write the side length.
18. 3r + 9x 19. 3xy + 2x + r One problem is impossible. Explain why.
20. 4x2 + 9y 21. r + 5x 22. 36 23. 49
24. 40 25. 4x2
26. 9r 21. r + 2x + 1

PREVIEW THE ZERO MONSTER 28. Find out how many zeroes the Zero
Monster ate. What was left after it finished
The Zero Monster eats zeroes. However, all I eating? Fill in the blanks.
have to feed it are cups (U), and caps (n). It a. 9U + 6n =
will not eat cups or caps, but it can put one U b. 9U + 6U =
together with one n to create a zero, which it eats.
c. 9n + 6n =

no
d. 9n + 6U =
29. Fill in the blanks.
a. 4U +
U zero
b. 4U +
= 8n
= 8U
c. 4n + = sn
d. 4n + = su
30. Fill in the blanks.
a. 7U + = ln
b. 7U + = lU
c. 7n + = tn
d. 7n + = lU
For example, if there are three cups and five
caps, it will make and eat three zeroes, leaving 2n and 2U are examples of opposites, because
two caps. This can be written like this: when you add them, you get zero. The concept
of opposite is important in algebra, and we will
uuu + nnnnn = nn return to it in Chapter 2.
or like this:
3u + sn = 2n

1.5 Dimensions

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 Coming to Terms

You will need:

•••••••••••••••••••••• Of course, x 3 cannot be shown in less than
•
• • three dimensions, so its degree is 3.
• ••
•
• • 3. Write the degree of each blue block .
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
The degree of a constant expression (any com-
1. Name a Lab Gear block that can be used bination of yellow blocks) is considered to be
as a model for an object with: 0. The reason for this is that the yellow blocks
a. three dimensions; can be separated into 1-blocks, which model
b. two dimensions; zero-dimensional points, with no length,
c. one dimension; width, or height. See the figure below, which
d. zero dimensions. shows how the number 8 can be shown in
three ways.
Definitions: In the expression
Three dimensions
x 3 + 2xy - 3x + 4,
four quantities are added or subtracted, so ~ or
we say that there are four terms: x 3, 2xy, 3x,
and 4. Note that a term is a product of num- Two dimensions
bers and variables. The sum or difference of
one or more terms is called a polynomial.
Note that polynomials do not involve division
by variables. For example, (1/x) + x is not a One dimension
• s s s s s s s '
polynomial. ~ I I I I I I II

DEGREE Zero dimensions

The degree of an expression, in terms of the
Lab Gear, is the lowest dimension in which
you can arrange the blocks. For example,
take the expression 3x. These blocks can be 4. What is the degree of these terms?
arranged in a rectangle (two dimensions) or a. 4y b. 5x2
in a line (one dimension).

-
c. 2xy2 d. 7
The degree of a polynomial can be found in
the same way. For example, the figures below
The lowest dimension is one, so the degree of show how the blocks x 2 and y can be arranged
3x is one. in figures of two or three dimensions.
However note that they cannot be arranged
2. Show how the term 2xy could be arranged
into figures of zero or one dimension.
as a box (three dimensions) or as a rectan-
gle (two dimensions). What is the degree
of2xy?

Chapter I Perimeter and Area Patterns

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 1.6.

Three dimensions 13. Which of these expressions cannot be

shown with the blocks? Explain.
2 5
a. 5~ b. as c. r d. .r

COMBINING liKE TERMS

Two dimensions There are many ways you can write an expres-
sion that names a collection of Lab Gear
blocks. When you put blocks of the same size
and shape together and name them according
5. What is the degree of x 2 + y? to the arrangement, you are combining like
6. What is the degree of these polynomials? terms. Look at these examples.
a. 4y + 3 b. x 3 + 5x2 This quantity is written x + x + x,

I
c. 2xy2 + x 2 d. xy + 7
Definition: The 2 in the term 2xy is called
the coefficient. A term like x 3 has an invisi-
ble coefficient, a 1, since lx3 is usually writ-
---
or 3x, after combining like terms.
This quantity is written y + x + y,
ten just x 3•

7. G§.l§ZiltJii!.],b If two terms differ only by

their coefficients (like 2x and 5x) what can
you say about their degrees?
8. ..... How can you find the degree of a
term without using the Lab Gear? Explain,
using examples.
9. ..... How can you find the degree of a or x + 2y, after combining like terms.
polynomial without using the Lab Gear? This quantity is written
Explain, using examples. x 2 + 5 +X+ x 2 +X+ x 2,

HIGHER DEGREE

10. Why is it impossible to show x 2 • ~ with

the Lab Gear?
11. What is the product of~ and ~?
12. Even though there are only three dimen-
sions in space, terms can be of degree 4.
Write as many different terms of degree 4
as you can, using 1 for the coefficient and or 3x 2 + 2x + 5, after combining like terms.
x and y for the variables.

1.6 Coming to Terms

Digitized by Coogle
.1.6
Of course, a 5x-block, when combining like 20.
terms, is equivalent to 5 separate x-blocks. For
example, it can be combined with two x-blocks
to make 7x.
For each example, show the figure with your
blocks, combine like terms, then write the
quantity the short way.
14.

21. What terms are missing? (More than one

term is missing in each problem.)
15. a. 3x 2 + 4x + = 9r + Sx + 7

16.

17. - - b. x 2y + 6xy + _ = 9ry + Sxy

22••i 11uh@fl Explain, with examples, the

words degree, coefficient, polynomial, and
like terms. Use sketches of the Lab Gear
as well as explanations in words and
symbols.
18.

19.

,4.20 Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 Perimeter

Yeu will need:

•••••••••••••••••••• 3. r--

••
••
••
•••
• graph paper EE83
······································ ~
•••••••••••••••••••••••••••••••••
1--
PERIMETER OF LAB CEAR BLOCKS ...._

When we discuss the perimeter and area of To determine the area and perimeter of the
the Lab Gear blocks, we will be thinking of the blue blocks, we will not use the actual
tops of the "flat" blocks, which are two-dimen- measurements. Instead, we will consider their
sional figures. For example, if you look at the dimensions in terms of x andy.
5-block from above, you would see this figure.
For example, this figure, the top of an x-block,
Its area is 5 cm2, and its perimeter is 12 em.
is a 1-by-x rectangle. So its area is x (since
~5~
Area: 5 cm2 1 • x = x), and its perimeter is
Perimeter:
I I I I I II 5 +1+5 + 1 = 12 em x+l+x+l
which, by combining like terms, can be written
Find and write the area and perimeter of these 2x + 2.
figures, which are the top faces of groups of
yellow blocks.
1. r-

r--
r---
1- +-X~

Find and write the area and perimeter of the

following rectangles, which are the top faces
r--- of blue blocks. Be careful when combining
r--
like terms.
r---
4.

5.
2. -

1.7 Perimeter 21,4

Digitized by Coogle
.1.7
6. 12.

7.

13.

8.

14.

9.

15.

PERIMETER OF LAB GEAR FIGURES

In these problems, assume that x and y are pos-

itive. In fact, assume that x is between 1 and 5,
and y is between 5 and 10.
Find the perimeter of these figures.
X
10. MAKING FIGURES

Use an .xy-block and a 5-block to make figures

X
having these perimeters. (These can be any
1 shape. They do not have to be rectangles.)
X X
Sketch the figure in each case.
11. 16. 2x + 2y + 2
17. 2x + 2y + 10
18. 2y + 12
19. Repeat the last three problems using a
y-block and a 5x-block.

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
20. Q 24. Explain how you would find the perim-
a. Use another combination of blocks to eter of a 100-L strip without drawing it.
get a perimeter of 2.x + 2y + 2. 25. How many L's were used if the perimeter
b. Use another combination of blocks to was 92?
get a perimeter of 2.x + 2y + I 0.
c. Use another combination of blocks to
get a perimeter of 2y + 12.

PENTOMINO STRIPS
26. Repeat problems 22-25 for an arrange-
ment like the one above.
27. ~You can use graphs to compare the
perimeter patterns for the two pentomino
strip arrangements.
21. What is the perimeter of the L a. Draw a pair of axes. Label the horizon-
pentomino? tal axis Number of L s and the vertical
axis Perimeter.
b. Graph all the number pairs from your
first table. For example, since the 2-L
strip has a perimeter of 16, you would
plot the point (2, 16).
c. On the same pair of axes, graph all the
22. Draw a strip of L pentominoes, as shown number pairs from your second table.
in the figure above. What is the perimeter d. Compare the graphs. How are they the
if you've used 3 L's? same? How are they different?
23. Make a table like this, extending it to 28. Repeat problems 22-25 using another
7 rows. pentomino.
L's Perimeter
POL YOMINO AREA AND PI RIMEHR
I ...
29. Arrange three blocks so that the perimeter
2 16 of the resulting figure is 6x + 2y. Find all
3 ... the solutions you can.
30. Arrange four blocks so that the perimeter
of the resulting figure is 8x + 18. Find all
the solutions you can.
31. Arrange five blocks so that the perimeter
of the resulting figure is 2y + 2.x + 12.
Find all the solutions you can.

1. 7 Perimeter

Digitized by Coogle
 Window-Shopping

On weekends, Lara works at the A.B. GLARE

window store. One day a customer, Mr. Alvin $29
Cutterball, asked for an explanation of how the
prices were chosen. Lara did not know. Later $56
she asked her supervisor. The supervisor
looked very busy and told her not to worry
about it. Lara concluded that he probably
didn't know and decided she would figure it
out herself.

$72

$66

$40 $33 $96

$50 $47

The figures show some of the windows. They

are scale drawings, with one centimeter repre-
senting one foot.

Chapter I Perimeter and Area Patterns

Digitized by Coogle
 1.8 '¥

1. 1=tfi1!.!@1·!.1 The price of almost all the 2. One window is on sale and priced below
windows was calculated by following the what the system would indicate. Which
same principle. Figure out how it was one is it? How much does it cost when not
done. on sale?

Important hints: 3. Draw scale models of windows that would

cost the amounts below. Explain how you
• Work with other students.
got your answers.
• Think about what numbers might affect
a. $32 b. $84
pricing. (Some possibilities: length,
width, area of glass, perimeter of
4. l;i§.J.!il Summarize your solutions to prob-
window, number of panes, etc .... )
lems 1, 2, and 3 by writing an explanation
• Keep an organized record of the of how window prices are calculated.
numbers you come across in your explo- Make it so clear that even Lara's supervi-
ration. sor could understand it. Explain how you
• Keep a record of ideas you try, even if figured out the pricing system, showing
they end up not working. tables, lists, calculations, diagrams, or
anything else that helped you solve the
problem.

DISCOVERY A DOMINO PROBLEM

Length Number of ways to
The figure shows all the ways to cover a two- of cover it with
by-four strip with dominoes. strip dominoes

0 1

1 1

2 ...
5. Find out how many ways there are to 3 ...
cover a two-by-five strip with dominoes.
Sketch each way, making sure that you do 4 5
not show the same way more than once.
5 ...
6. Make a table like this one about strips of
width 2, extending it to length 8. Note 7. Look for the pattern in the numbers in the
that there is only one way to cover a strip second column. Use the pattern to extend
of length zero, and that is not to cover it! the table to length 10.

1.8 Window-Shopping

Digitized by Coogle
~liili~i~~
WRITING
1 • B Drapes

The A.B. GLARE window store also sells 1. Figure out the smallest amount Ms. Tall
drapes. They stock full-length drapes that go could spend, assuming that all the
down to the floor, as well as window-length undecided windows are covered with
drapes that just cover the window. window-length drapes. (Hint: First find the
total area. Drawing sketches might help.)
One day a customer, Ms. Phoebe Tall, came
in with a list of the windows for which she 2. Figure out the largest amount she could
needed drapes. spend, assuming that all the undecided
windows are covered with full-length
drapes.
Window-len6th drapee:
3. If she were planning to spend no more
three 2-by-3-ft windows
than $800, how many of the undecided
two 3-by-3-ft windows
windows could she cover with full-length
drapes?
Full-len6th drapee:
two 3-by-7-ft door-windows 4. l;i§.j.ijl Write a full explanation of the
results of your investigation. Include
Undeolded: sketches that Lara could use to explain the
four 3-by-4-ft windows options to Ms. Tall. Your report should
six 3-by-5-ft windows consist of three parts: a problem statement,
a detailed explanation, and a conclusion.
(The second number
represents the height.)
5. 1Qi.!i491 Find out how drapes are actually
sold, and answer Ms. Tall's questions with
information from a store in your area.
The material Ms. Tall selected is priced at $3
per square foot. All her windows (except the
door-windows, of course) are 3 feet above
the floor.
She asked Lara to help her figure out what the
cost of various options would be. She wanted
to know the smallest amount she could spend.
She also wanted to know how much it would
cost if she used full-length drapes for all the
"undecided" windows. After listening to
Lara's explanations, she revealed that she was
planning to spend no more than $800. Figure
out what Lara should advise her to do.

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 Adding and Multiplying

You will need:

•••••••••••••••••••••• The other way is to use the corner piece. First
• set up the factors (3 and 2.x + 1) on the
•• ••
• • outside .
•• •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
ADDITION

Using the Lab Gear, the addition y + 5 can be

modeled in two ways. You can show two col-
lections of blocks, y and 5. Or you can line up
the blocks to get a figure that has lengthy + 5.
Both methods are shown here.
y+5
........
•••••
~,., ...:
or Then make a rectangle having those
~o(---,...~ ....,..,,_______.,~~ dimensions.
y 5
1. Sketch this addition both ways, 3x + 2.

MUl TIPUCATION

The multiplication 3 · (2x + 1) can be

modeled in two ways. One way is to show
three collections of 2.x + 1.

~~ The rectangle represents the product. Again

~)
you see that 3 · (2x + 1) = 6x + 3. This is the
familiar length • width = area formula for a

---00
rectangle.

---0
As you can see in the figure,
3 • (2x + 1) = 6x + 3.
2. Sketch this multiplication two ways,
2 · (x + 3).
a. Use collections of blocks.
b. Use the corner piece.
3. What were the length, width, and area of
the rectangle in problem 2?

1.9 Adding and Multiplying

Digitized by Coogle
T1.9
With any factors of degree 0 or 1, you can Understanding the area model of multipli-
model the multiplication in the corner piece. cation will help you avoid many common
algebra errors.
4. What multiplication is shown in this
figure? ORDFR OF OPERA TIOr-.:S

The figure above showed a multiplication.

Some students write it like this: x + 1 • x + y.
Unfortunately, someone else might read it as
add the three terms: x, 1 • x, and y. Simplified,
this would be x + x + y, or 2x + y. But the
intended meaning was equivalent to
~ + xy + x + y, as you can see on the
figure. To avoid this kind of confusion,
mathematicians have agreed on the
following rule.
5. ._Multiplying the x by the x gave~.
What other multiplications do you see in Rule: When the operations of multiplication
the figure above? and addition (or subtraction) appear in the
same expression, multiplication should be
6. Multiply with the corner piece.
performed first. If we want to change this
a. 3x • 2 b. 3 · 2x order, we have to use parentheses.
c. 2x. 3 d. 2x. 3y
7. Multiply with the corner piece. This means that one correct way to write the
multiplication in the figure is (x + 1)(x + y),
a. 5(x + 1) b. x(x + 3)
which can mean only multiply x + 1 by x + y .
8. Find the area of a rectangle having the
11. a. Show 2 • x + 5 with the Lab Gear.
sides given below. For each write an
Sketch.
equation of the form length times
width = area. b. Next to your sketch show 2 • (x + 5)
with the Lab Gear. Sketch it. Keep
a. 5 andx + 3
the blocks on the table for the next
b. x and 2x + 5 problem.
9. Find the sides of a rectangle having the 12. a. Copy both collections of blocks from
given area. Each problem has at least two problem 11, substituting 1 for x. What
solutions. Find as many of them as you is each expression equal to?
can and write an equation for each.
b. Repeat, using 5 for x.
a. 6x b. 6~ + 3x
c. Repeat, using 0 for x.
10. These equations are of the form length
13. Can you find a value of x for which
times width =area. Use the Lab Gear to
2 • x + 5 = 2 • (x + 5)? If so, what is the
help you fill in the blanks.
value? If not, why can't you find a value?
a. y • _ _ = l + xy
b. (x + 2) · _ _ = 3x + 6
c. (_ _ + 3) • x = 2xy + 3x

Chapter I Perimeter and Area Patterns

Digitized by Coogle
14Jd'(.!bl!!.lrlInsert parentheses in each 17. For most values of x, 3x does not equal
expression, so as to get many different val- 3 + x. In fact there is only one number
ues. What are the greatest and smallest you can substitute for x that will make
values you can find for each one? 3 + x equal to 3x. Use trial and error to
find this number.
a. 0 • 1 + 2 • 3 + 4 • 5 + 6 · 7 + 8 · 9
b. 0 + 1 • 2 + 3 . 4 + 5 . 6 + 7 • 8 + 9 18. Build these expressions with the Lab Gear.
Sketch. Which two are the same?
THE SAME OR DIFFERENT? a. 6xy b. 2x + 3y
Students sometimes confuse 3 + x with 3x. c. 2x • 3y d. 5xy
With the Lab Gear, it is easy to see the differ- 19. Build and sketch these two expressions
ence. 3 + x involves addition. with the Lab Gear.
a. 2x + 3y b. 2xy + 3

or 20. Use trial and error to find a pair of values

of x and y that will make the two expres-
sions in problem 19 have the same value.
3x involves multiplication. 21. Use the Lab Gear to show each
expression. Sketch.
or- a. 5 + x + y b. 5 + xy
c. 5x + y d. 5xy
15. Find the value of 3 + x when:
22. Choose values for x and y so that all four
a. X= 0 b. X= 5
expressions in problem 21 have different
C. X= 0.5 values.
16. Find the value of 3x when :
a. X= 0 b. X= 5
C. X= 0.5

1.9 Adding and Multiplying

Digitized by Coogle
 Three Dimensions
~
- ' -
-,..:.c~
- ,/11;;
...
- .... .c:-;. .,.;,
....
-.:~~ ,,,
- -,.~:::-:.
'
.-;-,
- --...::;:~
.....
~~~
-
•••••••••••••••••••••
You will need: •• MAKE A BOX
•
:•
•
.~~.~...~~~.. ~.:.~.~··· ~
•

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
:• I Example: This box has volume
l l
+ xy2 + + xy, lengthy + x, width y,
and height y + 1.

I Definition: The volume of a solid is the

number of unit cubes it would take to
build it.
1. What is the volume of this box? Explain
how you got your answer.

For each problem, the volume of a box is

You can find the volume of a Lab Gear build- given.
ing by just adding the volume of each block. a. Get the blocks.
For example, both of these buildings have b. Use them to make a box.
volume x 3 + x 2• c. Write the length, width, and height.
3. 3xy + x 2y + xy2

or 4. xy2 + 2/
5. x 2y + 2xy + y
2. What is the volume of each of these
buildings? 6. x 2y + xy 2 + xy + l
b 7. l
+ l + xy2
8. x 3 + ry
+ 2x2 + xy + X
We will return to the volume of boxes in a
future chapter.

SURFACE t\RE!\

I Definition: The surface area of a solid is

the number of unit squares it would take to
cover all its faces (including the bottom).

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 1.10.
In simple cases, to figure out the surface area ~y~

it helps to think of a paper jacket that would 1

cover the whole block. The area of such a
jacket is the surface area of the block.
For example, the surface area of the 5-block is
22 cm2 • Its volume, of course, is 5 cm 3 • The surface area of the blue blocks can also
be figured out by thinking of their jackets .
• \iii>
I I I 1J For example, the y-block has a surface area
of4y + 2.
I I
10. Find the surface area of each of the other
blue Lab Gear blocks.
9. Find the surface area of the 25-block.

~ · ': 't , •• • - ~ ' • • ~· • ~ •

DISCOVERY POLYCUBES 14. Were any of your surface areas odd num-

I
bers? If yes, check your work. If no,
Definition: Polycubes are obtained by join- explain why not.
ing cubes together face-to-face. They are
15. .,.._ For a given number of cubes, how
the three-dimensional equivalent of
would you assemble them to get the
polyominoes. Here is a tetracube.
largest surface area? The smallest?
16. What would the largest possible surface
area be for a po1ycube having volume
100?
There is just one monocube, and one dicube.
There are two tricubes and eight tetracubes. 17. .,.._ Explain in words how you would find
the largest possible surface area for a
All of these polycubes look just like the corre-
given volume.
sponding polyominoes, except three of the
tetracubes, which are really three-dimensional. 18. For each of the following volumes, find
the smallest possible surface area.
11. Find all the polycubes, monocube to eight
tetracubes, with your blocks and try to a. 12 b. 18 c. 20
sketch them. Hint: Two of the three- d. 24 e. 27 f. 30
dimensional tetracubes are mirror images 19. \) Explain in words how you would find
of each other. the smallest possible surface area for a
12. Find the surface area of the polycubes you given volume.
found in problem 11 .
13. Find polycubes having volume 8 and as
many different surface areas as possible.
There are five different solutions.

1.10 Three Dimensions

Digitized by Coogle
.1.10

MORE ON POL YCUBES 23.

20. Find all the polycubes having volume less

than 5. Put aside all the ones that are box-
shaped. The remaining pieces should have
a total volume of 27. Using wooden cubes
and glue, make a set of puzzle pieces out
of these polycubes. Assemble them into a
3-by-3-by-3 cube. (This classic puzzle is
called the Soma® Cube.)
21. \) There are 29 pentacubes. Twelve look
like the pentominoes, and 17 are "truly"
three-dimensional. Find them all and 24.
sketch them.

fjlijliii PERIMETER
Find the perimeter of each figure.
22.

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 Word Figures

WORD TRIANGLES WORD LADDERS

Imagine you have a supply of letter tiles, and

you use them to make word triangles like
this one.
I Rules: From one row to the next, change
one letter only. It's OK to scramble the
letters.
For example:

I Rules: Each row contains the letters of the

previous one, plus one more. It's OK to
scramble the letters from one row to the
next. 7. Make up a word ladder with your own
letters. Choose your word length, and use
1. Extend this word triangle. as many rows as you need. It's fun to
2. Make a word triangle with your own choose related words for the beginning
letters. and end of the ladder, like CAR and BUS.

3. How many letter tiles are used in a five- The above example, from REAL to FOOD,
row word triangle? took four steps (and five rows). It is an exam-
ple of a perfect word ladder. For a word lad-
4. Make a table like this, extending it to der to be called perfect, two things must be
ten rows. true:
Rows Tiles a. Every letter from the original word
must be changed in the final word.
I I b. If the word has n letters, the ladder
must take exactly n steps.
2 3
For a five-letter word, a perfect ladder would
3 6 take five steps (one per letter) and therefore
six rows.
4 ...
8. How many tiles would a five-letter per-
5. The numbers you found in problem 4 fect word ladder require?
( 1, 3, 6, ... ) are called the triangular num- 9. Make a table of the number of tiles
bers. Explain how they are calculated. required for perfect word ladders,
6. Q Extend the above word triangle up to extended to word length 10.
ARGUABLE. (Along the way, you might
use ALGEBRA.)

1.11 Word Figures

Digitized by Coogle
.1.11

15.....
Word Tiles
Length a. Explain how to calculate triangular
numbers by first calculating rectangu-
I 2 lar numbers.
b. Calculate the 1OOth triangular number.
2 6
POL YOMINO PUZZLES
3 12

4 ... 16. Using graph paper and scissors, or inter-

locking cubes, make a set of polyominoes
10. The numbers you found in problem 9 (1 , having area greater than 1 and less than 5.
6, 12, ... ) are called the rectangular num- You should have one domino, two tromi-
bers. Explain how they can be calculated. noes, and five tetrominoes, for a total of
11. QMake up a word ladder from MATH to eight puzzle pieces with no duplicates.·
GAME. 17. Using the same unit as you used for the
puzzle pieces, draw staircases with base 3,
PUTTING IT TOGETHER 4, 5, 6, and 7. The first one is shown here.

12. This figure shows the third triangular

number.

D Now cover each staircase in tum with

DO some of your puzzle pieces. Record your
DOD solutions on graph paper. For the last stair-
Draw a sketch of two copies of this case, you will need all of your pieces.
triangle, arranged together to make a 18. Make a list of all the rectangles, including ·
rectangle. squares, having area 28 or less. Their
13. This figure shows the fourth rectangular dimensions (length and width) should be
number. whole numbers greater than 1. (In other
words, the shortest sides should be 2.)
DODD There are 25 such rectangles.
DODD 19. Draw these rectangles, and use the puzzle
DODD pieces to cover them. Record your solu-
DODD tions on graph paper. (It is impossible to
DODD cover one of the rectangles.)
Show how you could divide it into two
equal triangular numbers. POL YOMINO AREA AND PERIMEl ER

14.fii!,!.. fi!ii Describe the relationship Think of the monomino. Its area is 1 and its
between triangular numbers and rectangu- perimeter is 4. Think of the domino. Its area is
lar numbers. 2 and its perimeter is 6.

Chapter I Perimeter and Area Patterns

Digitized by Coogle
 1.11.

20J#:i.!(.!f!!!·l•i
Is the number representing the 23. Make a table showing the number of tiles
perimeter of a given polyomino always required for word squares, extended to
greater than the number representing its word length 10.
area, or can it be equal to it, or even
smaller? Look over your notes and Word Length Tiles
sketches from Lesson 2, and experiment
I I
some more on graph paper if you need to.
Then write a paragraph to answer this 2 4
question fully, with examples and graph
paper illustrations. 3 9

21. Find out if there are polyominoes having 4 ...

both area and perimeter equal to
a. 14 b. 15 c. 16 24. The numbers you found in problem 11 ( 1,
d. 17 e. 18 f. 20 4, 9, ... ) are called the square numbers.
Explain how they can be calculated.
WORD L .• DE~S 25. There is an interesting pattern based on
adding pairs of consecutive triangular
This is a word square. numbers ( 1 + 3, 3 + 6, ... ) Explain it.
a b c d 26. Draw a sketch of the third triangular num-
a[Ml[A][!J[HJ ber put together with the fourth triangular
b[A]@J(B]OO number (upside down) to show a square
c[!J[B]0000 number.
d[HJ0000~
27. What do you think the 1OOth triangular
Note that the words can be read across or number and the 101 51 triangular number
down. The largest word square in the English add up to?
language took years of hard work to discover.
It is made up of obscure ten-letter words.
28. Q Make a word square using these clues.
The answer words are all four letters long
22. How many letter tiles are used in the word and can be read both across and down.
square above? a. Made to be played.
b. You learned about it in this chapter.
c. Don't make one!
d. A piece of cake.

1.11 Word Figures

Digitized by Coogle
 Area on the Geoboard

You will need:

•••••••••••••••••••• 3. Repeat problem 2 for these conditions.
••
•
••
••
..... .... . . . . . D
geoboard

dot paper
• ••
::•
a. Two sides are of equal length, one hori-
zontal and the other vertical.
b. Two sides are of equal length, but nei-
• .................................................... ther is horizontal or vertical.
••
•••• ••••• •••• •••• ••••• •••• ••••• ••
SURFA< E AIUA
This geoboard shape has area 18.
• • • • • • • • • •
• • • • • • • • • •
•
•
I Definition: The corners of geometric figures
such as triangles and rectangles are called
vertices. (Singular: vertex.)
• • • • • 4. Make a figure on the geoboard having
• • • • • • • • • vertices in order at (4, 6), (7, 5), (8, 3),
(8, 2), (6, 0), (2, 0), (0, 2), (0, 3), (1' 5).
5. Do not remove the rubber band from prob-
lem 4. Using another rubber band, make a
figure having vertices in order at (2, 2),
• • • • • • • • • • • (6, 2), (5, 1), (3, 1).
• • • • • • • • • • •
6. Add eyes to the face. What are the coordi-
• • • • • • • • • • • nates of their vertices?
• • • • • • • • • • •
AREA TECHNIQUES
1. l!$t.Jfiit·1,1 Find as many geoboard shapes
7. Make a triangle having vertices at (0, 0),
having area 18 as you can. They do not
(0, 10), and (10, 0). What is its area?
need to be rectangles. You are allowed to
Explain how you figured it out.
stretch the rubber band in any direction
whatsoever, including diagonals. Sketch 8. Make a triangle having vertices at (0, 10),
each shape on dot paper. (0, 6), and (3, 6).
a. With another rubber band, make a rec-
SURFA< E AIUA tangle that shares three of its vertices
2. On your geoboard make three triangles, with the triangle. What are the coordi-
each one satisfying one of the following nates of the fourth vertex of the
conditions. Sketch each triangle on dot rectangle?
paper. b. What is the area of the rectangle?
a. One side is horizontal, and one is c. What is the area of the triangle?
vertical. 9. Find the area of a triangle having vertices
b. One side is horizontal, no side is at (0, 10), (0, 5), and (7, 5).
vertical.
c. No side is horizontal or vertical.

.4,36 Chapter I Perimeter and Area Patterns

Digitized by Coogle
 1.12.
10. On your geoboard, make two different- a. With another rubber band, divide the
shaped triangles that satisfy these condi- triangle into two smaller triangles, such
tions: one horizontal and one vertical side, that they each have one horizontal and
and area I 0. Record your solutions on one vertical side. Find the area of all
dot paper. three triangles.
11. Repeat problem 10 for area 9. b. With another rubber band, make the
smallest rectangle that covers the origi-
12. .... Copy these figures on your geoboard nal triangle. What is the area of the
(or on dot paper). Find the area of each rectangle?
one. Explain how you did it.
14. Find the area of the triangle having
• • • • vertices at (0, 0), (0, 7), and (3, 5) .
• 15. Record your solutions on dot paper.
• a. Make five triangles having a horizontal
• side of length 6 and area 15 .
• b. Make five triangles having a horizontal
side of length other than 6 and area 15 .
• • • • •
c. Make five triangles having a vertical
• • • • • side of length 7 and area I 0.5.
QFind the area of the triangle having ver-

P.
16.
• • • • • • • tices at (0, 0), (0, 5), and (3, 7) .
• • • • • • •
• • • • • • • • • • 17.fii!u!,F!ij Explain how one finds the area
of a geoboard triangle having one horizon-
13. On your geoboard, make the triangle hav-
tal or vertical side.
ing vertices at (0, I 0), (0, 4 ), and (3, 6).

1.12 Area on the Geoboard 374

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~11!@$1~
_WR.ITIN~
1 .C More Window Prices

In Lesson 8 you figured out how window 2. Use the code to figure out the dimensions
prices were determined in an imaginary store. of the windows. Make a table showing the
Real prices are probably not determined code, the dimensions, and the price. You
this way. may also want to include other measure-
ments, like the perimeter or area.
Window manufacturers use a special four-
number code for describing the size of 3. Experiment to figure out how the prices
standard two-pane windows like those shown were determined. (The formula is not the
below. The first two numbers give the width in same as the one used by the A.B. GLARE
feet and inches, and the last two numbers give window store.) Try to find a pattern.
the height. For example, the code 2636 means According to your pattern, what should a
that the window is 2 feet 6 inches wide and 3 3050 window cost?
feet 6 inches high.
4. l;i§oi•lrl Write a report about this problem.
• First, clearly state the problem you are
solving.
• Next, explain the results of your investi-
gation. Include the table you made and
explain how you used it to find a
formula relating the code to the price.
Include sketches and show your calcula-
tions in a systematic way. Give a couple
2636 1640 of examples to illustrate that your
formula really works. Explain why the
The prices for some windows are given below. order of the numbers in the code is
You will investigate how the price depends on important. For example, compare the
the dimensions of the window. cost of a 3050 window with the cost of
a 5030 window. Make another price list
Code Price showing what some other windows
should cost.
3030 $108.00 • Write a brief conclusion commenting on
4030
your results. Explain why this method
$135.00
of pricing makes sense. Would it still
3040 $130.50 make sense for very large or very small
windows? If you do not think so, can
4040 $162.00 you think of a better way?

1. What are the dimensions of a 1640

window?

Chapter I Perimeter and Area Patterns

Digitized by Coogle
 ~ Essential Ideas

VARIABlES AND CONSTANTS 2.

1. Explain, with examples, how to figure out
the names of the other blue blocks by
using 5-blocks, x-blocks, y-blocks, and the
corner piece.
If x = 5 and y = 3, we can use the Lab Gear to 3.

-
think of xy, x 2y, xy 2•
• s s ss >
I I II I

Combine like terms.

4.

5. ~
Here is x 3 + x2 + 3x + 5, if x = 2.

6.

7.

• sss s >
For each problem, write what the. blocks show I I I I I
in terms of the variables x andy, then use sub-
stitution to evaluate them for: 8.
a. x = 0 and y = 2;
b. x = 5 and y = 1;
c. x = 2 andy = 3.

+ Essential Ideas
Digitized by Coogle
••
9. ADDL~(, A:"'JD MULTII'l'\'1:\:(,

13. Use the Lab Gear to show each

expression. Sketch.
a. 2 + x + y
b. 2 + xy
10.
c. 2x + y
d. 2xy
14. a. Find values for x andy so that all four
expressions in problem 13 have differ-
ent values.
b. Find values for x and y so that as many
as possible of the given expressions are
equal to each other.
15. Use the Lab Gear to show each expres-
11. sion. Sketch. (Hint: Use the corner piece
for the last one.)
a. x+ l
b.~+ y
c. x2 + l
d. (x + y) 2
16. Find values for x and y so that all four
expressions in problem 15 have different
values.

ORDER Of OPERA TIO,~S

17. Use the Lab Gear to show 2 + 5y and

(2 + 5)y. Sketch each one.
SURFA< E AIUA
18. a. Use trial and error to find a value of y
12. My student AI doesn't like terms. He such that 2 + 5y = (2 + 5)y.
missed every problem on the Algebra
b. If y = 0, which is greater, 2 + 5y or
Quiz. Please help poor AI with his algebra.
(2 + 5)y?
For each problem, give the correct answer
and explain what AI did wrong. Use Lab c. If y = 2, which is greater, 2 + 5y or
Gear sketches when possible. (2 + 5)y?
a. x2 + x = x3
b. 3x + x = 3~
c. x2 + x 2 + ~ + x2 = x8
d. y. 6 = l
e. 2x + 3y = 5xy

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 AREA AND MULTIPLICATION
••
22. Use the Lab Gear to build all the rectan-
Use the comer piece for problems 19-21 . gles (or squares) you can find having the
following perimeters. For each one, sketch
19. Find the area of a rectangle having the your answer and write the length, width,
sides given below. For each problem write and area.
a multiplication of the form length times a. 8x
width = area.
b. 6x + 2y
a. 3 and 5 b. 3 and x
c. 4x + 4y
c. 3 andx + 5 d. x andx +:)
20. Find the sides of a rectangle having the 23. What is the area of the triangle in the
following areas. Each problem has at least figure if
two solutions. Find as many of them as

·~
you can and write an equation for each.
a. 4x b. 4x2 + 8x
c. 3xy + 6r+ 9x b
21. These equations are of the form length a. a = 7 and b = 9?
times width =area. Use the blocks to help b. a = 4x and b = y?
you fill in the blanks.
a. x • _ _ = x2 + xy
b. (y + 1). - - = 5y + 5
c. (_ _ + 3) • y = 2xy + 3y
d. 2x • _ _ = 4x + 2xy + 6r

+ Essential Ideas

Digitized by Coogle
CHAPTER

The equiangular spiral of a nautilus shell

Coming in this chapter:

lli.Jtn;m.J.M 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377 ...
There are many patterns in this sequence of numbers. Find as
many as you can, using addition, subtraction, multiplication,
and division.

Digitized by Coogle
OPERATIONS AND fUNCTIONS

2.1 Minus and Opposites

2.2 Adding and Subtracting
2.3 Multiplying
2.4 The Distributive Law
2.A THINKING/WRITING:
Operations
2.5 Powers
2.6 Finding Patterns
2.7 Functions and Function Diagrams
2.8 Time, Distance, Speed
2.8 THINKING/WRITING:
The Car Trip
2.9 Operations and Function Diagrams
2.10 Perimeter and Surface Area Functions
2.11 Polyomino Functions
2.12 Geoboard Triangles
2.( THINKING/WRITING:
Towns, Roads, and Zones

• Essential Ideas

Digitized by Go
 Minus and Opposites

You will need: •••••••••••••••••••••• There are two ways of showing minus with the
•• Lab Gear: upstairs and the minus area.
.
••
•
•
the Lab Gear .--.rJ
..................................... .
••
• UPSTAIRS
••••••••••••••••••••••••••••••••••
THREE MEANINGS OF MINUS I Rule: Any blocks placed on top of other
blocks are preceded by a minus sign.
The minus sign can mean three different This figure shows 5 - 2. Notice that the
things, depending on the context. uncovered part of the bottom block equals 3. If
• It can mean negative. In front of a positive you remove matching upstairs and downstairs
number, and only there, it means negative. blocks, you will be left with three downstairs
Example: -2 can mean negative 2. blocks. This is how we show 5 - 2 = 3 with
• It can mean opposite. The opposite of a upstairs and downstairs blocks.
number is what you add to it to get zero.
Example: -2 can mean the opposite of 2,
which is negative 2, since 2 + -2 = 0.
Likewise, -x means the opposite of x, and
x + -x = 0.
• It can mean subtract. Between two
expressions, it means subtract the second
This figure shows 2 - 5. If you mentally
expression from the first one. For exam-
remove matching blocks downstairs and
ple, x - 3 means subtract 3 from x.
upstairs, you are left with 3 upstairs blocks,
1. For each of the following, write an expla- or -3. We can only do this mentally, however,
nation of what the minus sign means. since blocks cannot float in mid-air.
a. y- 5 b. -(5x + 1)
c. -2 d. -x 2- 5 = -3

2. Write the value of -x if: Do not stack Lab Gear blocks more than two
a. X= 2; b. X= -3. levels high. Two levels are enough to illustrate
many ideas of algebra and will keep things
3. \) True or False? (Explain your answers.) clear. More would be confusing.
a. -xis always negative.
Subtraction with variables is shown in the
b. -x can be positive.
same way. The amount being subtracted must
Notation: In this book, the minus sign be placed upstairs. Note that upstairs blocks
meaning negative or opposite will be are shaded in the 2-D sketch.
smaller than the one for subtract. In hand-
writing, this is not necessary. However some
calculators use different keys for the two
meanings: EJ
for subtraction, and I<-)I or
l+t-1 for negative or opposite.

,4.44 Chapter 2 Operations and Functions

Digitized by Coogle
 2.1.
The upstairs method of showing minus is REMOVING OPPOSITES
important and useful, but it is limited; it cannot When the quantities inside and outside the
easily be used to show minus when it means minus area are the same, they add up to zero
negative or opposite. and can be removed. For example, the figure
shows that 5 + x + 1 - (x + 1) = 5.
THE MINUS AREA

Look at your workmat. The rectangles with

rounded comers represent the minus areas.
The whole collection of blocks inside the
minus area is preceded by a minus sign. For
example, 2 - 5 can be shown this way. (Here
the minus sign means subtract.)

.ssss>
I I I I I

Similarly, matching upstairs and downstairs

• ssss'
I II I I quantities add up to zero, and can be removed.
6. Two of these four figures represent the
same quantity. Which two? Explain.
If you remove the matching blocks inside and
outside the minus area, you will be left with
three blocks inside the minus area, or -3. (Here
a·-------.. b·-------.. . .

--
the minus sign means negative.)
4. Sketch how you would show each quantity
on the workmat. You may need to use
upstairs in some of the problems. .ssss>
I II I I
a. 5- X b. X - 5
c. -(x + 5) d. -(5 - x)
e. -5
d.~----....
5. Jii!rrlrrF'fJ
a. Explain, using examples, how the
minus area can show all three meanings
of minus.
b. Which of the three meanings does the
upstairs method show best? Explain.
c. Put some blocks in the minus area,
including some blocks upstairs. Sketch.
What quantity does this arrangement
represent?

2.1 Minus and Opposites

Digitized by Coogle
.2.1
ADDING ZERO 8. Sketch or explain how to show -9 with:
The number 2 can be shown most simply with a. three blocks; b. five blocks;
two 1-blocks outside the minus area. However, c. seven blocks.
sometimes it is useful to show the number 2
9. Sketch or explain how you would show
using more blocks.
5 with:
For example, after adding a five-block in the a. 3 blocks; b. II blocks.
minus area and a five-block outside, the figure
still shows 2. Since 5 and -5 are opposites, 10. QCan you show 5 with any number of
their sum is zero, so we really added zero. blocks? Can you show it with 100 blocks?
The technique of adding zero is useful in many With I 0 I blocks? Explain your answers.
situations. 11. a. Show x - I in at least three different
ways. Sketch or explain.
b. Show I - x in at least three different
ways. Sketch or explain.
• s s s s '"
I I I I] MINUS PUZZLES

12. Nineteen numbers can be shown with

~~~~~SSSS'­
'U'U IIIII exactly two yellow blocks. What are they?
13. Find three ways to show -4 using only a
5-block and a 1-block. Sketch or explain.
14. Find four ways to show 3 with three
blocks. Sketch or explain.
15. Find four ways to show -8 with four
blocks. Sketch or explain.
16. Make up a puzzle like the above for a
7. Sketch two other ways to show the classmate. Solve a classmate's puzzle.
number 2.

Chapter 2 Operations and Functions

Digitized by Coogle
 ••••••••••••••••••••• 1. After simplifying these expressions, one
You will need: •
•
•
• will be different from the rest. Which one?
•
•• the Lab Gear .....-.tJ •
• Explain .
•
• •
•••••••••••••••••••••••••••••••••• a· .-----~

ASSOCIATIVE AND COMMUTATIVE LAWS

As you know, addition can be modeled with
the Lab Gear by putting together collections of
blocks on the workmat. For example, x + 5
means put together x and 5 and (x + 5) + -I
means put together x + 5 and -1. This expres- ~ .\SS$>

~·····
sion can be simplified by removing opposites,
which would give us x + 4.

Add these polynomials. (In other words,

Note that the same figure could have been remove opposites and combine like terms.)
used to represent x + (5 + -I). This is It may help to use the Lab Gear.
because, in an addition, quantities can be 2. (xy + 3x + I) + (2x + 3)
grouped in any way. This is called the
associative law for addition. 3. (xy - 3x + I ) + (-2x - 3)

The same figure could have been used to 4. (xy + 3x - I ) + (-2x + 3)

represent -I + (x + 5), or (5 + x) + -1. This 5. (3 - 2x + xy) + (3x- 1)
is because in an addition, you can change
the order of the terms. This is called the 6. ..... What do you notice about problems
commutative law for addition. 4 and 5? Explain.

Finally, because of the commutative and asso-

ciative properties, the -1 could have been
shown upstairs on top of the x, or on top of the
5, instead of in the minus area. In every case,
the expression would simplify to x + 4.

2.2 Adding and Subtracting

Digitized byGoogle
T2.2
UPSTAIRS BLOCKS IN THE MINUS AREA • The simplified form is-/ + y. All the
Here is a useful technique. To simplify upstairs blocks are downstairs.
blocks in the minus area, you can add zero,
then remove opposites. For example, this fig-
ure shows how to simplify
-<i- y).

When working with the Lab Gear on the work-

mat, simplifying usually means
• removing opposites;
• Add zero by adding y inside and outside • combining like terms; and
the minus area.
• getting everything downstairs.
7. Model each expression using the Lab
Gear. You will have to use both the minus
area and upstairs blocks. Then simplify.
a. -(5 - x) b. -(x - 5)
c. 3 - (x - 2) d. (x - 2) - 3
For problems 8-ll below:
• Build the first expression with the Lab
Gear on the left side of the workmat.
• Remove opposites, the matching blocks • Next, compare each of the expressions a,
upstairs and downstairs. b, c, and d to the original expression. (To
make the comparison, build the expression
on the right side of the workmat and sim-
plify as needed.)
8. Which of these expressions are equivalent
to -(x + y)?
a. -x + (-y) b. -x- y
c. -x + y d. y- X
9. Which of these expressions are equivalent
to -(x- y)?
a. -x + y b. -x- y
c. -(y- x) d. y- X

Chapter 2 Operations and Functions

Digitized by Coogle
 2.2.
10. Which of these expressions are equivalent 15. Simplify, with or without the Lab Gear.
to -(y- x)? a. (6x + 2)
- (3x + I)
a. x- y b. -x + y b. (3x - 2) - (6x + I)
C. -y +X d. -y- X c. (6x - I) - (3x - 2)
11. Which of these expressions are equivalent d. (3x - 2) - (6x - I)
to -(-x + y)? 16. In (a-c) find the missing expression. It
a. -x + y b. -y- X may help to use the Lab Gear.
C. X - y d. y- X a. -3x- = -4x
b. -3y- - - = -6y
12.G§.!§M$i!l.!,l For each expression below,
c. -3y- - - = -2x- 4y
write an equivalent one without parenthe-
ses. Do not use the Lab Gear. 17.fi 1hlht6'fl
a. -(a + b) b. -(a- b) a. Write a subtraction problem that you
c. -(-a+ b) could model with the Lab Gear by
putting blocks upstairs in the minus
SlJIHRACliON area.
The figure shows the subtraction b. Simplify this subtraction without using
(x + 5 - 1) - (5x - 2). the Lab Gear. Explain the rule you are
using.

18. \) How could you show the subtraction

y- -x
with the Lab Gear? (Hint: Remember
about adding zero.) What would it look
like after it is simplified? What is a rule
you could use without the blocks to sim-
plify this kind of expression?
19. \) Simplify without the blocks, -(-a - b).
13. Use what you learned in the previous sec- Explain your answer.
tion to simplify it.
14. Simplify, using the Lab Gear.
a. x - (5x + 2) b. x - (5x - 2)

..' "'
'\'
.. ... ' '\ " ' '
'
- " "' -' ,,
'\
' . ' - . -' '' ' . ' '
f;/jllii. MINUS PUZZLE
20. a. Using the Lab Gear, show -4 in five
different ways.
b. What numbers of blocks can and cannot
be used to show -4?

2.2 Adding and Subtracting

Digitized by Coogle
 Multiplying

•••••••••••••••••••••
You will need: •• ASSOCIATIVE AND COMMUTATIVE lAWS
•• • In a multiplication the factors can be grouped
the Lab Gear ••
•• •• in any way. For example, (-2 · 3) · 4 =
•
•••••••••••••••••••••••••••••••••• -2 · (3 · 4). This is called the associative law
for multiplication.
THREE DIMENSIONS

Just as we used the area of a rectangle to help In a multiplication the factors can be multi-
us model multiplication of two factors, we can plied in any order. For example, 5 · (-6) =
use the volume of a box to help us model mul- (-6) · 5. This is called the commutative law for
tiplication of three factors . multiplication.

For example, 5 • x • y can be shown like this. 2. Using six xy-blocks, it is possible to make
a rectangle in four different ways. Find all
four rectangles, and write a multiplication
equation for each.
3. Using six xy-blocks, it is also possible to
make a three-dimensional box. There are
many such boxes. Find five, and write at
least two multiplications for each one.

4. fii!u!.Jtilfl Explain how problems 2-3

about 6xy provide examples of the
associative and commutative laws for
multiplication.

HOW MANY TERMS?

5. 1tfi1!.16"1·!.1 After combining like terms,

But another way to show it could be: how many terms does the product have
for each of the following multiplications?
Is there a pattern? You may use the
Lab Gear.
a. 2x • 3x
b. 2(x + 3)
c. 2x(x + 3x)
d. (3 + x)(x + 2)
1. .... Use the Lab Gear to show how x 2y
can be seen as a product of:
a. three factors;
b. two factors;
c. two factors in another way.

4so Chapter 2 Operations and Functions

Digitized by Coogle
 2.3.

The figure shows (x + 3)(x + 5). 9. Repeat problem 7 for

(x + y + 3)(x + y + 5).
10. . _ Use the Lab Gear to model a multi-
plication problem that has four terms in
the final answer. Sketch the blocks and
write the multiplication.

MAKE A RECTANGLE

Take blocks for each expression.

a. Arrange them into a rectangle.
The resulting rectangle is made up of four b. Write a multiplication equation of the
smaller rectangles. The area of each one is form length times width equals area.
shown in the figure.
11. xy + 5y 12. xy + 7x
6. a. Which two rectangles are made up of
the same kind of block? 13. 7y + 7x 14. x 2 + 7x
b. What is the answer to the multiplication 15. x 2 + 7x + xy
(x + 3)(x + 5)? Combine like terms in
16. . _ Do not use the Lab Gear for this
your answer. How many terms are in
problem. Write the addition
your final answer?
l + 2xy + 3y
7. a. Use the comer piece to model the mul- as a multiplication. Explain how you
tiplication 3x(x + 5). Sketch it, show- solved the problem.
ing the resulting rectangle.
b. On your sketch, write the area of each In problems 17 and I 8, take blocks for each
of the smaller rectangles that make up expression.
the larger rectangle. a. Arrange them into a rectangle.
c. Write the result of the multiplication b. Write a multiplication equation of the
3x(x + 5). Combine like terms. form length times width equals area.
d. How many terms are in your final 17. Qx 2 + 7x + 6
answer?
18. Qx 2 + 7x + 10
8. Repeat problem 7 for
(x + 3)(x + y + 5).

2.3 Multiplying

Digitized by Coogle
 The Distributive Law

liNEAR ADOITION ANI1 SUBTRACTION Remember that the shaded blocks are upstairs.
In the case of x, y, and constant blocks - in Look at the part of the downstairs blocks that
other words quantities of degree I or 0 - you are not covered by upstairs blocks. The answer
can think of adding as putting together blocks to the multiplication is represented by the
end-to-end in a line. For example, 2x + 5 is uncovered rectangle with dimensions 5 and
shown by connecting the two x-blocks and the 5 - 2. Of course, the product is 5 times 3, or
5-block on their 1-by-1 faces. 15, which is the answer you get when you sim-
plify upstairs and downstairs blocks .

•••••
Similarly, subtraction of quantities of degree 0
THE DISTRIBUTIVE LAW

Find these products, using the Lab Gear.

and I can be shown linearly, by making sure
that the uncovered area models a single line Remember to use upstairs for minus.
segment. The figure shows y- 5. 3. x(5 + y) 4. (5 - x)y
5. 5(x + y) 6. (y- 5)x
7. y(5 + x) 8. (y- x)5
This representation is based on a length model
of addition and subtraction. 9. Jii!,!,b'fl Explain how you can correctly
1. Sketch these sums, showing length. remove parentheses from an algebraic
a. y + 2 b. 3x + I expression when they are preceded or fol-
lowed by a multiplication, and when there
2. Sketch these differences, showing length. is more than one term in the parentheses.
a. y - 2 b. 3x - I
10. ....... Remove the parentheses.
THE UNCOVEREI1 RECTANGLE a. a(b +c) b. (a - b)c
It is possible to use the corner piece for
The rule you have discovered in this section is
multiplication when minus signs are involved.
called the distributive law of multiplication
For example, this figure shows the
over addition and subtraction.
multiplication 5(5 - 2).
Use the distributive law to multiply. You may
use the Lab Gear to check your work.
11. a. 2x(x + I) b. 2x(x- I)
12. a. 2x(x + y + 5)
b. 2x(x + y - 5)
c. 2x(-x + y + 5)
d. 2x(x - y + 5)

Chapter 2 Operations and Functions

Digitized by Coogle
 2.4.

For problems 13- 18: Notice that, inside the comer piece, the
a. Show the quantity with the Lab Gear, uncovered rectangle has dimensions 3x + I
using upstairs to show minus. and 2x - I. These are the original factors.
b. Arrange the blocks so the uncovered This tells you that we did the multiplication
part is a rectangle. correctly. But the product can be simplified, as
shown below.
c. Write a multiplication of the type,
length times width = area for the ~
uncovered rectangle.
13. xy- 2y 14. xy- 2x
15. xy- ?- 16. xy +X- J!-
17.l + xy- 5y 18.l- xy- y
19. \) Explain how someone might have done
problem I8 without the Lab Gear.
20. \) Write x 2 - xy - x as a multiplication of
• ~

the type, length times width = area, for

the uncovered rectangle. 22. a. Explain what was done to the blocks in
problem 2I after using the comer piece.
RELATED PRODUCTS Which blocks were removed, and why?
21. Use the comer piece to show b. Write the final answer, combining like
(3x + I)(2x- I). terms.
This figure shows the product (3x + I )(2x - 1). 23. Use the Lab Gear to find the product:
(3x - I )(2x + I). Sketch the process as
lJ ~
was done for problem 2I.
24. a. Show the multiplication
::::::1 (3x + 2)(2x + 5) with the Lab Gear.
Write the product.
::::::1
b. Write two more multiplications, both
involving minus, that use the same
blocks as (3x + 2)(2x + 5). In each

• ~ case write the product.

2.4 The Distributive lAw

Digitized by Coogle
.2.4

2S.Jilirrlrrfild You can use the same blocks to 26. QYou will learn how to model
show all three of these products with the (2.x - 3)(3x - 5)
Lab Gear. Explain why the products are with the Lab Gear in a later chapter. Try
different, even though the same blocks are to find a way to do this without looking
used. Include sketches as part of your ahead in the book.
explanation.
a. (2x + 3)(3x + 5)
b. (2x + 3)(3x - 5)
c. (2x - 3)(3x + 5)

•' ,. ... ·. ' ,,, . . ''' ' ' ' ,, ........ ...' , . ''
f;lilfiii UNLIKE TERMS
27. AI still doesn't like terms. For each prob-
lem, give the correct answer, if possible,
and explain what AI did wrong. Use Lab
Gear sketches or substitute numbers.
a. x2 - x = x
b. 3x- x = 3
c. 9x - 4y = 5(x - y)

Chapter 2 Operations and Functions

Digitized by Coogle
~lli!@iiji@~
WRITING
2 •A Operations

The teacher had just returned the math test, Then the teacher did an unusual thing. He
and no one was looking very happy. Martin handed out these instructions:
had missed all the problems.
Free Points!
Test Name: Martin P.
You can get extra points on
Operations the Operations test if you
can correct your mistakes.
This is what you need to do:
2. 3x+ x= 3l a. For each problem, explain
3. 2K- J1 =X your mistake. Try to figure
out what you were thinking.
4. 5- 2x= 3x Most of your mistakes have
to do with operations.
5. 4 - 2 · 6x = 12x
6. (2x - 3) - (x - 2) = x +5 b. Show me you now know how
to do the problem correctly.
7. 6x- (K- 4x) = 2x- x2 Use sketches of the Lab
Gear or explain a rule you
a. -Cv - >1) = -l - x 2
have learned. Don't just
give me the answer.
9. (2x + 1)(3x - 5) = 6l - 5

10. 2x(-y + 5) = 2x - y +5 c. Finally, write the correct

answer to the problem.
11 . 2y + 3x = 5xy
12. 6 - 2(x + 3) = 4x + 12
What should Martin write to get his free
points? Write out the corrections for him.

"I hate math tests," Martin groaned. "I'd rather

have my teeth pulled out." Mary would not
show her test to anyone, but she looked miser-
able, too. "I' II need a brain transplant to pass
this course," she moaned. Lew, the math whiz,
grimaced at his test score and glared at his
crutches. He was used to getting everything
right, but he had just had an operation on his
knee after an injury on the playing field. Math
had been the last thing on his mind when he
took the test.

2.A Operations ss4

Digitized by Coogle
 Powers

DOING DISHES • You are already familiar with squaring and

Abe agreed to do the dishes daily in exchange cubing, which are special cases of expo-
for one cent on April I st, two cents on April nentiation in the case of raising to the sec-
2nd, four cents on April 3rd, and so on, dou- ond and third powers.
bling the amount every day. • The numbers in the Cents column in the
above table are called the powers of 2,
1. To find out how much money Abe was because they can be obtained by raising 2
earning, make a table like this one, for at to different powers.
least the first ten days.
Notation:
Day# Cents Total • On calculators, it is not possible to use this
notation. Instead, 25 is entered as 2 ~ 5,
I I I
2 ~ 5, or 2 EJ 5.
2 2 3 • On computers, most word processors
allow the user to type exponents (called
3 4 7 superscripts).
• Computer programming languages use
4 ... ...
2"5, 2**5, or POWER 2 5 .
2. How are the numbers in the Cents column 5. lrl§.!§@fJ1!!.!.1
calculated? a. How much money did Abe make on the
3. How much money did Abe get paid on n1h day of April? (Watch out.)
April 30? Explain how you figured out the b. What is the number in the Total column
answer. Do you think you could talk your on day n? Explain.
parents into an arrangement like this?
EXPONENTIAL NOTATION
4. a. Study the table, looking for a pattern in
the Total column. Describe the pattern. The number 64 can be written in exponential
b. How much money did Abe make alto- notation as 26 or 82• (Check this with your cal-
gether during the month of April? culator or by mental multiplication.)
Definitions: Exponents 6. Find another way to write 64 in exponen-
Exponentiation, or raising to a power, is the tial notation.
operation of multiplying a number by itself 7. Write each of these numbers in exponen-
repeatedly. The number that is multiplied is tial notation. Do not use 1 as an exponent.
called the base. The number of factors is If possible, find more than one way. It may

I
called the exponent. help to use your calculator.
Examples: a. 81 b. I
• The expression 2 · 2 · 2 · 2 · 2 is written c. 1024 d. 625
25, where 2 is the base and 5 is the e. 6561 f. Q -512
exponent.

Chapter 2 Operations and Functions

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 2.5.
CHAIN LETTER 9. How many weeks until the number of let-
Lara received this letter. ters received that week is greater than the
population of the United States?

Dear Lara, 10. How many letters were received in the

nth week?
Send copies of this letter to five 11. If each person made six copies of the letter
people, or the most terrible bad instead of five, how would your answer to
luck will afflict you. One man problem I 0 change?
broke the chain, and a flower-pot
fell on his head, giving him a 12. Do you think that the chain was started in
terrible headache which 1919? Explain why or why not.
continues to this day. 13. How do the assumptions we made to solve
this problem compare with what happens
Don't look a gift-horse in the eye. in the real world with chain letters?
Rome was not built in a pond.
Don't cry over spilt tears. CHAIN LETTE~

Please do not break the chain! Assume Lara gave a copy of the letter to
It was started in 1919 by a Lea and they each sent five copies in the
psychic. first week.
14. If everything continues as in the previous
Bea
section, how many people receive the let-
ter? Make a table like the following for the
Assume that the chain is not broken, and that first five weeks.
each person who receives it takes a week to
send out five copies. Letters Total number
Week# received received
8. After one week, five people receive Lara's this week so far
letter. After another week, how many peo-
ple receive the letter? Make a table like the I 10 10
following for the first ten weeks.
2 50 60

Letters Total number 3 ... ...

Week# received received
this week so far
15. QWrite the number of letters received
I 5 5 in the loth week as an expression using
exponents.
2 25 30
16. Q How many letters were received in the
3 ... ... nth week?
17. QIf each person asked a friend to help in
the same way, how would your answers to
problems 14-16 change?

2.5 Powers

Digitized by Coogle
 Finding Patterns

••••••••••••••••••••• 3. Lara notices that for the amount of time

You will need: ••
•• • she is planning to park, the cost difference
•• graph paper ffi33
................................... ~
••
between the two garages is less than a
• ••
•••••••••••••••••••••••••••••••••• quarter. How long is she planning to park?

PARKI~G RATES
4. The parking fees at the Bear Garage
mostly fit a pattern. Describe the pattern
Two downtown parking garages charge differ- in words. Where does it break down?
ent amounts, as shown by the following signs.
5. The parking fees at the Ball Garage fit a
Ball Garage Bear Garage more complicated pattern. Describe the
pattern in words. Why might the owner of
up to: ·u· pay: up to: fee : Ball Garage have chosen a complicated
pattern?
1/2 hour 35 cents I hour $1 .05
Analyzing numbers can be useful in making
I hour 70 cents 2 hours $2.10 intelligent decisions. Here is an example.
I 1/2 hr $1 .05 3 hours $3.15 6. Zalman owns an empty lot. He decides to
convert it to a parking garage. He wants to
2 hours $1.40 4 hours $4.20 charge a fee that is not too expensive. He
3 hours $2.65 5 hours $5.25
decides on these rules:
• The fee should increase by a constant
4 hours $3.90 6 hours $6.30 amount for each half-hour.
• For parking times from a half-hour to
5 hours $5. 15 all day $7.25
nine hours, the fee should never be more
6 hours $6.40 than 25 cents higher than either Ball's or
Bear's fee.
7 hours $7.65 • The fee should be the highest possible
fee that satisfies these rules.
all day $8.90
a. Explain why Zalman might have cho-
1. If you park for two hours and five minutes, sen each rule.
you have to pay the three-hour fee. How b. What rate should he choose? (For con-
much is that at each garage? venience in making change, it should be
a multiple of 5 cents.) Explain.
2. People who work downtown tend to use
one of the garages, and people who shop 7. QGraph the parking fees for all three
there tend to use the other. Explain why, garages. Put time on the horizontal axis,
with examples. and cost on the vertical axis.

Chapter 2 Operations and Functions

Digitized by Coogle
 2.6.

FIBONACCI SEQUENCES 12. Look for odd/even patterns in Fibonacci-

like sequences including the original one,
The following numbers are called Fibonacci the Lucas sequence, and three named after
numbers after the Italian mathematician who students in your class. Explain.
first studied them:
I, I, 2, 3, 5, 8, 13, 21... 13. Extend the Fibonacci and Lucas sequences
to the left. In other words, what number
8. Describe the pattern. Then give the next should come before the first number?
five Fibonacci numbers. (As a hint, if you What number should come before that,
have not yet discovered the pattern, look at and so on? Describe the resulting patterns.
the Lucas numbers - named after another
mathematician - which follow the same
MISSING NLJMBFRS
principle: 1, 3, 4, 7, 11, 18, 29, 47, 76, 123 ...)

9. ltfi'(.jfiil·hi Look for patterns in the The following Fibonacci-like sequence frag-
Fibonacci numbers. You may use addition, ments have numbers missing. Copy the
subtraction, or multiplication. sequences and fill in the blanks.
14. a. 0.5, 1.1,_,_,_
I Definition: A sequence is an ordered list of
numbers or expressions.
b. 5,-4,_, _ , _
c. -6,-7,_,_,_
10. You can create your own Fibonacci-like
15. a. _ , _ , _ , 11 , 20
sequence. Choose any two numbers, and
use them as the starting values for a b. 2,_, 7,_, _
sequence like the ones described in prob- c. _ , 3 , _ , 9 , _
lem 8. Name the sequence after yourself. You may need to use trial and error for these.
Have a classmate check that your
sequence is correct. 16. 0 a. 1,_,_, 11,_
b. 12,_,_, 13,_
11. a. Find the first ten terms in a new
sequence by adding the Fibonacci and c. _,8,_,_, 10
the Lucas numbers. (The sequence 17. Oa. 1,_,_,_, 11
should start: 2, 4, 6, 10, 16... ) Is the b. 1,_,_,_,20
resulting sequence a Fibonacci-like
c. 2,_,_,_, 19
sequence? (Does it follow the same
rule?) 18.0 a. 3 , _, _ , _ , _ , 2 9
b. Find the first ten terms in a new b. 5 , _ , _ , _ , _ , _ , 17
sequence by subtracting the Fibonacci
numbers from the Lucas numbers.
Compare your answer to the one in (a).
c. Find the first ten terms in a new
sequence by dividing the sequence in
(b) by 2. The result should be familiar.

2.6 Finding Patterns

Digitized by Coogle
.2.6

P'A~KI.~G ~A IES
23. Extend the sequence you started in prob-
lem 20. Look for patterns.
19. Look at problem 17. Describe the
relationship between the middle number
FIBONACCI PUZZLE
and the outer numbers.
20. Create a five-term Fibonacci-like sequence 24. How many Fibonacci-like sequences can
in which the first two terms are x andy. you find that involve only positive whole
21. Check whether the pattern you noticed in numbers and include your age in fourth
problem 19 works for the sequence you place or later? How about your teacher's
just created. Explain. age, or the age of a parent or adult friend?

22. Fill in the blanks for this Fibonacci-like

sequence. -123, _ , _ , _ , 456

,.
_' ....... ' ' , , ,' ·''• ' ,,,,- . . ',' '· ' '
DISCOVERY PERIMETER ARRANGEMENTS frlitljii MISSING TERMS

2sJffli.JFI!!.],j Make sketches of some differ- 28. What terms are missing? More than one
ent ways that you could put together an term may be missing in each problem.
r
x-block and an -block in two dimensions. a. 3x2 - 4x + = -9x2 + 8x + 7
(They have to touch each other, but they b. -x2y + 6xy + _ = 9ry + By
don't have to make a rectangle.) Use your c. 3x2 - 4x - ( _ ) = -9x2 + 8x + 7
imagination. There are more than two d. -x2y + 6xy - ( _ ) = 9x2y + 8y
arrangements possible. Is it possible to
sketch all the arrangements you think up? fijk#..ifi MAGIC TRIANGLE
26. Find the perimeters of the arrangements 29. Put an integer from -4 to 4 in each circle
you sketched in problem 19. Write each to get equal sums along each side of the
perimeter next to the sketch. Make sure triangle. Find as many different sums as
you have found the largest and smallest you can.
perimeters possible.
27. () Find two arrangements that have the
same perimeter, but look as different from
each other as possible.

Chapter 2 Operations and Functions

Digitized by Coogle
 LESSON

Functions and Function Diagrams

... ' " " ' ' . ' ' " ". " . " - . . ' ' " ' " "
'\ '\ '\

You will need: •••••••••••••••••••• 4. Q 5. Q 6. Q

••
•• graph paper EfE3
~~~~;;:~
. . . . . ...... . .~i~~r~per
X y X y X y
••
••
•• . . .... . . . ... . . . . . . ....rpl
•••••••••••••••••••••••••••••••••
w 7 40 3 8 5 15

I 16 4 13 2 -6

FUNCTIONS FROM IN-OUT TABLES

-2 4 I -2 -I -9

I Definition: The following tables are called

input-output tables, or in-out tables. -5 7 6

The number that is put in is x, andy is the -12 20 54

number that comes out. Each table has a rule
that allows you to get y from x. For example, 7. l:rnl[.j&!!i•lrl Find as many functions as pos-
the rule for the table in problem 1 is to get y,
sible that assign they value 4 to the x
add three to x. We say that y can be written as
value I.
a function of x: y = x + 3.

I Definition: Afunction is a rule that assigns

a single output to each input.
FUNCTION DIAGRAMS

For each of the following problems: 20 20

a. Copy the table.
b. Describe the rule that allows you to get
y fromx.
10 10
c. Use the rule to find the missing
numbers. (In some cases, the missing
numbers may be difficult to find; use
trial and error and a calculator to make 0 0
it easier.)
X ---~y
d. Write y as a function of x.
1. 2. 3. The figure above shows a function diagram for
this table.
X y X y X y
X y
-5 -2 7 3.8 5 20
2 0
7 10 10 6.8 3 12
5 6
5 0 I
8 12
-7 10 -I
II 18

2. 7 Functions and Function Diagrams 614

Digitized by Coogle
.2.7
8. What is the function illustrated in the pre- I SEE WHERE YOU'RE COMING FROM
vious function diagram?
For each function in problems 9-12: 15 15
a. Make a table, using at least five in-out
pairs.
b. Make a function diagram, using the
scale shown below. 5 5

-5 -5

X------:~ y
The following problems are about the above
function diagram. Assume that more in-out
lines could be added, following the same
pattern.

X y 14. Find the output when the input is:

a. 0 b. 5 c. -5
9. y =X +2 10. y =X - 2
15. Find the output when the input is:
11. y = 2x 12. y = x/2
a. 99 b. - 100 c. 1000
13. Make a function diagram for each of the
16. Find the output when the input is:
tables in problems I, 2, and 3. You will
a. 1/2 b. 1/3 c. l/6
have to decide what scale to use on the x-
and y-number lines. (For each problem, For the following problem, you may need to
use the same scale on both number lines.) use trial and error.
Function diagrams are an important way of 17. Find the input when the output is:
understanding functions. We will use them a. 0 b. 5 c. -5
throughout this course. d. 99 e. -100 f. 1000

Chapter 2 Operations and Functions

Digitized by Coogle
 UPS AND DOWNS 20. Find a point that moves
a. up 3 units; b. down 3 units;
Each line in a function diagram connects an
c. up 6 units; d. down 4 units.
input point on the x-number line to its output
point on the y-number line. We use the nota- 21. 0 Use trial and error to find a point that
tion (x, y) to refer to such a line. Notice that in moves
the previous diagram some of the lines go up, a. up 99 units;
and some go down. For example: (5, 12) goes b. down l 00 units.
up, and (0, -3) goes down.
18. If you were to draw additional lines in
22. 0 G§.I§Eiifjiit.!,l If you know of a point
that moves up n units in the previous
the function diagram, could you correctly
diagram, how would you find a point
draw one that goes neither up nor down?
that moves down n units? Write a full
Where would it start?
explanation.
19. In describing the diagram, one might say
5 goes to 12, "moving" up 7 units. Which
point "moves" down 5 units?

'
~..
,, ... ... ' ' ' _, ...
' '... _'\ ' . ~ - - -. ~
.. '.. ~
'
---

DISCOVERY SURFACE AREA OF A BOX

The volume of a box is given by the formula

volume = length • width • height.
23. Write the surface area of a box as a func-
tion of length, width, and height. Compare
your function with the ones found by some
of your classmates.

2. 7 Functions and Function Diagrams

Digitized by Coogle
 Time, Distance, Speed

MOTION PICTURES The above function diagrams represent the

motion of three living creatures: a fast roller
minutes miles
skater; a cheetah (one of the world's fastest
mammals, it's a large, wild cat that lives in
Africa); and a white-throated needletail (one of
the world's fastest birds, it lives in Australia).
The diagrams assume that the three creatures
ran a one-hour race, and were able to maintain
their top speed for the full hour. (This is not
realistic, but then neither is the idea of a roller
skater racing with a cheetah and a bird.)
time - distance Each diagram shows minutes on the x-number
Roller Skater line, and miles on they-number line.
1. Use the diagrams to estimate how far each
minutes miles
went in an hour.
2. After thirty minutes, approximately
a. how far is the needletail ahead of the
cheetah?
b. how far is the cheetah ahead of the
skater?
3. Estimate each speed
a. in miles per hour;
b. in miles per minute.
time - distance
Cheetah 4. . . . Explain how time-distance function
diagrams allow you to compare speeds.
minutes miles Time is on the x-number line, distance is
on they-number line. Where is speed?
hours miles

time - distance
Needletail
time - distance
Sloth
Chapter 2 Operations and Functions

Digitized by Coogle
 2.8.
5. The preceding diagram shows the On the function diagram, follow the motion of
hypothetical progress of a sloth. The the ball with your finger on the y-number line,
x-number line represents time in hours, second by second.
and the y-number line represents distance
7. During which one-second interval(s) did
in miles. Compare the sloth's motion to
the ball move the fastest? The slowest?
the motion of the skater, cheetah, and
needletail. How fast is it going per hour? 8. At what time did the ball change
Per minute? direction?
6. Explain why someone comparing the 9. Make a table like this one, showing the
sloth's speed to the needletail's might height of the ball at one-second intervals.
make a mistake and take the diagrams to Extend the table until you have included
mean the sloth is almost as fast as the all the information given on the function
needletail. diagram.

THE BAll Time Height

In a physics experiment, a ball is launched (seconds) (meters)
straight up by some device, and its height
0 0
above the ground is recorded at one-second
intervals. The resulting information is I 25
displayed in the function diagram below,
where the x-number line represents time in 2 ...
seconds, and the y-number line represents dis-
tance from the ground at that time in meters.
10. Estimate the times when the ball was at
seconds meters the following heights. (Give two times for
each part, one on the way up, and one on
the way down.)
a. 40 m b. 30m
c. 20m d. lOrn

time - distance
Ball

2.8 Time, Distance, Speed

Digitized by Coogle
~1111~1~
WRITING
2 • 8 The Car Trip

• What time did the trip start?

• What happened from 12 to 1? Where
did it happen?
• When did the family drive faster than
A family is traveling by car from City A, in the speed limit? How fast were they
Cool County, towards City E. On this diagram, going then?
the x-number line represents the time of day, • How could you explain the changes in
with 9 A.M. near the bottom, and 7 P.M. near the speed that are evident from the diagram?
top; the y-number line represents distance from • What time did they arrive at their
City A in miles. destination?
miles • How far is City E from City A?

400 2. 0 liji.]l§dl
a. Using real towns and distances (perhaps
taken from a road map), draw a map
3 P.M. and a function diagram for another
200 car trip.
b. Get the map and function diagram that
noon
one of your classmates made in part (a).
Write a paragraph describing the trip
shown. Discuss your description with
the person who made the map and dia-
time _ ____,)lo~ distance gram. Do you agree on what the figures
Car Trip convey? If you disagree, is one of you
misinterpreting the figures? Or are both
1. 1;1§·!.1 11 Describe the trip as best you can interpretations correct?
from the information on the function dia-
gram. In your paragraph, make clear what
you get from the diagram and where you
are making guesses to interpret the infor-
mation. Your paragraph should include
answers to the following questions, but
should not be limited to them.

Chapter 2 Operations and Functions

Digitized by Coogle
 ••••••••••••••••••••• The two function diagrams you just drew both
•••
You will need:
•• represented functions of the form y = mx,
•• graph paper EHE ••

~~~~ti:~~i~~r~per rpl
• where m is a constant. In the first case, m
•• •• was 2. In the second case, m was 3.
•• •
• ................................................................ ~ •• 6. Draw three other function diagrams of the
• •
•••••••••••••••••••••••••••••••••• form y = mx. Be sure to try at least one
ADDITION
negative value of m and one value of m
between 0 and I.
1. Draw a function diagram to represent each
of these functions . 7. The function y = x, for which you
a. y = X + 6 b. y = X + 3 already have a diagram, is also of the
form y = mx. What is m?
c. Compare the two diagrams. How are
they alike? How are they different? 8. The function diagrams you just drew rep-
resent multiplication. In each case, to get
The two function diagrams you just drew both
the value of y you multiplied x by a num-
represented functions of the form y = x + b,
ber. How are all of these diagrams the
where b is a constant. In the first case, b was 6.
same? How are they different?
In the second case, b was 3.
9. . _ Look at your multiplication diagrams.
2. Draw three other function diagrams of the
For each one, as the value of x increases
form y = x + b. Be sure to try at least one
from the bottom of its number line, follow
negative value of b.
the value of yon its number line with
3. a. Draw a function diagram for the func- your finger.
tion y = x. a. For what values of m does the value of
b. The function y = x is also of the form y go up? Down?
y = x + b. What is b? b. Is there a value of m for which y goes
4. . _ The function diagrams you drew in neither up nor down, but remains
problems 1-3 represent addition. In ea~h unchanged?
case, to get the value of y, you added the c. For what values of m does the value of
number b to x. How are all of these y change faster than x? More slowly?
diagrams alike? How are they different? d. Is there a value of m for which y
How does the value of b affect the changes at the same rate as x?
diagram?

MULTIPLICATION

5. Draw a function diagram to represent each

of these functions.
a. y = 2x b. y = 3x
c. Compare the two diagrams. How are
they alike? How are they different?

2.9 Operations and Function Diagrams

Digitized by Coogle
T2.9
MIRROR IMAGE DIAGRAMS 16.';1§-!.1•1 Write a report summarizing what
you learned in this lesson. Illustrate your
report with examples of function dia-
grams. Your report should include, but not
be limited to, answers to the following
questions:
• Addition can be represented by
functions of the form y = x + b. What
do their function diagrams look like if
b = 0? What if b is greater than 0?
Less than 0?
• Subtraction can be represented by func-
X ----~y X -------:~ y tions of the form y = x - b. How do
their function diagrams compare with
The two function diagrams above are mirror those of addition?
images of each other.
• Multiplication can be represented by
10. Explain how to draw the mirror image of a functions of the form y = m.x. What do
function diagram. their function diagrams look like if m is
negative? If m is positive? What if m is a
For each of the following functions:
number between 0 and I?
a. Draw the function diagram, using the
• Division can be represented by functions
same scale on the x- and y-number
of the form y = x/m. How do their func-
lines.
tion diagrams compare with those of
b. Draw the mirror image diagram. multiplication? What if m is positive?
c. Find the function corresponding to the Negative? What if m is a number
mirror image. between 0 and I ?
11. y =X+ 3 12. y = 4x
17. QCompare function diagrams of the
13. y =X- 4 14. y = x/3 form y = b - x with those of the form
y =X- b.
15..... Explain the relationship between the
function corresponding to the mirror
image and the original function.

Chapter 2 Operations and Functions

Digitized by Coogle
 You will neetl: •••••••••••••••••••••• 4. r--
• r- -
.
•
: the Lab Gear
..................................... --.tJ •
.
:
•••••••••••••••••••••••••••••••••••
•

THE IALL
- r-
1. Look at this sequence of block figures. .__
Think about how it would continue, 5.
following the pattern. Then:
a. Sketch the next figure in the sequence.
b. Copy and complete the table below.
c. Describe the pattern in words.

0 ITJ I I I I
Figure# Perimeter

I 4

2 6 6.
3 8

4 ...

10 ...

100 ...

II ...
If you have trouble answering questions 7-8 by
trial and error, try making graphs from the data
Repeat problem I for each of these sequences.
in your tables, with the figure number (n) on
2. the horizontal axis and the perimeter on the
vertical axis.
7. In problem I, which figure would have
perimeter 50?
3. 8. Is it possible to have perimeter 50 for any
of the patterns in problems 2-6?

2.10 Perimeter and Surface Area Functions

Digitized by Coogle
.2.10
9. Look at the x-block.
a. What is the perimeter of its top face? Figure# Surface Area
b. What is its perimeter if x = 1, 2, 3, 4, I 6
10? Make a table like the ones above.
c. Compare your table with those in prob- 2 10
lems 1-6. It should be the same as one
3 14
of them. Which one? Explain why you
think this works. 4 ...

10 ...
10. a. This figure represents the tops of five
x-blocks. What is its perimeter? 100 ...
b. What is its perimeter if x = I, 2, 3, 4,
10? Make a table like the ones above. n ...
c. This figure is related to one of problems Repeat problem 13 for each of these
2-6. Which one? Explain. sequences.
Note that in problems 9 and I 0, just one figure
represents a whole infinite sequence of figures,
14• • ,I ,I \I \I ,11
~~r,, ,,~:
) 111! , :::
' ' 1>
II I I I
because of the use of variables.
15• (')
V
• s sss >
I I I I I
11. Find the blue block that is related to prob-
lem 3. Explain.
12. QFor each of problems 4-6, build a
16. · · · · 1· 'ts's's'~
Q '· 5111) . _Ill. ~,¢)~
'[Ill~
related figure made of blue blocks. Check
your answer by making a table.
17. Q For each of problems 13-16, build a
related figure made of blue blocks. Check
your answers by making a table.

MORE SURFACE AREA

13. Look at the sequence of cube figures.
Think about how it would continue,
following the pattern. Then: 18. Look at the sequence. Think about how it
continues, following the pattern. Then:
a. Sketch the next figure in the sequence.
a. Sketch the next figure.
b. Copy and complete the following table.
b. Make a table like the following one.
c. Describe the pattern in words.

Chapter 2 Operations and Functions

Digitized by Coogle
 2.10.

-- F igure#

I
Surface Area

4x +2
Repeat problem 18 for each of these
sequences.

19.- ~

20.
2 8x +2

3 12x +2 21.
4 ...

10 ... 22. Make a figure out of blue blocks such that

100 ... by substituting I, 2, 3, .. . for y in its sur-
face area you get the same sequence as
n ... you did in problem 19. Check your work
by making a table.
c. Describe the pattern in words.

,,. ·' '

' '
• , , , ' · ' " '\' ' '\
,, . . . ' ,' , , '\
'\

eMf• SPROUTS The winner is the last person able to make a

legal move.
This is a game for two players. Start with
three dots on a piece of paper. These represent 23. Play the game with a classmate.
towns. Players take turns. To make a move: 24. What is the maximum number of moves
• Join a town to itself or to another town possible in a game?
with a road (a line).
• Place another town somewhere on the
road you just created.
Rules:
• A road cannot cross itself, another road,
or an existing town.
• No town can have more than three roads
coming out of it.

2.10 Perimeter and Surface Area Functions

Digitized by Coogle
 Polyomino Functions
·.' , , ,' ·''• '' ' , '·' '
. , - - - ,'

You will need: ••••••••••••••••••••••

• •• Figure Eyes Area Perimeter
•• graph paper EHB •
•• ...................................... l:±±::i;' ••
a 0 12 ...
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
b ... ... ...
POL YOMINO EYES

I Definition: The points of intersection of

the grid lines inside a polyomino are
called eyes.
4. Fill out a similar table for another area.
Write a formula for the perimeter as a
function of the number of eyes for
your area.
5. If you know that a polyomino has 0 eyes,
and area I 00, how could you get its
perimeter?
1. IM!.lfll!·ul Any polyomino has an area, a 6. Answer question 5 using area I 00 and
perimeter, and a number of eyes. Is there a 10 eyes.
relationship between the three numbers?
Can you express the perimeter as a func- 7. Write a formula for the
tion of the area and the number of eyes? perimeter p of a polyomino having area a
(Hint: To find out, draw several polyomi- and e eyes. (This formula is a function of
noes that have the same area, but different two variables, a and e.)
perimeters. For each one, write the number
of eyes and the perimeter. As the number 8. \) For a given area, what is the maximum
of eyes increases, does the perimeter get number of eyes? Find a pattern by experi-
longer or shorter? Repeat the process for a menting with areas 4 and greater.
different area.) Write a paragraph telling
what you discover. A CRAPH l'i\I'FR SPIRAl

2. Complete the table shown at the top of the

9. Make a polyomino spiral on your graph
next column. Use data from these figures.
paper by shading in one square at a time.
3. Write a formula for the perimeter of a See the figure below.
polyomino having area 12 and e eyes.

5 4 3 J
6 1 2 I
7 8 9 10
~lc!~~j~!~1 ld l I j I 1
IIII ~---~

1 1
e l llll llfHlEI §IE
g

Chapter 2 Operations and Functions

Digitized by Coogle
 2.11.

Every time you shade a square, write the

Rectangle# Area Perimeter
perimeter of the figure in a table like the
following. Continue until you see a pattern. 1 2 6

Area Perimeter 2 6 10

I 4 3 ... ...
2 6
12. Describe the patterns you see in each
3 8 column.

... ... 13. What will the area and perimeter be for
square # 100?
10. Describe the pattern you see. 14. Write a function for:
11. Now make a new spiral the same way. a. the area of square #x;
This time record only the areas of squares b. the perimeter of square #x.
and rectangles that you get along the way, 15. What will the area and perimeter be for
in two tables like those below, continuing rectangle #I 00?
until you see a pattern in all the columns.
: I
16. Write a function for:
~---+
i
I
a. the area of rectangle #x;
!i I: ! I I I
'
I
I l! l b. the perimeter of rectangle #x.
: __ _ J_-1-1"-+----+--+-
-1 1 2
17J;i§.(.lel What do you know about the
--+- relationship between area and perimeter of
polyominoes? You may draw information
! i I from this lesson, as well as from Chapter
I, Lessons 1 and 2. Use graphs and
4 3-
i-- illustrations.
1 2

Square# Area Perimeter

I I 4

2 4 8

3 ... ...

2.11 Polyomino Functions

Digitized by Coogle
 Geoboard Triangles

You will need: •••••••••••••••••••• b. Explain how you could find the area of
••
••
•• · · ···· · ······· ·
geoboards

dot paper
D a triangle having horizontal side 6 and
vertical side I 00.
c. Express the area as a function of the
•• ................................................... . vertical side .
••
•• • ••• • •• • ••• • ••• • •••• •••• •••• ••• 4. Repeat problem 3 for a horizontal side of
1. 1tfi11.JE!!!.!.i If many triangles have one length 9.
vertical side in common, how is their area
ONE HORIZONTAl OR VERTICAL SIDE
related to the position of the third vertex?
To find out, make many triangles having 5. Make a triangle having vertices at (0, 0)
vertices at (0, 0) and (0, 8). For each one, and (0, 7) and the third vertex at (I, 4 ).
keep a record of the coordinates of the What is its area?
third vertex and the area. Look for 6. Make a table like the following for trian-
patterns. Write a paragraph explaining gles having vertices at (0, 0) and (0, 7) and
what you found out. Use sketches. the third vertex as indicated. Extend the
table all the way to vertex (7, 4 ).
HORIZONTAl AND VERTICAl SIDES

2. Make a triangle having a horizontal side of 3n1 Vertex Area

length 6 and a vertical side of length 4.
(0.4) ...
What is its area?
3. In this problem, use triangles having a hor- (1. 4) ...
izontal side of 6.
(2, 4) ...
a. Make a table like the following. All tri-
angles should have a horizontal side of ... ...
length 6, but the length of the vertical
side will vary. Extend the table all the 7. Write the area as a function of the x-coor-
way to vertical side of length I 0. dinate of the third vertex.

Vertical Side Area

8. a. Make the triangle having vertices (0, 0),
(0, 7), and (9, 4). Guess its area.
0 ... b. With another rubber band, make the
smallest rectangle that covers the trian-
I ... gle. If you did it correctly, you should
2 6
now see two new triangles. Find the
area of the rectangle and the area of the
... ... two new triangles .
c. Find the area of the original triangle.
This should match your guess from
part (a).

Chapter 2 Operations and Functions

Digitized by Coogle
 2.12 ...

9. . _ How would you find the area of the NO HORIZONTAl OR VERTICAl SIDES
triangle having vertices at ( 1, 0), (6, 0),
and (9, 9)? Find it and explain what you 13J:m1(.jfi!!·lei What is the area of the triangle
did, using a sketch and a paragraph. having vertices (0, 6), (7, 8), and (6, 1)?
Explain how you arrive at the answer. Use
sketches on dot paper.
10. a. Make triangles having vertices at (0, 0)
and (0, 6) and the third vertex at (x, 9), 14. What is the area of the four-sided shape
where x takes each of the whole num- having vertices at (0, 7), (2, 10), ( 10, 5),
ber values from 0 to l 0. Make a table (5, 0)? Hint: First find the area of the
of values to show the area as a function whole geoboard, then use subtraction.
of x.
15. Make a triangle having no horizontal or
b. Make triangles having vertices at (0, 0) vertical sides and having vertices on the
and (0, 6) and the third vertex at (9, y), outside edges of the geoboard. Use
where y takes each of the whole number subtraction to find its area.
values from 0 to 10. Make a table of
values to show the area as a function 16. Repeat problem 15 on another triangle.
ofy. 17. What is the area of the triangle having ver-
c. How do the answers to (a) and tices at (1, 8), (2, 4), and (9, 3)? Hint: You
(b) differ? may use the triangles having these
11. a. Make at least three triangles having vertices.
vertices at (0, 1) and (0, 6) and the third (1, 8), (1, 3), (9, 3)
vertex at (x, y), where x andy take (2, 4), (l' 3), (9, 3)
whole number values from 1 to 8. (l' 8), (2, 4), (l' 3)
Sketch each one and find its area.
b. Explain how you would find the area 18J;i§.l.lel Write an illustrated report on how
of a triangle having vertices at (0, I), to find the area of any geoboard triangle.
(0, 6), and (99, 99) without drawing a Give examples of the different techniques.
picture. Make sure you include examples of using
division by two, addition, and subtraction.
12. VExplain how you would find the area of
a triangle having vertices at (0, 0), (b, 0),
and (x, h), where band hare nonnegative.

2.12 Geoboard Triangles 75,4,

Digitized by Coogle
~ll@iijl@r~
~RITIN£ 2 •C Towns, Roads, an d Zones

1. l@1!.!fi!!·i•l Make many different "maps"

like the ones above. Keep track of the
number of roads, towns, and zones in a
table. Try to find a pattern in the relation-
ship of the three numbers. (If you cannot
find a relationship between all three num-
bers, keep one of the numbers constant
Ouargla
and look for a relationship between the
This is a simplified road map of part of other two.)
Algeria. It shows 7 towns and I 0 roads. For
the purposes of this lesson we will call any 2. Make at least six different three-town
area completely surrounded by roads, (and not maps. What is the relationship between the
crossed by any road,) a zone. As you can see, number of roads and the number of zones?
there are 4 zones on this map. Express it in words, and writer (the num-
ber of roads) as a function of z (the num-
Rules: Each town is connected to all the others ber of zones).
by roads (not necessarily a direct connection);
all roads begin and end at a town. It is possible 3. Make at least six different four-town
for a road to connect a town to itself. It is pos- maps. What is the relationship between the
sible for more than one road to connect two number of roads and the number of zones?
towns. Express it in words and write a function.
In maps like this one there is a relationship 4. Make at least six different five-road maps.
between the number of towns, roads, and What is the relationship between the num-
zones. Your goal in this lesson is to find it. ber of towns and the number of zones?
The relationship was discovered by the Swiss Express it in words and write a function.
mathematician and astronomer Leonhard
Euler. It is part of a branch of geometry called
topology, which he created.

Chapter 2 Operations and Functions

Digitized by Coogle
 2.cT
5. Make at least six different six-road maps. • If there are t towns and r roads, how
What is the relation hip between the num- many zones are there?
ber of towns and the number of zones? • If there are t towns and z zones, how
Express it in words and write a function. many roads are there?
6. Make at least six different four-zone maps. • If there are r roads and z zones, how
What is the relationship between the num- many towns are there?
ber of roads and the number of towns?
Express it in words and write a function. 8. l§i.JI49' Euler
Find out about Leonhard Euler and/or the
7. l;ig.I•1el
Write an illu trated report describ- Koenigsberg Bridge Problem. Prepare an
ing what you have learned about towns, oral presentation or a bulletin board
road , and zones. Give examples. Your display.
report should an wer the following ques-
tions, but not be limited to them:

2.C Towns, Roads, and Zones

Digitized by Coogle
 ~ Essential Ideas
..' " ,, ... .. ' ' " ' " ' . " " " ' ' ' . ' - . . ' '' '\ . ' '
THREE MEANINGS OF MINUS 8. Choose two of the three multiplications
1. For each of the following, write an expla- in problem 7. Make a sketch of what
nation of what the minus sign means. they look like when modeled with the
Lab Gear.
a. -2 b. -(2 + 2x)
C. X - 2 d. -y EXPONENTIAL NOTATION

OPPOSITES
9. Write each of these numbers in exponen-
tial notation. If possible, find more
2. Find the opposite of each quantity. than one way. It may help to use your
Remember: A quantity and its opposite calculator.
add up to zero.
a. 32 b. 64 c. 256
a. x b. 2
d. 4096 e. I f. 6561
c. -2 d. -x
e. x + 2 f. X - 2 FUNCTIONS AND FUNCTION DIAGRAMS

For each of the following problems:

AlJDING AND SUBTRACTING
a. Copy the table.
In problems 3-4 you may want to make
b. Describe the rule that allows you to get
sketches or use the Lab Gear.
y fromx.
3. Simplify. (Add and combine like terms.) c. Use the rule to find the missing
a. {y2 + x 2 - 3y) + (y + 3x2 - x 2) numbers. (In some cases, the missing
b. x + (25 - yx - /) + (xy - y - x ) numbers may be difficult to find; use
trial and error and a calculator to make
4. Simplify. (Subtract; combine like terms.) it easier.)
a. (4- x 2 - 5x)- 3x- 2 d. Write y as a function of x.
b. (4- x 2 + 5x) - (3x- 2)
c. (4 + x 2 - 5x) - (3x + 2)
10. 11. 12.
d. (-4- x 2 - 5x) - (-3x + 2) X y X y X y

el"l"aSITES -I -7 2
3 4 5
In problems 5-8 you may want to make
sketches or use the Lab Gear. 4 28 12 I 4

5. Multiply. 0 6 2 I
a. 2x • 4x b. 5x • 6y
7 5 -I
c. 3xy. 10
6. The quantity 36xy can be written as the 13. a. Make a function diagram in which the
product 9x • 4y. Write 36xy as a product in output (y) is always 4 more than the
at least four other ways. input (x) .
b. Write a rule (function) for your function
7. Multiply.
diagram.
a. 2(x + y- 5) b. x(x + y + 5)
c. x(-x + y + 5)

Chapter 2 Operations and Functions

Digitized by Coogle
14. a. Make a function diagram in which 18.
....
the output (y) is always 4 times the
input (x).
b. Write a rule (function) for your function
diagram.
15. Make a function diagram with time on the 19.
x-number line (show one hour from the
bottom to the top), and distance on the y-
number line, to represent the motion of a
cyclist riding at a constant speed of 15 20.
miles per hour. Your diagram should have
five in-out lines.

PATTERNS AND FUNCTIONS

16. Look at the sequence of figures. Think 21. In problem 16, what figure would have a
about how it would continue, following perimeter of 88x + 2? Use trial and error
the pattern. Then: if necessary.
a. Sketch the next figure in the sequence. 22. Which sequence in problems 17-20, if any,
b. Copy and complete a table like the one contains a perimeter of
below. a. 2x + 100?

-
c. Describe the pattern in words.

Figure#

I
Perimeter

...
b. lOOx + 2?
c. lOOx + 100?
23. \) Look at the xy-block.
a. What is the perimeter of its top face?
b. What is its perimeter if y = I, 2, 3, 4,
I 0? (Do not substitute a number for x.)
2 ... Arrange your answers in a table .
3 ... c. Compare your table with those in prob-
lems 16-20. It should be the same as
4 ... one of them. Which one? Explain.

10 ... 24. V Use blue blocks to make a figure.

Substitute I, 2, 3, ... for y in its perimeter
100 ... to get the same sequence as problem 18.
Check your work; make a table.
ll ...
GEOBOARD TRIANGLES

17.--
Repeat problem 16 for these sequences. 25. On dot paper, sketch triangles having area
18, and having
a. one horizontal and one vertical side;
b. one horizontal side, no vertical side;
c. no horizontal or vertical side.

+ Essential ideas

Digitized by Coogle
CHAPTER

The double helix of a DNA molecule

Coming in this chapter:

ltmt.lZiltml Algebank offers to double your money every
month, in exchange for a monthly fee. Is this a good deal? Does
the answer depend on the fee, on the amount of money you have
to invest, or on both?

Digitized by Coogle
 WORKING BACKWARDS

3.1 Instant Riches

3.2 Two Negatives
3.3 More on Minus
3.4 Algebra Magic
3.A THINKING/WRITING:
Sec ret Codes
3.5 Introduction to Inequalities
r
3.6 Multiplication and Division ~~
3.7 Reciprocals I ~'
3.8 A Hot Day
3.8 THINKING/WRITING:
Opposites and Reciprocals
3.9 Equations and the Cover-Up Method
3.10 Combining Functions
3.11 Math on Another Planet
3.12 Similar Figures
3.( THINKING/WRITING:
More Banking

• Essential Ideas
• PRACTICE
 Instant Riches

AMAZING OPPORTUNITY! 3. a. Use arrows in this way to show what

The following ad appeared in the school paper. happened to Lara's, Gabe's, and Earl's
investments for the first five months.
b. Give advice to each of these students.
Amazing investment opportunity
at Algebank! Double your money RUNNING OUT OF MONEY
instantly! Invest any amount! No 4. Bea joined the plan, but discovered after
amount is too small. Our bank one month that she had an account balance
will double the amount of money of exactly $0. How much money had she
in your account every month. invested?
Watch your money grow!
5. Lea discovered that she had an account
A service charge of $100 will be balance of exactly $0 after two months.
deducted from your account at the end What was her initial investment?
of every month.
6. Rea had an account balance of exactly $0
after three months. How much money did
she start out with?
1. l:mli.JE!!I.!.I Do you think this is a good
7. Summarize your answers to problems 4-6
deal? Why or why not? Use some calcula- by making a table like the one below. Then
tions to back up your opinion. extend the table to show up to at least ten
2. Reg was interested in this investment. months.
After calling to make sure that the $1 00 Months to Reach
fee would be deducted after his money a Zero-Dollar Balance
was doubled, he decided to join. However,
after his service charge was deducted at Months Amount Invested
the end of the fourth month, he discovered
I
that his bank balance was exactly $0! How
much money did he start out with? Explain 2
your answer.
...
Three other students invested their money.
Gabe started with $45, Earl with $60, and Lara
with $200. The figure shows a way to keep 8. Describe the pattern in your table.
track of what happened to Lara's investment. GAINING AND LOSING
Month: 9. Mr. Lear joined the plan, but discovered
0 that at the end of every month he had
~~400-100 ~·2 exactly the same amount of money as
~ ~~600 ...
when he started. How much money is it?
Explain how that happened.

Chapter 3 Working Backwards

Digitized by Coogle
 3.1.
10. Algebank sends its customers statements benefit from the plan? Who will lose in the
quarterly (every three months). Several long run? Explain, giving some examples.
students were comparing their statements Make your article interesting, eye-catch-
at the end of the first quarter. One had $50, ing, and readable.
another had $100, and a third had $150 in
the account. 13.Fi§.!§fl@ili·l,l Use what you have learned
a. What will happen to each student? Will in this lesson to answer the following
all of them eventually gain money? questions about plans with similar
What will their next quarterly policies, but different numbers.
statements look like? Explain. a. Give advice to people wanting to join
b. Explain how you can figure out how a plan, if their money is tripled every
much money each of them started with. month and the service charge is $100.
11. \) Find two initial investment amounts b. Give advice to people wanting to join
that differ by $1, such that one of them a plan if their money is doubled every
will make money in this plan, and the month but the service charge is $200.
other will lose money. How far apart will
the amounts be in six months? Explain.
14. \) Suppose Algebank were to deduct the
service charge before doubling the money.
How would this change your answers to
problems 12 and 13b?
15. Describe another possible investment
school paper. Write an article giving gen- scheme and give advice to people about
eral advice to people wanting to join this who should join and who should not.
plan. Describe the plan clearly and explain
the pros and cons of joining it. Who will

3.1 Instant Riches

Digitized by Coogle
 Two Negatives

You will need:

•••••••••••••••••••• 5. Copy the function diagram. Extend the
table and the function diagram for nega-
••• graph paper EEEf3
• ~:::±±::~;' tive values of x .
••
lfTI
• ••••••••• 0 •••••••••••••••• 0 ••• ••• •

6. . _ If you know the values of b and x,

•• .. .. . . . . . . . . . . . . ... . . ....... . . .. . . .. . l.J....b'
function diagram paper
•• how can you calculate b - x by using
•••• •••• •••••••••••• •••• •••• ••••• addition? Explain, using examples.
l=tfflt.Jti!f.J.I
1• - - · ..... ... M any peop1e have heard the THE CARTESIAN COORDINATE SYSTEM
rule that two negatives make a positive.
Investigate to decide whether this rule is When you draw horizontal and vertical axes
always, sometimes, or never true when and plot points you are using a Cartesian coor-
you add two negative numbers. Explain, dinate system. It is named after the
giving examples. Then repeat your investi- French mathematician and philosopher Rene
gation for subtracting, multiplying, and Descartes. He is credited with bringing
dividing two negative numbers. Write a together algebra and geometry by using graphs
brief summary explaining your to make geometric representations of algebraic
conclusions. equations.
An important skill in algebra is predicting
2. What does not unilliterate mean? What what the graph will look like from the
about not uninteresting? Look up irregard- equation, or what the equation will be from
less in a dictionary. the graph.

SUBTRACTION
You should know the vocabulary of the
Cartesian coordinate system.
3. This function diagram represents a func-
• The horizontal number line is the x-axis.
tion of the type y = b - x. What is the
value of b? • The vertical number line is they-axis.
• The numbers (x, y) associated with a point
5 5 are the coordinates of the point.
• The axes divide the coordinate system into
four parts, called quadrants.
• The quadrants are numbered counter-
0 0 clockwise, as shown. In the first quadrant,
the coordinates of every point are both
positive.
• The point where the axes cross is called
-5 -5 the origin. The coordinates of the origin
are (0, 0).
X y
4. Make an in-out table for the in-out lines
shown on the function diagram.

Chapter 3 Working Backwards

Digitized by Coogle
 3.2.

MULTIPLICATION

The graph below shows the function y = 3x.

They-coordinate is always three times the
. . • (2, 4) x-coordinate. Three points are labeled .
y y = 3x

IV

7. In which two quadrants does a graph lie if

a. the second coordinate is always
positive?
b. the first coordinate is always positive?
c. the two coordinates always have the
same sign (both positive or both
negative)?
12. a. List three more (x, y) pairs that would
8. What can you say about the signs of x
be on the graph above, including at
and/or y if you know that (x, y) is in either
least one negative and one fractional
a. the third or the fourth quadrant? value for x.
b. the second or the fourth quadrant? b. In which two quadrants does the
c. the second or the third quadrant? graph lie?
9. If a point is on the x-axis, what is its c. In each (x, y) pair, how are the signs of
y-coordinate? If a point is on they-axis, the x-coordinate and the y-coordinate
what is its x-coordinate? related?

I Important: Zero, 0, is neither positive nor

negative.
13. This problem is about the function
y = -3x.
a. Make a table of at least six (x, y) values
10. Make a Cartesian graph for the function
for this function . Use negative numbers
from problem 3, using the in-out table you
and fractions as well as positive whole
made in problems 4 and 5.
numbers.
11. .._ Look at the part of the graph where b. Write the multiplication fact that is rep-
they-values are greater than 5. What are resented by each (x, y) pair in your table.
the x-values there? Explain what this says c. Use your table to make a graph of the
about two negatives. function y = -3x.

3.2 Two Negatives 854

Digitized by Coogle
.3.2

d. In which two quadrants does the 18.

graph lie? 5
e. In each (x, y) pair in your table, how
are the signs of the x-coordinate and
they-coordinate related?
0
14. a. Make a function diagram for the func-
tiony = -3x.
b. On the diagram, see how the signs of x
and -3x are related. When xis negative,
-5
what can you say about - 3x?
15. ._What is the sign of the answer (posi- X y
tive or negative) when you
19.
a. multiply a negative number and a posi-
tive number?
b. multiply two negative numbers?
c. multiply three negative numbers?
16. What is the sign of the answer? (You do
not need to find the answer.)
a. (-5)(-4 )(-3 )(-2)(-1)(0)(1 )(2)(3 )( 4 )(5)
b. (-9)(-87)(-7.65)(-43210)
c. (-9) 9 d. (-99) 99
X y
MULTIPLYING BY 1

Match each function diagram 17-19 with one 20. Multiplying x by- 1 is the same as taking
or more functions from this list. the opposite of x. Explain.
a. y = 0 b. y = x 21. CiJ§.!§flj$!1.],1 Explain each step of this
c. y = X + 0 d. y = I . X calculation.
e. y = -x f. y = -1 • x a. (-x)(-y) = (-l)(x)(-l)(y)
g. Y = 0 · x h. y = 0 · x 2 b. = (-1 )(-1 )(x)(y)
17. c. = (l )(x)(y) = xy
5 5
22 • ._Simplify (-a)(b)(-c)(-d) by the same
method.
23. Find each product.
0 0
a. -3 · 5y(-x)
b. (-2y)(-3x)(-4)(12xy)
c. (-1.3x)(-7x2 )
-5 -5 d. (-3x) 2
e. (-3x) 3
X y

.4,86 Chapter 3 Working Backwards

Digitized by Coogle
 LESSON

More on Minus

You will need: •••••••••••••••••••••• 6. Q 6x - (-3 - x)

•
• • a. 6x- 3 + x b. 6x +3 +x
••
•••
•
• •
c. 6x- 3- x d. 6x + 3- x
••••••••••••••••••••••••••••••••••
7. Write an equivalent expression without
1. l@'t.JE!I!.!,I Choose several numbers and parentheses.
investigate the following questions. Write a. 2x2 - (4 - x- x 2)
an explanation, using variables, of what b. (2x 2 -
4) - (x - x 2)
you discover. What is the result when you
c. (y - 5) - 3x - 2
a. add a number to its opposite?
d. y - 5 - (3x - 2)
b. subtract a number from its opposite?
c. multiply a number by its opposite? 8. Write an expression containing at least one
pair of parentheses that is equivalent to the
d. divide a number by its opposite?
given expression. (Do not put parentheses
around the whole expression, or around a
MINUS ANO THE DISTRIBUTIVE LAW
single term.)
For each problem below: 3x3 - 6x + 2 - 5y
• Use the Lab Gear to model the first
expression on the left side of the workmat. 9. Compare your answers to problem 8 with
your classmates. Try to find several differ-
• If possible, simplify the expression by
ent correct answers.
adding zero and removing matching
blocks. Get all blocks downstairs. A minus sign preceding parentheses tells you
• Then decide which of the expressions a, to subtract or take the opposite of everything
b, c, or dis equal to the given expression. in the parentheses. Writing an equivalent
Setting up each one in turn on the right expression without parentheses is called
side of the workmat may help. Explain distributing the minus sign.
your answers.
10.fii!,l,fld Explain how to distribute a
2. X- (5 + 2x) minus sign. Use examples.
a. x- 5 + 2x b. X- 5- 2x
C. X+ 5 + 2x d. X+ 5- 2x 11. Write an equivalent expression without
parentheses.
3. 2x- (-4 + 3x) a. -(r + s) b. -(-r + s)
a. 2x-4 + 3x b. 2x- 4- 3x c. -(r- s) d. -(-r- s)
c. 2x + 4 + 3x d. 2x + 4- 3x
12. Write an equivalent expression without
4. 3y + (5- 2y) parentheses.
a. 3y- 5 + 2y b. 3y- 5- 2y a. -l(r + s) b. -1(-r + s)
c. 3y + 5 + 2y d. 3y + 5- 2y c. -I(r- s) d. -1(-r- s)
5. X- (7- 2y) You can see from these problems that distrib-
a. x- 7 + 2y b. X- 7- 2y uting a minus sign is really just distributing -1.
C. X+ 7 + 2y d. X+ 7- 2y

3.3 More on Minus

Digitized by Coogle
.3.3
ADDINC. THE OPPOSITE b. y- X

Find the expression that must be added or sub- C. -y- X

tracted. It may help to use the Lab Gear.

18. Find the sign of the answer. (You do not
13. a. 3x2 + (-5x) + _ = -(5x + x 2) need to find the answer.)
b. 3x2 + (-5x)- (_) = -(5x + x 2) a. 1646- (-2459)
14. a. -2xy + x + _ = 6xy- 2x b. -2459 - 1646
b. -2xy +X-(_)= 6xy- 2x c. -1646- (-2459)
d. 2459- (-1646)
15. a. -12 + 4yx + _ = 7xy- 15
e. -1646 - (2459)
b. -12 + 4yx- (_) = 7xy- 15
19. Simplify each expression.
16. ~Compare your answers to parts (a)
a. 6- (-5)
and (b) in problems 13-15. How are they
related? Explain. b. -5- (-7)
c. -21 - (-3x) + 15
17. G§.!§fl@lll•!,l Problems 13-15 illustrated d. -2x- (-12x)- 5xy
the following fact: Subtracting is the same
as adding the opposite. For each subtrac- 20. Find each difference.
tion, write an equivalent addition. a. 2y- 7y b. 3xy- (-2xy)
a. y- (-x) c. -r-
4r d. 2xy- 2x

f;/ijliij AREA AND MULTIPLICATION 22. x · _ _ = xy-x2

21. What is the other side of a rectangle, if one 23. (y - 2) • _ _ = 5y - I 0
side is x and the area is 24. (_ _ - 3) · x = 2xy - 3x
a. 5x?
25. 2x · _ _ = 2xy + 4x2 - lOx
b. x 2?
c. x 2 + 2xy? Use the Lab Gear for these.
d. x 2 + 2xy + 5x? 26. (x + __ )(y-5) = xy + 5y- 5x- 25
The following equations are of the form length 27. (y- 1) · _ _ = xy + 5y- x- 5
times width =area of the rectangle. Fill in the
blanks. You may use the Lab Gear to help you. 28. (y + 2)(y - 1) = - -
If you do, remember to use upstairs for minus (Simplify.)
and to build a figure with an uncovered 29. C) (y - 1) • - - = l
+ 4y - 5
rectangle of the required dimensions in the (Hint: Study problem 28.)
comer piece .

..4-.8;;;;..8;;,..__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _C_'h_a.:....pt_er_3_lV_orking Backwards

Digitized by Coogle
 3.3T

DISCOVERY A SUBSTITUTION CODE 30. \) Try to break the code. (Copy the
message carefully, leaving blank space
This message has been coded by a simple between the lines. If you have a guess for
substitution code. a letter, enter it every place that letter
appears. For clarity, use lower-case letters
Rules:
for your solution, and capitals for the
• Each letter is always replaced by the same coded message. Use a pencil and an eraser.
letter throughout the message. Hint: The first word is a very common
• No letter is ever replaced by itself. three-letter word.)
QEB NRIB CLN QEFP GFKA LC TLAB FP
QEHQ BHTE IBQQBN FP HISHUP NBMI- PREVIEW MAKE A RECTANGLE
HTBA OU QEB PHJB IBQQBN
QENLRDELRQ QEB JBPPHDB. 31. \) For each problem make a Lab Gear
rectangle having the given area. Write a
multiplication equation.
a. x 2 + 9x + 8
b. x 2 + 6x + 8

3.3 More on Minus

Digitized by Coogle
 Algebra Magic
r

You will need: •••••••••••••••••••••• LAB GEAR MAGIC

•• •
••
•• the Lab Gear ....-JE:1 •
The following trick has been modeled with the

-
• •• Lab Gear.
• •••••• ••••• •••• •••• ••• • • ••• • • • • • •
MAGIC TRICKS
I) Think of a number.
1. l@i!.Jf!!!·j,l A magician asked everyone in
the audience to think of a number. "Don't
tell your number to anyone," she said.
"Now do the following things to your
number. 2) Add 6 more than the original number to
Step I : Add the number to one more the number.
than the number.
Step 2: Add 7 to the result.
Step 3: Divide by 2.
Step 4: Subtract the original number.
Step 5: Divide by 4.
3) Divide by 2.
When you are finished, you should all 4) Subtract 2.
have the same number"
What was the number, and how did the
magician know it would be the same for
everyone?

2. Try the following algebra magic problem.

Record your result and compare it with
others in your group. Do you all get the
same answer, or does your answer depend
on the number you started with?
1) Think of a number. 4. a. In this magic trick, do you think every-
one should end up with the same or dif-
2) Multiply the number by 3.
ferent answers? Explain.
3) Add 8 more than the original number.
b. How will a person's answer be related
4) Divide by 4. to his or her original number? Explain.
5) Subtract the original number.
3. Do the same trick, but change the final
step to subtract 2. Compare answers with
your group members again. Are they the
same or different? Explain.

Chapter 3 Working Backwards

Digitized by Coogle
 3.4.
5. Do the following magic trick with the Lab INVENTING MAGIC TRICKS
Gear. Start with an x-block, which repre- The following trick has one step missing.
sents the number a person chose. Sketch
I) Think of a number.
each step and write it algebraically.
2) Take its opposite.
1) Start with any number.
3) Multiply by 2.
2) Multiply the number by 4.
4) Subtract 2.
3) Add 5.
5) Divide by 2.
4) Subtract 1.
6) ?????
5) Divide by 4.
6) Subtract one more than the original 10. Use the Lab Gear to model the first five
number. steps of this trick. Use y to represent the
original number. Then translate each step
Should everyone have the same result? If into an algebraic expression. Compare
yes, what is it? your result after step (5) with your class-
REVISING MAGIC TRICKS
mates' answers.

6. Change the magic trick in problem 5 by 11. Decide what step (6) should be, so that the
reversing the order of Steps (3) and (4). given condition is satisfied.
Do you get the same answer as you did a. The final result is one more than the
before? Explain. original number.
b. The final result is the opposite of the
7. Change the magic trick in problem 5 by
reversing the order of Steps (2) and (3). original number.
Was this harder or easier than reversing c. The final result is always zero.
Steps (3) and (4)? Explain. d. The final result is always -1.
8. Change the last step in problem 5 so that 12. For each of these conditions, (a-d), make
everyone ends up with the number they up an algebra magic trick with at least
started out with. five steps.
a. The final result is the original number.
9. Do the following algebraic magic trick.
Which steps can you reverse without b. The final result is 2, regardless of what
changing the result? Why? the original number was.
I) Think of a number. c. The final result is the same, whether
you do the steps backward or forward.
2) Subtract 7.
d. The trick uses all four operations
3) Add 3 more than the number.
(multiplication, division, addition,
4) Add 4. subtraction).
5) Multiply by 3.
6) Divide by 6. 13•fll!rrlrrfiliL'JII Ch oose one of the tnc
· ks you
wrote in problem 12. Test your trick with
You should end up with the original
three numbers, including a negative num-
number.
ber and a fraction . Show your work. Use
algebra to explain the trick.

3.4 Algebra Magic

Digitized by Coogle
~llil@l$l@~
WRITING
3 •A Secret Codes

First we will use functions to create codes. 2. Use y = 7 + x to encode the words
Later we will use functions to break codes. smile, juggle, dance, puzzle.
Assign a number to each letter of the alphabet.
3. Choose a number, b, and use y = b + x to
A is I, B is 2, and so on.
encode a message for a classmate. (Let the
classmate know the value of b so he or she
A 1 H 8 0 15 v 22
will be able to decode the message
B 2 I 9 p 16 w 23 quickly.)
4. Decode the following message, which has
c 3 J 10 Q 17 X 24
been encoded withy= 10 + x.
D 4 K 11 R 18 y 25 ORSC COXOOXMO ECOC RKVP ORO
VOOOOBC SX ORO KVZRKLOO.
E 5 L 12 s 19 z 26
5. Find the function that would decode the
F 6 M 13 T 20 message in problem 4. Check your answer
by actually using it on ORSC, and making
G 7 N 14 u 21 sure it gives the expected plaintext.

I Definition: The text of a message, before it

is encoded, is called the plaintext.
6. a. Use the function y = 27 - x to encode
these names.
Bernard, Carol, Ellen, Peter
The easiest code works by replacing each letter b. Describe in words the code obtained
by one that follows it at a certain distance in from this function.
the alphabet. For example, A (letter I) is
replaced with H (letter 8), B (2) is replaced 7. a. Encode your name withy= 30- x.
with I (9), and so on. The function used in this b. Now take the answer to (a) and encode
example is y = 7 + x, where x is the number it with y = 30 - x again.
of the plaintext letter, and y is the number of c. Comment on the result in (b).
the coded letter.
8. a. Encode the word bilingual with
If the number of the coded letter is greater than y = 8 - x and then with y = x - 8.
26, subtract 26 from it. For example, V's num- Do you get the same answer? Explain.
ber is 22, 22 + 7 = 29, 29 - 26 = 3, so the b. Find a decoding function for each func-
code letter for V is C. tion in part (a).
1. Copy and complete this table to show the
y = 7 + xcode.
9. 1;1§-I·lel In this lesson you learned about two
kinds of coding functions. Some look like
Plaintext Code y = 7 + x, and others look like y = 8 - x.
Write a report on how to decode messages
A H coded by each kind of function and also by
functions like y = x- 8. Give examples
B I using other numbers for each of the three
kinds of functions. Mention any special
c ...
numbers. (For example, what happens
wheny = x + 26?)

Chapter 3 Working Backwards

Digitized by Coogle
 Introduction to Inequalities
r

You will need: •••••••••••••••••••••• 2. Put out blocks to match the figure.
• Simplify both sides. Write an expression
• •
.••••••••••••••••••••••••••••••••••
:
•
the Lab Gear ~
······································· .• : for the blocks that remain on the left side.
Write an expression for the blocks on the
right side. Which side is greater? Show
WHICH IS GREATER? your answer by writing the correct
You can tell which of two numbers is greater inequality sign between the two
by their positions on the number line. · expressions.
-7 -s -s -4 -3 -2 -1 o 1 2 3 4 s 6 7 For each problem, put out blocks to match the
I I I I I I I I I I I I I I I figure, and
The number that is greater is farther to the a. write the two expressions;
right. The number that is less is farther to b. simplify both sides on the workmat;
the left. c. decide which side is greater or whether

I Notation: The symbol for less than is <. For

example, -5 < 3, 0 < 7, and -6 < -2. The
symbol for greater than is >. For example,
6 > 3, 0 > -2, and -5 > -9.
3.
they are equal, and write the correct
sign between the expressions.

'\iii'
1. Use the correct symbol. I I I II
a. -5 ? -7 b. -5 ? -1
This workmat shows two expressions.
x +4- 5- (x + 5) and 10 + 2x - I - (2x - 1)

4.

,,,,,)
A~,,
,SSS$>1111]
t]t]t]t] I I I II

Which is greater? The question mark shows

. _ _ -fmr,
that this is unknown.

3.5 Introduction to Inequalities

Digitized by Coogle
.3.5
5. Your workmat should look like this.

-- I sI sI)< 1
...
'SiS'>
I 1J I I

-- --
' 5

~t)

6.
Both sides include 2x, but the right side is
greater, as it also includes 7 more units. So we
' sI i I sI sI]
... can write
2x < 2x + 7.
Now compare these expressions.

CAN YOU TELL?

To compare 2x- x + 5 - (5 - x) with

5 + 3x- 1 - (x- 3), first show the two
expressions with the Lab Gear.

8. Write both expressions as they are shown

in this figure.
9. Simplify both sides, then arrange the
blocks in a logical manner to determine
which side is greater.

- -
'.\ l
ilii
l>lj --...Fl..
. _....

s s 5 s >
•
. II I I I
7. Simplify both sides, then arrange the
blocks in a logical manner to determine
which side is greater.

Chapter 3 Working Backwards

Digitized by Coogle
 3.5.
Your workmat should look like this. 12.

--
- ffi

In this case, it is impossible to tell which side

is greater, because we do not know whether x
13.

is greater or less than 2.

For problems 10-13, write both expressions
as they are given. Then simplify, using your
blocks, and write the expressions in simplified
form. Decide which side is greater, whether
they are equal, or whether it is impossible to
tell. Write the correct symbol or?.
10. TESTING VALUES OF \'
Look at these two expressions.
2x- 5 -3x + 6
Which is greater? The answer depends on the
value of x.
14. a. Substitute -1 for x in both expressions
and tell which is greater.
b. Substitute 3 for x in both expressions
and tell which is greater.
c. Find another value for x which makes
11. 2x - 5 greater.
d. Find another value for x which makes
-3x + 6 greater.
15. For each of the following pairs of expres-
sions, find two values of x, one that makes
the first expression greater and one that
makes the second expression greater.
Show all your calculations.
a. 7x- 4 3x- 2
b. -2x + 6 8x- 4
C. X -x

3.5 Introduction to Inequalities

Digitized by Coogle
.3.5
For each pair of expressions, write 19. 7x- 1 -7x- 1
A if the expression in column A is greater;
20. 7x +1 -7x- 1
8 if the expression in column B is greater;
? if you would have to know the value of 21. 7x2 - I 7x- I
x in order to know which is greater. 22. Compare your answers to problems 16-21
Remember that x can have negative and frac- with other students' answers. Discuss your
tional values. It may help to think about the disagreements. If you disagree with
Lab Gear. In each case explain your answer, another student, try to find an example to
giving test values of x if it helps your show which answer is not correct.
explanation. 23. Write an expression containing x, that is
A 8 less than 4 when xis less than 9.

16. 7x 7x- 1 24. Write an expression containing x, that is

less than 4 when xis more than 9.
17. 7x + 1 -7x + 1
25. Q Write an expression containing x, that is
18. 7x + 1 7x - 1 less than 4 for all values of x.

DISCOVERY MORE CODES of the plaintext and coded alphabet.

HD NPJ JRNPN NPRBN. DPN PDT
If the coding function is of the form y = mx, it FBB XDP NJXX TPBN'L JRNPN?
is more difficult to encode and decode. (For b. What makes y = 2x a difficult code
the letter values, see Thinking/Writing 3.A.) to crack?
26. a. Encode the word extra using y = 3x. DISCOVERY SUMMING UP
b. What did you do when 3x was larger
than 26? Say that the sum of a word is the sum of the
numbers corresponding to its letters. (For the
27. Decode the following sentence which was
letter values, see Thinking/Writing 3.A.) For
encoded withy= 3x. It may help to make
example, the word topic has value
a table showing the matching of the plain-
text and coded alphabet. 20 + 15 + 16 + 9 + 3 = 63.
APIBOCEO HXO VOCIO. 30. What is the sum of the word algebra?
28. Encode the word multiplication with: 31. Find as many words as possible having
a. y = x; b. y = 2x; sum 100.
c. y = 13x; d. y = 26x.
29. Q
a. Decode the following message, which
was encoded withy = 2x. It may help
to make a table showing the matching

Chapter 3 Working Backwards

Digitized by Coogle
 Multiplication and Division

You will need: •••••••••••••••••••••• 1. Write the multiplication equation that is

•
•• •• shown by the figure .
• the Lab Gear ~ •
•• • 2. Write the two division equations that are
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• shown by the figure .
Notation: In algebra, the symbol ...;- is not 3. You could use the comer piece to set up
used, perhaps because it looks too much like several different divisions having numera-
a+ sign. To show division, use the format tor 12. For each, write the division equa-
of a fraction. tion and the corresponding multiplication
6_
--3
2
equation.

Or, if you're using a typewriter or computer, 4. Explain why it is impossible to set up the
write it with a slash, 6/2 = 3. division 12/0 with the Lab Gear.

In this book we will write division both 5. .,_ Some algebra students believe that
ways. 12/0 = 0. Explain why they are wrong by
discussing the multiplication that would
ONE MULTIPLICATION, TWO DIVISIONS correspond to this division.
For most multiplication equations, there are 6. a. Using the comer piece, multiply
two division equations. For example, (x + 4)(x + 3).
corresponding to 7 · 3 = 21, we have b. Write two division equations related to
2117 = 3 and 21 /3 = 7. the multiplication.
With the Lab Gear, you can use a rectangle to
DIVISION IN THE CORNER PIECE
model multiplication and division.
Here is an example of dividing in the comer
Arrange your comer piece and blocks to match piece.
this figure.

nn J
f-- f-- r--
~ ~ r--
f-- f-- r--
~ 1-- ~

L__ L__ '-----

.... numerator
denominator

3.6 Multiplication and Division 974

Digitized by Coogle
T3.6
• Put the denominator to the left of the
corner piece.
• Make a rectangle out of the numerator
and place it inside the corner piece so that 0
one side of the rectangle matches the
denominator.
0
0 D

remainder: 0
0

• Finally, to get the answer, figure out

what blocks go along the top of the
corner piece.
7. Write the division equation shown by 8. What are the numerator, denominator,
the figure. quotient, and remainder in the above
The denominator was a factor of the numera- division?
tor, and a rectangle was formed with no pieces
left over. However, in some cases, there will
be a remainder. Here is an example.

,4.98 Chapter 3 Working Backwards

Digitized by Coogle
 3.6.
9. Divide. (x + 2)(3y - 4x + 5) =
a. 6x2 + 3x b. 9x + 3 3xy - 4x 2 - 3x + 6y + I 0
3x 3
c. x2 + x + xy + y d. xy + 2x + x2 Use this method for the following products.
x+y x+y
e. 2x2 + 6x + 4 f. 3x2 + lOx+ 5 12. x(2x + 3xy + /)
x+2 x+3
13. (2x - y)(x + 3y)
10. For each division in problem 9, write the
14. (2x - y)(x - 3y)
related multiplication equation.
15. (2x + y)(x - 3y)
11. Q
a. Divide. Y2X + x 2y + 2xy + x 2 + y2 + x + y 16. (2x + y)(x + 3y)
x+l
17. (x + xy + 2yx)(y + 2 + x)
b. Write four multiplications having the
product This method for multiplication is a way to
/x + x 2y + 2xy + x2 + / + x + y. apply the distributive law to the multiplication
of polynomials. Every term must be multiplied
MULTIPLICATION WITHOUT THE lAB GEAR by every term.
Here is a method for multiplying polynomials
MUlTIPLICATION PUZZLES
without the Lab Gear. To perform the multipli-
cation (x + 2)(3y - 4x + 5), write the terms Fill in the tables, including the polynomial fac-
along the side and the top of a table. tors along the side and the top. All coefficients
3y -4x 5 are whole numbers. Is more than one solution
possible for either table?

: ~-----1 f-----+-----l
18.
-6x

-x -3
Then enter the products of the terms in the
corresponding boxes. 19.
l2xy t5.ry
3y -4x 5

X 3xy -4.! 5x
l
x2

2 6y -8x 10 20. C) Create a puzzle of this type that has a

unique solution. Give the solver as few
Then combine like terms, and you are done. terms as possible.
21. Solve a classmate's puzzle.

f;lapiiiii WHAT'S YOUR SIGN? b. 98.76. (-54.3).- = -21

c. 98.76. (-54.3).- = 0
22. What is the sign of the missing factor?
a. -123.4 · = 567.89

3.6 Multiplication and Division

Digitized by Coogle
 Reciprocals

A MODEL FOR MULTIPLICATION 5. IM!.Jt!!!.],l Do not use I as a factor.

You cannot easily show multiplication by frac- a. Write 2 as a product of two different
tions with the Lab Gear, but the Lab Gear can numbers.
help you think about it. For example, ( 1/5) • 50 b. Write 4 as a product of four different
is read one-fifth offifty. This means that we numbers.
divide 50 into five parts and take one of them. c. Write 6 as a product of six different
The diagram shows that ( 1/5) • 50 = 10. numbers.
d. Write 12 as a product of twelve differ-
ent numbers.

I Definition: The product of a number and its

reciprocal is 1. Another way of saying this
is, the reciprocal of a number is the result of
dividing I by the number.
Examples: 3 • 1/3 = 1
(2/5) is two of five parts, so 2/5 • 50 =20.
1. Find a number you could multiply by 8 to
I 2/3 . 3/2 = 1
0.31 . 100/31 =1
6. . _ Explain how the reciprocals of 3, 2/3,
get a number less than 8.
and 0.31 may have been found for the
2. Without finding its value, decide whether examples above. (No calculator was used.)
x would be more or less than 1. Explain
how you know. Guess the value of x, without using your calcu-
a. 8 • X = 50 b. 8 • X = 5 lator. If you think about reciprocals you will
have to do very little arithmetic.
C. 8 • X= 0.05
I
7. a. 5 · 5 · x = 6
3. Find the value of x for each equation in
problem 2. (Hint: Remember that for any b. 4 • X • 9 • _!_4 = 45
multiplication, there are two related divi-
sions. You may use a calculator.) C. X • 8•7 = 8
d. X • 8 •3 = 3
A MULTIPLICATION SHORTCUT
e. l·x·3·_!_=
3 2 15
4. Take 8, 3, and 2. They are three numbers
whose product is 48. Another multiplica- 8. a. 2 · x • 3 = 2
tion possibility is 6 • 4 • 2. Find as many b. X • 2 • 2 • 9 • 3 = 6
ways of writing 48 as a product of three c. _!_ • (5x) • 3 = 1
different numbers as you can. Do not use 5
I 3
1 as a factor. d. 5 · (5x) = 5
9. Make up two more equations like
problems 7 and 8 and solve them.

4100 Chapter 3 Working Backwards

Digitized by Coogle
 3.7.
10. C) Find two numbers a and b that will sat- 18. Find a positive number such that when you
isfy each equation. Don't use your calcula- divide 5 by it, your answer is
tor. Instead, think about reciprocals. Do a. a number less than 1;
not use I for a or b. b. a number between 10 and 20;
a. a · b · 14 = 28 b. a· b · 28 = 14 c. a number greater than 100.
2
c. 2 ·a· b = 10 d . a·b·10=- 3
3 Division by numbers between 0 and 1 is hard
RECIPROCALS ON THE CALCULATOR to show with the Lab Gear.
Most scientific calculators have a key for reci- These diagrams show 10/5, 10/2, and 10/1.
procals: lllxl, or ~ . (On calculators that do
not have such a key, you can divide 1 by a
number to find the number's reciprocal.)
11. Find the reciprocal of:
a. 1123; b. 0.456; c. 7.89.

12Jd§.I.!.M What is the result when you

a. multiply a number by its reciprocal?
b. divide a number by its reciprocal?
Be sure your results work for all numbers.
Explain how you reached your
conclusions.

13. 1182 < 0.0123 < 1181. Explain.

14. Find two consecutive whole numbers such
that 0.00123 is between their reciprocals.
What would 10/(1/2) look like? We cannot
15. Repeat problem 14 for 0.000123 actually build this with the Lab Gear, but we
16. ._Explain your method for solving could imagine what it would look like if we
problems 14 and 15. sliced each block in half.

A MODEL FOR DIVISION

17.1$1!.!fl!(,j,@ Find a positive number such

that when you divide that number by 5,
your answer is
a. a number less than 1;
b. a number between 10 and 20;
c. a number greater than 100.

3. 7 Reciprocals 1014

Digitized by Coogle
T3.7
19. a. What is the answer to the division 23 . . _ Dividing by a number is the same as
shown in the figure? multiplying by its reciprocal. Explain,
b. Dividing by 112 is equivalent to multi- using examples.
plying by what number?
Use this fact to perform each of the following
20. a. Will the result of the division 8/{1/4) be divisions without your calculator.
more or less than 8?
24. 12/(1/4) 25. 12/(2/3)
b. Use a sketch to show the division
8/( 1/4). 26. 10/0.4 27. x 2/(llx)
c. What is the answer to the division?
SMALL NUMBERS
d. Dividing by 114 is equivalent to multi-
plying by what number? 28. Find two numbers such that you get a
21. . . . result between 0 and I whether you add
a. What is the result of the division of 8 them, multiply them, subtract one from
by 0.1, 0.01 , 0.001? the other, or divide one by the other.
b. What would happen if you divided 8 by
a number that is much smaller than
0.001, almost equal to zero?
c. How about dividing 8 by 0?

A DIVISION SHORTCUT

22. a. If you multiplied 5 by a number and got

30, what was the number?
b. If you divided 5 by a number and got
30, what was the number?
c. Compare your answers to parts (a) and
(b). How are these numbers related?

4102 Chapter 3 Working Backwards

Digitized by Coogle
 lESSON

A Hot Day

•
You will need: •••••••••••••••••••••• . b. Plot the points that show how the
Celsius temperature changes with time .
• graph paper EfE8
•• .. . . .... ......... . . . . .....I±±P
• Your first point will be (II :03, 31 ) .
•
••••••••••••••••••••••••••••••••••• 3. a. Draw another pair of axes like the
The sign at Algebank near Abe's house gives first one.
the time and temperature. The temperature is b. Plot the points that show how the
given two ways, using both the Celsius and Fahrenheit temperature changes with
Fahrenheit temperature scales. One hot day time. Your first point will be (II :03, 87).
Abe made a record of the time and temperature
4. Write a short description of what your
at several times during the day. He tried to
graphs show. Compare the two graphs.
look at the bank sign exactly on the hour, but
usually he was off by a few minutes. His data COMPARING TEMPERATURE SCAlES
appear below.
A graph will help to show how the two
Time Temp (C) Temp (F) temperature scales are related.
5. Draw a pair of axes. Put the Fahrenheit
11:03 31 87
temperature on the vertical axis (label it F)
12:00 32 90 and the Celsius temperature on the
horizontal axis (label it C). Put the axes in
2:00 35 95 the middle of your graph paper and leave
plenty of room to extend your graph in all
3:04 35 95
directions. Plot the points in Abe's table.
4:08 34 93 Your first point will be (31, 87).
6. The points of your graph should fall
8:03 27 81
approximately in a straight line. Draw a
straight line that seems to go through most
1. I$1.Jfil[.!,l Abe heard on the radio that the of the points.
low for the night had been 74 degrees
Use your graph to estimate the answers
(Fahrenheit) at 4:30 A.M. and the high for
to these questions. If necessary, extend
the day had been 97 degrees at 3:30P.M.
your graph.
Using the information in the table,
estimate what you think the Celsius read- 7. Approximately what is the
ings on the bank sign would have been at a. Fahrenheit temperature when the
those two times. Explain how you got Celsius temperature is 25°?
your answers. b. Celsius temperature when the
Fahrenheit temperature is 50°?
TEMPERATURE VARIATION
c. Celsius temperature when the
2. a. Draw a pair of axes on graph paper. Fahrenheit temperature is-30°?
Label the horizontal axis Time and the
vertical axis Temp.

3.8 A Hot Day 1034

Digitized by Coogle
.3.8
8. QIs there a temperature where a 12. . . .
Fahrenheit and Celsius thermometer show a. Write a formula for this rule.
the same number? If so, what is it? b. Check your formula by using it to con-
Abe's sister Bea wanted to estimate the vert one of the Celsius temperatures in
Fahrenheit temperature for 17° Celsius. Abe's table.
Someone had told her that the best way to 13. Compare the two formulas you wrote. Do
remember the Celsius-Fahrenheit relationship you think they always give the same
was to memorize the fact that 16° Celsius is results? Explain, giving examples.
61° Fahrenheit. Abe joked, "So 17° Celsius
must be 71° Fahrenheit!" Bea replied, "I'll just 14. Use either method to convert these two
add one degree. That means 17° Celsius must Celsius temperatures to Fahrenheit.
be 62° Fahrenheit." a. 20° Celsius = _Fahrenheit
9. Explain what Bea did wrong. Use your b. 21 o Celsius = _ Fahrenheit
graph. Give examples explaining to Bea 15• ._According to your calculation in
how to make the conversion correctly. problem 14, when you increase the Celsius
10. ._Judging from your graph, if you temperature by one degree, by about how
increase the Celsius temperature by one much does the temperature increase on the
degree, by about how much does the tem- Fahrenheit scale? Where does this number
perature increase on the Fahrenheit scale? appear in the formula? Explain.

CONVERTING CELSIUS TO FAHRENHEIT CONVERTING FAHRENHEIT TO CELSIUS

Bea and Abe's parents, Mr. and Mrs. Gral, A journalist from Spain, G. Balear, is staying
were planning a trip to Europe, where temper- with the Grals. She is writing an article for a
atures are given in Celsius. They asked their Spanish newspaper about her experiences in
children to help them figure out how to the United States. She wants to convert
convert from Celsius to Fahrenheit. Fahrenheit temperatures to Celsius for
her article.
Abe asked his science teacher, who gave him
the following rule: To get the Fahrenheit tem- 16. The Fahrenheit temperature dropped to
perature, multiply the Celsius temperature by 41 °. Bea is trying to help Ms. Balear con-
1.8, then add 32. vert it to Celsius. She has the idea of
working backwards using the rule from the
11 . . . . almanac. Use this method, or another
a. Write a formula for this rule. Use F for method you think might work, to convert
the Fahrenheit temperature and C for 41 o F to Celsius.
the Celsius temperature.
17• ._Describe the method you devised in
b. Check your formula by using it to con- problem 16 for converting Fahrenheit to
vert one of the Celsius temperatures in Celsius. Explain why it works. Show that
Abe's table. it works for other temperatures by using it
Bea looked up the subject in an almanac, to convert some of the temperatures in
which gave these instructions: To get the Abe's table.
Fahrenheit temperature, multiply the Celsius
temperature by 9, divide by 5, then add 32.

4104 Chapter 3 Working Backwards

Digitized by Coogle
~Y!'ft1~~ 3.8 Opposites and Reciprocals

OPPOSITES 6. Use the function diagram you made in

problem 5. Follow y with your finger as x
The function y = -x can be thought of as the
goes up its number line. Answer these
opposite function, since y and x are opposites.
questions.
1. a. Make a function diagram for the func- a. As x increases, what happens to y?
tiony = -x. b. Are x andy ever equal?
b. Describe the in-out lines. (Are they
parallel? Do they meet in a single 7. .._On your function diagram of y = 1/x,
point? If so, where is that point?) as x moves up the number line, answer
questions (a-h), describing what happens
2. To answer these questions, look at the dia- to y. (Does it move up or down? Fast or
gram you made for problem I . slowly? From what to what?)
a. As x increases, what happens to y? a. when x is a negative number far from 0
b. Are x andy ever equal? Explain. b. when x approaches -I
c. When x increases by 3, what happens c. when x passes -1
toy? d. when x approaches 0
3. Find the number and its opposite that are e. when x passes 0
described. Use trial and error. Look for f. when x approaches 1
patterns. Try to develop a shortcut strategy. g. when x passes 1
a. a number 16 more than its opposite h. when x is a large positive number
b. a number 0.5 more than its opposite
8. Use your calculator to look for a number
c. a number 21 less than its opposite
and its reciprocal that satisfy these require-
d. Q a number A less than its opposite ments. If you cannot find an exact number,
e. Q a number 8 more than twice its get as close as you can by trial and error.
opposite. One is impossible.
a. The number is 9 times its reciprocal.
4. l;i§oi.Jil In a few paragraphs, summarize
what you learned about opposites and their b. The number is l/9 of its reciprocal.
function diagrams. Include examples. c. The number equals the opposite of its
reciprocal.
RECIPROCALS d. Q The number is 3 times its reciprocal.
The function y = 1/x can be thought of as e. Q The number is one more than its
the reciprocal function, since y and x are reciprocal.
reciprocals.
9. l;i§ol•lel Summarize what you learned
5. a. Make an in-out table for the function about reciprocals and their function
y = 1/x, using the following values for diagrams. Include examples. (Do not for-
x: -5, -4, -3, -2, -I' -0.8, -0.6, -0.4, -0.2, get to discuss what happens when x = 0.)
and the opposites of these numbers
(0.2, 0.4, etc.)
b. Make a whole-page function diagram
for the function.

3.8 Opposites and Reciprocals 1054

Digitized by Coogle
 Equations and the Cover-Up Method

WRITING EQUATIONS c. How much money does she receive

A seamstress makes dresses for a living. After from stores?
an illness, she has only $100 in her business d. What is the total amount of money she
bank account. She takes out a $1000 loan at receives every week?
Algebank. The interest on the loan is $15 per e. How much of it is she able to put in her
month if it gets paid back in the first year. She bank account? Simplify your answer.
spends $720 on dress-making materials, and
keeps the rest in her bank account to cover If you answered the questions correctly, you
additional costs, such as sewing machine should have ended up with the expression
repairs or whatever else may come up. 60x + 50 for the amount she deposits every
Materials for one dress come to $20. She week as a function of x. Let's say that she
makes two dresses a day, four days a week, would like this amount to be $300. This gives
and spends one day a week selling the dresses us the equation 60x + 50 = 300. Remember
and dealing with other matters related to her that x is the number of private customers per
business. week. We can now find out how many private
customers she would need to deposit $300 per
She sells as many dresses as she can to private week. All we need to do is solve the equation.
customers for $160 each, and the rest of the
dresses to stores, for $1 00 each. She needs SOLVING EQUATIONS
$750 a week for living expenses and puts any
income over that in her bank account. She
hopes to pay back her loan, and to make
enough money so that when she needs to buy
I Definition: Finding all the values of a vari-
able that make an equation true is called
solving the equation.

more materials, she does not have to take out You have already solved equations by trial
another loan. Can the seamstress meet her and error. The cover-up method is another
goals? How could she improve her financial technique for solving equations. It is based on
situation? the idea of working backwards.

One way to think about a problem like this one Example 1: 60x + 50 = 300
is to break it down into smaller problems, and With your finger, cover up the term that has
to write and solve equations for those. For the x in it. The equation looks like
example, let's write an expression that would D +5o= 3oo.
tell us how much money the seamstress puts in Clearly, what's in the box is 250. So
her bank account every week.
60x = 250.
itffii.Jtll!.!,l
1• - - · ..... ... A ssume the seamstress has Think of a division that is related to this
x private customers a week. Answer the multiplication, and you will see that
following questions for one week, in terms X= 250/60

ofx. or X= 4.1666 ....

a. How many dresses does she sell So in order to deposit $300 a week, the
to stores? seamstress needs to have more than four
b. How much money does she receive private customers a week.
from private customers?

4106 Chapter 3 Working Backwards

Digitized by Coogle
 3.9.
Example 2: This one is about a more com- 4. a. 34 - 2x; 6= 4

34 - 2x;
plicated equation.
b. 6 = -4
5 + 3x- I= 7
4 + 3x
5. a. 21 = 12 + 3: b. 12 = 21
8
Cover up the expression 3x - I. You get
4 6. a. 5 + ~ = 17 b. 5 + _i_ = 17
5 + D= 1. X

Whatever is hidden must be equal to 2. So c. 5- ~ = 17 d. 5- _i_ = 17

X

3x- I 7. a. 3 = __!1__ b3=x+l

--=2 x+l . 12
4
Now cover up 3x - I with your finger. C. 3 = __!1__ d. 3 = X +7
X+ 7 12
8. . _ Make up an equation like the ones
D =2
above that has as its solution
4
What is under your finger must be 8. So I
a. 4; b. -4; c. 4.
3x- I = 8.
Since the cover-up method is based on cover-
Cover up the term containing x. ing up the part of the equation that includes an
D- I= 8 x, it can be used only in equations like the ones
What's under your finger must equal 9. So above, where x appears only once. In other
3x = 9 equations, for example
and X= 3. I60x + 100(8 - x) - 750 = 300,

2. Check the solutions to examples I and 2 you cannot use the cover-up method, unless
by substituting them in the original you simplify first.
equations.
9. Q Find out how many private customers
Solve each equation. Use the cover-up method, the seamstress needs every week so that,
then check each answer by substituting. at the end of four weeks, she has enough
money in her bank account to pay back
3. a. 3(x - 10) = 15
her loan and buy dress-making materials
b. 3(x + 10) = 15 for the next four weeks. Use equations
c. 3 + to= 15 and the cover-up method if you can.
Otherwise, use any other method. In
d. ~+ 12 = 15
X either case, explain how you arrive at
your answers.

3.9 Equations and the Cover-Up Method 1074

Digitized by Coogle
T3.9

f;lifliii DIVIDING BY ZERO DISCOVERY BE PRODUCTIVE

10. Explain, using multiplication, why Say that the product of a word i the product of
20/5 = 4. the numbers corresponding to its letters. (For
11. Explain, using multiplication, why 20/0 is the letter values, see Thinking/Writing 3.A .)
not defined. (Hint: Start by writing For example, the word optic ha value
20/0 = q. Write a related multiplication. 15. 16 . 20. 9 . 3 = 129,600
What must q be?)
13. What is the product of the word ALGEBRA?
12. Explain, using multiplication, why 0/0 is
14. Find words whose product is as clo e to
not defined. (Hint: Start by writing
one million as possible.
010 = q. Write a related multiplication.
What must q be? Could it be something 15. \) Find words having these products.
else?) (Hint: It would help to find the prime fac-
tors of the numbers.)
a. 6 b. 8
c. 12 d. 14
e. 15 f. 16
g. 20 h. 24
i. 35 j. 455
k. 715 I. 2185
m.106,029 n. (j 4,410,000

4108 Chapter 3 Working Backwards

Digitized by Coogle
 Combining Functions

•••••••••••••••••••••

e
You will need: • These two steps can be combined as shown in

~ 9..~~-~-~-y~~:-~... ~
this one-step function diagram.

• • 7 7
••••••••••••••••••••••••••••••••••
5 5
DIAGRAMS OF COMBINED FUNCTIONS
3 3
Function diagrams can be used to show the
result of combining functions. Here are two
simple functions. One function doubles x. The -I ---t------t--l
other function adds I to x.
-3 -3
y, = 2x Y2 =X+ I
Notation: The 2 in the name y 2 is called a
-5 -5
subscript. It is written lower and smaller x---,...y
than they. It does not mean multiply by 2 or
square. It is just a way to distinguish two 2. Write a rule for this function diagram.
variables that would otherwise have the
The functions y 1 and Y2 can also be combined
same name.
in the other order: First, add l to x. Then dou-
1. Draw function diagrams for y, and Y2· ble the result. They value of Y2 becomes the
new x value for y,.
This two-step function diagram shows one
way of combining y, and Y2· First, double x. 3. Draw a two-step function diagram show-
Then add l to the result. They value of y, ing the combination of the functions in
becomes the new x value for Y2· this order.

7 4. Summarize your two-step function

diagram in a one-step function diagram.
5
5. Write a rule for the one-step function
3 diagram you drew.
6. . _ Does the order in which we combine
-1 the functions matter? Explain.
-3 These problems are about the following two
-5 functions.
y 1 = - 3x Y2 = x + 2
X Yl Y2 7. Show a two-step function diagram, com-
multiply (new x) then
by 2 add 1 bining the functions by performing y 1 first
and then Y2 ·

3.10 Combining Functions 1094

Digitized by Coogle
8. Summarize your two-step diagram in a from your desk, tum on the television,
one-step diagram and write the function and sit down on the sofa. What do you
that corresponds to your one-step function do to get back to work?
diagram.
13. AI believes that the way to undo the
9. Repeat problems 7 and 8, but this time actions open the car window; stick your
combine the two functions by performing head out is close the car window; pull
Y2 first, followed by y,. your head in. Comment on this idea.
10. Did the resulting function change, when 14. Create your own example of inverse
you changed the order in which you com- actions.
bined the two functions? Explain.
INVERSE FUNCTIONS
n.lmt.JE!!!.!,I Sometimes you can combine
two functions in either order and the 15JtA(.!f!!i·l,l Choose any function and make
resulting function is the same. Find pairs a function diagram for it. Then draw the
of functions that have this property. You mirror image of this function diagram.
may use function diagrams to verify your What is the function associated with the
answer. Discuss any patterns you notice. mirror image? How is it related to the
original function? Try this with several
INVERSE ACTIONS functions. Write about any patterns you
notice.
The inverse of an action is the action that
undoes it. For example, suppose you were The inverse of a function is a function that
leaving home in the car. You would perform undoes it. For example, look at these two
these four actions. input-output tables.
ACTION I: Open the car door.
ACTION 2: Get into the car. X y X )'

ACTION 3: Close the door.

2 6 6 2
ACTION 4: Start the car.
If, before driving away, you suddenly realized -I -3 -3 -I

that you forgot something, you would have to

4 12 12 4
undo all these actions. You would undo the
actions in the reverse order:
16. a. What happens when you use an output
First, UNDO ACTION 4: Stop the car. from the first table as the input for the
Second, UNDO ACTION 3: Open the door. second table?
Next, UNDO ACTION 2: Get out of the car. b. What two functions do you think are
Last, UNDO ACTION I: Close the car door. represented by these two tables? How
are the functions related?
12. Describe how to undo these actions.
a. In the morning, you put on your socks,
then put on your shoes. What do you do
in the evening?
b. To take a break from this homework,
you close your math book, stand up

• 110 Chapter 3 Working Backwards

Digitized by Coogle
 3.10.

If Yr = 2x and Y2 = (112)x, a two-step function 17. Write in words what the inverse function
diagram shows that Y2 undoes y, . does. (Call it Y2·)
18. a. Write a rule in the form y 1 = for the
5 original function.
3 b. Write a rule in the form y 2 = for the
inverse function .
19. a. Make separate function diagrams for
-1 Yr and Y2·
-3 b. Describe how the diagrams you made
are related.
-5
20. Make a two-step function diagram for the
X----+ y I ---~ Y2 combination of y, and yz.
multiply (new x) multiply
by 2 by 1/2 21. Make a one-step function diagram summa-
This is shown dramatically when the two-step rizing your two-step diagram. Would it
diagram is summarized in a one-step diagram. matter if you combined Yr and Yz in the
other order?
4 -+-----1- 4
2 2
22 • fii!u!uFw• · a summary o f w hat you
Wnte
have learned in this lesson about combin-
0 0 ing function diagrams, especially those of
-2 2 inverse functions . Use examples.
-4 -4
23. Q Find functions that are their own
x---•y inverses. What do you notice about their
A function Yr performs the following function diagrams? Explain.
operations on a number.
Multiply the number by 3, subtract I.

3.10 Combining Functions 1114

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 Math on Another Planet

S\\.\LL POCKETS 1. l@l[.jf!!!.!.l

a. The King trades his coins at the bank,
On the treeless planet of Glosia, the currency according to their official value, with
consists of florins, ecus, and ducats. One florin the object of having as few coins as
is worth two ecus, and one ecu is worth two possible in the tiny pocket of his slinky
ducats. Since there is no paper, there is no new pants. He starts with l 000 florins.
paper money, and the people of Glosia have What does he end up with?
to carry coins everywhere. King Evariste VII, b. Prince Enbel has one ducat. He buys a
being immensely rich, must wear bloomers toastereo (a popular appliance which,
with enormous reinforced pockets to hold unfortunately, does not make coffee),
his money. costing 50 ecus. If he is given the
One day the King realizes that there is a new fewest coins possible, how much
trend in Glosian fashion. Elegant men and change does he get?
women wear only small pockets. Evariste VII, c. Princess Lisa has one ecu. She wins
not one to be left behind by the great move- the first prize in a contest in Names
ments of style, decides to institute a drastic Magazine. The prize is one ducat, one
economic reform by enacting a strange law: ecu, and one florin . She now has four
One ducat is worth two florins! (The old rules coins, but they won't fit into her
are not changed.) When you realize trades can pocket. What does she have after trad-
be made in either direction, you can see how ing them in to get as few coins as possi-
the King's brilliant legislation will abolish ble? (The second prize would have
poverty forever. been a T-shirt with the Names logo
and no pockets at all.)
The people of Glosia are ecstatic. With the
new system, one may have a fortune in one's d. Sol Grundy has no money. He gets a
pockets, and yet never carry more than three job at the toastereo store, earning one
coins! One can be rich and fashionable at the florin per day, seven days a week. Since
same time. For example, if you own eight his pockets are fashionably small, he
ecus, you can go to the bank, and trade them trades his money as often as possible in
in for four florins. These can be traded again, order to have as few coins as possible.
for two ducats, which equal one ecu, which If he starts his new job on Monday, how
will certainly fit in your pocket. much does he have each day of the
week? The next week? (Assume he
doesn't spend any money.)

4112 Chapter 3 Working Backwards

Digitized by Coogle
 3.11.

2. Make a list of the amounts of money one Evary

can have that cannot be reduced to a
smaller number of coins. (Hint: There are Mo Tu We Th Fr Sa Su
seven possible amounts.) One of the
amounts is (d + e). I 2 3 4

3. Make an addition table for Glosian money. 5 6 7 8 9 lO II

It should be a seven-by-seven table, with a
row and column for each of the amounts 12 l3 14 15 16 17 18
you found in problem 2. For example,
19 20 21 22 23 24 25
your table should show that
(d +e)+ d =f. 26 27 28 29 30 31 32
4. One of the seven amounts you found in 33 34 35 36 37 38 ...
problem 3 can be considered to be the
"zero" of Glosian money, since adding it
6. What day of the week will it be on Evary
to a collection of coins does not change
lOOth? Explain how you figured it out.
the collection's value (after trading to get
the smallest possible number of coins). The King is so pleased with the new calendar
Which amount is the zero for Glosian that he decides to invent a new kind of math.
money? He calls it Calendar Math. In Calendar Math,
Monday + Tuesday ~
5. The opposite of an amount is the amount
you add to it to get the zero. Find the 5 + 6 = 11 ~ Sunday,
opposite of each of the seven amounts in or, more briefly, Mo + Tu = Su.
problem 3. 7. Check whether, if you picked different
numbers for Monday (such as 12, 19, etc.)
A LONG MQ,"JTH and Tuesday (13, 20, etc.), you would still
get Sunday for the sum.
The King can never remember which month 8. Make an addition table for Calendar Math.
it is and how many days the month has. He It should be a seven-by-seven table, with
decides to start a new calendar, with a single the days of the week along the left side
infinite month, the month of Evary, named and across the top and their sums inside
after himself. This is what the calendar the table.
looks like.

3.11 Math on Another Planet

Digitized by Coogle
• 3.11

9. Calendar Zero is a day of the week such 14. What is special about Calendar Zero in
that, when you add it to any other day, you multiplication?
get that other day for the answer. What day 15. Calendar One is a day of the week such
is Calendar Zero? that when you multiply it by any other day,
10. Find the Calendar Opposite for each day you get that other day for the answer.
of the week. That is the day you add to a What day i Calendar One?
given day to get Calendar Zero. If a day 16. The Calendar Reciprocal of a day is the
does not have an opposite, or is its own day you multiply it by to get Calendar
opposite, explain. One. Find the Calendar Reciprocal for
11. Calculate. each day. If a day does not have a recipro-
a. Mo + Mo cal, or is its own reciprocal, explain.
b. Mo + Mo + Mo 17. Calculate Su 2 , Su 3 , etc. What power of Su
c. Mo + Mo + Mo + Mo, etc. is equal to Su?
12. How many times do you add Mo to itself ts.IFJI!,!,fltj Summarize Calendar Math.
to get back Mo?
13. Make a multiplication table for Calendar
Math. Here is an example of a result that
would appear in it.
Mo • Tu ~ 5 · 6 = 30 ~ Fr,
so, Mo • Tu = Fr.

4114 Chapter 3 Working Backwards

Digitized byGoogle
 Similar Figures

You will need:

•••••••••••••••••••• 4. Doubling the x-coordinates and leaving the
.•• y-coordinates the same, make a copy of
•
•
••
geoboards
.............................. [] your alien's face on dot paper. This is
called the (2x, y) copy.
• dot paper
• ···················································· 5. Repeat problem 4, but this time leave the
•
••••••••••••••••••••••••••••••••• x-coordinates as in the original and double
EQUIVALENT FRACTIONS
they-coordinates only. This is called the
(x, 2y) copy.
1. Using a rubber band, connect the origin
and (6, 9). The line misses most geoboard 6. Repeat problem 4 again, with both x- and
pegs, but it goes exactly over two of them y-coordinates doubled. This is called the
(in addition to the pegs it connects). What (2x, 2y) copy.
are their coordinates?
7. lfii!,J.@ij Write a paragraph answering
Problem 1 provides a way to find equivalent these questions: Which of the copies looks
fractions on the geoboard. If you think of (6, 9) most like an enlarged version of the origi-
as representing 6/9, you have found two other nal? How are the other copies distorted?
fractions equivalent to it, making this a set of
three equivalent geoboard fractions . 8. Write a story about the alien's adventures,
2. 1@1!.!@!.!,1 Find as many sets of equiva- explaining why its face went through these
changes.
lent geoboard fractions as possible. Do not
use zero in the numerator or denominator. 9. Q Enlarge the following figures without
There are 56 fractions distributed in 19 distortion. Explain how you did it.
sets. Do not include sets that consist of just • • • • • • • •
one fraction .
• • • • • • • •
ENLARGING WITHOUT DISTORTION • • • • • • • •
3. a. Make the face of an alien with rubber • • • • • • • • • •
bands on your geoboard. The whole
face needs to fit in the bottom left quar-
ter of the board. In other words, none of
the coordinates can be greater than 5.
Don't make it too complicated.
b. Make a record of the coordinates you
used. You will need those in the next
problems.
c. Copy the face on dot paper.

3.12 Similar Figures

Digitized by Coogle
I
Sl\\llAR RECTANGlES Calculator division method: Check whether
Definition: When one figure can be the ratio of the dimensions is the same in both
obtained from another by enlarging it or the rectangles.
shrinking it without distortion, the figures Example:
are said to be similar. a. a 2-by-6 rectangle and a 3-by-8 rectangle
10. Make a rectangle having vertices at (0, 0), b. a 2-by-6 rectangle and a 3-by-9 rectangle
(4, 0), (4, 6), and (0, 6). Find a smaller rec-
tangle that is similar to it by finding a
• • • • • • • • • •
number you can multiply the given coordi- • • • • • •
nates by to get whole number coordinates • • • •
that will fit on the geoboard. Sketch both • • • • • •
on the same figure.
• •
11. Repeat problem I 0, but find a larger
rectangle that is similar to the given one.
• • • •
Sketch it on the same figure as in • • • •
problem 10. • • • •
The following questions are about the three • • • •
rectangles from problems I 0 and II. • • • •
12. Connect the origin with the opposite ver- • •
tex in the largest rectangle. Does your rub- 2/6 = 0.3333333 ...
ber band pass through vertices of the other 3/8 = 0.375
two rectangles? 3/9 = 0.3333333 ...
13. What are the length and width of each 15. Explain the results of the two methods in
rectangle? How are they related to each this example.
other?
You may know other methods for recognizing
14. Can you think of a single number that tells whether fractions are equivalent. You can use
what all three rectangles have in common? those also, to determine whether rectangles are
similar.
Here are two ways to tell whether two rectan-
gles are similar.
16.i§lluhJ6lfl Explain how the ideas of similar
Geoboard diagonal method: Make both rec- rectangles and equivalent fractions are
tangles in the bottom left of a geoboard, with related.
one vertex on the origin, and sides along the
x- and y-axes. Then connect the origin to 17. Q Are these two rectangles similar? The
the opposite vertex of the larger rectangle. first one has vertices: (0, I), (2, 0), (4, 4 ),
If the diagonal you created passes exactly over and (2, 5). The other one has vertices (7, 3),
the vertex of the smaller rectangle, they (9, 6), (3, 10), and (I, 7). Since the methods
are similar. outlined above will probably not work,
explain how you arrive at your answer.

Chapter 3 Working Backwards

Digitized by Coogle
f;/ijliJj THE COMMUTATIVE AND DISCOVERY CLOCKMATH
ASSOC/A TIVE LAWS

18. Write an expression using Clock Math can be defined by saying that only
• the numbers 1, 2, and -3, in any order, the numbers on the face of a clock (I, 2, ... ,
• two subtractions, 12) are used. In Clock Math, 5 + 9 = 2, and
5 X 9 = 9. This is because when you pass 12,
in as many ways as possible. you keep counting around the clock.
In each case, calculate the value of the
2oJ;i§.j.lel Write a report on Clock Math. You
expression.
may start with a science fiction or fantasy

I Examples: 2 - 1 - -3 = 4
2 - (I - -3) = -2
(-3-1)-2=-6
story to explain an imaginary origin for
Clock Math. Your report should include,
but not be limited to, answers to the
following questions: Is there a Clock Zero?
19. Do the commutative and associative laws
What is it? Does every number have a
apply to subtraction? Explain.
Clock Opposite? What is it? Is there a
Clock One? Does every number have a
Clock Reciprocal? What is it? Don't forget
to make addition and multiplication tables.

3.12 Similar Figures

Digitized by Coogle
~liii~itii@~
_WRITIN~
3.C More Banking

Reg works for Algebank. He was trying to 5. Describe what the linked function
analyze the investment plan described in the diagrams show.
first lesson of this chapter. He decided to use
6. How could one use a single-function dia-
x's andy's in his analysis. He wrote:
gram to follow what would happen to an
x = amount of money the person invests investment over a period of more than one
y = amount of money the person has after month?
one month
7. ._Use Reg's method to analyze a plan
Since the bank doubles the investor's money where the investment is multiplied by 1.5
and deducts the $1 00 fee, the function relating and the service charge is $50. Describe
x and y is y = 2x - 100. what your linked diagrams show.
1. Make a function diagram for this function. 8. Compare the plan in problem 7 with the
first plan for someone who invests
2. Use your function diagram to find out
a. $90; b. $100; c. $110.
a. how much an investor, who had $300
after one month, started with; 9. Which do you think has a bigger influence
b. how much an investor, who started with on the amount of money the investor
$300, had after one month. makes, the service charge, or the number
by which the investment is multiplied?
3. Use your function diagram to find the Write an explanation supporting your
amount of money the investor started with, opinion. Use several examples.
who ended up with the same amount of
money after one month. (This is called the 10. Explain why AI thought it was important
fixed point of the function.) to know whether the service charge was
deducted before or after the money was
4. What happens to an investor who starts out doubled. Use some examples. Express
with an amount of money less than the each policy with a function.
fixed point? With an amount of money
greater than the fixed point? nJ;i§•I.iil Write a report on investment plans
To analyze what happens to an investment of the type studied in this assignment and
over a period of more than one month, Reg in Lesson 1, plus, optionally, other plans
connected function diagrams. Since the of your design. Use variables. Your report
amount at the end of the first month is the should include, but not be limited to,
amount at the beginning of the second month, answers to problems 9 and I 0.
he used they-number line from the first
diagram as the x-number line of the next, 12.hi.!!§91 Find out what the service charge
doing this many times. and interest rate are at three real banks.
Figure out what would happen to $100
500 500 invested at each service charge and interest
rate over a period of three years. Write up
what you discover as if it were an article
250 250
for the school newspaper, and you were
giving advice to students.
0 0

Chapter 3 Working Backwards

Digitized by Coogle
 ~ Essential Ideas

WORKING BACKWARDS FROM WORDS TO ALGEBRA

Abe and Bea had baked a batch of cookies. 8. a. Translate each step into algebra.
They told Reg, AI, and Lara that they could I) Think of a number.
each have one-third of the cookies. Later, Reg 2) Add 4.
went into the kitchen and took one-third of the
3) Multiply the result by 2.
cookies. An hour after that, not knowing that
Reg had already taken his share, Lara claimed b. If I got 46, what was my original
one-third of the remaining cookies. A few number?
minutes later AI, thinking he was the first to 9. a. Translate each step into algebra.
find the cookies, devoured one-third of what I) Think of a number.
was left.
2) Multiply by 2.
1. If 8 cookies are left, how many must Abe 3) Add 4.
and Bea have baked? b. If I got 46, what was my original
number?
TWO NEGATIVES
c. Compare your answer to part (b) with
2. Find the sign of the result. your answer to part (b) in problem 8.
a. 3 - 5 b. 3 - (-5) Were your answers the same or differ-
c. -5 - (3) d. -5 - (-3) ent? Explain.
3. Find the sign of the result. COMPARING EXPRESSIONS
a. -(5)(-3) b. -(5 - 3)
10. Find a value of x for which
c. -[-3 - (-5)] d. -(-5)(-3)
a. -8x - l is less than 8x + 3;
POSITIVE, NEGATIVE, OR ZERO? b. -8x - I is greater than 8x + 3;
4. For each expression, write P. N, and/or 0, c. \) -8x - I is equal to Sx + 3.
depending on whether it can possibly be MUL TII'LICATION TABLES
positive, negative, or 0. (Try various val-
ues for the variables to help you decide. Find these products. Combine like terms.
For example, -2, 0, and 2.) Explain your 11. (x + 3)(2x + 4)
answers.
a. 5x b. -2x2
12. (x + 3)(2x + 4y)
c. -9y d. 5l 13. (x + 3 + y)(2x + 4y)
e. z3 f. -a4 Fill in the blanks.
SIMPLIFYING EXPRESSIONS 14. X -3 5y
Simplify each expression.
5. 12x- 6xv- (-3x)- (-2y)
-1 ~----~------.------,

2x2 -6x lOxy

15.
6. -3x2 - (3)2 + x 2 - (2 - x 2)
7. x - (x - 5) - (5 - x) 3y -6x\ 15/ -3y

16. __ (x - 2) = 2 - x

+ Essential Ideas

Digitized by Coogle
•• OPPOSITES AND RECIPROCALS Scientists sometimes use the Kelvin tempera-
17. Simplify each expression. Look for short- ture scale. To convert Kelvin temperatures to
cuts. Celsius, you subtract 273. For example, the
melting temperature of iron is 1808° Kelvin, or
I 2 3
a. 9 · -3 · -3 · 5 · -2 1535° Celsius.
b. [5x- (-5x)] - [5x- (-5x)] - 16x
23. Lead melts at 600° Kelvin. What tempera-
c. 0.5 . 25 . 0.02 . 2 ture is that in Fahrenheit? (Use the infor-
18. Gabe and Abe were arguing about xy. mation from Lesson 8.)
Gabe said that the opposite of xy is yx. 24. Explain how to convert Kelvin tempera-
Abe said that the opposite of xy is -xy. tures to Fahrenheit, and how to convert
Lara overheard them, and said she thought Fahrenheit to Kelvin. (Hint: Use arrows to
that the opposite of xy is -yx. Write an show each step of the conversion.)
explanation that will settle their argument.
25. a. Make a function diagram for the func-
19. What numbers are tion Y1 = (x/2) + I.
a. greater than their reciprocal? b. Make the function diagram of its
b. less than their reciprocal? inverse and find the rule.
c. equal to their reciprocal? c. Find the function that results from com-
d. less than their opposite? bining y 1 and its inverse. Does the order
e. equal to their opposite? in which you combine the functions
matter? Explain.
20. a. Which of the following is the reciprocal
of3x? SOLVING EQUATIONS
I 3 I Use the cover-up method to solve these
3x 'x 'or 3 equations.
b. Check your answer by substituting two
different numbers for x and showing 26 _1!_+3=9 27 x- 5 +3=9
• X- 5 • 24
that the product of 3x and its reciprocal 5- X 24
is I in both cases. 28 • -24
+3=9 29• - +3=9
5 -X

INVERSE FUNCTIONS
30. Compare the solutions to each pair of
equations. (Use related multiplication
Write the inverse of each of the following equations.)
functions.
a. 1._
M
= 6 and ~ =2
M .
21. a. The function adds 2 to x and multiplies
the result by 4. b ~ = 4 and _±_ = 8
" M M
b. The function multiplies x by 4 and adds
C 20
. M
= 5 and 2_
M
= 20
2 to the result.
d. Make up another example like this.
c. 0y= 7x- 4
31. Describe the pattern you found in problem
22. a. The function takes the opposite of x.
30. Explain why it works.
b. The function takes the opposite of x,
adds 5, and divides the result by 2.
C. 0 y = 3- X
6

4120 Chapter 3 Working Backwards

Digitized by Coogle
 PRACTICE

REVIEW/PREVIEW SIMPLIFY REVIEW/PREVIEW EQUATIONS

1. x + 0.2x 2. x- 0.2x 11. For each equation, use trial and

error to find a value of n that
3. x + 0.8x 4. x + (114)x makes it true.
5. x- (114)x a. 3n + 10 = Sn
b. Sn + 10 = 3n
fQj/ijliSt EQUAL RATIOS
c. 7n + 10 = 8n
The equations below all involve two d . 8n + 10 = 7n
equal ratios. Find the value of x that
will make the ratios equal. You may 12. Use trial and error or the cover-up
want to use trial and error with your method to solve these equations.
calculator. a. 2(x + 5) = 8
X 6 3 5 b. 5 + 2(x + 4) = 19
6· 4 T 7. X 7 c. 3(2x + 4) - 7 = 11
X 5 3 6 d. -4(10x - 3) - 6 = - 14
8. 3 7 9. I x+7
4 6 13. Find a positive integer that sati s-
10. 5 x+7 fies each equation .
a. 3n - 1 = 47
b. n2 - 5 = 59
14. Find a negative integer and a
positive integer that sati sfy the
equation
n 2 - n = 20.

Practice 1214

Digitized by Coogle
CHAPTER

The spiral curve of a West African chameleon's tail

Coming in this chapter:

• Find as many functions as possible whose graphs go
through the origin.
• Find as many functions as possible whose output is 5
when the input is 2.

Digitized by Coogle
 INTERPRETING GRAPHS

4.1 A 100-Mile Trip

4.2 Points, Graphs, and Equations
4.3 Polynomial Functions
4.4 Graphs Through Points
4.A THINKING/WRITING:
The Bicycle Trip
4.5 Lines Through the Origin
4.6 In the Lab
4.7 Real Numbers and Estimation
4.8 Jarring Discoveries
4.8 THINKING/WRITING:
Direct Variation
4.9 Rules of the Road
4.10 Up in the Air
4.11 Horizontal and Vertical Lines
4.12 Com pi icated Areas
4.( THINKING/WRITING:
Letter Strings

• Essential Ideas
• PRACTICE

Digitized by Go
 A 1 00-Mile Trip
,, . . • . r - -, ' "' ..,, , " _,. ""· •
.~ ~~~~--~~\~.:.._.. -. ~! ~_£:;;-_..-_., --~h~-t!,.._~ ~--~::i.~...~.:.u.•.r. ~~ '

••••••••••••••••••••••
You will need: Tl \IE VS. SPEED
••
graph paper EEEB
•• 3. Copy and complete this table showing how
•• . ... . . . . . . ..... . . . . . . . fm
••
•• many hours it would take each person to
•
•••••••••••••••••••••••••••••••••• travel I 00 miles .
1. By which of these methods do you think a
Mode of Speed Time
person could travel l 00 miles in one day? Person
Travel (mph) (hours)
Explain how you arrive at your guess.
walking running Abe walking 4 25
bicycling ice skating
AI van 50
riding a scooter riding in a car
riding in a helicopter Bea skating 10

2. Ophelia and Xavier are traveling along a Gabe scooter 30

road. If you could view the road from
above and make a sketch of what you saw Lara helicopter 100
every ten minutes, your sketches might
Lea bike 25
look something like the figure below.
a. Which person (0 or X) is traveling Reg running 8
faster?
b. If the entire length of the road is six 4. Copy and complete the graph that shows
miles, can you figure out approximately how long it would take for each person to
how fast each person is traveling? make the 100-mile trip.
Explain.
y
32
28
-24 • (4, 25)
~
:::3
]20
--
~ 16
-
E-o 12
8
4
• (50, 2)
0 10 20 30 40 50 60 70 80 90 IOOX
0. 10. 20. 30. 40. 50. 60.
mm. mm. mm. mm. mm. mm. mm. SPEED (miles per hour)

4124 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.1.

5. 1§§.!§@$11!.!.1 The table shows how long it took for Abe to

go certain distances.
a. What pattern do you notice in the table?
b. How long would it take for someone Abe's Progress
who travels at a constant speed of S
miles per hour to cover I 00 miles? Time (hours) Distance (miles)

I 4
DISTANCE VS. TIME
2 8
y

8. a. Copy and complete the table up to

20 miles.
b. For this problem, use the same axes you
used for Bea. Plot and label the points
from the table in part (a).
c. Connect the points with a straight line.
Then find and label a point that is on
the line but not in your table. Interpret
the coordinates of the point in terms of
this problem.
9. Make a table like the one you made for
2 3 4 5 6 7 8 X Abe showing Gabe's progress on his
TIME (hours) scooter and Al's progress in the van. Make
6. The graph shows Bea's progress on the graphs of their progress on the same axes
trip. It shows that after 5 hours of roller- you used to show Abe's and Bea's
skating she had traveled 50 miles. progress. Label the four different lines.
a. Copy the graph onto graph paper. Use a 10. Use your graphs to help you answer these
whole piece of graph paper. You will be questions. If Bea and Abe start out at the
adding more to this graph. same time,
b. One of the points on the graph is (5, 50). a. how far apart will they be after
Mark and label three more points on the one hour? ·
graph of Bea's progress. b. how far apart will they be after
7. In this lesson we are assuming everyone two hours?
travels at a constant speed. How valid is
this assumption? For each mode of travel n)§§.!§fif$11!.!,1 Look for a pattern. How far
what might make it impossible to travel at apart will Abe and Bea be after H hours?
a constant speed? Explain. Explain.

4.1 A 100-Mi/e Trip 1254

Digitized by Coogle
• 4.1
12. Mrs. Gral was traveling at a constant DISTANCE VS. SPEED
speed. She started at the same time as
Abe, and was two miles ahead of him 14. Using the same speed data, figure out how
after one hour. far each person could travel in two-and-a-
a. Add a graph of Mrs. Gral's progress half hours. Make a table and a graph
to your axes. showing speed on the horizontal axis and
b. How far ahead was Mrs. Gral after distance on the vertical axis.
two hours? 15. ~ How would the graph be changed if
c. After three hours, how far was Mrs. the travel time was greater? Less? Explain.
Gral behind Bea?
d. How fast was Mrs. Gral going? SPEED BY GRAPHS AND FORMULAS
What mode of travel do you think she
was using? 16.fiilnlnf!ii Each graph in this lesson gives
information on how fast people travel, but
13. i§l!nlnfilil it does it in a different way. Explain.
a. How does the mode of travel affect the
steepness of the line? Explain. 17.G§.!§6Jtfill!!.!,l If someone is traveling at
b. What is the meaning of points on two a constant speed of S miles per hour, for a
of the graphs that have the same x- distance of D miles, and takes T hours,
coordinate but different y-coordinates? what is the relationship between S, D, and
c. What is the meaning of the vertical dis- T? Write this relationship in more than
tance between two lines for a given one way.
value of x?

DISCOVERY FRAMING PHOTOGRAPHS 19. The photo needs to be enlarged so it will

fit in a frame having a height of 12 inches.
A photograph is mounted on a background Again, the width of the frame is to be one
which sticks out one inch on each side. The inch. Find the dimensions of the enlarged
width of the photo is two inches and the height photo and its frame. Of course the photo
is three inches. cannot be distorted!
18. a. Sketch the photo and its frame . 20. Is the frame for the enlarged picture simi-
b. What are the dimensions of the frame? lar to the picture? Is it similar to the origi-
c. Are the photo and frame similar rectan- nal frame? Explain.
gles? Explain.

4126 Chapter 4 Interpreting Graphs

Digitized by Coogle
 LESSON

Points, Graphs, and Equations

••••••••••••••••••••• GRAPHS FROM I'ATTERNS

You will need: •
••
... .. .... .... . . . . . . . . . ... EHB
•• graph paper 3. For each description below, make a table
•
••
••
•
fm of at least five (x, y) pairs that fit it. Then
••••••••••••••••••••••••••••••••••• graph the (x, y) pairs. Use a separate coor-
dinate system for each graph.
PATTERNS FROM POINTS
a. The y-coordinate is always equal to the
1. a. Draw a pair of axes and plot these x-coordinate.
points.
b. They-coordinate is always four less
than the x-coordinate.
X y
c. The y-coordinate is always one-half of
0 -I the x-coordinate.
d. They-coordinate is always the opposite
-2 -3
of the x-coordinate.
-5 -6 e. They-coordinate is always the square
of the x-coordinate.
5 4
EQUATIONS FROM PATTERNS

b. Study the table and your graph. 4. For each description in problem 3, find an
Describe the relationship between the equation that describes the relationship
x-value andy-value of each pair. between x andy. Write the equations on
c. Use the pattern you found to add more your graphs.
points to your table and graph. 5. a. Make a table of four number pairs (x, y)
d. Write an equation that tells how to get that have this property: The sum of x
they-value from the x-value. and y is always 6.
2. Repeat problem 1 for each of these tables. b. Graph these (x, y) pairs.
a. b. c. CJ c. Connect the points with a straight line.
d. Write the relationship between x andy
X y X y X y as an equation.

4 -8 -3 -3 6 4 6. a. Using fractions and negative numbers,

write two more (x, y) pairs having the
I -2 5 -3 12 -2 property that the sum of x and y is 6.
Do these points lie on the line?
-3 6 -6 -3 -I II
b. Choose a point that is not on the line.
0 0 -I -3 3 7 Do its (x, y) coordinates add up to 6?
c. Write any number pair (x, y) whose sum
is not 6. Find this point. Is it on the line
you drew?

4.2 Points, Graphs, and Equations 1274

Digitized by Coogle
• 4.2

EQUA TIO~S FROM GRAPHS 9. 20

On each graph below, four points are labeled.
For each graph:
a. Make a table of the (x, y) pairs and look
for a relationship between x andy.
b. Add three more points to the table,
making sure each one does belong on -20
the graph.
c. Write an equation describing the rela-
tionship between x andy.
7.

-20
10. 5

-10 10

(-4, 1.25) ( 1.25, 1.25)

(-1, 1.25) (3, 1.25)

~ 5
-10
8. 10

-5

POI~TS A~D EQUATIO~S

The following questions are about the graph of

10 the function y = 4x + 5. Try to answer the
questions without graphing.
11 • ._Is the point (7, 32) on it? Explain.
12. ._The point (3, y) is on it. What is y?
Explain.
13. . _ The point (x, 6) is on it. What is x?
Explain.

4128 Chapter 4 Interpreting Graphs

Digitized by Coogle
 Polynomial Functions

••••••••••••••••••••• 3. Make a table of at least eight (x, y) pairs

You will need: •
~.~.~.~~..P.~P..:.~. . . Em3
.:••••••••••••••••••••••••••••••••••
~ .;•
for each function. Use negative numbers
and fractions as well as positive whole
• numbers in your tables. Then make a
graph from each table. Label each graph
I Definition: A polynomial function is a func-
tion of the form y = a polynomial.
with its equation.
a. y = (-x) 2 b. y = -x2
1. l:mii.Jf\1!.],1 Which of these polynomial 4. ..... Compare your graphs in problem 3
functions do you think have graphs that with the graph of y = x 2• Explain what
are straight lines? Which have curved you observe.
graphs? Explain why you think so.
5. Graph these polynomial functions.
a. y = x 2 b. y = 2x - I
a. y = -x3 b. y = (-x) 3
c. y = 2x2 d. y = x 3
6. ..... Compare your graphs in problem 5
ORDER OF OPERATIONS with the graph of y = x 3 . Explain what
you observe.
2. Make a table of at least eight (x, y) pairs
for each function . Use negative numbers

I
DEGREE
and fractions as well as positive whole
numbers in your tables. Then make a Definition: The degree of a polynomial
graph from each table. Label each graph function in one variable is the highest
with its equation. You will need to refer to power of the variable that appears in the
these graphs later. polynomial.
a. y = x 2 b. y = x 3 Examples: y = x 3 and y = x 2 + 2x3 are both
To make a table of values for graphing y = -x2,
we have to know what the expression -x2
means. Does it mean square x, then take its
opposite or take the opposite of x, then square
it? Which operation should be done first?
I
7.
third-degree polynomial functions. The
equation y = 2x is first-degree, and the
equation y = I is zero-degree.
What is the degree of each of these poly-
nomial functions?
To avoid this kind of confusion, mathematicians a. y = 5 + x 2 - x
have agreed on the following rule. b. y = 4x3 - 3x2 + 5

I Rule: Exponentiation should be performed

before other operations. To change this
order, we have to use parentheses.
c. y = 45
8. Make a table of at least eight values for
each third-degree function. Use negative
numbers and fractions as well as positive
Examples:

I
whole numbers in your tables. Then make
• -x2 means square x, then take the opposite. a graph from each table.
• (-x) 2 means take the opposite of x, then a. y = 2x3 b. y = x 3 + l
square the result.
c. y = -x3 - 2

4.3 Polynomial Functions 1294

Digitized by Coogle
• 4.3
9. Repeat problem 8 for these second-degree 13. . _ Repeat problem 12 for these
functions. descriptions.
a. y = x 2 - I b. y = -3x2 a. The graph goes through the origin.
c. y = -x2 + 2 b. The graph never crosses the x-axis.
10. Graph these first-degree functions. c. The graph never crosses the y-axis.
a. y = 5x b. y = x 14. . _ Repeat problem 12 for these
c. y = -2x + 1 descriptions.
a. The graph passes through quadrants I
11. Graph these zero-degree functions.
and III only.
a. y = 4 b. y = -3
b. The graph passes through quadrants II
c. y = 0
and IV only.
THE EFFECT OF DEGREE c. The graph passes through quadrants I
and II only.
12. ._Tell whether each sentence (a-b)
could describe the graph of a zero-degree, 15. fii!,!,filij How does the degree of the
first-degree, second-degree, or third- equation affect its graph? Write a
degree polynomial function. More than summary explaining everything you
one answer may be possible for each know about this.
description.
a. The graph is a straight line. 16. 0
b. The graph is a curve. a. Make a table of values and graph the
function y = 24/x.
b. Is this a polynomial function? Explain.

c. a negative number from a positive

number to get a positive number?
17. Decide whether each of the following situ- d. a negative number from a positive
ations is possible or impossible. If it is number to get a negative number?
possible, give an example. If it is impossi- e. a positive number from a negative
ble, explain why it is impossible. Can number to get a negative number?
you subtract
f. a positive number from a negative
a. a negative number from a negative number to get a positive number?
number to get a positive number?
b. a negative number from a negative
number to get a negative number?

4130 Chapter 4 Interpreting Graphs

Digitized by Coogle
 Graphs Through Points

••••••••••••••••••••

I
You will need: 2. A line passes through the origin and the
••
•• .graph paper EHB
..................................... I::I:±::J;'
point (2, -3 ).

•• 3. The sum of every (x. y) pair on the line

• graphing calculator is 8 .
•• ·(o.pi.io·n·ar)····································
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 4. The line passes through the points (2, -3)
and (3, -2).

I
INTERCEPTS
5. To get they-coordinate, square the x-coor-
Definitions: The y-intercept of a graph is dinate and add I.
the point where the graph crosses the y-axis.
The x-intercept of a graph is the point where I'OINTS ON AND OFF GRAI'HS
the graph crosses the x-axis.
6. Bea thinks that 8 - 2x means multiply x by
2 and subtract the result from 8. Lea
thinks it means subtract 2 from 8 and mul-
tiply the result by x. Who is right?
Explain.
7. Which of these points do you think will lie
on the graph of y = 8 - 2x? Explain.
a. (2, 4) b. (2, -4)
c. (0.5, 6) d. (0.5, -6)
e. (-1, -10) f. (-1, 10)
For the remaining problems in this lesson
(8-23), use a graphing calculator if you have
one. Otherwise, use graph paper.
8. a. Graphy = 8- 2x.

I Example: The curve in the figure above has

y-intercept (0, -3), and x-intercepts (-3, 0)
and (2, 0).
b. Use your graph to check your answers
to problem (a).
c. Write both coordinates of the
x-intercept of y = 8 - 2x.
For problems 1-5:
d. Write both coordinates of the
a. Guess the coordinates of the x- and y-intercept of y = 8 - 2x.
y-intercepts (if you think they exist).
b. On graph paper draw the graph
described.
I Definition: If two graphs share a point, they
are said to intersect at that point.
c. Check the correctness of your guess. 9. a. On the same coordinate system, graph
y = 2x- 8.
1. A line is parallel to they-axis and passes
through the point (2, -3 ). b. Do your two graphs intersect at any
point? If so, where?

4.4 Graphs Through Points

Digitized by Coogle
• 4.4
Follow these instructions for problems 10 b. Write any other equation whose graph
through 12 below. passes through the point ( 1, 2).
a. Make tables of values for the two func- c. Graph the two equations. Where do
tions given. Then graph them on the they intersect?
same pair of axes. Label at least three
points on each graph. 19J;i§ol•lrl Write a report explaining the
b. Find and label a point that is not on answers to these questions. Use examples
either graph. in your explanations.
c. Find and label a point that is on both a. Given an equation, how can you figure
graphs (if there is one). out which points lie on its graph?
d. Find and label a point that is in the b. Given a point and an equation, how can
region between the two graphs. you tell whether or not the point lies on
the graph of the equation?
e. Find and label a point that is neither
on nor between the graphs.
GRAPHS THROUGH THE ORIGIN
10. y = 2x andy = 0.5x
20. Which of the following equations have
11. y = x andy =x +2 graphs that go through the origin? How
could one tell without actually graphing
12. y = x2 and y = x2 - 3
them?
13. For problems l 0-12, find an equation a. y = 2x - 6 b. y = x 2 - x
whose graph is entirely contained between c. y = -x"- 4
the two given graphs.
21. Give three equations (one each of first,
second, and third degree) that satisfy each
Fl:-.;[) A!\< EQUATIO!\<
of these two given conditions.
In problems 14-17, find the equation of any a. The graph will pass through the origin.
graph that satisfies the characteristics given.
b. The graph will not pass through the
14. A second-degree function whose graph origin.
passes through the point (0, 0)
22. Write the equation of a graph that lies in
15. A second-degree function whose graph quadrants I and III only and
passes through the point (0, l) · a. passes through the origin;
16. A third-degree function whose graph b. Q does not pass through the origin.
passes through the point (0, -1)
23.fi1!.1!.rfild Explain how you can tell from
17. A first-degree function whose graph an equation whether or not its graph goes
passes through the point (-l, -l) through the origin. Give some examples.
18. a. Write any equation whose graph con-
tains the point ( 1, 2).

4132 Chapter 4 Interpreting Graphs

Digitized by Coogle
~U!Qiiji@~
WRITING
4 A The Bicycle Trip
•

Sally is riding her bike on a trip with her bicy- b. How else might one account for the
cle club. She left the staging area in Chapley at different speeds?
I 0 A .M . and took a break at a rest area located
4. How fast did Neil drive in each leg of
about halfway to the final destination of
his trip?
Berkhill, 70 miles away. Neil is driving the
sweep vehicle, a van with food, water, first aid, 5. Describe the train's progress. Which way
and a bicycle rack. The distance-time graph was it going? Where and when did it pass
below shows their progress. There are train Sally and Neil?
tracks along the road. The progress of a train is
6. Where were Sally, Neil, and the train at
also shown on the graph.
12:30 P.M.?
80
T ·r,, ' (3~~~, 7b) 7. At what times were Sally, Neil, and the
.. -- '~3 . 25,' 57 .~) train 20 miles from the staging area?
,__ 60 ~---- " i ' ' 8. The equation of the train's motion is
rJ:J :,
Q)
\ D = 160- 40t.
E
:-:50 . . . . .,
<a' .s, 37
' '
------~

_ .5)J a. Choose three points on the train's graph

tJ.l I
and check that their coordinates satisfy
u40 - ·-
z \
\
., the equation.
~30 -'--···· ·-·
b. Do any points in Sally's and Neil's
Cli \
0 20 .i_ .. I graphs satisfy the train's equation? If
]\ so, which ones?
... ~.L \ :
10 ----- +-- -
, -- ~

\ 9. t'l!.uufilij
2 3 4 a. In a distance-time graph, what does it
TIME (hours) mean if two points are on the same hor-
-Sally -Neil Train izontalline? On the same vertical line?
b. As you go from left to right on the
1. Compare Sally's and Neil 's progress. Who graph, what is the meaning of a part
left first? Where did she or he stop? What that goes up? Down? What is the mean-
happened at the end? What was the total ing of a horizontal segment? Why is a
distance covered? vertical segment impossible?
2. Including the origin, the coordinates of six c. What is the significance of a point that
points on Sally's graph are given. Describe belongs to the motion graphs of two
her ride between consecutive points. different people?
a. At what time did each leg of her trip
start and end? How far did she ride to.l;l§el•lel Tell the story of the bicycle trip.
each time? How long did it take? How Use information you gathered from the
long were her breaks? graph. Make guesses about the trip.
b. How fast was she going during each leg Include a graph for lrva, another member
of the trip? of the bicycle club. She too left at 10 A.M .
and stopped at the rest area.
3. a. If you were to guess about which part
of the trip was downhill or uphill, what
would you guess? Why?

4.A The BicycleTrip 1334

Digitized by Coogle
 Lines Through the Origin

•••••••••••••••••••• 5. a. Plot and label at least three more

.............
You will need:
points that are on the line through
••• graph paper EEEB
• ~1 (1, 4) and (2, 8) .
•• b. Find the equation of the line through
•• graphing calculator
••
'(o.pi'lo·r;·a·i·i· .............................. (1, 4) and (2, 8).
••••••••••••••• •••••••••••••••••• 6. .... Plot these eight points on the same

I Definition: Since the graphs of first-degree

equations are straight lines, these equations
are also called linear equations.
axes. Label them with their coordinates.
(1,2)
(-1,2)
(-1,-2)
(3,6)
(l,-2)
(-3,-6)
1. Predict whether or not the graph of each (6,3) (6,-3)
linear equation will pass through the ori- a. Draw a line connecting each point with
gin. Explain how you know, using graphs the origin. Which points lie on the same
or calculations. line through the origin?
a. y = 4- 2x b. y = -2x b. Explain how to find the equations of the
c. y = 2x d. y = 2x- 4 lines you drew.
2. Write two linear equations which you
think will have graphs through the origin.
I Definition: The ratio of a to b is the result
of the division alb.
Explain your reasoning.

RATIO
I Example: The ratio of 6 to 3 is 6/3 or 2,
while the ratio of 3 to 6 is 3/6, or 1/2, or 0.5.

Lara and Lea were arguing about points and 7. a. Write two (x, y) pairs for which the
graphs. Lea said, "If the point ( 1, 4) lies on the ratio of y to xis 1/3.
line, then the point (2, 8) must also lie on the b. Plot these two points and graph the
line." Lara showed her that she was wrong by straight line through them. Find the
drawing three lines. equation of the line.
3. On graph paper, draw a line that goes c. Write two (x, y) pairs for which the
ratio of y to xis 3.
a. through both points;
d. Plot these two points and graph the
b. through (I, 4) but not through (2, 8 );
straight line through them. Find the
c. through (2, 8) but not through (I, 4). equation of the line.
4. Of the three lines you drew in problem 3,
which goes through the origin?

,4134 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.5.
8. For each line in the graph below, find three 13. CCi§.!§@$11!.!.1
points on the line. Then find an equation a. What would be the ratio of the coordi-
for the line. nates of points on the line through the
~ I a bl7 origin and the point (a, b)? Explain.
!'.. 1/ b. If bla = die, what can you say about
,r-,
!'.. ' 1/
1/ the line joining (a, b) to (c, d)? Explain.
"" ~
K
1\ I
I 17
I/
[7 14.flliuhtfilfl Explain what ratio has to do
~- ~. IJ
"' ..._
~
~ /t
/
\ ' ! c
with lines through the origin.

p
l -l -1-
r-
~
r'd7
[/['(
I\
...:-
-- 1--
It>\ Tit)
17 I~

1/
1/ II
II
"' ~
The table shows the amount of time it took
several people to travel the distances given.

17
17 I
I
"" r":: 1\ Time Distance
/ I'\: Person
(hours) (kilometers)
v '\
v '\
A 3 80
17 I f el\

9. Explain how you can find more points on B 7 140

the same line through the origin as (4, 5)
without drawing a graph. Then check by
c 12 320
graphing the line. Find the equation of D I 30
the line.
E 2 30
Lea noticed that for the points (I, 4) and (2, 8)
the ratio of they-value to the x-value was the F I 20
same. That is, 4/l = 8/2. She guessed that
(I 00, 400) will lie on the same line through the G 5 150
origin because the ratio of they-value to the
x-value is also 4. 15. a. Draw a pair of axes and label the verti-
cal axis distance and the horizontal axis
10. ._Tell whether or not you agree with
Lea, and why.
time. Plot and label the points in the
table. Draw lines connecting each point
11. Find a point whose coordinates have the with the origin.
same ratio of y to x as the point (4, 12). b. Which points lie on the same line
Does this point lie on the same line through the origin?
through the origin as (4, 12)? If so, find
the equation of this line. 16. Use the table and your graph to answer
these questions.
12. a. Graph the line through (-1, 2) and (3, 4). a. Which people are traveling at the
b. Is the ratio of 5 to -10 equal to the ratio same speed?
of-lto2? b. Who is traveling faster, A or B?
c. Is the point (5, -10) on the line? Explain c. How far will A have traveled in
why or why not. four hours?

4.5 Lines Through the Origin 1354

Digitized by Coogle
... 4.5
17. a. H has been traveling two hours at the 2o.'HII,I..flfl
same speed as G. Add H to your graph. a. Explain how one can think of speed as
b. I have been traveling four hours at a ratio.
the same speed as A. Add me to b. If you are given time and distance for
your graph. two travelers, explain how to use calcu-
18. J is traveling faster than B but more slowly lations or graphs to compare their
than D. Draw one possible distance-time speeds.
graph showing Js progress.
19. Each line you drew has an equation that
relates distance to time. Find these equa-
tions and add them to your graph.

DISCOVERY HAPPY NUMBERS Whenever the final result of this procedure is

r-----------------,
Take the number 23.
I, the origi nal number is called a happy num-
ber. So 23 is a happy number.
21. There are 17 two-digit happy numbers.
Square each digit and add.
Try to find all of them. It will save you
22 + 32 = 13
time and help you look for patterns if you
Repeat this process.
keep a neat record of the above process
12 + 32 = 10
fo r each number.
12 + 02 = 1
12 = 1 22. Describe any patterns you notice.
The final result is 1.
L-----------------~

,4,136 Chapter 4 Interpreting Graphs

Digitized by Coogle
 In the Lab
'I.'~ .... , _' ri -_"'r'J .... 4- ·, · -··~"' ~(

You will need: •••••••••••••••••••••• 6. If you double the volume, do you double

~ ?..~.~-~~Y~P..~.~.......!W ~
the weight?

• • Bea's Data
••••••••••••••••••••••••••••••••••
Weight Volume
A MYSTERY LIQUID

Reg, Bea, and Gabe were doing an experiment 16 g !Om!

in science class. They had an unknown liquid
32 g 20m!
whose volume they measured in a graduated
cylinder. A graduated cylinder is a tall, narrow 48 g 30m!
container that is used for measuring liquid vol-
ume accurately. They used a cylinder that 64g 40ml
weighed 50 grams and measured volume in
milliliters. They used a balance to find the 7. Plot Bea's data with volume on the vertical
weight of the liquid to the nearest gram. axis and weight on the horizontal axis.
Reg's Data 8. Connect the points on your graph with a
line and write an equation for the line.
Volume Weight
9. Estimate the volume of:
!Om! 16 g
a. I00 g of liquid; b. I g of liquid.
20m! 32 g 10. Compare Bea's graph with Reg's graph.
Explain the similarities and differences.
50ml 80 g
We say that Reg graphed weight versus
80ml 128 g volume, while Bea graphed volume versus
weight.
1. Plot Reg's data, with weight on the vertical
11. If you add I 0 ml to the volume, how much
axis and volume on the horizontal axis.
are you adding to the weight? See if you
2. Does it make sense to connect the points get the same answer in three different
on your graph? Explain. cases. Is the answer consistent with what
you found in Reg's data?
3. Find an equation relating weight to
volume. Definition: Density equals weight per unit
of volume. This means that to find the den-
4. Estimate the weight of:
sity of the mystery liquid, you would find
a. 60 ml of liquid; the weight of I ml of the liquid. (Actually,
b. I ml of liquid. scientists use mass rather than weight, but
5. If you add 30 ml to the volume, how much we will use weight which is equivalent for
are you adding to the weight? See if you our purposes.)
get the same answer in two different cases.

4.6 In the lAb 137.

Digitized byGoogle
• 4.6
12. Find the density of the mystery liquid, 18. What might be the real meaning of the
using three different pairs of weight/vol- y-intercept on Gabe's graph? Did Gabe
ume values from Reg's and Bea's data. Do make a mistake? Explain.
all your answers agree? Explain.
19. Find the density of the mystery liquid by
13. In problems 4b and 9b, you have found the dividing weight by volume for three dif-
weight in grams of one ml of liquid, and ferent pairs of values from Gabe's data.
the volume in ml of one gram. Multiply Do all your answers agree? Explain.
the two numbers. Explain the result.
20. Q Write an equation that expresses weight
THE MYSTERY CROWS as a function of volume for Gabe's data.
Gabe's Data:

I
OIRECT VARIATION

Volume Weight Definition: If the relationship between two

variables x andy can be expressed in the
IOml 66g form y = mx, we call this a direct variation,
or say that y varies directly with x.
20ml 82 g
21. Which of Reg's, Bea's, and Gabe's data
40ml 114 g are an example of a direct variation?
Explain.
60ml 146g
22. Compare Gabe's graph to Reg's. How are
they the same and how are they different?
14. Draw a pair of axes and label the vertical
axis weight and the horizontal axis volume. 23. . _ There are number patterns in all
Plot Gabe's data. the data.
15. If you double the volume, does the weight a. What pattern is there in all of Reg's,
double? Check this in two cases. Bea's, and Gabe's data?
b. What patterns are true only of Reg's
16. If you add 20 ml, how much weight are and Bea's data?
you adding? Is this consistent with what
you learned from Reg 's and Bea's data? 24.fii!uh@ii What do you know about direct
17. According to Gabe's graph, what is the variation? Be sure to discuss equation,
weight of 0 ml of the liquid? Does this graph, and number patterns. You may get
make sense? ideas from this lesson and Lesson 5.

4138 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.6.
OTHER SUBSTANCES 26. Using the graph, estimate the densities of
the substances in problem 25.
25. The graph shows the relationship between
weight and volume for some familiar sub- 27.'Ai.J!491
stances. The substances are aluminum, a. Look up the densities of those
cork, gold, ice, iron, and oak. Which sub- substances in a science book, almanac,
stance do you think is represented by each or other reference book. How close
line? Explain why you think so. were your estimates?
b. Based on your research, what do you
Y (a)(b) (c) think the mystery liquid is? Could it be
8
water? Explain.

(f)

2 4 6 8 X
VOLUME (ml)

4.6 In the Lab 139.

Digitized by Coogle
 Real Numbers and Estimation

••••••••••••••••••••

. . . .............
You will need: 6. Based on your calculations in problem 5,
•• what do you estimate the density of the
•• graph paper EHE ~1 substance to be?
••
•• graphing calculator
·(o.pi"io·n·a·if································ 7. fiil,j,@d You estimated the density of
•• this substance in two different ways. If
•••••••••••••••••••••••••••••••••
you did not get the same answer using
.\1E-\SURE\1E~T ERROR both methods, explain any differences .
The three tables in Lesson 6 contained data Which method do you like better,
that were invented. You can tell because all the and why?
points lie exactly on a line. In real experiments
measurements can never be exact. This table ESTI\1\TI'\C TE\\PER·\TLRE

contains more realistic data. In Chapter 3, Lesson 8, you learned this rule
for converting Celsius to Fahrenheit:
Volume Weight Multiply the Celsius temperature by 1.8.
Add 32 to the result.
lOrn! 32 g
If
20m! 63 g F = the Fahrenheit temperature and
C = the Celsius temperature,
50ml 146g then this statement can be written as a
function :
80ml 245 g
F = 1.8 C + 32.
1. Draw and label a pair of axes and plot 8. Draw and label a pair of axes with F on
these points. they-axis and Con the x-axis. Make a
table of values, using values of C from -10
2. You cannot draw a straight line through all
to 30. Use your table to graph the function
the points, but draw one that passes as
F = 1.8 C + 32. Label a few points on
closely as possible to all of them. Be sure
your graph.
your line goes through the origin. (Explain
why it must pass through the origin.) Abe doesn't like to multiply by 1.8. Since 1.8
is a little less than 2, and 32 is a little more
3. What is the equation of the line you drew?
than 30, he made up this rule for estimating: To
(Hint: Choose a point on the line to help
estimate the Fahrenheit temperature, multiply
you figure this out.)
the Celsius temperature by 2 and add 30.
4. Based on your answer to problem 3, what
9. Using the letters C and F as was done in
would you estimate the density of the sub-
problem 8, write a function for Abe's rule.
stance to be?
10. Make a table using values of C from -10 to
5. Find the ratio of weight to volume for each
30 for the function you wrote for Abe's
data point in the table.
rule. Use your table to graph the function
on the same pair of axes as you used in
problem 8.

4140 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.7.

11. Compare the two graphs. ESTIMATING A TIP

a. How far off would Abe's estimate be if
the Celsius temperature were 0? Here is a method to figure out how much tip to
b. Compare the result from Abe's estima- leave for the server at a restaurant. Say the bill
tion method with the exact values for was for $20.73.
several other temperatures. Be sure to • Round up to the next even whole number
try some negative Celsius temperatures. of dollars, in this case 22.
Do you think Abe's method is a good • Add half of the number you got to the
one? Why or why not? number, in this case 22 + 11 = 33.
c. There is one temperature for which • Round up to the next multiple of five, in
Abe's estimation method gives the this case 35.
exact value. What is it? • Divide by ten to get the tip, in this case
12. t-- For what range of temperatures $3.50.
would you judge Abe's method to be 14. What percentage of $20.73 is $3.50?
acceptable? Explain. (Round off your answer.)
Sometimes exact answers are important. In 15. Does this method always give the same
everyday life, estimates or rules of thumb are percentage of the bill? Try it for several
often just as good. For example, Mr. and Mrs. amounts to see whether the percentage
Gral, who are planning a trip to Europe, are varies. If it does, what seem to be the low-
not really interested in knowing how to make est and the highest value it will give?
exact temperature conversions. They just
want some advice about what to wear. Here is another method to figure out the tip.
• Divide the amount of the bill by ten.
13. Bea and Abe are making a chart for their (In this case you would get $2.07 .)
parents' reference. Complete it.
• Multiply the result by two. (In this case
you would get $4.14.)
Celsius temperature
You should wear: • Take the average of the two numbers,
between - and -
rounded to the nearest nickel.
your coolest clothes
16. a. What is the tip by this calculation?
a sweater b. What percentage of the bill is it?
a coat 17. Does the second method always give the
heavy coat, gloves,
same percentage of the bill? Explain.
hat, and scarf
18. t:JI!,!,filfl Compare the two methods.
a space suit Explain which one you prefer and why.

19. QWhat percentage of the bill do you

think is an appropriate tip? Create your
own method to figure it without a
calculator.

4.7 Real Numbers and Estimation 1414

Digitized by Coogle
 Jarring Discoveries

You will n~~d:

•••••••••••••••••••• The following graph represents jar (a) .
~18
............................................................... EfEB
centimeter graph paper
l::f:±::l;;l ~
16 •
,
jar lids........._ string~
-~~·~~·;~= ·~·· ~· · · · ~ 14

...............................................
••••••••••••••••••••••••••••••••
12

10
•
ltATIO
8 • (6, 8)
Doctor Dimension is a flat scientist. He stores
two-dimensional liquids in two-dimensional 6
•
• •
jars, like the ones shown in this figure. 4
\ I
_j
~
1
•
o--~--~~--~~~~--~_.~

lL
~

'/
/ '' 0 2 3 4 56 7 8 9
height
-
-
~
v '' c
1. Some of the dots lie on one straight line.
- / lb
' I I
In which part of the graph does this hap-
pen? Explain why this is so.
l/ 11 1
'''
2. Make a graph for each of the remain-
/ 1 1 ing jars.
/ I I
l/
' ' l/ If If
I I
j I 3. For which jars is the area of liquid a direct
variation function of the height? Explain.
_d
/
1e ' 1 I I 19

One day, as part of his scientific research, he

decides to graph the amount of liquid in a jar
as a function of the height of liquid. Since he
lives in a two-dimensional world, liquid is
measured in square units. For example, jar (a)
is filled to a height of six units and contains
eight square units of liquid.

,4,142 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.8.
4. Draw two different jars for each 6. Predict the shape of the graph for this jar.
graph below. Then test your prediction.
a ~~ J J
~36r--r--.--.--.--.--.--.--.--.
I I
~
~
32 ~~--~~--~~--~~~._~
''~ \ JJ
I I
28 ~-r--~-+--+--+--+-~--~~
''
24 t---+--t----+--t---t-----11---t----11----i

20 t---+--t---~--t----t---t----t----11----i

16~~--~~~._~--~~~~~
7. fil!u!ufilfl Explain how the shape of the jar
affects the shape of the graph. Explain
12 ~~--~~--~~--~~~~~ what it takes for a jar to have a graph that
is a straight line through the origin.
8 ~~~---+--+--+--+--4--4-~

4 ~~--~-+--+--+--+--4--4-~ 8. How do you think the shape

o.-_.--~~~~--.__. __ ~~--~
of a three-dimensional jar affects the shape
0 2 3 4 5 6 7 8 9 of the graph of the volume of liquid as a
height function of height? What jar shapes corre-
spond to a direct variation function?
b
~ 36 A dipstick can be used to measure the amount
~ of liquid in a jar, but the dipstick must be spe-
32
cially designed for the jar. For example, the
28 following dipstick would work for jar (a).
24
II 16
20
12
16 8
II
12
8 ••
2
4
0 On it, area is marked off with a tick for every
0 2 3 4 5 6 7 8 9 two square units.
height
5. Draw a jar for part (a) of problem 4 for
9. ct-- Note that the dipstick ticks are not
evenly spaced. Explain why.
which the area of liquid is not a direct
variation function of the height.

4.8 Jarring Discoveries 1434

Digitized by Coogle
• 4.8

10. . . . Which jars would have a dipstick 15. Is the relationship between diameter and
whose ticks are evenly spaced? Explain. circumference an example of direct varia-
tion? Explain.
uJ#i.!!Q§I Draw an accurate dipstick for each 16. According to your data, what is the
of several different jars. Write a report
approximate value of the ratio of circum-
showing sketches of the jars and their dip-
ference to diameter?
sticks, and explain your method.
JAR ll DS: AREA
JAR liDS: CIRCUMFERENCE

For this section, use jar lids of at least five dif- 17. Estimate the area of the top of each jar lid
ferent sizes, including one very small one and by tracing around it on centimeter graph
one very large one. paper and estimating the number of square
centimeters it covers. Make a table and a
graph of the relationship between diameter
and area, including a point for a lid having
diameter 0.
18. Is the relationship between diameter and
area an example of direct variation?
Explain.

12. Measure the diameter and circumference

of each of the jar lids in centimeters, as
accurately as possible. (Use the string to
help find the circumference.) Make a table
showing your data.
The figure shows a square whose side equals
13. Make a graph of your data, putting diame-
the radius of the circle.
ter on the x-axis and circumference on the
y-axis. Don't forget to include a point for a 19. For each jar lid, calculate the area of a
lid having diameter 0. square like the one shown in the figure.
Add a column for these data in your jar-lid
14. . . . What is the relationship of circumfer- area table.
ence to diameter for each jar lid? Describe
it in words and with an equation. Explain 20. Graph the area of the circles as a function
how you figured it out. of the area of the squares.

4144 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.8.

21 • . _ What is the relationship between the 23. According to your data, what is the
area of the circles and the area of the approximate value of the ratio of the area
squares? Describe it in words and with an of the circle to the area of the square?
equation. Explain how you figured it out.
24.fiilrrlrrfi!Jj According to your data, what is
22. Is the relationship between the area of the the relationship between the area of a cir-
circles and the area of the squares an cle and its radius? The area of a circle and
example of direct variation? Explain. its diameter? Explain.

fjliilaii DIVIDING ON A CALCULATOR reciprocals as given by Lyn 's and Phil's

calculators;
Phil used his calculator to find the reciprocal • An explanation of how you can find the
of 7, and got the number 0.1428571429. Lyn's real reciprocal by using a calculator;
calculator, on the other hand, gave the number • An argument explaining why Lyn 's or
0.1428571428. Phil's calculator is the better one for the
25. Explain how two calculators can give purpose of finding reciprocals.
different results, even though neither
29. Make a division table like this one. Extend
is defective.
it to show whole-number numerators and
Phil's grandfather does not believe in calcula- denominators from 0 to 10. You may use a
tors. He said, "Do you really believe either calculator, but enter only exact answers.
number is the reciprocal of 7? I have news for Look for patterns and work with a
you. Multiply each one by 7 without a calcu- partner. Some answers were entered
lator, and you'll see why you should not trust for you.
these machines."
Numerators
26. Work with a classmate. Do the two multi-
0 I 2 3 ...
plications on paper to see who was right,
Phil, Lyn, or their grandfather. Explain 0
your results.
...0
(/)
I
The grandfather added, "To find the real recip- ~
c
rocal of7, you have to use good old-fashioned ·s 2 0 0.5 I 1.5 ...
long division." 0
c -
Q 3
27. Find the real reciprocal of 7.
... ...
2s.l;i§+ljl Write a letter to Lyn and Phil's
grandfather, explaining why students are 30. What patterns do you notice about the row
allowed to use calculators nowadays. Your of your table for denominator 7?
letter should include, but not be limited to:
31. Learn how to use the FIX mode on your
• Answers to the grandfather's probable
calculator.
objections;
• A table showing the real reciprocals of
the whole numbers from 0 to I 0, and the

4.8 Jarring Discoveries 145,4,

Digitized by Coogle
~1111~191~
WRIT/Ni 4 .s ·
0 Ired '' · ·
vanahon
.. - .
•
•
•
•
You will need: ••••••••••••••••••••••

graph paper HE3

...................................... l:±±:::::i;l
•
•
•
•
•
12
11
10
v-- -
•
••••••••••••••••••••••••••••••••••
POINTS ON LINES
•
9
8
I
?
1. Choose a number m, and draw the graph of
the equation y = mx. Choose any point
7
6
v
I
(a, b) on the line.
a. Is the point (2a, 2b) on the line?
5
4
v·-r--· ,__ ~----
b. Is the point (3a, 3b) on the line? 3
-_-/
v
c. Is the point (ka, kb) on the line for any 2
value of k? ·-- -· -·
1 +-

2. Refer to the line you drew in problem 1.

a. Is the point (a+ 1, b + I) on it?
0 o 1 2 3 4 5 6 7 8 9 10 11 12

b. Is the point (a + k, b + k) on the line Endpoint Area

for any value of k?
x= I
l;l§.t.!,l
3• -··- • ··- Repeat probl ems 1 and 2 for sev-
eral graphs of the form y = mx, y = x + b, x=2
andy= mx + b. If a point (a, b) is on the
line, in what case is (ka, kb) on the line? x=3
What about (a + k, b + k)? x=5

AREA FUNCTIONS x=a

4. The graph shows y = 2x. The region
5. Copy and complete the table giving the
between the line and the x-axis from x = 0
area between the line and the x-axis from
to x = 6 is shaded.
x = 0 to the given endpoint value of x.
a. What is the area of the shaded region?
b. What is the area of the region between 6. Find a function relating the area to the
the line and the x-axis from x = 0 to endpoint value of x.
X= 4?

,4,146 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.BT
7. Is the area function you wrote an example 9. Find a function relating the area to the
of direct variation? Explain. endpoint value of x.

Endpoint Area
10. Is the area function you wrote an example
of direct variation? Explain.
x=l
uJ;i§oi·lel Repeat problems 4 through 7 for
x=2 several other lines. For which lines did
you find area functions that are examples
x=3 of direct variation? What generalizations
x=5
can you make? Write an illustrated report
about your results.
x=a

8. The graph shows the line y = 3. Copy and

complete the table giving the area between
the line and the x-axis from x = 0 to the
given endpoint value of x.
12
II
10
9
8
7
6
5
4
3~-------------------------
2

o~--------------------------
0 2 3 4 5 6 7 8 9 10 11 12

4.8 Direct Variation 1474

Digitized by Coogle
 Rules of the Road
' ,. ..;~ <' • • . , .
, r :;,
....- .
- -:-.,
I . ,. ..... ., . . ..
. ~""· • \'"~

You will neetl: •••••••••••••••••••••• 5. What kinds of things do you think would

~.~~-~~..~~?..:.~...... Hffi .•~

affect reaction time and distance? Braking
.:••••••••••••••••••••••••••••••••••
•
~ time and distance?
Reaction time is often considered to be about
UNIT CONVERSION
3/4 of a second, but how far you travel during
this time depends on how fast you are going.
When you talk about the speed you are travel-
ing, you usually give the speed in miles per 6. Reaction distance:
hour. In this lesson it will be useful to give a. Figure out how many feet you would
speed in feet per second. Use the fact that I 00 travel in 3/4 of a second if you were
miles per hour (mph) is about 147 feet per going at various speeds (I 0 mph, 20
second (fps). mph, etc.). Make a table to display
your data.
1. How many fps is 50 mph?
b. Graph your data. Put reaction distance
2. Complete the table to show the in feet on the y-axis and speed in miles
relationship of miles per hour to feet per per hour on the x-axis.
second. Extend the table up to 80 miles c. Describe the relationship between the
per hour. two variables on your graph.
mph fps 7. Braking distance: A formula for finding
braking distance in feet is to take the speed
10 14.7 in miles per hour, square it, and divide the
result by 20. For example, if the speed
20
were I 0 mph, the braking distance would
be (10)2/20 = 100/20 = 5 feet.
3. If you made a graph from your table with a. The graph on the next page shows the
mph on the x-axis and fps on the y-axis,
relationship between the braking
what would the graph look like? (If you distance (in feet) and the speed (in
are not sure, draw it.) miles per hour). All the points on the
4. If you were traveling at I mph, how fast graph were found by using the formula.
would you be going in fps? Make a table showing the coordinates
of at least five points on the graph.
STOPPING DISTANCE b. According to the table and graph, if you
To stop a car in an emergency, you first react double your speed, will you double
and then put on the brakes. your braking distance? Explain, giving
stopping distance = examples.
reaction distance + braking distance

4148 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.9.

100
y
I Rule 2: The 1-for-10 Rule. Leave one car
length between you and the car in front of

-eso
Q)
Q)
you for every I 0 mph of driving speed.

9. I@1(.]Fil!•lel Which rule do you think is

L1.l safer? Taking into account what you found
u
z out about stopping distance, what do you
~ 60 think would make a good rule of thumb?
-
til
0
0 40
To compare the two rules, it helps to convert
z miles per hour to feet per second, so that all
sa units are in feet and seconds.
;2c:x:l 20 10. a. Copy and complete the table to show
the distance traveled in three seconds at
the speeds given. Extend the table up to
I 00 miles per hour.
SPEED (miles per hour)
8. Total stopping distance: Use your tables Speed (mph) Speed (fps) Distance (ft)
and graphs from problems 6 and 7 to make
a table with the headings shown. Use at 10 14.7 44.1
least five different speeds.
20

Total
Reaction Braking b. According to the table, how many feet
Speed stopping
distance distance would a car traveling at 50 mph cover
(mph) distance
(feet) (feet)
(feet) in three seconds?
c. If you were instructed to stay three sec-
SAFE DIST AN( E onds behind the car in front of you, how
many feet would that be, if you were
It is estimated that about 30 percent of all auto-
traveling at 70 mph?
mobile accidents are caused by following too
closely. Two rules of thumb for avoiding acci- d. If you slowed down to 35 mph, could
dents follow. you cut your following distance in half?
Explain.
Rule 1: The 3-Second Rule. Notice when e. If you drew a graph with speed on the
the vehicle in front of you passes some y-axis and distance traveled in three
object, such as a road sign. Then time seconds on the x-axis, what would it
approximately three seconds by counting, look like? Explain. If you are not sure,
"One-thousand-one, one-thousand-two, one- sketch the graph.
thousand-three." If you pass the same object
before you get to one-thousand-three, you
are following too closely.

4.9 Rules of the Road 1494

Digitized by Coogle
• 4.9

11. Most cars are about 14 to 18 feet in length. 12. ._Use your tables to compare Rule I
Choose a car length in this interval and and Rule 2. How are they different?
make a table showing safe following dis- Which one suggests greater caution?
tances at certain speeds according to Explain.
Rule 2.
13. . _ Should one evaluate Rule 2 based on
Safe
its implementation using a small-car
Safe length or a large-car length? Explain.
Speed Speed distance
distance
(mph) (fps) (car
(feet) 14J;!§.I.Iel Use the information about total
lengths)
stopping distance to decide whether you
10 14.7 I agree with the advice given by Rule I or
by Rule 2, or whether you would suggest a
20 2
different rule. Write a paragraph explain-
ing your opinion.

DISCOVERY ROUNDING 15. If you buy one 95-cent pastry at the

Columbia Street Bakery, you will be
Because of measurement error, it is meaning- charged $1.00 even. But if you buy two
less to say that someone weighs 157.2490368 pastries, you will be charged $2.01.
pounds. No scale is that accurate, and even if it a. What is the sales tax in this town?
were, one does not need that level of accuracy. b. Does the cash register round off to the
For most purposes, it is satisfactory to talk of nearest cent, or does it round up or
someone's weight to the nearest pound, so this down? Explain.
number should be rounded off to 157.
16. In the same town, if you buy a 94-cent
When dealing with amounts of money, one soda at Eddie's, you will be charged $1.00.
usually rounds off to the nearest cent. In some If you buy two sodas, you will be charged
cases, one rounds up, or down. When doing $1.99. Does this cash register round off to
work with real numbers, make sure you do not the nearest cent? Does it round up or
copy answers from your calculator without down? Explain.
thinking of whether you should round off,
round up, or round down.

4150 Chapter 4 Interpreting Graphs

Digitized by Coogle
 Up in the Air
- J
_..
:;. ~
,...
... •
" ,
I I;;.- • , , .r, ,
_. •
·' -
•
, ~--
"9
......
..,_ I

I You will need: •••••••••••••••••••••• 4. Can you figure out the speed of the

~• ~-~-~-~~ . P.~P.~.~. . . • ~
airplane from this graph? Explain.

• The graph below shows that Flight 101 left its

•••••••••••••••••••••••••••••••••• home airport at 8 A.M. and flew to the town of
People rarely travel at constant speeds. Almost Alaberg. It stayed in Alaberg for several hours
all travel involves speeding up and slowing and then returned to its home airport.
down. However, sometimes to simplify a prob- y Flight lOt
lem it is useful to use the average speed over a
given period of time. In this lesson we will use
the average speed.

MULTIPLE MEANINGS

The graph below shows the relationship

between the altitude of the airplane and the
time after take-off.
y

0 2 3 4 5 6 7 8 X
TIME (hours)
U.l
0 5. According to the graph, how far away is
::::::>30,000
Alaberg?
§ 6. How long did it take Flight I0 I to get to
-< Alaberg?
7. How long did the plane stay in Alaberg?
0 30 60 90 120 ]5() X 8. Can you figure out the speed of the
TIME (minutes) airplane from this graph? Explain.

1. How high was the airplane 20 minutes Someone made this graph about Flight 202,
after take-off? but accidentally left off the labels and the scale
for the axes.
2. How long after take-off did the airplane
reach its cruising altitude?
3. How long did the plane cruise at a
constant altitude before descending?

4.10 Up in the Air 151.4,

Digitized by Coogle
... 4.10

Flight202 Alaberg has a large airport with several termi-

nals. A small train runs through the airport,
carrying passengers between the terminals.
Passengers use this train when they have to
transfer from one plane to another. The graph
shows the relationship between the location of
the train between the terminals and the number
of passengers in the train.
12. Write a description of what is conveyed by
this graph.
y
24
en
~
9. Copy the graph and label the axes like ~20
those in the figure just before problem I . z •
Write a description of what the graph ~ 16
• •
en
conveys. <
10. Make another copy of the graph and label
~ 12 •
0
the axes like those in the figure preceding
ffi 8 •
problem 5. Write a description of what that
graph conveys.
Ill

~ 4
•
11. What else might the axes and scale be for z
the graph about Flight 202? Make up 0 ~--~~~~~~~--~--~X
A-B B-C C-D D-E E-F F-A
another possibility and write a description
LOCATION OF TRAIN (from-to)
of what your graph shows.
13. Can you tell how many passengers got on
DISCRETE AND CONTINUOUS GRAPHS and off at each terminal? Explain.
14. Can you tell if the train was ever empty?
15. Can you tell from this graph how fast the
train was traveling?
The Alaberg Airport Express is a van service
that carries passengers between the city and
Alaberg Airport. A group of math teachers is
holding a convention in Alaberg, and 1024
people have arrived at the airport. They all
need to get into the city.
16. If the Alaberg Airport Express van holds
20 people, how many trips will be needed
to take all the people into the city?

.4,152 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.1oT
17. If more vans were available, fewer trips
would be needed per van. If 15 vans were
available, and the trips were divided as
I Definition: If the points are not connected
on a graph, it is called discrete. If the points
are connected, it is called continuous.
evenly as possible among the vans, what
would be the maximum number of trips YOUR OWN GRAPHS

that any van would need to take? 21. . _ The meaning of this graph is still up
in the air until you add some things to it.
18. Copy and complete the table to show the
Copy the graph, label the axes, and show
relationship between vans available and
the scale. If it makes sense, connect the
maximum number of trips per van neces-
sary. (Once again, assume that the trips points. Tell what the graph conveys.
would be divided as evenly as possible
among the vans.)

Number of Max number of trips

vans per van necessary

I
• •
15

19. a. Make a graph from your table.

b. What is the rule for finding the maxi- • •
mum number of trips per van neces-
sary, given the number of vans? 22..... Make up a discrete graph. Label the
20..... The graphs you used in problems 12 axes and indicate the scale. Write a
and 19 involved points instead of lines. description of what the graph conveys.
Explain why it does not make sense to 23..... Repeat problem 22 for a continuous
connect these points. graph.

4.10 Up in the Air 1534

Digitized by Coogle
 Horizontal and Vertical Lines
, J -~ ~ .
.. y
•. .
'.
. , r *... .
, ,....
.J!.
'. ~ ~
~ #
-. . •
:,. . . ~
a'
~'

••••••••••••••••••••• For a given value of x, the value of y can be

You will need: •

~.~.~-~~Y~P..~.~...... EHB .~•

found by looking for the corresponding point
.:• ~ on the graph. Only points on the steps and
closed circles are considered to be on the
••••••••••••••••••••••••••••••••••
graph. The open circles are there to show
STEP FUNCTIONS where the step ends, but that point is not con-
1. This graph shows how the number of sidered to be on the graph. This way a given
passengers in the Alaberg Airport Express x-value has only one corresponding y-value.
van changes over time. The graph shows a 2. After 60 minutes, how many people were
trip between the city and the airport. in the van?
a. Write a description of what is shown by
this graph. HORIZONTAL AND VERTICAL LINES

b. Why is there a long horizontal line on 3. a. Graph the vertical line through the
the graph? point (I, -2).
y b. Label four more points on this line.
c. Which coordinate is the same for all the
cc: 20
VJ
points on the line, the x-coordinate or
r.tJ 18
0 they-coordinate?
~ 16
VJ 14 4. a. Graph the horizontal line through the
VJ .-o
point (I, -2).
<( 12
0... b. Label four more points on this line.
~10 .-o

~
.0
c. Which coordinate is the same for all the
8 .0 points on the line, the x-coordinate or
~ 6 --------o they-coordinate?
::E 4 e<l

:::> e<l
5. a. The equation of a line is y = -3. There
z 2 .--.o .0
e<l is no x in the equation because the value
X of y does not depend on the value of x.
0 60 120 180
Graph this equation.
TIME (minutes)
b. Did you graph a horizontal or a vertical
Definitions: This graph is an example of a line?
step function . Note that the endpoints of the
steps are either filled-in (this is called a
closed circle), or hollow (this is called an
open circle).

,4,154 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.11.

6. a. The equation of a line is x = 6. There is 9. The mathematical shorthand for less than
no y in the equation because the value is < . What are the mathematical symbols
of x does not depend on the value of y. for greater than, less than or equal to, and
Graph this equation. greater than or equal to?
b. Did you graph a horizontal or a vertical Inequalities can be used to describe sets of
line? points on a graph. For example, all the points
7. a. Graph the vertical line through (2, -5). that lie on or to the right of the line x = 7 can
Write its equation. be described by the inequality x > 7.
b. Find the coordinates of any point on y
the line. 10
c. Find the coordinates of any point to 8
the right of the line.
6
d. Find the coordinates of any point to
the left of the line. 4
e. For each part (b), (c), and (d), answer 2
this question: What do you think all the
X
points chosen by students in your class -10 -8 -6 -4 -2 0 2 4 6 8 10
have in common? -2

8. The equation of a line is y = 5. If possible, -4

answer these questions without graphing -6
the line.
-8
a. Is the line vertical or horizontal?
b. Where does the point (4, -2) lie in rela- - 10
tion to the line? Explain. 10. Graph each set of points given. Use one or
c. Write the coordinates of one point on more inequalities to describe it.
the line and one point not on the line. a. All points that lie on or below the line
d. What can you say about the y-coordi- y =-I
nate of any point that lies on the line? b. All points that lie on or above the
Below the line? Above the line? X-aXIS

INEQUALITIES c. All points that lie on or between the

vertical lines x = 3 and x = 6
The x-coordinate of any point that lies to the
left of the vertical line x = 6 must be a number ll.l;i§•r•lei Write an illustrated report on
less than 6. For example (2, 7) is such a point, horizontal lines, vertical lines, and
since 2 < 6. The expressions 2 < 6 and x < 4 inequalities.
are examples of inequalities.

4.11 Horizontal and Vertical Lines 155,4

Digitized by Coogle
• 4.11

DISTANCE VS. TIME, AGAIN Single-Piece Letter Rates:

These graphs represent the motion of Paul's
Pieces Pieces
car. The vertical axis shows distance from his not The rate not The rate
house, and the horizontal axis shows time. exceeding is exceeding is
(oz) (oz)
a. b.
I $0.29 7 $1.67

I 2

4
$0.52

$0.75

$0.98
8

10
$1.90

$2.13

$2.36

c. d. 5 $1.21 II $2.59

6 $1.44

a. How much does it cost to mail a letter

weighing 7 and l/2 ounces?
b. How much does it cost to mail a letter
weighing exactly 3 ounces?
e. c. Would it be possible for a letter to cost
45 cents to mail? If so, how much
would it weigh? If not, explain why not.
14. Use the data in the table to graph the rela-
tionship of cost to weight. It is a step func-
tion. Copy and complete this graph.
y
12. <1-- Describe the trips shown in each
graph. Are all of them possible? 2.75
2.50
COST OF MAILING A LETTER 2.25
2.00
In January of 1991 the United States Postal t; 1.75
Service raised its rates for first-class mail. It
printed the following table in a flyer for postal
8 1.50
1.25
customers. 1.00
0.75
13. Answer questions (a-c) using the informa-
0.50
tion in the following table.
0.25
0 1 2 3 4 5 6 7 8 9 10 11 12 X
WEIGHT (ounces)
15. Study the table. What is the rule being
used to determine these rates?

4156 Chapter 4 Interpreting Graphs

Digitized by Coogle
 Complicated Areas

••••••••••••••••••••
You will need: • • • • • • • • • •
••
•• geoboards
..............................
• • •
•• • • • • •
••• dot paper
D
.....................................................
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
•
•
•
• •
• •
•
DISCOVERING AN AREA FORMULA • • • • •
• •
1. a. Find the area of this figure. ~: • •
b. Explain how you did it, with the help of
illustrations on dot paper. • • • • • • • • •
c. Compare your approach with other stu- • • • • • • • •
dents' work. • • • • •
• • • • • • • • • • • 3. 1$!.Jtll!.!,l Try to figure out the relation-
ship between boundary dots, inside dots,
and area. (Hints: Sketch many simple fig-
ures, count their dots, and find their areas.
Keep detailed and clear records. Start by
working on the problem for figures having
zero inside dots, then one inside dot, and
so on.) Keep records of your work in a
table like this one.

Boundary Inside
Area
Dots Dots
• • • • • • • • • • •
• • • • • • • • • • • ... ... ...
In the figure above, the rubber band is in con-
tact with 8 geoboard pegs (which we will call 4. Make three figures having 3 boundary
boundary dots). The figure encloses 12 inside dots and 0 inside dots. Find the area of
pegs, which we will call inside dots. each figure.
2. For each figure, give the number of
boundary dots, the number of inside dots,
and the area.

4.12 Complicated Areas 1574

Digitized by Coogle
• 4.12

5. Make three figures having 4 boundary 10. Make figures having l 0 boundary dots and
dots and 0 inside dots. Find the area of I, 2, 3, etc. inside dots. For each one, find
each figure. its area. Keep your work organized in
a table.
6. Make three figures having 5 boundary
dots and 0 inside dots. Find the area of 11 • ._What happens to the area when the
each figure. number of inside dots increases by I?
7..... 12. a. Predict the area of a figure having I 0
a. If two figures have no inside dots and boundary dots and I 0 inside dots.
the same number of boundary dots, b. Check your prediction by making three
what can you say about their areas? such shapes and finding their areas.
b. What happens to the area if the number c. What would the area of a figure hav-
of boundary dots increases by I? ing 99 boundary dots and 10 I inside
dots be?
8. a. Predict the area of a figure having I 0
boundary dots and 0 inside dots. 13.1§§.!§@$1!1.!,1 Explain how one could find
b. Check your prediction by making three the area of a shape having b boundary dots
such shapes and finding their areas. and i inside dots, without making or draw-
c. What would the area of a figure having ing the figure. You have discovered Pick's
99 boundary dots and 0 inside dots be? Formula.

9. lij§el§MW!I.!,I Explain how one could find 14. Use the result from problem 13 to check
the area of a figure having b boundary your answers to problems I and 2.
dots and 0 inside dots, without making or
drawing the figure.

DISCOVERY PATTERNS AND FUNCTIONS 17. I

1+2+I
15. Find as many functions of x as possible I+2+3+2+I
whose value is 5 when x is 2. 1+2+3+4+3+2+1
16. Multiply. What do you notice about these sums?
Explain the pattern, using a figure if
(I- ~)·(1- ~)·(I- ~)· ... ·(1- ~) you can.

4158 Chapter 4 Interpreting Graphs

Digitized by Coogle
rnn~ISI~~
WRITING
4 •c Letter
·
Strings

In abstract algebra, letters do not stand for 3. Compute.

numbers. Abstract algebra has many applica- a. EHYZ b. YZ HYY
tions, for example, to particle physics or to the c. Z HYZ
analysis of the Rubik's cube. Here is a simple
example. 4. Find the missing term.
a. YZ H = E
SAFE DIST AN( E b. Z H = YZ
c. YYH = Z
In this game, starting with a string of Y's and
For the YZ group, H works a little bit like
Z's, the object is to simplify the string by fol-
multiplication. Another way to write the first
lowing strict rules. The rules are:
two rules is
YYY can be erased.
Y3 = E and Z2 = E.
ZZ can be erased.
the commutative law: YZ = ZY. 5. The only powers ofY are: Y, Y2 , and E.
E is the empty string (a string with no Explain.
Y's orZ's).
6. Find all the powers of each element of the
Examples: YZgroup.
a. Y.Z..Z,YYZYZYYZ (erase ZZ) 7. Simplify. (Show your work.)
Y YYZYZYYZ (erase YYY) a. y1ooo b. ( yz) 1001
ZI.Z.YYZ (commute YZ)
ZZYYYZ (erase ZZ and YYY) 8. Make a H table.
z (can't be simplified)
9. What element of the group works like I
b. ZYYYZ (erase YYY) for multiplication?
z z (erase ZZ)
E (the empty string is left) 10. What is the reciprocal of each element?
(In other words, for each element, what
1. Simplify the strings. element can be put together with it to get
a YZYZZYYZ ~ YYYYZZYZY the 1?)
c. YZYZYZYZYZYZYZYZZZYZYZYYZY
SAFE DIST AN( E
Including the empty string E, there are six
essentially different strings that cannot be
simplified. They are called the elements of For this group, the rules are:
the rz group. yyy can be erased.
zz can be erased.
2. Find all the elements of the YZ group.
yzy = z.
The symbol H represents the operation put The empty string is called e .
together and simplify. For example: There is no commutative law.
Y H YY=E 11. \) Do problems 1-1 0 for the yz group.
YZ H YZ = YY (Hint: zyy and yyz can be simplified.)
Y H E=Y
12J;i§•r•lel Write a report on the yz group.

4.C Letter Strings 159.

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 ~ Essential Ideas
FUEL VS. DISTANCE EQUATIONS AND GRAPHS

Gabe's scooter gets good mileage, but it has a 4. Make a graph of several (x, y) pairs having
small tank. The graph below shows how much the property that the sum of x and y is 16.
gas was in his tank during one trip he took. Connect the points on your graph. Write
0.6 the equation of your graph.
5. Write the equation of:
0.5 a. a line through the origin containing the
point (2, 5);
b. another first-degree polynomial
containing the point (2 ,5);
z~ 0.3 c. a second-degree polynomial containing
the point (2, 5).
~
~ 0.2 These questions are about the graph of the
en equation y = -x2 + 2.
<
OQ.l 6. Which of these points are on it?
(3,-11) (-3, 11) (3,-7) (-3,-7)
0·0 o 10 20 30 40 50 60 70 80 7. The point (-6, y) is on it. What is y?
DISTANCE (miles)
8. The point (x, -14) is on it. What are the
1. Write a paragraph describing Gabe's trip. two possible values of x?
Include the answers to these questions:
For each of the equations below, if possible,
How much gas did Gabe start with? How
find an (x, y) pair for which
much did he end with? How many times
did he stop for gas? How much gas did he a. xis negative andy is positive;
use for the whole trip? How far did he b. xis positive andy is negative;
travel before stopping each time? What is c. x andy are both negative.
probably the capacity of his gas tank?
9. y = 4x 10. y = x 2 - 2
How many miles did he get per gallon?
11. y=x(x-1) 12. y=-2x+6
2. The gas station stops took ten minutes
each. Gabe left home at 9 A.M. and arrived 13. Which of the above four equations' graphs
at his destination at 11 :05 A.M. How fast a. are straight lines?
does the scooter go? b. pass through the origin?
3. In what ways might this graph be 14. If possible, sketch the graph of a zero-
unrealistic? degree, first-degree, second-degree, and
third-degree polynomial function which
passes through all quadrants but the first.

4160 Chapter 4 Interpreting Graphs

Digitized by Coogle
For problems 15 through 17: a. b.
••
a. Plot the points given in the table.

M
b. Study the table and your graph.
Describe the relationship between the
x-value andy-value of each pair.
c. Use the pattern you found to add more
points to your table and graph.
d. Write an equation that tells how to get
c. d.
they-value from the x-value.
15. 16. 17.

X y X y X y

0 I 2 9 3 8

I 3 3 6 -2 3
POSTAl PROBLEM
-I -I -3 -6 -I 0 The post office puts size restrictions on first-
class mail. Standard letters that are 1/4 inch
3 7 4.5 4 0 -I
thick or less must meet these requirements for
4 4.5 1/2 -3/4 width and height.
• The height is at least 3 and 1/2 in. and
2 3 cannot exceed 6 and 1/8 in.
• The width is at least 5 in. and not more
DISTANCE VS. TIME than 11 and 1/2 in.
18. These graphs represent the motion of 19. The first condition can be written
Paul's car. The vertical axis shows 3.5 < height :5 6.125. (This is called a
distance from his house, and the horizon- compound inequality.) How would you
tal axis shows time. Write a short para- write the second condition?
graph describing the trip summarized by
each graph.

+ Essential Ideas 1614

Digitized by Coogle
••
20. Sketch (to scale) and give the width, In order to avoid extra fees, your letter must
height, and area of each of these letters. satisfy the following restriction.
a. The letter having the least possible area • The width divided by the height must be
b. The letter having the greatest possible between 1.3 and 2.5, inclusive.
area 24. Write a compound inequality for this
c. The tallest, thinnest letter restriction.
d. The shortest, widest letter
25. Find the ratio of the width to the height of
12 each letter you listed in problem 20.
Which ones meet the new requirement?
10
26. a. Experiment with your calculator until
,-..._ you find an allowable width and height
"'
Q)
..c
8 that have a ratio of 1.3. On your graph,
(.)

-c
E- 6
plot these dimensions. Draw a line
through this point and the origin.

-
:I:
0
tlJ
:I:
4
b. Find other points on the line. What is
the ratio for each one? Explain.
c. Repeat (a) and (b) for the ratio 2.5.
2 27. Check the ratio for points between the two
lines, above the upper line, and below the
lower line.
8 10 12
WIDTH (inches) 28. Explain how to use the graph to find
You can use a graph to show allowable a. dimensions that satisfy all the rules;
dimensions of a letter. In the graph above, the b. dimensions that satisfy the first two
point (6, 4) represents the dimensions of a let- rules, but not the ratio rule;
ter that is 4 in. high and 6 in. wide. c. dimensions that satisfy the ratio rule,
but not the first two rules.
21. Plot four points for the four envelopes
you listed in problem 20. (Don't draw the 29. If the ratio of the width to the height is 1.3,
envelopes!) what is the ratio of the height to the width?
22. Write the equations of two horizontal and 30. Find the equation of the lines through the
two vertical lines through those points. origin in your graph. Explain how they are
examples of direct variation.
23. The four points should form a rectangle.
Find some points inside the rectangle, out-
side the rectangle, and on the rectangle.
Which points represent allowable dimen-
sions of letters? Explain, using examples.

4162 Chapter 4 Interpreting Graphs

Digitized by Coogle
 PRACTICE

4;/ijiUi
DIRECT VA RIATIO N CREATE AN EQUA TION

1. Without graphing, tell which of 4. Create an equation that has x = 3

the following lines pass through as a solution.
the origin. Explain. The line con-
5. Create an equation that has
taining points
y = -3 as a solution.
a. (2, 6) and (4, 12);
b. (3, 8) and (4, 9); 6. Create an equation where x
appears on both sides of the
c. (6, 5) and (18, 15).
eq uation and
2. A line contains the points (0, 1) a. the solution is x = 0;
and (2, 4). Does it also contain the b. the sol ution is x = - l/2.
point (4, 8)? Explain .
3. A line contains the points (2, 5)
and (4, 10). Does it also contain
the point (200, 500)? Explain.

Practice 163.

Digitized by Coogle
CHAPTER

The colorful spiral of a lollipop

Coming in this chapter:

lti.Jt.JFJit.J,j Build as many rectangles as you can with one x 2,
ten x-blocks, and any number of yellow blocks.
Build as many rectangles as you can with x 2, 18, and any
number of x-blocks.

Digitized by Coogle
 SUMS AND PRODUCTS

5.1 Constant Sums

5.2 Constant Products
5.3 The Distributive Law
5.4 Factoring Trinomials
5.A THINKING/WRITING:
Analyzing Graphs
5.5 Graphing Parabolas
5.6 Factors
5.7 Minus and the Distributive Law
5.8 Building-Block Numbers
5.8 THINKING/WRITING:
Distributing
5.9 Staircase Sums
5.10 Sequences
5.11 Averages and Sums
5.12 Smooth Moves
5.C THINKING/WRITING:
Sequences as Functions

• Essential Ideas
• PRACTICE

Digitized by GOo
 .
Constant Sums
• .
'• .,•
..
. .,•
.. ..
. '
•
.,•
.. ..
. • '
'
1

••••••••••••••••••••• 1. Look at the dials in the figure. How

You will need: ••
much did Oliver and Alice pay for their
•• graph paper ffiE •••
• .
..... . ...... . ...................... ~±±:::!;~
••
gas card?
••
•••••••••••••••••••••••••••••••••• 2. Oliver and Alice plan to buy about $10.00
worth of gas. List at least five other pairs
AT THE GAS STATION
of numbers that will appear on the last two
When Oliver and Alice pulled up to the self- dials while they are pumping gas.
serve island at Jacob's gas station, they noticed
a new sign: 3. When exactly II gallons have been
pumped, what numbers will appear on the
II Buy Gas Card in Office II four dials?

4. lrl§.!§tl!tt!l.!,l When D dollars have been

They went into the office, which was deco- spent, what is the value left on the card?
rated with photographs and cartoons. The
attendant Harold explained to them that he 5. When G gallons have been pumped,
could sell them a gas card for any amount from a. how many dollars have been spent?
5 to 100 dollars. They would put it in the spe- b. what is the value left on the card?
cial slot in the pump, and pump gas as usual.
The value of the card would automatically go FUNCTION DIAGRAMS FROM RULERS
down, and a display on the pump would indi-
Alice wanted to know how long her ruler was.
cate the value left in the card. After getting
Oliver suggested she measure it with a longer
gas, there would be no need to go back to the
ruler, as in this figure.
office, unless they wanted to trade the card
back for cash. (This could be done only if the Alice's ruler
card had less than $5 left on it.) Or they could
~
1o1t
use the remaining money left on the card the I I I I ?I
next ti_!lle they stopped at Jacob's. I0 I 2
I
4
I I
6
I
8
I
10 1
1 21
Oliver's ruler
jacob's Gas
6. How long is her ruler?
Price Per Gal1on Amount Spent

$11.0991
Gallons Pumped
$1 I 3.41
Value Left on Card

I 3.1 I $1 11 .59 I

4166 Chapter 5 Sums and Products

Digitized by Coogle
 5.1.
Oliver had to write about function diagrams All the function diagrams you just drew have
for algebra. (His class was using this textbook, something in common. For each one, the sum
and in a curious coincidence, they were doing of all the (x, y) pairs is a constant. We could
exactly this page!) He decided to use the rulers call them constant sum functions.
as a way to get tables of x- andy-values and
build a function diagram from them. He used 12.fii!,!..f!Q Write an illustrated summary
the rulers setup to create a table that started describing what you noticed about
this way. diagrams of constant sum functions. It
should include, but not be limited to,
X y examples and answers to the following
questions:
I 9.5
• Do the in-out lines meet in one point?
2 8.5 • If they do, could you predict the position
of this point if you knew the value of the
3 7.5 constant sum?

7. Describe the pattern for the numbers in the GRAPHS OF CONSTANT SUMS
table. Does it matter which ruler you use
13. a. On a pair of axes, plot these (x, y) pairs.
for x and which for y? Explain.
(2,4)(4,2)(-1,7)(8,-2)
8. Write a function of the type y = an expres- b. In words, we could describe the pattern
sion in terms of x for Oliver's table. of the (x, y) pairs by saying that the sum
9. Make a function diagram for Oliver's of x andy is always six. How would
table. (Use at least five in-out lines.) you write this using algebra?
c. Find three more (x, y) pairs that fit
10. Use rulers to create two more tables, and
this pattern, and add the points to
for each, write a function and make a func-
your graph.
tion diagram. At least one of them should
d. Connect all the points with a line or
match 0 with a number other than a whole
curve. Describe the graph.
number.
14. a. Find points such that x + y < 6. Where
11. How could you set up rulers to get this
are they in relation to the graph in
function diagram? Explain.
problem 13?
20 20 b. Repeat for x + y = 6.
c. Repeat for x + y > 6.
15. Find a point (x, y) such that x = y and
x + y = 6. Label it on the graph.
10 10
16. Choose a positive value for Sand make
a table of (x, y) pairs that satisfy the equa-
tion x + y = S. Use your table to make
a graph.
0 0

X ---~y

5.1 Constant Sums 1674

Digitized by Coogle
• 5.1

17. <1-- Experiment with some other constant • Were the graphs straight lines or curved,
sum graphs. Try several different positive or were there some of each?
values for S. For each one, make a table of • Without drawing the graph, could you
at least five (x, y) pairs having the sumS. now predict which quadrants the graph
Then draw a graph. Draw all your graphs would be in, if you knew the value of S?
on the same pair of axes. Explain.
18. <1-- Do any of the lines go through the • Without drawing the graph, could you
origin? If not, do you think you could pick predict the x-intercepts andy-intercepts
a number for your sum so that the line of the graph, if you knew the value of S?
would go through the origin? Explain. Explain.
• What determines whether the graph
19. <1-- Repeat your investigations for equa- slopes up or down as it goes from left to
tions of the form x + y = S, where S is right? Could you predict this without
negative. Keep a record of what you try, graphing if you knew the value of S?
using tables and graphs. Explain.
20J;i§-l•lrl Write an illustrated report summa- • Do any of your graphs intersect each
rizing your findings about constant sum other? If so, which ones? If not,
graphs. Your report should include neatly why not?
labeled graphs with accompanying expla-
nations. Include answers to the following
questions:

4168 Chapter 5 Sums and Products

Digitized by Coogle
 Constant Products

MILES PER GAllON 6. a. Find five more (x, y) pairs that fit this
pattern and add the points to your table
If you plan to take a trip of I 00 miles, the
and graph. Use positive values for x.
amount of gas you need depends on how many
Include some fractional values.
miles per gallon your vehicle gets. Some very
large recreational vehicles get only about b. Add five more (x, y) pairs to your table
5 miles per gallon, while a scooter can get and graph. This time use negative val-
100 miles per gallon. ues for x, including some fractional
values.
1. Copy and complete the table to show how
many gallons of gasoline you should buy 7. Study the points on your graph. If neces-
if your vehicle gets the mileage indicated. sary, add more points so that you can
Continue the table up to 100 miles per answer the following questions.
gallon. a. Which quadrants do your points lie in?
Why?
Mileage Gasoline Total trip b. Can you find a point on the y-axis that
(miles per needed distance fits the pattern? Can you find a point on
gallon) (gallons) (miles)
the x-axis? Explain.
5 - 100 c. If you were to connect the points with a
smooth curve, would the curve go
10.5 - 100 through the origin? Explain.
20 - 100 8. Add to your graph a point that fits the pat-
tern and
2. Graph the (x, y) pairs in the first two a. has an x-value less than 112;
columns of the table. b. has a y-value less than 1/2;
3. Describe your graph in words. If you were c. has an x-value greater than 24;
to extend your graph, would it go through d. has a y-value less than -24.
the origin? Would it touch or cross the
9. Study your answers to problems 4-8. Then
axes? Explain.
very carefully connect the points with a
CONNECTING THE DOTS curve. Your curve should have two parts
that are not connected to one another.
4. Make a table containing these points and
plot the (x, y) pairs on a Cartesian graph. a. Describe the graph.
(2, 12) (3, 8) (4, 6) (8, 3) b. Explain why the two parts are not
connected.
5. Describe the pattern of the (x, y) pairs in
problem 4
a. in words; b. using algebra.

5.2 Constant Products 169,4

Digitized by Coogle
• 5.2
10. For (a-d), find several pairs of numbers • Without drawing the graph, could you
(x, y) that satisfy the description. Plot these now predict which quadrants the graph
points on your graph. would be in, if you knew the value of P?
a. xis positive and xy is more than 24. Explain.
b. x is positive and xy is less than 24. • Do any of the graphs go through the ori-
c. x is negative and xy is more than 24. gin? If not, do you think you could find
a value of P so that the graph would go
d. x is negative and xy is less than 24.
through the origin? Explain.
11. QPlot a point (x, y) such that xy = 24 and • Where can you find points whose prod-
X= y. uct is not P?
We could call the curve you drew in problem 9 • Comment on anything you notice about
a constant product graph, since the product of the x-intercepts andy-intercepts.
the coordinates of every point is the same • Do any of your graphs intersect?
number. We could graph many other constant Explain why or why not.
product graphs of the form xy = P, where P
could be any number we choose. OTHER GRAPHS

12. ~ Experiment with the graphs of some In order to graph some functions, Tomas
equations of the form xy = P. Try several made tables of values, plotted the points, and
different positive values for P. Then try connected the dots. (For one of the equations,
several different negative values for P. For he tried two different ways.) He asked his
each one, make a table of at least eight teacher if he had done it right. Mr. Stephens
(x, y) pairs having the same product. Then answered that the individual points had been
draw a graph. Draw all your graphs on the plotted correctly, but he asked Tomas to think
same pair of axes. about how he had connected them. He said,
"Every point on the graph, even the ones
13J;i§ol•lel Write a report summarizing your obtained by connecting the dots, must satisfy
findings about constant product graphs. the equation." Tomas didn't understand.
Your report should include neatly labeled Mr. Stephens added, "Check whether you con-
graphs with accompanying explanations. nected the dots correctly, by substituting a few
Include answers to the following more values of x into the equation. Use your
questions: calculator to see if they-value you get is
• What is the shape of the graph? on the graph you drew." Tomas still didn't
understand.

4170 Chapter 5 Sums and Products

Digitized by Coogle
 5.2.

Name: Tomas
14.';1§-I·Iel Explain how Tomas can improve
his graphs. Show your calculations. Give
y=x-2 y = xz y = -6/x Tomas advice he can understand, on:
• how to label axes, points, and graphs;
X y X y X y
• how to connect the dots correctly;
-2 -4 -2 4 -2 3 • how to extend the graph to the left
and right;
-1 -3 -1 1 -1 6 • how a calculator can help.
0 -2 0 0 0 imp.

1 -1 1 1 1 -6

2 0 2 4 2 -3

/
/
~·
:V
-7 ~
7.

\I

5.2 Constant Products 1714

Digitized by Coogle
 The Distributive Law

••••••••••••••••••••• the words monomial, binomial, and trino-

You will need: •
• •• mial. Give examples and illustrate your
:• ~~:...~~~. ~.:~~····· ....-.rJ :• work with drawings of the Lab Gear. Your
•••••••••••••••••••••••••••••••••• report should address the points listed
below, but should also include any other
HOW MANY TERMS? observations you made.
For each multiplication, write an equation of • What determines the degree of the
the form length • width equals area. (You product?
may use the Lab Gear and the comer piece to • What determines the number of terms
model the multiplication by making a rectan- in the product?
gle.) In your expression for the area, combine • Compare problems having one variable
like terms. to problems having two variables.
1. x(2x + 5)
DIVISION AND THE DISTRIBUTIVE LAW
2. 2x(y - 2)
As you probably remember, you can use the
3. + 2- x)
y(2y comer piece to model division.
4. (2x + 2)(3x - 5) 1 y 4x + 6 + 2y·
. l'f
E xamp Ie: S1mp 2
5. (x + 2)(3y + 1)
6. (x + 2)(y - 3x + 1)
For each multiplication, write an equation of
the form length • width • height equals volume.
(You may want to use the Lab Gear and the
comer piece to model the multiplication by
making a box.) In your expression for the
volume, combine like terms.
7. x(x + 2)(x + 5) In some cases, you can use the Lab Gear in
8. y(x + 2)(y + 1) another way to show that a division like this
one can be thought of as three divisions.
9. x(x + 5)(x + y + 1)

I Definitions: A polynomial having two

terms is called a binomial; one having three
terms is called a trinomial. A polynomial
having one term is called a monomial.
11. What is the result of the division?
10J;i§ei·1el In problems 1-9, you multiplied Simplify these expressions, using the Lab Gear
two or three polynomials of degree I. In ifyou wish.
each case, the product was also a polyno- 12. lOx+ 5y + 15
mial. Write a report describing the patterns 5
you saw in the products. You should use 13. 2x + 4
x+2

4172 Chapter 5 Sums and Products

Digitized by Coogle
 5.3.

14. x2 + 4x + 4 20. 2x(x- 1) 21. y(y + 4)

x+2
22. 3x(x +y - 5) 23. (x + 5)(3x - 2)
15. Q 3(y - x) + 6(x - 2)
3 24. (2x + 4)(x + y + 2)
Another way to simplify some fractions is to 25. (2y -x- 3)(y +x)
rewrite the division into a multiplication and
Write equivalent expressions without the
use the distributive law.
parentheses. Combine like terms.
E xampIe: .,....o s1mp 1 y 6x + 24 + 2y :
. )"f
26. z(x + y) + z(x - y)
• Rewrite the problem as a multiplication.
27. z(x + y) + z(x + y)
i
(6x + 4 + 2y)
28. z(x + y) + x(z + y)
• Apply the distributive law.
29. z(x + y) - x(z + y)
!2 · 6x + !2 · 4 + !2 · 2y
• Simplify. MUlTIPlYING BINOMIAlS
3x +2+y The following problems involve multiplying
You can see that we could have divided every two binomials of the form ax + b or ax - b.
term in the numerator by 2. That is: Multiplications like this arise often in math. As
6x + 4 + 2y = 6x + i + 2y
you do them, look for patterns and shortcuts.
2 2 2 2 .
30. (3x + 2)(5x + 6)
The single division problem was equivalent to
31. (3x - 2)(5x + 6)
three divisions. This example illustrates the
distributive law of division over addition and 32. (3x + 2)(5x - 6)
subtraction.
33. (ax + 2)(3x + d)
Divide.
34. (2x + b)(cx- 3)
16. 9x + 6y + 6
3 35..... When you multiply two binomials of
17. 3x2 + 2x the form ax + b or ax - b,
2x a. what is the degree of the product?
18. 6x2 + 4x b. how many terms are in the product?
2x
19. Q 2(x + 3) + 5(x + 3) 36..... When multiplying two binomials of
x+3 the form ax + b or ax - b, how do you find
a. the coefficient of x2?
DISTRIBUTIVE lAW PRACTICE
b. the coefficient of x?
Find these products, using the Lab Gear or any c. the constant term?
other method.

5.3 The Distributive Law 1734

Digitized by Coogle
 LESSON

Factoring Trinomials

••••••••••••••••••••• 3. By making a Lab Gear rectangle and writ-

You will need: •
• ing a related multiplication equation, show
• •
.•
: the Lab Gear ~
....................................... .•
: that 5y + y 2 can be written as the product
of a monomial and a binomial.
·············~····················

LAB GEAR RECTANGLES

You have factored the polynomial 5y +l .
4. By making a rectangle with the Lab Gear
1. lffl[.jfi!!·l·i and writing a related multiplication equa-
a. Use the Lab Gear to make as many tion, show that the trinomial x 2 + 3x + 2
different rectangles as you can with can be written as a product of two
one x 2-block, ten x-blocks, and any binomials.
number of yellow blocks. For each one,
As this problem showed, some trinomials of
write a multiplication equation to
the form x 2 + bx + c can be factored.
show that area = length times width.
Look for patterns. 5. Factor each trinomial into the product of
b. Use the Lab Gear to make as many dif- two binomials. It may help to use the Lab
ferent rectangles as you can with one ~­ Gear to make rectangles.
block, 18 yellow blocks, and any number a. x 2 + 8x + 7
of x-blocks. For each one, write a multi- b. x 2 + 8x + 12
plication equation to show that area = c. x 2 + 8x + 15
length times width. Look for patterns.
6. .,_ Are there any more trinomials of the
2. Use the Lab Gear to help you find the form x 2 + 8x + that can be factored
other side of the rectangle having the into two binomials? If so, write and factor
given area. Look for patterns. One is them. If not, explain.
impossible.
7. Factor each trinomial into the product of
Side Area two binomials. It may help to use the Lab
a. x + 4 x2 + 9x + 20 Gear to make rectangles.
b. X+ 3 x2 + 4x + 3 a. x 2 + 13x + 12
C. X+ 6 x2 +6x+8 b. x 2 + 8x + 12
d. X+ 1 x2 + 3x + 2 c. x 2 + 7x + 12
e. x + 4 x2 +7x+12 8. .,_ Are there any more trinomials of the
form x 2 + _x + 12 that can be factored
FACTORS AND PRODUCTS
into two binomials? If so, write and factor
I Definition: To factor means to write as a
product.
them. If not, explain.

For example, two ways of factoring 12 are to

write it as 6 • 2 or as 4 • 3. Some polynomials
can be factored. With the Lab Gear we model
this by making a rectangle or a box.

Chapter 5 Sums and Products

Digitized by Coogle
 5.4.
THE THIRD DEGREE
15. x 2 + l5x+ _ = (x + _)(x + _)
9. Factor these third-degree polynomials
16. x 2 - 7x + _ = (x- _)(x- _)
into a product of three first-degree polyno-
mials. Making a box with the Lab Gear 17. x 2 + _x + 15 = (x + _)(x + _)
may help.
18. x 2 - _x + 7 = (x - _)(x - _)
a. x 2y + 5xy + 6y
b. x 3 + 5x2 + 6x 19. . _ Which problems, 15-18, have more
than one answer? Explain.
c. l + 5l + 6y
d. xl + 5xy + 6x FACTORING BY TRIAL AND ERROR
10. ._Describe a strategy to factor the poly- 20. If possible, factor each trinomial into a
nomials above without the Lab Gear. product of binomials. Try to do it without
using the Lab Gear.
11. \) Factor, using the Lab Gear if you need
to, x 2y + x 2 + 5xy + 5x + 6y + 6. a. x 2 + 5x + 6
b. a 2 + 1la + 30
PLUS AND MINUS c. m 2 + 20m + I 00
12. a. Use the comer piece and the Lab Gear d. p 2 + 2p + I
to show the multiplication
21. Factor.
(y + 4)(y + 3).
a. x 2 - 5x +6
Write the product.
b. x2 - l3x + 12
b. How many blocks of each type were
c. x 2 - 8x + 15
needed to show the product?
d. x2 - 9
13. a. Use the comer piece and the Lab Gear
to show the multiplication 22. Q Factor.
(y- 4)(y + 3). a. 6x2 + 5x + I
Write the product. c. 6x2 + x- 1
b. Compare the number of blocks of each d. 6x2 - x- I
type used to show this product with the 23. \) Factor.
number of blocks used in problem 12. a. x 4 - 8x2 + 15
14. Write another multiplication that requires b. x 4 - 8x2 + 16
one l-block, seven y-blocks, and twelve
1-blocks to show the product. Model it WHAT'S YOUR PROBLEM?

with the blocks and write the product. 24. Make up six trinomials of the form
Compare work with your classmates. Is x 2 + bx +c. Four should be factorable,
there more than one possibility? and two should be impossible to factor.
Exchange with another student, and try to
MISSING TERMS factor each other's trinomials.
Supply the missing terms. Then compare your
answers with your classmates' answers.

5.4 Factoring Trinomials 1754

Digitized by Coogle
~111!@191,
WRITING
5 •A Analyzing Graphs

You will need: •••••••••••••••••••••• 7. ._Consider the expression

•• x 2 + _x + 36. What numbers could you
•
•
•• . . . . . . . . . . . . . . . . . . ..w
graph paper EfE3 •
••
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
put in the blank to get a trinomial that can
be factored? Explain your answer, giving
examples.
CONSTANT PRODUCTS
CONSTANT SUMS
1. a. On the same pair of axes, graph the
constant product function xy = 24 and 8. Make a large graph of the constant sum
the constant sum function x + y = 10. X+ y = )2.
b. Find and label the points where these 9. a. Find many (x, y) pairs whose product
two graphs intersect. is 20.
c. Add the graph of x + y = 4 to the same b. Plot these points and connect them with
pair of axes. Does it intersect either a smooth curve.
graph? c. What is the equation of the curve?
2. If possible, factor each trinomial. d. Where does it meet the graph of
a. x2 + lOx + 24 X+ y = 12?
b. x 2 + 4x + 24 10. Add to your graph several curves with
3. . _ Explain the relationship between equations of the form x • y = P, where P is
problem 1 and problem 2. an integer, as described below. Draw at
least three curves
4. Make a large graph of the constant product a. that intersect the graph of x + y = 12 in
equation. xy = 36. Show both branches on
the first quadrant;
your graph.
b. that intersect the graph of x + y = 12 in
5. On the graph of xy = 36, find two (x, y) the second and fourth quadrants;
pairs whose sum is 13. Plot and label these c. that never intersect the graph of
points, and connect them with a straight X+ y = 12.
line. What is the equation of the line con-
necting these two points? 11 . . _ Consider the expression
x 2 + 12x + _ . What numbers could you
6. Add to your graph several lines of the put in the blank to get a trinomial that can
form x + y = S, where S is an integer, as be factored? Explain your answer, giving
described below. Draw at least three lines examples.
a. that intersect the graph of xy = 36 in
the first quadrant. (Label the graphs and 12J;i§.I.Iel Summarize what you discovered
the points of intersection.) in this lesson. Concentrate on the question:
b. that intersect the graph of xy = 36 in How are the points of intersection of con-
the third quadrant. (Label the graphs stant sum and constant product graphs
and the points of intersection.) related to factoring trinomials? Use exam-
c. that never intersect the graph of ples and illustrate your report with graphs.
xy = 36.
(The examples given in this lesson
involved only positive whole numbers for
the sums and products. In your report, you
may use negative numbers or zero.)

4176 Chapter 5 Sums and Products

Digitized by Coogle
 Graphing Parabolas

•••••••••••••••••••••
You will need: • FINDING INTERCEPTS AND THE VERTEX

.:• .~-~-~P~..P.~?..~.~...... Em3

~ .~ 3. a. Copy and complete the table of
values for the quadratic function
•
•••••••••••••••••••••••••••••••••• y = x 2 + 2x - 8. Use at least six
Definitions: values from -5 to 5. Using the format
shown will help you avoid making
• Second-degree polynomial functions are
mistakes in computation.
also called quadratic functions.
• Graphs of quadratic functions have a spe- X x 2 +2x-8 y
cial shape called a parabola.
• The lowest or highest point on a parabola -5 (-5) 2 + 2(-5) - 8 7
is called its vertex.
-4 -
Here are two quadratic functions and their
graphs. Each one has two x-intercepts and 000
-
one vertex.
4 -

5 -

b. Use your table to make a graph of the

function.
c. Label the intercepts and the vertex.
5 4. Repeat problem 3 for the function
.-----r--T---+----,(--+----L...--+-L--......_____. y = (x + 4 )(x - 2 ).

5. . . .
vertex: a. Compare your graphs in problems 3
(-2, -1) and 4. Explain what you observe.
b. How are the x-intercepts related to the
expression (x + 4 )(x - 2)?
6. The quadratic function y = x 2 - 6x + 8
1. What is they-coordinate of the x-intercepts? can be written in factored form as
What is the x-coordinate of they-intercept? y = (x- 4)(x -2).
2. For each parabola in the figure, a. Make a table of values for this function,
a. what are the x- andy-intercepts? including the intercepts and the vertex.
b. which x-intercept is the vertex b. Graph the function. Label the intercepts
closer to? and the vertex.
c. How are the x-intercepts related to the
expression (x- 4)(x -2)?
d. How is they-intercept related to the
expression x 2 - 6x + 8?

5.5 Graphing Parabolas 1774

Digitized by Coogle
.5.5
For each problem, 7-10: 17. Write an equation of a quadratic function
a. Write the function in factored form . whose graph satisfies these given
b. Make a table of values, including the conditions.
intercepts and the vertex. a. a smile parabola having x-intercepts
c. Graph the function, labeling the inter- (3, 0) and (-2, 0)
cepts and the vertex. b. a frown parabola having x-intercepts
(3, 0) and (-2, 0)
7. y = x2 - 2x- 3
c. a smile parabola having x-intercepts
8. y = + 4x + 3
x2 (-3, 0) and (-2, 0)
9. y = x 2 - 4x + 3 d. a frown parabola having x-intercepts
(-3, 0) and (-2, 0)
10. y = x 2 + 2x - 3
18. ~ Explain how you know that your
11. ~ Write the equation of a quadratic answers to problem 17 are correct. You
function whose graph would cross the may check your answers by making a table
x-axis at (2, 0) and (-3, 0). Explain how of values, and graphing.
you know it will work.
19. ~ Write the equation of a quadratic
12. ~ Write the equation of a parabola hav- function that passes through the origin and
ing y-intercept -4. Explain how you know (5, 0). Explain.
it will work.
20. Write an equation of a quadratic function
13J3§.!§M$1!1.],1 Consider functions of the whose graph satisfies the given conditions.
form y = x 2 + bx + c that can be factored a. a parabola having one x-intercept
into y = (x- p)(x- q). at (I, 0) and the vertex with
a. How are b, c, p, and q related? x-coordinate 2
b. How would you find the coordinates of b. a parabola having one x-intercept at
the intercepts? ( 1, 0) and the vertex at (2, I)
c. 0 How would you find the coordinates c. 0 a parabola having one x-intercept at
of the vertex? (I, 0) and the vertex at (2, 2)

SMilES M\ID FROWNS HOW MAr\iY \-INTERCEPTS?

14. Make a table of values for the quadratic 21. Graph each of these four quadratic func-
function y = (x - 4 )(x - I) and graph it. tions on the same axes.
a. y = x 2 + 6x + 5
15. Repeat for y = -(x- 4)(x- 1).
b. y = x 2 + 6x + 8
16. Compare your graphs from problems c. y = x 2 + 6x + 9
14-15. What is alike about the graphs and d. y = x 2 + 6x + 12
what is different? How do their
x-intercepts and vertices compare?

4178 Chapter 5 Sums and Products

Digitized by Coogle
 5.5.
22. ._Write a paragraph describing and a. a parabola having one x-intercept;
comparing the graphs you drew in prob- b. a parabola having two x-intercepts;
lem 21. Which graph or graphs have two c. a parabola having no x-intercepts.
x-intercepts? Which have one? Which
have none? Could you have predicted this 24. Q Check your answers to problem 23 by
before graphing? Explain. graphing, or explain why you are sure you
are correct.
23. QConsider the quadratic function
y = x 2 + 4x + _. Fill in the blank with a
number that will give a function whose

... ... .. .. ..
graph is

• • • • •
PUZZLES MAKING CHANGE PREVIEW ZEROING IN

25. Find the largest number of pennies, nick- 27. If ab = 0, be= 0, and ac = 1, what is b?
els, and dimes that you can have and still 28. . _ If abc = 0 and bed = 1, what conclu-
not be able to make change for a quarter. sion can you draw? Explain.
Explain your answer.
26. Find the largest number of coins you can fijft.l,IJj SQUARE SUMS
have and still not be able to make change
for a dollar. (Assume that you can have 29. QArrange the whole numbers from 1 to
any coins except a silver dollar.) Explain 18 into nine pairs, so that the sum of the
this answer. numbers in each pair is a perfect square.

5.5 Graphing Parabolas 1794

Digitized by Coogle
 Factors
-•. . •~ . •~ . •~

•••••••••••••••••••••
You will need: ••
• •
.
:
•
the Lab Gear
.......................................
•
••••••••••••••••••••••••••••••••••
....-t1 .
:

1. IM!'t@l![.!,l
a. Draw a rectangle whose sides are any
two consecutive even numbers, like 4
and 6. Find its area. If the side lengths
have to be whole numbers, is it possible
to draw a rectangle having the same
area but different sides? Try this with
another pair of consecutive even num-
bers. Is it possible this time? Do you
think it is always, sometimes, or never
possible?
b. Does your result change if you use two
consecutive odd numbers, like 3 and 5? For problems 2-4 below, build a Lab Gear rec-
tangle of the given width and length. Then fol-
c. What about consecutive multiples of 3,
low the instructions in parts (a) through (d) in
like 6 and 9?
the example.
SAME AREA, DIFFERENT PERIMETER 2. width: 2x length: 2x +2

I Example: Use the Lab Gear to build a rec-

tangle having a width of 2x and a length of
X+ 1.
3. width: 3x
4. width: x
length: 3 + x
length: 4 + 4x
a. Sketch the rectangle. Label it with an For problems 5-6 follow the instructions in the
equation of the form Length times width example, but build at least two rectangles, and
equals area. three if possible.
b. Find the perimeter of the rectangle. 5. + 2x
width: 4 length: 2 + 4x
c. Rearrange your rectangle into a rectan-
gle having the same area but a different 6. width: 2 + 2x length: 3 + 2x
perimeter.
d. Write another equation of the form
Length times width equals area.

4180 Chapter 5 Sums and Products

Digitized by Coogle
 5.6.

RECOGNIZING FACTORS
the case of 2x3 + 8x2 + 2x2v, the common fac-
For each expression, 7-12, write as many dif- tors are 2, x, and x2• In fact~ring such a poly-
ferent products equal to it as you can. Use only nomial, it is usually best to take out the great-
whole numbers. (In some cases, it may be est common factor. which is 2x2•
helpful to use the Lab Gear to build rectangles
In the following problems, factor the polyno-
and/or boxes.)
mials by taking out the greatest common fac-
7. 24 8. 6l tor. Not all are possible.
9. + 4)(3x + 6)
(2x 10. 12x3 13. 2x3 + 8x2 + 2.x2y
11. I 2x2 + 4x 12. 2x(6x + 18) 14. 2x2 - 6x

COMMON FACTORS 15. 2x2 + 6x + I

I Example: As you know, factoring a polyno-

mial can sometimes be modeled by making
16. 3x2 + 2.x + 4xy
17. 3x2y- 3.ry + 6x/

--
a Lab Gear rectangle.
, ~2 ,
18. 3y- + 9y - 6y + 3x y + 6xy- + 9xy

FACTORING COMPLETElY

As you have seen in this lesson, there are often

many ways to factor a polynomial. However,
there is only one way to factor it completely.
For example, (4x + 8)(3x + 9) is factored, but
to factor it completely you would have to fac-
tor 4 out of (4x + 8) and 3 out of (3x + 9).
Factor completely.
19. (2x + 6)(3x + 6)
xy + x 2 + 3x = x(y + x + 3) 20. 4(x2 + 5x + 6)
By multiplying the factors, you get the original 21. 4x2 + 40x + 64
polynomial back. Factoring is using the 22. 2x2 + 8x + 8
distributive law in reverse.
23. 3x2 + 21x + 30
In this example, we say that x is a common
factor of all three terms in the original polyno- 24. 2x2 + 26x + 72
mial, because it divides each term evenly. In 25. x 3 + 5x2 + 6x

5.6 Factors 181.4,

Digitized by Coogle
 Minus and the Distributive Law

••••••••••••••••••••• d. Which figure shows that expression

You will need: •
•• with the Lab Gear?
•• •
• • e. Here are the same expressions, rewrit-
•• ••
• • •• •••• •••• ••• •• • • • • • • • • • • • • • •• • • ten without parentheses. Which is
which?
fi/apll$i ORDER OF OPERATIONS II - 3x 2x- 4
1. Compare these two expressions, and these Write without parentheses.
two figures.
2. 7 - 3(y - 4) 3. (7 - 3)(y- 4)
(5 - 3)(x- 2)
5- 3(x- 2) 4. (4- 2)x +I 5. (4 - 2)(x + I )
(i) 6. x- 2(x + l) 7. (x - 2)(x + 1)
8. (x- 2)x- I
If you added another set of parentheses to
the expression in problem 8, you would get
(x - 2)(x - I). One way to multiply these
binomials is to use the multiplication table
,,,,, ... format.
I I I 11
X -2

(ii)

9. What is the product?

USING THE CORNER PIKE

In this lesson, you will learn how to model

a product like this with the Lab Gear. You
will practice it with numbers before using
a. Which expression means multiply variables.
(x - 2) by 3 and subtract the result
Example: In the case of (6 - 2)(5 - 3) set
from 5? (Remember order of
up the problem as shown in the figure . The
operations.)
method you will follow is to multiply all the
b. Which figure shows that expression blocks on the left side by all the blocks
with the Lab Gear? across the top.
c. Which expression means subtract 3
from 5 and multiply the result by
(x- 2)?

4182 Chapter 5 Sums and Products

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 5.7.

left upstairs
times
top downstairs

uncovered rectangle

ileft downstairs
Put the upstairs blocks at the corner of the times
corner piece. top upstairs
First, multiply the downstairs blocks. Then You can now see that the answer (4 times
multiply the upstairs blocks by each other. 2 = 8) is shown by the uncovered rectangle.
Since -2(-3) = 6, a positive number, these 10. Use the corner piece to show the product
blocks must appear downstairs somewhere. (5 - 2)(7 - 4).
They will be arranged in a 2-by-3 rectangle. It
would be nice to line up the rectangle with its USING VARIABlES
factors, but then it would have to be upstairs,
making it -6, which would be wrong. So we
can line it up with only one of the two factors.
Let's choose the -3.

downstairs
~---times
downstairs
upstairs
+---times
upstairs 11. Write the polynomials being multiplied.
12. ..... Follow the process shown in the fol-
lowing figures with your blocks. Write a
Finally, multiply upstairs blocks on the left brief explanation of each step.
with downstairs blocks at the top, and vice
versa, placing them as shown.

5. 7 Minus and the Distributive Law 1834

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• 5.7
16. Use the Lab Gear to multiply.
a. (2x + 3) 2 b. (2x - 3) 2
downstairs c. (2x + 3)(2x- 3)
~<--times
downstairs 17. CJ This figure shows four ways to set up
the multiplication (y - 2)(y - 5). Of
those, three will work. Experiment to find
'~pstairs out which three. Sketch your solutions.
times
upstairs

left upstairs
-+----- times
top downstairs

uncovered
rectangle

j ~ notice the
left downstairs perfect fit
times
top upstairs
13. Write the dimensions of the uncovered
rectangle and the product.
14. Use the Lab Gear to multiply.
a. (x- l)(2x- 3)
b. (y- 5)(2y- I)
15. Use the Lab Gear to multiply.
a.(y+l)(y+5)
b. (y - l)(y + 5)
c. (y + I )(y - 5)
d. (y - I )(y - 5)

••• ••• ••• ••• •••

4184 Chapter 5 Sums and Products

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 5.7.

DISCOVERY MAKE A SQUARE f;/Jjliij FUNCTION DIAGRAMS FOR

CONSTANT PRODUCTS
For each problem, arrange the blocks into a
square. Not all are possible. Write an equation For each equation, 25-27:
relating the side length and area of the square. a. Make a large function diagram (with
number lines ranging from at least -12
18. ~ + 6x + 9 to 12), using your calculator to help you
19. 4x2 + 4x + 1 find values if needed.
b. Do all the in-out lines meet in a single
20. ~ + Sx + 4 point?
21. ~ + 4x + 16 c. Are there any horizontal in-out lines?
(In other words, in-out lines where
22. 9~ + l2x + 4
x = y .) For what values of x andy?
23. x 2 + 2xy + i d. Follow they-value with your finger as x
changes from -12 to 12. Describe y's
f;/Jjliij SOLVING EQUATIONS motion. (Does it move up or down?
24. Use the cover-up method to solve these Does it ever jump? For what values of x
equations. does it move fast? Slowly?)
a. 30 - 3(2x + I) = 9 25. xy = 9
b. 19 - 2(x + 5) = 1
26. xy = 8
c. (5 - 3x) - 2 = -3
d. 5 - 3(x - 2) = 20 27. xy = -9
e. (5 - 3)(x - 2) = 10 28. 0 xis greater than I, and 6/x is a whole
number. What could x be? (Hint: There are
more than three solutions.)

5. 7 Minus and the Distributive Law 1854

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 Building-Block Numbers

In this lesson, use just whole numbers. 5. 2, 5 6. 7, II 7. 4, 6

8. 5, 12 9. 5, 15 10. 8, 1
FOOD FOR THOUGHT
Given the two numbers 7 and 11 and the oper-
1. l@)[·ffi1 11·l.l Eric tried to order 13 chicken ation of addition, it is possible to build every
nuggets at the fast food store. The number beyond 59. However, with the
employee informed him that he could numbers 4 and 6 there is no limit to the size of
order only 6, 9, or 20 nuggets. Eric numbers that cannot be built.
realized he had to decide between ordering
11. Suppose you find that for
6 + 6 = 12,or6 + 9 = 15. What num-
two numbers, a and b, and the operation of
bers of nuggets can be ordered by combin-
addition, you can build every number
ing 6, 9, and 20? What numbers cannot be
beyond a certain number. What can you
ordered? What is the greatest number that
say about a and b? Explain, using exam-
cannot be ordered? Explain.
ples. (Hint: You may need to use the idea
of common factors. For example: 4 and 6
TWO BUILDING BLOCKS
have the common factor 2; 5 and 15 have
the common factor 5.)
2. You have an unlimited supply of coins.
What amounts can be obtained, and what 12. QGiven two numbers, a and b, such that
amounts cannot be obtained using only their greatest common factor is 1, how can
dimes and quarters? Explain. you calculate the greatest number that can-
not be written as a sum of multiples of a
3. At Albert's Kitchen Supply, cabinets are and b? Explain, using examples.
available in two lengths: 3 feet and 5 feet.
By putting cabinets end to end, walls of
A STRATEGY
different lengths can be accommodated.
Imagine that kitchens can be any size.
What length walls are possible to line In problems 13 and 14 you will investigate the
exactly with cabinets? What lengths are numbers 5 and 6 as building blocks.
impossible? 13. Write the numbers from 1 to 40 in an array
4. In 1958 it cost 4 cents to mail a letter. In like this.
1963 it cost 5 cents. Imagine you have an 0 I 2 3 4
unlimited supply of 4- and 5-cent stamps. 5 6 7 8 9
What amounts can you make? What is the 10 II 12 13 14...
largest amount you cannot make? a. Circle the multiples of 5. (0 is a multi-
For each problem, 5-l 0, using only addition ple of 5.)
and the building-block numbers given, what b. Circle the numbers that are equal to 6
numbers can you reach? What numbers can't plus a multiple of 5.
you reach? If there is one, what is the greatest c. Circle the numbers that are equal to 12
number you cannot reach? plus a multiple of 5.

4186 Chapter 5 Sums and Products

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 5.8.

d. Circle the numbers that are equal to 18 17Jri§.!§Mtti!l.!,l If you were to use the same
plus a multiple of 5. strategy for numbers a and b, with a < b:
e. Circle the numbers that are equal to 24 a. How many columns should you have in
plus a multiple of 5. your array?
14. What is the largest number that cannot be b. What numbers should you circle first?
built from 5 and 7? Explain how you know c. What numbers should you circle next?
for sure that every number greater than d. What is the smallest number in the last
this number can be built. column you circled? (Write this number
in terms of a and b.)
15. Repeat the same strategy to analyze 5 and
6 as building blocks. e. If you were not able to solve problem
12, try again with the help of this
16. Repeat the same strategy to analyze 4 and strategy.
7 as building blocks. (This time set up
your array with only four columns.)

~ .
• ~ .
• ~ .
• ~ .
• ~ .
•

DISCOVERY HOLIDAY MATH c. The singer received 22 turtledoves.

Find the total number of each other
18. Candles are lit every night for the eight kind of gift that the singer received.
nights of Hanukah. Two candles are lit on d. Suppose there were n days of
the first night, three on the second night, Christmas. How many gifts would the
and so on, adding one candle each night. singer receive in all? Explain.
How many candles should be in the boxes
of candles sold especially for Hanukah? PREVIEW COIN PROBLEMS
Explain.
19. Find the words to the song "The Twelve 20. You have ten coins. Their total value is
Days of Christmas." $1.1 0. How many of each coin do you
a. Make a sketch or drawing to show what have? The problem has several solutions.
is happening in the song. How many Find as many as you can.
gifts did the singer receive on the 21. Add extra information that makes problem
twelfth day of Christmas? Explain. 20 have a unique solution. Explain how
b. The singer received six gifts on the 3rd you know the solution is unique.
day. How many gifts did the singer
22. Create your own coin problem that has
receive on the 4th day? The 5th day?
several solutions. Solve your problem.
The nth day? Explain.
23. Solve someone else's coin problem.

5.8 Building-Block Numbers 1874

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.5.8

24. Add extra information to your problem so DISCOVERY PAGE NUMBERS

it will have a unique solution.
26. How many digits are used in numbering
DISCOVERY NEGATIVE STAMPS the pages of this book? Explain how you
figured it out.
25. You want to mail a letter. It needs 52 cents 27. It took 1992 digits to number the pages of
postage, but all you have are 29-cent a book. Every page was numbered , start-
stamps: 29 + 29 = 58. What would be ing with page 1. How many page does the
convenient would be to have negative book have?
stamps. Then you could put two 29-cent
stamps and a minus 6-cent stamp on your 28. Exp lain how to find out how many dig-
envelope, and it would solve your its are needed to number the pages of a
problem. Write a paragraph about this book that ha n pages, if n is
idea. How would the post office "sell" a. more than 9, but less than 100;
negative stamps? Why do you think they b. more than 99, but less than I 000.
don't do it?

4188 Chapter 5 Sums and Products

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~ili!@l$1~
WRITING
5.8 Distributing

INSIDE AND OUTSIDE PRODUCTS • How is the difference between the inside
Look at this sequence of consecutive integers. and outside products related to the
difference between numbers in the
8, 9, 10, II
sequence?
• The product of the outside pair is 88.
• How can you use algebra (and/or the
• The product of the inside pair is 90. Lab Gear) to show that your answer
• The difference between the inside product is correct?
and the outside product is 2. • Does your generalization work for all
1. Find the difference between the inside kinds of numbers? For example, could
and outside product for each of these you choose a sequence made up entirely
sequences. of negative numbers? What about
a. 4, 5, 6, 7 fractions?
b. 10, 11, 12, 13
MORE DISTRIBUTIVE LAWS?
c. 10, 10 + I, I 0 + 2, 10 + 3
d. y, y + 1' y + 2, y + 3 You might wonder if there are more distribu-
tive laws.
2. What pattern did you notice in problem I?
7. Is there a distributive law of exponentia-
3. Look at some sequences of four integers tion over addition? If there were, it would
that differ by three. For example, you mean that (x + y) 2 would always be equal
could try 4, 7, 10, 13. What pattern do you to x 2 +l. It would also mean that
notice in the difference between their 3
(x + y) would equal x3 + /. Do you
inside and outside products? think such a law exists? Explain why or
4. What pattern would you expect to see in why not.
the difference of inside and outside prod- 8. Is there a distributive law of multiplication
ucts for sequences of numbers that differ over multiplication? If there were, it would
by two? What about sequences of numbers mean that a(xy) would always be equal to
that differ by four? Experiment. ax· ay. For example, 2(xy) would have to
5. Find the difference between the inside equal 2x • 2y. Do you think such a law
and outside product for each of these exists? Explain why or why not.
sequences.
9. l;i§-l·1•1 Write a report about distributive
a. y, y + 2, y + 4, y + 6
laws. Use numerical examples and/or
b. y, y + 3, y + 6, y + 9 sketches of the Lab Gear. Your report
c. y,y + 5,y + lO,y + 15 should include a discussion of which of
d. y, y + 5, y + 2 . 5, y + 3 . 5 the following laws exist, and why.
e. y, y + x, y + 2x, y + 3x The distributive law of:
6. 1;1§.1. 1•1 Write a detailed report describing • multiplication over addition and
the patterns you discovered in this lesson. subtraction
Give examples and show all your calcula- • division over addition and subtraction
tions. Your report should include, but not • exponentiation over addition and
be limited to, the answers to the following subtraction
questions: • multiplication over multiplication

5.8 Distributing 1894

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 Staircase Sums

ONE STEP AT A TIME 4. The number 10 can be written as the sum

Here is an example of a kind of arrangement of four consecutive numbers.
that we'll call a staircase. It has 4 steps and the a. What are these four numbers?
first step is of height 2. b. If negative integers and zero are
allowed, can the number 10 be written
D as the sum of consecutive numbers in
DO any other way? If so, show how.
DOD
DODD 5. Show how the number 4 can be written as
DODD a sum of consecutive integers if negative
numbers and zero can be used.
Definition: For this lesson, we will define a
staircase as a sequence of stacks of tiles in 6. @§.l@i!ijiiU.],j What is the maximum
which each stack is one tile higher than the number of consecutive integers that can
previous stack. There must be two or more be used to write the number 17 as a sum?
steps in the staircase, and the first step can What is the maximum number of consecu-
be of any height. tive integers that can be used to write the
1. How many tiles would you need to build number Nasa sum? (Assume N is an
each of these staircases? integer.) Explain your answer, giving
examples.
a. First step: 7 Number of steps: 8
b. First step: 8 Number of steps: 7
SUMS FROM RECTANGLES
c. First step: 6 Number of steps: 9
7. a. On graph paper, sketch the staircase
2. There are two different nine-tile staircases: illustrated at the beginning of the les-
2 + 3 + 4 and 4 + 5. son. Then make a rectangle by sketch-
a. Find three different 15-tile staircases. ing a copy of the staircase upside
b. () Find four different 105-tile staircases. down on the first staircase. (You can
also do this by building the staircases
3. ID[.jf!!!.!,l Find every possible staircase with tiles.)
with each number of tiles from 2 to 34. b. What are the length, width, and area of
Hints: the rectangle?
• Work with other students.
8. Imagine a staircase having I 00 steps, and
• Keep organized records of your work. a first step of height 17.
• It is not necessary to draw the staircases. a. It would be half of what rectangle?
• Look for strategies: What numbers (Give the length and width.)
can be made into two-step staircases? b. How many tiles would you need to
Three-step? build the staircase? Explain how
• Look for patterns: What numbers are you know.
easiest? What numbers are impossible?

4190 Chapter 5 Sums and Products

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 5.9.
9. Show how you could find the sum of: 12.fil!,!,@j You now know two methods for
a. the integers from 5 to 55, inclusive; calculating staircase sums: one involves
b. the integers from 0 to 100, inclusive. making a rectangle; the other is Gauss's
method. Both methods work well, but it is
GAUSS'S METHOD easy to make mistakes when using them.
Math teachers like to tell a story about Carl Write a paragraph explaining how you
Friedrich Gauss. One day in elementary school would use each method to calculate the
he was punished by his teacher who asked him sum, 5 + 6 + 7 + ... + 89. Use sketches
to add up all the whole numbers from 0 to I 00. as part of your explanation. Both methods
Carl immediately gave the answer, to his should give the same answer.
teacher 's amazement. He grew up to be one of
the greatest mathematicians of all time. VARIABLE STAIRCASES

Gauss's method was to imagine all the You can build staircases with the Lab Gear.
numbers from 0 to I 00 written from left to This diagram shows
right, and directly beneath that, all the numbers (x) + (x + I) + (x + 2) + (x + 3).
written from right to left. It would look like
this:
0 I 2 3 4 5 6 7 8 9 ...
100 99 98 97 96 95 94 93 92 91...
He mentally added each column, getting I 00 13. In terms of x, what is the sum of
each time. He multiplied I 00 by the number of (x) + (x + I) + (x + 2) + (x + 3)?
columns, and did one more thing to get the
14. Find the sum of
correct answer.
(x) + (x + I) + (x + 2) + (x + 3) if:
10. Finish Gauss's calculation. Be sure to use a. x = 4; b. X= 99.
the correct number of columns, and to
carry out the final step. Did you get the
15. Find each sum. Explain how you got
your answer.
same answer as in problem 9b?
a. (x) + (x + I)+ (x + 2) + ... + (x + 26)
11 • . _ What would happen if the numbers to b. (x + I)+ (x + 5) + ... + (x + 84)
be added started at I instead of 0?
Obviously, the sum should be the same. 16Jd§.!§tlffi!l.!,l What is the sum of each
Would Gauss's method still give the same staircase?
answer? Explain. a. I + 2 + 3 + ... + n
b. (x) + (x + 1) + ... + (x + n)
c. (x + I) + ... + (x + n)

5.9 Staircase Sums 1914

Digitized by Coogle
 Sequences
- ••• ••• . - . •••
_, ,__......_. ••• .

Definitions: A sequence is an ordered list of 3. You may remember this sequence.

numbers, called terms. (Notice that this is a
new use of the word term.) Terms are often
indicated with subscripted variables, such as
!1, !2, or ln.

GRAPHS OF SEQUENCES a. What is the 6th term?

b. QWhat is the nth term?
I Definition: The natu.ral numbers are the
numbers we count With: 1, 2, 3, 4, ... c. Graph the first few terms. Is your graph
a straight line?
The natural numbers are the easiest sequence
of numbers to write using a variable. The first GETTING EVEN
natural number is 1, the second natural number
4. If 2 is the first even number, 4 the second,
is 2, and so on; t1 = 1, t2 = 2, ... The nth natural
and so on, what is the millionth even num-
number is n, so tn = n. The graph shows the
ber? In terms of n, what is the nth even
sequence of natural numbers.
number?
5 4 •
5. Graph the first few terms of the sequence
of even numbers. Is your graph a
• straight line?
•
•
• 6. The nth term in the above sequence is the
n sum of the first n even numbers.
0 5 a. What is ts?
b. Which term has a value of 42?
1. Graph the first few terms of the sequence
below. Does it make sense to connect the c. Graph the first few terms. Is your graph
dots? Explain. a straight line?
d. QIn terms of n, what is the nth term of
this sequence?

GETTING EV ~N

7. If 1 is the first odd number, 3 the second,

2. Make a table, and graph the first few terms 5 the third, what is the one-hundredth odd
of the sequence whose nth term is number?
tn = 3n + 1. Compare your graph with the
one you drew in problem 1. How are they
the same? How are they different?

4192 Chapter 5 Sums and Products

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 s.1oT
8. a. In terms of n, what is the nth odd
number?
b. Graph the first few terms in the
sequence of odd numbers.
I These are not arithmetic sequences.
3, 9, 27, 81
1,-1, 1,-1, 1,-1
4,9, 16,25,49
13. Which of these are arithmetic sequences?
For those that are, what is the common
difference?
a 2,6,8, 12,16,20
b. 3, 6, 3, 7' 3, 8
c. 19, 13, 7, 1,-5, ...
9. a. Look at the figure. How many unit tri- d. the sequence of even numbers
angles are in the first row? The second? e. the sequence of odd numbers
The third? (Count triangles whether f. 2, 2 + 9, 2 + 2 • 9, 2 + 3 • 9, 2 + 4 • 9
they point up or down.)
14. Make up an arithmetic sequence for
b. If the triangle were extended
another student.
indefinitely, how many unit triangles
would there be in the n1h row? 15. Answer these questions about a
classmate's sequence.
10. a. How many unit triangles are there alto-
a. Is it really an arithmetic sequence?
gether in the first two rows? The first
three rows? b. What is the common difference?
b. How many unit triangles are in the first c. QIn terms of n, what is the nth term?
n rows? 16. QFor each arithmetic sequence, find the
11. What is the sum of the first two odd num- common difference, and write the nth term
bers? The first three? in terms of n.
a. 2, 7, 12, 22, ...
12. a. What is the sum of the first n odd
b. 2 + I • 5, 2 + 2 • 5, 2 + 3 · 5, ...
numbers?
c. 2, 2 + I • 5, 2 + 2 • 5, 2 + 3 · 5, ...
b. Graph the first few terms in the
sequence of sums of odd numbers. 17. QAnswer the same questions as in prob-
lem 15 for:

I
i\Ril HMETIC SEQUENCES
a. y, y + I • 5, y + 2 • 5, y + 3 · 5, ...
Definition: In an arithmetic sequence, the b. 2 + I . X, 2 + 2 • X, 2 + 3 • X, ••.
difference between consecutive terms is c. y + I . X, y + 2. X, y + 3. X, •.•
always the same. It is called the common
d. y, y + I • X, y + 2 . X, y + 3 . X, .••
difference.
Examples: These are arithmetic sequences. 18.t'll,!..p!Q Explain how to calculate the nth

I 2, 7, 12, 17, 22 (The common difference is 5.)

5,8, II, 14, 17,20,23,26,29,32(The
common difference is 3.)
term of an arithmetic sequence, if you
know the first term and the common dif-
ference. Test your method on several arith-
metic sequences.

•
• A •
• • •
•
• •
•
• •
•
•

5.10 Sequences 1934

Digitized by Coogle
• 5.10

PRE\1/EW EQUATIONS PRE\1/EW ANOTHER ODD TRIANGLE

19. For each equation, find values of x 1, x2. 1

and x 3, that make it true. 35
a. (x 1 + x2 + x:~)/3 = 100 7 9 11
b. (x 1 + x2 + x:~)/3 = 50 13151719
c. (x 1 + x 2 + x:~)/3 = 20 21 23 25 27 29
d. (x, + x2 + x:~)/3 = 10 22. Look at the array of numbers above.
20. For each equation in problem 19, find a. Write the next two rows.
another set of values for x 1, x 2, and x:~ that b. Describe how the array is made.
will work.
23. a. Look at the middle number in rows
21. If possible, find a value of x 3 to satisfy that have a middle number. What is
each equation. the pattern?
a. (15 + 20 + x3)/3 = 100 b. In rows that do not have a middle
b. (15 + 20 + x:~)/3 =50 number, think of the number between
C. (15 + 20 + X3)/3 = 20
the middle two numbers. What is the
pattern?
d. (15 + 20 + x:~)/3 = 10
c. Find the sum of the numbers in each
row. What is the pattern?
24. Q
a. What is the first number in the n1h row?
b. What is the last number in the n1h row?
c. What is the sum of all the numbers in
the first n rows?

4194 Chapter 5 Sums and Products

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 LESSON

Averages and Sums

••• ••• ••• •••

MEANS AND MEDIANS 4. 1!3i1j.jfi!!·j,1 Find some sequences of num-

You probably know how to find the average of bers in which the mean and the median
a set of numbers. For example, the ages of the are equal. Work with your classmates and
people in Tina's family are 10, 48, 20, 22, and compare your answers. What can you
57. You would find the average age by adding conclude about these sequences? Write a
the numbers and dividing by 5. summary of your conclusions, including
I0 + 48 + 20 + 22 + 57 = 3 l.4 examples. (At least one example should be
5
an arithmetic sequence, and at least one
should not be.)
We call this average the mean. Another kind of
average is the median. 5. For each example below, make up two
Definition: The median is the middle of a sequences that fit the given description.
set of numbers that are in order from least to a. The greatest term is 19, and both mean
greatest. To find the median of an even and median equal l 0.
number of numbers, find the two middle b. There are six terms. The greatest is 25,
numbers and find their mean. the mean is l 0, and the median is less
than 10.
Examples: To find the median age in Tina's
family, first write the numbers in ascending c. There are seven terms. The least is -60,
or descending order. the median is 18, and the mean is less
than 18.
10 20 22 48 57
d. The mean and the median are both -4.
The median is 22.
There are nine terms.
These are the ages of people in Lana's family:
6. . _ If possible, make up an arithmetic
52, 20, 15, and 53. To find the median, first
sequence that fits each description in prob-
write the numbers in ascending or descending
lem 5. If it's not possible, explain why not.
order.
53 52 20 15 MEANS AND SUMS

Compute the mean of the middle two numbers: 7. Find the mean and the sum of each arith-
52 + 20 = 36, so the me d"1an 1s
. 36 . metic sequence.
2
a. -2,-14,-26,-38,-50,-62,-74
1. Find the mean of the ages in Lana's b. -5, -1.8, 1.4, 4.6, 7 .8, 11, 14.2, 17.4
family. Compare it with the median. c. 31, 29, 27, 25, 23,21
2. Make up a sequence of seven numbers d. 17,20,23,26,29,32
in which 8. ._Study your answers to problem 7.
a. the mean is less than the median; a. In which cases was the mean one of the
b. the median is less than the mean; terms in the sequence?
c. the mean and the median are equal. b. When the mean was not one of the
3. Repeat problem 2 for a sequence of eight terms in the sequence, how was it
numbers. related to those terms?

5.11 Averages and Sums 1954

Digitized by Coogle
• 5.11

c. How are the number of terms, the 12. i§§.!§flffji!l.!,l Find the sum and the mean
mean, and the sum related? of each arithmetic sequence.
Suppose we wanted to find the sum and the a. The first term is b, and the final term is
mean of this arithmetic sequence: 5. There are six terms in the sequence.
3, 9, 15, 21, 27, 33, 39, 45, 51. b. The first term is b, and the final term is
Using Gauss's method, write the sequence
f There are I0 terms in the sequence.
twice, once from left to right, and then from c. The first term is b, and the final term is
right to left. f There are n terms in the sequence.
3 9 15 21 27 33 39 45 51 d. QThe first term is b, and each succes-
51 45 39 33 27 21 15 9 3 sive term is obtained by adding d.
There are n terms in the sequence.
9. . . .
a. Add each column above. THEATER SEATS
b. Find the mean and the sum of the Seats in a theater are arranged so that there are
sequence. 35 seats in the front (first) row, 38 in the next
c. How are your answers to (b) related to row, 41 in the row behind that, and so on,
the sum of each column? adding three seats each time.
10. Using your results from problem 9, find a 13. How many seats are in the
shortcut for calculating the sum and the a. IO'h row? b. the n1h row?
mean of an arithmetic sequence. Try it on
the examples in problem 7, comparing 14. How many total seats are needed if the
your results with your previous answers. theater has
a. 26 rows? b. n rows?
11. Find the sum and the mean of each arith-
metic sequence described. 15. How would your answers to questions
a. The sequence has 15 terms. The first 13-14 be different if there were 34 seats
term is 12, and the last term is II 0. in the first row?
b. The first term is -II, and the last term is 16. Suppose there were 35 seats in the first
-33. Each term is obtained by adding -2 row, 37 in the next, and so on, adding two
to the previous term. seats each time. How would your answers
c. The first term is -14, and the difference to questions 13-14 be different?
between consecutive terms is 5. There
are 41 terms in the sequence.
d. The first term is 7, and each term is
obtained by adding -1.4 to the previous
term. There are eight terms in the
sequence .

.4.196 Chapter 5 Sums and Products

Digitized by Coogle
 Smooth Moves
•
•
4 •
•
4 •
•
4 •
•
4

You will need:

•••••••••••••••••••• I

I~ I

dot paper
............................ []
26 3
2~s 263 4
3

••••••••••••••••••••••••••••••••
~A~
HIPS AND TURNS
M (home
hi\

6.:;&Lf,,~ 3~
position)
I I B c h I

~D 2 3 2 , 2~ v,
1. a. Write the letters A, B, and C on your
triangle, near the vertices. Make sure
the same letter appears on both sides of 2 3
the cardboard at each vertex. • means this corner does not move.
b. Outline the triangle on a piece of paper,
As you can see on the figure, you can get from
and write the numbers l, 2, and 3 out-
the home position to each other position by
side the outline, as in the figure.
using one of the following moves.
I I

~~
Thrns:
• the clockwise turn (abbreviation: c)
• the counterclockwise turn (abbreviation: a
2 3 2 3 - short for anticlockwise)
There are several different ways you can place To do the turns (also called rotations), you do
the triangle on its outline. The two ways not lift the triangle off the page. You turn it
shown in the figure can be written ABC and until the triangle fits into the outline again.
ACB. ABC is called the home position.

5.12 Smooth Moves 1974

Digitized by Coogle
• 5.12

Flips: c. J,_=h d . _ f1 =c
There are three flips. To do a flip you keep
one comer in place and have the other two THE ALGEBRA OF MOVES

switch positions. For example, for flip 2 (h),

you keep comer 2 fixed, and comers I and 3 Executing moves in order is an operation on
switch positions. (Flips are also called triangle moves, just as multiplication is an
reflections.) operation on numbers. The set of six moves,
together with this operation, is called the
Stay: symmetry group for the triangle.
the move that does not move (abbreviation: s) 8. ~ Make a multiplication table for trian-
2. Which comer stays fixed and which gle moves. That is, figure out the one
changes position move that has the same result as doing the
two given moves. Describe any interesting
a. for flip 3 (/3)?
patterns you find in the finished table.
b. for flip I (j1)?
Then ...
Practice the turns and flips, making sure you
know what each one does. In this lesson, you
will have to execute turns and flips in succes-
s
sion, without going back to the home position
in between. a f3
Example: Do J,, then a. (Such a sequence is ...;
rJ:J
c
simply writtenf1a.) If you start at the home '""
li
position, and do these moves in order, you fl
will end up in the position BAC. (Try it.)
But since you could have ended up there in f2
one move (j3), you can write:f1a = /3.
f3
3. Find out whether a f 1 = /3
9. ~ For each of the six moves, what
4. Simplify. That is, give the one move that
has the same result as the given sequence move undoes it?
of moves. Executing one move (or sequence) repeatedly
a. a a b. J,/J c. !JJ, can be written with power notation. For exam-
d. sh e. a c f. ca ple,J/ means execute h seven times.

5. Simplify. 10. Simplify.

a. f,hf3 b. af, ah a/3 a. a999 b. c 1000
c.f,aha!Ja d. cf, cf2 c/3 c. !2 1(XX) d. (ah)IOOI

6. Figure out a way to write each of the six 11 • IQi.!!§§l Wh at fl.Ips an d turns are possible
.
moves in terms of only f 1 and c. for another figure, like a rectangle or a
7. Fill in the blanks. square? Write a report on the symmetry
group for that figure.
a. a _ = f 1 b. _ a = f1

••• ••• ••• ••• •••

4198 Chapter 5 Sums and Products

Digitized by Coogle
 5.12.

DISCOVERY MAGIC CARPETS 13. ~Compare the advantages and short-

comings of the three carpets. Keep in mind
Imagine that you can travel from dot to dot on cost, speed, and ability to reach any dot.
dot paper, using magic carpets such as the ones
illustrated in this figure. Carpets cost only $1, 14.htfi1§91
plus $1000 per arrow. a. Experiment with various $300 I carpets.
What are the advantages and shortcom-
ings of each design? Again, keep in
mind cost, speed, and ability to reach
any dot. Give a full explanation of your
findings.
b. Repeat part (a) for $5001 carpets.

Using the directions North, East, West, and

South instead of the arrows, the three
examples given above could be written:
De Luxe Model X Carpet Plus
$8001 $4001 $4001 De Luxe - E E (NE) (NE) (NE) (NE)
Model X - (NE) (NE) (NE) (NE) (NE) (SE)
Magic carpets move in carpet steps. Each step
Carpet Plus- E E E E E EN N N N,
takes the carpet and its riders to the next dot in
the direction of one of the carpet's arrows. or even:
Each step takes one second. Carpets do not De Luxe - E2 (NE)4
tum, so that the Carpet Plus cannot move diag- Model X - (NE) 5 (SE)
onally, and the Model X cannot move horizon- Carpet Plus- E6 N4 •
tally or vertically.
Since all three paths lead to the same place, we
Say you want to go from the origin to (6, 4). can write:
Here is a way to get there on each of the three
E2 (NE)4 = (NE)5 (SE) = E6 N4 .
carpets shown.
De Luxe: -:> -:> /.,/Y_,/., In a sense, the last expression is the simplest.
15. ~ What are the rules that allow you to
Model X: /.,/Y.,/Y., ~ simplify expressions using the N, E, W, S
~~~~ notation? Explain.
Carpet Plus: -:> -:> -:> -:> -:> -:> IIII
12. Find another way to get to (6, 4) on each
of the three carpets.

5.12 Smooth Moves 1994

Digitized by Coogle
~1111@191@,
WRITING
5 •C Sequences as Functions

A sequence can be thought of as a function. horizontal axis and the term (t11 ) on the
The input numbers are the natural numbers, vertical axis.
and the output numbers are the terms. In a. 2, -4,-10,-16,-22
this assignment, we will study sequences b. 2, 8, 14, 20, 26
as functions.

I
c. -5,-ll,-17,-23,-29
Definition: In a geometric sequence, each
10. Graph these geometric sequences.
term is obtained from the previous term
a. 2, 6, 12, 24,48
by multiplying by a constant amount, the
common ratio. b. 3, 3/2, 3/4, 3/8, 3/16
c. 1/8, l/4, 1/2, I, 2

I
Examples: These are geometric sequences.
2, 10,50,250,1250 11. These mystery sequences are neither geo-
metric nor arithmetic. Graph them.
3, l, l/3, l/9, l/27
a. 5, 8, 13, 20, 29, 40, 53, 68
For each of the following: b. 7, 13, 23, 37, 55
a. Tell whether the sequence is geometric, c. -2, 7, 22, 43, 70
arithmetic, or neither.
b. If it is arithmetic, find the common dif- 12. C) By looking at the graphs in problem
ference. If it is geometric, find the com- II, one might think that the sequences are
mon ratio. geometric, but it is clear from looking at
the numbers that there is no common ratio.
1. 5, l, -3, -7, -II 2. -7' 2, ll' 20, 29 However, the numbers do have a special
3. l, I, 2, 3, 5, 8 4. 6, 3, 3/2, 3/4, 3/8 pattern. Find the pattern and describe it.

5. 25, 5, l, l/5, l/25 13J;i§.\.lel Write a report about what you

discovered about graphs of arithmetic
6. 1/2, 3/4, 7/8, 5/16, 31/32, 63/64
sequences, geometric sequences, and the
7. Find the final term of each sequence. mystery sequences in problem II.
a. a geometric sequence having five Illustrate your report with examples. Your
terms, common ratio 2, and first term 6 report should include, but not be limited
b. an arithmetic sequence having six to, answers to the following questions:
terms, common difference 9, and first • Which sequences have graphs that are
term -4 straight lines? Which have graphs that
are curved? How are the two kinds of
8. Find the first term of each sequence.
curved graphs different?
a. an arithmetic sequence having I 0
• For arithmetic sequences, how does the
terms, common difference 7, and last
common difference show up in each
term -3
graph?
b. a geometric sequence having eight
• For geometric sequences, what
terms, common ratio 1/2, and last
difference does it make in the graph if
term 114
the common ratio is greater or less than I ?
9. Graph these arithmetic sequences by • What are the graphs of the mystery
graphing the term number (n) on the sequences called?

4200 Chapter 5 Sums and Products

Digitized by Coogle
 ~
..
• ..
Essential Ideas
• ..
• .. • ..•

CONSTANT SUMS AND PRODUCTS 6. In which part of problem 5 did you use the
1. If possible, write an equation of the form distributive law to remove parentheses?
x + y = S such that the graph of the Explain.
equation 7. Write equivalent expressions without the
a. lies in the 2nd, 3rd, and 4th quadrants; parentheses. Combine like terms.
b. lies in the I st, 2nd, and 3rd quadrants; a. -2(9 + x) - x(2 - x)
c. passes through the origin; b. -2(9) + x- x(2 - x)
d. intersects the x-axis at (-7, 0); c. -2(9 + x)- 2x- x
e. contains the point (12, -3.25). d. -2(9) + x(-2x) - x
2. A graph has an equation of the form 8. In which parts of problem 7 did you use
x + y = S. Find two more points on the the distributive law to remove parentheses?
graph if: Explain.
a. the point (-3, -5.8) is on the graph; 9. Write without parentheses. Combine
b. the graph has x-intercept ( 112, 0); like terms.
c. the graph has y-intercept (0, -6.5). a. (x + 3)(x + 5)
3. If possible, write an equation of the form b. (x + 3)(x - 5)
x • y = P such that the graph of the c. (x - 3)(x - 5)
equation d. (x - 3)(x + 5)
a. lies in the 2nd and 4th quadrants;
10. Divide.
b. contains the point (-9, 112);
a. 6/ + 4xy
c. passes through (-2.5, -3 .5); 2y
d. intersects the graph of x + y = 16 at b. 4x+ 4
the point (10, 6); 4

e. passes through the origin.

FACTORING
4. Write one equation of the form x + y = S 11. Multiply (2x - 7)(3x + 5).
and one of the form x • y = P such that
a. neither graph passes through the first
12. Factor 6x2 - llx - 35.
quadrant; 13. a. Fill in the blank with a whole number
b. the two graphs intersect at (8, 4) so that the trinomial x 2 + 9x + can
and (4, 8). be factored as a product of binomials.
Write the factored form.
THE DISTRIBUTIVE LAW
b. How many different integer answers are
5. Write an equivalent expression without there for part (a)? Find all of them.
parentheses. Combine like terms. (Don't forget negative integers.)
a. 2 • (3 + x) 14. a. Fill in the blank with an integer so that
b. 2 · (3x) the trinomial x2 + x + 18 can be
c. (6x + 3)(2x- 4) factored as a product of binomials.
d. (6x · 3)(2x - 4) Write the factored form .
e. (6x · 3)(2x · 4)

• Essential Ideas 2014

Digitized by Coogle
•• b. How many different integer answers are 19. Make a sketch or schematic drawing of
there for part (a)? Find all of them. what you think the pyramid might look
(Don't forget negative integers.) like. Write about any patterns you notice.
15. Factor completely. 20. How many rows of blocks are there?
a. (2x + 8)(x2 + 2x)
21. How many rows of each color are there?
b. 2yx2 + 12yx + l6y
c. x 3 + 6x2 + 8x 22. How many blocks are in the I oth row? 11th
row? nth row? Top row?
16. How many x-intercepts does each parabola
have? Explain. 23. What color is the 1oth row? What color is
a. y = x 2 + 12x + 20 the top row?
b. y = x 2 + 12x + 36 24. There are 30 blocks in a row. Which row
c. y = x 2 + 12x + 49 is it?
d. y = x 2 - 12x + 36 25. Given the number of a row (5th, lOth, 20th,
17. In problem 16, find the coordinates of: etc.) can you give its color? Explain the
a. they-intercept; pattern.
b. the x-intercept(s), if any; 26. Given the number of blocks in a row, can
c. Q the vertex. you give its color? Explain the pattern.
27. How many blocks in all are needed to
FACTe~JNG
build the pyramid?
18. If you were to plot these sequences (with 28. How would your answers to questions
non one axis and tn on the other axis), for 19-27 be different if there were 50 blocks
which one(s) would the points lie in a in the bottom row?
straight line? Explain how you know.
29. Suppose four colors were used instead of
a. 3, 3.5, 4.5, 5.5, 6.5 three. Would any of your answers to prob-
b. -1,-10,-19,-28,-37,-46 lems 19-27 be different? Explain.
c. 1/2, 114, 118, 1116, 1/32
d. 4,7, 11,16,22,29

THi:AH~ SCATS

A pyramid is made by stacking rows of blue,

red, and yellow blocks. There are 100 blocks
in the bottom (first) row, 98 in the next row,
and so on, with 2 fewer blocks in each succes-
sive row. The bottom row is blue, the next
row is red, the third row is yellow, and so on,
continuing the pattern.

,4202 Chapter 5 Sums and Products

Digitized by Coogle
 PRACTICE

f;liiliii
THE DISTRIBUTIVE LAW PARENTHESES
Simplify each pair of expressions. 4. Simplify. Compare your answers
for (a) and (b).
1. a. 4 + 2[s - 6s - 1)]
a. 10-5-3 + 2
b. (4 + 2)[s - 6(s - 1)]
b. lO - (5 - 3 + 2)
2. a. 4x - 2x[x - 6(x + 1)]
5. What is the smallest number you
b. 4x - x[x - 6(x + 2)]
can get by inserting parentheses in
EQUATIONS the first expression? The largest
number? Explain, showing your
3. The solution to this equation is 6: work.
5x- 1 = 29.
6. a. Make up an expression
a. Change one number in the containing three terms whose
equation so that the solution value depends upon where the
will be 5. parentheses are placed. Find all
b. Change the coefficient of x so the possible values.
that the solution to the equation b. Make up an expression
will be 15. containing three terms whose
value does not depend upon
where the parentheses are
placed.

Practice 2034

Digitized by Coogle
 ,, , · I 1I
" I 1I
I I -,
, /
/ ,
,
/
./
I/
/II
/,
CHAPTER
,_ I
// '
' ///
. /tl
,,'J
,I I

',,,
'
'
',,,
,I

' ' ' ' II

''' I I
' '' • I 1I I
" I 1I
I I -I ~

• I'
.. / II
/
~

. /. ./
.. / / I
/
~

,- /
// '
' ///
. /t~
' I 11 I
,,
,, I
',,,
',,,
' ' ' ' II
''' I I
' ''. IllI
" I 1I
I I -I
, /
/ I
... / I I
/ //
, // I The outward spiral path of a spider web
,_ I
// ~
' ///
. /tl
,,'J
'I I
Coming in this chapter:
'ij.It.IZiltml A movie discount card, valid for three months,
',,,
'
'
',,,
,I costs $T. With the card, it costs only $D to attend a movie,
instead of $5. How many movies would you have to see in three
' ' , , II months in order to save money with the discount card? Does

''' II
' ''. ItI I
your answer depend on T, D, or on both?

" I 1I
II -I
, /
/ I
' / I;
/ /I I I
Digitized by Coogle
 MAKING COMPARISONS

6.1 Comparing Car Rentals

6.2 Which is Greater?
6.3 Solving Linear Equations
6.4 Equations and Identities
6.A THINKING/WRITING:
Money Matters
6.5 Graphical Solutions
6.6 Solving Techniques:
Addition and Subtraction
6.7 How Much More Than?
How Many Times as Much?
6.8 Solving Techniques:
Multiplication and Division
6.8 THINKING/WRITING:
Constant Differences, Constant Ratios
6.9 Rational Expressions
6.10 Improving Your Average
6.11 Stuart Little and AI ice
6.12 Geoboard Squares
6.( THINKING/WRITING:
Group Theory

• Essential Ideas
Digitized by Go
 Comparing Car Rentals

You will need:

••••••••••••••••••••• USING TABLES
••
•
•
•
•
•
. . . . . . . . . . . . . . . . . . . EEffi
graph paper
•
•
•
•
•
w 2. Which car do you think would be the
best deal if you planned to drive a short
•••••••••••••••••••••••••••••••••• distance? Which car would you rent to
This table gives the results of a phone survey drive several hundred miles? Explain.
of the cost of renting a mid-size car in a This table gives the cost of renting each car for
large city. one day to drive the indicated number of miles.

Cost per 3. Copy and complete the table, indicating

Daily "Free"
Company additional how much it would cost to rent each car
rate miles
mile for the given miles.
A $34.99 150 miles 24 cents Total Cost of Car Rental
.....
c
B $26.95 100 miles 30 cents ~ Miles driven
c.
e
c $39.95 100 miles 30 cents u= 50 100 150 200 250
unlimited A 34.99 34.99 34.99 46.99 58.99
D $41.95 -
mileage
unlimited B 26.95 26.95 41.95 56.95 -
E $27.99 -
mileage
c - - - - -

1. ltfill.lfl!!·l,l Suppose you wanted to rent D - - - - -

a car for a short trip and you had the
information in the table. There is one car E - - - - -
that is clearly the "best deal" in most
cases. Which car is this? If this car were 4. Copy and complete the next table. It ranks
not available, how would you decide each car according to the amount it would
which car to rent? Write a paragraph cost to rent it to drive the given number of
explaining how you would decide. In- miles. The code is 1 for least expensive
clude the following: and 5 for most expensive.
• What things would you consider?
• Show any calculations you would need
to do to make your decision.
• Is there any additional information not
included in the table that you think you
would need to know?

,4,206 Chapter 6 Making Comparisons

Digitized by Coogle
 6.1.

Company Rankings 100

....
c 90
C'iS Miles driven
Cl.
E 80
u= 50 100 150 200 250
70
A 3 - - - - 60
B I - - - - 50

c - 40
4 - - -
30 ----~.-----~--~
D 5 - - - -
20
E 2 - - - -
10

5. In the table you just completed, you can 0 50 100 150 200 250
see that B is less expensive than A for 50
7. ~Two of the graphs should be horizon-
miles and I 00 miles of travel, but this is
reversed for 150 miles of travel. tal lines. Which ones, and why?
a. Which is less expensive for 125 miles 8. According to your graphs, if you plan to
of travel? drive I00 miles or less,
b. Show that the costs of A and B are a. which company is the most expensive?
almost exactly the same for 130 miles b. which company is the least expensive?
of travel.
9. Company A has a higher daily rate and
USING GRAPHS lower mileage costs than Company B.
6. The graph above problem 7 shows, for a a. Which of the two is more expensive for
single day of rental, how the cost of rent- someone who travels I00 miles?
ing a car from Company A varies as a b. Which is more expensive for someone
function of the number of miles driven. who travels 150 miles?
a. Make an enlarged copy of the graph on c. For what length trip is the cost of the
your own paper. two the same?
b. Add to the same grid a similar graph for 10. Company D has a slightly higher daily
each of the other four companies. Your rate than Company C, but its mileage
graphs must be accurate. costs are zero.
a. For what length trip is D cheaper?
b. For what length trip are they the same?

6.1 Comparing Car Rentals 2074

Digitized by Coogle
• 6.1

11. . _ The graphs for B and D intersect at graph has two parts: a horizontal part, and a
the point (150, 41.95). part that slopes upward. The equation also has
a. Label this point of intersection on two parts.
your graph. If y is the cost in dollars and x is the number of
b. Label other points of intersection on miles driven, then:
any of the other graphs. y = 34.99 if X :S 150
c. How would you interpret these points y = 34.99 + 0.24(x- 150) if x > 150
of intersection in terms of cost
comparisons? 13. Which part of the equation represents the
horizontal part of the graph?
12. . _ In what ways are tables better than
graphs in helping you make a decision of 14. . _ Explain every part of the second
this type? In what ways are graphs better? equation. (Why is 150 subtracted from x?
Why are parentheses necessary? What is
USING EQUATIONS the meaning of the quantity in the paren-
Equations are useful if you want to use a com- theses? Why is it multiplied by 0.24? Why
puter or a programmable calculator to help you is the result added to 34.99? What is the
analyze a problem like this one. You can write meaning of the sum?)
an equation for the cost of renting a car from 15. QWrite equations for the costs of renting
Company A for one day as a function of the the other cars as a function of miles
number of miles traveled. Notice that the driven.

DISCOVERY GRADE A VERACES 17. Caden found his current average by doing
this computation:
Mrs. Washman gives a quiz every Thursday. 8 9 10 13 40
A student's current average at the end of any 12 + 20 + 10 +IS= 57
week can be computed by finding the ratio of Amiko said this was wrong because you
total correct points to total possible points to don't add fractions by adding the numera-
date. The table shows Caden's scores. tors and adding the denominators. Who
was right? Were they both right? Were
Ql Q2 QJ Q4 QS
they both wrong? Explain.
Correct 8 9 10 13 -
18. What would Caden 's average be at the end
-
of week 5 if Quiz 5 had
Possible 12 20 10 15
a. 20 points, and he got 12 correct?
16. Find Caden's current average at the end b. 40 points, and he got 80% correct?
of week 1, week 2, week 3, and week 4. c. 25 points, and he got N correct?

4208 Chapter 6 Making Comparisons

Digitized by Coogle
 Which is Greater?
- --
- -
--- - --
- -
--- -
--- -
---
~ ~ ,Y/// ~ ~ ~~'// ~

••••••••••••••••••••• These two expressions are too complicated to

You will need: ••
• • build with the Lab Gear. It is easier to compare
• ••
• them if they are simplified first. Both expres-
•• ••
•••••••••••••••••••••••••••••••••• sions have two sets of grouping symbols,
parentheses and brackets. Brackets mean
1tfi1t.m!!.],l For each problem, if possible, exactly the same thing as parentheses.
give one value of x that
a. makes the right side greater; I Rule: Simplify from the inside out, remov-
ing the parentheses first.
b. makes the left side greater;
c. makes the two sides equal. 9. Removing parentheses, the first expression
is 14x- [4x- 2 + 3x]. Continue
Describe the method you used for each simplifying.
problem.
10. Removing parentheses, the second expres-
1. X ? 2x+3 sion is 5x- 2[x- 3x- 2]. Continue
2 y- 2 ? -y- 2 simplifying.

3. 6x ? 7x 2 + 6x - 7 The table below compares the expressions

9x + 4 and 7x + 2 for some values of x.
USING THE LAB GEAR
X 9x + 4 1x + 2
For each problem:
a. Simplify each expression. 10 94 72
b. Compare the two expressions. It may 5 49 37
help to build them with the Lab Gear,
one on each side of the workmat. 0.1 4.9 2.7
c. Is one side greater, or are they equal?
Write the correct symbol: >,<,or=. 11. Copy and extend the table.
If it is impossible to tell, write?. a. Find some values of x for which 9x + 4
Remember that xis not necessarily a is less than 7x + 2.
positive integer. b. Try to find a value of x for which the
4. x(x + 2) - 4 (x+ l)(x + 1) two expressions are equal.
c. Describe any patterns you see in
5. (x + l)(x + 2) 2 + 3x- x2
your table.
6. 3x2 + 9 - (x2 + 2) 3x2+ 9- r + 2 Lea and Earl were trying to compare these
7. 3r + 9 - (x2 + 2x) 3r + 9- x2 + 2x expressions:
8. If you did not get at least one ? as an Expression A: 5 - [x - (3x+ I)]
answer in problems 4-7, check your work.
Expression B: 5 - 3[x- (3x + I)]
USING GP!f.P'HS They got different results when they simplified
For which values of xis 14x- [4x- (2- 3x)] Expression B.
greater than 5x- 2[x - (3x + 2)] ?

6.2 Which is Greater? 2094

Digitized by Coogle
T6.2
Simplifying Expression 8 b. 4- 2[y- 6(y + I)]
Lea's work Earl's work 4 - [y - 6(y + I)]
17. Compare each pair of expressions in prob-
Step I 5 - 3[x - 3x - I] 5 - 3[x - 3x - I]
lem 16. Make a table of values and sum-
Step 2 5- 3[-2x- I] 5- 3[-2x- I] marize your findings in each case, telling
when the first expression is greater, when
Step 3 5+6x-3 2[-2x -I] the second expression is greater, and when
they are equal.
Step4 2 + 6x -4x- 2

SOlVING INEQUAliTIES
Lea and Earl wanted to know which one of
them had made a mistake. They asked their 18. Use a table of values to show that
teacher, Mr. Martin. "You can't both be right," 2x + 6 > 8 for all values of x greater
he said, "but you could both be wrong." than I.

12. Are Lea and Earl both wrong, or is only We say that the solution to the inequality
one of them wrong? Is Mr. Martin wrong? 2x + 6 > 8 is "all numbers greater than I"
Look for mistakes in their work. When because this describes all the values for which
you find a mistake, explain what the the inequality is true. Using mathematical
student did wrong. symbols, we say that the solution is x > I.

13. Look at Expressions A and B again. Find the solution of each inequality. That is,
Simplify both expressions correctly. describe all the numbers for which the inequal-
ity is true.
14. Using the simplified form of each expres-
sion, compare Expressions A and B by 19. X+ 5 >I 20. n- 5 > I
making a table of values. 21. y+5>0 22. r - 5>0
15• ...,. Summarize the information in your 23. X - 5 > -} 24. X+ 5 > -}
table by telling when Expression A is
greater, when Expression B is greater, and 25. -x>6 26. -x > -6
when the two expressions are equal. 27• ...,. Many students get problems 25 and
16. Simplify each pair of expressions. 26 wrong. Check your answers to them
a. 4x - 2x[3 - 6(x + I)] by substituting specific values of x. What
4 - x[x - 6(2x + I)] makes them more difficult than the
other ones?

DISCOVERY SQUARES ON A CHESSBOARD

28. QHow many squares of any size are there

on an 8-by-8 chessboard? Explain how
you get your answer. (Hint: First analyze
smaller boards.)

Chapter 6 Making Comparisons

Digitized by Coogle
 li:SSON

Solving Linear Equations

You will need:

•••••••••••••••••••••• 3. Simplify each side. If you did it correctly,
• your blocks should match this figure .
•• •
• the Lab Gear .....-.rJ ••
• ....................................... •
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
1. 1tfi1[.jfiil·l.l Find a value of x that makes
each equation true. Describe the method

-
you used.
a. 3(x + 2) = x + 5 t) t)
b. 3x + 2 = x + 5 ~ ~ 'ssss>
u u .11111
SSSS\
c. 3x + 2 = x- 5 •
. II I I I
d. 3(x + 2) = x - 5 t)-
USING THE LAB GEAR 4. Rearrange the blocks to match this figure.
Which blocks on the right side can be
The easiest equations to solve are linear, or
matched with identical blocks on the
first-degree equations in one variable. All four
left side?
of the equations above are linear. The equation
~ = 2x - I is not linear, because it contains
an x 2 term.
You have already learned to solve equations by
trial and error and the cover-up method. Some

-
kinds of equations can also be solved using the
Lab Gear.
This figure represents an equation. We want to ' sI sI sI sI ' I
find out what value of x will make the quantity
on the left side of the workmat equal to the
quantity on the right side.
There are some blocks that cannot be matched

•-
with blocks on the other side. The figure
shows a two-dimensional view of these blocks.

-• s s s s'
. I I I I I
• SSSS>
. I I I I I
5

2. Copy the figure with your Lab Gear.

6.3 Solving Linear Equations 2114

Digitized by Coogle
.6.3
Look at these remaining blocks. Remember The remaining blocks (those that cannot be
that the two sides are equal. This is true even matched with blocks on the other side) can
though they don't look equal. Remember x can then be rearranged to make it easy to see the
have any value. solution to the equation.
5. What must x be in order for the two sides
to be equal?
This figure shows how you would set out the
blocks to solve the equation 2x + 1 = 4x- 5. EEE
,,,,,,
I I II I 6. What is the solution to this equation?
For problems 7-11:

- a. Write the original equation.

b. Use the Lab Gear to find the solution.

--
Write equations to show some of the
t:'J- steps as you move your blocks.

--
Each side is simplified. The blocks have been
arranged to show which blocks can be matched
with blocks on the other side. Even so, it is not
7.
c. Write the solution.

easy to tell what the solution is.

It helps to add zero.

_,
' sI sI sI sI ' I

--
8.

-- --
t:'J • . sI sI sI 5I]
'

' sI sI sI sI ' I

Notice that the blocks on one side are rear- ~

,,,,,,
ranged to show which ones can be matched IJ J J j
with blocks on the other side.

Chapter 6 Making Comparisons

Digitized by Coogle
 6.3.

- -
9. MORE EQUATIONS

You have learned to solve equations using

• s s s s ' tables, trial and error, the cover-up method,
. I I I I I
and the Lab Gear. Solve these equations in
~ ~ whatever way you want, but show your work.
12. 3x + 5 = 6
' I I I
s s s sI]
'

13. 3x + 5 = -2x- 10
14. 2y - 6 = 5y + 3
15.6x; 6 = 3
10.
16. x;6 6 + 15 = 3

Make up an equation satisfying each of the fol-

lowing descriptions. Try to make up one that
would be challenging for another student to
solve, but not so challenging that you can't
solve it.
17. An equation whose solution is x = 4
18. An equation whose solution is y = -112
11. 19. An equation that has variables on both
sides of the equation and the solution
m =2
20. Q An equation that has more than one
solution

~
' I 5I 5I 5I ' I
s
--
I I I

~ ~~~
' s s s sI]
'

6.3 Solving Linear Equations

Digitized by Coogle
.6.3

D/SCO\IERY USING VARIABLES D/SCO\IERY GRADING POLICIES

21. A student is x years old. How many At the Shell School, math teachers give a six
months old is he? (Are you sure?) weeks grade based on six quizzes and two
22. Another student is y years old. writing assignments. The math department
a. How many years until she can vote? policy requires that quizzes and writing assign-
ments be counted equally.
b. How many months?
For each student in her class, Mrs. Washman
23. I start with 99 peanuts. It takes me x sec-
averages the quizzes, averages the writing
onds to eat one.
assignments, and then adds those two numbers
a. How long will it take to eat them all? and divides by two.
b. After eating n peanuts, how many
are left? For each student in his class, Mr. Pitcher adds
c. After z seconds, how many peanuts all the grades together and divides by eight.
are left? 27. Make up a list of grades of a student
who would have a higher grade with
PUZZLES MAGIC SQUARES Mrs. Washman's method.

These puzzles will be easier to solve if you 28. Make up a list of grades of a student
make yourself little squares of paper with who would have a higher grade with
numbers written on them. To solve the puzzles, Mr. Pitcher's method.
move the papers around, until you find a satis- 29. Is it possible for a student to have the same
factory arrangement. grade using either method? Explain.
24. Arrange all the numbers from 1 to 9 into a
3-by-3 square, so that the sum of all the
numbers in any row or column is always
the same.
25. Repeat problem 24, but make sure the
diagonals also add up to the same amount.
26. C) Arrange all the numbers from 1 to 16
into a 4-by-4 square, so that the sum of the
numbers in any row or column is always
the same.

Chapter 6 Making Comparisons

Digitized by Coogle
 Equations and Identities

You will need:

••••••••••••••••••••• 9. 4(2x- 2) = 2(4x- 4)
•
•
• •
•
• the Lab Gear .....-.rJ •
•• USINC, GRAPHS AND TABLES
• .......................................
• • 10. Make a table of (x, y) pairs and graph each
••••••••••••••••••••••••••••••••••

I Definition: An identity is an equation that is

true for all values of the variables.
linear function.
a. y = -2(x - I) +2
b. y = -2x + 4
1. Which of these equations are identities?
Explain your answers. 11. By simplifying the left side, show that
a. 3x + 9- 2(x + 2) = 3x + 9- 2x + 2 -2(x - I) + 2 = -2x + 4 is an identity.
b. 3x + 9 - 2(x + 2) = 3x + 7(x + 2) 12. For each pair of functions, decide whether
c. 3x + 9 - 2(x + 2) = x + 5 or not both members of the pair would
d. 3x + 9 - 2(x + 2) = x + 7 have the same graph. Explain.
a. y = 3 - 4x and y = 4x - 3
USING THE LAB GEAR b. y = -6 - Sx and y = Sx - 6
To solve the equation 5(x + I) = 25 you can c. y = 2x2 andy = 2x(x + 2) - 4x
model both the left side and the right side as d. y = 5 - x andy = -x - 5
rectangles. In this case, you can match the rec-
e. y = -x + 5 and y = 5 - x
tangles, and it is easy to see what the value of
x must be. 13. Look at your answers to problem 12. For
each pair that would not have the same
graph, graph both functions on the same
axes. Find the point where the two graphs
intersect and label it on the graph.
14. ..... Which of the pairs of graphs that you
drew in problem I3 do not have a point
2. What is the value of x that makes both of intersection? Can you explain why this
sides equal? is so?
Use the Lab Gear to solve these equations. If 15. ..... When graphing two linear functions,
the equation is an identity, explain how you there are three possibilities: You may get
know, using sketches if necessary. the same line, two parallel lines, or two
lines that intersect. Explain what the tables
3. 3(x + 2) = 15 of (x, y) values look like in each case.
4. 3(x + 2) = 3x + 6
ALWAYS, SOMETIMES, NEVER
5. 4(2x + 1) = 4(x + 5)
While an identity is true for all values of x, an
6. 4(2x - I) = 4(x - I ) equation may be true for only some values of
x, or for no values of x.
7. 4(2x- 1) = 4(2x + I)
8. 2(2x + 2) = 4(x + I)

6.4 Equations and Identities

Digitized by Coogle
.6.4

Examples: 2x + 6 = 4 is true when x = -I, For each equation 18-21:

but not when x = 0. The equation x + 5 = x State whether the equation is always,
is never true, because a number is never sometimes, or never true. Explain.
equal to five more than itself. We say this
equation has no solution. 18. 0.5x - 2 = 0.5(x - 2)

16. For each equation, state whether it is 19. 0.5x- 2 = 0.5(x- 4)

always, sometimes, or never true. If it is 20. 0.5x - 2 = x - 4
always or never true, explain how you
know. It may help to simplify and to use 21. 0.5(x - 2) = x - 4
tables, graphs, or sketches of the Lab Gear.
22J;i§.l.j,l Write a report about equations that
a. 2x + 5 = 2x + I
are always, sometimes, or never true. Use
b. 3(x- 4)-4(x- 3) = 0 one example of each type. Illustrate each
c. (x + 5) 2 = x 2 + 25 example with a graph and a Lab Gear
d. 6x- (7- x) + 8 = 1x + 1 sketch. Be sure to include the definition
of identity and full explanations.
17. Look at the equations in problem 16 that
you decided were sometimes true. For
each one, find a value of x that makes it
true and one that makes it false. Show
your work.

ij/iilali WHICH IS GREATER? 29. ~ Is it possible to get a different square

by adding a different number of yellow
23. Which is greater, or does it depend on the blocks? Explain your answer.
value of x? Explain.
Make a square with these blocks, adding as
a. -2x -2x + 7 many x-blocks as you want, but nothing else.
b. 6x-4 6x + 4 For each square, write an equation relating the
c. -x2 x2 side length to the area.
d. (-x) 2 -x2
30. x2 + + 25 31. 4r + + 25
REVIEW/PREVIEW MAKE A SQUARE + 36 33. 9x2 + +1
Make a square with these blocks, adding as 34. x 2 + +9
many yellow blocks as you want, but nothing
35. ~ Is it possible to get a different square
else. For each square, write an equation
by adding a different number of x-blocks?
relating the side length to the area.
Explain your answer.
24. x 2 + lOx + 25. 4x2 + 8x +
36.fll!,!,filej Describe the pattern for the
26. 9x2 + 6x + 27. x 2 + 2x + square of a binomial, in terms of the Lab
28. 4x2 + 12 + Gear, and in terms of the algebraic
symbols.

4.216 Chapter 6 Making Comparisons

Digitized by Coogle
~llii@itii@~ 6.A Money Matters
_WRITIN~

DISCOUNTS • How would your decision be affected if

A discount card at a movie theater costs $10. the cost of the discount card were raised
With that card, it costs only $3 to attend a to $12?
movie, instead of $5. The card is valid for • \) How would your decision be affected
three months. if the cost of the discount card were
changed to $K?
1. Use the same pair of axes for both of the
graphs in this problem. Make a graph of
IIISCeUNTS
the total cost (including the cost of the dis-
count card if you got one) as a function of
the number of movies you see Today Lara opened a bank account and
deposited $700. She has just started a part-time
a. if you have the discount card;
job and will get a paycheck of $130 every two
b. if you do not have the discount card. weeks, on the 151 and the 151h of the month.
2. What is the total cost of seeing n movies in She plans to take $40 out of each paycheck
three months for cash expenses and deposit the rest in her
a. with the discount card? bank account. On the l5 1h of every month,
when her car payment is due, she will write a
b. without the discount card?
check for $220.
3. a. If you saw 12 movies in three months,
5. Make a table showing how much money
how much would you save by buying
Lara will have in her account on the P'
the discount card?
and l5 1h of every month over the next five
b. If you saw only two movies in three months. It may help to show deposits and
months, how much would you save by withdrawals. Look for a pattern.
not buying the discount card?
6. How much money will Lara have in her
4. l;l§•r•lel Write a report explaining how you account on the P' and the 151h of the
would decide whether or not to buy the month
card. Do a complete analysis of the situa- a. eight months after receiving her first
tion, using graphs, tables, and equations. paycheck?
Your discussion should include, but not b. n months after receiving her first
be limited to, answers to the following paycheck?
questions:
• What is the break-even point; that is, 7. l;l§.j.j,l Imagine that you are Lara's older
how many movies would you have sister or brother. Write a letter to her
to see in order to spend exactly the showing why she will run out of money,
same amount with and without the and when. Give her some suggestions for
discount card? what she might do to avoid this.

6.A Money Matters

Digitized by Coogle
 LESSON

Graphical Solutions

I
You will need:
•••••••••••••••••••••• 4. Ifx = 100,
•
• • a. which graph is above, y = x - 1 or
• graphing calculator •
• ························································ •• y = 0.25x + 2?
•
• (optional) ••
•
• •• b. what is the value of 0.25x + 2?
•
•• graph paper EHB
. ..................... ..... ......... l::!:±:l;' •
•
c. what is the value of x - 1?
•
•
•
• 5. If X= -)00,
••••••••••••••••••••••••••••••••••
a. which graph is above, y = x - I or
A GRAPHICAL ANALYSIS y = 0.25x + 2?
1. On the same axes, graph y = x - I and b. what is the value of 0.25x + 2?
y = 0 .25x + 2. c. what is the value of x - 1?
Your graph should look like the one below. 6. Describe all the values of x for which the
The three points that are marked and labeled graph of y = x - 1
with their coordinates are all on the part of the a. is above the graph of y = 0.25x + 2.
graph of y = x - I that is below the graph of b. is below the graph of y = 0 .25x + 2.
y = 0.25x + 2.
7. Describe all the values of x that satisfy
each equation or inequality.
a. 0.25x + 2 = x - 1
b. 0.25x + 2 > x - 1
c. 0 .25x + 2 < x- I
FINDING SOLUTIONS

8. Using trial and error, find three values of x

that satisfy each inequality.
a. 2x < 3x + I
b. 2x > 3x + I
It is often easy to find a few values of x that
satisfy an inequality. It is harder to find all the
values, that is, to solve the inequality. You
have solved equations and inequalities using
trial and error, the cover-up method, tables,
2. Find the coordinates of three points on the and the Lab Gear. Another method is to
part of the line y = x - I that is above the use graphs.
graph of y = 0.25x + 2.
3. Find the coordinates of the point where the
two lines cross.

Chapter 6 Making Comparisons

Digitized by Coogle
 6.5.

9. Graph y = 2x and y = 3x + 1 on the same showing how you would use your method
pair of axes. Use the graphs to solve the to solve these equations and inequalities.
two inequalities in problem 8. Remember a. - 2x + I > 3x - 4
that even though the graph shows values of b. 2x- 1 > -3x + 4
both x andy, the original inequalities c. 3x + 4 = -2x- 6
involved only the variable x. Your answers
d. x 2 = x + 2
should involve only x.
10. Graph each pair of functions on graph MORE EQUA liONS AND INEQUALITIES
paper. Use a separate grid for each pair.
Use the techniques you have learned to solve
a. y = 2x - 10 and y = 5x - I these equations and inequalities. You can use
b. y = 2x + 10 and y = 5x - 2 trial and error, the cover-up method, tables,
c. y = 2x - 10 andy = 5x - 2 graphs, or the Lab Gear. Show your work.
d. y = x2 and y = 4x - 4
13. 6x + I < +7 - 3x
11. Use your graphs from problem I 0 to
14. 2x + 32 = 6x + 28
find the values of x that make these
equations true. 15. 4(x + 5) = 4x + 20
a. 2x - I 0 = 5x - I 16. -3 + m < -m - 3
b. 2x + 10 = 5x - 2
c. 2x - 10 = 5x - 2
17. Sx: 3- 6 = I

d. x 2 = 4x- 4 18. x2 = 6- x
X
12.1FJI!,!,6'•1 Write a paragraph explaining 19. X+ I = 1
how you can use graphs to help solve
equations and inequalities. Illustrate by 20. X ; j +X = 19

fjlailiUi SUBSTITUTION 21. ~- 0 = ~

For each problem, write a simple expression 22. 0 + 2 = 0 + ~ + ~

that shows the relationship between~ and 0. 23. 0 +~+~+0= 0
(Hint: If you cannot find the relationship by
using algebra, make a table of values of~ and 24. 0 - ~ + 0 - ~ = 0
0 that make the expressions true, and find a 25. ~ + ~ = 0 + 0
pattern in the table.) Show your work.
26. 0 + ~ + ~ + 0 = 4

6.5 Graphical Solutions

Digitized by Coogle
.6.5

REVIEW/PREVIEW DIVISION AND THE DISCOVERY WEIGHTED AVERAGES

DISTRIBUTIVE LAW

To divide a polynomial by a monomial, you Mr. Cody counts the quiz average (Q) in his
can use the multiplication table format. For class three times as much as the test average
example, here is the setup to divide 1Or - 5x (T). That is, he uses the formula:
3Q+T
by 5.
4
? ?
(This is called a weighted average, because he
5 L I_ _ I o_~_2 _ _____l_ _ _-s_x_----' weights the quizzes three times as much.)
Mr. Fletcher counts the test average twice as
Ask yourself: What times 5 = 1Or? and what much as the quiz average. He uses the formula:
times 5 = -5x? Write the answers across the Q+2T
top of the table: 2x2 - x. 3
Divide. Oliver's grades:
27. 10x2 - 5x 28. l0x2 - 5x Quizzes: 75 80 85 95 70
X 5x Tests: 95 100 80
If the denominator does not divide every term Connie's grades:
of the numerator, you will still have fractions Quizzes: 95 98 94 88 90
in the answer. For example: Tests: 80 80 95
l0x2 - 5x = 5x2 _ 5x 32. Which teacher would Oliver prefer to
2 2 have?
Divide. 33. Which teacher would Connie prefer to
29 l0x2- 5x 30• 10x2 ; 5x have?
• 10 X
34. Oliver and Connie are both in Mr. Dodge's
31. 10x2 - Sx class. He gives students an A who have an
3
average of 90 or better. If possible, show
how Mr. Dodge can weight the tests and
quizzes so that
a. Oliver has an A average;
b. Connie has an A average;
c. both Connie and Oliver have an A
average.

4220 Chapter 6 Making Comparisons

Digitized by Coogle
 Solving Techniques:
Addition and Subtraction
:II\\ \\'- -==.... I \\ ..::=:=::::=::_ I \ ~ \ \'> - = . _ II \\ .===::... , \\,\ -=-
1' ~ I I ~ 0 I ::s:- :::s::- I I ~ ::5=:::-

You will need:

••••••••••••••••••••• 4.
••
• •
:• ~~:. .~~?.~.:~~---·· ....-.rJ :
•
••••••••••••••••••••••••••••••••••
One key to solving linear equations is a tech-
nique based on this fact: If two quantities are
equal, and you add or subtract the same
quantity from both, you end up with equal
quantities. This provides you with a method
for simplifying equations.

USING THE LAB GEAR 5.

1. Write the equation shown by this figure.

{]{]
tJtjssss-.
I I I I]
' sI sI sI sI]
..
6.

2. Remove three x-blocks from each side.

Add 5 to each side and simplify. Finally,
form rectangles on both sides, setting them
up to show a common side.
3. Write the solution to the equation. Explain.
For each figure in problems 4-7, write the
equation, then solve for x. Use the method
shown in problem 2.

6.6 Solving Techniques: Addition and Subtraction 2214

Digitized by Coogle
.6.6
7. 13Jtfi'[.jf!!!.!,l Tania Rhine had $123. For
her birthday, she received $175 from her
grandparents, and her allowance was
raised to $11 a week. What is the largest
amount she can spend every week, if
a. she wants to have a total of $600 by
her next birthday?
b. she wants to have $100 left by her
next birthday?

Beatrice had $321 in her savings account on

For each problem, 8-11, September I. She planned to save $14 a Week.
a. Model the equation with the Lab Gear.
14. Make a table or graph showing how her
b. Solve it using the techniques you have total savings change as a function of the
learned with the blocks. Record alge- number of weeks that have passed.
braically at least two of the intermedi-
ate steps. 15. Look for a pattern in your table or graph.
c. Write the final answer. How much would Bea have at the end of:
a. 4 weeks? b. 52 weeks?
8. 5x + 3(x + 3) = 25
c. n weeks? d. 2 years?
9. 5x = 25 + 3(x + 3) e. n years?
10. 0 = 3(6 - x) + 6x 16. Beatrice is considering another possible
11. 15 - 4(x - 2) + 2x = 3 savings plan. She wants to go to a movie
every week, which means she would spend
12. Start with the equation x = 3. $5 out of the $14. She would deposit the
a. Add and/or subtract the same amount rest in her savings account. Make a table
from both sides repeatedly, getting the or graph of this savings plan to compare
equation to be more and more compli- with your first one.
cated. (The quantities you add and sub-
17. With the second savings plan, how much
tract may include x. You may use the
would Beatrice have at the end of:
Lab Gear. If you do, record some of
the steps.) Write the final equation on a. 4 weeks?
paper and give it to a classmate. b. n weeks?
b. Solve a classmate's equation. If you 18. Beatrice is saving for a stereo that costs
both do your work correctly, the solu- $549. How long will it take to reach her
tion should be x = 3. (Again, you may goal under each savings plan? Try to
use the Lab Gear.) answer this question without extending
your tables or graphs. Instead, try to write
SAVINGS PlANS
and solve equations.
In this section, you can apply equation solving
to real-life problems.

4222 Chapter 6 Making Comparisons

Digitized by Coogle
 6.6.
19. Abraham is also saving for the stereo. them will already have bought the stereo?
He has $235 in his savings account on Will your answer depend on what savings
October I and deposits $21 per week. plan Bea was following? Explain, showing
Write an expression that gives the amount all your work.
of money that Abraham has after n weeks.
MORE EQUATION SOlVING
20. ct-- Use tables, graphs, or equations to
answer these questions. Show your work. Use any of the methods you have learned to
Who will have enough to buy the stereo solve these equations. Show your work.
first, Abraham or Beatrice,
a. if Beatrice has been following her 22. 3x + 3 - 5x + 6 = 9x - 3x + 23
first plan? 23. 5x - 6 = 13x - 5 - 9x
b. if Beatrice has been following her
second plan?
24. lOx + 23 = 6x + 27
25. 2 - 3x + 5 = 7x - 4 - 8x
21. cl-- On January 15, Bea and Abe see an
advertisement about the stereo. For two 26. 4x + 5 = 4x + 7
weeks, it will be on sale for $499. Will
27. 3x + 4x = 8 + 7x - 8
either one of them have enough money to
buy the stereo then? Do you think one of

DISCOVERY HARDER FACTORING 30. 6r + 7x + 2

Factor these trinomials by making a rectangle 31. 6r + t9x + 10
with the Lab Gear and writing a multiplication 32. 3x2 + 16x + 5
equation relating length, width, and area.
33. 4r + 2ox + 25
28.x2 +xy+x+y
29. 3r + 5x + 2

6.6 Solving Techniques: Addition and Subtraction 2234

Digitized by Coogle
 How Much More Than?
How Many Times as Much?

You will need:

•••••••••••••••••••••• b. Make a graph showing the ratio of
• Mark's age to Gordon's age as a func-
•
••• graph paper ffiB •
•• tion of time. Label the x-axis years
•• ······································~ • after 1980 and they-axis ratio of ages.
•• ••
•• the Lab Gear -.iii="'~ •• Describe your graph .
....................................... ~
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• c. Compare the two graphs .

COMPARING AGES 5. . . .
a. Why do we usually compare people's
On Mark's 12th birthday, he said to his little
ages using differences instead of ratios?
brother Gordon, "You'd better do what I say.
Now I'm twice as old as you are." b. What do you think is the smallest possi-
ble value for this ratio of Mark's age to
The six-year-old math whiz wasn't scared. Gordon's age? Explain.
"That's nothing," he laughed. "A few years
ago, you were four times as old as I was. And 6. Beau and Bea said, "The ratio of our ages
not long after I was born, you were thirty- will always be the same!" How could this
seven times as old as I was." be? Discuss.

1. How old were the two brothers when 7. ._On Mark's 12th birthday, his mother
was three times as old as Mark. Was she
a. Mark was four times as old as Gordon?
ever twice as old? Was she ever four times
b. Mark was 37 times as old? as old? Explain.
2. a. As Mark and Gordon get older, does the
COMPARING NUMBERS
difference between their ages increase,
decrease, or stay the same? Explain. When comparing the size of two positive num-
b. Does the ratio of their ages increase, bers, for example 5 and 15, you can ask two
decrease, or stay the same? Explain. different questions.
• 15 is how much more than 5?
3. Mark was born in 1980. On the same axes,
make two graphs, one showing Mark's age • 15 is how many times as much as 5?
as a function of time and the other show- The question How much more than ... ? is
ing Gordon's age as a function of time. answered using subtraction, as shown in this
Label the x-axis years after 1980 and the figure. Since 15 - 5 = I 0, you can say that
y-axis age. Compare the two graphs. 15 is 10 more than 5, (or 10 is the difference
of 15 and 5).
4. a. Make a graph showing the difference
between the two boys' ages as a function
of time. Label the x-axis years after 1980
and the y-axis difference in ages. Describe
your graph.

4224 Chapter 6 Making Compariso11s

Digitized by Coogle
 6.7.
The question How many times as much. .. ? is To find out how many times as much 5x is than
answered using division, as shown with the x, divide as shown.
Lab Gear. Since 15/5 = 3, 15 is 3 times as
much as 5, (or 3 is the ratio of 15 and 5).

For each pair of expressions in problems 14-18:

a. The first expression is how much more
Answer both questions about these pairs of
than the second?
numbers in problems 8-13. Show how you got
b. The first expression is how many times
your answers. In some cases, you may want to
as much as the second?
use the Lab Gear.
a. The first number is how much more 14. 5x and x 15. I Ox and 5
than the second?
16. lOx and 5x 17. 8xy and 2x
b. The first number is how many times as
much as the second? 18. 2x + 2y and x + y
8. 35 and 5 9. 10 and 10 APPLICA liONS

10. 9 and 8 11. 16 and 4 19. .,_ The Statue of Liberty, which guards
I the entrance to New York harbor, was
12. 16 and 4 13. 4 and 16 given to the United States by the people
of France in honor of the centennial of
COMPARING ALGEBRAIC EXPRESSIONS American independence. The statue mea-
Sometimes you need to compare quantities sures Ill feet I inch, from her heel to the
given by formulas that involve variables. The top of her head. She was designed by
same methods can be used as when comparing Frederic Auguste Bartholdi. Suppose
numbers. Mr. Bartholdi had used as a model for the
statue a woman who was 5 feet I inch tall.
To find out how much more 5x is than x, sub-
tract 5x - x, as shown. a. How much taller is the statue than the
model?
b. How many times as tall is the statue?
c. Which of these two numbers would
have been useful to Mr. Bartholdi when
designing the statue? Explain.

6.7 How Much More Than? How Many Times as Much? 225,4

Digitized by Coogle
.6.7

20..... If Reg takes the bus to work, it takes 1983. During the same period of time, the
him about an hour and 15 minutes. If he hourly wage of a bagel deliverer increased
drives, it takes him about 45 minutes. from $2.50 per hour to $5.00 per hour. The
a. How much longer does it take on company president said, "We try to pay
the bus? our employees the highest possible wages
b. How many times as long does it take? and charge our customers the lowest possi-
ble prices. In a period of high inflation,
c. Which number would be more impor-
our prices have risen only 30 cents in ten
tant to Reg in deciding which method
years. Yet, during the same time, we dou-
of transportation to use? Why?
bled hourly wages." How might the presi-
21. . _ The A.R. Bagel Company charged 30 dent of the Bagel Workers' Union describe
cents for a bagel in 1973 and 60 cents in this situation? Discuss.

DISCOVERY TOURNAMENTS b. The teams play "best out of three"

games. In other words, the third game
22. Twelve teams are playing in a tournament. of the three may not get played. What
a. Each team must be scheduled to play is the smallest number of games that
three games with each other team. might be played?
How many games must be scheduled?
(Hint: Start by thinking of a smaller
tournament.)

4226 Chapter 6 Making Comparisons

Digitized by Coogle
 Solving Techniques:
Multiplication and Division

You will need:

• • • • •• • • • •• •• ••• ••••• 2•
•
• the Lab Gear .....-.tJ
.......................................
••
•
••
•• graph paper
l::f:I::l;l
• ••••• • ••••••••••••••• 0 ••• 0 • ••• •••• •••
tHE
•
•••••••••••••••••••••• ••••• ••••••
Another key to solving equations is the fact
that you can multiply or divide both sides by
the same number (as long as it's not zero).
For example, if 3x = 15, then divide both sides
by 3, and you find that x = 5. 3.

Of course, some divisions cannot be shown 4.

easily with the blocks. If you end up with
4y = 7, then dividing both sides by 4 will
reveal that y = 7/4. This is impossible to show
with the Lab Gear.

USING THE LAB GEAR

-
Write and solve these equations. .iiii~

1.

-
6.8 Solving Techniques: Multiplication and Division 2274

Digitized by Coogle
.6.8

USING RECIPROCAlS !- ~l"liCATIOr.JS

Solve these without the Lab Gear. You have learned to multiply or divide by a
2 I number when solving an equation containing
5. J X = 18 6. SX = 99 one variable. This is also a useful technique
Solve these by multiplying or dividing first, when working with equations containing two
and then again by first distributing the number variables, such as this one, 4y - 8x = 0.
in front of the parentheses. You should get the
In a two-variable equation, it is often useful to
same answers by both methods.
solve for one variable in terms of another. This
7. 7(x - 2) = 30 8. 12(x + 6) = 48 means that one variable is alone on one side of
I 4 the equation.
9. 3(2x- 4) = 5 10. s<2- 8x) = 16
By adding 8x to both sides, it is easy to rewrite
11. ~(2x- 4) = 5 12. ~(2 - 8x) = 16 this equation so that the y's are on one side and
the x's are on the other:
13.fii!,!,fi!d Use examples. 4y = 8x.
a. Explain how to decide which of the two Dividing both sides by 4 gives
methods (distributing first or later) one
y = 2x.
should use in problems 7-12.
b. Explain how to decide what number to Transform each equation below so that y is in
multiply or divide both sides by when terms of x. You may use the Lab Gear.
solving an equation. 15. 3y - 6x = 9 16. 6x - 3y = 12
14. Start with x = -3. 17. X- y = I 18. 6x - 5y = 0
a. Create an equation by adding and/or
EQUIVAlENT EQUATIONS
subtracting the same amount from both
sides repeatedly, and by multiplying 19. Draw axes and plot three (x. y) pairs that
and/or dividing both sides by the same satisfy the graph of 4y- 8x = 0. Describe
amount repeatedly. Write the final the graph.
equation on paper and give it to a
20. Find three (x, y) pairs that satisfy y = 2x
classmate. and draw the graph. Compare it with the
b. Solve a classmate's equation. If you graph in problem 19. What do you notice?
both do your work correctly, the solu- Explain.
tion should be -3.
If equations in two variables have the same
graph on the Cartesian coordinate system, they
are called equivalent equations.

4228 Chapter 6 Making Comparisons

Digitized by Coogle
 6.8.

21. Explain how you could have determined 23. X+ y = 2 24. xly = 12
without graphing that the equation 2x + 2y = 2 ylx = 12
4y - 8x = 0 is equivalent toy = 2x.
2x + 2y = 4 y = 12x
22. a. Write an equation that is equivalent 25. 3x- y = 6 26. 0.8x = y
to 6y = l2x, but looks different.
2y = 6x- 12 X - 0.2x = y
b. Describe what the graphs of both
y- 3x = 6 y- 4/5x = 0
equations would look like.
27. 1.2x = y
For each group of equations decide which
ones, if any, are equivalent equations. If x + 0.2x- y = 0
you are unsure, you might want to solve the 2.4x - 2y - x = 0
equations for y, make some tables, or draw
some graphs.

PUZZLES AGE RIDDLES half as long as his father and died four
years before his father. How many years
28. At age 3, Henry could count to 12. How did Diophantus live? How old was he
far could he count by age 21 ? when he got married?
29. Augustus De Morgan lived in the nine- 31. Make up an age riddle.
teenth century. He said, "I was x years old
32. Solve a classmate's riddle.
in the year x 2." In what year was he born?
30. Q Diophantus spent one-sixth of his life RESEARCH FAMOUS MATHEMATICIANS
in childhood and one-twelfth of his life in
youth. He spent one-seventh more of his
33. Prepare a report about Diophantus or
life as a bachelor. Five years after he was
Augustus De Morgan. What were their
married, his son was born. His son lived
contributions to mathematics?

6.8 Solving Techniques: Multiplication and Division 2294

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~Ill@$!@~
WRITING
6.8 Constant Differences Constant Ratios
'

You will need:

••••••••••••••••••••• 7. Choose any other number Rand graph the
•
• function ylx = R. (For example, if you
••
•
•
•
. . . . . . . . . . . . . . . . . . . EEE8
graph paper
w •
•
•
•
•
chose R to be 3, you would graph the
equation y/x = 3.) Label the graph with
••••••••••••••••••••••••••••••••••
its equation.
CONSTANT DIFFERENCE GRAPHS
8. Graph several other functions of the form
These three (x, y) pairs follow a pattern: (6, 0), ylx = R. For each graph, you will need to
(7, 1), (-4, -10). The difference between y and choose a different number for R. Be sure
x always equals 6. The equation y - x = -6 to try some negative and fractional values
describes the relationship between x andy. as well as positive integers.
Use the same pair of axes for all the graphs in 9. Now graph some constant ratio graphs of
problems 1-5. the form xly = R. Explain any differences
1. Graphy- x = -6. and similarities with graphs of the form
ylx=R.
2. Choose any other integer D and graph the
function y- x = D. (For example, if you Ar'P'LICA TleNS
chose the integer I 0, you would graph the
equation y - x = 10.) Label the graph I Note: D and R in problems 2-9 are called
parameters.
with its equation.
3. Graph several other functions of the form IOJ;i§.I.lijl Write a report describing and
y - x =D. For each graph, you will need analyzing any patterns you noticed in the
to choose a different number for D. graphs you just drew. Your report should
Remember to try negative numbers and be divided into two parts, one on constant
fractions as well as positive integers. differences, and the other on constant
ratios. It should include, but not be limited
4. Compare your constant difference graphs to, answers to these questions:
with the constant sum graphs that you • Can you tell from the value of the para-
investigated in Chapter 5, Lesson I. meter which quadrants the lines will
5. Graph some constant difference graphs of pass through? Whether the lines slope
the form x- y =D. Explain any up or down?
differences or similarities with graphs of • Do any lines go through the origin? If
the formy- x =D. not, do you think you could find a value
for the parameter so that the line would
CONSTANT RATIO GRAPHS go through the origin? Explain.
These three (x, y) pairs follow a pattern: (3, 6), • For the constant ratio graphs, why is
(4, 8), (-4, -8). The ratio of y to xis always there a "hole" in the graph when x = 0?
equal to 2. The equation y/x = 2 describes the • Comment on anything you notice about
relationship between x andy. the x-intercepts andy-intercepts.
Use the same pair of axes for the graphs in • There is one constant difference graph
problems 6-9. that is also a constant ratio graph. What
are the values of D and R?
6. Graph y/x = 2.

,4,230 Chapter 6 Making Comparisons

Digitized by Coogle
 LESSON

Rational Expressions
-
--- -
--- -
--- -
--- -
--- -
---
~ :::s::- ~ ~ ~ ~

••••••••••••••••••••• A if the expression in the first column is

You will need: ••
•• •• greater
•
•• •• B if the expression in the second column
••••••••••••••••••••••••••••••••••• is greater
? if the value of x determines which one
COMPARING RATIONAL EXPRESSIONS
is greater
To add, subtract, multiply, and divide fractions
Explain your answers.
involving variables, use the same rules you use
a. ~ x- 2
for numerical fractions. 5 5
1. .,_Review the rules for adding, subtract- b. X-~ x-2
5 5
ing, multiplying, and dividing fractions,
using an example of each kind. c.~ 5
X x-2
2. For each expression, substitute 1, 2, and 9
EQUIVALENT RATIONAL EXPRESSIONS
for x and perform the indicated operation.
In which problem is the answer the same, By dividing, you can show that two fractions
regardless of the value of x? represent the same ratio. For example, as the
figure shows, 10/5 equals 2/1.
a.~·~ b. OY(~) r-

C. 5 X d. 5 X
~+5 X 5 ~
f-
~
f-
r- r-
A rational number is any number that can be rr
written as a ratio of integers. A rational
expression is an expression that involves a
ratio. A very simple rational expression is the
rational number I /2, which is the ratio of I to
2. A more complicated rational expression is
(x2 + 3x + 4)/(x3 - 99), which is the ratio of
two polynomials.
3. With the numbers 3 and 4, you can write
the ratio 3/4 or the ratio 4/3. The same thing sometimes works with polyno-
a. Which is greater, 3/4 or 4/3? mials. As shown in the figure, the rational
b. Which is greater, 3/4 of 4/3 or 4/3 of expression (x 2 + 3x + 2)/(x + I) is equal to
3/4? Explain. (x2 + 5x + 6)/(x + 3) because the result of
both divisions is the same.
4. .,_ For each pair of expressions below,
write:

6.9 Rational Expressions 2314

Digitized by Coogle
• 6.9

SOlVING EQUATIONS INVOlVING RATIOS

8. IM!.JE!H.],I The equation

x-3= +I
5 X
cannot easily be modeled with the Lab
Gear. Try to solve it using any technique
you have learned. Compare your method
and your answers with other students'
work.

Lea and Earl both tried to solve this equation.

They got different answers.
5. What is the result of both divisions?
Lea's work Earl's work
(Note: These two rational expressions are not
equal when x = -1 or x = -3. Can you see 5r ~ 3) = (x + I ) · 5 5 (t ~ 3) = (x + I) · 5
why? Try substituting these numbers for x and x- 3 = 5x + 5 5(x - 3) = 5(x + I)
see what happens.) I I
-3 = 4x +5 -5 • 5(x - 3) = - · 5(x + 1)
5
6. Are these rational expressions equal? -2 = 4x x-3=x+I
Explain. You may use a sketch.
-0.5 =X impossible
(xy + 2x)lx (/ + 2y)/y
9. Who is right, or are they both wrong?
7. For each problem, find a number or Copy each student's work and write an
expression you could put in the box that explanation beside each step telling what
would make the two rational expressions was done. If a step is incorrect, explain
equal. Explain each part, perhaps using why and make a correction.
a sketch.
3x + 6 Solve these equations. Show your work and
a. 3x
X
D write a brief explanation of each step.
6-x x 6-x x
18 15
10. -8- = 2 11. -8- = 5
b.
6
D 12. X + 5 = 3
x+7
13 6 + 2x =
"x+7
±
5
14. X- 3 =X+ 5
c .D 2t + 2y 2
--
x+y 2
15. fii!,!..fi!fl Describe a general method for
x 2 + 8x + 12 2t + 12 solving equations like those in problems
d.
D 2 I 0-14. Include the solution of an example
you made up.

.4,232 Chapter 6 Making Comparisons

Digitized by Coogle
 6.9.

fjliilili EQUATION SOLVING 19.

Write the equation shown by the blocks, then

solve it. If you use the Lab Gear, write equa-
tions to show some of the steps as you move
your blocks. If you don't, show all your work.
16.

Solve.
20. (x + 3)2 = (x - 3)(x + 4)
21. (x - 1) 2 = (x + 2)(x - 6)

PUZZLES ORDER OF OPERATIONS

17.
Keeping in mind order of operations, insert as
many pairs of parentheses as needed, to make
these equations true.
22. 4 • 2 + 3 = 20
23 • .!_ + .!_ • .!_ = .!_
4 2 2 2

24. 5 • 3 - 2 + 6 = 35
25. 32 + 2 • 7 - 4 = 33

18.
26. .!_ • 6 + 4 • ~ + .!_ = 7_
3 6 3 3
27. 1 - 2 • 2 + 5 • 6 = -42

6.9 Rational Expressions 2334

Digitized by Coogle
 Improving Your Average

FREE THROWS a. What is the value of this ratio when

x = 40? (That is, what is her average if
Alaberg High School has a girls' basketball
she has 40 more attempts and makes all
team nicknamed "the Gals." Ms. Ball, the
of them?)
coach, is studying these statistics.
b. What is her average if x = 25?
Mid-Season Free-Throw Data
4. Suppose Li Ann had x free throw attempts
FT-A Average during the rest of the season and missed
every one.
Bea 15-20 75%
a. What would her season average be, in
Gale 3-18 terms of x? (Hint: The expression will
--
be different from the one in problem 3.)
Lara - - -8 25% b. If she had a season average of 40%,
how many more free throws after mid-
Lea 5- - - 20%
season must she have attempted?
LiAnn 16-24 -- c. If she attempted ten more free throws,
what would her season average be?
Ff-A means free throws made -free throws 5. Suppose Li Ann made every attempted
attempted. The average is shown as a percent, free throw.
but it could be shown as a ratio or decimal. a. What would her season average be, in
(For example, Bea's average is 15/20 or 0.75.)
terms of x?
1. Copy and complete the table. Who has the b. What would her season average be if
best record so far this season? she attempted eight more free throws?
c. If she had a season average of 0.85,
2. 1tfi11.!bl!!·l,l Bea wants to have a season
how many more free throws must she
record of 90%. She thinks she can make have attempted?
every free throw that she attempts for the
rest of the season. Tell how many she These problems are not very realistic. Usually
would have to make in a row in order for people do not make all their attempted free
her season average to be: throws, but they don' t miss all of them either.
a. 80% b. 85% c. 90% Lea hopes that she will make about 40%
of her attempted free throws for the rest of
d. 95% e. 99% f. 100%
the season.
Discuss.
6. If Lea attempts x more free throws, and
3. If Bea has had 20 free throw attempts and makes 40% of them, she knows that her
has made 15 of them, her average is 15/20. average for the season would be
If she has x more attempts and makes all 5 + 0.40x
of them, her average is 15 + x . 25 +X
20 +X

Chapter 6 Making Comparisons

Digitized by Coogle
 6.10.
a. Explain the meaning of the numerator Their grades in algebra are based on 12 ten-
and denominator of this expression, point assignments per quarter. Students who
and how it was figured out. have been absent because of illness (like Hal
b. How would the expression change if and Zal) can complete the assignments late.
Lea made 60% of her remaining free
throws? Mid-Quarter Algebra Scores
c. How would the expression change if Possible Points
Average
Lea made 20% of her remaining free points earned
throws?
AI 80 35 -
7. Assume Lea makes 40% of her remaining
free throws and wants to raise her season Hal 70 52 -
average to at least 30%. What is the mini-
mum number of free throws she needs? Cal 80 63 -

8. By the end of the season Gale had doubled Zal 60 59 -

both her attempts and her successes.What
Sid 80 74 -
happened to her average?

9. @§.l§MM!!.],i Assume a student has made 10. Copy and complete the table.
M out of T free throws. Assume she Use the table to answer the following
attempts x more shots and makes N of questions. Assume that passing means having
them. What will her season average be in an average of 65% or better, and failing means
terms of M, T, x, and N? Explain. having an average below 65%.

GRADES 11. Who has the lowest average so far?

12. Answer the following questions for each
Alaberg High School has a "no pass, no play" student.
rule for all sports. Students must have an aver- a. What is the worst conceivable average
age of 65% in all their classes in order to qual- he could get by the end of the course?
ify to play any sport the following quarter. b. What is the best conceivable average
Some members of the boys' basketball team he could get?
(the Bears) are worrying about their averages c. What is the smallest number of points
for algebra. (See the table.) he needs to earn in the remaining
assignments in order to pass?

fjlipliji EQUATION SOLVING 15. 2(y + 5) = 19 - y

Solve for the variable. 16. 4(y + 5) = 2(19- y)

13. y + 5 = 19 - y 17. y + 5 = 2( 19 - y)
2 I
18. - 15 + 3x = 7
14 y + 5 = 19- y 5 + 4x
• 4 2

6.10 Improving Your Average

Digitized by Coogle
 Stuart Little and Alice

,
••••••••••••••••••••• 4. ..... Calculate the size of each item in
You will need: ••
rulers
.................................
~ •
•
•
•
problems 2-3, if it were to be made for
Stuart Little. Explain your work .
•
•
measuring tape • 5. Draw each item in the size that you
•• calculated in problem 4 .
•
•
•
•• ALICE
•••••••••• •••• ••••••••••••• •••• •• Here is an excerpt from Alice in Wonderland,
STUART LITTLE
a book by the English mathematician Lewis
Carroll.
Here is the beginning of Stuart Little, a
children's book by E.B. White.
.. .this b ottle was n ot m arked "poison ,"
so Alice ven t ured to taste it, and
finding it very n ice , (it h a d , in fact, a
When Mrs. Fred erick C. Li ttle's
sort of mixed fl avour of ch erry-tart,
second son arrived , everybody n oticed
cu stard, pine-apple, roast turkey,
that h e was n ot much b igger than a
toffY, and h ot bu ttered toast), s h e very
m ou se. The t ruth of the m atter was,
soon fini s h ed it off.
the b a by looked very m uch like a
mouse in every way. He was only • • • •
a bou t two inch es high ; and h e h a d a • • • •
mouse's s h arp nose, a m ou se's tail, a • • • • •
mou se's whis kers, and the pleasant,
"What a curiou s feeling!" said Alice, "1
s hy manner of a mou se. Before h e
must be s hu tting u p like a telescope!"
was many d ays old h e was n ot only
looking like a m ou se bu t actin g Hke And so it was indeed : s h e was now
on e, too - wearing a gray h at and only ten inch es high , and h er face
carrying a s m all cane. Mr. and Mrs . brigh ten ed up at the thou ght that s h e
Little named him Stuart, and Mr. was n ow the righ t size for going
Li ttle ma de him a tiny bed ou t of four through the little door into that lovely
clothespins and a cigarette b ox. gard en .

1. Measure, in inches, the height of several 6. Measure, in inches, the height of several
boys in your class. To do the following girls in your class. To do the following
exercises, choose someone whose height exercises, choose someone whose
is near the average of the heights you height is near the average of the heights
measured. you measured.
2. Measure, in inches, the length and width 7. Assuming that before she drank from the
of the average boy's bottle, Alice was the size of the average
a. pants; b. shirt or coat. girl in your class, how many times as tall
was she after shrinking?
3. Measure, in inches, the length and
width of: 8. a. Measure a real pencil or pen.
a. a book or binder; b. Calculate the correct size for a pencil or
b. a chair or desk. pen of the same kind for Alice. Explain.

,4236 Chapter 6 Making Comparisons

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 6.11.

c. Draw it in the size you calculated in e. In the middle of the floor there was a
part (b). table twelve feet high ...
9. Measure a real door, and calculate the f. He had truly enormous ears. Each one
dimensions of "the little door into that was as big as the wheel of a truck ...
lovely garden."
12.hi.![§$1 Estimate the height of the Giant
using the information given in each quota-
"Curiouser and curiouser!" cried Alice
(she was so much .surprised, that for
tion. Explain your work.
the moment she quite forgot how to • What real-world numbers did you use?
speak good English). "Now I'm
• How did you find them?
opening out like the largest telescope
that ever was! Goodbye, feet!" ... • What calculations did you do?
... Just at this moment, her head • Did the results of your calculations
struck against the roof of U1e hall: in agree with each other?
fact she was now rather more than
• Based on all the calculations, what is
nine feet high .. .
your final estimate of the Giant's height?

10. How many times as tall as an average girl YOUR OWN STORY
in your class is Alice now?
11. What would be the size of a pencil if it
13.h1!1!49'
a. Write and illustrate a story for a young
were the right size for giant Alice? Show
child featuring little people or giants.
your calculations.
Make sure the dimensions of all objects
THE BIG FRIENDLY GIANT are sized correctly.
b. On a separate piece of paper, explain
The following are quotations about the Big your calculations.
Friendly Giant, a character in Roald Dahl's
book The BFG. OTHER STORIES
a. It was four times as tall as the tallest
human. 14•1#h!49' As k a l'b . or an elementary
1 ranan

b. It actually had to bend down to peer school teacher to suggest a book that
into the upstairs windows. That's how involves little people or giants. Make up
tall it was. math problems based on the book. Use
c. ...an arm as thick as a tree trunk ... specific quotations from the book as much
as possible. On a separate piece of paper,
d. The Giant was sprinting down the High
solve the problems you make up.
Street... Each stride he took was as long
as a tennis court.

fjlJjliSI SOL V/NG EQUA T/ONS 16. If x = 3, calculate, 2.5x + 18 + 1.5x - 11.
17. ~Explain how problems 15 and 16 are
15. Solve the equation,
related.
2.5x + 18 + l.5x - II = 19.

6.11 Stuart Little and Alice 237,4

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 Geoboard Squares

You will need:

•••••••••••••••••••• 7. Make squares having (0, l) to (x, 0) as a
• side. Use x = 3, 4, ... 9. Find the area of
••
••
•
. . . . . ..... . . . . . . . . .
geoboards
Q
• ••
each one .
dot paper ::• 8. . _ Explain why you cannot find a
••• ..............................................................
geoboard square having (0, I) to (I 0, 0)
•
••• ••••••••••••••••• ••••••••••••• as one side .
1. l@'t@i!!·lrl There are 33 different 9. Make a square having (0, 2) to (3, 0) as
geoboard squares. Find as many of them one side.
as you can. (For this exercise, squares that a. Sketch the square.
have the same size are considered the b. Make and sketch the smallest square
same.) Sketch each square on dot paper. having horizontal and vertical sides that
entirely covers the original square.
ALICE What is the area of this square?
2. There are I 0 geoboard squares having c. What is the total area of the four trian-
horizontal and vertical sides. What are gles that surround the original square?
their areas? d. What is the area of the original square?
3. Make a 1-by-1 square in the bottom left of toJ§§.I@ilijii!.],jOn dot paper, sketch a pair
your geoboard. Make a square that has this
of x- and y-axes.
square's diagonal- (0, l) to (1, 0)- for
a side. What is the area of the new square? • • • • • • • • • •
• • • • • • •
• •
• • • • •
• •
• • • •
• • • •
• • • •
• •
4. Repeat problem 3, starting with larger and
larger squares in the bottom left. What is • •
the area of each new square?
5. Explain why only five squares can be • • • • • • • • • •
found this way. a. Copy the above figure.
6. . _ Make a square having (0, 1) to (2, 0) b. Sketch the smallest square having hori-
as a side. zontal and vertical sides that entirely
a. Explain how you found the other ver- covers the original square. What are its
tices of the square. sides in terms of a and b? What is its
area in terms of a and b?
b. Find the area. Explain how you did it.

4238 Chapter 6 Making Comparisons

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 c. What is the area of one of the triangles a. 64? b. 81?
that surround the original square in c. 289? d. 0.0121?
terms of a and b? What is the total 13. How long is the side of a square if the area
area of the four triangles in terms of is 70? Give an approximate answer. (Hint:
a and b? You may be able to use some of the results
d. What is the area of the original square from problem 12.)
in terms of a and b?
14. Use trial and error on a calculator to
answer problem 13 to the closest one-
n.fii!,lr.pid How does one find the area of a
thousandth.
geoboard square? For examples, use the
squares having the following as one side. 1s.fii!,l,6'fl Use examples to explain.
a. (0, 3) to (4, 0) a. How does one find the area of a square,
b. \) (2, 4) to (7, 1) if given the side?
b. How does one find the side of a square,
FIND THE SIDE if given the area?
12. How long is the side of a square if the
area is

DISCOVERY CHUNKING 20. Martin said, "I noticed something cool. If

5/x is less than 5, then x/5 is more than
16. Solve: 3(x + 3) + 5 =4(x + 3) 1/5." Mary said, "I don't understand. In
It is easier to solve this equation by first solv- the first place, I can't think of a value of x
ing for (x + 3), and then finding x, instead of that would make 5/x greater than 5."
distributing. This is called chunking, since in a. Give Mary at least two values of x that
this method the quantity (x + 3) is thought of will make 5/x greater than 5.
as one chunk. b. Is Martin's statement correct? Give
17. Solve 3y + 5 = 4y, then use the fact that examples to explain your answer.
y = x + 3 to solve for x. Explain what you 21. . _ Martin said, "If a < b, then by
did, and how this problem is related to taking the reciprocals of both sides, I get
problem 16. lla > lib. Notice that I changed the direc-
18. Create an equation that would be easier to tion of the inequality." Mary answered,
solve by chunking than by distributing. "Sorry, but you're wrong." Who is right?
Solve it. Explain, with examples.

19. Solve a classmate's chunking equation. 22. ._Martin said, "If a< b, then by
taking the opposites of both sides, I get
DISCOVERY INEQUALITY RULES -a > -b. Notice that I changed the direc-
tion of the inequality." Mary answered,
Like most students, Mary and Martin enjoy "When will you give up making up rules
discussing inequalities during their lunch off the top of your head! You're wrong
period. again!" Who is right? Explain, with
examples.

6.12 Geoboard Squares

Digitized by Coogle
fjlipli§i SOLVING INEQUALITIES DISCOVERY CAN TARA MAKE A 8?

Solve these inequalities. Remember that you Some auto insurance policies have a "good
must find all the values of x that make the student" policy for high school students. If a
inequality true. Show yo ur work, and check student maintains a B average, he or she can
your answers. qualify for a discount on insurance rates.
23. X- I> 5 Tara doesn't like writing assignments because
they take time outside of school, when she
24. X+ 1 > 5
would rather be driving her car. However, she
25. 2x - 6 > 5x +3 does well on quizzes. She needs a B in algebra.
Her scores are:
26. 2x - 6 < 5x + 3
Writing Assignments: 45 55
27. 3(x + 1) > 6
Quizzes: I 00 50 90 85 90 95
28. Q2 - 3(x + I) > 6
Tara hopes that the teacher will count quizzes
heavily in the average so that she can make
a B.
29. Is it possible for Tara to make a B? If so,
how much would the teacher have to
weight her quizzes? If not, explain why
not.

4240 Chapter 6 Making Comparisons

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~11!@9!@'?1
_WRIT/N~
6.C Group Theory

MOD CLOCKS

Definition: A group is a set of elements,

together with an operation that satisfies the
following rules.
• closure: using the operation on two
elements of the group yields an element
of the group.
• associative law: (ab)c = a(bc).
• identity element: one of the elements, e, is
such that ae = ea =a, for any
The figure shows a mod clock, which is a spe- element a in the group.
cial function machine. For any positive whole • inverse element: every element a has an
number input, it will output a number between inverse a' such that a a' =a' a = e
0 and 4. For example: Some groups are commutative (ab = ba) and
Input Output Input Output
some are not.
For 4-7 assume the associative law holds.
1 1 5 0
4. a. Show that the set {0, 1, 2, 3, 4} together
9 4 12 2 with the operation EB is a group.
b. Show that {0, 1, 2, 3, 4} with ® is not
13 3 17 2
a group.
25 0 26 1 c. Show that {1, 2, 3, 4} with ® is a group.

77 2 100 0 5. Is the set of the integers a group with the

following operations?
1.. What would be the output of the mod a. addition b. multiplication
clock for the following inputs? Explain. 6. Show that the set of rational numbers (pos-
a. 1998 b. 1899 c. 9981 itive and negative fractions and zero)

I Definition: a EB b is the output from the

mod clock for the input a + b. a ® b is the
output for the input ab.
together with multiplication is not a group.
By removing one element, it can be made
into a group. Which element? Explain.

I Example: 3 EB 2 = 0, and 3 ® 2 = 1 7. Think about a mod 4 clock, with the num-

bers {0, 1, 2, 3}. Is it a group for ffi? For
2. Make a table for each of EB and @. ®? Can it be made into one by removing
an element?
3. CCJ§.!§flf$1!1.],1 The clock above is a mod 5
clock. Find ways to predict the output of 8. l;l§oi•Iel Give examples of groups. For
mod 10, mod 2, mod 9, and mod 3 clocks. each, give the set and operation. Explain
how they satisfy the rules. Include finite,
infinite, commutative, and noncommuta-
tive groups.

6.C Group Theory 241,4

Digitized by Coogle
 ~ Essential Ideas
EQUATIONS, IDENTITIES, INEQUALITIES 9. Solve for y in terms of x.
1. Always, sometimes, or never true? a. -6x + y = 4
a. 2x + 6 = 2x - 6 b. 2y +X= 8
b. 2x + 6 = 2(x + 6) ALICE
C. 2x + 6 =X+ 6
10. Graph these equations on the same axes.
d. 2x + 6 = 2(x + 3)
y - x = -6 y = 2(x - 5)
2. For each equation above, decide which of y = 2x- 12 y = 4(x- 5)
the two expressions is greater, if they are
equal, or if the answer depends on the 11. Explain how one can use this graph to
value of x. check the solutions to problem 5.

3. Solve the inequalities. You may want to 12. Use your graph to solve the compound
use a graph. inequality, 2x- 12 < x- 6 < 2x- 10.
Explain.
a. 3x < 5 b. X+ 3 < 5
c. 3x + 3 < 5 d. 2x + 6 <X+ 6 WRITING EQUATI01'iS

\\ ~ITING EQUATI01'iS 13. Write an expression telling how much

money Bea will have if she
Solve these equations.
a. starts with $321 and saves $9 a week
4. a. 4x + 8 = 9 for n weeks;
b. -4x + 8 = 9 b. starts with $321 and saves $d a week
c. 4x- 8 = 9 for n weeks;
d. -4x + 8 = -9 c. starts with $m and saves $d a week for
n weeks.
5. a. x - 6 = 2(x - 5)
b. 2x - 12 = 4(x - 5) 14. If Bea starts with $321, how much must
c. 2.5(x- 5) = 2.5x- 12 she save each week to reach $456 in 28
I
weeks? Write an equation and solve it.
6. a. 3 (4x- 2) = 5
Dl FFERENCES AND RATIOS
4
b. 5 (8 - 2x) = 16 According to author Glen Rounds, Johnny
x-3 Inkslinger was Paul Bunyan's accountant. He
C. -2- = X - 4.3 used a pencil that was "over three feet in diam-
eter and seventy-six feet long- the first one
7. a. 6- 3(m- 4) =3m
ever used." A typical pencil is a quarter inch in
b. (6 - 3)(n - 4) = 3n
diameter and seven and a half inches long.
c. 6- 2(p + 4) = (8 - p)(2 + 3) Most men in those days were probably
d. (6 - x)(x + 4) = (8 - x)(x + 2) between 5 feet 6 in. and 6 feet tall.
8. a. d + 9- 3 = 15 b. 2d + 6 = 3d - 7
5 5 5
c. !~ 2 = J+ 3

4242 Chapter 6 Making Comparisons

Digitized by Coogle
15. Compared to a normal pencil, Johnny 20. Use a graph to show the costs of both
••
Inkslinger's was plans for each customer listed in problem
a. how much wider? 19 as a function of the number of calls
b. how many times as wide? made. (Your graph should include five
lines.)
c. how much longer?
d. how many times as long? A consumer advocate gives advice to people
about which plan to choose. In order to do that,
16. Based on this information, how tall do you
he needs to generalize the information
think Johnny was? Explain. (Give your revealed in problems 17-20.
answer as a range of probable heights.)
21. He would like to have a formula for the
TABLES, GRAPHS, AND EQUATIONS Thrifty Plan in terms of two variables: x
A telephone company offers two different for the number of local calls, and t for the
billing plans. The Community Plan costs average duration of each call. Find such a
$10.77 a month and allows unlimited local formula.
calls. The Thrifty Plan costs $5.50 a month, 22. He would like to know the number of local
but the cost of local calls is 5.5 cents for the calls at the "break even" point, where both
first minute, plus 3.5 cents for each additional plans cost roughly the same amount, in
minute. Both plans cost the same for long terms oft. To figure this out, he sets up an
distance calls. Which plan should different equation, with the formula for the Thrifty
callers use? Plan on the left, and the cost of the
17. Assume that your phone calls last an aver- Community Plan (10.77) on the right.
age of five minutes. a. Solve the equation for x.
a. How much does an average call cost b. Check your answers to problem 17 with
under the Thrifty Plan? the formula you found in part (a).
b. Write a formula for the Thrifty Plan. 23. \) In trying to use the formula from prob-
Use y for the cost, x for the number of lem 22 he finds that people don't usually
phone calls. know the average duration of their phone
c. If you make exactly one five-minute calls. To help them figure it out, he asks
call a day, should you use the Thrifty them for an estimate of the numbers of
Plan or the Community Plan? local calls they make every week that last
18. Write a formula for the Thrifty Plan. Use y approximately: one minute, five minutes,
for the cost and x for the number of phone ten minutes, and thirty minutes. Given
calls. Assume your calls last an average of: these four numbers, how can he find the
average duration of the phone calls?
a. 1 minute; b. 3 minutes;
c. 5 minutes; d. 7 minutes. 24.'A'G'I@I Keep track of the duration of your
19. Make tables to show how many calls a phone calls for a week. Figure out which
month make it preferable to use the plan would be more suitable for you if you
Community Plan, for a customer whose had your own phone.
calls last an average of:
a. 1 minute; b. 3 minutes;
c. 5 minutes; d. 7 minutes.

+ Essential Ideas 243,4,

Digitized by Coogle
CHA PTER

A spiral galaxy, having arms made of gas, dust, and stars

Coming in this chapter:

l&i.Jt.JFiitml The expression 13 + 23 + 33 + 43 + 5 3 + ... + n3
can be modeled by building n cubes out of blocks. Could you
rearrange these blocks into a square? If so, what are its dimen-
sions? Experiment with different values of n. Look for a pattern.

Digitized by Coogle
 PRODUCTS AND POWERS

7.1 Squares and Cubes

7.2 Square Windows
7.3 Squares of Sums
7.4 Differences of Squares
7.A THINKING/WRITING:
Cube Problems
7.5 Remarkable Identities
7.6 How Many Solutions?
7.7 Equations With Squares
7.8 Power Play
7.8 THINKING/WRITING:
Graphing Inequalities
7.9 Powers and Large Numbers
7.10 Using Scientific Notation
7.11 Using Large Numbers
7.12 As the Crow Flies
7.( THINKING/WRITING:
One Googol Zeroes
• Essential Ideas
 Squares and Cubes
. - ,_ ,_ ,_

You will need: •••••••••••••••••••••• Compare these two expressions.

•
• • (i) 2 . 32
.
:
•
the Lab Gear _--..:J
·······································
••••••••••••••••••••••••••••••••••
.:
•
(ii) (2. 3) 2

Because the rules for order of operations tell

1. l@)[.]@l•lrl Which is greater, 22 + or
32 us to perform exponentiation first, expression
(2 + 3) 2 ? By how much? Which is (i) means square 3 and then multiply by 2. This
greater, 5 2 + 82 or (5 + 8) 2 ? By how can be modeled by building two squares with
much? Is it ever true that the Lab Gear.
x2 + l = (x + y )2 ?
How far apart are they? Experiment and
write a paragraph summarizing your work 2. 32
and your conclusions. It may help to use
the Lab Gear. Expression (ii) means multiply 2 by 3 and
square the result. Since 2 · 3 = 6, this can
HOW MANY SQUARES? be written more simply as 62• This can be
modeled by building one square with the
The square (x + 2) 2 can be written as the prod- Lab Gear.
uct (x + 2)(x + 2). It can be represented by a
single square with side (x + 2), as shown in
the figure.
x+2
62
Make a rough sketch representing each expres-
sion, 2-6, with as few squares as possible.
Which of these expressions can be modeled as
a single square? Which require more than one
square? (Be careful!)
2. a. (x + 1)2 b. x2 +1
3. a. 4x2 + 4 b. (2x + 2) 2
The sum of the squares x2 + 22 cannot be writ- 4. a. 52 + 3. 52 b. 22 + 5. 22
ten as a product or represented with a single
square. It must be represented by two individ- 5. a. 32 + 42 b. (3 + 4) 2
ual squares. 6. a. (3 . 4) 2 b. 32 • 4 2
7. Give the value of each expression.
a. 3 2 + 4 2 b. (3 · 4) 2
c. (3 + 4) 2 d. 32 • 42
e. 52 + 3 · 52 f. 22 + 5 · 22

4246 Chapter 7 Products and Powers

Digitized by Coogle
 7.1.

HOW MANY CUBES? Expression (ii) means multiply 2 by 3 and cube

The cube (x + 2) 3 can be written as the prod- the result. Since 3 · 2 = 6, this can be written
more simply as 63. This can be modeled by
uct (x + 2)(x + 2)(x + 2). It can be represented
by a single cube with sides (x + 2), as shown. building one cube with the Lab Gear.

x+2

63
8. What number does each expression equal?
a. 3 · 23 b. (3 · 2) 3
The sum of the cubes x 3 + 23 cannot be writ-
ten as a product. It cannot be represented with How would you represent each expression
a single cube. It must be represented by two with as few cubes as possible? It may help to
individual cubes. use the Lab Gear. Make a sketch, giving the
dimensions of each cube.
9. a. (x + I )3 b. x' + I
10. a. x 3 + 8 b. (x + 2) 3
x3+ 23
11. a. x 3 + i b. (x + y) 3
Compare these two expressions.
Which of these expressions could be modeled
(i) 3 • 23
using only one cube? Which require more than
(ii) (3 . 2) 3
one cube? Tell how you would represent each
Because the order of operations tells us to expression with as few cubes as possible. Give
perform exponentiation first, expression (i) the dimensions of each cube.
means cube 2 and then multiply by 3. This can b. (6. 2) 3
12. a. 6 · 2 3
be modeled by building three cubes with the
Lab Gear. 13. a. 63 + 23 b. (6 + 2) 3
14. What is the value of each expression?
a. 6 • 23 b. (6 • 2) 3
c. 63 + 23 d. (6 + 2) 3

7.1 Squares and Cubes 2474

Digitized by Coogle
 MAKING SQUARES FROM CUBES 17. Compare your answers to problems 15
and 16. Look for a pattern. Check it for
15. a. Use the Lab Gear to show how the 13 + 23• Predict the value of the sum,
expression 13 + 23 + 33 can be 13 + 23 + 33 + 43 + 53.
modeled by building three cubes.
Check your prediction.
b. What was the total number of blocks
needed for part (a)? 18. The expression
c. Make a square by rearranging the 13 + 23 + 33 + 43 + 53 + ... + n3
blocks you used to make the three
can be modeled by building n cubes out of
cubes. What are the dimensions of
blocks. Could you rearrange these blocks
the square?
into a square? If so, what would its dimen-
16. a. The expression 13 + 23 + 33 + 43 sions be? Explain your answer.
could be modeled by building four
cubes. What is the total number of
blocks used?
b. How would one make a square by
rearranging these blocks? Give the
square's dimensions.

f;lafllij CUBING WITH A TABLE 4xy

X x3 4x2y 4xy2
To find the cube of a polynomial, first find its
square, then multiply the result by the p~lyno­ 2x2y 8xy2
2y 8/
mial. For example, to calculate (x + 2y) , first
square x + 2y.
So (x + 2y) 3 = x 3 + 6x2y + 12x/ + Sl.
X 2y

I~ I~ I
19. Find the cube.
a. (x + 1)3 b. (2x + 2) 3
:y c. (x + y) 3
e. (3x + 2y- 5) 3
d. (2x - y) 3

Combine like terms in the body of the table.

Multiply this result by x + 2y.

4248 Chapter 7 Products and Powers

Digitized by Coogle
 ••••••••••••••••••••• of the hall. The architect decides to con-
You will need: ••
• sider various combinations of square win-
•• graph paper
•
••lEE
······································ ~ dows such that their total area is exactly
•
: ................................. •
• 72. Find several such configurations, and
for each one, find the total number of each
THREE TYPES OF PANES type of pane the architect will need.
The A.B. Glare window store has started sell-
The architect is not the only one to like square
ing a new kind of window. These windows can
windows. To save time when customers ask
be made to order by combining three types of
for them, Lara is assembling kits with the
square window panes. Each pane measures one
correct number of corner panes, edge panes,
foot on each side. The three types of panes are
and inside panes to make square windows of
shown below: corner panes, edge panes, and
various sizes.
inside panes.
3. Make a table to show how many panes of
ODD each type are needed for a 2-by-2 window,
a 3-by-3 window, and so on, up to a
A 3-foot-by-3-foot window is shown below. It 10-by-1 0 window.
was made by putting together 4 comer panes, 4. .,._ Study the table from problem 3.
4 edge panes, and 1 inside pane. Which increases the fastest: the number of
corner, edge, or inside panes? Which
increases the most slowly? Why?
5. Make three graphs of the data in your
table, on the same set of axes.
a. Graph the number of comer panes as a
function of the length of the side of the
1. Sketch a 4-foot-by-5-foot rectangular win-
window. For example, since a 3-by-3
dow. How many panes of each type were
window uses four corner panes, the
used to make it?
point (3, 4) would be on your graph.
SQUARE WINDOWS b. Graph the number of edge panes as a
function of the side length.
2. ltfil[.jf!!!·hl An architect was asked to c. Graph the number of inside panes as a
design a recreation hall. He was going function of the side length.
to use the A.B. Glare window panes 6. .,._ Study your graphs. Which is the
described above. The building code
steepest? Explain why.
imposes a limit of 72 square feet for the
total area of all windows in the main part

7.2 Square Windows 2494

Digitized by Coogle
'Y7.2

MAKING THE MOST OF INVENTORY

7.
a. Write a formula for the number of
panes of each type in an x-by-x 14. Suppose you have 12 panes of each type
window. Explain each formula in refer- in inventory.
ence to a sketch of such a window. a. What is the largest square window you
b. How are the formulas related to the could make? Give the ize of the wi n-
graphs in problem 5? dow and tell how many panes of each
type you would have left over.
8. .... Add up the algebraic expressions for b. What i the large t square window you
the numbers of each type of pane. If you could make with the remaining panes?
did your work correctly, the sum should be Continue until no more windows can be
very simple. made. Give the ize of all the windows
9. Find the number of comer, edge, and and the number of each type of pane
inside panes needed for a 100-by-1 00 left at the end.
window. 15. Repeat problem 14 for:
COMPARING SIZES
a. 20 panes of each type;
b. 100 panes of each type.
10. Lara has too many window kits of some
types and not enough of other types. She 16. Now assume that instead of trying for the
has too many kits for 2-by-2 windows and largest pos ible square window, you try to
not enough for 3-by-3 windows. How make any number of square windows, with
many panes of each type would she have the goal of having as few panes as possi-
to add to a 2-by-2 kit to convert it to a ble left over.
3-by-3 kit? a. If you start with 100 panes of each type,
what size wi ndows should you make?
11. Answer question 10 if Lara wanted
to convert What will be left over?
a. a 5-by-5 kit to a 6-by-6 kit; b. Compare your an wer with other tu-
dents' answers.
b. an 8-by-8 kit to a 9-by-9 kit.

12.G4.1§Eltt£iM.i How many panes of each PREVIEW BIGGER WINDOWS

type would Lara have to add if she wanted
17. Suppose each pane, regardless of the type,
to convert an N-by-N-foot kit to an
costs $1 .00.
N+ 1-by-N+ 1-foot kit. Explain, using a
sketch of anN+ 1-by-N+ 1 window. a. Make a table and a graph showing the
cost of the window as a function of the
13. QHow many panes of each type would side length.
Lara have to add if she wanted to convert b. AI knows that an 8-by-8 window costs
an N-by-N-foot kit to an N+M-by-N+M- $64.00. He thinks that a 16-by-16 win-
foot kit. Explain, using a sketch of an dow should cost twice as much, but he
N+M-by-N+M window. isn't sure. What do you think? Explain
your opinion.
c. A 16-by-16 window costs how many
times as much as an 8-by-8 window?

4250 Chapter 7 Products and Powers

Digitized by Coogle
 Squares of Sums

•••••••••••••••••••••
You will need: 4. Repeat problem 2, using 8 xy-blocks and
•
• any other blocks that you want (except
• •
• •
• • more xy-blocks) .
• •
• •
•••••••••••••••••••••••••••••••••• 5. Can you build a square starting with 3
.. •mt.Jtm.! .• x2-blocks, if you can use any other blocks
except more x2-blocks? Explain.
a. Model the square (x + I )2 with the Lab
Gear. Then add blocks to create the 6. Can you build a square starting with 15
square (x + 2f What blocks did you one-blocks, if you can use any other
need to add to the first square to get the blocks except more one-blocks? Explain.
second? Now add blocks to create the
7. Build two different squares starting with
square (x + 3) 2• What blocks did you
4 x 2-blocks, using any other blocks except
add this time? Continue to make the
more x2-blocks. Are there more solutions?
square grow, keeping an organized
Explain.
record of what blocks you add each
time. Write a paragraph about any TERMS AND COEFFICIENTS
patterns you notice.
8. a. Use the Lab Gear to build three
b. If a and b are whole numbers, what 2 •
squares of the form (x + b) , usmg a
blocks would you need to add to different value of b each time. Sketch
(x + a) 2 to get (x +a+ 1)2? To get the squares.
(x +a+ b) 2?
b. Write the area of the square next to
each sketch, combining like terms.
MISSING TERMS
c. Notice how many terms are in each
2. a. Use the Lab Gear to build a square expression for area. Notice the coeffi-
using I0 x-blocks and any other blocks cient of each term. Describe what
that you want (except more x-blocks). you notice.
Sketch the square.
In each expression below, a binomial is
b. What is the area of the square?
squared. Distribute and combine like terms.
c. What are its dimensions?
d. Is this the only such square you could 9. (2y + 3) 2 10. (3x + 2) 2
build? (That is, is your answer unique?) 11. (2x + 3y) 2 12. (3x + 2y) 2
If it isn't, try to find another possibility.
If you can't build another square,
explain why.
3. Repeat problem 2, using 16 one-blocks
and any other blocks that you want (except
more yellow blocks).

7.3 Squares of Sums 251,4

Digitized by Coogle
.7.3

13. ~ Refer to problems 9-12 to answer X 7

~1-----:-:-----r-----:-:----~
these questions.
a. How many terms are in each product,
after combining like terms? :
b. For each binomial, notice the
coefficients of each of the terms. Then 17. Which of the following are perfect square
notice the coefficients in the related trinomials? For each one, write the bino-
expression for area. Describe any rela- mial it is the square of.
tionships you notice. a. x 2 + 16x + 16
c. For each binomial, notice the degree of b. x 2 + 4x + 4
each of the terms. Then notice the c. x 2 + lOx + 25
degree of each term in the related
expression for area. Describe any rela-
d. x 2 + IOxy + 25/
tionships you notice. 18. All of these are perfect square trinomials.
Write each one as the square of a
14.fii!,!,flij Summarize the patterns for the binomial. Sketches may help.
square of a binomial. a. 4x2 + 20xy + 25/
b. 36/ + 12xy + x 2
15.G§.!§Mffii!!.!,l The patterns you found can
c. i + 18y + 81
be generalized by using letters instead of
numbers for coefficients. Show how you
d. 25x2 + 10xy + i
would find the area of a square 19. None of these expressions is a perfect
having side square trinomial. In each one, change just
a. a + b; b. ax + b; one of the terms to convert the whole
c. a+ by; d. ax+ by. expression into the square of a binomial.
a. 4x2 + 12x + 10
16. In each expression below, a binomial b. 2x2 + 8x + 16
is squared. Distribute and combine
c. 36x2 + 30x + 25
like terms.
d. 1.44x2 + 1.6x + 2.25
a. (m + n) 2 b. (lim+ 2) 2
c. (5y + 6x) 2 d. (I + 9y) 2 20.fii!,!,flfl Explain how to recognize a
perfect square trinomial. You may use
RECOGNIZING PERFECT SQUARES
sketches, but be sure to discuss
x 2 + 14x + 49 is called a perfect square trino- coefficients, terms, and degree.
mial. It is the square of the binomial (x + 7),
as you can see by writing it in a multiplica-
21. Look at each perfect square trinomial in
tion table.
this lesson. For each one, find the sum of
the coefficients. What do you notice?
Explain.

4252 Chapter 7 Products and Powers

Digitized by Coogle
 7.3.

PREVIEW HOW MANY TERMS? 23. (y + 2)(y + 2) 24. (y + 2)(y - 2)

22.'@11@1!1·!.1 Two of the following 25. (y - 2)(y - 2)
problems are impossible. Solve the other 26. Which of the uncovered rectangles in
three. Find a pair of binomials such that problems 23, 24, and 25 are squares?
their product has:
a. three terms DISCOVERY CONSTRAINED NUMBERS
b. four terms
c. five terms 27. What are m and n if they are whole num-
bers and
d. one term
a. 89 =12m+ n, withn < 12;
e. two terms
b. 123 = 45m + n, with n < 45;
filjiliii LAB GEAR MULTIPLICATION c. 2345 = 67m + n, with n < 67.
28. If Nand m are whole numbers, and
For each of these problems, 23-25: N = ?m + n, find several values of N
a. Use the corner piece to show the such that n = 2.
multiplication.
b. Check that the resulting figure includes
an uncovered rectangle of the required
dimensions.
c. Write a length times width equals area
equation.

7.3 Squares of Sums 2534

Digitized by Coogle
 LESSON

••••••••••••••••••••• 4. The odd-shaped figure you have left after

You will need: •
• cutting out the 4-by-4 square can be
•
the Lab Gear ~ F=-. •

e
•
..................................... ~ rearranged into a rectangle. You can do
•
• this by making a single cut in the paper.
•
• Try it. Sketch the resulting rectangle and
graph paper •
~-~·;~·~:·~·~ ··············· ~ ~ label its length and width.
..........................................................................~.
• • 5. G§el§MfMJ!,],I Repeat problems 2-4 for
••••••••••••••••••••••••••••••••••
some other differences of squares. (For
1. l@1[.jf!!!.J.I Which is greater, 32 2 2 or example, try cutting a 3-by-3 square out of
(3 - 2) 2 ? Which is greater, 82 - 5 2 or a 7-by-7 square. Try several others.) Can
(8 - 5) 2 ? Is it ever true that the resulting shape always be rearranged
i -
x2 = (y - x)2 ? into a rectangle, no matter what two num-
Is it ever true that bers you use? Can you use fractions? What
i -
x 2 < (y - x) 2 ? are the dimensions of the rectangle? If it
Experiment, and write a paragraph sum- can always be arranged into a rectangle,
marizing your work and your conclusions. explain why. If not, explain when it is pos-
sible and when it is not possible. Give
examples, using sketches.
CUTTING A SQUARE OUT OF A SQUARE

Problems 2-4 show how to model the USING VARIABLES

difference of two squares geometrically.
Use the Lab Gear to do problems 6-9.
2. Cut a I 0-by-1 0 square out of graph paper.
Then, out of the corner of this square, cut 6. Trace the x 2-block on a piece of paper and
a 4-by-4 square. The remaining paper cut out the square. Then trace a 1-by-1
should look like this. square in the corner of the x 2-paper and cut
it out. What difference is represented by
the remaining paper?
7. Show how you can rearrange the remain-
ing paper into a rectangle. Make a sketch
showing the dimensions of the rectangle.

3. The size of the remaining paper represents

the difference of the I 0-by-1 0 square and
the 4-by-4 square. Its area is 102 - 4 2
square centimeters. How many square
centimeters is this?

4254 Chapter 7 Products and Powers

Digitized by Coogle
 7.4.
8. Repeat problems 6 and 7 for the following 11. Write these differences as the product of
squares. You do not have to do the actual two factors.
cutting unless you want to, but your a. x2 - 9 b. y2 - 25
sketches should be traced in the c. 25- x2 d. 4x2 - 16
correct sizes.
a. Cut a square having area 4 out of a 12. Factor.
. 2 a. 9/-25 b. 9- 25x2
square havmg area x .
b. Cut a square having area x2 out of a c. 9/- 25x2
. 2
square havmg area y .
13.G§.!§61f$11!.!,1 In this lesson you found a
c. Cut a square having area 9 out of a
. 2 technique for factoring a difference of two
square havmg area y .
squares. However, in all the examples you
d. Cut a square having area 25 out of a have done, you have assumed that the first
y-by-y square. square was larger than the second. Does
the pattern work if the first square is
9. G§el§Eiiijh!.!.i
Make a sketch showing
. 2 smaller than the second? That is, if a is
what remains after a square havmg area a
less than b, is it still true that
has been cut out of a square having area
a 2 - b2 = (a - b)(a +b)?
b2• Then show by sketching how this can
Experiment, using some numbers, and
be rearranged into a rectangle. What are
explain your conclusions.
the dimensions of this rectangle?

FACTORING A DIFFERENCE OF SQUARES

fjJjiljJj THE LAB GEAR MODEL
When you cut a square out of a square, the 14. Use the comer piece to multiply
area of the remaining paper is the difference (y + 5)(y- 5). Remember to simplify.
of the two squares. When you rearrange this
15. Show l - 25 with the Lab Gear. Show
paper into a rectangle and write the area as
how you can add zero and rearrange the
length • width, you are writing this difference
blocks so that the uncovered part forms a
as a product, or factoring. Later in this course
rectangle. What are the dimensions of the
you will find this factoring technique helpful
rectangle?
in solving equations.
16. Explain how one can use the Lab Gear
10. Which of these is a difference of two
to factor
squares?
a. 4x2 - 16/
a. r- 1; b. l - X2•

b. 4x2 + 16/ 17.fii!,!,€'fl Write a paragraph summarizing

c. (x - y)(x - y) what you learned in this lesson about dif-
d. (a - b) 2 ferences of squares. Use sketches and
examples.

7.4 Differences of Squares 2554

Digitized by Coogle
.7.4

18. Arrange Lab Gear blocks to show a square d. Explain how parts (a), (b), and (c) are
having area (x + 5i. examples of the pattern you learned
a. Using the blocks, remove a square about earlier in this lesson.
having area X2 out of the square having 19. Write each difference as a product of
area (x + 5) 2, and rearrange the remain- two factors.
ing blocks as a rectangle. Write its
a. (y + 4) 2 - /
dimensions.
b. (y + 4) 2 - (y + 3) 2
b. Repeat part (a) and remove a square
having area 25. c. (y + 4)2 - (y + 1)2
c. What other squares can you remove 20. QFactor. (y + 2)2 - (x + 5)2
from (x + 5) 2? Remove one, and
rearrange the remaining blocks into
a rectangle.

f;Japtiij SOLVING EQUATIONS

Solve these equations using the cover-up
method.
5- X 8 X- 2 2
21. 7
=
I4 22. 2--3- = 3
-7 X
23. 24. 6 = 4
2 +x 5
25. 26. -8- = 3
I+ 2
27. xI = 2 28. -3- = 9
X

29. x4 = 5 30. X-
4
I-
-5
4 4 5
31. 3x- l = 5 32. X+ 4 = 6

4256 Chapter 7 Products and Powers

Digitized by Coogle
~ili!@l$1~
WRITING
7.A Cube Problems

THE PAINTED CUBE CLJBFS IN CUBES

Lea made a cube by gluing together 27 Lab

Gear 1-blocks. It is easy to see that there are 27 different 1-by-
1-by-1 cubes in this 3-by-3-by-3 cube. It is
1. Make a sketch of what this cube would harder to see how many different 2-by-2-by-2
look like. What are its dimensions? cubes there are, because they overlap.
Lea painted the cube red on all six sides. Later, 5. Figure out how many different 2-by-2-by-
Mary and Martin were annoyed when they dis- 2 cubes there are in a 3-by-3-by-3 cube.
covered what Lea had done. They needed the
27 one-blocks to do a hard factoring problem. 6. Think about a 4-by-4-by-4 cube. It
Besides, they didn' t think she should have contains how many
been gluing and painting Lab Gear blocks. a. 1-by-1-by-1 cubes?
b. 2-by-2-by-2 cubes?
2. a. When Mary and Martin broke Lea's
c. 3-by-3-by-3 cubes?
cube apart into the 27 original small
cubes, how many of the 1-blocks d. 4-by-4-by-4 cubes?
did they find to be painted red on e. cubes altogether?
three sides? 7. Find how many cubes of each size
b. How many were painted red on there are in a 5-by-5-by-5 cube. Try to
only one side? figure out a systematic way for counting
c. How many were painted red on the cubes.
two sides?
d. How many had no red paint on them? 8. l;i§ot·lel Write a report about these cube
problems. It should include, but not be
3. Repeat problem 2 for a 4-by-4-by-4 cube. limited to, the following:
4. 1;1§.!.!,1 Write a report about problems 2 • Describe the strategy you used to answer
problems 5, 6, and 7. Use sketches and
and 3. It should include, but need not be
explain your reasoning.
limited to, the following :
• Make a generalization. In an n-by-n-by-
• Show how you solved problems 2 and 3.
n cube, how many cubes of each size ( 1-
Include sketches.
by-1-by-1' 2-by-2-by-2, 3-by-3-by-3,
• Look for patterns in your answers. Use
and so on) would there be? Write
them to guess the answers for a cube of
expressions in terms of n.
side 5 and a cube of side 6. How can you
• Test your generalization by trying it for
check whether or not you are right?
a 7 -by-7 -by-7 cube. How many smaller
• Make a generalization to an n-by-n-by-n
cubes of each size should there be,
cube. Write expressions in terms of n for
according to your generalization? If you
the number of cubes with 0 sides
add all these numbers, do you get the
painted, I side painted, 2 sides painted,
correct total of 784? Show your work.
and 3 sides painted. (Explain why the
four expressions should add up to n3,
and check that they do.)

7.A Cube Problems 2574

Digitized by Coogle
 Remarkable Identities
' ...
~ " ' ~{ .,..,_ J
l ,_~

You will need:

•• • • • • •• • • • •• • • • • • •• •
• The expression (y - x) 2 is the square of a
•
•• •
the Lab Gear
........-......
~ F-~ • difference .

I
• ..................................... •
• •
• •
• graph paper EE33
•• ..................................... E±:±:i;J
•
•
•
• •
• graphing calculator •
•
•
•
·(op·no·n·a·if. .................. . . . . . . .......
•
•
•
• •
••••••••••••••••••••••••••••••••••

ft#Jj/4$j MULTIPLYING PATTERNS

1. Find these products.
a. (y - 3)(y + 3)
9. True or False? The square of a difference
b. (y + 5)(y - 5) is equal to the difference of the squares.
2. ~ What is the pattern in problem 1? Explain.

3. Does the pattern still hold for 10. ~ Describe a shortcut for finding the
(2x - 1)(2x + 1)? Explain. square of a difference.

4. Find these squares. 11. Find the products.

a. (y - 3) 2 b. (y - 5) 2 a. (y + x) 2
c. (y + 3i d. (y + 5)2 b. (y- x) 2
c. (y - x)(y + x)
5. ~ What is the pattern in problem 4?
As you know, identities are algebraic
6. Does the pattern still hold for (2x - I )2
statements that are always true. The three that
and (2x + 1)2? Explain.
are shown in problem 11 are especially impor-
THREE IDENTITIES tant and useful. You should memorize them.
For example, using the second one,
7. True or False? The square of a sum is
(2x - 5) 2 = (2x) 2 - 2(2x)(5) + 5 2
equal to the sum of the squares. Explain,
= 4x2 - 20x + 25.
using a sketch.
12. Multiply by using one of the identities.
8. ~ Describe a shortcut for finding the
You may check your answers with the Lab
square of a sum.
Gear or by setting up the multiplication as
The expression l -
x 2 is the difference of a table.
squares. (Remember that shaded blocks are a. (3x- 2) 2
upstairs.) b. (3x + 2) 2
c. (3x - 2)(3x + 2)

,4258 Chapter 7 Products and Powers

Digitized by Coogle
 7.5.
Even if you don't use the identities for multi- 16. The figure below shows a box with a
plying, it is useful to memorize them in order square base.
to recognize them quickly when trying to fac- a. Write an expression for the volume of
tor a trinomial. Knowing them is also useful the box in the form
for understanding the solution of quadratic Height ·Area of Base.
equations. b. Write an expression for the volume of
the box in the form Height· (Side) 2•
A CASE OF MISTAKEN IDENTITY

Some of the most common mistakes of math

students concern the identities you have
learned about in this chapter. Even after having
learned the identities, students often forget and
17. Each of these expressions gives the
write (x + y) 2 = x 2 + i or (x- y) 2 = ~- i.
volume of a box that has a square base.
This mistake causes math teachers to tear their
For each one, write an expression of the
hair in desperation.
form Height· (Sidef You may want to
13J;i§.I•Iel Write an article or create a poster use the Lab Gear.
that you think would help other students a. 3x2 + 12x + 12
avoid these mistakes. (Math teachers all b. 8x2 + Sx + 2
over the world would greatly appreciate c. 3x2 + 6xy + 3i
your help.) Include explanations, sketches, d. 2i + 12y + 18
and examples. Make your article or poster e. xy2 + 2xy + x
appealing, eye-catching, or humorous so
that other students will want to read it. 18. Each of these polynomials gives the vol-
ume of a box that has a square base. For
FACTORING
each one, write an expression of the form
Height· (Side) 2, without using the blocks.
14. Factor these trinomials. (Hint: The height of the blocks is the fac-
a. 9~ + 6x + I tor that is common to all three terms.)
b. x 2 - 6xy + 9i a. 27x2 + 54x + 27
c. 4x2 + 4xy + i b. 60i + 60y + 15
d. 9x2 - 25 c. 50x2 + IOOxy + 50i
e. 4x 2 - 4i d. I6i + 96y + 144
f. a 2x 2 + 2acx + c 2 e. 6x2y + 24xy + 24y
15. Use the Lab Gear to make as many
different rectangles as you can with
3x2 + 12x + 12. Write a product
corresponding to each rectangle.

7.5 Remarkable Identities 2594

Digitized by Coogle
• 7.5

SQUARING TRINOMIALS CUBES OF SUMS

Do you think there is a pattern for the square 23. Find an identity for the cube of a sum. Lab
of trinomials? Experiment with these Gear models using 3-D blocks may help.
problems. Explain why the cube of a sum is not the
sum of the cubes.
19. (x + y + 2)2
20. (x + y - 5)2 f4ft#..ifi SUM OF SQUARES
21. Describe the pattern you discovered in
problems 19 and 20. 24. Q5x2 + 20x + 25
22. What is (a - b + c) 2 equal to? Use the Think of the Lab Gear blocks representing this
pattern you discovered, then check your polynomial. The polynomial is not a perfect
answer by using the distributive law very square, so you cannot rearrange it into a single
carefully. square. However, it can be arranged into a sum
of squares. Figure out how you would do it.

REVIEW/PREVIEW ALWAYS, SOMETIMES, 27. Always, sometimes, or never true? (If

OR NEVER TRUE? sometimes true, give the values of x that
make it true.)
25. On the same axes, graph y = 12 - x and
a. x > 2x- 8
y = 8- x.
b. 2x - 5 > 2x - 8
26. Always, sometimes, or never true? C. X< 2x- 5
(Explain your reasoning in each case.)
a. 12- X> 8- X
b. 12- X> 13
C. 8- X> 12- X
d. 4 > 8- X
e. -4 > 8- x

4260 Chapter 7 Products and Powers

Digitized by Coogle
 How Many Solutions?

You will need:

•••••••••••••••••••• 3. Tell how many solutions each equation
•• has. Use graphs if necessary.
••
••
. . . . . . . . . . . . . ... . . . . EEEB
graph paper
~:m a. 5x - 6 = 5x - 7
graphing calculator b. 5x- 6 = 0.5(10x- 12)
••
•
·io.pi"io·n·a·ir ............................... c. 5x- 6 = x
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
4. For all the equations in problem 3 that
LINEAR EQUATIONS have one solution, find the solution.
As you learned in Chapter 6, graphing is one 5. . . . .
way to find solutions to equations. For exam- a. Write and solve a linear equation that
ple, consider the equation 2x - 6 = -x. This has only one solution.
equation can be solved by graphing the lines
b. Write a linear equation that has an infi-
y = 2x - 6 andy = -x on the same axes.
nite number of solutions.
y = -x y y=2x-6 c. Write a linear equation that has no
solution.
6. .... Is it possible for a linear equation to
have two solutions? Three solutions?
Explain your answers, using graphs if
possible.

QUADRATIC EQLJA TIONS

X

I Definition: Second-degree equations are

I
called quadratic equations.
Example: These are all quadratic equations.
x 2 = 45
3x2 - 15 = 6x + 2
6x2 + 5x + 8 = 0
You will learn several methods for solving
1. a. From the graph above, estimate the quadratic equations. In this lesson, we will use
point of intersection of the lines graphing. Use a whole piece of graph paper for
y = 2x - 6 andy = -x. problems 7-11.
b. Use algebra to solve the equation
7. Draw a pair of axes on a full page of graph
2x- 6 = -x.
paper. Show all four quadrants. Graph
2. The linear equation 2x - 6 = 2x has no y = ~ very carefully.
solution. Show that this is true by graphing
8. On the same pair of axes, graph these lines
the lines y = 2x - 6 and y = 2x. Explain
and label them with their equations.
how your graph shows that the equation
a. y = 6x- 12
has no solution.
b. y = 6x- 9
c. y = 6x- 5

7.6 How Many Solutions? 2614

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T7.6

9. Label the point or points of intersection of 15• . _ Refer to your answers to problems
each line with the graph of y = x 2. 12-14. Use them to write and solve a
quadratic equation that has
One of the lines you drew touches the graph of
y = x2 at only one point. a. one solution;
b. two solutions;
I Definition: A line that touches a graph at
only one point is tangent to the graph.
c. no solutions.
16. \)Use graphs to estimate the solutions to
10. Which of the lines you drew is tangent to
these equations.
the graph of y = r ?
a. x2 = -6x - II
11. Use the graphs to solve these equations. b.r = -6x +II
a. x2 = 6x- 12 c. -x = 6x + II
2
b. x 2 = 6x- 9
c. x2 = 6x- 5
17. QWrite the equation of a line that is tan-
gent toy= x2 at the point (-4, 16).
HOW MANY INTERSECTIONS?
WHICH GRAPH SHOULD YOU USE?
12. a. Draw a graph of y = x2•
The solution of the equation x2 = 4 can be
b. On the same axes, draw a line that does found by graphing y = x2 and y = 4 on the
not intersect y = r.
Write the equation same pair of axes.
of the line.
c. Repeat part (b) for another line that
does not intersect y = x2 •
13. a. Draw a graph of y = x2• y=4
b. On the same axes, draw a line that
intersects y = x2 at only one point.
Write the equation of the line and label
the point of intersection.
c. Repeat part (b) for another line that -5 5 X
intersects y = r at only one point.
14. a. Draw a graph of y = x 2.
b. On the same axes, draw a line that -5
intersects y = r at two points. Write
the equation of the line and label the
points of intersection.
c. Repeat part (b) for another line that
intersects y = x2 at two points. The equation x2 = 4 can also be written as
r- 4 = 0. It can be solved by graphing
y = x2 - 4 and y = 0 on the same axes.
18. What is another name for the line y = 0?

,4.262 Chapter 7 Products and Powers

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 7.6.
As shown in the figure, the graphs intersect in
21. Graph the parabola y = x2 and the line
two points. This means that the quadratic
y = x + 6 on the same pair of axes. Label
equation x? = 4 has two solutions.
the points of intersection.
y
22. Graph the parabola y = x? - x and the line
y = 6 on the same pair of axes. Label the
points of intersection.
23. Graph the parabola y = x? - x - 6 and
y = 0 on the same pair of axes. Label the
points of intersection.
24. . _ Compare your answers to problems
-5 5 X
21-23.
a. What is the solution to the quadratic
equation x2 - x - 6 = 0?
b. Which of the three graphs do you think
-5 gave the easiest way to find the solution
to this equation?
25. Find the solutions to these equations by
19. What are the two values of x that satisfy graphing a parabola and a line on the
the equation x? = 4? Where do they same pair of axes. As you saw in problem
appear in each of the two graphs above? 24, there may be more than one possible
pair of graphs that can be used. You may
20. Explain why all of these quadratic equa- use any pair that will work.
tions are equivalent. a. x? = 3x + 4
x2 =x+6 b. x 2 - 5 = -4x
x2 -x=6 c. 2x2 = 18
x?-x-6=0

DISCOVERY LAST DIGITS

26. What is the last digit for each of these

numbers: 0 100, 1100, 2 100, ••• , 9 100? Most of
these numbers have too many digits for
the last one to appear in your calculator,
so you will have to figure out some other
approach. (Hint: Try finding the last digits
of smaller powers of these numbers.)

7.6 How Many Solutions? 2634

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 Equations With Squares

Yeu will need:

•••••••••••••••••••••• 2. On a piece of graph paper, copy the two
•• graphs. For more accuracy, calculate the
••• graph paper EfE3 •
•
• ...................................... ~ • coordinates of several points on each
•• •• curve. Use the graphs to solve these
•• the Lab Gear __.liM •• equations .
•• ...................................... ~ •
••••••••••••••••••••••••••••••••••• a. (x + 3)2 = 4
This lesson is about solving equations. You b. (x- 2) 2 = 9
will use two different methods to approach c. (x- 2i= 1
equations that involve the square of a d. (x + 3) = -1
2

binomial. e. (x- 2) 2 =0
C.RAPHIC AL SOLUTIONS 3. Use your graphs to estimate the solutions
to these equations.
The graphs of y = (x + 3i andy = (x - 2i a. (x + 3)2 = 12
are shown below.
b. (x- 2) 2 = 6
c. (x- 2) 2 = -2
d. (x + 3)2 = 5
e. (x + 3) 2 = (x- 2) 2

4.....
a. Describe what you think the graphs
of the functions y = (x + 2) 2 and
y = (x - 1)2 would look like. (Where
would each one intersect the x-axis?)
b. Check your guess by making tables of
values and graphing the functions.
5. Use your graphs to find or estimate the
-5 5 solutions to these equations.
a. (x + 2) 2 = 9
b. (x + 2) 2 = 2x + 3
1. Explain why these two graphs never go c. (x- 1)2 = 5
below the x-axis. (Why is the value of y d. (x- 1)2 = -x
never negative?)

,4,264 Chapter 7 Products and Powers

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 EQUAl SQUARES

The equation x2 = 25 can be illustrated using

the Lab Gear. Put out your blocks like this.

9. Solve the equation. There are two

One way to get started with this equation is to solutions. Check them both in the
remember that if the squares are equal, their original equation.
sides must be equal. (This is true even though
they don't look equal. Remember that x can Solve the equations I 0-13 using the equal
have any value.) squares method. You do not have to use the
actual blocks, but you can if you want to. Most
6. Solve the equation. If you found only one equations, but not all, have two solutions.
solution, think some more, because there
are two. 10. x2 = 16

7. Explain why there are two solutions. 11. x 2 + 2x + 1 = 0

8. Write the equation shown by this figure. 12. 4x2 = 36

13. 4x2 + 4x + 1 = 9
Solve these equations without the blocks.
14. 4x2 - + I = -9
4x
15. x2 - 1Ox + 25 = 16
16. x 2 + 6x + 9 = 4x2 - 4x + 1
~ ~ ,,,,,,
I I II I
17. -r - 6x - 9 = -25 (Hint: If quantities are
equal, their opposites must be equal.)
18. ~ Explain why some problems had one,
or no solution.

By rearranging the blocks, you can see that

this is an equal squares problem, so it can
be solved the same way. As you can see,
(x + 5) 2 = 7 2. It follows thatx + 5 = 7 or
X+ 5 = -7.

7. 7 Equations With Squares 2654

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 COMPARING METHODS c. QWhat is the meaning of the x- and
y-coordinates of the intersections of
19.fii!,!.rfiii'i the line and parabola in the graphical
a. Compare the graphical method and the method? Where do these numbers
Lab Gear method for the solution of an appear in the Lab Gear method?
equal-squares equation. Use examples
that can be solved by both methods, and
20. QCreate an equal-squares equation that
has two solutions that are not whole num-
have 0, I, and 2 solutions.
bers. Solve it.
b. QWhat is the meaning of the x-inter-
cept in the graphical method? Where
does that number appear in the Lab
Gear method?

fi/iiliii FACTORING PRACTICE would combine like terms. While you think of
the six cells of the table, what you actually
Factor these polynomials. One is difficult, one write on paper looks like this.
is impossible. The Lab Gear may help for (2 - x)(7 - 3x + 5y)
some of the problems. = 14 - 6x + 1Oy - 7x + 3x2 - 5xy
21. xy+ 6y + l 22. l - 16 = 14 - 13x + 1Oy + 3x2 - 5xy
23. 3~ + 13x - 10 24. 4x2 + 8x + 4 29. Look at the example above, and make
sure you understand where each term
25. U + 2x + I 26. l - 5y + 6 came from.
27.l- 4y + 4 28. x2 + 8x + 12
Multiply these polynomials without using
ft/4114§1 MULTIPLICATION PRACTICE a table. Combine like terms.

You can multiply polynomials without the Lab

30. a. (2x - y)(y + 3x)
Gear and without a table. Picture the table in b. (x - 5y)(3x + 2y)
your mind, and make sure you fill all its c. (ac- b)(2b + 2ac)
spaces. For example, to multiply d. (ab - c)(b - c 2)
(2 - x)(7 - 3x + 5y) 31. a. (2x - y+ 4)(5 - y)
you would need a 2-by-3 table. To fill the six b. (2x2 -y + 4)(5y- x2)
cells of the table, you would multiply the 2 by
c. (2x -l + 4)(5y - ~)
7, by -3x, and by 5y. Then you would multiply
the -x by 7, by - 3x, and by 5y. Finally, you d. (a+ b + c)(2a + 3b + 4c)

4266 Chapter 7 Products and Powers

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 Power Play

RAFFLE TICKETS
Tickets Tickets
Erin is a senior at Alaberg High School and the Grade (as a power of 3)
(number)
director of the senior class play. To help pay
for sets and costumes, she plans to raise money 12th 1
through a raffle. She is considering several 31
11th 3
plans for selling raffle tickets.
Erin's first idea was to have members of each ...
class sell raffle tickets to the class below them. 1st
Erin would sell tickets to three 11th graders.
Each of them would sell tickets to three 1Oth
3. Give several reasons why Erin's plan is
graders, who in turn would each sell tickets to not practical.
three 9th graders, and so on. Erin started to
draw a tree-diagram of her plan. THE EXPONENT ZERO
• Erin The last column in your table above contained

~
increasing powers of 3.
e e e 11th graders 4. a. To follow the pattern, what should the
exponent on the first power in the
11\ 11\ e11\ table be?
••• ••• e e lOth graders
b. Based on that pattern, what should 3°
~~~ •••
~~~
•••••• •••
~~~
•••••• ••••••••• 9 h graders 1
be equal to?
5. a. Copy and complete this table.
1. If Erin extended her plan all the way down
to first grade, how many first graders 55 3125
would be buying tickets? Explain.
54
2. Make a table like the one following show-
ing how many tickets would be bought by 53
students in each grade. (The first entry in
the table is based on the assumption that 52
Erin bought one ticket for herself.) In the
51
last column, express the number of tickets
as a power of 3.
b. As you move down the columns, how
can you get the next row from the pre-
vious one?
c. Add another row to the bottom of the
table. Explain how it fits the pattern.

7.8 Power Play 2674

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T7.8

6. lij§.!§E'iijl!!.!,l You have found the values c. Express the answer to (a) as a number
of 3° and 5°. Using patterns in the same times a power of 3. Explain.
way, find the values of 2° and 4°. What 9. If Erin gets K seniors to help (including
generalization can you make? herself), how many 8th graders would buy
tickets? Express the answer in terms of K.
7. Jil!,lrrflfl Many people think that anum-
10. Assume five seniors are involved, includ-
ber raised to the zero power should be
ing Erin. As before, each student at every
zero. Write a few sentences explaining
step buys one ticket, but now each student
why this is not true.
sells two tickets instead of three.
a. How many 8th graders would
A BETTER PlAN
buy tickets?
Erin needs a better scheme for selling raffle b. Express the answer to (a) as a number
tickets. She decides to enlist the help of other times a power. Should you use a power
seniors in the play. Each senior (including of 2, a power of 3, or a power of 5?
Erin) will buy a ticket for himself or herself, Explain your answer.
and sell a ticket to three juniors; each of the
juniors will sell a ticket to three sophomores; 11 • . _ Assume K seniors are involved and
and so on, down to the 8th grade. each student sells M tickets.
a. How many 8th graders would buy tick-
Four more seniors help out: ets? Express your answer in terms of K
• • andM.
~
•~ • •
If\ If\ If\
• • •
If\ If\ If\
b. Q How many Nth graders would buy
tickets? Express your answer in terms
• •• • • • • • • •••••••••
.........
~~~ ......... ~~~. ...........................
~~~ ........ ~~~ ~~~ ~~~ of K, M, and N.
• • t2.1@1[.]f!!!.!,l Erin hopes to sell 1500 tickets
~ ~
• • •
If\ If\ If\
• • •
If\ If\ If\
altogether. Find several values forK (the
• •• • • • • • • ••••••••• number of seniors) and M (the number of
.........
~~~ .........
~~~ ........
~~~. ...........................
~~~ ~~~ ~~~
tickets sold per person) that make it possi-
ble to sell at least 1500 tickets, without
8. Assume Erin gets five seniors to help going below 7th grade. For each plan,
(including herself). indicate the number of students who
would be involved at each grade level.
a. How many 8th graders would buy
Which of those plans do you think is the
tickets?
most realistic?
b. How is this number related to the num-
ber of 8th graders who would buy tick-
ets if Erin does not get any other
seniors to help?

4268 Chapter 7 Products and Powers

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 7.8.

f;/iiliJi WHICH IS GREATER? 17. Is 4 2 = 24 the only case where ab = b0 ? If

it is, how can you be sure? If it isn't, how
13. Which is greater?
can you find others?
a. 5 • 335 or 3 • 535
b. 5 • 3035 or 30 • 535 1s.l@1t.!@i•],j Which is greater, ab or b0 ?
c. 5 • 30035 or 300 • 535 Of course, the answer to this question
depends on the values of a and b.
14. Which is greater? Experiment, and try to make some
a. 535. 335 or 1535 generalizations.
b. 35° or 035
15. ell- If a and b are each greater than 1, REVIEW/PREVIEW CHUNKING
which is greater, (ab) 10 or ab 10? Explain.
19. Solve for y: l = 49. (Remember there are
f;/JiljJj A COMMUTATIVE LAW? two solutions.)
You can use the strategy of chunking to solve
AI announced, "I noticed that 4 2 = 24 and equations involving squares. For example, in
32 = 23, so I generalized this using algebra to problem 20, think of (x + 3) as a chunk, and
say ab = b0 , always." write two linear equations.
"That's a great discovery," said Beau. "This Solve.
means that exponentiation is commutative!"
20. (x + 3)2 = 49
"Nice try, Al," said Cal. "It's true that 4 2 and
24 are both 16, but 32 is 9 and 23 is 8. They 21. (2p - 5) 2 = 49
aren't equal." 22. (5 - 2p) 2 = 49
AI was disappointed. "Round-off error," he 23. (6 + 2r)2 = 49
muttered. "Close enough."
16. What did Beau mean when she said that
exponentiation is commutative? Is she
right or wrong? Explain, using examples
to support your answer.

7.8 Power Play 2694

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~ll@iiji@~
WRITING
7 • B Graphing Inequalities

COMPOUND INEQUALITIES We say that the solution of the compound

I Definition: An inequality that contains

more than one inequality symbol is called a
compound inequality.
inequality -2 < 2x- 4 < 2 is
1 <X< 3.
Notice that the solution is also a compound
inequality, but it is simpler than the original
I Example: 3 < 2x < 8 is read 2x is between
3 and 8.
one. It tells us what values of x make the first
inequality true.
The figure shows the graphs of the line 3. Explain how the graph above can be used
y = 2x - 4 and the horizontal lines y = 2 and to show that the solution to the inequality
y = -2.
is 1 < x <3.
4. a. Graph the horizontal lines y = 3, y = 8,
andy= 3x + 5.
b. Use your graph to find the solution of
the compound inequality
3 < 3x + 5 < 8.

QUADRATIC INEQUALITIES

Sometimes an inequality is not compound, but

it has a compound solution. An example is the
inequality x2 < 4. The two graphs shown can
be used to solve this inequality.
y = -2

1. What are the coordinates of the points of

intersection of y = 2x - 4 with each of the
horizontal lines? y=4
2. Look only at the part of the line y = 2x- 4
that is between the lines y = 2 and y = -2.
a. Give the coordinates of some of the
points on this part of the line.
b. On this part of the line, how large can 5
the y-coordinate get? How small?
c. On this part of the line, how large can
the x-coordinate get? How small?

4270 Chapter 7 Products and Powers

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 7.8.

5. Look at the part of the graph of y = x 2 that 8. Use the graph to estimate the solution to
is below the graph of y = 4. x 2 > 5.
a. Give the coordinates of four points that 9. Solve these without a graph.
lie on this part of the graph. a. x2 < 16 b. x 2 > 16
b. On this part of the curve, how large can c. x 2 > 0 d. x 2 < 0
the x-coordinate get? How small?
c. Write the solution to this inequality. toJ;i§oi.Jil Write an illustrated report summa-
rizing what you have learned in this
6. The same graph can also be used to
assignment. Use examples, including at
solve the inequality x2 > 4. In this case,
least one quadratic, and at least one com-
the solution cannot be written as a
pound, inequality.
compound inequality. Instead it is written
in two parts,
x < -2 or x > 2.
Explain why the solution has two parts.
7. On the same pair of axes, make an accu-
rate graph of y = x2, y = 1, and y = 9. Use
your graphs to solve these inequalities.
a. x2 < 9 b. x 2 > 9
c. x 2 < 1 d. x2 > 1
e. 1 < x 2 < 9

7.B Graphing Inequalities 2714

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 Powers and Large Numbers

Powers provide a shorthand for writing large For problems 2-4 find the powers of the
numbers. Just as multiplication is repeated following numbers (a-d), that are immediately
addition, raising to a power is repeated multi- below and above the given numbers.
plication. For example, a. 2 b. 3
12 ° 12 ° 12 ° 12 ° 12 ° 12, c. 9 d. 10
which equals 2,985,984, can be written 126 .
Example: 691,737 (the population of
Not only is this shorter to write than either the
Virginia, the most heavily populated state
repeated multiplication or the decimal number,
in 1790) is:
it is shorter to key into a scientific calculator.

I
a. between 2 19 and 220
Notation: Calculators use 0, [2], or ~ b. between 3 12 and 3 13
for exponentiation (raising to a power). We
c. between 96 and 97
will use 0 to refer to that key.
d. between 105 and I 06
Calculators can calculate with exponents that
are not positive whole numbers. For example,
2o 3,929,214 (the population of the United
States in 1790)
it is possible to get a value for a number like
3-2.4 using the key for powers on your calcula- 3o 48,881,221 (the number of people who
tor. (Try it.) In this lesson, you will consider voted for President Bush in 1988)
only positive whole numbers for exponents. In
later chapters, you will use other exponents.
4o 178,098,000 (approximate number of
Americans aged 18 or older in 1988)
APPROXIMATING LARGE NUMBERS
CLOSER APPROXIMATIONS

lo ltfii!.JEI!!·I,I Consider the number 123,456. It is possible to combine powers with multipli-
Use your calculator to approximate the cation to get approximations that are closer
number as closely as you can with a power than those you were able to get in the previous
of 2, a power of 3, a power of 9, and a sections by using only powers. For example,
power of I 0. How close can you get with the speed of light is approximately 186,282
each power? Repeat this experiment with miles per second. This number is more than 2 17
four other numbers. (Use the same num- and less than 2 18, since
bers as other students, so as to be able to 2 17 = 131,072 and 2 18 = 262,144.
compare your answers. Use only positive
By multiplying 131 ,072 by a number less than
whole numbers having six or more digits.)
2, it is possible to get quite close to 186, 282.
Is it possible to get close to most large
1.2 131,072 = 157,286.4 (too small)
o
numbers by raising small numbers to a
power? 1.5 o 131,072 = 196,608 (too large)
1.4 131,072 = 183,500.8 (too small, but
o

pretty close)

4272 Chapter 7 Products and Powers

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 7.9.
5. We showed that the speed of light can be NAMES FOR LARGE NUMBERS
roughly approximated by multiplying 2 17 10. Write 100 and 1000 as powers of 10.
by 1.4. Find an even better approximation
by changing the number by which you There are common names for some of the
multiply, using more places after the powers of ten. Billion in the U.S. means I 09,
decimal point. but in Britain it means 10 12 • The table gives
the common names used in the U.S. for some
You can approximate the speed of light in powers of ten.
many different ways using powers of 2.
For example: Power Name
93141 • i = 186,282
46570 . 22 = 186,280 106 million

23280 . 23 = 186,240 109 billion

45.5. 2 12 = 186,368
1012 trillion
We used 2 17 in the example instead of some
other power of 2 because it is the largest 1015 quadrillion
power of 2 that is less than 186,282. We
1018 quintillion
approximated 186,282 by multiplying that
power of 2, by a number between 1 and 2. 1021 sextillion
6. Write an approximation to the speed of
101()() googol
light using a power of 3 multiplied by a
number between I and 3. (Hint: Begin by
finding the largest power of 3 that is less 11 ...... Someone might think a billion is two
than 186,282.) millions, and a trillion is three millions. In
fact, a billion is how many millions? A
7. Write an approximation to the speed of trillion is how many millions? Explain.
light using a power of 9 multiplied by a
number between I and 9. SCIENTIFIC NOTATION

8. Write an approximation to the speed of Definition: To write a number in scientific

light using a power of I 0 multiplied by a notation means to write it as a power of I 0
number between I and I0. multiplied by a number between I and I 0.
This is the most common way of writing
9. Combine a power and multiplication to get large numbers in science and engineering.
a close approximation to the length of the
Earth's equator, which is 24,902 miles, to 12...... Explain why I 0 is used for the base
the nearest mile. You can use any base for in scientific notation rather than some
the power, but multiply the power by a other number. Use examples.
number between I and the base.

7.9 Powers and Large Numbers 2734

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T7.9
13. Write in scientific notation. 14.'#i.J!4§1 Find four large numbers that mea-
a. one million sure some real quantity. They should all be
b. 67 million (the average distance from larger than 100,000,000. Encyclopedias,
the sun to Venus in miles) almanacs, and science books are good
c. 5.3 billion (an estimate of the world's sources of such numbers.
population in 1990) a. Tell what each number measures.
d. twenty billion b. Write the number in scientific notation.
e. 3.1 trillion (the U.S. national debt in
dollars as of June 1990)
f. three hundred trillion

f;/jjliii PRIME NUMBERS 18. Here is an ancient method, (invented by

the Greek mathematician Eratosthenes,)
There is only one polyomino rectangle of area of finding the prime numbers.
2, and only one of area 3. But there are two a. On a list of numbers from I to I 00,
polyomino rectangles of area 4, corresponding cross out the I.
to the products 2 • 2 = 4 and I • 4 = 4.
Circle 2, cross out its multiples.
15. What is the smallest number that is the Circle the first number that is not
area of a polyomino rectangle in 3 differ- crossed out, cross out its multiples.
ent ways? Sketch the three rectangles and Repeat, until all the numbers are either
show the products. crossed out or circled.
16. Repeat the problem for 4 different ways. b. Explain how and why this method
works to find the prime numbers.
17. Can you predict the smallest number that
is the area of a polyomino rectangle in 5 19. A mathematician once suggested that
different ways? Check your prediction. every even number greater than 2 may be

I Definition: Numbers greater than I that can

only make a rectangle with whole number
dimensions in one way are called prime numbers.
the sum of two prime numbers. No one
knows why this should be true, but it has
worked for every number that's ever been
tried. Test this for yourself with at least ten
even numbers. (This is known as
s
Goldbach conjecture. A conjecture is
a guess that has not yet been proved true
or false.)

Chapter 7 Products and Powers

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 LE">SON

WITH A CALCULATOR 6. Try all the methods listed that are

Calculators can display numbers only up to a available on your calculator. In each case,
certain number of digits. For many calculators, the calculator should respond with j2000j
ten digits is the limit. after you press EJ
or !ENTER!.
1. What is the limit for your calculator? 7. .,_Explain the purpose of the and 0
2. What is the smallest power of 2 that forces IEEj keys. How are they different?
your calculator into scientific notation? HOW MUCH FARTHER,
HOW MANY TIMES AS FAR?
On many calculators, the answer to problem 2
is 234 which, according to the calculator, is The table shows the ten brightest objects in the
equal to sky, and their average distances from Earth, in
lt.7179869I8 10 I or lt.717986918E10i. miles. (The objects are listed in order of aver-
age brightness as seen from Earth.)
The expression on the left does not mean
1.717986918 10, even though that's what it Distance
looks like. It is just calculator shorthand for
1.717986918 · 10 10 • The actual value is Sun 9.29(107)
17179869184, which is too long to fit, so the
calculator gives the approximate value of Moon 2.39(105 )
17179869180, expressed in scientific notation.
Venus 9.30(107 )
(For a number this large, this represents a very
small error.) Jupiter 4.84(108 )
3. Which power of 2 is displayed as Sirius 5.11(10 13 )
I2.814749767E14I?
Canopus 5.76(10 14 )
4. Find a power of 4 and a power of 8 that
are also displayed as I2.814749767El4l. Arcturus 2.12(10 14 )

5. Find powers of 3, 9, 27, and 81 that are Mars 1.42( 108)

displayed in scientific notation, in the form
__ · 10 17 • If possible, find more than Vega 1.59(10 14)
one solution for each number.
Saturn 8.88( 108 )
There are three ways to enter numbers in sci-
entific notation into your calculator. For exam- 8. If you were to divide the objects into two
ple, to enter 2 · 103, you can key in 2G groups, based only on the value of the
10 0 3, or 2G ltoxl3, or (depending on the exponents of 10, what would be in each
calculator) 2IEEI3, or 2IEXPI3. We will refer group? What is the actual significance of
to this last key as IEEl. the two groups?

7.10 Using Scientific Notation 2754

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T7.1o
For each pair of objects given in problems Without a calculator it is not easy to add and
9-13, answer questions (a) and (b). If an subtract in scientific notation. One way is to
answer is greater than 10,000, give it in scien- revert to ordinary decimal notation. Another is
tific notation. to write the two quantities with a common
a. The second object is how many miles exponent for I 0, as was done in problem 14b.
farther from Earth than the first? 16. Add or subtract.
b. The second object is how many times as a. 6.2 · 103 + 5 • 106
far from Earth as the first?
b. 6.2 · I06 - 5 • I03
9. The Moon, Venus c. 6.2 . 105 +5. 103
10. The Moon, Saturn d. 6.2 • I03 - 5 • I06
11. The Sun, Sirius Without a calculator it can be tedious to multi-
ply and divide large numbers. However, if the
12. The Sun, Canopus numbers are written in scientific notation it is
13. Sirius, Canopus easy to estimate the size of the answer.
For the following problems, 17-20:
WITHOUT A CALCULATOR
a. Convert the numbers to ordinary deci-
14. Convert these numbers to ordinary deci- mal notation.
mal notation and add them without a
b. Multiply or divide.
calculator.
c. Write your answers in scientific notation.
a. (4 · 107) + (5 · 106)
b. (40. 106 ) + (5 • 106) 17. (3 • 105) • (6 • 103)
15. ..... Compare the two computations in 18. (3 . 103) • (6 . 105)
problem 14. Which would have been easy 19. (6 . 106 ) 7 (3 . 103)
to do without converting to ordinary deci-
mal notation? Explain. 20. (3 • 106 ) 7 ( 6 • 103)

PREVIEW MUL TIPL/CATION AND 22. QDoes the shortcut, described in problem
EXPONENTS 21 b, work for multiplying 3(24) by 5(2 6)?
Explain, giving several examples of
21. Q this type.
a. In each of problems 17-20, look for a
relationship between your answer and fjljifiii PERFECT SQUARE TRINOMIALS
the original numbers. How could you
have obtained your answer without con- 23. All of these are perfect square trinomials.
verting from scientific notation? Write each one as the square of a
binomial.
b. Explain a shortcut for multiplying and
dividing numbers in scientific notation. a. c2x2 + 2bcxy + b 2/
Include an explanation of what happens b./+ 2xy + x 2
to the exponent of I 0. c./+ 2by + b2
d. 0.25x2 + 0.2x + 0.04

4276 Chapter 7 Products and Powers

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 Using Large Numbers

TRAVELING IN THE SOLAR SYSTEM 4. ..,_ Compare the groups you created in
The table below gives the diameter and aver- problem 3. Find a way to combine your
age distance from the Sun in kilometers (km) decisions into an overall division of the
of each of the planets in the solar system. The planets into two or three groups, by type of
Sun's diameter is also shown. planet. Name each group, and list its char-
acteristics in terms of the data in the table.
Distance 5. Light travels approximately 299,793
Diameter Moons
from Sun
kilometers per second. Show your calcula-
Sun 1.39(106 ) tions, and give your answers in scientific
notation. How far does light travel in
Mercury 4 .88( I 0 3 ) 57,700,000 0 a. one minute? b. one hour?
Venus 1.21 ( 104 ) I08, 150,000 0
c. one day? d. one year?
6. Abe remembers learning in elementary
Earth 1.23( I0 4 ) 150,000,000 I
school that it takes about eight minutes for
Mars 6.79( 103 ) 227,700,000 2 light to travel from the Sun to the Earth.
Figure out whether he remembers
Jupiter 1.43( I0 5 ) 778,300,000 17 correctly. Show your calculations.

Saturn 1.20( I0 5 ) 1,427,000,000 22 7. Light from the Sun takes more than one
day to reach which planets, if any?
Uranus 5.18( 104 ) 2,870,000,000 15
8. When Pluto is at its mean distance from
Neptune 4.95(104 ) 4,497,000,000 3 the Sun, how long does it take light from
the Sun to reach it?
Pluto 6.00(103 ) 5,900,000,000 I
9. An Astronomical Unit is the distance from
the Earth to the Sun. What is Pluto's dis-
1. Convert the diameters to normal decimal
tance from the Sun in Astronomical Units?
notation.
2. Convert the distances to scientific SCALE MODELS

notation.
10. Make a scale drawing showing the
3. Divide the planets into groups distances of the planets from the Sun. Tell
according to: what your scale is, and explain why you
a. their diameters. How many groups are chose it.
there? Explain.
b. their distance from the Sun. How many hi.!IM'
groups are there? Explain. 11. Decide what would be a good scale for a
c. their number of moons. How many scale model of the solar system, so you
groups are there? Explain. could fit the model in your classroom.
How large would each planet be? How far
would each planet be from the Sun?

7.11 Using Large Numbers 2774

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• 7.11

12. Decide what would be a good scale for a 16. The U.S. population in 1986 was about
scale model of the solar system, so you 240 million people. Write this number in
could clearly see even the smallest planet. scientific notation. Then calculate how
How far would each planet be from the many pounds of paper and cardboard were
Sun? How large would each planet be? thrown away per person.
What objects could you use to represent
17. The distance around the equator of the
the planets?
Earth is about 24,900 miles. AI bikes to
13. Using a map of your town, figure out and from school every day, about five
where you might place the planets and miles each way. Biking back and forth to
the Sun. Use the scale you calculated in school, about how many school years
problem 12. would it take AI to cover the distance
around the equator? (A school year has
14. The nearest star, Alpha Centauri, is 40 tril-
about 180 days.)
lion kilometers away from the Sun. Where
would it be in your model? 18. Biking back and forth to school, about
how many school years would it take
OOWN TO EARTH AI to cover
a. the distance from the Earth to
15. In 1986 people in the U.S. threw away the moon?
about 64.7 million tons of paper and card- b. the distance from the Earth to the Sun?
board. Write this number in scientific
19. The population of the U.S. was about 250
notation.
million in 1990. Approximately 5 · I ott
The number 64.7 million is too large to mean cigarettes were smoked in the U.S.
anything to most people. The following prob- a. About how many cigarettes were
lems illustrate some ways of bringing large smoked per person?
numbers "down to earth." b. About how many were smoked per
For example, to understand how much paper person, per day?
and cardboard was thrown away in the U.S. in c. If 186 million U.S. residents did not
1986, it helps to figure out how much was smoke any cigarettes, how many
thrown away per person. cigarettes were smoked per smoker,
per day?
Since there are 2000 pounds in a ton, 64.7 mil-
lion tons is
(6.47 • 107 tons) · (2 • 103 lbs/ton)
= 12.94 • IOto lbs.

4278 Chapter 7 Products and Powers

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 As the Crow Flies
•J{. r
' ~-
. _. J
.-~{ _,..,_ J
l' . r ...

You will need: •••••••••••••••••••• 4. ..,_ Use the [2] key to calculate the
•• square of 8.76. Write it down. Clear your
•• geoboards
............................. calculator. Now use the [[] key to find
•
•
•
•
•
dot paper
.....................................................
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
D the square root of the number. What ans-
wer did you get? Explain why this is so .
5. ..,_Find a number for .f5. Write it down.
SQUARE ROOTS Now clear your calculator, enter the num-
As you know, the square of a number is the ber, and use the [2] key. What answer did
area of a square that has that number for a side. you get? Compare your answer with other
For example, the square of 4 is 16, because a students' answers. Explain.
square having side 4 has area 16. 6. ..,_ Which number has more digits,
1. a. What is the area of a square having ~10.3041 or .J2? Make a prediction and
side 9? check it with your calculator. Explain your
answer.
b. What is the side of a square having
area 9? DISTANC f ON THE CEOBOAim

2. a. What is the area of a square having To find the distance between two points on the
side 10? geoboard, as the crow flies, you can use the
b. What is the side of a square having following strategy.
area 10? • Make a square that has the two points as
You can answer question 2b with the help of a consecutive vertices.
calculator, by using trial and error. Or, you • Find the area of the square.
may answer it by using the [[] key. • Find the side of the square.

I Definition: The square root of a number is

the side of a square that has that number for
area.
In problems 7-9, express your answers two
ways: as a square root, and as a decimal
approximation (unless the answer is a
whole number).
For example, the square root of 4 is 2, because
a square having area 4 has side 2.
3. a. What is the square of II?
b. What is the square root of II?
The square root of II is written ffi. The num-
ber given by a calculator is an approximation
of the exact value. Many calculators have an
[2] key.

7.12 As the Crow Flies 2794

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• 7.12
Example: Find the distance between (I, 0) 9. Find the distance between (5, 5) and (8, 9).
I and (0, 1).
10. a. Find 12 geoboard pegs that are at a dis-
• • • • • • • • • • • tance 5 from (5, 5). Connect them with
• • • • • • • • • • • a rubber band. Sketch the figure .
• • • • • • • • • • • b. Explain why someone might call that
figure a geoboard circle.
• • • • • • • • • • •
• • • • • • • • • • • 11. How many geoboard pegs are there whose
distance from (5, 5) is
• • • • • • • • • • •
a. greater than 5?
• • • • • • • • • • • b. less than 5?
• • • • • • • • • • • 12. Choose a peg outside the circle and find its
• • • • • • • •

0.
•
• •
• • •
• • • • •
• • • • •
•
•
The area of the square is 2, so the distance
distance from (5, 5) .
13. Find all the geoboard pegs whose
distances from (4, 3) and (6, 7) are equal.
Connect them with a rubber band. Sketch.
between the two points is v2, or 1.41 ...
14. What are the distances between the pegs
7. Find the distance between: you found in problem 13 and (4, 3) or
a. (4, 3) and (6, 7); (6, 7)?
b. (4, 6) and (6, 4);
15. Describe a method for find-
c. (4, 5) and (4, 8). ing the distance between the origin and a
8. Find the distance between the origin point with coordinates (x, y). Use a sketch
and (3, 1). and algebraic notation.

DISCOVERY SUMS OF PERFECT SQUARES DISCOVERY SUMS OF POWERS

16. Any whole number can be written as a 18. Write every whole number from I to 30 as
sum of perfect squares. Write each whole a sum of powers of 2. Each power of 2
number from 1 to 25 as a sum of squares, cannot be used more than once for each
using as few squares as possible for each number. Do you think this could be done
one. (For example, 32 + 12 is a better with very large numbers? Try it for 100.
answer for I 0 than 22 + 22 + 12 + 12.)
19. Write every whole number from I to 30 as
17. QYou should have been able to write a sum of powers of 3 and their opposites.
every number in problem 16 as a sum of Each power can appear only once for each
four or fewer perfect squares. Do you number. Do you think this could be done
think this would remain possible for large with very large numbers? Try it for I 00.
numbers? For very large numbers?
Experiment with a few large numbers,
such as 123, or 4321.

4280 Chapter 7 Products a11d Powers

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~~~ii~i~i~~
_WRITIN~
7.C One Googol Zeroes

Scientific notation will help you think about 5. 30,000 sheets of thin paper make a pile
these two very large numbers. one meter high. How many zeroes could
be in such a pile, if each sheet is the size
one googol = 1O,OOO,OOO,OOO,OOO,OOO,OOO,
of the United States?
OOO,OOO,OOO,OOO,OOO,OOO,OOO,OOO,OOO,OOO,
OOO,OOO,OOO,OOO,OOO,OOO,OOO,OOO,OOO,OOO, 6. a. The moon is less than 4( 10 5) km away.
OOO,OOO,OOO,OOO,OOO,OOO,OOO How many zeroes, if our pile of paper
extended that far?
1. How many zeroes does it take to write one
googol? (Count them!) b. The sun is 1.5( 10 8) km away. How
many zeroes, if our pile extended
one googolplex = 1 followed by one googol that far?
zeroes c. The nearest star is 4(10 13) km away.
2. Guess how large a sheet of paper one How many zeroes, if our pile extended
would need to write one googol zeroes. that far?
a. a sheet the size of a table? 7. What fraction of the total number of
b. a sheet the size of a room? zeroes does our pile include?
c. a sheet the size of a school?
8. l;t§·r·lel Write a report summarizing your
d. a sheet the size of a city?
answers to problems 3-6 above. Show
3. Let's assume a zero takes up one square your calculations and include any sketches
centimeter. How many zeroes could you fit that were useful in figuring out answers.
on a piece of paper having area Explain your reasoning. Then show how to
a. one square meter? (There are 100 cen- figure out the correct answer to problem 2.
timeters in a meter. Use a sketch to fig-
ure out how many square centimeters 9. 1Qi.!!§91 Where in the universe would our
in a square meter. Hint: There are more pile of papers end if it did include one
than 100 square centimeters in a googol zeroes?
square meter.)
b. one square kilometer? (There are 1000 The word googol was created in 1938 by the
meters in a kilometer.) eleven-year-old nephew of the American
mathematician Edward Kasner. In one sense,
I Notation: cm2 stands for square centimeter;
km2 for square kilometer.
a googolplex is the largest number that has a
name. But in fact, even without creating any
4. a. The area of California is 4( 105) km2 . new names, you can name larger numbers. For
How many zeroes could fit on a sheet example, the words two googolplex name a
of paper this size? larger number.
b. The area of the United States is nearly 10. What is the largest nameable number?
107 km 2• How many zeroes could fit on Explain your reasoning.
a sheet this size?

7.C One Googol Zeroes 2814

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 ~ Essential Ideas
RECTANC.ULAR WINDOWS 5. The panes described in Lesson 2 cannot be
The window panes referred to below are those used for windows of width l.
pictured in Lesson 2 of this chapter. a. Explain why.
b. Sketch the two types of panes that are
1. Sketch a window having length equal to
needed in this case.
twice its width that is made up of panes
c. Find the number of each type of pane
from the A.B. Glare Co. How many panes
for a window having width l and
of each type (comer, edge, and inside) are
length L.
there?
Use sketches or tables of values to help solve MULTIPLY

the following problem. 6. Multiply these polynomials.

2. How many of each type of pane would a. (3x- 5)(4x- 6)
you need for windows that are twice as b. (5 - 3x)(6 - 4x)
long as they are wide? Your answer will c. (3y + 3x- l )(-2x + 2y)
depend on the width of the window. Let d. (x + y + z)(-x + y)
the width be W, and find expressions in
terms of W for: 7. Multiply and compare the results. What do
you notice? Explain.
a. the length of the window;
a. (ax - by)(ax - by)
b. the number of inside panes;
b. (by - ax )(by - ax )
c. the number of edge panes;
c. (ax - by)(by - ax)
d. the number of comer panes.
3. Draw a pair of axes and label the x-axis REMARKABLE IDENTITIES

Width and they-axis Number of Panes. 8. Find the missing terms.

Then make a graph showing each of a. (ax - _ _ )2 = _ _ - 2ax + 1
these as a function of W, the width of b. b 2 - x 2 = (b - x)(_ _ )
the window.
c. l - lOy + - - = ( _ _ ) 2
a. the number of inside panes
d. (ax+ _ ) 2 = a 2x 2 + __ + b 2/
b. the number of edge panes
c. the number of comer panes MUL Tr'L Y

4. As you increase the width of the window, Factor. Look for a common factor and use
which grows fastest, the number of inside an identity.
panes, edge panes, or comer panes?
Explain, referring to graphs or sketches.

4282 Chapter 7 Products a11d Powers

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9. a. 5x2 + 20x + 20 18.
••
0 Use graphs and tables of values to solve
these compound inequalities.
b. 6/ + I2xy + 6x2
a. x - 2 < 3x - 4 < x + 5
c. 2x2 + 60x + 450
b. x - 2 < 3x - 4 < -x + 5
10. Find the middle term that will make each
of these a perfect square trinomial. Then BILliONS AND BILliONS
write it as the square of a binomial. The following was written on an ice cream
a. I 00a 2 + + 49b 2 package: $3 billion is I% of the U.S. yearly
b. (l/9)x2 + __ + (l/4)/ defense budget. If you ate one ice cream cone
per hour per day it would take you 342,466
11. Factor these polynomials. years to consume 3 billion ice cream cones.
a. 4x2 - 20x + 25
b. 4x2 - 25 19. Check that the calculation is accurate.
c. 25- 4x2 20. Assuming that the information is accurate,
what is the U.S. hourly defense budget?
12. 0 Factor these polynomials. (Hint: First
look for common factors .) MUL TIP'L'r
a. 5/ + 90xy + 45x2 21. A light-year is the distance light travels
b. 48x- 27x/ in one year. Figure out how far that is in
c. xy-1 - 6x-y
1
+ 9x ~ kilometers, given that light travels approx-
imately 299,793 kilometers per second.
SOLVING EQUATIONS WITH SQUARES
Use scientific notation.
Solve for x. There may be no solution, one
solution, or more than one solution. WHAT A BARGAIN

22. Say that a particularly expensive necklace

13. x 2 = 25
costs one googol dollars.
14. 36x2 = 49 a. Fortunately, it's on sale at 99% off.
15. x 2 - 6x + 9 =0 How much does it cost now?
b. What percent-off sale would be needed
16. x 2 - 6x +9= I so that the necklace would cost ten
billion dollars?
GRAPHING INEQUALITIES

17. Use graphs to help you find the solution to

each of these compound inequalities. In
each case, you will need to graph two hori-
zontal lines and one other line.
a. -3 < 4x - 3 < 5
b. -3 < -4x + 3 < 5
c. -5 < 4x - 3 < 3
d. -5 < -4x + 3 < 3

+ Essential Ideas 2834

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CHAPTER

The spiral surface pattern of gastropod fossils

Coming in this chapter:

[email protected] A population is growing at a rate of about 2% per
year. In how many years will the population double? Experiment
with different starting values for the population. How does your
answer depend on the starting value?

____o_ig_
itiz_e_
d _by~oog le
 GROWTH AND CHANGE

8.1 Height and Weight

8.2 Focus on Function Diagrams
8.3 Slope
8.4 Linear Functions
8.A THINKING/WRITING:
Slope-Intercept Form
8.5 Ideal Population Growth
8.6 Comparing Populations
8.7 Percent Increase
8.8 Percent Decrease
8.8 THINKING/WRITING:
Simple and Compound Interest
8.9 Equal Powers
8.10 Working With Monomials
8.11 Negative Bases, Negative Exponents
8.12 Small and Large Numbers
8.( THINKING/WRITING:
Applying the Laws of Exponents
• Essential Ideas

Digitized by Go
 Height and Weight

••••••••••••••••••••• 2. What is the increase in height between:

You will need: •
••
• a. birth and three months?
•
• graph paper 8E3
······································ ~
•
••
•• b. 15 months and 18 months?
••••••••••••••••••••••••••••••••••• c. birth and one year?
Dr. Terwit, a pediatrician, kept records of her d. three years and four years?
son Joshua's height and weight from birth to 3. Did Joshua's height grow faster or more
age four years. We will use these numbers to slowly as he grew older? Explain your
learn about rate of change. answer by referring to:
Age Height (em) Weight (kg) a. the answers to problem 2;
b. the shape of the graph.
birth 51 3.4
4. If Joshua had grown the same number of
3 mo 60 5.7 centimeters every month, what would his
average rate of growth be, in centimeters
6mo 66 7.6 per month, between:
9mo 71 9. 1
a. birth and three months?
b. 15 months and 18 months?
12 mo 75 10.1 c. birth and one year?
15 mo 79 10.8
d. three years and four years?
5. What was Joshua's average rate of growth
18mo 82 11.4
in centimeters per month during his first
2 yr 88 12.6 four years? Compare this average with the
averages you found in problem 4.
2.5 yr 92 13.6
6. .il!,!.rfifl Write a short paragraph summa-
3 yr 96 14.6 rizing the relationship between Joshua's
age, his height, and the rate of his growth.
4 yr 103 16.5
In particular, explain the idea of average
rate of growth and how it changed with
HEIGHT AS A FUNCTION OF AGE his age.
1. Make a graph to represent height as a
function of age. (Note that the ages given
are not evenly spaced.)

4286 Chapter 8 Growth and Change

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 8.1.

7. 1@11§§1 Find out how many sizes there 10. ._Joshua's weight grew at a fairly con-
are for babies' and children's clothes in stant monthly rate between ages one and
the age range studied here. Is what you four. Explain how this can be seen
find consistent with the information in a. on the graph;
the table? b. numerically.
11 . . _ However, his weight grew much
WEIGHT AS A FUNCTION OF AGE
more slowly between ages one and four
This is a graph of weight as a function of age. than during his first year. Explain how this
The straight lines form four steps connecting can be seen
some data points. a. on the graph;
Vl 20 b. numerically.
E
e
01)
WEIGHT AS A FUNCTION OF HEIGHT
.2
:..;: 16
.5
This is a graph of weight as a function of
.E height.
01)

·~ 12 "'20
E
e
~ •
8 :..;: 16
c
•
•
4
•
••
•
•
0 8 •
10 20 30 40 50
age in months
•
8. Use the data to answer these questions 4
about the graph.
•
a. How high is each step? (Give your
answer in kilograms.) 0 20 40 60 80 100 120
b. How wide is each step? (Give your height in centimeters
answer in months.) 12. How much weight did Joshua gain for
c. Explain the meaning of your answers to each centimeter he gained in height?
(a) and (b) in terms of the yearly Answer this question for the following
change in Joshua's weight. periods:
9. Find the average monthly weight gain a. birth and three months;
between ages b. ages three and four;
a. two and two-and-a-half; c. on the average, over the four years.
b. two-and-a-half and three;
c. two and three.

8.1 Height and Weight 2874

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• 8.1

13. Study the preceding graph and table and 1SJ;i§.I•Irl Write a report comparing the
make calculations to find the time in height and the rate of growth of boys and
Joshua's first four years when he gained girls. Include a graph showing the heights
a. the least weight per centimeter; of both boys and girls as a function of age,
b. the most weight per centimeter. on the same axes. (Since the graphs are
close to each other, you may want to dis-
14. . _ Compare the two graphs of weight
tinguish them by using color.) Your report
(as a function of age and as a function of
should include, but not be limited to,
height). How are they alike? How are they
answers to these questions.
different? Discuss the shape of the graphs,
the units, and the rate of change. • How many inches do boys and girls gain
per year, on the average?
Because the rate of change of weight as a func- • At what ages do they grow fastest?
tion of height does not vary much, the data
• How many inches do they gain per year
points fall close to a line. You could say that
during those growth spurts?
this data is nearly linear. In cases like this, it is
a common statistical technique to approximate
the data with a line. You will learn more about
this in future lessons, but first you need to
know more about lines and linear functions.

BOYS AND GIRlS

The following table shows the average height

in inches of boys and girls, ages 9 through 18.

Height (in.)

Age Girls Boys

9 52.3 53.3

10 54.6 55.2

II 57.0 56.8

12 59.8 58.9

13 61.8 61.0

14 62.8 64.0

15 63.4 66.1

16 63.9 67.8

17 64.0 68.4

18 64.0 68.7

4288 Chapter 8 Growth and Change

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 Focus on Function Diagrams

.
:
You will need: ••••••••••••••••••••••

~.~.~.~~.P~P..~.~...... ff83
~ .•~
I Definition: In-out lines can be extended to
the left or right. If all of them meet in a sin-
gle point, that point is called the focus.
•
••••••••••••••••••••••••••••••••••
5. ltfi'[.jf!!!.!,l Consider the function
fj#iiiiJii PARALLEL-LINE DIAGRAMS diagrams shown in figures (a-p). For each
one, find the function. You may split the
1. a. Draw a function diagram such that its work with other students. Describe any
in-out lines are parallel and going patterns you notice. If you cannot find all
uphill (from left to right). the functions or patterns, you will get
b. Find the function corresponding to the another chance at the end of the lesson.
diagram, using an in-out table if you
need it. MAGNIFICATION

2. Repeat problem I with parallel in-out lines 6. Look at function diagram (h). By how
going much does y change when x increases by:
a. downhill; a. I? b. 2?
b. horizontally. c. some amount A?
3. .,_ For the functions you created in prob- In function diagrams that have a focus,
lems I and 2, when x increases by I, by changes in y can be found by multiplying the
how much does y increase? Does it depend changes in x by a certain number, called the
on the steepness of the lines? magnification.
(To answer this, compare your functions (change in x) • (magnification) = (change in y)
with other students' functions.) Explain
7. a. What is the magnification for (h)?
your answer.
b. What other diagrams have the same
Problems 4 through 9 refer to the function dia- magnification?
grams shown on the next page.

THE FOCUS
I Rule: If y decreases when x increases, the
magnification is negative.

I Definition: If an in-out line is horizontal, its

input is called a fixed point.
8. For which diagrams is the magnification
equal to -3? (If x increases by I, y
decreases by 3.)
For example, both x andy equal 12 in diagram
(a), so 12 is a fixed point for that function. 9. Find the magnification for each function
diagram. Note that the magnification can
4. What are the fixed points for functions
be positive or negative, a whole number or
(b-p)?
a fraction.

8.2 Focus on Function Diagrams 2894,

Digitized by Coogle
Ts.2

0 0 0 0 0 0

0 0 0 0 0 0

0 0
0 0

1'1.1
e
fOil
0 0 0 0 ·-"'==
0
0
0
0 ·-.....=
CJ

ce=
~
=
QJ

0 0 0 0 ·-
il<
1'1.1

0 0 0
0 0 0

0 0 0
0 0 0

4290 Chapter 8 Growth and Change

Digitized by Coogle
 8.2.

THE m PARAMETER RATE OF CHANGE

You probably noticed that all the function Once again, look at the diagrams (a-p).
diagrams represent functions of the form
16. ~ On each diagram, as x increases, fol-
y = mx + b. It turns out that this is always true
low y with your finger. For what
of function diagrams with a focus. As you may
values of m does y
remember, the letters m and b in the equation
are called parameters. a. go up? b. go down?
c. move fast? d. move slowly?
10. ~Look at the equations you found in
the Exploration, problem 5. What is the The magnification is often called the rate
relationship between the magnification of change.
and them parameter in those equations? 17. What is the rate of change if y increases
Explain. by 3 when x increases by:
11. If you move the focus of a function a. 1? b. 6? c. -10?
diagram up, how does it affect the value
of m? How about if you move it down? THE IJ PARAMETER

12. Where would the focus be if m was

a. a negative number? 5 5
b. a number between 0 and 1?
c. a number greater than I?
13. What is a possible value of m if the 0 0
focus is
a. half-way between the x- andy-number
lines?
b. between the x- andy-number lines, but -5 -5
closer to x?
c. between the x- andy-number lines, but X ------:~y

closer toy?
Two in-out lines are shown in the diagram.
14. What is a possible value of m if the Each one is labeled with a number pair. The
focus is first number in the pair is the input, and the
a. far to the left of the x-number line? second number is the output.
b. close to the left of the x-number line? Notation: Any in-out line can be identified
c. close to the right of they-number line? by a number pair. From now on, we will
d. far to the right of they-number line? refer to lines on function diagrams this way.
For example, the line connecting 0 on the
15. Q In some parts of mathematics, parallel x-number line to 0 on they-number line will
lines are said to meet at a point that is at
be called the (0, 0) line.
infinity. In that sense, parallel-line
diagrams could be said to have a focus at
infinity. Is this consistent with your answer
to problem 14? Explain.

8.2 Focus 011 Function Diagrams 2914

Digitized by Coogle
.8.2
18. What can you say about the b parameter if MUL TI~LY
the focus is on the (0, 0) line?
21. If you did not find all the equations for the
19. Look at diagram (n). Its equation is function diagrams (a-p), when working on
y = 3x + 12. problem 4, do it now. Hint: You may use
a. Name the in-out lines that are shown. what you learned about magnification and
b. Check that the pairs you listed actually about the (0, _ ) in-out line.
satisfy the equation by substituting the
22.i§I!,I,F'h Write what you learned about
input values for x.
function diagrams, the fixed point, the
c. Among the pairs you checked was focus, magnification, and the parameters
(0, 12). Explain why using 0 as input m and b. Also mention parallel-line
gave the b parameter as output. diagrams.
20. ~In most of the diagrams (a-p), there is
an in-out line of the form (0, _). How is
the number in the blank related to the b
parameter? Explain.

f;lijfijj BINOMIAL MULTIPLICATION 27. (3x- 1)(2 + x)

Multiply and combine like terms. 28. (3x + 1)(2 + x)
23. (3x + 1)(x - 2) 29. (6 + y)(2y + 4)
24. (2x - 3)(5 - x) 30. (y - 4)(2y + 2)

25. (5 + x)(3x - 3) 31. (y - 3)(y - 5)

26. (2y - 2)(6 - y) 32. (6 - x)(2x - 3)

4292 Chapter 8 Growth and Change

Digitized by Coogle
 ••••••••••••••••••••••
You will need: 4. ~A sign in the mountains says 6%
•• ••• Grade. Trucks Use Low Gear. Explain
•• •• what a 6% grade is. Use the words slope,
•• •• rise, and run in your answer.
• •
• •
•
•••••••••••••••••••••••••••••••••••• • 5. In a nonmountainous area, the steepest
grade allowed on a freeway is 4%. With
GRADE AND SLOPE
this grade, how many meters of altitude
do you gain per
Steep roads sometimes have a sign indicating
a. kilometer traveled in the horizontal
how steep they are. For example, the sign may
direction? (A kilometer is 1000
say 5% Grade. This means that you gain 5
meters.)
units of altitude (the rise) for every 100 units
you move in the horizontal direction (the run). b. meter traveled in the horizontal
direction?
1. On a 5% grade, how many units of altitude
do you gain for every 6. If you are climbing a mountain road with
grade 5.5%, and you gain I 000 ft in alti-
a. 200 units you move in the horizontal
tude, how many miles have you traveled?
direction?
(There are 5280 feet in a mile.)

I
b. 25 units you move in the horizontal
direction? Definition: Slope is defined as the ratio of
c. I unit you move in the horizontal rise to run. slope=- rise
run
direction?
7. a. How many units of altitude do you gain
5% grade (figure is not to scale) for every 100 units traveled on a hori-
zontal road?
b. What is the grade of a horizontal road?
100 meters c. What is the slope of a horizontal line?
In math a 5% grade is called a slope of 0.05. A horizontal road has grade 0. This is because
2. If the slope is 0.05, how many units no matter how much you move in the horizon-
do you move in the horizontal direction tal direction, you do not gain any altitude. The
for every rise is 0 for any run. For example, for a run of
I, the slope is Oil which equals 0.
a. 30 units you gain in altitude?
b. 0.05 units you gain in altitude? GEOBOARD SLOPE
c. 0.5 units you gain in altitude? The figure shows three geoboard right
3. The figure above is not to scale. triangles. The side opposite the right angle in a
a. What is the actual slope illustrated? right triangle is called the hypotenuse.
(Use a ruler to measure the rise and
the run.)
b. Is it more or less steep than a 0.05
slope?

8.3 Slope 2934

Digitized by Coogle
Ts.J
• • • • • • 16. Find every possible geoboard slope that is
greater than 0.5 and less than I. Express
• • • • •
your answers as decimals .
• • • • •
• • • • • SlOPES FROM COORDINATES

You may make a right triangle on your

geoboard to help you answer the following
questions .
•
17. What is the slope of the line joining
• • a. (0, 0) and (4, 5)?
• • b. (1, I) and (5, 6)?
• • c. (0, I) and (4, 5)?
• d. (I, 0) and (5, 6)?
8. Find the slope of each hypotenuse in this
18. What is the slope of the line joining
figure.
a. (0, 0) and (8, I0)?
9. How would you use the slope to find b. (0, 2) and (8, I 0)?
which hypotenuse is steeper? Which
c. (2, 3) and (3, 5)?
hypotenuses have the same steepness?
d. (4, 6) and (6, 10)?
10. Two of the hypotenuses in the figure have
the same slope. Explain why someone For problem 19, you cannot use the geoboard.
might make a mistake and believe all three 19. What is the slope of the line joining
have the same slope. a. (23, 34) and (65, 54)?
Do not use horizontal or vertical lines in b. (1.2, 3.4) and (5.6, 7.89)?
problems 11-16. Start your lines at the origin.
2o.ld§.!§@ffil!.],i Explain how to find the
11. a. What is the smallest slope you can find slope of the line joining (a, b) and (c, d).
on a geoboard? Express it as a decimal.
b. Sketch a right triangle, like the ones ROllER COASTERS
above, to illustrate it.
Abe and Bea disagree about which roller
12. Repeat problem II for the greatest possi- coaster is steeper, the Plunge of Peril or the
ble geoboard slope. Drop of Death.
13. Find a line having slope I, and sketch sev- "The Plunge of Peril," according to the ad for
eral right triangles for it. the Great American Super-Park, "drops you
14. Find every possible geoboard slope that is Ill feet in seconds, with a mere 20 feet of hor-
a whole number. izontal displacement."

15. Find every possible geoboard slope that is Abe and Bea have a photograph of themselves
greater than I and less than 2. Express standing in front of the Drop of Death. They
your answers as decimals. measured the roller coaster on the photograph,
and got a drop of I0.1 em for a run of 1.8 em.

4294 Chapter 8 Growth a11d Cha11ge

Digitized by Coogle
 8.3.
21. Use what you know about slope to help 22.hi.J!@I The Plunge of Peril and the
them decide which roller coaster is steeper. Drop of Death were invented for this les-
Explain your method. son. Find the slopes of some real roller
coasters.

DISCOVERY SLUMBER THEORY 26. There are no prime squares. Find the first
two slime squares.
Number theory is the branch of mathematics
27. There are no prime cubes. Find the first
that studies whole numbers and their proper-
two slime cubes.
ties. It has been the source of many challeng-
ing problems over the centuries. Slumber 28. 2 and 3 are the only consecutive numbers
theory is a silly offshoot of number theory. that are both prime. Find the first three
pairs of consecutive numbers that are
The key concept of slumber theory is that any
both slime.
whole number can be sliced into a sequence
of whole numbers. 29. There is no triple of consecutive numbers

I Example: 365 can be sliced in four different

ways:
that are all prime. Find the first two triples
of consecutive numbers that are all slime.

3 I 6 I 5; 36 I 5; 3 I 65; or 365. 30. Find the smallest number that is slime in

more than one way. (In other words, it
(Note that the slices are indicated by a vertical can be sliced into two different sequences
slash. Note also that in slumber theory, not of primes.)
slicing is considered a form of slicing.)
31. Find the smallest number that is slime in
23. How many ways are there to slice a four- more than two ways.
digit number?
A number is a super-slime if you get a sequence
A number is slime if it can be sliced into a of primes no matter how you slice it.

I
sequence of primes.
Examples: 5 is slime, since it is already I Example: 53 is a super-slime since 53 and
5 I 3 are both sequences of primes.
prime. 2027 is slime (2 I 02 I 7)
4,155,243,311 is slime 32. Q Find all the super-slimes.
(41 I 5 I 5 I 2 I 43 I 3 I 11)
24. Which one of the following numbers is
slime?
a. 12 b. 345 c. 6789
25. 2 is the only even prime. Find the first
three even slimes.

8.3 Slope 2954

Digitized by Coogle
 Linear Functions

You will need:

•••••••••••••••••••••• THE SlOPE OF A liNE
••
•
................ ... ....... . ....... Bffi
•• graph paper •• Definitions: The rate of change of a func-
• I:±:J:::];' • tion is defined as a ratio between the change
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
in y and the change in x .
change in v
1. l$(.jfil!·!.l For problems (a-b), find the rate of change = change in ~
equations of lines that will create the given In the Cartesian plane, a change in y-coordi-
design. nates is called a rise. A change in x-coordi-
nates is called a run.
a
5
I I I I The slope of a line is the ratio obtained

vvI v when you divide the rise by the run. If

you move from left to right, the run is posi-
I I I I tive. From right to left, it is negative. If you
I vvI move up, the rise is positive. Moving down,
it is negative.
I I I I The figure shows right triangles for slopes 0.5,
-5 v vvI 5 -0.5, 2, and -2.

I I I I
vvI I
I I I I
v v v /_~
b
I \ 5
v • • • • • • •
1\ I • • • • •
"'--....
~
..........
\
\ I/
I
./
/
/
•
• f:
• • •
•
•
•
•
•
•
•
•
•
•
•
•
~
~~ 2. Match the slope to the triangle by finding
-5
. / /j \' ..........
~

the rise and the run as you move from one

~"---
v /
I \ end of the hypotenuse to the other
/
I \ ""' ~"---
a. in the direction of the arrows;
b. in the opposite direction.
v \ c. Do you get the same answers
r I -_5_ __ 1\ _L_l_ both ways?

4296 Chapter 8 Growth and Change

Digitized by Coogle
 8.4.

3. ~ What can you say about the slope of For each of these linear functions, answer the
a line if, when you follow the line from left following questions. Graph the functions if
to right, you need to check your answers.
a. it goes up? a. When x = 0, what is y?
b. it goes down? b. When x increases by I, by how much
c. it goes neither up nor down? does y increase? (If y decreases, think
of it as a negative increase.)
4. Find two (x, y) pairs that satisfy each equa-
c. What are the slope andy-intercept?
tion . Use them to graph the line. Label the
two points, and use them to find the slope. 9. y =X+ 2 10. y = -4- 3x
a. y = l.5x + 3 b. y = -l .5x + 3 11. y = -x 12. y = 9
c. y = 2x + 3 d. y = -3x + 3 6x- 7
13. y = - 8 - 14. y = -2(x - 3)
5. Think of the line with equation
y = 3x + 3. SLOPE AND v-INTERCEPT
a. Predict its slope.
b. Check your prediction by graphing.
I Definition: y = mx + b is called the slope-
intercept form for the equation of a line.
c. For this function, when x increases by For each equation below, tell whether it is in
1, by what does y increase? slope-intercept form.
6. Repeat problem 5 for y = -2x + 3. a. If it is, name m and b.
7. ~How is the coefficient of x related
b. If not, put it in slope-intercept form,
to the slope? then name m and b.
15. y = 5x- 6 16. y = -4(x - 7)
THE v-INTERCEPT OF A LINE x-7
17• y = 5x-
3
6
18. y = ~
8. For each of these equations, find the
y-intercept. 19. y = 3(5x - 6) 20. y = -4x- 7
a. y = 0.5x + 3
21. y + 4 =X 22. y +X= 4
b. y = 0.5x- 3
c. y = 0.5x 23. Without graphing each pair of lines, tell
whether or not their graphs would
d. y = 0.5x + 1.5
intersect. Explain.
One way to find they-intercept of a function is a. y = 2x + 8 y = 2x + 10
to graph it, and see where the graph meets the b. y = -2x + 8 y=2x+ 10
y-axis. Another way is to remember that on the
c. y = -2 y = 10
y-axis, the x-coordinate is 0. In other words,
d. y = x/4 y = 0.25x + 10
all points on the y-axis are of the form (0, _ ).
So to find they-intercept of a function, it is e. y = 2(5x - 3) y =lOx
enough to substitute 0 for x, and find the value
ofy.

8.4 Linear Functions 2974

Digitized by Coogle
.8.4
24. For (a-c), give the equation of a line that a. the first quadrant?
satisfies the following conditions. b. the second quadrant?
a. It passes through the point (0, -2), and c. the third quadrant?
goes uphill from left to right. d. the fourth quadrant?
b. It passes through the origin and (4, -6).
c. It does not contain any point in the third 2s.';!§.I.J,1 Explain how to use the slope-
quadrant, and has slope -1 .5. intercept form to predict the slope and
Compare your answers with your y-intercept of a line. Make sure you give
classmates' answers. examples as you answer the following
questions.
25. Write three equations of the form • What is the value of y when x = 0?
y = mx + b. For each one, tell how much
• When x increases by I, by how much
x changes when y changes by:
does y increase?
a. I; b. 5; c. K.
• How about when x increases by d?
26 • . _ Did your answers to problem 25 • If two lines are parallel, what do their
depend on the parameter m, the parameter equations have in common?
b, or both? • If two lines meet on they-axis, what do
27 • ._What can you say about the signs of their equations have in common?
the slope andy-intercept of a line that does • How is the slope-intercept form useful
not contain any points in: for graphing lines quickly?

.t
-t_ • 'L \
\..- l
- a
- - .t
L & '
\.. -.,.~
• " l (
~
'1.
'/ '
'- • '- L '
-
' (...:
,
~- ' - . l.
~
\._-
L & •
'- ,
•-&.., \....

PREVIEW WHAT'S THE FUNCTION? 30. Graph the line y = 2x- 5. Then graph
each line, (a-c), and find its slope,
29. Think of the line that has slope -2 and y-intercept, and equation.
passes through (I, 4 ). a. any line parallel to y = 2x - 5
a. By graphing, find any other point on b. the line parallel to it that passes through
the line. the origin
b. Look at the graph to find the c. the line parallel to it that passes through
y-intercept. the point (1, 4)
c. What is the equation of the line?

4298 Chapter 8 Growth and Change

Digitized by Coogle
rl@i$!@1'!
_WRITIN~
8.A Slope-Intercept Form

HORIZON f ALAND VERTICAL LINES 5. a. What are the equations of the two lines
in the graph below?
1. 4jl4jli$i What is the equation of: b. What can you say about the equations
a. a horizontal line through (2, 3)? of lines that pass through the origin and
b. a vertical line through (2, 3)? each of the regions A-H? (Your answers
c. the x-axis? should be in the form: For lines in
d. they-axis? regions A and E, b = _ and m is
between _ and _.)
2. What is the slope of a horizontal line? ~r-- - - - ---- - -7
To find the slope of a vertical line, notice that
the run is 0 for any rise. For example, for a run
- ~ H A v ~ -- .

~ /
of I, the slope should be 1/0, which is not
defined. For this reason, vertical lines do not
v
--
have a slope. G ~ B

3. a. Explain why vertical lines do not have a

- -- r--
~ v --- r- ~-- - -

y-intercept.
v I

v ""' -~1
b. Explain why the equations of vertical
lines cannot be written in slope-inter- F ~ c
- --
cept form.
-- / ~
c. How does one write the equation of a
vertical line? / E D
~ --
FINDING m AND b
/ J~
4. What are the equations of these lines, 6. What can you say about m if the graph is a
(a-d)? very steep line, nearly vertical?
7. This table lists three points that all lie on
one line. Find m and b without graphing.

X y

-3 7

0 6

3 5

8.A Slope-Intercept Form 2994

Digitized by Coogle
.B.A
8. a. One of these tables lists three points 9. For equations (a-e), find m and b without
which do not all lie on the same line. graphing. (You may use graphing to check
Which table is it? Explain how you your answers.)
can tell without graphing, by thinking a. y = -2 b. y = 9x
about slope. c. y = 2- 3x d. y = 4(5x- 6)
b. Find m and b for the other two tables. 7x + 8
e. y=-9-
X y X y X y
to.';I§-I•Irl Summarize what you know about
-I -7 -I 2 -I 8 slope-intercept form for linear functions.
Illustrate your report with graphs and
I I I 4 I 0
function diagrams. Use the words: equa-
3 9 3 5 3 -8 tion, fixed point, focus, function, grade,
graph, horizontal, linear, magnification,
negative, parallel, parameters, positive,
rate of change, ratio, slope, table, vertical,
y-intercept.

4300 Chapter 8 Growth and Change

Digitized by Coogle
 Ideal Population Growth

MATHEMATICAl MODELS HOW MUCH MORE THAN?

HOW MANY TIMES AS MUCH?
Exponents are useful for making mathematical
descriptions of many kinds of growth, includ- To determine the rate at which the population
ing population growth and spread of infectious is increasing, we compare the populations at
disease. A mathematical description, or mathe- different times.
matical model, usually involves simplifying 5. Compare the population after 8 hours with
the real-world situation. Even though some of the population after 5 hours.
the idealized situations you study in this course a. How much more is the population after
may seem unrealistic, they will help you learn 8 hours? (Compare by subtracting.)
techniques that can be applied to more compli-
b. How many times as much is it?
cated real-world data.
(Compare by dividing.)
Bacterial growth is one such situation. In c. Which of your answers in (a) and (b)
research laboratories, bacteria used for biologi- can be written as a power of 2? What
cal studies are grown under controlled condi- power of 2 is it?
tions. Although no real populations would
grow as predictably as the ones described in 6. Repeat problem 5, comparing the popula-
this chapter, bacterial populations over short tion after 7 hours with the population after
periods of time do approximate this kind of 3 hours.
growth. 7. ....... One of the questions, How much
more than? or, How many times as much?
A DOUBliNG POPUlATION
can be answered easily with the help of
1. A colony of bacteria is being grown in a powers of 2. Which question? Explain.
laboratory. It contains a single bacterium
8. Make the comparisons below, answering
at 12:00 noon (time 0), and the population
the question: How many times as much?
is doubling every hour. How long do you
Write your answers as powers of 2.
think it would take for the population to
exceed I million? 2 million? Write down a. Compare the population after 12 hours
your guesses and compare them with other with the population after I 0 hours.
students' guesses. b. Compare the population after 9 hours
with the population after 4 hours.
2. Make a table of values showing how the
c. Compare the population after 4 hours
population in problem 1 changes as a func-
with the population after 12 hours.
tion of time. Find the population one hour
from now, two hours from now, etc. 9. Compare each pair of numbers. The larger
Extend your table until you can answer the number is how many times as much as the
questions asked in problem 1. How close smaller number? Write your answer as a
were your guesses? power. In (d), assume xis positive.
3. Add a third column to your table, writing a. 26 and 29 b. 29 and 2 14
the population each time as a power of 2. c. 2 14 and 26 d. 2x and 2x+ 3

4. What would the population be after x

hours? (Write this as a power of 2.)

8.5 Ideal Population Growth 3014

Digitized by Coogle
Ts.s
A TRIPLING POPULATION When you divide, the quotient tells you how
A colony of bacteria being grown in a labora- many times as much the numerator is than the
tory contains a single bacterium at 12:00 noon denominator. For example, 4 5/4 2 means what
(time 0). This population is tripling every hour. times 4 2 equals 4 5 ? Since 4 2 • 4 3 = 4 5 , you
have 4 5/4 2 = 4 3 . Use this idea to divide
10. Make the comparisons below, answering powers.
the question: How many times as much?
Write your answers as powers of 3. (Hint: 15. Write the quotient as a power of 2.
It may help to start by making a table a. ~ b 26
26 . 23
showing how the population changes as a
function of time.)
a. Compare the population after 12 hours
with the population after I 0 hours. 16. Write the quotient as a power of 3.
)1
b. Compare the population after 9 hours a.-
35
with the population after 4 hours.
y+~
c. Compare the population after 4 hours C.-
J'
with the population after 12 hours.
17. Use what you have learned in this lesson
11. Compare each pair of numbers. How many
to find x.
times as much as the smaller number is the
larger? Write your answer as a power. In a. 5x • 53 = 59
(d), assume xis positive. b. 23 • x 4 = 2 7
a. 36 and 39 b. 39 and 3 14 c. 866 = g54
R'
c. 3 14 and 36 d. 3x and 3x+ 5
d . (') Iox+3
V """"j(}4 = lOa+ I
12. By what number would you have to multi-
ply the first power to get the second
power? Write your answer as a power. 1S.fii! .. j,rfifl
a. 35. = 315 b. 38. = 315 a. Describe the patterns you found in mul-
tiplying and dividing powers.
c. 311 •
b. Give examples to show how patterns
MULTIPLYING AND DIVIDING POWERS can make it easier to multiply and
divide powers.
In a power, the exponent tells how many times
the base has been used as a factor. For exam- c. In each multiplication and division
ple, 4 2 means 4 • 4, and 4 3 means problem, 15-17, the bases of the powers
4 • 4 · 4, therefore: are the same. Does the pattern you
described in (a) work if the bases are
4 2 • 4 3 = (4. 4). (4. 4. 4) = 4 5 •
not the same? Explain, using examples.
Use this idea to multiply powers.
13. Write the product as a power of 3. 19.lrl§.!§FHM!!.],j Use the patterns you found
a. 37 • 3 3 = b. 35 • 3 5 = in this lesson to rewrite each expression as
c. 3 8 • 3 2 = d. 3 8 • 3° = a single power.
a. 5x • 5Y b. ar • a"
14. Write the product as a power of 5.
d. 6 x +5
a. 54 • 5 3 = b. 54 • 56 = 6'
c. 54 • 59 = d. 5°. 5° = f. 6° • 6r

4302 Chapter 8 Growth and Change

Digitized by Coogle
 Comparing Populations

EXPONENTIAL GROWTH Definitions: This kind of growth is called

Three populations of bacteria are being grown exponential growth. Exponential growth
in a laboratory. At time 0: Population A had 10 involves repeated multiplication by a num-
bacteria; Population B had 100 bacteria; and ber. To describe exponential growth, we
Population C had 300 bacteria. All three specify the starting population and the rate
double every hour. of growth.

1. Complete the table below to show how the For example, if the starting population is 4 and
three populations increase as a function of the population triples every hour, this table
time for the first six hours of growth after shows how the population changes as a func-
time 0. tion of time.

Population Population
Exponential
Time
Expression
Time A B c
0 4 4. 3°
0 10 100 300
1 4. 3 = 12 4. 3 1
I
2 4. 3 . 3 = 36 4 . 32

The populations are doubling, which means 3 4 . 3 • 3 • 3 = 108 4 . 33

they are being repeatedly multiplied by 2.
Powers of 2 provide a good shorthand for X 4. 3 .... '=? 4 · J'
writing the populations.
2. Make another table of the populations of
A, B, and C for the first six hours of 4. ..... Write an expression for the popula-
growth after time 0. This time, use multi- tion after six hours of growth
plication and a power of 2 to write each a. if the starting population is 100 and the
population. (Example: For A, the popula- population is tripling every hour;
tion after four hours is 10 · 24 .)
b. if the starting population is 100 and the
3. Write the expressions for the populations population is being multiplied by r
of A, B, and C after: every hour;
a. x hours; c. if the starting population is p and the
b. x + 3 hours. population is being multiplied by r
every hour.

8.6 Comparing Populations 3034

Digitized by Coogle
.8.6
5. . _ Write an expression for the popula- DIFFERENT POPULATIQ,\JS, SAME TIME
tion after x hours of growth for each situa- 11. a. Use the tables you made in problems I
tion in problem 4. and 2 to compare the size of A with the
size of B at several times. In each case,
SA,\1E POPULATION, DIFFERENT TIME B is how many times as large? Does
6. The population of B after five hours is this ratio increase, decrease, or remain
100. 25 . the same as time goes on?
a. Find the population of B at 8 hours, 11 b. Repeat part (a), comparing C with B.
hours, and 14 hours. By how much is 12. Simplify these ratios.
the population being multiplied over
a. 400 • 2x b. 10o. 2x+4
each three-hour period? 200. 2' 500 • 2x+ 4
b. Compare the population of B after x
hours with its population after x + 3 13. Solve for x. 300 · 2" = 30
hours by simplifying this ratio. X' 2"
10 • 2x+J
DIFFERENT POPULATIONS, DIFFERENT TIMES
10. 2'
14. Compare these populations using ratios.
7. The population of A at six hours is 10 · 26 • a. B at 10 hours and A at 3 hours
a. Compare the population of A after x b. C at 3 hours and A at 6 hours
hours with its population after x + 5 c. A at 12 hours and Bat 7 hours
hours by simplifying this ratio.
10 • 2x+S
d. QC at 112 hour and A at 1 hour
10. 2' 15. Compare these populations using ratios.
a. B at x hours and A at x + 2 hours
b. Check your answer to part (a) by com-
paring the population of A at 6 hours, b. C at h hours and A at 2h hours
11 hours, and 16 hours. c. A at h hours and Bath - 5 hours

8. Simplify these ratios. 16. Simplify these ratios.

a. 400. 2x+ 4 b. 10. 24 X

25 • 2x 150 • 2'

17. Solve for x.

9. Simplify these ratios. It may help to
30. 2"+ 4
substitute values for x and look for a.
X • 2"
= 60
a pattern.
b 300 • 2a+J _
a. 400. 2x+7 b. 100 • 23x . 2" -24
100 • 2x x·
400. 2'

10. Solve for x. 35 • 2x+ 6 = 2x

35 • 2x

4304 Chapter 8 Growth and Change

Digitized by Coogle
 8.6.

POPUlATION PROJECTIONS 20. There is a number that can be used to mul-

In 1975 the population of the world was about tiply one year's projection to calculate the
4.01 billion and was growing at a rate of about next. What is that number?
2% per year. People used these facts to project 21. Use repeated multiplication to project the
what the population would be in the future. world's population in 1990 from the 1975
18. Copy and complete the table, giving pro- number, assuming the same growth rate.
jections of the world's population from 22. Compare your answer to problem 21 with
1976 to 1980, assuming that the growth the actual estimate of the population made
rate remained at 2% per year. in 1990, which was about 5.33 billion.
a. Did your projection over-estimate or
Projection
Year Calculation
(billions)
under-estimate the 1990 population?
b. Was the population growth rate
1976 4.0 I + (0.02)4.0 I 4.09 between 197 5 and 1990 more or
less than 2%? Explain.
19. Find the ratio of the projected population
from year to year. Does the ratio increase,
23. Q At a growth rate of 2% a year, how long
does it take for the world's population to
decrease, or stay the same?
double?

fj/JI/IJAi FACTORING COMPLETELY The final expression is the same one we got
using the first method. It cannot be factored
I Example: 16 - 4x2 is a difference of two
squares, so it can be factored:
any further, so we say we have factored
completely.
(4- 2x)(4 + 2x). Factor each expression completely.
However, each of the binomials can be 24. 3r- 21i
factored further, like this:
2(2 - x) • 2(2 + x) = 4(2 - x)(2 + x) 25. 5x2 - 180

Here is another way to factor the same 26. x3y- xl

expression:
4(4- ~) = 4(2- x)(2 + x).

8.6 Comparing Populations 3054

Digitized by Coogle
 Percent Increase

You will need:

•••••••••••••••••••••• Abe also got a job as an algebra tutor. He
• heard that Bea was getting a weekly raise of
• •
•
•• .graph
.. ....... .....paper EHB
.....................l:±±:::l;l •
•• $1. Since $1 is 10% of $10, Abe asked for a
• • weekly raise of 10%. The first week Bea and
••••••••••••••••••••••••••••••••••
Abe both got the same raise.
AN ALGEBRA TUTOR'S SALARY
4. Copy and complete the table for the first
Bea did so well in algebra that she got a job as ten weeks that Abe worked.
an algebra tutor. Her starting salary, as she had
no experience, was $10 per week. Amount Percent
Weeks Salary
increase increase
1. As Bea got more experience, her salary
increased. She got a raise of $1 per week. 0 $10
Copy and complete the table for the first
ten weeks that Bea worked. I $11 $1 10

Amount Percent 2 $12.10 $1.10 10

Weeks Salary
increase increase
3 $13.31 $1.21 10
0 $10
5. a. Explain how to calculate the numbers
I $11 $1 10 in the third column of the table above.
2 $12 $1 9 b. Explain why the numbers in the third
column increase each week.
3 $13 $1 8.33
6. Repeat problem 3 for Abe's salary.
2. a. Explain how to calculate the number in 7. On the same pair of axes, make graphs of
the last column. Abe's and Bea's weekly salaries as a func-
b. Explain why the number in the last col- tion of weeks of experience.
umn decreases each week. 8. ......
3. Compare Bea's original salary with her a. Each week's salary for Bea can
salary for the tenth week. be obtained from the previous week's
a. What was the total amount of increase salary by adding a number. Find this
in her salary? number and use it to write an equation
b. What percent of her original salary is that gives Bea's salary (S) as a function
this total increase? (This is the total of weeks of experience ( W).
percent increase. ) b. Each week's salary for Abe can be
c. What percent of her original salary is obtained from the previous week's
her salary in the tenth week? (Your salary by multiplying by a number.
answer should be a number greater than Find this number, experimenting with
100. Why?) your calculator if necessary, and use it
to write an equation that gives Abe's
salary as a function of weeks of
experience.
,4306 Chapter 8 Growth and Change

Digitized by Coogle
 8.7.

9. . . . . 14. At one restaurant, they ordered food total-

a. Write each equation you wrote on the ing $35.95 and received a bill for the total
graphs it belongs to. amount they owed. The total was $43.86,
b. Compare the graphs. Which is straight? and the bill said "tax and gratuity
Which is curved? included." Sue wrote this equation.
c. Which function describes linear 35.95 + p(35.95) = 43.86
growth? Which describes exponential a. Explain the equation. What does p
growth? represent?
b. Solve for p. Is your answer reasonable?
10. Repeat the analysis you did for Abe's and
Discuss.
Bea's salaries if Bea's raise were $2 and
Abe's raise were 20%. 15. Another night the Skolar family had
$23.00 to buy dinner. Assuming they'd
EQUATIONS WITH PERCENTS need 25% of the cost of the dinner to
cover the tax and tip, Michael wrote this
A state has 5% sales tax. If you paid $12.60
equation.
for something, including tax, what was the
d + 0.25d = 23.00
price without tax? If the price without tax is x,
and the increase due to tax is 0.05 of x, then a. Explain the equation. What does d
represent?
x + 0.05x = $12.60.
b. Solve for d.
11 . . _ Remember that x can be written lx.
16. Now assume the Skolars had $23.00 for
a. Combine like terms on the left side of
the equation. (Or factor out the x.) their meal and needed only 20% of the
cost of the dinner to cover the tax and tip.
b. Then solve for x.
How much can their actual food order be?
12. Solve for x. Write and solve the equation.
a. 1.2x = 240
EQUATIONS AND THE PRICE OF WIDGETS
b. x + 0.4x = 18.2
17. A certain retail store sells widgets at the
c. x + 0.06x = 23.85
wholesale price, plus a 35% markup. If the
d. 1.7x = 78.2 wholesale price is W, what is the retail
13. Solve for x. price of the widget? Express your answer
a. ( 1.10)( l.IO)x = 67.76 as a function of Win two ways: as an addi-
b. (1 .10)( 1.10)( l.IO)x = 13.31 tion and as a multiplication.

The Skolar family eat out once a month.

Usually they take turns figuring out the tip,
also called the gratuity.

8.7 Percent Increase 3074

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.8.7
18. The wholesale cost of widgets went up by 19. QAfter the price increase in the whole-
8.5%. If the old wholesale price was W, sale cost a certain customer purchased a
express as a function of W, widget at the retail store for $15.71,
a. the new wholesale price; including tax.
b. the new retail price; a. What was the wholesale price on
c. the retail price including a 5% sales tax. that widget?
b. How much would the customer have
saved by buying a widget before the
wholesale price increase?

fuaplaii SOL V/NG EQUATIONS 21. 5y > 2y + 57

20. Solve for x. 22. 3s + 7 = 4 + 3s
a. 3' = 3s 23. 3(m + 4) + 3(m- 4) =54
32
24. 7 + y = 7y
b. 102x-5 = ws
102 25. l0x6+ 4 + 7 = -4
4x
26. s-=2-x
3 7
@;Japlaii EQUATIONS AND INEQUALITIES 27. 3x = 4x- 2
28. (2p + 3)2 = (4p- 2)(p - 8)
Use the techniques you have learned to solve
these equations and inequalities. You can use 29. (2p - 1)(3p + 2) = (6p - l)(p + 1)
X
trial and error, the cover-up method, tables, 30. X+ l = 2
graphs, or the Lab Gear. Show your work.
31. Q~ + ~ = 2

4308 Chapter 8 Growth and Change

Digitized by Coogle
 Percent Decrease

A CASHIER'S QUANDARY 1. 1tfi1!@1!!·!.1 How was Cal calculating the

Sherman's Department Store ran the following sale price? How was G.D. calculating
ad in the newspaper. the sale price? Explain, showing sample
calculations. Who do you think was right,
and why?
3-HOUR EARLY-BIRD SPECIAL!
-----* * * * * - - - - - lATE PAPER POliCIES
This week, all merchandise has Mr. Peters, an algebra teacher, has a I 0% off
been discounted 30% for our year- late paper policy. This means that for each day
end clearance sale. that a paper is late, the student receives 90% of
the credit that he or she would have received
For three hours only, from 9AM to the day before. For example, if you turned in a
12 noon on Saturday, get amazing perfect paper (assume a score out of 100) one
additional savings! We will take an day late, you would receive (0.90)(100) = 90
additiona/20% off the sale price as your score. If you turned the paper in two
at the cash register. days late, you would receive (0.90)(90) = 81
as your score.
G.D. and Cal were working during the three- 2. Copy and extend Mr. Peters's table to
hour sale. At the end of the sale, they show the score you would receive on a
compared receipts and discovered that they perfect paper that is up to ten days late.
had sold some of the same items, but they had Mr. Peters's Late Policy
charged customers different prices for them.
They made the following table. Days late Score

Original Cal G.D. 0 100

price charged charged
I 90
$139.99 $78.39 $70.00
2 81
$49.95 $27.97 $24.98
3. a. Explain how you figured out the scores
$18.89 $10.57 $9.44
in the table. Show some sample
$5.29 $2.96 $2.65 calculations.
b. After how many days would your score
$179.00 $100.24 $89.50 for a late paper drop below 50?
c. Would your score ever reach 0?
Explain.

8.8 Percent Decrease 3094

Digitized by Coogle
Ts.s
Mr. Riley, another algebra teacher, has a 10 9. Compare Mr. Riley's policy with Mr.
points off policy. This means that you lose ten Peters's policy. Which one do you
points for each day that your paper is late. prefer, and why? Give reasons why some
4. Copy and extend Mr. Riley's table to show students might prefer one policy and
the score you would receive on a perfect some students another.
paper that is up to ten days late.
DISCOU~TER I~TRODUCES REDUCTI0:"-8
Mr. Riley's Late Policy
A store offers a 5% discount to students. If
Days late Score something costs $15.00 after the discount is
taken, how much does it cost without the dis-
0 100 count? You can use percent decrease and alge-
bra to solve this problem. If the price before
I 90
the discount is x, and the decrease due to the
2 80 discount is 0.05x, then
x- 0.05x = $15.00.
5. a After how many days would your score 10. ~Remember that x can be written lx.
for a late paper drop below 50? a. Combine like terms on the left side of
b. Would your score ever reach 0? the equation. (Or factor the x.)
Explain. b. Then solve for x.
6. Graph the data in the two tables showing 11. Solve for x.
how the score decreases as a function of a. 0.2x = 240
the number of days late. Use the same b. x- O.Sx = 18.2
axes for both graphs so that you can
c. x - 0.06x = 23.50
compare them.
d. x- 0.75x = 22.5
7. ~Write an equation that gives your
12. Solve for x.
score (S) on a perfect paper as a function
of the number of days late (D) a. (0.75)(0.75)x = 11.25
a. in Mr. Peters's class; b. (0.65) 3x = 4.12
b. in Mr. Riley's class.
8. ~
a. One of the equations you wrote in prob-
lem 7 should have an exponent. (If it
doesn't, check your work.) Which
equation has an exponent, the percent
off policy, or the points off policy?
b. Write each equation you wrote in prob-
lem 7 on the corresponding graph. Does
the equation containing an exponent
correspond to the straight graph or to
the curved graph?

Chapter 8 Growth and Change

Digitized by Coogle
 8.8.
Look back at the ad for Sherman's Store. .~ ...- . - . Let x be the original price of an
13. a. If the clearance sale price is $13.50, item. Write two algebraic expressions for
what was the original price, before the the early-bird price, one that will give the
30% discount? amount Cal would charge, and one for the
b. If the original price was $20.95, what is amount G.D. would charge. Explain how
the 30% discount price? you figured out these two expressions.
Show that they work, by substituting the
prices from the table into the expression.

f;jjiljij RATE OF CHANGE 17. Qy = x7 andy= 2x are having a race.

When x = 1, x7 = 1 and 2x = 2, soy= 2x
15. Find a function y = mx + b for which
is ahead. When x = 3, x7 = 2187 and
a. y increases when x increases;
2x = 8, so y = x7 is ahead. As x gets
b. y increases when x decreases; larger and larger, who will win the race?
c. y never increases. Use your calculators and make a table to
16. Find a function y = mx + b, with m posi- find out.
tive, for which y changes
a. faster than x;
b. more slowly than x;
c. at the same rate as x.

8.8 Percent Decrease 3114

Digitized by Coogle
~111!§1$1§~
WRITING
8.8 Simple and Compound interest

Money in a savings account usually earns a. 5% interest on the amount $100;

either simple or compound interest. For exam- b. 12% interest on the amount $100;
ple, suppose you invest $100 and earn 5% c. 12% interest on the amount $500.
interest per year. If you earn simple interest,
you will earn $5 for every year that the money 3. l;i§·t.JII Write a report comparing simple
is invested, since 5 is 5% of 100. If you earn and compound interest. Your report
compound interest, you will earn $5 for the should include, but not be limited to,
first year the money is invested. In the next the following :
year, if you keep the entire $105 in the bank, • Equations for simple and compound
you will earn 5% interest on $105. In other interest that give the account balance as
words, compound interest pays you interest a function of time invested. Show how
on the interest as well as on the original to change the equations if you change
investment. the amount of money invested or the
The table shows what would happen to your interest rate. Explain how you figured
investment in both cases for the first few years. out the equations.
• A comparison of how the amount in the
Total account balance, with: account grows in each case. Which
Compound
grows linearly and which grows expo-
Year Simple interest interest nentially? Explain how you know.
• An analysis of an example: Choose an
0 100 100 amount to invest and an interest rate,
and make a table or graph comparing the
I 105 105
amount you would have in the account
2 110 110.25 with simple and with compound interest.
Assume you leave the money and the
3 115 115.76 interest in the account for 25 years. Use
a graph to illustrate.
1. a. With simple interest, your account bal-
ance for each year can be obtained by 4. QFind a formula for the difference in the
adding a certain amount to the amount account balance after n years for two
from the previous year. Find this accounts that start with an original invest-
amount. ment of s dollars at p percent interest, if
b. With compound interest, your account one account earns simple interest and the
balance for each year can be obtained other earns compound interest.
by multiplying by a certain amount each
year. Find this amount. 5. QSay you have some money invested at
7% compound interest. How many months
2. Write two equations (one for simple inter- does it take for your investment to double?
est and one for compound interest) giving (Find a formula, then use decimal expo-
the account balance as the function of the nents on your calculator to find out what
year for: fraction of a year past a whole number of
years it will take.)

Chapter 8 Growth and Change

Digitized by Coogle
 Equal Powers

In this lesson, use only whole number POWERS OF 2, 4, f>, AND H

exponents. 5. Find two powers of 2 (other than 64) that
can be written as powers of 8.
1. l@][.]f!l!·l.l The number 64 can be written
as a power in at least three different ways, 6. If the same number is written as both a
as 26, 82, or 4 3• power of 2 and a power of 8, how do the
a. Find some numbers that can be written exponents compare? Explain and give
as powers in two different ways. examples.
b. Find another number that can be written 7. Find at least three powers of 2 that can be
as a power in three different ways. written as powers of 4. Compare the expo-
nents and describe what you notice.
POWERS OF J AND 9
8. Find at least two powers of 2 that can be
2. Using your calculator if necessary, try to written as powers of 16. Compare the
find a power of 3 that is equal to each exponents and describe what you notice.
power of 9 below. If any are impossible,
say so. Fill in the exponent. 9......
a. 92 = 81 = 3? a. Which powers of 2 can be writ-
b. 95 = 59049 = 3? ten as powers of 8? Explain, giving
examples.
c. 9 10 = 3?
b. Which powers of 8 can be written as
d. 9° = 3?
powers of 2? Explain, giving examples.
3. Using your calculator if necessary, try to c. Find the smallest number (besides 1)
find a power of 9 that is equal to each that can be written as a power of 2, a
power of 3 below. If any are impossible, power of 4, and a power of 8. Write it
say so. Fill in the exponent. in all three ways. How do you know
a. 38 = 6561 = 9? that it is the smallest?
b. 35 = 243 = 9? 10• .,_ Can you find a number that can be
c. 3 14 = 9? written as a power of 2, a power of 4, and
d. 3° = 9? a power of 6? If so, find it. If not, explain
4...... why it is impossible.
a. Can every power of 9 be written as a WRITING POWERS USING DIFFERENT BASES
power of 3? If so, explain why. If not,
11. Write each number as a power using a
show some that can and some that
smaller base.
can't, and explain the difference.
a. 82
b. Can every power of 3 be written as a
power of 9? If so, explain why. If not, d. 164
show some that can and some that
can't, and explain the difference.

8.9 Equal Powers

Digitized by Coogle
Ts.9
12. Write each number as a power using a 17. a. Write 25 3 as a power of a power of 5.
larger base.
b. Write 85 as a power of a power of 2.
a. 32
c. Write 94 as a power of a power of 3.
d. 58
There is often a simpler way to write a power
13. If possible, write each number as a power of a power. For example:
using a different base. (Do not use the (35)2 = (35)(35)
exponent 1.) If it is not possible, explain
= (3 • 3 • 3 • 3 • 3)(3 • 3 • 3 • 3 • 3)
why not.
= 310
a. 34
18. a. Show how (2 5) 3 can be written with one
exponent as a power of 2.
14. Repeat problem 13 for these numbers.
b. Write (3 4 ) 2 as a power of 3.
a. 54 b. 53
c. 25 2 d. 264 19. . . . Is (45 ) 3 equal to 48 , to 4 15 , or to
neither? Explain.
15.fii!,!.@fl If you exclude the exponent 1,
when it is possible to write a number in ld§.!§Fi@i!l.is?J
two or more ways as a power? Does it 20. Fill in the exponents.
depend on the base, the exponent, or both? a. (x 2 ) 3 = x 7 b. l = (/)?
Explain. (Give examples of some equiva- C. YIO = (y5)? d. l = (l)?
lent powers and of numbers that can be e. (x4) 3 = x 7
written as powers in only one way.)
21. Fill in the exponents.
Fill in the exponents. a. (/t = / b. (l)x = /
a. o/ = 3·
?
b. 4x = 27 c. (x )Y = x
4 7 d. Yax = (Y) 7
?
C. gx = 2· d. 16x =
The generalization you made in problem 21 is
e. 25x = one of the laws of exponents. It is sometimes
called the power of a power law:
A POWER OF A POWER (_tl)b = ;t1b, as long as x is not 0.
Since 9 = 32, the power 9 3 can be written as
22. . . . Explain how the ideas you discussed
(3 2) 3• The expression (3 2) 3 is a power of a
in problem 15 are related to the power of a
powerof3.
power law.

Chapter 8 Growth and Change

Digitized by Coogle
 Working With Monomials

The product of the monomials 3x2 and 9x4 is 7. lij§.!§f!itJi!!.],i

Study your answers to prob-
also a monomial. This can be shown by using lem 6. Then fill in the exponent.
the definition of exponentiation as repeated ~ • J' =X?
multiplication. Explain.
3x2 = 3 • X • X and 9x4 = 9 • X • X • X • X
so 8. If possible, write each expression more
3x2 • 9x4 = 3 • X • X • 9 • X • X • X • X = 27x6 simply. If it is not possible, explain
why not.
1. Find another pair of monomials whose
a. 3x5 • 6x4 b. x 5 • /
product is 27x6 •
c./·/ d. 4a 4 • 9a 3
2. l$[.jfil[.],l If possible, find at least two The generalization you made is one of the
answers to each of these problems. Write laws of exponents. It is sometimes called the
27x6 as: product of powers law. It says that
a. the product of three monomials xa • xh = xa+b, as long as x is not 0.
b. the sum of three monomials However, notice that it works only when the
c. a monomial raised to a power bases are the same.
d. the quotient of two monomials
POWER OF A PRODUCT
e. the difference of two monomials
The expression x4 • l·
z4 is the product of
PRODUCT OF POWERS three powers. Since the bases are not the same,
we cannot use the product of powers Jaw.
The monomial 48x9 can be written as a product
However, notice that since the exponents are
in many different ways. For example, 16x6 • 3x3
the same, it is possible to write a product of
and 12x5 • 4x3 • x are both equal to 48x9 .
powers as a single power
3. Write 48x9 in three more ways as a product x4li = X • X • X • X • y • y •Y •Y • Z • Z • Z • Z
of two or more monomials. = xyz • xyz • xyz • xyz
= (xvz) 4
4. Write 35x4 as a product in which one of
the factors is 9. Write I6a 2b2 as the square of a monomial.
a. a third-degree monomial; (Hint: First rewrite 16 as a power.)
b. a monomial with a coefficient of 7; 10. Write p 3q3 as the cube of a monomial.
c. 5x0 ;
11. If possible, write each expression as a sin-
d. 35x3.
gle power. If it is not possible, explain
5. Write 7.2 · I0 8
in three ways as the prod- why not.
.., ~
uct of two numbers in scientific notation. a. 32n 5m5 b. x-y
6. Write x 5 in three ways as a product of two c. (2n) 7 • (3m) 7 d. (ab) 4 • (bc) 4
or more monomials.

8.10 Working With Monomials

Digitized by Coogle
Ts.1o
The generalization you used above is another In some cases, a ratio can be simplified to a
of the laws of exponents. It is sometimes monomial. For example,
called the power of a product law. It says that 150x6 - 3 2
xaya = (xyt, as long as x andy are not 0. SO.tl - X.

However, notice that it works only when the 19. a. Explain this example.
exponents are the same. b. Write 3x2 as a ratio of monomials in
12. Write without parentheses. three other ways.
a. (6y) 2 b. (3xy)4 20. Write 12l as a quotient of two monomials
c. (5xyz) 3 d. (2x) 3 in which
e. (2xy) 3 f. (2xyz) 3 a. one is a fourth-degree monomial;
13. Write 64x3 lz9 as the cube of a monomial. b. one has a coefficient of 5;
c. one is a monomial of degree 0.
POWER OF A RATIO
21. Write 1.2 • 104 in three ways as the quo-
14. Write 49/25 as the square of a ratio. tient of two numbers in scientific notation.
Study this example. 22. a. Write x 5 as a ratio in three ways.
(yX)·' = y-·y-·y-=y-y·y=YJx-'
X X X X • X • X b. Find three ratios equivalent to 1/~.

This law of exponents is called the power of a 23. Study your answers to
ratio law. It says that problem 22. Compare the situations in (a)
:t:. =
y"
fx)"
\.v '
as long as x andy are not 0. and (b). Explain how to simplify a ratio
whose numerator and denominator are
However, notice that it works only when the powers of x.
exponents are the same.
24. Fill in the exponent, assuming p > q.
15. Write as a power of a ratio.
x!' ?
a. 8x3 /l b. 16x4/x 10 -=x·
XI

16. Write as a ratio of monomials. 25. Write these ratios in lowest terms.
a. (5x/7z)9 b. (2xylyz) 2 a. 3x516x4 b. x 51/
c. lty 1 d. 45a 4/9a 3
RATIOS OF MONOMIALS , 6x-5
26. Q Write as a power of 6. 6 s-x
Consider the ratio 6x514x1 • By multiplying
numerator and denominator by x, you can get SOLVINC EQUATIONS
the equivalent ratio 6x6/4x7 . Or you can get Solve for x.
an equivalent ratio in lowest terms by s2x 7
noticing that 27. a. -_s:;:- =5
6x-' 3 2r' 3 (3 • 5) 3 I
4x1 = 2x2 • 2r' = 2x2 · 28. a. 108 • sx = 20

17. Explain the example above. 29. Q

18. Write in lowest terms. 3 • 46" I ISh' 5
a. 9 . 4x = 3 • 4 4" b. 12h" = 4h6
a. 8x8/6x9 b. 7x7/5x4

Chapter 8 Growth and Change

Digitized by Coogle
 Negative Bases, Negative Exponents

RECIPROCALS 3. Use the same logic to find the value of:

a. 3-2 ; b. 3-x.
In previous lessons, we have considered only
whole number exponents. Does a negative 4. Are the answers you found in problem 3
exponent have any meaning? To answer this, consistent with the pattern you found in
consider these patterns. problem I? Explain.
34 = 81 (1/3)4 = 1/81
33 = 27 (1/3) 3 = 1127 5. fiij,,juflfl People who have not studied
32 = 9 (1/3) 2 = 119 algebra (and, unfortunately, many who
have) think that 5_2 equals a negative
31 = 3 (1/3) 1 = 113
number, such as -25.
3° = 1 (l/3)0 = 1
a. Write a convincing argument using the
3- 1 = ? Ol3r 1 = ? product of powers law to explain why
1. a. Look at the powers of 3. How is each this is not true.
number related to the number above it? b. Show how to find the value of Y 2 using
Following this pattern, what should the a pattern like the one in problem I.
value of 3- 1 be?
b. Now look for a pattern in the powers of 6. a. Show that 5x2 and 5x- 2 are not recipro-
113. As the exponent increases, does the cals, by showing that their product is
value of the power increase or not 1.
decrease? Following this pattern, what b. Find the reciprocal of 5x2•
should the value of (l/3f 1 be?
MORE ON EXPONENTIAL GROWTH
c. Compare the values of 3- 1, 3 1, (l/3) 1
and (l/3r 1• How are they related? A bacterial culture doubles every hour. At this
moment it weighs 10 grams.
d. Use the pattern you found to extend the
table down to 3-4 and (1/3f4 • 7. What did it weigh
Another way to figure out the meaning of neg- a. 1 hour ago?
ative exponents is to use the product of powers b. 2 hours ago?
law. For example, to figure out the meaning of c. x hours ago?
3- 1, note that:
8. . . . .
3-1 • 32 = 31
a. Explain why the weight of the bacteria
3- 1 • 9 =3 culture x hours from now is given by
But the only number that can be multiplied by W = 10 • 2x.
9 to get 3 is 1/3, so 3- 1 must equal 1/3.
b. Explain the meaning of substituting a
2. Find the value of 3- 1 by applying the prod- negative value for x.
uct of powers law to 3 1 • 3- 1•

8.11 Negative Bases, Neg'ative Exponents

Digitized by Coogle
 • 8.11

9. Show your calculations, using the equation Examples:

in problem 8, to find out: X> 6-7 -1 I
1 = x = x or-
a. how much it will weigh in three hours; x xi
x-~a
b. how much it weighed three hours ago. --~
x-a
=
35
X a- a =
2
X- a -I
Or x2<'
In 1975 the world population was about 4.01
billion and growing at the rate of 2% per year. 14. Simplify.
a. 4x6/5x7 b. 2x8il2xy
10• .,_ If it continued to grow at that rate,
write a formula for the world population
c. it/ d. 45a/9a 5
after x years. 15. Simplify these ratios.
If it had been growing at the same rate before a. 400a 5 b 400r~
25a 2 • 200~
1975, we could estimate the population in
d. 9Ra
previous years by using negative values of x
3R"
, in the formula.
16.0
11. Use your calculator to find the value of
a. Write as a power of 4, 4.Hx/4 3 -x.
(1.02) 4 and its reciprocal, (1.02f4 •
b. Write as a power of 7, 75x-snsx- 6 •
12. Show your calculations using the equation
in problem 10 to estimate the population in: 17. Solve for x.
a. 1971; b. 1979. a. L
J<+2
= 73

13. Assume the world population had been b. 3 • sx+z _ I

growing at this rate since 1925. 12. 52 - 20
a. Estimate the world population in 1925. 18. Divide without using your calculator.
b. Compare this number with the actual Then, if your answer is not already in sci-
world population in 1925, which was entific notation, convert it to scientific
about 2 billion. Was the population notation.
growth rate between 1925 and 1975 a. 4.2. 105 b. 3.0. 10"
more or less than 2%? Explain. 3.0. 102 1.5 • 106
c. 1.5 . 103 d. 9 ·IOU
RATIO OF POWERS 3.0. 106 3 . 10"
Negative exponents often arise when simplify-
ing ratios of monomials. OPPOSITES

This law of exponents is sometimes called the The expression (-5) 3 has a negative base. This
ratio of powers law: expression means raise -5 to the third power.
The expression -5 3 has a positive base. This
~ = ;il-b , as long as x is not 0.
X' expression means raise 5 to the third power
However, notice that it works only when the and take the opposite of the result.
bases are the same.

Chapter 8 Growth and Change

Digitized by Coogle
 8.11.

19..... Which of these expressions represent EARLY PAPERS

negative numbers? Show the calculations
or explain the reasoning leading to your Ms. Kern has a policy that penalizes students
conclusions. for turning in papers late. Her students are try-
-53 (-5)3 -52 ing to convince her to give them extra points
-5-3 <-5r3 -s-2 for turning in their papers early. Some
students propose a policy based on adding
20..... points. Others propose one based on increasing
a. Is (-5t always, sometimes, or never the by a percentage.
opposite of 5n? Explain, using
21. If you were her student, what kind of early
examples.
paper policy would you propose?
b. Is -5n always, sometimes, or never
the opposite of 5n? Explain, using 22. Using your policy, what would your score
examples. be, if your paper were x days early?

fjliltflt WHICH IS GREATER? fjiJPiiGt WHAT'S THE FUNCTION?

Or are they equal? 29. Find the slope of the line that goes through
each pair of points. Then find the equation
23. a. x - 0.30x b. 0.70x
for the line. (Hint: A sketch may help.)
24. a. (0. 70)(0. 70)x b. x - 0.50x a. (0, 1) and (2, 3)
25. a. (0.90)(0.90)(0.90)x b. (0, 4) and (0.5, -6)
b. x- O.tOx- O.tOx- O.tOx c. (0, 7) and (-Q.8, 0.9)
30. In problem 29
fjlapliit EQUATION SOLVING a. how did you find they-intercept?
Solve for x. b. how did you find the slope?
26. a. (0.85)(0.85)(0.85)(0.85)x = 18.79 31. QFind the equation for the line
b. X - 0.2x = 160 a. having slope 0.9, passing through
c. 0.80x = 500 (2, -1);
27. 50b3 = 2b2 b. having slope 3.4, passing through
xb (6.7, 9);
28. 20am+i = 2tf c. passing through (8, 2) and (1.3, -5.4).
lOam

8.11 Negative Bases, Negative Exponents

Digitized by Coogle
 Small and Large Numbers

1. Using a power of ten, write the reciprocal RECIP'ROC-\LS

of each number. AI and Abe, having nothing else to do, were
a. 102 b. 104 c. 0.00 l arguing about reciprocals. Abe said, "If 1o-4 is
the reciprocal of 104 , then 2.5 • 10-4 is the reci-
SMALL NUMBERS IN SCIENTIFIC NOTATION
procal of 2.5 • 104 ." AI said, "I can prove that
Any decimal number can be written in many you're wrong by finding their product."
ways as a product of a decimal number and a
power of 10. For example, 43,000 can be 6. If 2.5 • 10-4 is the reciprocal of 2.5 • 104 ,
written: what should their product be?
0.43 . 105 7. ....,. Settle the argument between AI and
4.3 . 104 Abe. If Abe has not found the correct
43 • 103 reciprocal of 2.5 · 104, find it for him.
430. 102 Explain.
4300 • 10 1 8. Find an approximation for the reciprocal
of 4.6 • 10-6. Give your answer in
2. Write 43,000 as a product of a decimal
scientific notation.
number and
a. 10°; b. 10- 1; c. 10-2• UNITS AND RECIPROCALS

3. a. Write 0.065 in three ways as a product 9. Dick walks at the rate of about five miles
of a decimal number and a power of 10. in one hour. What fraction of an hour does
At least one way should use a negative it take him to walk one mile?
exponent. 10. Stanley can run about ten miles in one
b. Write 0.065 in scientific notation. hour. What fraction of an hour does it take
(Remember that scientific notation him to run one mile?
requires multiplying a number greater
than or equal to I and less than 10 by a 11. A snail travels at the rate of 0.005 miles
power of 10.) per hour. How many hours does it take the
snail to slither one mile?
4. Which of these numbers would require a
negative exponent when written in scien- Notice that your answers to problems 9-11 are
tific notation? Explain why. the reciprocals of the rates given. This is not a
coincidence. In each case, the rate is given
0.0123 0.123 12.3 1230
in miles/hour and you are asked to find
5. ....,. How can you tell by looking at a dec- hours/mile. Since the units are reciprocals,
imal number whether or not it will require the rates will also be reciprocals.
a negative exponent when it is written in
scientific notation?
12. Sound travels through air at the rate of
1.088 • 103 feet per second at sea level.
How long does it take sound to travel
one foot?

4320 Chapter 8 Growth and Change

. Digitized by Coogle
13. Sound travels much faster through 14. Express the size of each object in terms of
granite than through air. Its speed is about a more appropriate unit of measurement.
1.2906 · 104 feet per second. How long a. A redwood tree is 80,023 millimeters
does it take sound to travel one foot high.
through granite? b. A protozoan is 0.0000002 kilometers
in diameter.
UNITS IN THE METRIC SYSTEM
c. A football player weighs 95,130 grams.
The metric system of measurement is based on
powers of ten. Prefixes indicating powers of 15. At the San Andreas fault in Northern
ten are used for all measurements within the California, the ground is moving about
metric system. Conversion between units is 5 • 1o-5 kilometers per year. How long will
easy, since it involves multiplying by powers it take to move one kilometer?
often. 16. QIf hair grows at the rate of about 1o-s
Example: The prefix kilo means to multiply miles per hour, how long would it take
the basic unit of measure by 103, or 1000. A your hair to reach ankle length? (Why
kilogram is 1000 grams, a kilometer is 1000 is this problem harder than the
meters, and so on. This table lists some of previous ones?)
these prefixes.

To Multiply by Prefix

1012 tera-

109 giga-

106 mega-

103 kilo-

102 hecto-

101 deka-

100 -

10-1 deci-

10-2 centi-

10-3 milli-

10-{) micro-

10-9 nano

10-12 pico-

8.12 Small and Large Numbers 3214

Digitized by Coogle
~lli!@i:ti@~
WRITING
S.C Applying the Laws of Exponents

Tina overslept and had to skip breakfast, 3. Take Tina's make-up test for her. Be
so she didn't do very well on her math test. careful! (Remember, make-up tests are
Besides, she had forgotten to study the laws always harder.)
of exponents. In fact, she missed all the
problems. Make-up Test Name: Tina A.

Test Name: Tina A. Laws of Exponents

Exponents Instructions: Show all work leading

to your answer.
Instructions: Simplify. Your answer a. Write without parentheses:
should have only one exponent. (4x2lz)3
Not all are possible.
Perform each operation, and if
a. 24 • 34 =54 possible write the result as a
b. 315 + 615 = 915 power of 5.
b. 511 - 59
c. 3Jt • 2>f = 5x5
c. 5x+3/5x
d. ;:=(~Y d. 55· = 515
e. 10X' • BK = 80x45
e. 57 + 53
f. (2x)1 = 2x7
If possible, write as a power of 12.
g. 12>? • 4y = 48(xy) 10 f. 3. 43
h. (~:) 3 = 16 g. (3 • 4) 5
i. (3Jt) 3 = 3x5 h. 2. 68
i. 28 • 68
j. >f + Jl = x5
j. 28. 65

1. Summarize the five laws of exponents Which expression is not equal to

given in Lessons 9, 10, and II. the other two?
k. 3100 675 g50
2. Correct Tina's test. For each problem,
write the correct answer. If one or more of I. (Y) 4 (l) 2 ll
the laws of exponents was used, tell which
law (or laws) was used. If the expression
cannot be simplified, say so. Write the opposite of the reciprocal
of (1/2) 5
n. using a negative exponent;
o. using a positive exponent.

4322 Chapter 8 Growth and Change

Digitized by Coogle
 ~ Essential Ideas
POPULATION OF NORTH AMERICA 4. Make an in-out table for the function dia-
The table shows the estimated population of gram on the left. What is the function
North America from 1650 to 1950. illustrated?

Year Population 5. The function diagram on the right is the

(thousands) same, except that the number lines are not
labeled. Copy the diagram, and put labels
1650 5000 on it, using the same scale on both the
x- andy-number lines. Make an in-out
1750 5000
table, and find the function .
1850 39,000
6. Repeat problem 5 two times. For each
1900 106,000 diagram, make an in-out table and find
the function .
1950 219,000

1. What is the population increase in each a. For the functions you found in
100-year period? problems 4-6, when x increases by 1,
what does y increase by? Does it
2. Graph the data. depend on the scale you used?
a. What is the meaning of slope for b. Compare the functions you found in
this data? problems 4-6. How are they the same?
b. Is the slope constant or does it increase How are they different? Explain.
or decrease? Explain.
3. Estimate the population of North America SLOPE AND INTERCEPT

in the year The following questions are about the graph of

a. 1800; b. 2000. y = mx +b.
Explain how you arrive at your estimates. 8. Describe the line if b = 0 and
SAME DIAGRAM, DIFFERENT SCALE a. m > 1 b. 0 < m < 1
c. m = 0 d. -1 < m < 0
e. m <-1
20 20
9. In which quadrants does the line lie if
a. b > 0, m > 0? b. b < 0, m > 0?
c. b > 0, m < 0? d. b < 0, m < 0?
10 10
10. How would lines be the same or
different if
a. they have the same value for b and
different values form?
0 0
b. they have the same value for m and
different values forb?
X y X y

+·Essentitll Ideas 3234

Digitized by Coogle
•• LINEAR AND EXPONENTIAL GROWTH 18. Find the number or expression that makes
11. Two populations are growing exponen- each equation true. Write your answer as
tially. At time 0, both have populations a power.
of 100. If one is growing twice as fast a. (3x)4 = _ _ · x4
as the other, how do their populations b. (5t) 3 = - - . t3
compare after: c. (12xy)3 = - . (3xy)3
a. 2 hours? b. 3 hours?
19. Simplify each ratio.
c. x hours? a. (2x5)/x5 b. (2x)5/x5
12.1;1§-I·Iel A recent college graduate was c. Explain why your answers to (a) and
offered a job with a salary of $20,000 per (b) are different.
year and a guarantee of a 5% raise every 20. Find the number that makes each equation
year. She was about to accept the job when true. Write your answer as a power.
she received another offer for an identical a. 100 • (2R)5 = · 100 · R5
job with a salary of $22,000 per year and a
b. 20 · (2x) 7 = • 20 · x 7
guarantee of a $1200 raise each year.
Explain how you would help her decide c. (2xyz) 10 = • (xyz) 10
which job to accept. 21. Find the number that makes each equation
true. Write your answer as a power.
LAWS OF EXPONENTS a. 100 · (3R) 5 = · 100 • R5
13. If possible, write as a power of 4. b. 20 · (3x)7 = · 20 · x 7
a. 2 · 26 b. (2 · 2)6 c. (3xyz) 10 = • (xyz) 10
c. 2 . 25 d. 27 • 25 22. \) Find the reciprocal. Check by showing
e. 25 • 25 that the product is 1.
14. If possible, write as a power of 6. a. 14x3/ b. - 3a5
c. _I
a. 2 • 35 b. (2 · 3)5 3b2
c. 367 d. 36°
Because of variables in the exponents, these
15. If possible, write as a power of 3. problems are more challenging.
a. 9 · 35 • 32 • 3°
23. Simplify.
b. 9 . 35 • 32 • 2°
9. wa+5
c. 9 . 35 • 22 • 2° a. b. 3. J()h+2
3 • 10" 9. J()h
d. 81 . (3 5 ) 4 • 6° 9 • Ra+5
c. d. 12. yb+Z
3 • R" 10. yb
16. If possible, write as a single monomial.
a. 8a 12 - 2(3a3) 4 24. Write as a power of 5.
b.( 6:r _,s a.--
y-s
52x- 2

17. Find values of a, b, and c so that . (4J+xV

25. Wnte as a power of 4. 43-.<)
a. (a· bt >a· be;
b. (a • bt =a· be;
c. (a· bt <a • be.

4324 Chapter 8 Growth and Change

Digitized by Coogle
 VERY SMALL NUMBERS 28. The mean distance between the Earth and
••
A proton weighs 1.674 • 10-24 grams, an elec- the sun is 1.50 • 10 11 meters. This length is
tron weighs 9 .II 0 · 1o-28 grams, and Ann called one astronomical unit (AU) and is a
weighs 48 kilograms. convenient unit for measuring distances in
the solar system. The distance 10- 10 meters
26. Which is heavier, a proton or an electron? is called one angstrom (after the Swedish
How many times as heavy? physicist Anders Angstrom). It is a conve-
27. Ann weighs the same as how many nient unit for measuring atoms. How many
angstroms are in one AU?
a. electrons?
b. protons?

+ Essential Ideas 3254

Digitized by Coogle
CHAPTER

The scroll-like spirals in the capital of a Greek column

Coming in this chapter:

IJi.ltnFiitml There are four geoboard segments that start at the
origin and have length 5. Find their endpoints. Use this to help
you solve the following problem: If you know that two sides of a
geoboard triangle are of length 5, what are the possible lengths
for the third side?

Digitized by ~oogle
------
 MEASUREMENT AND
SQUARE ROOTS

9.1 Distance
9.2 The Pythagorean Theorem
9.3 Radicals
9.4 Radical Operations
9.A THINKING/WRITING:
Geoboard Distances
9.5 The Square Root Function
9.6 Midpoints
9.7 Halfway Measures
9.8 The Exponent 1/2
9.8 THINKING/WRITING:
Skidding Distance
9.9 Radical Expressions
9.10 Blowups
9.11 Let's Eat!
9.12 Similar Figures
9.( THINKING/WRITING:
SuperTangrams, Midpoints

• Essential Ideas

Digitized by Go
 Distance

You will need:

•••••••••••••••••••••• 2. What is the taxicab distance between:

~• !?. ~.~.~~Y~?..:.~...... IW ~• a. (1, 2) and (6, 7)?

b. (1, 2) and (1, 7)?
•••••••••••••••••••••••••••••••••• c. (1, 7) and (6, 2)?
TAXICAB DISTANCE
d. (-l,-7)and(6,-2)?
e. (1.2, 3.4) and (5.67, 8.9)?
1. Assume you can travel only horizontally
and vertically on the Cartesian plane, 3. a. Find all the points that are at taxicab
never letting your x- or y-coordinates distance 5 from (5, 5). Sketch them.
decrease. b. Describe the shape you found in part
a. Find at least three ways to get from the (a). Some math teachers call this shape
origin to (3, 4). a taxicab circle. Explain why.
b. Does the travel distance depend on the c. What else might this shape be called?
path you found in part (a) or is it the
4. Describe the set of points whose taxicab
same for all of them? Explain.
distance from (5, 5) is
Definition: The taxicab distance between a. greater than 5;
two points in the Cartesian plane is the b. less than 5.
length of the shortest path between them
that consists of only horizontal and vertical TAXICAB vs. EUCLIDEAN DISTANCE
segments. Taxicab distance gets its name Euclidean distance (named after the ancient
because it models distance in a city with a Greek mathematician Euclid) is the straight-
network of perpendicular streets. line distance ("as the crow flies") we studied

I Example: The taxicab distance from ( 10, 8)

to (5, 4) is 9.
in a previous lesson.
5. A crow and a taxicab go from the origin to
• • • • • • • • • • • (5, 5). How far does each have to travel?
• • • • • • • • • • • 6. .... Give examples, if possible, and
(10, 8)
• • • • • explain.
• • • • • • • • • a. When are Euclidean and taxicab
• • • • • • • distances between two points equal?
b. When is Euclidean distance greater than
taxicab distance?
• • •• • • • • • c. When is taxicab distance greater?
(5, 4)
• • • • • • • • • • •
7. .... A straight line is the shortest path
• • • • • • • • • • • between two points. Explain how this
• • • • • • • • • • • statement is relevant to problem 6.
• • • • • • • • • • •

4328 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.1.

8. Sketch all the points that are at the same

taxicab distance from both (4, 3) and (6, 7). I Definition: The absolute value of a number
x is the distance from x to 0 on the num-
ber line.
9. Sketch all the points that are at the same
Euclidean distance from both (4, 3) and
(6, 7).
I Example: The absolute value of 3 is 3. The
absolute value of -3 is also 3.

10. () Find all points P such that: I I I I I I I I I I

• the taxicab distance from P to (4, 3) is -3 0 3
greater than the taxicab distance from P 15. Find the absolute value of:
to (6, 7), but a. 12; b. -1/4.
• the Euclidean distance from P to (6, 7)
Notation: The absolute value of a number z
is greater than the Euclidean distance
from P to (4, 3). is written lzl. For example:
Explain, using sketches and calculations. 121 = 2 1-21 = 2
The absolute value of a difference can be
ABSOLUTE VALUE written using the same symbol. For example,
the absolute value of the difference between
11. Find the Euclidean distance between:
a and b is written Ia - bl.
a. (1, 2) and (6, 2);
b. (6, 2) and (1, 2); 16. Find the absolute value of:
c. (6.7, 3.45) and (8.9, 3.45). a. 3 - -5; b. -5 - 3.
12• .,_ Explain in words how to find the 17. .,_ What is the distance between x and 3
distance between (x 1, y) and (x2, y) if: on the number line?
b. Xt <xz. a. Explain in words how to find it.
b. Write a formula, using absolute value
If they-coordinates of two points are the same,
notation.
the distance between the two can be found by
subtracting the x-coordinates. If the result of 18. Using absolute value notation, the distance
the subtraction is negative, use its opposite, between (xt. y) and (x2, y) can be written
since distance is always positive. This is called lxt - xzl or lxz- x 11. Explain.
the absolute value of the difference.
19. Use absolute value notation to write the
13. Find the absolute value of the difference distance between (x, Yt) and (x, yz).
between:
20. Use absolute value notation to write the
a. 2 and 5; b. 3 and -9; taxicab distance between (Xt, Yt) and
c. -2 and -5; d. -3 and 9. (xz, Yz).
14• .,_ Explain how you find the distance
between two points whose x-coordinates
are the same. Give an example.

9.1 Distance 3294

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.9.1

f;lailiii SURFACE AREA OF BUILDINGS PREVIEW MIXTURES

Find the volume and surface area of each of Tina was thirsty, so Tina and Lana decided to
these buildings (including the underside). make lemonade. They planned to make a lot,
21. ~ so they could sell some of it at a roadside
22. ~$$$:\ stand.
~IIIII
Tina started making lemonade using the
24. "taste" method. She added 21 cups of water to
n. • 16 cups of lemonade concentrate, but it tasted
too lemony. Then she noticed directions on the
lemonade package:
25.
Add water to taste. Most people like a
mixture that is 1/5 to 1/4 concentrate.

27. How much water should she add to get a

mixture that is 115 concentrate?
28. Lana tasted the lemonade after Tina had
added water to get a mixture that was 1/5
concentrate. It didn't taste lemony enough.
How much lemonade concentrate should
they add now to get a mixture that is 1/4
concentrate?

4330 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 LESSON

The Pythagorean Theorem

You will need:

•••••••••••••••••••• 2. Which triangle in the preceding figure is
• acute? Right? Obtuse?
•••

•
••• I Definition: The two sides forming the right
angle in a right triangle are called the legs.
••
• •• • • • • • • •• • •• • • • • •• • • •• •• • • •• •• • The figure shows a right triangle. Three
squares have been drawn, one on each of the
RIGHT TRIANGLES sides of the triangle.
The comer of a piece of paper can be used to • • • • • • • • • • •
measure a right angle.
1. The figure shows three triangles, having a
total of nine angles. To do the following
• • .. .."
• •
problems, you may copy the figure onto
your geoboard. • • . ..
a. Give the coordinates of the vertex of • • • •
the right angle. • • • •
b. Give the coordinates of the vertex of • • • •
the angle that is greater than a right
angle.
• • . "

• • • • • • • • • • • • • • • •
• • • • • • • • • • e
• • • • •
3. What is the area of each of the three
squares?

4. ltfili.Jti!!·l.l Working with other students,

make eight figures like the one above (on
geoboards or dot paper). Each figure must
be based on a different right triangle. For
each one, find the areas of the three
squares. Fill out a table like the one below.
Study the table for any pattern.
• • • • •
• • • • Areas of:
(0, 0)
Definitions: An angle that is greater than a Square on Square on Square on
short leg long leg hypotenuse
right angle is called obtuse. An angle that is
less than a right angle is called acute. A ... ... ...
triangle that contains an obtuse angle is
called an obtuse triangle. A triangle that
contains three acute angles is called an acute
triangle. A triangle that contains a right
angle is called a right triangle.
9.2 The Pythagorean Theorem 3314

Digitized byGoogle
.9.2
The pattern you probably discovered is called You can see on the sketch that the length of the
the Pythagorean theorem, after the ancient legs is 4 for the horizontal leg, and 6 for the
Greek mathematician Pythagoras. The pattern vertical leg. Since the triangle shown is a right
is about the relationship of the squares on the triangle, we can use the Pythagorean theorem,
legs to the square on the hypotenuse for a right (hyp 2 = leg 2 + leg2). In this case,
triangle. distance 2 = 4 2 + 62 = 16 + 36 =52
5. Make an acute triangle on a geoboard or so, distance = ill = 7 .21 ...
dot paper. Draw a square on each of its 8. For the example, if you did not sketch the
sides. Is the sum of the areas of the two figure, how could you find the lengths of
smaller squares equal to, greater than, or the legs directly from the coordinates?
less than the area of the large square?
Note that the lengths of the legs have been
6. Repeat problem 5 with an obtuse triangle. called the rise and the run when discussing
slope. However keep in mind that rise, run,
7. Jii!u!uf!i'l Explain the following equation. and slope can be positive, negative, or zero,
leg2 + leg 2 = hyp 2 while distances cannot be negative.
(Is it true of any triangle? For those
triangles for which it is true, what does 9. Consider the two points (3, -4) and (4, -9).
it mean?) Use a sketch if you need to.
a. Find the rise between them.
FI\.DI'G DIST -\\.CES FR0\1 COORDI'-\TES b. Find the run between them.
The Pythagorean theorem provides us with a c. Find the slope of the line that joins
way to find distances in the Cartesian plane. them.
(Distance usually refers to Euclidean d. Find the taxicab distance between them.
distance.) e. Find the Euclidean distance between
them.
Example: What is the distance between
I (3, 8) and (7, 2)? First sketch the points. 10. Use any method to find the (Euclidean)
distance between:
• • • • • • • •
• • •
a. (-1, 2) and (-1, -7);
• • • • • • • •
• • •
(3, 8) b. (-1, 2) and (5, 2);
• • • • • • •
• • •
c. (-1, 2) and (5, -7);
• • • • • •
• • • d. (-1, 2) and (-1, 2) .
• • • • •
• • •
11 • ....,. For which part of problem 10 is the
• • • 6 • • • •
• • Pythagorean theorem helpful? Explain .
• • • • • • ••
12. Find the distances between:
• • • • • • •
• • a. (8, 0) and (0, -8);
• • • • • • b. (-8, 0) and (3, -8);
4 (7, 2)
• • • • • • • • • • • c. (1.2, 3.4) and (-5.6, 7.89) .
• • • • • • • • • • •

4332 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.2.

AN OlD PROBlEM ground level, is a fountain towards which

two birds fly from the tops of the towers.
The mathematician Leonardo of Pisa, also They fly at the same rate, and they leave
known as Fibonacci, posed this problem in and arrive at the same time. What are the
1202. horizontal distances from the fountain to
13. \) Two towers of height 30 paces and 40 each tower?
paces are 50 paces apart. Between them, at

Imagine these buildings are made by gluing

Lab Gear blocks together. The surface area is
the total area of all the exposed faces, even the
bottom of the building. Find the surface areas.

14.~ 15.
17.~ 18.

9.2 The Pythagorean Theorem 3334

Digitized by Coogle
 Radicals

You will need:

•••••••••••••••••••• 3. Write equations about the sides of squares
•• (c), (d), and (e). Check their correctness
•• with a calculator.
••
•• •
•• •
•••••••••••••••••••••••••••••••••
•
SQUARES A:'IJD ROOTS •
•
•
•
•
•
•
The figure shows three squares. For each
one, find
4. its area;
5. its side, written twice: as the square root of
the area, and as a decimal number.

The figure shows five squares. For each 6. Write equations involving square roots
one, find based on the figure. Check your equations
on a calculator.
1. its area;
7. .... True or False? Use a sketch on dot
2. its side, written twice: as the square root of paper to explain your answers.
the area, and as a decimal number. a . .f2 + .f2 = .f4
The sides of the larger squares are multiples of b. 4/2 = .f8
the side of the smallest square. For example,
8. .... Is ~2 + 2 = .f4 ? Explain.
square (b) has a side that is equal to two times
the side of square (a). You can write, RECT A.\:GLES -\'\D ROOTS
.f8 = 12 + 12 = 212. In this section do not use decimal
Note that 2 .f2 means 2 times /2, just as 2x approximations.
means 2 times x. You can check the equation
with a calculator. 9. The figure shows three rectangles. For
.f8 = 2.828427125 .. . each one, write length· width =area .
212 = 2.828427125 .. .

4334 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.3.

Using the fact that -fa • -fa = a makes it easy

to multiply some quantities involving radicals.
For example:
6.J5 • 2.J5 = 6 . 2 . .J5 • .J5 = 12 . 5 = 60
14. Multiply.
a. 5/2 · /2 b. 5/2.4/2
c. 3.J5 • .J5
15. . _ Explain your answers by using a
sketch of a geoboard rectangle.
a. Is .J4 • /2 = 18?
b. Is .J5 • f20 = ~ 100?

MUL TIPL YIN(. SQUARE ROOTS

10. For each rectangle above:
a. What is the side of a square having Is it always true that -fa • ..fb = ,[Qb? We
the same area? cannot answer this question in general by
b. Sketch this square on dot paper. makil_!g geoboard rectangles. A multiplication
like ~2 • .J5 cannot be shown that way because
Some multiplications involving square roots it is not possible to find those lengths on the
can be modeled by geoboard rectangles. For geoboard at a right angle to each other.
example, 2.JS • 3.J5 is shown in this figure.
• • • • • • • • • • •
16. Guess how to write /2 · .J5 as a square
root. Check your guess with a calculator.
• •
• • 17.GM§MfJ1!!.!,1 If a and bare positive,
• •
a. give a rule for multiplying ra .
..Jb;
b. explain how to multiply c-fa • d..fb .
• •
• • 18. Multiply.
• • a. 3.J5 • 2./6
b. (2ffi)(-II/2)
• •
• •

I
SIMPLE RADI( Al FORM

• • • • • • • • • • • Definitions: The square root symbol ( ..J) is

11. Find the product of 2.JS • 3.J5 by finding called a radical sign, or simply radical. A
the area of the rectangle. radical expression is an expression that
includes a radical.
12. Multiply.
a. 2/2 · 3/2 b. 3/2.4/2 Examples:
c. 4/2. 5/2 d. {2. 2/2 ,[2
J3, 4/7, I + -/6, or~
13. Multiply.
a. {2. m b. m. /50 19. Write each of these in at least two ways as
the product of two radical expressions.
c. /50. rs d. rs. rn a. ..fi6 b. .f63
c. 6ffo d. 24~ 105

9.3 Radicals 3354

Digitized by Coogle
.9.3
20. Write each of these as the product of two GEOBOARD LENGTHS
radicals, one of which is the square root of Since 50 is a little more than 49, ..f56 is a little
a perfect square. more than 7. A calculator confirms this:
a. ill b. [45 ..[56= 7.07 ...
c . .[98 d. /28
22. Estimate the following numbers, and
Definition: Writing the square root of a check your answer on a calculator.
whole number as a product of a whole a. .J65 b . .f85
number and the square root of a smallest
These numbers may help you with the next
possible whole number is called putting it
problem.
in simple radical form.

For example, in simple radical form, 23. l$n.!f!!!.!,l There are 19 geoboard line
.[50 is 5f2. no is 215. segments that start at the or:!g_in and have
length 5, 10, ..f56, -165, or ~85 . Find them,
(Note that when using a calculator to find and mark their endpoints on dot paper.
an approximate value, simple radical form
is not simpler!) 24. If you know two sides of a geoboard
triangle are of length 5, what are the possi-
21. Write in simple radical form.
bilities for length for the third side?
a. ill b. f45
c . .[98 d. /28 25. Repeat problem 24 for the following side
lengths.
a. 10 b. ..[56
c . .J65 d. .f85

4336 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 Radical Operations

You will need:

•••••••••••••••••••• "First I wrote everything as a product of
•• square roots," she explained. "Then it was easy
• to see that the missing factors were {5 and /3,
••• so the answer must be ill."
••
••
•••••••••••••••••••••••••••••••••
Erin politely told Tina that her method seemed
unnecessarily complicated. Erin wrote:
MUL TIPLICI\ TION • .J6 = 3fi0
• .J6 = f9[f0
1. I§H[.!bl!!·ul Using only multiplication, • .J6 = J9o
write at least three radical expressions that
"My goal was to write 3fi0 as the square root
equal each of the following.
of something. Once I found that 3/IO = .J90,
a. 2/3 b. 6 it was easy from there. I could use the rule that
Even though you are often asked to simplify .fa • .fb = .[{ib to see that the answer was ill,"
expressions, it is sometimes just as important she explained.
to know how to "complicate" them. For 6. What number times 2fi0 equals 1012?
example, 3..f7 is equivalent to all these radical Find the answer by using
expressions. a. Tina's method;
f9.fj b. Erin's method.
J3J3.fj
7. What number times ..f8 equals 4?
2. Write at least two other radical expressions
equivalent to: 8. What number times 2/2 equals 4/3?
a. 5/2; b. 2{5; AISOLUTE VALUE
c. 6fi0; d. 10-/6. 9. Divide 5 by 2{5.
3. Write each as the square root of a number.
"That's not fair," said Tina. "Ms. Kern never
(For example, 3..f7 = .J63 .)
taught us to divide with radicals." "That's
a. 2/2 b. 2..f7 true," said Erin, "but we know that
c. 5-/6 d. 4/3 multiplication and division are inverse opera-
4. Write each as the product of as many tions." She wrote:
square roots as possible. • 2{5 = 5
(For example, 3-/6 = J3 · J3 · f2 • 13.) • /4{5 =ill
a. 5fi0 b. 7{5 10. Finish solving the problem using Erin's
c. 136 d. tom method.
5. What number times .J6 equals 3.JT0? Another way to solve this problem is to use the
To answer problem 5, Tina wrote: following trick: Write an equivalent fraction
without a square root in the denominator. In
• .J6 = 3fi0 this case, we multiply both the numerator and
• 1312 = 1313/2{5 denominator by ..f5.

9.4 Radical Operations 3374

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T9.4

5 .[5 5 • .[5 .[5 The figure shows a right triangle, a square

2.f5 • .[5 = 2 •5 =2 having area a, a square having area b, and a
third square.
11. Explain why ..f5 was chosen as the number
by which to multiply.
12. Divide.
3 24 3.fl0
a. 2.[6 b. .f6 c. 5./3
a
MORE ON SIMPlE RADICAl FORM

Using the fact that fa · fb = ,fQb, we can

write 163 as .f2i · .J3. We can also write it as b
.J9 • .f7, which is especially convenient because
9 is a perfect square. Therefore: 19. In terms of a and b,
163 = .J9 • .fj = 3.f7. a. what is the area of the third square?
This last expression is in simplest radical form. Explain.
13. Write in simple radical form. b. What are the sides of the triangle?
a. J200 b. h47 20• .,_ If a and b are positive numbers, is
c. J?OO d. J275 it alwa~s, sometimes, or never true that
fa + ~b > Ja + b? Explain, using
ADDITI<l<N AND SUBTRACTION the figure.
14. Use dot _Eaper to illustrate the addition
As you see, sums of radical expressions cannot
..f5 + 2~5. usually be simplified. However, in some cases,
15. Using the figure you made in problem 14, simple radical form can help.
explain how to decide which of the two 21. Simplify, then add or subtract.
eguations ..f5 + J2o = ill and
~ 5 + J2o = .J45 is correct.
a. m +ill
16. Check your answer to problem 15 with a
b. m- 4J2o
c. [60- J135
calculator.
d . .[45 + J125
17. .,_True or False? Explain.
You can add or subtract square roots only if
a. 16 + 9 = 25 they are the roots of the same number. This is
b. J16 + 9 = ill similar to combining like terms when adding
c. m + .J9 = ill polynomials.
d. m + .J9 = ~.-16-+--:-9 22. Simplify, then add or subtract, if possible.
18• .,_ If a and b are positive numbers, is it a. 5 + 5..f6s + m
always, sometimes, or never true that b. 6 - 6ffi + J90
fa + fb = Ja + b? Explain, with c. .JS + m + ill - .J64
examples.
d. fiO + J2o - Do + ffo - /56

4338 Chapter 9 Measurement and Square Roots

Digitized by Coogle
~1111@1~1@~
_WRITINQ_
9.A Geoboard Distances

You will need: •••••••••••••••••••• 3. Find the numbers in the table that are not
•• in simple radical form. Put them in that
•• form and describe the patterns you notice .
•
••• 4. What is the distance from the origin to
•• the furthest peg on a geoboard having
••••••••••••••••••••••••••••••••• dimensions
1. Find the distance between the origin and a. 20 by 20? b. n by n?
each geoboard peg. Use radical expres- c. 20 by 30? d. m by n?
sions for your answers, not decimal
approximations. Arrange your results in a 5. On a 20-by-20 geoboard, what would be
table like the one below, with the peg the largest multiple of:
coordinates along the sides. In each space a. fi? b. .fS?
write the peg's distance from the origin. c . ..fun
Some examples have been entered to get
6. Notice that all the multiples of fi lie on a
you started. To speed this up, work with a
line. What is the slope of this line?
partner and look for patterns.
7. a. Why are there two lines containing
10 multiples of .f5?
9 b. What are the slopes of these lines?
8. Repeat problem 7(b) for multiples of:
8
a . ..flO; b. m.
7
9. List the geoboard distances that are on the
6 line through the origin having slope
a. 5; b. 3/4.
5 5

4 5
toJ;i§·!.!i' Summarize your results from this
lesson. Describe and explain the patterns
3 5 you noticed and the generalizations you
made .
2 ..f5

..f5

0 5
0 2 3 4 5 6 7 8 9 10

2. Describe the patterns you see in the table.

9.A Geoboard Distances 3394

Digitized by Coogle
 The Square Root Function

You will need:

•••••••••••••••••••• a.
20 20
••
•• .graph paper EHB
..................................... f::E::::W
••
•• graphing calculator
•• ·(o.i>t"ioil .a ir·································· 10 10
•••••••••••••••••••••••••••••••••
ROOTS OF \;UMBERS 1

The large square in the figure has dimensions 0 0

I -by-1 unit. It is divided into 11 smaller
x---__.y
squares. For the square on the top left, you
could write the following equations, relating
the length of its side to its area. b. 10 10
a. 1/4 = (1/2)2 b. 1/2 = ~ 1/4
c. 0.25 = 0.52 d. 0.5 2 = ~ 0.25
0 0

-10 -10
2
3
x---__.y
I
~ c.
2 2
1. Explain the above equations.
2-4.For each numbered smaller square, write
equations of the form:
a. area = side2 , using fractions
b. side = ~ area, using fractions
c. area = side2 , using decimals
0 0
d. side = ~area, using decimals
x---__.y
DIAC.Rt\ .\ 1S FOR SQUARES A~D ROOTS
5. Make three function diagrams for the
The function diagrams for the same function
function y = x 2, using the scales given in
could look quite different with different scales.
the figure . Use nine in-out pairs for each.
Problems 6 and 7 are about y = x 2•

4340 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.5.
6. In the function diagrams below, how far 7. In the function diagrams below, how far
would you have to extend the y-number would you have to extend the x-number
line in the positive direction so that every line, if at all, so that every value you can
value you can see on the x-number line has see on the y-number line has a correspond-
a corresponding y-value on the diagram? ing x-value on the diagram?
How about in the negative direction?
a. 10 10
a. 10 10

5 5
0 0

0 0
-10 -10
X y
X y
b.
b. 1

0.5 0.5
0 0

0 0
-1 -1
X y
X y
c. 0.1 0.1
c. 0.1 0.1

0.05 0.05
0 0

0 0
-o.l -o.l
x---~y

X ---~y

9.5 The Square Root Function

Digitized by ~
.9.5

I Definitions: The domain of a function is the

set of the values that the input can take. The
range of a function is the set of the values
the output can take.
16. Which of your three graphs grows
a. faster and faster?
b. more and more slowly?
c. always at the same rate?

I Example: The domain of y = x 2 is all

numbers, since any number can be squared.
17. If extended to the right, how high would
the curve representing y = .fX go? (Can
8. ..... Explain why the range of the function you find an x such that .JX is larger than
y = x 2 is all nonnegative numbers. 100? Than 1000?) Explain.

I Notation: .fX represents the nonnegative

number whose square is x.
18......
a. What numbers are greater than their

I Example: .f4 represents only 2, even

though (-2) 2 also equals 4. However we
can write
squares?
b. What numbers
square roots?
are less than their

-2 = -.f4. c. What numbers are equal to their

square roots?
9. Using the same scales as in problem 5,
d. What numbers are equal to their
make three function diagrams for the
squares?
function y = .JX.
19. Solve the equations.
10...... For which scale is the function
diagram not a mirror image of the corre- a. r = 5 b. x 2 = -5
sponding one for y = x 2? Explain. c. .JX = 5 d. .JX = -5
e. -.JX = -5
11. ..... What are the domain and the range of
the square root function? Explain. 20. Solve the inequalities. (Be careful! Some
have compound solutions.)
12...... To be or to have, that is the question.
a. x 2 < 4 b. .fX <2
a. Which numbers have a square root?
b. Which numbers have a square?
c. r < .JX d. x 2 > 6
c. Which numbers can be a square? 21. Solve the equations and inequalities.
d. Which numbers can be a square root? a. P2 = 456 b. P2 < 456
c. fK = 789 d. fK < 789
CRAPHS FOR SQUARES AND ROOTS

13. Make tables of at least eight (x, y) pairs 22.';1§.\.lel Summarize what you know about
each for these two functions and graph the functions y = x, y = x 2, and y = .JX.
them on the same axes. Use three values of Use graphs, diagrams, and examples.
x between 0 and 1, as well as negative Include answers to these questions.
values and whole numbers. • Which is greatest and which is least
a. y = x 2 b. y = .fX among x, x 2, or .fX? Explain how the
answer depends on the value of x.
14. On the same axes, graph the line y = x. • What are the domains and ranges of
15. The curve representing y = x 2 is called a these three functions?
parabola. What would you call the curve
representing y = .fX ?

4342 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.5.

23. () Sketch the graphs of y = -/x and 25. In problem 24, which graphs are the same?
y = h. Think about domain and range! Explain.
26. Graph these equations on the same pair
MORE SQUARE ROOT GRAPHS of axes.
a. y = ~.-x-+--::-9 b. y = +3rx
Use a graphing calculator if you have one. c. y = rx + ..f9
24. Graph these equations on the same pair 27. In problem 26, which graphs are the same?
of axes. Explain.
a. y = 4-/x b. y = .[4.;;
c. y = -14-/x

PUZZLES PACKING SQUARES 29. In your group, agree on the location of

various buildings, such as a supermarket,
28. A 10-by-10 square can be divided into a hospital, a school, a fast food outlet, a
11 smaller ones, with no overlaps and no bank, etc. Mark them on dot paper. Make
space left over (as in the figure at the very a list of their coordinates.
beginning of the lesson). Divide each of
Make up a problem about finding a good
the following squares into 11 smaller
place for a couple to live in your city.
squares. (The side lengths of the smaller
Assume that they do not want to drive,
squares must be integers.)
and that they work in different places.
a. 11-by-11 b. 12-by-12 Each student should choose a different
c. 13-by-13 job for each member of the couple.
a. Where should they live if they want to
DISCOVERY WALKING DISTANCE minimize the total amount of distance
walked to work?
Use graph paper as the map of a city. The b. Where should they live if, in addition,
horizontal and vertical lines represent streets. they want to walk equal amounts?

9.5 The Square Root Function 3434

Digitized by Coogle
 Midpoints

You will need:

•••••••••••••••••••••• FINOI~G A FORMULA

~• ~.~.~P~.P~P..:.~... ..ID ~• Sue and Ruth were trying to find the number
halfway between 5 and 11.4. Ruth used this
•••••••••••••••••••••••••••••••••• method: First she found the distance between
11.4 and 5, which is 6.4. Next she took half of
MEETI~C HAlFWAY
that, which is 3.2. Last she added 3.2 to 5.
1. Linda works at the comer of Gal brae
Avenue and 15th Street. Micaelia works at 7. Use a sketch of the number line to explain
the comer of Galbrae Avenue and 38th Ruth's method.
Street. The streets between 15th and 38th 8. If B > A, what is the distance between A
are all consecutively numbered streets. and Bon the number line? What is half
Linda and Micaelia agree to meet after that distance?
work. If they both want to walk the same
distance, where should they meet? 9. The formula for Ruth's method is
mt.dpomt
. = B- A + A .
2
2. Change Micaelia's workplace in problem
1. Make her meeting place with Linda at a Explain.
street comer, not the middle of a block. 10. Ruth's formula can be rewritten as two
3. For what values of n is the halfway point fractions with a common denominator.
between 15th Street and nth Street in the mt.dpmnt
. B- A
= -- + -
2
2A
2
middle of the block, and for what values is
Write it as one fraction in lowest terms.
it at a street comer?
11. Explain the formula you found in problem
4. Find the point on the number line halfway
10 in words.
between:
a. 1.5 and 6.8; b. l/3 and l/2. 12. Sue's method for finding the midpoint
between two points on the number line
5. ..... Describe how to find the point on the is to take the average of the two points.
number line halfway between a and b. Use Does that method work? Test it on some
a sketch and explain. examples, and explain what you find out.
6. C) Explain how to find the point on the
number line 13.fii!,!,F!ii Compare Ruth's method with
Sue's method. Use examples, sketches,
a. l/3 of the way from 4 to 6;
and algebra. Does either method work all
b. 1/4 of the way from 4 to 7.
the time? Which one do you prefer? Do
they work when A and/or B are negative?

4344 Chapter 9 Measurement and Square Roots

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 9.6.
THE MIDPOI~T OF LI~EAR GROWTH 16. Joel kept a record of his height and weight.
Between ages 10 and 12, Sue's growth in When he was 5 '5" tall, he weighed 130
height was approximately linear as a function pounds. When he was 5'7" tall, he weighed
of age. This means that the rate of change of 142 pounds. If his weight increased as a
height per year was approximately constant. linear function of his height, how much
did he weigh when he was 5'6" tall?
Sue's Growth (Height)
\1IDPOI'\, T OF A LI'-E '-EC\1E'- T
Age (years) Height (em) 17. On a graph, plot and label the midpoint of
the segment joining each pair of points.
10 146
a. (5, 3) and (8, 7)
II - b. (-5, -3) and (8, -7)
c. (-5.5, 3.5) and (8, 7)
12 161
d. ( 1/4, 3) and (3/4, -7)
14. Estimate Sue's height at age ll.
18..... Using a sketch, explain how to find
15. Based on the data, do you think her weight the coordinates of the midpoint of the
increased linearly as a function of age? segment joining the points (a, b) and
If so, estimate her weight at ages IOY2 and (c, d). Check your method for positive and
II Y2. negative numbers. Try to write a formula.

Sue's Growth (Weight)

Age (years) Weight (lbs)

10 90

II 101

12 112

PREVIEW SURFACE AREA SEQUENCES 20. a.- b.~ c.

For each sequence of buildings, find the
volume and surface area of the first four
buildings. Then, describe and sketch the fifth
building, and find its volume and surface area.
21. a. • b. c.
19. a.~ b.ffi c.~ d.~
d.

9.6 Midpoints 3454

Digitized by Coogle
 Halfway Measures

1\VO A< (<HINTS 7. If Dick's assumption was correct, what

was the population in 1986?
1. IMI@ilt·hi Janet and Marne had savings
Stan assumed that the population had grown
accounts. Marne was earning simple
exponentially. This means that for equal time
interest, and Janet was earning compound
intervals, the population ratios would be the
interest. Surprisingly, both accounts grew
same. Algebraically,
from $650.00 to $805.24 in four years.
What was the annual interest rate for ~984 ~988
=
each account? ~980 ~984
~984 742
2. How much money was in each account 325 = ~984
after two years?
8. Solve for Pt984· (Hint: Multiply both sides
3. One account increased by the same by 325 and then by Pt984·)
amount every two years. What was the
amount? 9. If Stan's assumption was correct, what was
the population in 1986? Explain your
4. The other account increased by the same reasoning and show your calculations.
percent every two years. What was the
percent? 10. Assume Stan's assumption was correct and
also that the population grew at the same
5. IFJI!u!.rfiiij One account was an example of rate from 1980 to 1992. Make a table
linear growth, the other was an example of showing an estimate of the population at
exponential growth. In equal time two-year intervals during this time period.
intervals, one account showed constant
IINI,\K OK 1\I'<>NINII\1 1
differences, while the other showed
constant ratios. Explain. Solve these problems in two ways, assuming
a. that the growth is linear;
IHI MII>I'OINI 01 I '\I'ONI NTIAI <.ROWTH b. that the growth is exponential.
Dick and Stan had data about the population of c. Discuss which assumption is more
their school. There were 325 students in 1980 reasonable, or whether neither one is
and 742 students in 1988. They wanted to credible.
estimate the population in 1984. 11. A tree was 6 feet high in 1930 and 21 feet
Dick assumed that the population had grown high in 1980. How high was it in 1955?
linearly. This means that for equal time 12. A tumor was estimated to weigh about 4
intervals the difference in population would grams in January and 7 grams six months
be the same. Algebraically, later. If it continued to grow in the same
Pt984 - Pr9so = Pr9ss - Pt984· way, how much would it weigh after three
6. Use algebra to find Pt984· more months?

4346 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.7.

A growing population is P 1 d. Use the equation to find out the

at a certain time and P2 at a later time. Use population after 27 months. (Hint: First
algebra to find its size halfway between figure out how many years that is.)
these two times, assuming 15. Assume exponential growth.
a. linear growth; a. By how much was the population
b. exponential growth. multiplied each year?
b. Make a table showing the population
USING AN EQUATION at the end of one, two, three, and
A population grew from l 000 to 2197 in four years.
three years. c. Write an equation relating the
population to the number of years.
14. Assume linear growth.
a. How much did the population grow Your equation should be in the form
each year? P = IOOObX, with x indicating the number

b. Make a table showing the population of years.

at the end of one, two, three, and 16. Use the equation and your calculator to
four years. find the population after:
c. Write an equation expressing the a. 27 months; b. 2.5 years;
population as a function of the number c. 1 month.
of years.

REVIEW/PREVIEW 18. f2 + J8 or fi8

CALCULATOR PREDICTIONS 19. f27 or 3D

17. a. Predict how your calculator will 20. 2D or ~2·3

respond if you try to use it to 21. !3 + !3 or ..f6
compute .J-9.
b. Explain your prediction. 22. f21 D or ~ 2/3
c. Check whether you were right. 23. f2!3 or ~2·3
For each problem, 18-24, two expressions 24. !3 + !3 + !3 or 3 !3
are given.
25.0
a. Predict which is greater or whether they
a. Predict how your calculator will
are equal.
respond if you try to use it to compute
b. Explain your prediction. 49· 5 (49 to the power one-half).
c. Use your calculator to check whether b. Explain your prediction.
you were right.
c. Use your calculator to check whether
you were right.

9. 7 Halfway Measures 3474

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 The Exponent 1/2

THE HALFWAY CROWTH FACTOR A FRACTIONAL EXPONENT

1. A bacterial population is growing 6. Findx.

exponentially. It is multiplied by nine a. 25 • 25 = 2x
every day. b. 23 • 23 x6
=
a. Copy and complete the table of the C. (24)2 = 2x
population at half-day intervals.
7. Find x.
Time Population a. o/ • 93 = 96
b. o/. o/ = 9 2
0 100
c. o/. o/ = 91
0.5 - d. Ir · Ir = B 1
I 900 8. Find x.
a. (o/)2 = 96 b. (o/)2 = 91
1.5 -
c. (/r)2 = B6 d. (/r)2 = Bt
2 -
9. ..... Problems 6-8 suggest a meaning for
the exponent l/2. Explain it.
b. Write an equation giving the population
as a function of time (measured in 10. Using this meaning of the exponent l/2,
days). find the following. (Avoid using a
calculator if you can.)
2. Repeat problem I for a population that is I

multiplied by 25 every day. b. 4002

3. For problems 1 and 2:

a. By how much was the population
11 ...... Does it make sense to use the
multiplied in half a day?
exponent l/2 in the equations you found in
b. How are these numbers related to the problems l and 2? Explain your answer.
equation?
12. A colony of bacteria was growing
4. A tumor that is growing exponentially exponentially. It weighed 6 grams at noon
triples in ten years. By how much is it and 15 grams at 8 P.M. How much did it
multiplied in five years? weigh at 4 P.M.? Explain.
5. l§§el@iltji!!.!.i
An exponentially growing
tumor is multiplied in size by B every ten
years and by H every five years. How are
B and H related? Explain.

4348 Chapter 9 Measurement and Square Roots

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 9.8.

lAWS OF EXPONENTS AND RADICAl RUlES 14. Write problems 14-15 in simple radical
Rules for operations with radicals can be form. You can check the answers on your
derived from laws of exponents using the calculator.
fact that a. .[60 b. ~450
I
x2 =/X.
f30 m
The following rules assume a and b are c. m d. no
nonnegative. .J2 .[5

Exponent Rule
I I
Radical Rule 15. a . .Jffs
125
b. Ns48
a 2. a 2 =at .JQ .JQ =a
I
a2 • b2
I
= (ab) 2
I
.JQ .fb = fQb c.~
75
d. {1;
12
al !
-~
a2
=a 2 ~=ra SQUARE ROOTS OF POWERS

16.'¥'\.lfl!!·!.i Use your calculator to make a

list of the square roots of the powers of
13. Check all the radical rules by using a = 16 ten, from ..fWl to ~10 10 • Explain any
and b = 9. pattern you discover.

The last rule is especially useful for simplify- 17. . . . Explain the pattern you found in
ing rational expressions involving radicals. problem 16 by using a law of exponents
To be in simple radical form, an expression and the exponent 112. (Hint: It is not one
cannot have any radicals in the denominator of the laws listed before problem 13.)
or fractions under the radical sign.
18. Write in simple radical form.
Examples: a. ~9(108 ) b. ~4(10 7 )
1:=ff =a c. ~3(10 6 ) d. ~2(10 5 )
1144 ~ 144 12
'/169 = h69 = 13
.[48 .fj .fj .J2 .f6
ill = .J2 = .J2 • .J2 = 2

CHALLENGE ESTIMATING POPULATION

19. The population of California was

3,426,861 in 1920 and 15,717,204 in 1960.
Assume it grew exponentially and estimate
the population in:
a. 1940; b. \) 1949.

9.8 The Exponent 112 3494

Digitized by Coogle
~II!IHI~
_WRITIN~
9.8 Skidding Distance

Police use a formula to estimate the speed a 3. This table shows a summary of accidents
car was traveling before an accident by from a police report. All the accidents took
measuring its skid marks. This is the formula. place on tar roads. Use formulas or graphs
s= ~30df to estimate how fast the cars were going.
Explain how you made your estimates.
Sis the speed the car was traveling (in mph).
4. A police report stated that a car had left
d is the distance the car skidded (in feet). 150-foot skid marks on a tar road, but the
fis a special number (called the coefficient of report did not state the weather. Estimate
friction) that depends on the road surface and how fast the car was probably traveling if
road conditions. the road had been wet. Then estimate the
speed if the road had been dry.
The number f is determined by the police when
they investigate an accident. For a dry tar road, 5. There are two sets of skid marks on the
f is usually about 1.0, so the formula is same road. The second set is twice as long
S = ~30d(l.O) (dry tar road). as the first. Do you think the second car
was going twice as fast as the first? If not,
For a wet tar road, f is about 0.5, so the was it going less than twice as fast or more
formula is than twice as fast? Explain.
S = ~30d(0.5) (wet tar road).
6. The coefficient of friction for a dry
1. Make tables of values and a graph to show concrete road is about 0.8 and for a wet
speed as a function of the lehgth of the concrete road about 0.4. If a car had been
skid marks. Put both curves on the same traveling at 50 mph before it skidded,
axes and use a range ford that will give estimate the lengths of skid marks it would
you values of Sup to 125 mph. have left on each type of road (tar or
2. Why is the coefficient of friction less for a concrete) and in each type of weather
(wet or dry). Compare your answers and
wet road than for a dry road? How does
that affect the graph? comment on the differences you find .

Police Report 7. l;i§.j.ljl Imagine that you are responsible

for giving a lecture on skidding distance
Weather Skid marks (ft) to a class of police cadets who are being
prepared to join the highway patrol. You
wet 112 are asked to provide an illustrated two-to-
dry 321
three-page report summarizing the infor-
mation that you think is important for
wet 459 them to know. Use examples. You may
also make a poster to help make your talk
wet 173 more interesting and understandable.
dry 100

dry 132

4350 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 Radical Expressions

••••••••••••••••••••• 3. Multiply.
You will need: •
~ dot paper D ~ a. (2.J5 + l) • (2.J5 - 1)
b. (..f5 + 1). (.J5- 1)

1 ;.;.i;.;~;~ :.. ~ 1 c. (3.J5- 1). (.J5 + 1)

d. 3 + .J5(2.J5 - 1)
• •
••••••••••••••••••••••••••••••••••
AI'Pl YIN(, THI DISTRIBUTIVI I AW

I
MAKIN(; RADI( Al GEAR
Rule: As you probably noticed, when multi-
This figure shows how to make radical gear
plying radical expressions, the radicals are
from dot paper, to help model multiplications
handled as if they were variables .
like
2.J5 • ( .J5 + 2). Example: You can set up a table to multiply
<D - 2)( ..f2 - D) .
..f3 -2

•
-3

So the product is .J6 - 2 ..f2 + 2 D - 3.

4. Multiply.
a. 7D · (.J6- D)
• • b. (7 + D) · <.J6 - D)
c. 7 + D · c.J6- D)
• • • • • • • • • • d. (8- 2D). (D + 4)
Draw some radical gear on dot paper. Cut it 5. Find the missing terms.
out, then use it in the corner piece to do these a. (l + D)_ = 3 + D
multiplications. b. .J5 •__ = 10 + 4.J5
1. Multiply. c. (6 + f])(_ + -!7) =55 + 14-17
a. 2.J5 · (.J5 + 2) d. (.J6 + ..f2). - - = 2D + 2
b. .J5 • (2 .J5 + 2) e. (ill - ..f2) · __ = 5D - .JTO
c. 4.J5 . (.J5 - I)
DISAPPEAR! NC RADI( AI S
d . 3..f5 . (2..f5 - 1)
6. Find the product. Simplify your answer.
2. Multiply.
a. (x - y )(x + y)
a. (2.J5 + l) • (.J5 + 2)
b. (x - .J5)(x + .J5)
b. (2 + .J5). (.J5 + 2)
c. (D - x)(D + x)
c. (2.J5). (2.J5)
d. ( D - .J5)( D + .J5)
d. (2 .J5)(2 + .J5)

9.9 Radical Expressions 3514

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.9.9

7. ~Explain why there are no radicals in 11. ~ Daniel used the idea in the section
the simplified form of any of the answers Disappearing Radicals to rationalize the
to problem 6. denominator. Explain what he did, and
why it did work.
8. For each binomial, find a binomial to
multiply it by so that the result has no 12. Rationalize the denominator.
radicals. a. _t_
a. (f7- -!8) b. (.fX + ry) ..[2 + 3
b. _l_
c. (2- ry) 3- ..[3
4
c. -=----=

I
FRACTIONS AND RADICALS
/5--16
Definition: To rationalize the denominator d. 1.
.f5
(or numerator) of a fraction is to write an
equivalent fraction with no radicals in the 13. Rationalize the numerator.
denominator (or numerator). a. 7 - .f5 b. .fj - .f5
4 4
9. Rationalize the denominator. 2 ; ..f3
10. ~ In problem 9, Gerald tried to multiply
the numerator and denominator by
(2 + D). Explain why this did not work.

17. ~Always, sometimes, or never?

Explain, using examples.
14. Use your calculator to compute a. ~ > x b. 1/~ > 1/x
( ~9876- ~9866)( ~9876 + ~9866) . C. .fX <X d. 1/.fX > 1/x
Comment on the answer. e. rx<x 2 f. l!.fX > 1/tr
15. ~ Bernard believes that the square root
f;lilllii GEOBOARD PUZZLES
of the square of a number is the number
itself.
18. If two sides of geoboard triangle are .J2
a. Is he right or wrong? Explain.
and ..f5, what are the possibilities for:
b. What's the square root of the square of
a. the third side?
-543? Make a prediction, then use your
calculator to check. b. the area?

16. Choose any number. Find its square root 19. Find the geoboard figure having the least
area, if its perimeter is
on your calculator. Then find the square
root of the result. Continue this until you a. 20; b. 4.f65;
notice something happening. What is c. 10 + 2.f65; d. IO.J2 + 2.f85.
happening? Can you explain it? What
starting numbers does it work for?

4352 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 LESSON

Blowups

•••••••••••••••••••••
You will need: • STRETCHING J>OL YOMINOES
• •
••
•
•
. . . . . .... . . . . . . . ...... EBB
graph paper ••
•
•• w Sid, Annette, and Li Ann like to spend their
lunch breaks working geometric puzzles .
•••••••••••••••••••••••••••••••••• (They should have become math teachers.)
Here is a puzzle they have been working on,
BIGGER BOXES
using the tetrominoes.
The Real Bag Company makes cardboard
boxes. One of the boxes is called the Banker's
Box. It has the dimensions: length, 16 in.;
width, 12 in.; height, 10 in. Another box, the
Square Pak box, has the dimensions: length, square n t
12 in.; width, 12 in.; height, 10 in. Sid, a Real
Bag Box Division Manager, decides that new For each of the tetrominoes, they created three
boxes need to be manufactured, the Caterer's new polyominoes. The first one by doubling
Crate and the Great Pak. all horizontal dimensions, the second one by
doubling all vertical dimensions, and the third
1. li£G1t.Jtl!!.!.i one by doubling both horizontal and vertical
a. The Caterer's Crate will have two dimensions. For example, the t tetromino led
dimensions the same as the Banker's to the creation of three new polyominoes.
Box, and the third dimension multiplied a. original
by two. Sid asks his colleague Li Ann
b. doubled horizontally
whether the volume of the box would
be increased the most by multiplying c. doubled vertically
the length, the width, or the height by d. doubled both ways
two. What should she answer? Explain.
b. The Great Pak will have a square base
and a volume that is double that of the
volume of the Square Pak. Sid asks his
colleague Annette (who owns a calcu-
lator) to find three choices for the
dimensions of the new box. What
should she answer? Explain. ~ _.:. _ -- - .

2. '%·1t.Jti!!•],+Draw all 15 stretched

tetrominoes. For each one, find its area
and perimeter. Keep your work clearly
organized, so you can find a pattern to the
areas and perimeters. (The area pattern is
the easier of the two.) You will need to
refer to this data to do the problems in the
next two sections.

9.10 Blowups 3534

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 1\VO M <<HINTS

Call the perimeter of a tetromino p. It is made 8. .... Refer to your data on the area of the
up of some horizontal segments and some 15 stretched (doubled) tetrominoes, and
vertical segments. experiment with other polyominoes. If the
original area of a polyomino is A, what is
Let h = total length of the horizontal segments.
the area of the polyomino stretched by
Let v = total length of the vertical segments.
doubling
3. Express pin terms of hand v. a. horizontally?
4. a. Find h and v for the t tetromino. b. vertically?
b. Show that the perimeter of the c. both horizontally and vertically ?
vertically stretched t tetromino is 9. a. Draw the I and t tetrominoes, with both
h + 2v. their horizontal and vertical dimensions
c. What is the perimeter of the doubled.
horizontally stretched t tetromino in b. Repeat part (a), tripling the dimensions
terms of h and v? instead of doubling.
d. What is the perimeter of the
horizontally and vertically stretched 10. 4Ritl.jli Tile the blown-up tetrominoes
t tetromino in terms of h and v? you drew with copies of the original I
and/or t tetrominoes. Example:
5. .... In problem 4 you found formulas
that related the perimeters of the three
stretched t tetrominoes to the perimeter of
the original t tetromino. Explain why these
formulas work for all the tetrominoes.
6. .... What is the sum of the perimeters of
the two polyominoes that were stretched in
only one dimension? Use factoring to see
how this sum is related to the original
perimeter. 11. How many tetromino tiles did you need to
cover the blown-up tetrominoes? How is
, . «§§.!§ZUm!!.!.i this related to the area of the blown-up
a. Repeat the perimeter investigation, but tetrominoes?
stretch the tetrominoes by tripling
dimensions. You do not need to draw
12. a. Draw a pentomino.
the tripled tetrominoes, just use algebra. b. Draw a copy of it, with horizontal and
Find a formula relating the perimeters vertical dimensions multiplied by two.
of the tripled tetrominoes to h, v, and p c. Repeat with the original dimensions
for the original tetromino. multiplied by three.
b. Repeat this investigation, but this time d. Repeat with the original dimensions
stretch by a factor of n. multiplied by four.
13. Predict the area of each figure you drew in
problem 12. Check your predictions.

4354 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.10.

14Jd§.!§Mffil!!,),j When both horizontal and 16. If they created a new box by multiplying
vertical dimensions are multiplied by k, by all the dimensions of the Square Pak by
what is the area multiplied? Explain. three, what would its volume be? How
many times greater is this than the volume
BACK TO WORK
of the Square Pak?

After their lunch break, Sid, Li Ann, and 17.G§.!§Mffil!!,),j When all the dimensions are
Annette had to attend to more box problems. multiplied by k, by what is the volume
15. They created a new box by multiplying all multiplied?
the dimensions of the Banker's Box by
two. Make a sketch of the original box and 18. QWhat are the dimensions of a box that
the new box. What would the volume of is a perfect cube and has the same volume
the new box be? How many times greater as the Square Pak? Explain.
is this than the volume of the Banker's 19. QWhat are the dimensions of a box that
Box? is a perfect cube and has double the
volume of the Square Pak? Explain.

20. In June of 1990 the national debt of the Do not use a calculator for these problems.
United States was $3.1 trillion. The
21. Is x positive or negative, or is it impossible
population of the U.S. at the same time
to know? Explain.
was about 250 million. Therefore, the
debt per person was a. (-2r = -524,288
3.1 trillion b. 2x = 1/131,072
250 million . c. <-2r = 262,144
d. x 11 = -177,147
a. Express both of these numbers in scien-
e. x 12 = 531,441
tific notation.
f. x 13 = 1/1,594,323
b. What was the debt per person? Express
your answer in ordinary decimal
notation and in scientific notation.

9.10 Blowups 355.

Digitized by Coogle
fjllftlli THE CHESSBOARD fjiJIIJii EQUAL RATIOS
According to an old legend, a King decided Solve for N.
to reward the inventor of the game of chess. 25. 3N - 2 = N +2
"I am immensely rich. Whatever you ask for 5 2
will be yours." The inventor replied, "All I 26. 3N - 2 _ N + 2
ask is for one cent on the first square of the 15 - 6
chessboard; two cents on the next square; four
Solve for x. If you cannot find an exact value,
cents on the next square; and so on, doubling
approximate to nearest thousandth.
the amount each time, until the last square on
the chessboard." (The legend actually specifies 27. :! = ~
8 4
grains of rice, not cents.)
28• .±.- 400
22. Find out how many cents the King owed J0- X

the inventor. Express the final answer two 29. ! =:!

ways: in terms of a power of two, in cents; X 2
and as a number of dollars, in scientific
notation. fjiJIIJii DISTRIBUTIVE LAW PRACTICE
23J#i.!'491 Is the money paid the inventor as Find these products.
much as the budget of:
30. 2y(2x - y + 6)
a. a toy store?
b. a multi-national corporation? 31. 3x(2x - 3)
c. the State of New York? 32. (y- 4)(y + 3)
d. the United States?

DISCOVERY DECIMAL EXPONENTS

24. Use decimal exponents (to the nearest

hundredth) to approximate I 00 as a
power of:
a. 2 b. 3 c. 4
d. 8 e. 9 f. 10

4356 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 Let's Eat!

PIZZA PRICES

Lana and Tina were studying for their semester

exam one Sunday afternoon. They needed
I Example: A circle having diameter 14 in.
has a radius of 7 in. Its area is 1t(7)2, or 497t
square inches.
more energy and decided to order a pizza. 2. Use your calculator to find the area of a
They called Pinky's and Primo's to circle having diameter I4 in., to the
compare prices. nearest tenth of a square inch. (Scientific
Pinky's Prices calculators have a 1t key.)
Tina thought Pinky's medium pizza looked
Size Diameter Price expensive. "It's twice as expensive as an
8-inch pizza," she said. "For twice as much,
small 8 in. $4.25
I ought to be able to get a 16-inch pizza."
medium 12 in. $8.50 3. a. Find the area of a I 6-inch pizza.
large 14in. $10.20
Compare it with the area of an 8-inch
pizza. How many times as large is it?
Primo's Prices b. How many times as large is a 12-inch
pizza as an 8-inch pizza? Show your
Size Diameter Price calculations.
c. Comment on Tina's remark.
small lOin. $6.44
4. a. Copy and complete the tables below,
medium 12 in. $8.84 giving an approximation for the area
of each pizza and the price per
large 14 in. $9.91 square inch.
b. Which pizza is the best buy, based on
1. l$1.!fl!!.],l Assuming the pizzas are of the price per square inch?
same thickness and similar quality, which
Pinky's
is the better buy for the large pizza? The
medium pizza? The small pizza? Explain, Diameter Area Price
showing your calculations. (in.) (sq in.) Price per sq in.

The area of a circle is given by the formula 8 167t $4.25 -

1t?, where r is the radius, and 1t is approxi-
mately equal to the number 3.14 I 5926536. 12 - $8.50 -

14 - $10.20 -

radius

9.11 Let's Eat! 3574

Digitized by Coogle
• 9.11
Primo's concentrating on studying exponents. "Maybe
we're just hungry," said Lana. "I'm feeling a
Diameter Area Price little faint," Tina agreed. "We should probably
(in.) (sq in.) Price persq in. bake some brownies."
10 - - - The recipe said to use an 8-inch-square pan.

12 - - - 8"

14 - - -

5. Compare the areas of these pizzas. How

many times as big is the larger than the
smaller?
Lana wanted to double the recipe. "OK," said
a. a 12-inch pizza and a 6-inch pizza
Tina, "but we'll need a 16-inch-square pan."
b. a 14-inch pizza and a 12-inch pizza
10. a. Using the same scale, make a sketch of
6. ..... To compare a pizza having radius r
an 8-by-8-inch pan and a 16-by-16-inch
with a pizza having radius 2r, you can use
pan.
the ratios of the areas. Simplify this ratio.
b. How many 8-by-8 pans would fit inside
1t(2r) 2
1t(rf
a 16-by-16 pan?
c. Comment on Tina's remark.
7. @§.!§MW!t.!,l Write and simplify the ratios 11 ...... How many times as big is the larger
to compare the area of: than the smaller square? (The measure-
a. a pizza having radius r with a pizza ment refers to the side length.)
having three times this radius; a. a 12-inch square and a 6-inch square
b. a pizza having radius r with a pizza b. a 14-inch square and a 12-inch square
having radius kr.
12.Cii§.l@liij1!!.!,1 What is the ratio of the areas
8. ..... If you double the diameter of a pizza,
of two squares, if the ratio of the sides is
why does the price more than double?
a. 5? b. k?
9. ..... For a party Tina was going to buy ten
8-inch pizzas from Pinky's, but she got 13. Q
mixed up and bought eight I 0-inch pizzas a. Write the ratio of the area of a circle
from Primo's instead. Did she have the having diameters to that of a square
right amount of pizza, too much, or too having side s.
little? Explain, showing your calculations. b. Simplify the ratio. Which is larger, the
circle or the square? How many times
BAKING BROWNIES
as large is it?
An hour after they had polished off their
pizza, Lana and Tina were having trouble

4358 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.11.

fijul..iftt MORE POL YOMINO TILINGS fj/iiljjj A SQUARE NUMBER OF SQUARES

14. Draw all the tetrominoes with their dimen-
l_ -
I

sions doubled. Tile the blowups with the l I

a. E B ----±
b. l - §
-
_ _ __ i ---- __
and/or t tetrominoes.
15. Repeat with the tripled tetrominoes.

c. d.
---
r--- :--- - - 1---

F L p N

Each of the four large squares has area 75.

Each has been divided into a square number of
T u v w smaller squares.
20. Find the area of each small square.
21. Express the side of each small square as a
square root.
16. Draw all the pentominoes with their 22. Explain why ffs = 5D, using
dimensions doubled. Tile the blowups
a. the figure;
with the P and/or N pentorninoes.
b. radical rules;
17. Repeat with the tripled pentominoes. c. decimal approximations.
l:mi!§@j 23. Divide a square having area 72 into a
18. Can you use the same tiles to cover bigger square number of smaller squares, in such
and bigger blown-up tetrominoes and a way that you can use the figure to help
pentominoes? Experiment and report on write m in simple radical form.
your discoveries.
19. What is the smallest rectangle you can tile
with a given pentomino? Experiment and
report on your discoveries.

9.11 Let's Eat! 3594

Digitized by Coogle
 LESSON

Similar Figures

••••••••••••••••••••• 5. You could get the dimensions of the

You will need: ••
• • smaller building by multiplying the dimen-
:
•• ~~: ~.~.?. ~:~.~···· ~
. . •• : sions of the larger one by what number?
•••••••••••••••••••••••••••••••••• 6. ct- Either of the numbers you found in
RATIO OF SIMILARITY
problems 4 and 5 could be considered the
ratio of similarity. How are the two
The polycubes in this figure were obtained by numbers related? Explain this.
doubling the dimensions of the original
tetracube in succession: first the height, then AREA, PERIMETER
the length, and finally the width. 7. Make a list of pairs of similar polyominoes

~ !£ ~·~~--
in this figure. (Hint: There are six pairs.)

i
- NH·
-

l----· \
i I
b!
L-

t
I

I
·--i --
I
'
-t .
t
-

a. b. c. d.
1. Find the volume and surface area of each
of these polycubes.
Definitions: Two figures are similar if all
the dimensions of one can be obtained by
multiplying the dimensions of the other by
the same number, called the ratio of
similarity.
(In Chapter 3, similar figures were defined as
being enlarged or shrunk without distortion.
That definition is equivalent to this one.)
2. ct- Which two of the four polycubes are
For each pair of similar polyominoes you
similar to each other? Explain.
found, find
3. Sketch buildings similar to this tetracube,
8. the ratio of similarity;
but larger, with ratio of similarity
a. 2 b. 3 9. the ratio of the areas.

OJ
The two buildings you sketched in problem 3
10. C) Give the dimensions of a rectangle
similar to the domino shown above, but
are similar to each other.
larger, such that the ratio of areas is
4. You could get the dimensions of the larger a. 25; b. 9;
building by multiplying the dimensions of c. 2; d. 5.
the smaller one by what number?

,4,360 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.12.

11. Cii§ei§iiiifti!!.],j 18. What should be the dimensions of a

a. If the ratio of similarity of two figures cubical box that would hold 27 times
is Rs, what is the ratio of areas? as much as a box having dimensions
Explain. 2 in.-by-2 in.-by-2 in.?
b. If the ratio of areas is RA, what is the 19. 0 Repeat problem 18 for a cubical box
ratio of similarity? Explain. that would hold 10 times as much as a box
having dimensions 2 in.-by-2 in.-by-2 in.
12• ..,_Using the data from problems 7-8,
find the relationship between the ratio of P'll:ZA I'JIUCES
similarity and the ratio of perimeters. Model train sets come in different scales. The
13. Make a figure using three 2-D Lab Gear scale is the ratio of similarity between the
blocks (including some blue blocks). model and the actual train that is being
a. Sketch the figure. modeled. This table shows some of the
available scales.
b. Find its perimeter and area.
c. Use blocks to make a figure similar to Name Scale
the original figure.
d. Predict its perimeter and area. z 1/220
e. Check your prediction.
N 1/160

VOLUME, SURFACE AREA a quarter inch

0 to one foot
14• ..,_True or False? Explain each one.
an eighth of an inch
a. Any two rectangles are similar. HO to one foot
b. Any two squares are similar. half an inch
LGB to one foot
c. Any two cubes are similar.
20. Order the scales from smallest to largest.
15. Build the following cubes using the Lab
Gear: 13, 53 , (x + 1)3, and y3 . Find the 21. The LGB scale is also known as 1/25.
volume and surface area of each cube. Comment on this.
16. There are six pairs of similar buildings George wanted to buy an HO set that would
among the four cubes you built. For each cover an area of 15 square feet.
pair, find
22. How much area would be covered by the
a. the ratio of similarity; actual train being modeled by this set?
b. the ratio of surface areas;
c. the ratio of volumes. 23. How much area would be covered by a
similar set in each of the other scales?
17J§§.!§Fiifti!!.],i If you know the ratio of 24. How many times heavier or lighter do you
similarity between two figures, Rs, explain estimate a similar set would be in each of
how you can find the other scales? (Assume that you can
a. the ratio of surface areas, RA; estimate the ratio of weights by using the
b. the ratio of volumes, Rv. ratio of volumes.)

9.12 Similar Figures 3614

Digitized by Coogle
~Y!'ft1e~ 9.C SuperTangrams, Midpoints

SLJPERT,\NCRAMS This figure shows one of the SuperTangrams

and four blown-up versions of it.
You will need:
••••••••••••••••••••

~ ?..~~P.~..P.~P.~.~· · · · E
•
•
: geoboards

1• ~;;;.;;~ .. -:..o
•••••••••••••••••••••••••••••••••••
=

In the world of geometric puzzles, half a unit

square (cut along the diagonal), is called a tan. 4. Find the perimeter and the area for the
SuperTangram and each blowup.
5. Compare shape A with shape C.
a. What is the ratio of similarity?
Figures created by combining tans are called b. Verify your answer to part (a) by
polytans. Here are the ditans. showing that multiplying the perimeter
of A by the ratio of similarity yields the

kfi I I kV1
The tans must be combined side-to-side. The
6.
perimeter of C.
Repeat problem 5 for each other pair of
shapes in the figure. (You should find nine
more ratios of similarity.)
following arrangements are not acceptable.
7. l;i§•t.lrl Write a report summarizing your
work in problems 3-6. Include a discus-
sion of:
• using the Pythagorean theorem;
1. Find all four tritans. • perimeter and area of similar figures;
• operations with radical expressions.
2. C) Find all fourteen tetratans.
3. Tetratans are usually called
SuperTangrams. Find the perimeter and
area of each SuperTangram, using radical
expressions when appropriate. Rank the
perimeters from shortest to longest.

4362 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 9.C.
MIDPOINTS 11. Make a quadrilateral such that all of its
sides have their midpoints on a peg. Make
8. Draw five geoboard segments whose the quadrilateral as irregular as you can,
midpoints are on a peg. avoiding equal or parallel sides. Connect
9. Make a triangle such that all of its sides the midpoints, making a smaller quadri-
have their midpoints on a peg. Connect lateral. Study the figure, looking for
the midpoints, making a smaller triangle. parallel sides and equal segments.
Study the figure, looking for parallel lines, 12. Find the slopes of lines you believe are
equal segments, and similar figures . parallel. Find the lengths of the segments
10. Find the slopes of lines you believe are you believe are equal.
parallel. Find the lengths of the segments
you believe are equal. Find the ratio of
13J;i§.I.!il Write a report on midpoints of
triangles and quadrilaterals. Do you think
similarity for figures you believe are
what you found in the case you inves-
similar.
tigated will always be true? Explain.

14. Q Try to make a triangle such that exactly

two of its sides have their midpoints on
pegs. If you find such a triangle, draw it
on dot paper. If you believe such a triangle
does not exist, explain why.

9.C SuperTangrams, Midpoints 3634

Digitized by Coogle
 ~ Essential Ideas
10. How long is the other leg of a right
1. On the number line, what is the distance triangle, if the first leg is half the
between: hypotenuse, and the hypotenuse is
a. 12 and -34? b. 12 and 34? a. 10? b. x?
c. 12 and x? FROM ONE POINT TO ANOTHER

2. On the number line, what points are at 11. Given the two points (1, 2.3) and (-4.5, 6),
distance 7.5 from 6.89? find
3. On the number line, what point is halfway a. the taxicab distance between them;
between: b. the slope of the line that joins them;
a. 12 and -34? b. 12 and 34? c. the Euclidean distance between them.
c. 12 and x? SQUARE ROOTS
4. (5, 6) is the midpoint of a segment from 12. ~ Explain why ..f-4 is not a real number.
what point to:
a. (7, -8)? b. (-9.1, 2.34)? 13. ~ Is h a real number? Explain.

5. What is the biggest possible difference 14. a. Give three values of x for which -x
between taxicab and Euclidean distance represents a positive number.
between two geoboard pegs on a b. Make a table of values and graph
I 0-by-1 0 geoboard? (Give a decimal y =h.
approximation.) c. What is the domain of y = h?
6. On graph paper, show as many points as 15. Hal noticed something interesting. He saw
possible that are at distance 10 from the that if he squared a number and took its
origin, using square root, he would get back the same
a. taxicab distance; number. Jacob said he could find many
b. Euclidean distance. numbers for which that wouldn't work.
Can you? List some.
7. What is the distance from (5, 6) to:
16. Ruth thought you could write:
a. (7, -8)? b. (-9.1, 2.34)?
-ill = ~-25 and -~-25 = ill.
THE PYTHAGOREAN THEOREM Explain why she is wrong.
8. How long is the diagonal of a square if the 17. Which is greater? Explain.
side of the square is a. J8o or 8 fiO
a. 10? b. x? b. J40 + J40 or J8o
9. How long is the side of a square if the c. .J63 - ill or ~~63---2-8
diagonal is d. J4 ~
a. 10? b. x?
.J9 or 'J 9

,4,364 Chapter 9 Measurement and Square Roots

Digitized by Coogle
 MULTIPLYING AND DIVIDING a. ra ra b. .Ja.fb
••
18. What is the area of a rectangle having c. al-Ia d. .Jat.fb
sides 26. Simplify.
a. 3 and 16? a. f29 b. f2iO
b . .J3 and 16?
c. 4!3 and 516? 27. () Simplify f2! assuming n is
d. (4 + D) and 516? a. even; b. odd.

19. A rectangle has area Sf?. Give three possi- SIMILAR FIGURES
bilities for the sides.
20. ()A rectangle has area 15 + 6f7. Give 28. Assume you want to use a copy machine
three possibilities for the sides. to blow up a picture from a 3-inch-by-5-
inch index card to 4-inch-by-6-inch card.
21. Write without radicals in the denominator. a. What percent setting should you use
. 2 (') 4
a. J3 b. V .f5 + 6 so that you get as large an image as
possible, but one which does not
ADDING AND SUBTRACTING extend beyond the edge?
b. How much is the area increased at
22. True or False? Explain.
that setting?
a. 36 + 64 = I 00
b. h6 + 64 = hoo 29. Answer the questions in problem 28 about
blowing up a picture from a 3-inch-by-5-
c. f36 + J64 = hoo inch size to an 8.5-inch-by-11-inch size.
d. h6 + 64 = f36 + J64
30. Assume you want to use a copy machine
23. Simplify, then add or subtract. to reduce an image so its area gets divided
a. rs m
+ by two. What percent setting should
b. fi6- J5 you use?
c. Do- f36 + ~ 120 + mt
d. 15 - m+ 6o- .f6o
Assume that the amount of material needed to
make clothes is proportional to the surface
THE MIDPOINT OF GROWTH area, while the amount of food needed is
proportional to the volume.
24. Joel invested $200 in 1970 and forgot
about it. In the year 20 I 0 he discovered 31. How many times as much material would
that he had $5227 in the account. How be needed to dress a five-foot Alice as a
much did he have in the account in 1990 ten-inch Alice?
if he was getting 32. How many times as much food would be
a. simple interest? needed to feed a five-foot Alice as a ten-
b. compound interest? inch Alice?

ri.:>:ZA P"IUCES

25. If a and bare nonnegative, write an

expression equivalent to each of the
following. Explain each rule with an
example.

+ Essential Ideas 3654

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CHAPTER

The spiral groove of a record, from the outer rim to the inner

Coming in this chapter:

YliMiMiiMii61111I have pennies, dimes, and quarters, and two bags
to put them in. I put all the coins of one kind into one bag, and
coins of the other two kinds into the other. There is the same
number of coins in each bag, and the total value of each bag' s
contents is the same. How much money might I have?

Digitized by Coogle
SATISFYING CONSTRAINTS

10.1 The Van Pool

10.2 How Much of Each Kind?
10.3 Two Variables, Two Equations
10.4 Solving Systems
10.A THINKING/WRITING:
Juice Experiments
10.5 Standard Form
10.6 Line Intersections
10.7 Using Simultaneous Equations
10.8 Lines Through Points
10.8 THINKING/WRITING:
Fitting a Line

• Essential Ideas

Digitized by Go
 The Van Pool

Yeu will need: •••••••••••••••••••••• 4. Repeat problem 2, assuming that two

•
••
••
adults and three children join the van pool.
•• graph paper EH33 •
1:±±:::1;' ••
• •••• • ••• • ••••• 0 ••• 0 ••••••• 0 0 •••••• 0 • •
Use the same axes for your graph .
•
•••••••••••••••••••••••••••••••••• 5. a. Write equations for the graphs you
In the town of Braun a group of people drew in problems 2-4.
decided to organize a van pool to get to and b. For each equation, interpret the coeffi-
from work and school. They estimated mileage cients of x and y and the constant term
costs to be about $11 per day, so the total cost in terms of the situation.
including the bridge toll would be $12 per day c. Find the x-intercept and the y-intercept
round trip. Then they had to discuss how to on each of your graphs. Interpret them
share costs. They agreed that children and in terms of the situation.
adults might have different fares.
NEGOTIATIONS
1. lffl[.]b"!.J,I Say there are three children In this section, assume that the van pool has
and four adults in the van pool. Find sev- four children and three adults.
eral possible fares you could charge chil-
dren and adults. 6. a. Make a table showing several possible
(x, y) pairs representing the daily fare
SHARING COSTS for children and adults. Draw a graph
that shows all possible (x, y) pairs.
In the following problems, let x stand for a
b. Label and interpret the x-intercept and
child's daily fare, and let y stand for an adult's
they-intercept on your graph.
daily fare.
c. Write an equation for the graph.
2. If only one adult and one child joined the
van pool, there is more than one possible The members of the van pool discussed how
pair of values for x andy. to divide the cost among themselves. Some
thought the adults' and children's fares should
a. List three possible (x, y) pairs.
be different, and others thought they should be
b. Plot these (x, y) pairs on coordinate the same. They discussed several possible
axes. plans.
c. Make a graph showing all possible
(x, y) pairs. Label the x-intercept and
they-intercept.
3. Repeat problem 2, assuming that one child
and two adults join the van pool. Use the
same axes for your graph.

4368 Chapter 10 Satisfying Constraints

Digitized by Coogle
 10.1.

In each case described in problems 7-12: I"IZZA 1"~: :-ES

a. Figure out what the daily fare for adults The cost of commuting kept increasing. Since
and for children would be. Show your the van could legally carry nine people, includ-
work. ing the driver, the members decided to let two
b. Plot a point on the graph from problem more children join the pool. They had six chil-
6 to represent your solution. dren and three adults. Over the years, the cost
7. Frances suggested that adults pay twice as went up, first to $14, then to $15, and finally to
much as children because they have more $18 per day.
money. 13. On the same pair of axes, draw three
8. John thought that adults should pay $1 graphs, one for each of the three values
more than children. for the total cost.

9. Kathleen said that adults should pay $2 14. Label each graph with its equation.
more than children. 15. Assume that the adults' fare is twice the
10. Joanna argued that there was no reason to children's fare. Mark the points on your
graph representing those fares for adults
have different fares, since an adult and a
and children, if the total cost is the follow-
child each occupy one seat.
ing amounts:
11. Allan thought it was unfair to have adults a. $14 b. $15 c. $18
pay more than children, since adults take
turns driving the van. He argued that chil- 16. ~ Look at the three points you marked
dren should pay twice as much as adults. in problem 15. You should be able to con-
nect all of them with a straight line.
12. Louise remembered that van pools are a. Find an equation that fits your line.
exempt from the bridge toll, so she sub-
b. Interpret your equation. (What do
tracted $1 from the total cost. She agreed
the coefficients mean in terms of the
with Allan that children should pay twice
problem?)
as much as adults.
17. Repeat problems 15-16, assuming that the
children's fare is twice the adults' fare.

10.1 The Van Pool 3694

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T1o.1
REVIEW/PREVIEW RECIPES 20. How much Piano Recital Punch could you
make if you had an unlimited amount of
These are the instructions on a can of orange the other ingredients but only
juice concentrate. a. 3/4 cup of lemon juice?
b. 3 cups of orange juice?
Mix one part juice concentrate
with three parts water. f;lillJjj EXPONENTS
18. How much concentrate should you use 21. Write without parentheses.
to make a. (4x2) 3 b. (4x2y) 3
a. 6 cups of orange juice? 22. Simplify each ratio.
b. 10 cups of orange juice? a. 80 • 2•·+2
4. 2'
19. Using this recipe, how much of each
b. 4 • 2x+2
ingredient would you need to make 160 80·2x+J
cups of punch for the 80 people who are
4 • 2x+J
expected at the piano recital? c. _.:_-=--..,
80 • 2'+ 2

23. Use your calculator to compare 3 • 2x and

w Piano Recital Punch w 2 • 3x. Which is greater for different values
••••••••••••••••••••••••••••••••••••
Mix: of x? For what value of x are they equal?
4 parte; iced tea, sweetened
4 parte; apple juice
4 parte; cranberry juice
2 parte; orange juice
1 part lemon juice
Garnish with lemon and orange slices.

4370 Chapter 10 Satisfying Constraints

Digitized by Coogle
 LESSON

How Much of Each Kind?

AT THE LAUNDROMAT®
Nickels Quarters Total Coins
1. I:Pi)(·lf!l!·!.l
Some dimes and quarters have no. value no. value no. value
a total value of $3.95. How many of each
coin might there be? (Find all the possibil- X Sx y 25y - -
ities.) What is the fewest coins there could
possibly be? The most? Explain, showing 6. a. Explain the meaning of the expressions
your method of thinking about this prob- 5x and 25y in the table.
lem and commenting on any patterns you b. Complete the entry, giving the total
notice. number of coins and their value in
terms of x andy.
Dan needs nickels and quarters to do his laun-
dry at Science and Math Quick Wash. He has a Any possible whole number pair of values
five-dollar bill. The table shows one possible (x, y) giving a possibility for the number of
combination of coins he might get if he asks nickels and quarters that Dan might get in
for change in nickels and quarters only. (The change will satisfy this equation,
value is given in cents.) 5x + 25y = 500.

Nickels Quarters Total Coins

For example, it is easy to show by substitution
that the pair (45, II) satisfies this equation:
no. value no. value no. value 5(45) + 25( II) = 500. This pair also satisfies
this condition, or constraint:
45 225 II 275 56 500 The total number of coins is 56.

2. Add at least six more possibilities to the 7. Is there another (x, y) pair that satisfies the
table and comment on any patterns you same equation and the same constraint? If
notice. (If you don't see any patterns, add so, what is it?
more possibilities until you do.) 8. Find (x, y) pairs that satisfy both the equa-
3. What is the fewest coins Dan might get? tion 5x + 25y = 500 and the constraints
The most? given. (You may want to extend the table
you made. You can save work by looking
4. Would it be possible for Dan to have an for patterns in your table.) Some may not
even number of coins? An odd number? be possible.
Explain. Constraints:
5. Would it be possible for Dan to have the a. The total number of coins is 80.
same number of quarters as nickels? If so, b. There are 20 times as many nickels as
how many of each would he have? quarters.
If Dan gets x nickels andy quarters, the entry c. There are 12 more nickels than
in the table would look like this. quarters.
d. There are 8 more quarters than nickels .

10.2 How Much of Each Kind? . 3714

Digitized by Coogle
.10.2
9. Each of the constraints in problem 8 can 13. For the mixture in the first row, what per-
be expressed as an equation in x andy. cent of the total is cranberry? (Be careful!
Write each equation. You can't get the answer by dividing 2.5
by 17.5)
10. At Science and Math Quick Wash, the
machines take three quarters and one 14. Add a % cran column to your table, and
nickel to wash and one quarter to dry. repeat problem 13 for all the rows.
If Dan wants to do as many loads as
15. What are the largest and smallest percent-
possible,
ages of cranberry juice possible in one of
a. how many loads of wash will he be Nelson's mixtures? What about apple
able to do? juice? Explain.
b. what change should he request for his
five-dollar bill? (Find all possible 16. Explain why the expression x + 0.50y rep-
answers.) resents the total amount of apple juice in
the mixture.
CRANBERRY-APPLE JUICE
17. What is the expression for the total amount
Nelson works for the G. Ale Bar Company, a of cranberry juice in the mixture? Explain.
chain of soda fountains. He is trying to create a
special recipe to make a best-selling juice. For 18. Explain why x + y equals 20 for every
a taste test, he wants to prepare several 20-cup possibility listed in the table.
batches of different mixtures of pure apple 19. What does the x + 0.50y = I 0 mean in
juice with a cranberry-apple juice that is 50% this situation? Is there an (x, y) pair that
apple and 50% cranberry. satisfies this equation? Explain.

Apple juice Cranberry-apple Mixture For each equation, 20-25:

a. Interpret the equation in terms of this
apple cran apple cran apple cran situation.
b. If possible, find a value of x and of y
15 0 2.5 2.5 17.5 2.5
that satisfies the equation, given the
8 0 6 6 14 6 constraint that x and y add up to 20.

- - - -
20. 0.50y = 4
6 0
21. X+ 0.50y = 15
- - 8 - - -
22. + 0.50y = 4
X
- - - 9.5 - -
23. X + 0.5y = 11.5
- 0.50y - x+0.50y -
24. Q x + 0.50y = 0.75(x + y)
X

11. Copy and complete the table. Add several 25. Q x + 0.50y = 0.25(x + y)
more numerical possibilities. (The last row
26 • .,_ Which of the equations 20-25 were
is based on x cups of apple juice and y
impossible to solve? Would they have
cups of cranberry-apple.)
been possible if the total amount had been
12. .,_ What are the largest and smallest 30 cups? Explain.
amounts of cranberry juice possible in one
of Nelson's mixtures? What about apple
juice? Explain.

4372 Chapter 10 Satisfying Constraints

Digitized by Coogle
 Two Variables, Two Equations

You will need:

•••••••••••••••••••••• 2. Using trial and error, find some values of x
• and y that make the equation true. (How
•
• •••
• many possible values are there?)
• •
• •
•••••••••••••••••••••••••••••••••• One of the (x, y) pairs satisfying this equation
also satisfies the constraint, or condition, that y
MYSTERY CONTAINERS
is twice x. If y is twice x, then each y-block can
The Lab Gear may help you solve this be replaced with two x-blocks.
problem.
1. A crate contains two small containers and
three large containers. The total weight of
the crate is 16 pounds.
a. What are some possible weights of the
small and the large containers? How
many possible weights are there?
b. Find the weight of four small containers
and six large containers.
c. Two containers are removed from the
crate, and it is weighed again. Now
it weighs ten pounds. Using this addi-
tional information, find possible
weights for the small container and the
large container. Comment on your The resulting equation is 6x = 12.
answers.
3. Solve for x in the equation above. Then
ONE EQUATION, ONE CONSTRAINT find the (x, y) pair that satisfies both the
equation y + 4x = 12 and the constraint
The workmat shows the equation that y = 2x.
y + 4x = 12.
For each problem, 4-7, model the equation on
the workmat with the blocks. Then use the
blocks to find an (x, y) pair that satisfies both
the equation and the constraint. Check your
final answers in the original equations.
4. 4x- 7 = y + 3
Constraint: y is two more than x.
5. 2y +X= 5
Constraint: x is six less than y.
6. 2x +y = 9
Constraint: xis three more than y.

10.3 Two Variables, Two Equations 3734

Digitized by Coogle
.10.3

7. 2y +X= 4 8. {2x-y=2 4x + y = 10
Constraint: x andy add up to six. y = 3x 9• { y = 6x- 20

For each problem you just solved, the X- 4y = 23 3y + 2x = 7

constraint could have been written as an equa- 10• {
X= -5y- 4 11 • { 3y = 4x- 5
tion. For example, the constraint that the sum
of x and y is six can be written x + y = 6. This MIND READING
means that in each of problems 4-7, you found What numbers am I thinking of?
an (x, y) pair that satisfied both of two given
equations. We say that you solved a system of 12. Their sum is 7. Their difference is 3.
simultaneous equations. 13. Their sum is 18. The second is twice as
large as the first.
SIMUlTANEOUS EQUATIONS
Solve each system of simultaneous equations. 14. The first minus the second is 3. Twice the
If you want to use the Lab Gear, begin by first, minus twice the second is 6.
modeling the first equation with the blocks. 15...... One of problems 12-14 has more than
Then use the second equation to substitute one answer. How many answers does it
blocks for they-blocks or for the x-blocks. have? Why?
Check your answers.

REVIEW/PREVIEW EVALUATING REVIEW/PREVIEW SOLVING FORy

16. Two (x, y) pairs that satisfy the equation Set up these problems with the Lab Gear, and
2x + 3y = 16 are given in the table below. rearrange the blocks so that y is by itself on
Copy and complete the table. one side of the equation. Write equations to
show your steps. In some cases, you will need
X y 2x + 3y X+ y X- y 4x + 6y X+ l.Sy to finish the problem without the blocks.

-1 6 16 5 - - 8 18. -4x + y = 6 19. 4x + 2y = I0

- - 20. -6x +y = 4 21. -6x + 3y = 9
2 4 16 -2 32
22. 6x - 3y = 12 23. X+ 2y = 8
- 5 16 - - - -
24. X- y = 1 25. 6x- 5y = 0
- -6 16 - - - -
26...... Explain how to solve for y (with-
- - 16 - - - - out the Lab Gear), with the help of an
example.
-4 - 16 - - - -
27.13§.!§6i!M!!.!,I Solve for y.
17...... Study the table you made. In which Ax+ By= C
columns are all the values the same? Why?

Chapter 10 Satisfying Constraints

Digitized by Coogle
 10.3.

DISCOVERY CONSECUTIVE NUMBERS 31. Repeat problem 30, if the product divided
by the sum is the following:
28. Compute, and look for a pattern. a. 5 b. I6
a. I • 2 • 3 + 2
b. 2. 3. 4 + 3
32. QWhat can you say about the middle
number if the product of three consecutive
c. 4. 5. 6 + 5 numbers divided by their sum is a whole
d. (5 - I) • 5 • (5 + I) + 5 number?
e. 9 • IO • II + 10
f. (1 0 - I ) • 10 • (I 0 + I ) + 10 DISCOVERY NINE FACTORS
29. QUse algebra to explain the pattern.
33J#i.![4§1 The number I has one whole num-
30. The product of three consecutive numbers ber factor, itself; 2 has two factors, I and
divided by their sum is I. What are the 2; 3 has two factors; and 4 has three fac-
numbers? tors. (What are they?) Find some numbers
having nine factors. Explain.

10.3 Two Variables, Two Equations 3754

Digitized by Coogle
 Solving Systems
,.. ..

••• •••••••••••• ••••••

You will need: •
•
• •
•• the Lab Gear . ~ •
...................................... ••
•
• •
•••••••••••••••••••••••••••••••••• s
• s s s '
. I I I I I
Definitions: In real-world applications we
often need to find a solution that satisfies

--
two or more equations simultaneously. We
call the group of equations a system of
simultaneous equations. To solve a system
means to find the (x, y) pairs that satisfy
every equation in the group.
In this course, you will learn techniques for
sol~ing systems of two equations. In later
courses you will learn how to solve systems
of more than two equations.
In an earlier chapter, you studied equivalent
equations. Equivalent equations have all the
same solutions.
1. Find some (x, y) solutions to these

2.
equations.
a. y = 2x + 6
b. 3y = 6x + 18
Use algebra to show that the two equations
in problem 1 are equivalent.
''
By multiplying both sides of Equation (B) by
3, you get Equation (C), which is equivalent to
SOlVING TECHNIQUES: SUBSTITUTION
Equation B.

I Example: Solve the system.

{ 5x + 3y = -15 (A)
y = 2x + 6 (B)
3y = 6x + 18 (C)
The figure shows how to model Equation (C)
on the second workmat.

The figure shows how to model the system on

two workmats.

4376 Chapter 10 Satisfying Constraints

Digitized byGoogle
 10.4.

3. Write the new equation. Then solve for x.

4. a. Substitute the value of x into Equation
(B) and solve for y.
b. Substitute this (x, y) pair into Equation
(A). If it doesn't satisfy the equation,
check your work to find your mistake.
c. Write the (x, y) pair that is the solution
to the system.
Solve each system, 5- l 0. If you use the Lab
Gear, you may set up the first equation with
the blocks. Then use the second equation to
eliminate the x- or y-blocks by substitution.
Since 3y = 6x + 18, we can replace the 3y in In some cases, you may first need to write an
the first equation with 6x + 18 to get a new equation equivalent to the second equation.
equation that has only x-blocks and yellow
blocks. 5y- 4x = -9 { 5x + 3y = -15
5· { 5y = 3x - 7 6• y = 2x + 6
5x - 3y = -29 { 2x + 3y = 9
7• { x = 2 - 2y 8• 4x = 6 - 2y
4x- y = 5 6x- 2y = -16
9• { 3y = 6x + 3 {
• < < s s '
'II! II I I I lO. 4x + y = 1

10.4 Solving Systems 3774

Digitized by Coogle
.10.4

SOLVING TECHNIQUES:
LINEAR COMBINATIONS

Here is another technique for solving systems.

I
.. ...... -- .....
Example: Solve the system.
{ x + 2y = 11 (A)
x- 2y =3 (B)

The figure shows two workmats, with one

equation modeled on each. .'
---·
;<I ''' ''
'i55551~

-
'

(~~~-::
' -------- ...
'
··.------......
.'
'
'
'

- -
11. Write the equation shown in equation (A)
in the figure. Simplify and solve for x.
(What happened to y?)

- 12. Find the (x, y) pair that is the solution to

the system. Check by substituting into
both of the original equations.
Solving the system in the example was easier
than solving most systems, since when you
added one equation to the other there were no
You can add equal quantities to both sides of y's left. The next example is more difficult.
Equation (A) to get an equivalent equation.
For example, you could add 3 to both sides,
or even x - 2y to both sides. Also, since
Equation (B) says that x- 2y = 3, you could
I Example: Solve the system.
{
2y - 6x = 16 (A)
4x + y = I (B)
add 3 to one side and x - 2y to the other side,
as shown on the figure.

4378 Chapter 10 Satisfying Constraints

Digitized by Coogle
 10.4.

By multiplying both sides of Equation (B) by Leroy thought it would be easier if they got a
-2, you get Equation (C), which is equivalent linear combination by multiplying by smaller
to Equation (B). Here is the new system, numbers. He suggested multiplying the first
which is equivalent to the original. equation by -2 and the second equation by 3.
2y - 6x = 16 (A) 16. Use Leroy's method to write a new
{
-8x- 2y = -2 (C) system. Solve the system.
13. .,_Why was Equation (B) multiplied 17. .,_Compare the two ways you solved
by -2? this problem. Which do you prefer? Can
14. Solve the system. Show your work. you think of a third way? Explain.
Check your answers by substituting into SYSTEMATIC PRACTICE
both equations of the original system.
Solve these systems. Some have one (x, y)
Mr. Richards gave the class this hard system solution. Others have an infinite number of
to solve. solutions, or no solution.
{ 3x + 5y = 17 (A) 5x + 7y = 1
19. { 3- X= 4y
2x + 3y = 11 (B) 18• { X+ 7 = 1 X= -2y- 9

Charlotte suggested multiplying the first equa- { 8x- 4y = 0 y=4+x

tion by 3 and the second equation by -5 to get 20. 2x = y 21. { y = 7x + 10
a new system.
22 { 4x- y = 2 6x- 2y = -16
15. Use Charlotte's method to write a new • y = 4x + 1 23• { 4x + y = 1
system. Solve the system and check your
answer.

I Definition: The equation you get by adding

multiples of the two equations together is
called a linear combination of the two
equations.

10.4 Solving Systems 3794

Digitized by Coogle
~llii@iiji@~
WRITING
1 0 •A Juice Experiments

Nelson is continuing his quest for the perfect 7. Choose your own percentages.
juice. You have been hired as a consultant to
8. In the last line of the table, what is the
the G. Ale Bar Company to assist him. He ran
meaning of x and y?
out of apple juice and is making the 20-cup
batches for the taste test using two kinds 9. For Nelson's mixtures, what is the sum of
of juice. x andy?

Fruity Flavor: 50% cranberry and 50% apple For each equation, 10-15:
Berry Blend: 20% cranberry and 80% apple a. Write, in words, an interpretation of it
in terms of the situation.
Fruity Flavor Berry Blend Mixture b. If possible, find a value of x and of y
that satisfies the equation, keeping in
apple cran apple cran apple cran mind the answer to problem 9.
5 5 8 2 13 7 10. 0.50x + 0.20y = 7
7.5 7.5 4 I 11.5 8.5 11. 0.50x + 0.80y = 8
12. 0.50x + 0.80y = 0.25(x + y)
0.50x - 0.80y - - -
13. 0.50x + 0.20y = 0.25(x + y)
1. Make a table like the one above. List at 14. X+ y = 25
least six possible mixtures. Add two
columns to the table, showing the percents 15. X- y = 10
of cranberry and apple in the mixture.
16J;i§el•lil Write an illustrated report summa-
2. Find the minimum and the maximum rizing the results of this investigation.
amount of cranberry juice possible in one Your report should include, but not be lim-
of Nelson's mixtures. Then find the mini- ited to, answers to the following questions:
mum and the maximum percent. • What determines the maximum and the
3. Repeat problem 2 for apple juice. minimum amount of each kind of juice
possible in the mixture?
How many cups of Fruity Flavor and Berry
• What determines the maximum and the
Blend would you need to use to make 20 cups
minimum percent of each kind of juice
each of the cranberry-apple mixtures in 4-7?
in the mixture?
(Some are impossible.)
• How could you use systems of equations
4. 30% cranberry, 70% apple to solve problems like 4 through 6? Give
5. 25% cranberry, 75% apple examples.

6. I 0% cranberry, 90% apple

4380 Chapter 10 Satisfying Constraints

Digitized by Coogle
 Standard Form

••••••••••••••••••••••

. . . ... . . . . . . . . wl
You will need: 7. a. Write the equation of a line that has
•• ••• x-intercept (6, 0). Graph it and find its
•• graph paper lifB •• y-intercept.
•• •• b. Write the equation of a line that has
•• graphing calculator ••
•• ·(o.p"i"io·ii·arf································ • y-intercept (0, -4 ). Graph it and find its
••••••••••••••••••••••••••••••••••• x-intercept.

I Definitions: An equation of the form

Ax + By = C is called the standard form of
a linear equation. A, B, and Care the para-
meters for the equation.
8.
c. Write the equation of a line that has
y-intercept (0, 4) and x-intercept (-6, 0).

l§§.!§ii@il!•],l Show how to find the equa-

tion of a line having intercepts (p, 0) and
In this lesson you will investigate how the (0, q).
values of the parameters affect the graphs of
linear equations in standard form. THE CASE WHEN A B

INTERCEPTS 9. a. Graphx + y = 10.

b. On the same axes, graph 2x + 2y = 10.
Do not use graphing calculators for this
section. These equations of lines are in c. In the equations you graphed in parts
standard form. For each equation: (a) and (b), what are A, B, and C?
a. Find the parameters A, B, and C. d. When you doubled A and B in the equa-
tion but left C the same, how did the
b. Find the x-intercept and they-intercept.
graph change?
c. Graph the line by plotting the
intercepts. 10. Draw the graphs of at least two other
equations of the form Ax + By = C for
1. 3x + 2y = 12 2. 3x- 2y = 18
which A is equal to B and C = 10. Label
3. X+ y = 6 4. X- y= 6 the graphs with their equations.
5. -3x + 4y = 10 11. ..... Compare all the graphs you drew in
problems 9-10. (What stayed the same,
6. I§§.!§ZUW!!.l.i and what changed? How do the graphs
a. Explain how to find the x-intercept and compare in steepness?)
the y-intercept of the line whose equa-
12. a. Graphx + y = 4.
tion is Ax + By = C.
b. On the same axes, graph 2x + 2y = 8.
b. A fast way to graph a line is by finding
and plotting the intercepts. Show how c. In the equations you graphed in parts
to use this technique to graph a line of (a) and (b), what are A, B, and C?
the form Ax + By = C. (Choose 13......
specific values for A, B, and C.) a. When you doubled A, B, and C, how
did the graph change?
b. If you triple A, B, and C, what will the
equation be? How do you think the
graph will change? Explain.

10.5 Standard Form 3814

Digitized by Coogle
T1o.s
VARYING A
18. .... Compare all the graphs you drew in
14. a. Graph x + 2y = 5. problem 17.
b. Graph 2x + 2y = 5 on the same axes . a. When you changed the value of Bin the
c. Draw several more graphs, changing equation, what features of the graph
the value of A, leaving B equal to 2, and changed and what stayed the same? Did
C equal to 5. Use both positive and neg- the steepness change? Did the
ative values for A. intercepts change?
b. How are the graphs having a positive
15 . .... Compare all the graphs you drew in
value of B different from the graphs
problem 14.
having a negative value of B?
a. When you changed the value of A in the
c. Is it possible to pick a value of B so that
equation, what features of the graph
the graph will be a horizontal line? A
changed and what stayed the same?
vertical line? Explain.
Did the steepness change? Did the
intercepts change? 19. Show what you think the following graphs
b. How are the graphs having a positive would look like. You don't have to graph
value of A different from the graphs them accurately, but you should make a
having a negative value of A? rough sketch and explain your work.
c. Is it possible to pick a value of A so that a. 2x+ 100y=8
the graph will be a horizontal line? A b. 2x - IOOy = 8
vertical line? Explain. c. 2x + 0.02y = 8
16. Show what you think the following graphs d. 2x - 0.02y = 8
would look like. You don't have to graph
them accurately, but you should make a VA~YING A
rough sketch and explain your work.
a. 500x + 2y = 5 20. Where do you think the graph of
b. -500x + 2y = 5 3x + 2y = 5 will intersect the graph of
c. 0.0 Ix + 2y = 5 3x + 2y = 6? You may want to check
your prediction by graphing.
d. -D.Olx + 2y = 5
21 . .... Describe what will happen to the
MINa IUAalr-JG graph of 3x + 2y = 6 when you change
the value of C but keep A and B constant.
17. a. Graph 2x + y = 8. What will change and what will stay the
same? Make several graphs to convince
b. Graph 2x + 2y = 8 on the same axes.
yourself that your answers are correct.
c. Draw several more graphs, changing
the value of B, leaving A equal to 2, and 22J;i§ol•lrl Write a report summarizing what
C equal to 8. Use both positive and neg- you learned in this lesson. Explain how the
ative values for B. values of the parameters A, B, and C affect
the graph of Ax + By = C, specifically its
slope and intercept. Use examples.

4382 Chapter 10 Satisfying Constraints

Digitized by Coogle
 10.5.

DISCOVERY DIFFERENCES OF PERFECT 25. The side lengths of two squares are given.
SQUARES Which of the two squares has the larger
area? Explain how you know.
23.hi.!!#§i The number 17 can be written as a. .ffO - 15 and 15
the difference of the squares of whole
numbers, 92 - 8 2• Which other whole b. 2J8and m
numbers can be written as the difference 26. Which has the larger area, or are they the
of two squares of whole numbers? Which same?
cannot? Look for patterns, and try to a. a rectangle with sides .f2 and 15 or a
explain what you discover. square with side .ffO
b. a rectangle with sides .J4 and J8 or a
f;/illi$1 SIDES Of SQUARES square with side 2.f2
27. Which has the larger perimeter, or are they
24. The length of a side of a square is given.
the same?
Find the area of the square.
a. a rectangle with sides .ffO and 15 or a
a. ..[2 b. 2 + ..[2
square with side 2/5
c. 2 - ..[2 d. 2.f2
b. a rectangle with sides 2 + 2 .f2 and .f2
e. .f212 f. 2/ .f2
or a square with sides 2 + .f2

10.5 Standard Form 3834

Digitized by Coogle
 Line Intersections

You will need:

•••••••••••••••••••• 6. .,_Explain the method you used to solve
•• graph paper EB±I problem 5 .
•
•• ····· ········ ············· ············ ~~ HOW MANY INTERSECTIONS?
••
•• ·graphing
(o.piio·r;·aTfcalculator ................................ 7. Graph these three lines on the same pair of
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • axes. Describe what you observe .
a. x + 3y = 9
POINTS ON LINES
b. 2x + 6y = 18
1. On the same pair of axes, make accurate C. X+ 3y = 10
graphs of these three equations.
a. 3x + 5y = 9 b. 6x + y = 18 8. Graph the line 2x- 3y = 4. Then write an
equation that has
c. 4x + 2y = 30
a. the same graph;
2. There is a point on each of the lines in b. a parallel graph.
problem I where they-value is three times
the x-value. For each pair of equations 9-12 tell whether
a. Find these points. Show your work. the two graphs will be
b. The three points you found in part (a) a. the same graph;
should all lie on one straight line. What b. parallel graphs;
is the equation of this line? c. intersecting graphs.
3. Graph the line 4x + 2y = 6. Then mark 9. 2x + 9 = y 10. X- y = 7
and label a point on the line for which -4x- 18 = -2y x+y=7
a. the y-coordinate is four times the
11. X+ 6 = y 12. X+ y = 9
x-coordinate;
x+y=6 x+y=7
b. y is twice x ;
c. x is three less than y; 13.fii!,l,k'ii Explain how to tell without
d. y is three less than x. graphing whether the equations of two
lines have the same graph, parallel graphs,
4. Add the graphs of the following lines to
or intersecting graphs. Give examples.
the axes you used in problem 3. Notice
where each one intersects the line
HOW MANY SOLUTIONS?
4x + 2y = 6.
a. y = 4x b. y = 2x Some pairs of equations 14-19 represent paral-
C. X= y- 3 d. y = X - 3 lel lines. Some represent intersecting lines.
Others represent the same line. Without graph-
5. Find the point on the line 2x - y = 6 ing, find the point of intersection of each pair
for which of lines, if it exists.
a. the y-coordinate is one more than the
x-coordinate; 14. 2x- 3y = 7 15. X= 6 + 3y
b. the x-coordinate is 2/3 of the 3x- 4y = 15 3y = 3 +X
y-coordinate.

4384 Chapter 10 Satisfying Constraints

Digitized by Coogle
 10.6.

16. y- 12 = 4x 17. y = 42- 4x Graph this equation on the same pair of

2y- Sx = 24 6x =50+ 5y axes. What do you notice?
18. y- 12 = 4x 19. 2y- 2x = 7 5x- 2y = 3
23. Solve the system. { 2x + Y = 3
2y = Sx + 24 y- X= 3.5
24. () Here are two equations of lines.
20.tJI! ..Ir@d Explain, giving examples, and 2x + 3y = 5
compare what happens when you try to
X+ 2y = 4
solve the system if
a. the lines are parallel; Use addition of these equations to get the
b. the equations represent the same line; equation of a horizontal line that passes
through their intersection.
c. the lines meet in one point.
2x + 3y = 5
25. Solve the system. { x + 2y = 4
ADDING LINES

26.t:Jilrrlrrfi!N Explain how "adding lines" to

21. a. Graph the two lines on the same pair get horizontal and vertical lines is related
of axes. to solving systems of equations.
3x + y = 7
-2x + y = -8 MORE MIND READING
b. Label the point of intersection. 27 • ._Which of these problems has one
c. Add these two equations to get a third solution? Which has an infinite number of
equation. Graph it on the same pair of solutions? Which has no solution?
axes. What do you notice? Explain.
22. a. Graph these two lines on the same pair a. I'm thinking of two numbers. Their
of axes. sum is 10. Twice the first plus twice the
(A) 5x- 2y = 3 second is 20.
(B) 2x + y = 3 b. I'm thinking of two numbers. Their
sum is 6. Their difference is 10.
b. Label the point of intersection.
c. I'm thinking of two numbers. The sec-
c. Get a third equation by adding.
ond is 5 more than the first. The second
(A) + (B) + (B) minus the first is 6.

10.6 line Intersections 3854

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.10.6

feJiilili SLOPE-INTERCEPT FORM d. Start anywhere on the line. Move 6

units up and m units to the right, to end
28. . . . The following questions are about the up on the graph. What is m? Explain.
2
graph of y = 3x - l. 29. . . . Describe a fast way to graph a line
a. Where does it meet they-axis? whose equation is given in slope-intercept
b. If you move 2 units up and 3 units to form. Use an example.
the right from they-intercept, where are 30. Write these equations in slope-intercept
you? Is that point on the graph? form .
Explain. a. 3y = 4(2 - x)
c. If you move 2 units up and 3 units to b. 4- 3x = y- 2
the right from the point you found in c. y - 4 = 3(x - 2)
part (b), where are you? Is that point on d. l:__ 2- 4x
the graph? Explain. 2- 6

4386 Chapter 10 Satisfying Constraints

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 LESSO~~

Using Simultaneous Equations

~~~;;p~·- ...

WRITING EQUATIONS GADGETS AND WIDGETS

Some problems can be solved by solving sys- 5. Ken walked into Kate's Store. "How much
tems of equations. for five of those gidgets and eight of those
gadgets?" he asked. "That would be
Example: The members of the advanced
$11.27 without tax," Kate replied. "Oops,"
music class of Alaberg High School gave a
said Ken. "I really need eight of the gid-
spring concert. Afterwards they wanted to
gets and five of the gadgets." The total
know how many adults had attended the
was $11.87 before tax. What was the cost
concert. They knew they had sold 351
of a gidget? What was the cost of a
tickets, and receipts totaled $1078.50. If
gadget?
adult tickets were $4.00 and student tickets
were $2.50, how many of each kind had 6. It takes 2.5 kg of copper and 4 kg of nickel
they sold? to manufacture a widget. A smidget
Identify the variables: requires 7 kg of copper and 3 kg of
Let x = the number of adult tickets. nickel. How many widgets and how
many smidgets could you manufacture
Let y = the number of student tickets.
if you had
Write the equations:
a. 74 kg of copper and 61 kg of nickel?
X+ y = 351
b. 80 kg of copper and 43 kg of nickel?
4.00x + 2.50y = I078.50
MOZART
1. Interpret the two equations in terms of this
problem. 7. Liza planned to tape a 12-hour Mozart
Marathon. She wanted to use a combina-
2. Solve the system. Interpret your answer.
tion of 90-minute and 60-minute tapes and
3. The following year 536 tickets were sold, to fill each one completely.
with total receipts of $1656.50. If the a. What possible combinations of tapes
ticket prices were the same, how many of could she use?
each typ~ were sold? Write and solve a b. If she used a total of ten tapes, and
system of equations. filled all of them completely, how many
4. .... Compare the system you wrote in of each did she use?
problem 3 with the one in the example. 8. Shelly earned some money assisting with
What is the same, and what is different? preparations for Mozart's 2001h birthday
Explain. party. She made $6 per hour for addressing
Writing and solving a system of equations is invitations and $8 per hour for helping to
an efficient way to solve the problems in this set up the stage and auditorium for the
lesson. However, there are other ways to solve concert. She received a total of $352. How
them, such as using tables, graphs, or by trial many hours did she work at each job?
and error. Regardless of what method you use,
show your work clearly and express your
solutions in terms of the original problem.

10.7 Using Simultaneous Equations 3874

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.10.7

COLLEGE APPLICATIONS CHEMISTRY

9. Garabel College newspaper reported that 15. One solution is 80% acid. Another is 20%
1089 students had applied to the college in acid. Rosemary wants 500 liters of a solu-
the two-year period 1992-1994. There tion that is 70% acid. How much of each
were 20% more applicants in the 93-94 solution should she use?
school year than in the 92-93 school year.
How many students applied to Garabel in CH(MISTRY

each of the two years? 16. Q A 30-cm string loop goes around two
thumbtacks that are ten em apart. A third
10. The number of students applying to
thumbtack is added, so that the loop makes
Garabel in 92-93 was a 12% increase over
a right triangle. How far is the new tack
the number in 91-92. How many students
from the old ones?
applied in 91-92?
11. Ms. Pavlov, the Director of Admissions,
17. QA rectangle has perimeter 30. If you
add 3 to the width, and subtract 4 from
congratulated the admissions staff. "We
the length, the area does not change.
had 32% more applicants in 93-94 than in
What are the length and width of the
91-92." What is wrong with her statement?
original rectangle?
12. QThe admissions department is expand-
ing. Their budget has been increased by PROBLEMATIC PROBLEMS

$1800 per week to hire new staff. They Systems of simultaneous linear equations are
will hire some part-time student interview- an important and widely-used application of
ers and tour guides at $5.25 per hour and mathematics. Usually they involve many vari-
student secretaries at $6.50 per hour. ables and are solved with the help of more
Interviewers and tour guides work approx- advanced math, plus computers or programma-
imately 10 hours per week, and secretaries ble calculators. The lessons in this chapter
work 15 hours per week. If they need one were intended to give you an introduction to
secretary for every five interviewers and this sort of mathematics. However, some of the
tour guides, how many of each should problems in this lesson are not very realistic.
they hire?
1sJdH·1•1 Discuss:
MEXICAN FOOD
• How could some of the problems be
At La Brea's Mexican Restaurant, you can buy solved (or avoided) without using
a Family Feast of eight enchiladas and twelve algebra?
tamales for $19.60. The Couple's Combo has • Which problems are backwards? (You
four tamales and four enchiladas, and sells are given information that could have
for $8.00. been figured out only by someone who
13. Based on these prices, what price would already knew the answer to the
you recommend for the Single's Special, problem.)
which has two tamales and one enchilada? • Which problems seem to start from
unrealistic numbers?
14. Mr. G. La Brea wants to add a new item to
• Which problems could arise in the
the restaurant's menu. How should he
real world?
price the Double Dozen, which has a
dozen enchiladas and a dozen tamales? • Which problems are really puzzles
created to help you learn algebra?

4388 Chapter 10 Satisfying Constraints

Digitized by Coogle
 Lines Through Points
_,_ _..-
~ . ...

•••••••••••••••••••••

. . . .... . . . .. . .
You will need: • LINES THROUGH A POINT
• •
••
•
•• graph paper EfE3
~1 •
6. Which of the following lines pass through
•• the point (1, -I)?
•
• graphing calculator • a. 5x - 5y = 10 b. 5x + 5y = 10
• •
•• (oiJ"i"iC>·r;·a·ir······························ ••
c. 2x - 3y = 6 d. - 3x + 2y = 6
•
•••••••••••••••••••••••••••••••••••
7. The line y = mx- I passes through the
1. l!ft(.jfl!l.!,l The linear equation y x - I= point (3, 2). What is m?
has (2, I) as a solution. Make up several
more linear equations in x andy that have 8. The line y = (-l/3)x + b passes through
(2, I) as a solution. Compare your the point (3, 2). What is b?
solutions with those of other students.
FINDING THE EQUATION OF A LINE
How many different linear equations have
this solution? 9. Graph the line that passes through the
points (1, 3) and (3, 8). Find its equation.
FINI>INC COORDINAHS Ellen and Sandor wanted to find the equation
Hint: The problems in this section and the of a line passing through (4, 5) and (8, -3)
following one can be solved by graphing without using graphing.
carefully. 10. Ellen could tell by imagining the graph
2. A line having slope -2 passes through the that the slope of the line must be negative
point (-4, 3). Give the coordinates of three and they-intercept must be greater than 5.
more points on the line. Explain.

3. A line having slope -3 passes through the Ellen knew that the equation could be written
point (5, I2). The points (a, 5) and (0, b) in slope-intercept form as y = mx + b. "All I
are on the same line. Find a and b. have to do is find m and b," she thought. Using
the point (4, 5), she substituted values for x
4. A line passes through (2, I) and (-2, -1 ). and y and wrote this equation in m and b,
Give the coordinates of three more points 5 = m(4) + b
on the line.
which she rewrote as 5 = 4m +b.
5. The points (7, -2) and (6, 2) are on a line.
11. What equation in m and b did she write,
The points (a, 5) and (0, b) are on the
using the point (8, -3)?
same line. Find a and b.

10.8 Lines Through Points 3894

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.10.8
12. a. Find the values of m and b that satisfy 17.fii!,!,@i Explain, with examples, your
both of Ellen's equations. strategies for finding the equation of
b. Write the slope-intercept equation of a line,
the line passing through the points. a. when you know its slope and the coor-
Sandor knew that the equation could be written dinates of a point on it;
in standard form as Ax + By = C. He substi- b. when you know the coordinates of two
tuted values for x and y and wrote two equa- points on it.
tions. One was A( 4) + 8(5) = C, which he
rewrote as 4A + 58 = C. CELSIUS-FAHRENHEIT CONVERSION

13. a. What was the other equation? Water freezes at 0° Celsius, which is 32°
b. Find some values of A, B, and C that Fahrenheit. Water boils at I 00° Celsius, which
satisfy both equations. (Many solutions is 212° Fahrenheit.
are possible.) 18. A temperature reading can be converted
c. Write in standard form an equation of from Fahrenheit to Celsius by using the
the line passing through the points. formula C = mF + b. Find m and b by
d. Compare your answer to (c) with other using the fact that C = 0 when F = 32,
students' answers. and C = 100 when F = 212.
14. Show that Ellen and Sandor got equivalent 19. Find a formula for converting Celsius to
answers, one in slope-intercept form and Fahrenheit.
the other in standard form.
20. What is the relationship between the for-
15. Find the equation of a line having slope mulas that you found in problems 18-19?
1.5 that passes through the point (0.5, 4).
21. When the temperature increases by n
16. Find the equation of the line through the degrees on the Celsius scale, by how much
points (2.3, 4.5) and (-6, -7). (You may does it increase on the Fahrenheit scale?
round off the parameters.) Explain.

4390 Chapter 10 Satisfying Constraints

Digitized by Coogle
 10.8 ...
AOOING POINTS 25. Find the equation of a line such that the
sum and the difference of any two points
A line passes through the points (2, 4) and on the line is also on the line. To find this
(6, 8). If you add the x-coordinates and the line, it may help to experiment with
y-coordinates of these points you get the point graphs. Compare your answers to
(8, 12). Call this point the sum of the points. problems 23-24 with other students'
22. What point is the difference of the points? answers.

23. a. Find the equation of the line through 26.fi1h·".filfl What kinds of lines contain the
(2, 4) and (6, 8). sum and the difference of any two points
b. Does this line also pass through the sum on the line? Explain, giving examples and
and the difference of (2, 4) and (6, 8)? counter-examples.
24. Write the equation of any line and find the 27. \) What's wrong with this reasoning?
coordinates of two points on the line. Find (Hint: Think about problems 18-26.)
their sum and difference. Does the line 0°C = 32°F
pass through the sum and difference
100°C = 212°F
points?
Adding equals to equals:
100°C = 244 °F

DISCOVERY REAL WORD PROBLEM

28. Rearrange the letters in the sentence

I'm a pencil aot. I

to create an appropriate mathematical
two-word phrase. (Hint: The second
word has five letters.)

10.8 Lines Through Points 3914

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~U@iji@~
WRITING
10.8 Fitting a Line

•••••••••••••••••••••• 2. Between what heights is the relationship

IB
You will need:

~
I :
between height and weight linear? In other
: graph paper
words, between what heights do the points
~ ~-~-~-~~·i· ~~-- ~~;·~~ Iator lie exactly on a line?
: ·(c;·p··"i"iO"ii.aT)································· : a. Answer this for men and for women.
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
b. Find the slope of those lines .
These data are about average 45-year-olds. c. Find the equations of the lines, in the
form W = mH + b. (Express heights
Weight (lbs) in inches.)
Height Men Women The equations you found can be used to pre-
dict the average weight for 45-year-old men
4'10" 118 and women in that range.
5' 123 3. Use the equation you found to calculate
the weights of a man and a woman who
5'2" 140 129 are each 5 1 5" tall. Check that your answers
5'4"
are consistent with the data in the table.
149 136
4. The unit of height is the inch, the unit of
5'6" 158 143 weight is the pound. What is the unit and
5'8" 167 150 meaning of the slope in these graphs?
5. In what ranges is the slope less? Greater?
5' 10" 176 158
Explain why, in terms of the real-world
6' 186 168 meaning of the data.
It is more difficult to find a linear function
6'2" 197
relating weight to height if you try to do it over
6'4" 208 the whole range. Finding such a function is
calledfitting a line to the data. The equation
1. On the same axes, graph weight as a func- of such a line is useful as an approximate
tion of height for men and women. formula.

The points appear to lie on two straight lines. 6. ll!)(.!€1!l.!.iDraw a line that is close to all
However by looking at the differences the data points for the men. Find its equa-
between consecutive entries, you can see that tion. (Start out by finding two points on
for women, a two-inch difference in height the line you drew and use their coordinates.
means five more pounds between 4'10" and 5', They do not need to be points from the
while it means six more pounds between 5' table.) Do this again for the women.
and 5 1 2". This shows that the slope changes, Compare your answers with those of
and therefore the points are not lined up other students.
exactly.

4392 Chapter 10 Satisfying Constraints

Digitized by Coogle
 10.8.

7. l;i§.!.lel Explain how you found a linear • What is the meaning of slope in this
equation for these data. Your report should context?
answer the following questions, but not be • What does your formula predict for the
limited to them. weight of a 5' man? Of a 6'2" woman?
• In a paragraph, summarize the informa- Are those predictions probably too high
tion contained in the table. or too low?
• Why is it impossible to find an exact
formula relating weight and height?

DISCOVERY BEYOND SQUARE ROOTS 9. a. What must be the value of 64 113 ? (Hint:
What number could you substitute for
8. With which of the following numbers of it in this equation?)
blocks could you build a single cube with b. Use the same reasoning to find the
no blocks left over? If you could build a value of 27 113 .
cube, give its dimensions. (You may want
The 113 power of a number is called the
to use the Lab Gear or make a sketch.)
cube root of a number. Explain why.
a. 8 b. 81
c. 216 d. 729 10. \) Use a law of exponents to simplify.
a. 64213
Say that we have: b. 84/3
64x • 64x • 64x = 64.
c. 64114
Using the product of powers law of exponents
it is easy to see what x must be:
64113. 64113. 64113 = 64'.

1O.B Fitting a Line 3934

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 ~ Essential Ideas
BIKES AND TRIKES Mez,.ln
Kathryn counted 41 wheels in the preschool Solve each system. Check first to see if you
yard. All of them were on bikes and trikes. can tell that the system has no solution or an
(She did not count training wheels.) infinite number of solutions.
1. Make a table showing some possible 6m - 4b = 0 8 { 4m - 3b = 2
7· { 5m + 8b = 0 · 3m + 4b = 5
numbers of bikes and trikes.
2. Jana counted a total of 16 bikes and trikes { 3a + 8b = 20 { 6m- 2n = 12
in the same yard. How many of each kind
9. 3a + b = 13 10• n =3m- 4
were there?
CHEMISTI(Y
LETTERS AND CARDS 11. Jeanne saw some cows and chickens. She
Bill is on vacation and wants to write to his had nothing to do, so she counted their
friends. He is going to write letters and post- legs and heads, over and over. Here are
cards, and wants to spend no more than $4.75 her results.
on postage. Postcard stamps are 19 cents, and The first time: 93 legs, 31 heads
letter stamps are 29 cents. The second time: 66 legs, 16 heads
3. a. If Bill writes only cards, how many can The third time: 82 legs, 29 heads
he write? She counted accurately only one time.
b. If he writes only letters, how many can Which time was it? How many cows and
he write? how many chickens were there?
c. If he has 20 friends and wants to write Comment.
as many letters and as few postcards as 12. Jonathan saw some three-legged stools and
possible, how many of each kind should four-legged chairs. He was bored, so he
he send? counted their legs. There were 59 legs.
Then he put six pennies on each stool, and
LINEAR EQUATIONS
eight nickels on each chair. (He thought it
4. Which of these equations have the same would make a good math problem.)
set of (x, y) solutions as each other? Make a. He used 118 coins. Can you tell how
two groups. Show your work. many chairs and stools there were?
a. 2x + 3y = 0.4 b. lOx = 2 - I5y Explain.
c. I5x + lOy= 5 d. x + I.5y = 0.2 b. The total value of the coins was $3.74.
e. y = -I.5x + 0.5 f. 3x + 2y = I Can you tell how many chairs and
stools there were? Explain.
5. Write in standard form, y = 6x + 7.
c. How many of each kind of coin did
6. What is the equation of a line having he use?
slope 8 that passes through (9, 11 )?

4394 Chapter 10 Satisfying Constraints

Digitized by Coogle
 GOING NUTS POINTS ON A LINE
••
The G. Ale Bar Company also sells nuts. Susan connected (6, 0) to (2, 10) with a rubber
Cashews are $4.95 a pound, and peanuts are band on her geoboard. (5, 3) and (4, 5)
$1.95 a pound. appeared to be on the line she formed. She
wondered whether they really were.
13. Ginger was asked to create a mix of
cashews and peanuts that would cost $2.95 20. Find the equation of the line through (6, 0)
a pound. What percent of the mix should and (2, 10). Use algebra to check whether
be peanuts and what percent should be (5, 3) and (4, 5) are on it.
cashews?
21. Mark thought the question could be
CREATING SYSTEMS OF EQUATIONS answered without finding the equation of a
line, by using the slope of the line connect-
14. Create a system of equations that has the
ing one point to another. Use his method
solution x = 2, y = 7. Compare your
and explain it.
answer with other students' answers.
15. Create two different systems of equations A HEIGHT-WEIGHT rORMULA?

that have the solution x = 4, y = -I. Many people do not like to reveal their weight,
Compare answers. but most people don't mind telling their
height. Lewis thought it would be useful to
16. Explain your strategy for making up a sys-
have a formula giving weight as a function of
tem of equations having a given (x, y)
height. Lewis is 5 feet 6 inches tall and weighs
solution.
141 pounds. He made up a formula that relates
17. Make up a word problem having two vari- his weight (in pounds) to his height (in inches).
ables. The problem should have a unique w= 2(H) +9
solution. You might use one of the follow-
ing themes: different-sized bottles or cans, 22. Verify that this formula works for Lewis's
alien creatures having different numbers of height and weight.
eyes or arms. Or choose anything else you 23. Lewis's friend Doug weighs 162 pounds
want. Be creative, but make sure the math and is 6 feet I inch tall. Does Lewis's for-
works out. mula work for Doug? Explain.

EQUATIONS AND GRAPHS 24. Find a formula that works for both Lewis
and Doug.
18. The graphs of y = 2x + 3 and y = -4x - 5
meet at a point having x-coordinate -4/3. 25. Find two people who will tell you their
Solve the system. height and weight. Find a formula that
relates their weights to their heights.
{ y=2x+3
y = -4x- 5
26. Check whether the formula you found in
19. One of (2.5, 0.5) and (0.5, 2.5) is the problem 25 works to predict your weight
. { 6x + 2y = 8 from your height. Comment.
solution to the system 9x _ y = 2

Where do the graphs of 6x + 2y = 8 and

9x - y = 2 intersect?

+ Essen!Ullldeas 3954

Digitized by Coogle
CHAPTER

A spi ra l stai rcase

Coming in this chapter:

l¥3.!t:JZUt:J,I On graph paper, you want to go from (0, 0) to
(p, q), where p and q are positive whole numbers. If you travel
only up and to the right, following graph paper lines, how many
ways are there to do it? If you travel in a straight line, how many
graph paper squares do you cross?

Digitized by Coogle
 INTERPRETING RATIOS

11.1 Sums of Geometric Sequences

11.2
11.3
Decimals and Fractions
Stairs and Squares '
11.4 Irrational Numbers
11.A THINKING/WRITING:
Nested Squares
11.5 Dice Games
11.6 What is Probability?
11.7 Random Walks
11.8 Unit Conversion
11.8 THINKING/WRITING:
Calibrating a Speedometer

• Essential Ideas

Digitized by Go
 LESSON

Sums of Geometric Sequences

You will need:

•••••••••••••••••••••• USING SYMBOLIC NOTATION

-~-.?.~.'.!. . . ...... .... ~

••
•• • Say the bounce ratio is r. Then we have:
•• ••
bounce height
•• •• =r
••
yardstick •• drop height
•• ·(c;·i-··meterstl"C:i<)··· • Or: bounce height= r ·drop height
•••••••••••••••••••••••••••••••••••
Assume that the initial drop height is H.
THE BOUNCING BALL

When you drop a ball, it bounces back, but not 6. How high does the ball bounce on the first,
quite to the height from which you dropped it. second, third, and fourth bounces? Express
your answers in terms of H and r.
1. Do an experiment in which you drop a
ball from various heights and see to what To analyze the problem of the total distance
height it bounces back. Use a yardstick or traveled, it is easier to separate the upwards
meterstick to make your measurements. and downwards motions. First find the down-
Make a table like this. wards distance traveled in the first four
bounces.
Dropped Bounced
Ratio Difference
D4 = H + Hr + Hr- + Hr1
1

from to
As you see, the terms of the sum form a
-- -- -- --
geometric sequence having first term Hand
common ratio r.
2. As you vary the height, what remains
closer to constant, the ratio or the 7. Write an expression for D6 the downwards
difference? distance traveled in the first six bounces.
For a certain "ideal" ball, the bounce-height to 8. <11- What is the last exponent in the
drop-height ratio (or bounce ratio) is consis- expression for the downwards distance
tently 0.8. The ball is dropped from a height of traveled in the first n bounces? Explain
two meters. why the exponent is not the same as the
number of bounces.
3. a. How high does it bounce on the first,
second, and third bounces? 9. Write an expression for the upwards dis-
b. How many bounces until it bounces to tance traveled in:
fewer than 80 centimeters? a. the first four bounces, U4 ;
c. How many bounces until it bounces to b. the first six bounces, U6 •
fewer than I 0 em?
10. <11- What is the last exponent in the
4. What is the total distance traveled by the expression for the upwards distance trav-
ball (both down and up) if someone eled in the first n bounces? Why does this
catches it at the top of its bounce after: differ from the expression for the down-
a. 2 bounces? b. 20 bounces? wards distance?

5. Make a guess about the total distance trav-

eled by the ball after 200 bounces. Justify
your guess.

4,398 Chapter 11 Interpreting Ratios

Digitized by Coogle
 11.1.

FINDING THE SUM OTHER BOUNCE RATIOS

Here is a shortcut for calculating the sum of a 17. What is the total distance traveled in 200
geometric sequence. We will use the example bounces by a ball having the following
of the ideal ball having bounce ratio 0.8, bounce ratios, after being dropped from a
dropped from a height of two meters, and height of two meters?
caught at the top of its fourth bounce. First a. a super-ball, having bounce ratio 0.9
write the downwards motion. b. a flat basketball, having bounce
Eq. I : D4 = 2 + 2(0.8) + 2(0.8) 2 + 2(0.8) 3 ratio 0.3
Do not calculate the sum! You will soon 18. Repeat problems 3-5 for a real ball. (First,
see why. you must find the bounce ratio, perhaps
Multiplying both sides by 0.8, we get: by averaging the ratios you found in prob-
lem 1.) Verify your predictions for prob-
Eq. 2: D4(0.8) = 2(0.8) + 2(0.8)2 +
lem 3 with experiments.
2(0.8)3 + 2(0.8)4
An absent-minded professor invents a hyper-
Subtracting one equation from the other:
ball having a bounce ratio of l.l.
Eq. 1-Eq. 2: D4 - D4 • (0.8) = 2 - 2(0.8)4
19. Repeat problems 3-5 for the hyper-ball.
11. ~ Explain why there are so few terms
after subtracting. 20. Repeat problems 3-5 for a defective hyper-
ball having a bounce ratio of only 1.
12. Solve for D4 • (Hint: Factor, then divide.)
13. Use this multiply-subtract-solve technique 2t.fii!,!,6"i Summarize what you learned
to find U4 • You found an expression for U4 about the sum of geometric sequences.
in problem 9. a. Explain the multiply-subtract-solve
method. (What does one multiply by?
14. What is the total distance traveled by the What does one subtract? What does one
ball in four bounces? solve for, and how?)
When adding only four terms, the multiply- b. What is the effect of the common ratio
subtract-solve technique is not much of a on the sum? (What if r is less than I?
shortcut. However, when adding large numbers What if it is equal to I? What if it is
of terms, it is extremely convenient. For greater than I?)
example, for 20 bounces, you would start by
writing: 22.'3§.!§@$11!.!,1 Use the multiply-subtract-
D2o = 2 + 2(0.8) + ... + 2(0.8) 18 + 2(0.8) 19 solve technique for each sumS.
15. ~ Explain why in this case the last a. S = a + ar + a? + ... + ar11 - 1

terms do not contribute very much to b. S = a + ar + a? + ... + ar11

the sum.
16. Use the multiply-subtract-solve technique
to check the correctness of your answers
for problems 4b and 5.

11.1 Sums of Geometric Sequences 3994

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 DISCOVERY FOUR NUMBERS
25. Repeat problem 23 for § · § ,this time
23. a. Replace each box with one of the num- finding the arrangements that give the
bers: I, 2, 3, 4. (Use each number smallest and the largest product. How are
exactly once.) the smallest and the largest product
0+0 related? Explain.
0 0
How many possible arrangements are
26. Repeat problem 23 for § + § ,this time
there? finding the arrangements that give the
b. Which arrangement gives the smallest smallest and the largest quotient. How are
sum? What is the smallest sum? the smallest and the largest quotient
related? Explain.
c. Which arrangement gives the largest
sum? What is the largest sum? 27. Choose four numbers a, b, c, d such that
d. Are the arrangements that give the a< b < c <d. Repeat problems 23-26 for
smallest and the largest answer unique? these numbers. Compare your answers
That is, is there only one arrangement with other students' answers. Were you
that gives the same sum? able to use the answers from problems
23-26 to help you?
24. Repeat problem 23 for § - § ,this time
finding the arrangements that give the 28 •1;1§-I•Iel W nte
· a report summanzmg
. . your
smallest and the largest difference. How findings in problems 23 through 27.
are the smallest and the largest difference Describe the strategies you used for find-
related? Explain. ing the smallest and the largest values.
Explain why you were sure that they were
the smallest and the largest.

4400 Chapter II Interpreting Ratios

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 Decimals and Fractions

WRITING FRACTIONS AS DECIMALS 6. Convert these decimals to fractions.

1. How do you convert a fraction to a deci- a. 6.0 b. 3.2
mal number? Give examples. c. 0.015 d. 3.41
When converting fractions to decimals, some- The case of repeating decimals is more diffi-
times you get a terminating decimal like cult. Take 7.819. Clearly, it is greater than 7.81
3.4125, and sometimes you get a repeating and less than 7.82. So it is between 781/100
decimal, like 7.8191919 .... This last number and 782/100.
is often written 7.819.
To find a single fraction it is equal to, we can
Problems 2 and 3 are easier if you work with rewrite it as:
lowest-term fractions. 7.8019
l#ii.JZII!.J.I = 7.8 + 0.019
2• - - · ..... ... For what f racttons
. do you get
= 7.8 + 0.019 + 0.00019 + 0.0000019 + ...
a repeating decimal? Does it depend on the
numerator or the denominator? (Hint: Pay Observe that:
attention to the prime factorization of the 0.00019 = 0.019(0.01)
numerator and the denominator.) 0.0000019 = 0.0 19(0.0 I )2
l#f:1[.Jti![.J.I
3• - - · ..... ... For repeatmg
. dectma
. Is, .ts 7. Write the next term in the sum as a deci-
mal, and as a product of 0.019 and a power
there a pattern to the number of digits in
the repeating part? What is the longest
ofO.Ol.
possible repeating string for a given As you see, 7.819 is the sum of 7.8 and a geo-
denominator? (Hint: Use long division metric sequence with first term 0.019 and
rather than a calculator to explore this.) common ratio 0.0 I. The sum of the first three
terms of the geometric sequence can be writ-
4. Q Explain why the decimals obtained as a ten:
result of a division must repeat or
terminate.
s = 0.019 + 0.019(0.01) + 0.019(0.01) 2

Multiply both sides by 0.0 I :

5. ~ Explain why some calculators give a
decimal that does not seem to repeat for
S(O.O I) = 0.0 19(0.0 I) + 0.0 19(0.0 I )2 +
0.0 19(0.0 I )3
2/3: 0.6666666667.
Subtract:
WRITING DECIMALS AS FRACTIONS
S(l - 0.01) = 0.019 - 0.019(0.01 )3
Example: 3.4125 can be converted to a frac-
tion by multiplying it by I04, which gets rid Solve:
of the decimal, and then dividing by 104 ,
s= 0.019- 0.019(0.01)
3

0.99
which gets us back to the original number.
34,125 Multiplying numerator and denominator
10,000 by 1000:
s= 19- 19(0.01 )3
990

11.2 Decimals and Fractions 4014

Digitized by Coogle
 7.819 = 7.8 +s Subtract:
= 7 8 + 19- 19(0.01)"~ R- O.OlR = 7.8191919 ... - 0.0781919 ...
. 990 (1 - 0.01 )R = 7.819 - 0.078
7.8(990) + 19- 19(0.01)3 (Notice that the infinite sequence of 19s
990
disappeared.)
So
-7741 - 19(0.01)3
0.99R = 7.741
- 990 R_ 7.741 _ 7741
- 0.99 - 990
7741 - 0.000019
= -'------::-:99=-=o--
11. Convert to a fraction .
The sum is very close to 7741/990. a. 0.65 b. 4. 321

8. Use the multiply-subtract-solve technique RATIONAL NUMBERS

to add:
a. the first 4 terms;
b. the first 5 terms.
I Definition: A rational number is a number
that can be written as a fraction having an
integer numerator and denominator.
9. .... The numerator differs from 7741 by
19(0.0 1)" if we add up the first n terms.
Explain.
I Examples: 7, 0.5, and -D.66666 ... are ration-
al numbers, because they can be written as
7/1, 1/2, and -2/3.
If we use large values for n, we find that the Show that the following numbers are rational.
sum can get as close to 7741/990 as we want.
(Even with fairly small values of n, the sum of 12. a. 0.3
the first n terms differs from 7741/990 by a b. 0.3333 ...
very small number.) Mathematicians say that 13. a. 0.142857
the whole infinite sum converges to 7741/990,
b. 0.142857
and they agree that we can write an equality:
7.819 = 7741/990. 14. a. 0.0909090 .. .
b. 0.9090909 .. .
10. Check that this equality is correct, by con-
verting the fraction back to a decimal. 15. a. 0.1111111...
b. 0.2222222 ...
A quick way to find the fraction is to use the
multiply-subtract-solve technique on the deci- 16. .... Mathematicians believe that
mal itself: 0.99999 ... = 1. Explain why.
R = 7.8191919 .. .
0.01 R = 0.0781919 .. .

4402 Chapter 11 Interpreting Ratios

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 LESSON

Stairs and Squares

-'

You will need:

...................... STAIRS ON LINES
..• graph paper lffi) ..•• To build a staircase on the graph of a line:
•
. ..... . . . . ........ ... . . . . . . l:i±:l;l • a. Sketch the graph .
•
...................................
•
geoboard
............................................................. .•• b. Find the coordinates of a point on the
graph. Call this point the starting point.
c. Find two numbers (the rise and the run)
STAIR SAFETY such that if you draw a step having
In most houses, stairs have a riser (or rise) of those dimensions, you end up on the
eight inches and a tread (or run) of nine inches. line.
However, safety experts claim that such stairs The figure shows a staircase for the line
are the cause of many accidents. They recom- y= -x + 2.
mend what they call 7Ill stairs: a riser of
seven inches, and a tread of eleven inches.
1. What are the slopes of the stairs described
in the previous paragraph? (Express the
answer as a decimal.)
2. If a staircase makes a vertical rise of about
nine feet from one floor to the next, how
much horizontal distance does it take
a. for 8/9 stairs?
b. for 7Ill stairs?
3. Why do you think 8/9 stairs are more
common?

4. l@1[.]f!!l·],l Donna wants to build a stair-

case that is less steep than an 8/9 staircase
would be, but that does not take up as The starting point is (-2, 4 ), the rise is -1, and
much horizontal space as a 7Ill staircase the run is I.
would. What are the possibilities for the 5. Create a staircase for the same line, using
riser and tread of Donna's stairs? Make the a different starting point and a different
following assumptions: rise and run.
• The riser and tread must each be a whole
number of inches. 6. Create two staircases for each line. They
must have a different starting point and a
• The riser should be between six and nine
different rise and run.
inches, inclusive.
a. y = -4 + 3x
• The tread should be between eight and
twelve inches, inclusive. b. y = -0.5x
Express your answer numerically and c. y = 9
graphically.

11.3 Stairs and Squares 4034

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 6x- 7 I§§.!§@OO!!.!.W
d. y= - 8 -
12. What is the slope of a line that passes
e. y = -2(x- 3) through the origin and a lattice point
7. Find a rise and a run for a staircase (p, q), where p =I= 0?
connecting the following pairs of points: 13. Describe the lattice points on the line
a. (3, -5) and (2, 2.5) y = (plq)x, where p =I= 0.
b. (-3, 5) and (2, 2.5)
GEOBOARD DIAGONALS
8. A staircase having the given rise and run
starts at the given point. What is the equa-
tion of the corresponding line? If you connect (0, 0) to (5, 3) with a straight
line, you go through seven unit squares.
a. rise = 4, run = 6, point= (-3, 6)
b. rise = -2, run = -3, point= (0, 8) (5, 3)

LATTICE POINTS AND FRACTIONS

I Definition: A lattice point is a point on the

Cartesian plane having integer coordinates.
14Jtfi1j.jfi!i.!,l If you connect (0, 0) to (p, q)
I Examples: (2, 3) is a lattice point, but
(4.5 , 6) is not.
with a straight line, how many unit
squares do you go through? Experiment
9. The graph of each of the following equa- and look for patterns. (Assume p and q
tions is a line through the origin. Find two are positive whole numbers.) Keep a
other lattice points on each line. record of your work.

I
2
a. y = 7x b. y = 3x Definition: A lattice line is a line having
c. y = 4.5x d. y = 6.78x equation x = b or y = b, where b is an
integer.
If a line passes through the origin and the
lattice point (9, 8), it will also pass through The following problems are about the diagonal
the lattice points (9n, 8n) for all integer values connecting (0, 0) to (p, q). Give answers in
ofn. terms of p and q.
10. If a line passes through the origin and the 15. a. How many horizontal lattice lines
point (2.4, 3.6), does it cross? (Look at some specific
a. what are the lattice points on the line cases and make a generalization. Do
that are closest to the origin? not guess.)
b. what is a general description of all the b. How many vertical lattice lines does
lattice points on the line? it cross?
c. what is the equation of the line?
11. Do all lines through the origin pass
through another lattice point sooner or
later? Discuss.

,4,404 Chapter 11 Interpreting Ratios

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16. How many lattice points does it cross, a. If it crosses no lattice points, how many
a. if the greatest common factor of squares does it go through altogether?
p and q is I? b. If it crosses n lattice points, how many
b. if the greatest common factor of squares does it cross?
p and q is n, where n > I? (Experiment
and reason. Do not guess.) 18J;t§•r•lel How many squares do the diago-
nals of geoboard rectangles go through?
17. The diagonal starts in the first unit square, Write an illustrated report, including
then every time it crosses a lattice line it examples.
enters a new square.

DISCOVERY SLOPE RELATIONSHIPS The first column shows possible relationships

between two lines. The second column shows
possible relationships between the slopes of
Lines Slopes
two lines.
parallel opposite
19.hi.!!§§l Experiment to find out if it is pos-
opposite of sible to match relationships in the first col-
perpendicular
reciprocal umn with relationships in the second col-
umn. (For example, parallel lines have the
symmetric across
reciprocal same slope.) Support your answers with
horizontal line
examples, sketches, and explanations.
symmetric across reciprocal of
the line y = x opposite

symmetric across
same
vertical line

11.3 Stairs and Squares 4054

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 LESSON

Irrational Numbers

In Lesson 2 you learned how to show that any 2. Start the factorization of 990 by writing
terminating or repeating decimal can be con- 990 = 3 • 330. Do you get the same prime
verted to a fraction. In other words, you know factors?
how to show that terminating or repeating dec- 3. Start the factorization of 990 a third way.
imals are rational numbers. Do you get the same prime factors?
If a decimal is neither repeating nor terminat- Each whole number greater than I has only
ing, it represents an irrational number (one one prime factorization . Find it for the follow-
that is not rational). ing numbers:
For example, the number 4. 12
0.0101 1011 lOIII 101111 10... ,
created by inserting one, two, three, ... 1's
5. 345
between the O's, never ends or repeats.
Therefore it cannot be written as a fraction,
6. v6789
7. Find the prime factorization of several per-
because if it were, it would have to terminate
fect squares. Try to find one having an odd
or repeat.
number of prime factors .
1. Create an irrational number that is
Take the numbers 6 and 8. We have
a. greater than I and less than 1.1;
6 = 2 · 3 and 8 = 23•
b. greater than 1.11 and less than 1.12.
Six has two prime factors, an even number.
While most numbers we deal with every day
Eight has three prime factors, an odd number.
are rational, and even though there is an infi-
When we square them, we get:
nite number of rational numbers, mathemati-
62 = (2 . 3)2 = 22 . 32
cians have proved that most real numbers are
82 = (23)2 = 26
irrational.
.J2 and .[3 are familiar examples of irrational 8. .._ Explain why any perfect square must
numbers. They cannot be written as a fraction have an even number of prime factors.
having whole number numerators and denomi- 9. .._ Explain why any number that is equal
nators. In order to prove this, we will need to to twice a perfect square must have an odd
review prime factorization. number of prime factors.
PRIME FACTORIZATION THE SQUARE ROOT OF TWO
Every whole number can be written as a prod- This section explains why .J2 is not a rational
uct of prime factors. number. The way we are going to do this is
Example: 990 = 99 · 10 to show that if it were, it would lead to an
=9·11·2 · 5 impossible situation. This is called proof by
=2·3·3·5·11 contradiction.

Note that 990 has a total of five prime fac-

tors. (Three is counted twice since it appears
twice.)

4406 Chapter 11 Interpreting Ratios

Digitized by Coogle
 14• .._Use the same method to show that .f3
If p and q were nonzero whole numbers and is irrational.
we had
15 • .._ Show why the method does not work
to prove that 14 is irrational.
16. Does the decimal expansion of .f2 termi-
It would follow that (~Y = (.f2t nate or repeat?
2 17. Does the line y = -f2x pass through any
q2- 2
/!_-
lattice points?
p2 = 2l 18• .._ Do all lines through the origin even-
10. Explain each step in the previous tually pass through a lattice point?
calculations. Discuss.

11. Explain why p 2 must have an even number 19.1;i@¥@il1t is probably the world's most
of prime factors. famous irrational number. Find out about
its history.
12. Explain why 2l must have an odd number
of prime factors.
13. Explain why p 2 cannot equal 2q 2•
We conclude that there can be no whole num-
bers p and q such that .f2 = p/q, and therefore
.f2 is irrational.

DISCOVERY SUM FRACTIONS DISCOVERY COMPARING COUPONS

20. Find two lowest-term fractions having 21. Which is a better deal, 15% off the
different denominators whose sum is 8/9. purchase price, or $1 off every $5 spent?
Make a graph that shows how much you
save with each discount, for various pur-
chases from $1 to $20. Write about your
conclusions.

11.4 Irrational Numbers 407,4,

Digitized by Coogle
~1111~1~1~~
_WRITINQ_
11 .A Nested Squares

You will need:

•••••••••••••••••••• 4. Look for a pattern in each of the columns .
• Describe the patterns for the
• geoboard
• a. areas;
••
•• b. sides;
•• and/or dot paper R
.. . . . .... .. ... . . . . . . . . . ... . . . . u c. perimeters .
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
5. Use the pattern you found in problem 4.
1. Using your geoboard or dot paper, make For the 101h nested square, find
an 8-by-8 square. Calculate its area and
a. the area;
perimeter.
b. the side;
2. Now make a square that is nested in the c. the perimeter.
original square, like in the diagram. Its
vertices should be the midpoints of the 6. () Repeat problem 5 for the n1h nested
sides of the original square. Find its area square.
and perimeter. 7. For the first ten squares, what is the
• • • • • • • • • • • sum of:
• • a. the areas;
• • b. the sides;
• • c. the perimeters .

• • 8. QRepeat problem 7 for the first n

squares .
• •
• • 9. () With larger and larger values of n, the
sums get closer and closer to a certain
• • number. What is that number for:
• • a. the areas?
• • b. the sides?
• • • • • • • • • • • c. the perimeters?
3. Continue the process, making smaller and
smaller nested squares. As you work,
lOJii§.I.1•1 Write a report on nested squares.
extend and complete a table like the
following one up to Square #5. When the
numbers involve square roots, write them
in simple radical form .

Square# Area Side Perimeter

I 64 8 32

4408 Chapter 11 Interpreting Ratios

Digitized by Coogle
 Dice Games

••••••••••••••••••••• 2. Copy and extend this table to show all

You will need: •
• possible two-dice sums. For each sum, list
• •
.
•
•
•
dice
····························· .
•
•
•
all the possible ways it can be obtained,
and give the total number of ways. The
••••••••••••••••••••••••••••••••••
sums of 2 and 7 have been done to get
TWO GAMES you started.

1. l$[.]fl!t·lll Play these two games with Sum 2 ... 7 ... 12

another person. To play a game, roll a pair
of dice 20 times. After each roll, add the (I' 6)

numbers on the uppermost faces. Keep (2, 5)

track of how many rolls each player wins.
(See below.) Whoever wins the most rolls, (3, 4)
Possible
wins that game. ways
(4, 3)
Game One: If the sum is 3, 5, 7, 9, or II,
Player A wins. If the sum is 2, 4, 6, 8, (5 . 2)
I 0, or 12, Player B wins.
Game Two: If the sum is 5, 6, 7, 8, or 9, (I, I) ... (6, I) ... ...
Player A wins. If the sum is 2, 3, 4, I0,
II, or 12, Player B wins. #of ways I ... 6 ... ...
For each game, who wins more often?
Why? 3. Which sums have the most ways of occur-
ring? Which sums have the fewest ways of
occurring?
TWO-DICE SUMS

If you roll a red die and a blue die, there are 4. fii!,!,fi!ljAnalyze the games in problem I
many possible outcomes. We will use (4, 3) to using the table you made. Explain why
refer to the outcome in which 4 dots appear some sums are more likely to occur than
uppermost on the red die and 3 dots appear others and how this determines who wins
uppermost on the blue die. Likewise (3, 4) more often.
refers to 3 on the red die and 4 on the blue die.
I Definition: A game is fair if each of the
players is equally likely to win.
(4, 3)
5. ~ Is Game One fair? How about Game
Two? Explain.

I
OUTCOMES AND EVENTS

(3, 4) Definition: We call one roll of the dice an

experiment. Each of the different possibili-
ties you listed in the table is called an out-
Both of the outcomes in the figure show a sum come of the experiment.
of seven.

ll.S Dice Games 4094

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6. When you roll a red die and a blue die, Blue Die
how many outcomes are possible?
1 2 3 4 5 6
7. If you flip a penny and a nickel, how many
outcomes (heads and tails) are possible? 1 (1, I) (I, 2) (I, 3) (I, 4) (I, 5) (1, 6)

Make a list.
2 (2, I) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
8. Q If you roll a red, a blue, and a yellow ... ... ... ... ... ... ...
die, how many outcomes are possible?
When an experiment is performed, we are usu- In the two-dice experiment, figure out how
ally interested in whether or not a particular many outcomes make up each event in prob-
event has occurred. An event consists of one or lems 11-14.
more outcomes.
You can make the same kind of table to help
In the two-dice experiment, an example of an answer problems 11-14. For example, to think
event could be: The sum of the dots is even. about problem II a, you would write the prod-
This event was important in Game One of ucts in the cells.
problem 1. In that game, 36 outcomes were Blue Die
possible. However, we were not interested in
the individual outcomes, but only in which of 1 2 3 4 5 6
the two events had occurred: an even sum or
an odd sum. 1 I 2 3 4 5 6

9. In what events were we interested in Game 2 2 4 ... ... ... ...

Two of problem I?
11. a. The product is even.
10. The outcome of a two-dice experiment is
(3, 2). Which of the following events b. The difference is even.
occurred? c. One die shows a multiple of the other.
a. The difference is even. 12. a. The sum is 2, 3, or 4.
b. The product is even. b. The sum is 9, 10, or 12.
c. One die shows a multiple of the other.
13. a. a double
d. The sum is a prime number.
b. not a double
The table you made in problem 2 was organ-
14. a. The sum is prime.
ized to show these events: the sum of the dots
is 2, the sum of the dots is 3, etc. In that table, b. The product is prime.
each column corresponds to one event. A table c. The difference is prime.
like the following one is another way to repre-
sent the two-dice experiment. It is organized
around the outcomes. Each cell corresponds to
one outcome.

Chapter 11 Interpreting Ratios

Digitized by Coogle
 11.5.
CREATE DICE GAMES 17• ._Create a dice game that is fair. Write
15. Name two events in the two-dice experi- the rules. Then write an explanation of
ment that each consist of nine outcomes. why the game is fair.

16. Name an event in the two-dice experiment 18• . _ Create a dice game that appears to
that consists of: favor one player, but that actually favors
a. 17 outcomes; the other. Or, make up a dice game that
appears to be fair, but that actually favors
b. 19 outcomes.
one player. Write the rules and an explana-
tion of the game.

DISCOVERY THREE QUANTITIES, 21. Blue + 9 = Black

THREE CONSTRAINTS Blue times 3 = Red
Black + I = Red
These problems were invented by algebra stu-
dents. You may want to use colored slips of 22. A+ B = II
paper to solve them. In each one, there are A+C=7
three unknown quantities and three constraints. B+C=6
Try to find the three unknown quantities. How many of each?
19. The red and yellow marbles add up to 5.
Blue and red add up to 7.
There are 8 yellows and blues altogether.
20. The blue and red add up to 9.
There are two times as many yellows
as blues.
There are 15 marbles altogether.

11.5 Dice Games 4tt4

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 What is Probability?
..

You will need:

• • • • • • • • • • • • • • • • • • • • ••
Trials Successes Relative

.~••••••••••••••••••••••••••••••••••
~~.?. . ~.?.!.~.~.................. ~ .~ so far so far frequency

I I 1/1 = 1.00
This lesson will introduce you to three inter- 2 2 2/2 = 1.00
pretations of probability.
3 2 2/3 = 0.67
RELATIVE FREQUENCY ~ ·

While waiting for his food at the Slow Food

4 3 3/4 = 0.75
Cafe, Zoltan asked himself, "What is the prob- 5 4 4/5 = 0.80
ability of getting at least one head when toss-
ing two coins?" He thought it might be 1/2, 6 4 4/6 = 0.67
since there was an equal chance of getting
heads or tails, or 1/3, since there were three 7 5 517 = 0.72
possibilities (two heads, one head, no heads).
8 5 5/8 = 0.63
He decided to find out by doing an experiment.
Here are his notes on the first eight tosses
He graphed the results, with relative frequency
(or trials).
on they-axis, and trials on the x-axis.

HH__L_Hr!_ LL__HTL HH, rr.rH. rr .. . 1.00 • •

>-
u
• •
z
~ 0.75
He made a table of the results. A success is a
toss where one or two heads appeared.
CY
t.IJ
• • • •
ll:::
I Definition: The relative frequency of the
successes is the ratio of successes to trials.
ll...
t.IJ 0.50
>
.....
E-
<t:
..J
~ 0.25

0.00 ...____.__......__...____.__.....__...___~ _ _.
0 2 3 4 5 6 7 8
TRIALS

Chapter II Interpreting Ratios

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 11.6.
1. Toss a pair of coins 30 times. Make a table 5. For the two-dice experiment, find an event
like Zoltan's. having the following probabilities:
2. Make a graph like Zoltan's for the data in
a. l. b. .l_
36 12
your table.
6. For the two-dice experiment, find the
3. . _ If you tossed the coins 100 times, probability of these events.
what do you think your graph would look a. The product is more than 25.
like? What if you tossed them 500 times?
b. The product is less than 50.
Explain.
c. The sum is 7 or 11.
First Definition: The probability of an
event is often interpreted to mean the 7. . _ Explain why any probability p will
relative frequency with which that event always satisfy the inequality 0 < p < I.
occurs if the experiment is repeated many, 8. For the two-dice experiment, find an event
many times. having the following probabilities:

I Example: If you roll a die many times, you

expect the relative frequency of threes to be
approximately 1/6.
9.
a. 0 b. I
List all the equally likely outcomes in
Zoltan's two-coin experiment. (Hint:
4. . _ Explain why the relative frequency of Think of the coins as a penny and a nickel.
an event is a number from 0 to I. Make a table.)
10• . _ What is the probability that there will
EQUAllY liKElY OUTCOMES
be at least one head when tossing two
This definition is the most common interpreta- coins? Explain.
tion of probability.
THEORETICAl \S. OBSERVED PROBABiliTY
Second Definition: The probability of an
event A is Zoltan graphed his results another way. This
e time he put the number of successes on the
P(A) = t y-axis and the number of trials on the x-axis.
where:
8
e = the number of equally likely outcomes
in the event. tfl7
tJ.l
t = the total number of equally likely ~6
outcomes possible. tJ.l
u
Example: In the two-dice experiment, say
U5
::.:> • •
that event D is the event that the sum is 8.
Then
~4
0
• •
D = { (2, 6), (3, 5), (4, 4), (5, 3), (6, 2)}
C~::3
tJ.l •
Since D consists of five equally likely out- ~2 • •
::.:>
comes, and the total number of equally
likely outcomes is 36,
Zt •
5 00
P(D) = 36. 2 3 4 5 6 7 8
NUMBER OF TRIALS

11.6 What is Probability?

Digitized by Coogle
11. Make a graph like Zoltan's for the data in SUBJECTIVE PROBABILITY
the table you made in problem I. A third interpretation of probability is subjec-
12. On your graph, draw lines having tive probability. This is the probability that a
equations: person assigns to an event based on his or her
successes = trials own knowledge, beliefs, or information about
the event. Different people may assign differ-
successes = 0. 75 • trials
ent probabilities to the same events.

I
successes = 0.67 • trials
successes = 0.50 • trials Example: Before Mark took his driving test,
Karen said, "I think you've got about a 60%
13. .._ What do rise and run each measure chance of passing."
on this graph? What does slope represent?
What subjective probability would you assign
On a graph like this, the theoretical for each of the following events? Explain your
probability, as predicted by the analysis of reasons.
equally likely outcomes, can be represented as
a line through the origin, having slope equal to 16. It will be cloudy on a night with a full
the probability. The observed probability as moon this month.
seen in the experiment is represented by the 17. You will be assigned no math homework
slope of the line through the origin and the cor- this Friday.
responding data point. Note that data points
rarely land exactly on the theoretical line. 18. School will be cancelled next week due to
bad weather.
14. Which line that you drew in problem 12
represents the theoretical probability? 19. Exactly half of the students in your math
Explain. class next year will be boys.

15• .._Add a line representing the theoreti-

cal probability to the graph you made in
problem 2. Explain.

Chapter 11 Interpreting Ratios

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 Random Walks

You will need:

••••••••••••••••••••• 3. Use a penny, a nickel, a dime, and a quar-
•
• ter. Toss them and record the number of
••
dot paper
D
...................................
•
•
•
heads. Repeat this experiment 20 times.
If you toss a penny, a nickel, a dime, and a
quarter, the event three heads consists of the
following equally likely outcomes: HHHT,
.................................• HHTH, HTHH, and THHH, depending on
which coin comes up tails .
The Mad Probabilist takes a random walk on 4. Find all possible equally likely outcomes
dot paper. Starting at the origin, he goes from when tossing four coins.
lattice point to lattice point, flipping a coin
each time to determine where to go next. 5. Count the outcomes for each of these
• Heads means to move east, increasing just events: 0 heads, I head, 2 heads, etc.
the x-coordinate by 1. 6. ~ Are the results of your experiment in
• Tails means to move north, increasing just problem 3 consistent with your analysis in
the y-coordinate by I. problems 4 and 5? Comment.
The map shows the path H, H, T, T, H, T, If you toss one coin, there are two equally
H,H. likely possible outcomes, H and T. In Lesson 6
• ,, .. . • " £ you studied the tossing of two coins, (HH, HT,
Cafe
,. ~ . ~
TH, TT), and in problems 5-6 the tossing of
four coins.
.. .. .. ~
• ..
Barber 7. Figure out how many equally likely out-
• .. .. .. •
origin comes are possible if you toss
~
" a. three coins; b. five coins.
1. l@i!.JE!!!.!,I Find another sequence of
8. G§.!§fllmttmlHow many equally likely
heads and tails that would get the Mad
outcomes are possible if you toss n coins?
Probabilist from the origin to (5 , 3), where
Explain.
the Slow Food Cafe is located. Compare
your sequence with that of a classmate. Tossing the same coin repeatedly works in a
How many ways are there to reach (5, 3)? similar way. For example, one possible string
of eight tosses is: TTHTHTTH, just as one
A FOUR-COIN EXPERIMENT possible outcome of tossing eight coins is
2. If you toss a penny, a nickel, a dime, and a TTHTHTTH.
quarter, which do you think is most likely 9. If you toss one coin eight times, how many
to occur: 0 heads, I head, 2 heads, 3 heads, possible outcomes are there? How about
4 heads? Or are they all equally likely? n times?
Explain your reasoning.

11.7 Random Walks

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.11.7

THE MAD PROBABILIST Then he writes how many ways there are to
10. How many moves does it take the Mad reach each point on the map. For example,
Probabilist to get to (5, 3)? there is only one way to get to (1, 0): a toss of
H. There is only one way to get to (0, I): T.
11. i§§.!@iliji!!.!,l How many moves does it There is only one way to get to (2, 0): HH.
take him to get to (p, q)? Explain. There are two ways to get to (I, I): HT or TH.

12. a. Where might he be after six moves? As he makes his map, he finds it helpful to ask
b. Make a list of the points he could get to himself for each point, "Where could I have
in seven moves. come from to get here?''

13..... How would you describe the set of 16. Continue the Mad Probabilist's map, until
points you listed in problem 12b? (How you get to (5, 3).
many points does it consist of? What equa- The Mad Probabilist reasons, "At the end of
tion relates their coordinates?) Explain. eight moves, I will be at one of these points,
one of which is the Slow Food Cafe." He
14.i§§.!@iliji!!.!.i Describe the set of points he marks the points on his map. "The outcomes
could reach in n moves. Explain. are eight-move paths; the event is those paths
that end up at (5, 3). To find out the probability
15..... Which is greater, the number of pos-
of this event, I need a numerator and a denom-
sible points he could end up on after eight
inator." He writes:
tosses of a coin, or the number of possible
strings of eight tosses? Explain. P( 5 3) = #of paths that getto (5, 3)
' # of 8-move paths
MAKING A MAP 17. What is P(5, 3)? In other words, what is
the probability the Mad Probabilist's
The Mad Probabilist wants to calculate the random walk will end up at the Slow
probability of getting to a lattice point like Food Cafe?
(5, 3). He decides to make a map on a piece
of dot paper. He draws diagonal lines to sepa- 18. What is the probability it will end up at
rate the points he may reach in one, two, three, (7, 1), where the barbershop is? Explain.
etc., moves.
19.fill.. j,rfiliJ Explain how you can find the
• • • • • • • • • • • probability of getting to any lattice point
• • • • • • • • • • • in the first quadrant.
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
• • • • • • • • • • •
Cafe
• • • • • • • • • • •
• • • • • • • •
~:
Barber
• • • • • • • •
origi~· • • • • • • • • •

4416 Chapter II Interpreting Ratios

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 11.7¥

DISCOVERY PASCAL PATTERNS 22. Find the pattern in the third column.
23. Find the pattern in the sums of the rows.
This is one of the most important arrays of
numbers in mathematics. It is called Pascal's 24. () Find the pattern in the sums of the
triangle. upward diagonals.
I

3 3

4 6 4

5 10 10 5 5

6 15 20 15 6 15 6

7 21 35 35 21 7 35 21 7

8 28 56 70 56 28 8 8 28 56 70 56 28 8

20J:m1[.!Fili·j,j Study this triangle, looking 2sJ;i§•!.!,l Write an illustrated report about
for patterns. Explain any patterns that the patterns you found in Pascal's triangle.
you find. Include a section on the relationship
between Pascal's triangle and coin-tossing
21. Find a pattern that will enable you to write experiments.
the next row in the triangle.

II.7 Random Walks

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 Unit Conversion

••••••••••••••••••••• Alice Oliver

You will need: ••
•• ••
•• graph paper
l:::::t::::t::: • EfE3 X y X y
•
• 0 ••• 0 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

•••••••••••••••••••••••••••••••••••
• I 2.5 I 0.4

1. Find the missing numerator and denomina- 2 5.1 2 0.8

tor in each equation. (You should be able
to solve most of these without multiplying 3 7.6 3 1.2
or dividing.) Compare your answers with
other students' answers. 2. Describe the pattern for the numbers in
a.
2 5 6
3. 7 ·o= 3 2 each table.
3. What do you think the units of each
b. ~ .~. ~ =~ ruler are?
3 7 0 3
7 14 12 6 7 4. Write a function of the type y = an expres-
c. 12 • il. -s ·rt il sion in terms ofx for each table. (Because
} . ~ . ~ . i ·8= j
of measurement error, this may have to be
d.
an approximation.)
8 3
e. 7 . ~ . 6
7
·o· \'
= ;
\'
5. . _ If you were to graph these functions,
explain why the graph would
f. ~ .~. ~ =:: a. be a line;
b a O y
b. pass through the origin.
TWO RULERS
6. According to an almanac, l inch = 2.54
Alice had a new ruler. Oliver suggested she centimeters, exactly. Using that informa-
measure it with another ruler, as in this figure . tion, what is the exact length of a centime-
Alice's ruler ter, in inches?
2 3 When converting inches to centimeters, we
I I
I I I multiply by 2.54. When converting centimeters
0 2 4 6 8 to inches, we multiply by l/2.54. As you can
Oliver's ruler see from the equations, this conversion of units
involves direct variation.

I
Oliver and Alice had to write about functions
for algebra. They decided to use the rulers as a Definition: In the case of unit conversion,
way to get tables of x- andy-values. Here are the proportionality constant (the number you
the tables they got from the ruler setup. multiply by) is called the conversion factor.

,4.418 Chapter II Interpreting Ratios

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 11.8.
Conversion factors have units. For example, TWO-STEP CONVERSIONS
the conversion factor from inches to centime- In science, speeds are sometimes given in feet
ters is 2.54 em/in. per second. To convert feet per second to miles
7 • ._What is the conversion factor from per hour, there are two steps:
centimeters to inches? (Include its unit.) • Convert feet to miles.
Explain. • Convert seconds to hours.
MUlTIPlYING BY ONE The steps can be combined:
When converting a quantity from one unit to feet I mile 3600 seconds miles
another, the way the quantity is measured is
second • 5280 feet I hour = hour

changed, not the amount of it. We can think of We chose the conversion factors in order to
the conversion factor as having the value I. divide by feet and multiply by seconds so that

I Example: Two miles are how many feet?

. 5280 feet
2 miles • 1 mile = I0,560 feet
those units did not appear in the final answer.
11. Convert the speed of sound in cold water
(4938 feet per second) to miles per hour.
Show your calculations.
The conversion factor is 5280/ I and its units
are feet/mile. Since 5280 feet = I mile, the 12• . _ To convert feet per second to miles
numerator equals the denominator in the frac- per hour, what single number could you
tion, so we can think of this conversion as multiply by? Explain how you obtained
multiplying by a form of I. To make the units this conversion factor.
work out, we multiplied by feet and divided
13. Find the conversion factor between each
by miles.
of these common measures of speed. Show
In problems 8-10, when writing a conversion all your work. Summarize your results in a
factor, include its unit. table like this one. Give approximations to
the nearest thousandth. (Note: m/sec
8. a. What is the conversion factor used to
means meters per second.)
convert feet to miles?
b. Mount Everest, the world's tallest peak, To:
is 29,028 feet high. How many miles is milhr km/hr m/sec ft/sec
that?
mi/hr
9. . . .
a. What is the conversion factor used to •• kmlhr
cQnvert seconds to minutes? ~
'- m/sec
b. What is the conversion factor used to
convert minutes to seconds? ft/sec
c. How are the answers to (a) and (b)
related? Explain. 14• . _ In your table, find pairs of numbers
that are reciprocals of each other. Explain
10. Convert I000 inches to: why they should be reciprocals.
a. feet; b. miles;
c. meters; d. kilometers.

11.8 Unit Conversion

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 11.8

15. Use your table to convert 17.hi.l!@l Find out how fast students in your
a. the speed of light (299,792,500 m/sec) class walk, skip, run, move backwards,
into miles per hour; etc., by timing how long it takes them to
b. the speed of sound in cold air (I ,088 cover a measured distance. Convert the
ft/sec) into miles per hour. speeds to miles per hour.
16. A fast runner can run a mile in four min-
utes. How fast is that in miles per hour? 1s.hi.l!4$1 Find out how fast cars drive on a
nearby street or road, by timing how long
it takes them to cover a measured distance.
Convert the speeds to miles per hour.

f;/illili SOLVING SYSTEMS 22 {2m+ n =-I

• m + 3n = -18
Solve each system. Check first to see if you
can tell that the system has no solution or an { r-s=I
23 • r + 3s = -1 I
infinite number of solutions.
2 2
2x + 6 = 3y {-x+-y=4
19• { 4y = 12- 3x 24. ~- 2; = 5

{ -m- b = 25 3
8)
20• -m + b = 13 { y =-(x-
7 3
25. y - 4 = 7 (x + 6)
{ 2r + 2s = 60
21 • r- 2s = 5

4420 Chapter II Interpreting Ratios

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~~~jj~iiji~~
WRITING
11 • B Calibrating a Speedometer

You can check the accuracy of a car's speed- 7. Make a table like this one to help people
ometer by using a stopwatch and the mile check their speedometers.
markers on a highway. The driver should
maintain a steady speed while a passenger uses Seconds between Speed in
a stopwatch to time the travel time between mile markers milhr
mile markers. This travel time tells you the ... ...
number of seconds it takes you to go one mile,
which you can convert to miles per hour.
8. a. Graph the ordered pairs in the table you
1. Convert 0.123 hours to minutes and made.
seconds. b. Let y stand for the speed in milhr, and x
2. Convert 4.567 hours to hours, minutes, stand for the number of seconds
and seconds. between markers. Write an equation
relating x andy.
3. A car is traveling at 55 miles per hour.
Say that the person in charge of timing can be
a. What fraction of an hour does it take to
off by one second in starting the stopwatch,
go one mile?
and one second in stopping it.
b. How many minutes and seconds does it
take to go one mile? 9. What is the maximum error in using the
c. How many seconds does it take to go table, resulting from the inaccuracy in
one mile? timing?

4. How would you convert 10. If, instead of measuring the time to go one
mile, you measure the time to go four
a. miles per hour to miles per second?
miles and use the average one-mile time,
b. miles per second to miles per hour?
what is the maximum error?
c. miles per second to seconds to go
one mile? uJ;iH•Iel Write an explanation for the gen-
d. seconds to go one mile to miles per eral public of how to check the accuracy
second? of a speedometer. Include your table, some
illustrations, and an explanation of what to
5. If it takes you 65 seconds to go one mile,
do to get an exact answer between values
how many miles per hour are you going?
given in the table.
Explain how you figured this out, showing
calculations.
6. Describe a general strategy for converting
seconds per mile to miles per hour.

ll.B Calibrating a Speedometer 4214

Digitized byGoogle
 ~ Essential Ideas

TWeiWLEitS 6. Two of the sequences in problem 4 are

such that if you add the entire infinite
1. Find each sum.
sequence, the sum converges to a finite
a. 1+ (1Y + (1}' number.
a. Explain how you can tell which
b. 1+ (1Y + (1Y + (1r sequences they are.
b. Find the sum they each converge to.
c. 1+ (1Y + (1Y + (1r + (1Y
TWe ltULEitS
d. 1+ (1Y + (1Y + ... + (1)"
The brothers Able and Earl inherited from
2. This sum goes on for ever. (We call it an their father an acre of land, which they divided
infinite series.) Use the pattern you found equally. Each brother willed his land to his
in problem 1 to estimate the sum of this family. Able's family was large, and Earl's was
infinite series. small. Able's family needed more land, so they
bought 40% of the land belonging to Earl's
1 (1)2 (I)·' ...
2+2+2+ family. In the next generation, Able's family
again bought 40% of Earl's family land. This
3. Estimate the sums of these infinite series. continued for several generations.
a. } + (}Y + (}}' + ··· 7. Copy and and extend this table to show the
amount of land owned by each family up
b. ~ + (~Y + (~}' + ... to the eighth generation.

c. i + (iY + (iY + .. . Generation Able's land Earl's land

(Assume that k is a positive integer.) I 0.5 0.5

GEOMETRIC SEQUENCES 2 0.7 0.3

4. Some of the following sequences are geo-
metric; find their common ratio. Some are 8. Study the data. At this rate, will Able's
arithmetic; find their common difference. family ever own the whole acre? Explain.
a. 2/3, (2/3) 2, (2/3)\ (2/3) 4, •••
DECIMALS AND FRACTIONS
b. 1/3, 4/3, 7/3, 10/3, ...
9. Write as a fraction.
c. 10, 10/8, 10/64, 10/512, ...
a. o.TI
d. 10, 80,640,5120, ...
b. 0 .321
e. I /3, 8/3, 64/3, 512/3, ...
c. 0.321
5. Find the sum of the first 50 terms for the
sequences in problems 4a and e.

4422 Chapter 11 Interpreting Ratios

Digitized by Coogle
10. Find whole numbers p and q such that:
••
21. Assume that you draw one card from an
a. 0.45 < plq < 0.46 ordinary deck of 52 playing cards. What's
b. 0.4 < plq < 0.45 the probability that you draw
a. a 7?
PRIME FACTORIZATION
b. a heart?
11. Explain why the square of an even number c. a 7 or a heart?
must be a multiple of four. d. a 7 of hearts?
12. Explain why the square of an odd number 22. Which game, if either, is fair? Explain.
must be odd. a. Roll a pair of dice and multiply the
13. Explain why the double of an odd number numbers on the uppermost faces. If the
is an even number, but not a multiple product is 18 or greater, Player A wins.
of four. If the product is less than 18, Player B
wins.
lATTICE POINTS b. Toss three coins. If the number of heads
Imagine that you are standing at the origin, and is even, Player A wins. If it is odd,
that you cannot see lattice points that are hid- Player B wins.
den behind other lattice points. For example, c. QRepeat part (b) for six coins.
you cannot see (2, 2) because ( 1, I) is in the
way. Let us call (I, 1) visible and (2, 2) hidden. UNIT CONVERSION

14. List three visible lattice points and three 23. Given that 1 pound is approximately 454
hidden ones. Explain. grams, 1 kilogram is approximately how
many pounds?
15. By looking at its coordinates, how can you
tell whether a lattice point is visible? 24. Find conversion factors for converting the
following measurements. (Note: Even
16. Give the equation of a line that includes no though these problems look different,
lattice points except the origin. you can use the technique you learned
17. QGive the equation of a line that includes in Lesson 8. Remember that in.2 means
no lattice points at all. in. · in.)
a. in.2 to ft 2 b. ft 2 to in.2
18. QWhich line on an 11-by-11 geoboard
contains the greatest number of visible
lattice points? 25. The density of water is approximately
I grarn/cm3. What is it in pounds/ft3?
GAMES AND PROBABiliTY

19. If you choose a letter at random from the

alphabet, what's the probability that it's a
vowel?
20. If you choose a month at random, what's
the probability that its name
a. begins with J?
b. contains an R?

• Essential Ideas 423,4,

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CHAPTER

The spiral coils of car springs

Coming in this chapter:

l:tmt.lZiltml By measuring people's feet and asking for their shoe
size, fmd a formula relating foot length, in inches, to shoe size,
a. for men;
b. for women.

Digitized byGoogle
MATHEMATICAL MODELING

12.1 The U.S. Population, 1890-1990

12.2 The Median-Median Line
12.3 Safe Driving
12.4 Mathematical Models in Science
12.A THINKING/WRITING:
Equations from Data
12.5 Modeling Motion
12.6 Gearing Up
12.7 Iterating Linear Functions
12.8 Representing Functions
12.8 THINKING/WRITING:
V-Shaped Graphs

• Essential Ideas
 The U.S. Population, 1890-1990

You will need:

•••••••••••••••••••• 2. Write a paragraph describing anything
•• interesting you see in the data. What fac-
•• graph paper EEEB
................................ 0..... l±±::::l;' tors affect population growth? Can you
•• think of historical events that might be
•• colored pens
associated with periods of low or high
••
••••••••••••••••••••••••••••••••• growth rates?

The Bureau of the Census conducts a census 3. Over what ten-year period was
every ten years, as required by the U.S. a. the number increase the smallest?
Constitution. Census results are now used for The largest?
many purposes, but their original purpose was b. the percent increase the smallest?
primarily to determine how many seats each The largest?
state would be allocated in the House of
Representatives. As population patterns 4. From 1890 to 1990, what was the overall
change, these seats are divided up differently a. number increase?
among the states. Here are some census results b. percentincrease?
from 1890 through 1990. 5. Using a large piece of graph paper, make
Census Table a graph of the population as a function of
Year Population #increase %increase time. You will add to this graph when you
1890 62,979,766 12,790,557 25.5 do other problems in this lesson. Choose
1900 76,212, 168 13,232,402 21.0 the scale carefully.
1910 92,228,496 16,016,328 21.0 6. Approximately when did the population
1920 106,021,537 13,793,041 15.0 reach its halfway point between 1890 and
1930 123,202,624 17,181,087 16.2 1990? Explain how you calculated this,
1940 132,164,569 8,961,945 7.3
and show the point on your graph. Is the
halfway point in population before or after
1950 151 ,325,798 19,161,229 14.5
the halfway point in years?
1960 179,323,175 27,997,377 18.5
1970 203,302,031 23,978,856 13.4 MAKING PREDICTIONS
1980 226,545,805 23,243,774 11.4 If you had lived in 1890 and wanted to predict
1990 248,709,873 22,164,068 9.8 the population of the United States in 1900
and 1990, you might have assumed that the
EXAMINING DATA increase for every future ten-year period would
be the same as it had been in the ten-year
1. Use the information given to estimate the
period from 1880 to 1890. (We will call 1880-
1880 population.
1890 the base period.)

4426 Chapter 12 Mathematical Modeling

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 12.1.

7. For each assumption below, make a table 12. . . . Predict the population of the U.S . in
showing what the population would have the years 2000 and 2040. Explain how you
been in each decade. arrive at your numbers.
a. The number increase in each decade
was the same as in the base period. ESTIMATING MISSING DATA
b. The percent increase in each decade
It is very expensive to conduct a census of the
was the same as in the base period.
entire population, and it cannot be done every
8. In this problem, add to the graph you made year. However, census data can be used to esti-
in problem 5. Use a different color for mate the population in other years.
each set of data.
13. Use the 1940 and 1950 data to estimate the
a. Graph the data in your table from prob- population in 1945 assuming
lem 7a. Write a description on your
a. linear growth;
graph telling what assumption was used
to obtain the numbers. b. exponential growth.
b. Repeat part (a) for the data in your table 14. Use the 1930 and 1950 data to estimate the
in problem 7b. population in 1940 assuming
9. . . . Compare the three graphs. a. linear growth;
a. Which of the two assumptions in prob- b. exponential growth.
lem 7 gave a closer prediction of the 15. Use the 1890 and 1990 data to estimate the
population in 1900? How close was population in 1940 assuming
each estimate? a. linear growth;
b. Which predicted the population in 1990 b. exponential growth.
more accurately? How close was each
estimate? 16. . . . Compare your answers to problems
14 and 15. Did you get closer to the actual
Say you were living in 1940, had access to the 1940 population using
data for the period 1890-1940, and wanted to a. the 1930 and 1950 data or the 1890 and
predict the population for 1950 and 1990.
1990 data?
10. a. Why might you not want to use the b. the linear model or the exponential
growth from 1930 to 1940 to help you model?
make the predictions?
EXAMINING ASSUMPTIONS
b. What numbers might you choose
instead to model a constant number Definitions: When we know data points
increase? What about a constant and use them to determine data values
percent increase? between those points, the process is called
interpolation. When we know data points
11. Repeat problem 7, starting with the 1940
and try to use them to predict data values at
population and using the numbers you
a later or earlier time, the process is called
chose in problem I 0. Do you get
extrapolation.
better predictions?

12.1 The U.S. Population, 1890-1990 4274

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17. Which of the problems in this lesson • the suitability of the linear and exponen-
involved extrapolation? Which ones tial models as applied to the growth of
involved interpolation? the U.S. population during this century;
It is important to examine assumptions when • the validity of results from extrapolating
analyzing from data. People who analyze data and interpolating using these models;
often make incorrect projections and draw • a comparison of the accuracy of short-
wrong conclusions because of making inappro- term and long-term predictions;
priate assumptions. • how ideas outside of mathematics can
help improve the quality of a mathemati-
1sJ;i§-I·lel Write a report summarizing what cal model.
you learned in this lesson. Your report
should include but not be limited to com-
ments on:

f;Jailai. LINE THROUGH TWO POINTS

19. Find the equation of the line through:
a. (0, 0) and (12, 34 );
b. (5,6)and(7, 11);
c. (8.9, -10) and (12.3, -4.3).

4428 Chapter 12 Mathematical Modeling

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 The Median-Median Line

•••••••••••••••••••••
You will need: • miles per gallon

~
•
?..~~.~~..P.~P..~.~. .....
••••••••••••••••••••••••••••••••••
ID ~
•
Car

Impulse
Geo Prizm
City
26
28
Highway
33
34
FITTING A LINE Colt 5-speed 29 35
The table shows fuel efficiency data for Escort 29 36
28 automobiles equipped with manual Sentra 29 37
transmission. Colt 4-speed 31 36
Highway vs. City Mileage CivicCRX 32 36

EPA Fuel Efficiency Data for 28 Cars Tercel 33 37

with Manual Transmission
1. Explain the meaning of the words city
miles per gallon mileage and highway mileage.
Car
City Highway
Can average highway mileage be predicted
Corvette 16 25
from average city mileage? A graph of high-
Firebird 17 26 way mileage versus city mileage shows that
Thunderbird 17 24 the data points lie approximately in a straight
Nissan 300ZX 18 24 line. In this lesson you will learn a formal
Subaru XT 18 25 method for fitting a line to data. You can then
Stealth 19 24 use this line to make predictions for other cars.
Saab 9000 19 25
Sunbird 19 28
• •
•••
••
Volvo 740 20 26
•
Shadow
Probe
20
21
28
27
• •• •
Sonata 21 28 •••• •• •
Nissan NX 22 28 • •• • •
Colt Vista 22 29 •••
Celica 22 30
Eclipse 23 32
Accord 24 29
Acclaim 24 34 15 20 25 30 35 40
Capri 25 31 mpg (city)
Cabriolet 25 32

12.2 The Median-Median Line 4294

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2. On your own graph paper, make a full- 6. Place your ruler next to the first + and the
page graph of the data. Your graph should third +, as if you were going to connect
have both scales starting at (0, 0). Use ver- them with a line, but do not draw a line.
tical lines to divide the data points into Instead, move your ruler slightly toward
three approximately equal sets of points, the second +, about one-third of the way.
as shown in the following graph. There are Then draw the line.
ten points in the first set, eight in the mid-
dle set, and ten in the third set.
7. Using two points on the line, find its equa-
tion. (Use points on the line, not actual
data points - unless they happen to lie on
• • the line.)
•••
• The line for which you found the equation is
• •
• •• • called the median-median line. Its equation
provides an approximate relationship between
city and highway mileage for a given car.

EXAMINING THE MODEl

8. What is the slope of the fitted line? What

is its meaning in terms of this application?
15
9. What is they-intercept of your line? What
is its meaning in terms of this
Look at the first set of data points. In your application?
table, this is (16, 25) through (20, 28). It is
easy to see on the graph that the median of the 10. Find two data points that are at least two
x-values in this first set of points is 18.5, and units above the fitted line. What cars do
the median of they-values is 25. The median they represent? What does it mean for
point is marked with a +. Five points are to points to be above the fitted line?
the left of it and five to the right. Five points 11. Find two data points that are at least two
are below it, (or even with it), and five are units below the fitted line. What cars do
above, (or even with it). they represent? What does it mean for
3. Plot the point ( 18.5, 25) on your graph to points to be below the fitted line?
show the medians of the x-values and 12. Find two data points that are exactly on the
y-values. Mark it with a +. line, or very near it. What cars do they rep-
4. Find the median of the x-values and the resent? What does it mean for points to be
median of they-values for the second set on or near the fitted line?
of points. Mark it with a +.
5. Repeat for the third set of points.
The three + 's do not all lie exactly on the
same line, but we can find a line that is close to
all of them.

4430 Chapter 12 Mathematical Modeling

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 12.2.

USING THE MODEl

miles per gallon
13. Using your model (the equation of your Car
City Highway
fitted line), predict the highway mileage
Lamborghini 9 14
for a car that got city mileage of:
Ferrari 10 15
a. 30 miles per gallon;
BMWM5 II 20
b. 27 miles per gallon.
Suzuki Swift 45 50
14. For a city mileage of 26, what is the Civic HF 49 52
a. actual highway mileage based on the Geo Metro 53 58
data?
b. predicted highway mileage based on the This table shows data for cars with very high
fitted line? and very low mileage.

15. For a highway mileage of 28, 18. . . .

a. what range of city mileages might you a. Does your model seem to work for very
expect, based on the data? high and very low values?
b. what city mileage would you expect, b. For what range of values does your
based on the fitted line? model work well? Explain.

EXTENDING THE MODEL YOUR OWN DATA

16. Use the equation of the fitted line to pre-

dict highway mileage, if the city mileage 19.hi.H4$1 Collect your own data (at least
is the following: twenty pairs of numbers), either from an
almanac, newspaper, or magazine, or by
a. 53 b. II
surveying people you know. Graph the
17. Based on your model, what city mileage data. If the points seem to fall more or less
would you expect for highway mileage of: in a line, find the median-median line and
a. 58? b. 15? find an equation for it. In any case, write a
paragraph about what you find out. The
following are possible topics, but you may
choose any two variables which are
related.
a. arm span vs. height
b. weight vs. height
c. height vs. shoe size
d. points scored vs. time on the court
e. hits vs. times at bat

12.2 The Median-Median Line 4314

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 Safe Driving

•
•
•
•
•
You will need:

graph paper
••••••••••••••••••••••
EHB
.. . ................ . ............... l±±:i;;JI
•••• ••• ••• •••••••• •••• ••••••••••••
••
•
•
••
I Definition: w~ say that y is inversely P_TO-
portional to x 1f the product of x andy IS
constant. Expressed algebraically
xy = k or y = k/x for some constant k .
There is no safe way to drive after drinking. 1. In the formula is B
Alcohol reaches a person's brain very soon a. directly or inversely proportional to W?
after it has been absorbed into the blood- b. directly or inversely proportional to A?
stream, and it impairs vision, hearing, muscu-
lar coordination, judgment, and self-control. 2. Use the formula to estimate the blood
alcohol concentration of:
A person can begin to show mild effects from a. a 152-pound person who consumed one
drinking alcohol when the blood alcohol con- ounce of alcohol;
centration (BAC) is as low as 0.02%. Most
b. a 190-pound person who consumed two
people do not experience impairment until the
ounces of alcohol.
BAC is about 0.05%, but each situation is dif-
ferent. A person who is tired or sick, or has 3. a. Solve the formula for Win terms of the
taken drugs or medicines, may experience other two variables.
impairment with a lower BAC. In any case, a b. Use your equation to estimate the
BAC of 0.10% is very unsafe for driving. weight a person would have to be in
order to have a blood alcohol concen-
A FORMULA
tration of 0.05 after drinking three
Blood alcohol concentration depends on many ounces of alcohol.
factors, but it can be estimated by using a per-
son's weight and the amount of alcohol 4. a. Solve the formula for A in terms of the
consumed, using this formula. other two variables.
B = 7.6 ·A
b. Estimate the amount of alcohol a per-
w son probably consumed if he or she
B = blood alcohol level, or BAC (in % ). weighed 170 lbs. and had a BAC of
A = alcohol consumed (in ounces). 0.10.
W = body weight (in pounds).
GRAPHING BAC vs. ALCOHOL
The number 7.6 in the formula was derived The formula has three variables, so we cannot
by taking into account physiological factors graph it on a two-dimensional Cartesian coor-
(such as the percentage of alcohol that will dinate system. However, we can use two-
be absorbed into the blood) and conversion dimensional graphs to study this problem by
of units. fixing the value of one variable and graphing
the resulting function .

4432 Chapter 12 Mathematical Modeling

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 12.3.
5. a. Substitute 152 for W in the formula to
find the function that expresses how
BAC depends on the amount of alcohol
consumed for a 152-pound person.
I Example: Using the formula, a woman's
blood alcohol level was estimated to be
about 0.06%. Eighty minutes later she might
expect it to be about 0.05%.
b. Make a graph of the function you wrote 11. A man's blood alcohol concentration was
in part (a). Label they-axis BAC (%) estimated to be about 0.09%. How long
and the x-axis Alcohol (oz). would he have to wait for his BAC to drop
c. Label your graph so people can see below 0.02%?
what it refers to.
12. A woman's blood alcohol concentration
6. Repeat problem 5 for three other reason- was estimated to be about 0.12%. How
able weights. Use the same axes for all long until her BAC was below 0.04%?
four graphs.
SAFE DRIVING GUIDELINES
7. . _ Describe the four graphs you drew.
For a given body weight, is BAC directly 13. A 115-pound woman had two ounces of
proportional or inversely proportional to alcohol to drink. Her 240-pound compan-
the amount of alcohol consumed? Explain. ion drank three ounces. Two hours later,
do you think either person could drive
C,RAI'HING BAC vs. WEIGHT safely? If so, which one? Explain your
8. a. Substitute 1 for A in the formula to find answer.
the function that expresses how BAC 14. People know how much they have had to
depends on weight for people who have drink, but they do not know how much
consumed one ounce of alcohol. alcohol they have consumed. Calculate the
b. Make and label the graph of the func- amount of alcohol in each of these drinks.
tion you wrote in part (a). a. 12 ounces of beer that is 4% alcohol
9. Repeat problem 8 for three other amounts b. 4 ounces of wine that is 12% alcohol
of alcohol (between two ounces and eight c. 6 ounces of wine that is 12% alcohol
ounces). Use the same axes for all four d. 4 ounces of a drink that is 20% alcohol
graphs.
15. . _ A woman drank two 12-ounce beers.
10• ._Describe the four graphs you drew. She weighs about 120 pounds. How long
For a given amount of alcohol, does the should she wait before driving? Explain.
BAC vary directly or inversely as the
weight of the person? Explain. 16.1;1§.1.],1 Write a report that will give infor-
mation to people to help them use good
THE EFFECT OF TIME judgment in driving if they have been
Alcohol does not stay in a person's blood for- drinking. Include the following com-
ever. The amount remaining as time passes ponents in your report:
depends on many factors. A rule of thumb is • Summarize what you learned about
that 40 minutes after drinking, blood alcohol blood alcohol concentration in your
starts to decrease at the rate of 0.01% per 40 investigation. You may wish to include
minutes. In using this rule, you must remember graphs or tables.
to account for the first 40 minutes.

12.3 Safe Driving 4334

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.12.3
• Make a chart or diagram that you think are different for people under age 18 or 21.
will help give people information about You may want to find statistics about the
blood alcohol concentration. They relationship between BAC and the chance
should be able to look up their weight of being involved in an accident.
and the amount they have had to drink in
• Summarize what you find out about
your table and estimate their BAC.
DUI laws.
Include information on the amount of
• Give your own opinion about the DUI
alcohol in some typical drinks.
laws in your state.
17J;i@f!i§ij Find out about the DUI (driving
under the influence of alcohol or drugs)
laws in your state. In some states the laws

•'
.. ' ' ' ' .
' '' ,,, ' ' '\ . .. " '\ '\

f;Jip#iii COMPARING FRACTIONS

I @n.Jf II [.j &J
18. Find several values of x for which:
a . ..:!... 40 b. ..:!... < 40
40>x 40 x

19. Which is greater?

a. :o or ; 5 b. ~ or ~
20. Which is greater?
a d _.!!_ .!!.__.!!._
· 40 45 or 40 50
d d d d
b. 40 - 45 or 45 - 50

4434 Chapter 12 Mathematical Modeling

Digitized by Coogle
 Mathematical Models in Science
~ ;rx~

You will need:

•••••••••••••••••••••• This graph shows how the volume of a certain
•
•• • gas varies with temperature, when kept at con-
graph paper 8fB •
• ...... ... .. .................. ..... l:J::±::i;l •
•• stant pressure. Each line represents a different
••• materials for experiments •• pressure. The point where the red line ends and
••• ·(see. E>ei'ow') ........................... ......... •• the blue line starts is the condensation point.
• • Only the red lines represent actual data.
••••••••••••••••••••••••••••••••••
HEATING AND COOLING GASES Charles's Law
Doing science often means finding mathemati- low pressure
cal models that fit experimental data. In 1787
the French scientist Jacques Charles discov-
ered that when a gas is kept at constant pres- condensation
sure, it expands when heated and contracts
when cooled. For gases under constant ~
pressure, volume is a linear function of
temperature.
At a certain pressure a gas has a volume of 500
cubic centimeters at 27°C. Kept at the same
0 temperature (°C)
pressure, it expands to 605cc at 90°C.
1. Find an equation that gives the volume (V)
of this gas as a linear function of the tem- 5. As the pressure increases, what happens to
perature (n. the slopes of the lines? What does this
mean in terms of the application?
2. Find the volume of the gas at ooc.
6. What is the meaning of the y-intercept of
3. When kept at this pressure, how much the lines? As the pressure increases, how
does this gas expand for every I °C does it change?
increase in temperature?
7. How does the condensation point vary
When they get cold enough, gases condense with pressure?
(tum into liquids). If they did not, the tempera-
ture for which the volume would be 0 is called 8. Why do all the blue lines intersect at one
absolute zero, the lowest possible temperature. point? What is the point's significance?
4. Use the equation you wrote in problem 1
to figure out what temperature absolute
zero must be.

12.4 Mathematical Models in Science 4354

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T12.4
A FeltMULA DEPENDENCE AND INIJEPENDENCE

The length of a spring is related to the weight Paul, a forest lover, knew how to estimate the
that hangs from it. The following figure shows temperature from listening to cricket chirps.
a graph from an experiment with a certain His grandmother had taught him to count the
spring. number of chirps per minute, divide by 4, and
-25 add 40 to get the temperature in Fahrenheit.
E
u
'-' 12. Write an equation for the temperature (T)
....
..c
I:;Jj as a function of the number of chirps (C) .
c:
~ 20 13. What would Paul estimate the temperature
to be if he counted 180 chirps per minute?
14. According to the model, at what tempera-
15 ture would the crickets cease to chirp?
Since the number of chirps depends on the
temperature, and not vice-versa, we call num-
ro--~_.~--~~_.~~
ber of chirps the dependent variable and tem-
0 2 3 4 5 6 7 8
weight (kg) perature the independent variable.
9. a. What was the length of the spring In algebra we usually call the independent
before any weight was added? variable x and use the horizontal axis for it. We
b. How many centimeters did the spring call the dependent variable y and use the verti-
stretch for each kilogram of weight? cal axis for it. Likewise, we often express the
c. What is the equation that relates length relationship between the two variables by writ-
to weight? ing the dependent variable as a function of the
independent variable.
10• . _ Can the graph be indefinitely
extended to the right? Explain. 15. Write an equation for the dependent vari-
able (number of chirps) as a function of
11. . _ This graph shows data for two other the independent variable (temperature).
springs. Which spring is stiffer? Which Hint: Use your equation from problem 12
one is longer? Explain. and solve for C in terms ofT.
-25
E spring I In an experiment the independent variable is
u
'-'
the variable we change or manipulate. Then
we observe and record the effect on the depen-
dent variable.
16• . _ Which variable is dependent and
which is independent in problem 9?
15 Explain.

10o 2 3 4 5 6 7 8
weight (kg)

4436 Chapter 12 Mathematical Modeling

Digitized by Coogle
 12.4.
YOUR OWN EXPERIMENTS 19. Summer: The time it takes to do "the
wave" as a function of the number of peo-
For each experiment, problems 17-20, do the ple involved. You will need a stopwatch.
following : Decide on an order for the wave. Appoint
a. Discuss the relationship you expect a student (or the teacher) lo be the timer.
between the two variables. When the timer says "Go," take turns
b. Identify the dependent and independent getting up and sitting down. Repeat the
variables. experiment for different numbers of
c. Carry out the experiment and collect people.
the data in a table. 20. Winter: The height of an ice column as a
d. Make a graph. function of the height of the corresponding
e. Interpret the graph. water column - You will need some
f. If possible, write an equation relating drinking straws, chewing gum, ice (or
the variables. access to a refrigerator). Plug the bottom
g. Draw some conclusions. of a straw with gum. Fill it to a certain
height with water. Mark and measure the
17. Spring: The length of a spring as a func- height of the water column. Do it again
tion of the weight that hangs from it - with different amounts of water in other
You will need a spring and several identi- straws. Freeze them. Mark and measure
cal weights. Start by letting the spring the height of the column of ice.
hang freely. Measure its length. Then add
the weights one by one, each time measur- 21.';!§-l•lel Write an illustrated lab report on
ing the length of the spring as it stretches. an experiment you conducted. This can be
one of the ones presented in this section or
18. Fall: The time it takes for Lab Gear blocks
another one of your own design. Include
to fall as a function of the number of
the data you collected, a graph, and an
blocks - You will need a stopwatch and
equation, if you found one. Describe the
20 or more ~-blocks. Line up~ -blocks
conditions in which you conducted the
so that if the first one is pushed, each
experiment, your expectations, and your
block will knock down the next block in
conclusions.
succession.

12.4 Mathematical Models in Science 4374

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~1111@191@~
_WRITIN~
12.A Equations from Data

Each of the tables below gives four (x, y) pairs a. constant xy product
for a function. Each function is one of the fol- b. constant slope
lowing types and has an equation of the corre- c. constant y/x ratio
sponding form.
Because of measurement error, the numbers
Type of Function Form of Equation obtained in scientific experiments do not usu-
ally give perfect number patterns. For tables
direct variation y =mx 8-10, find an equation that is approximately
right.
inverse variation y = klx

linear y=mx+b
8. X y 9. X y 10. X y

1.5 0.50 12.5 6.8 0.6 4. 12

For each table in problems 1 through 6,
a. decide whether the function is direct 1.6 0.53 13 6.5 0.7 4.26
variation, inverse variation, or linear;
1.7 0.55 13.5 6.3 0.8 4.37
b. find the equation of the function.
1.8 0.60 14 6.1 0.9 4.49
1. X y 2. X y 3. X y
1.9 0.63 14.5 5.9 1.0 4.61
0.05 5 0.05 0.002 0.9 0.6
2.0 0.65 15 5.6 1.1 4.71
0.5 0.5 0.5 0.02 1.5 1.0

5 0.05 5 0.2 2.7 1.8 n.l;l§.j.lel Summarize what you know about
how to find the equation corresponding to
50 0.005 50 2 5.1 3.4 experimental data, if it is one of the
following types:
4. X y 5. X y 6. X y • direct variation
• linear function
200 125 0.01 0.73 4 -2
• inverse variation
100 62.5 0.1 0.55 8 -I Include examples. Explain both how to
recognize the type of function and how to
120 75 1.5 -2.25 18 1.5 find the actual equation.
320 200 3 -5.25 25 3.25

7. Each of the following three tests can be

used to recognize a certain type of
function among direct variations, inverse
variations, and linear functions. Match the
test to the type of function. Make sure
your answer works for problems 1-6.

4438 Chapter 12 Mathematical Modeling

Digitized by Coogle
 Modeling Motion
'
' ' '
'
' .. '
' '
...
... •
.. .. .
. ·; .. ,
.
' ,,-,_
'< . •
.
.

You will need: •••••••••••••••••••••• 4. Joan calculated her average speed by

• adding the two speeds and dividing by 2 .
• •
•
•
•
graph paper
... . ....... EEE3
.......................... l:±:CI;'
•
•
• (60 + 15)/2 = 37.5
• •
••••••••••••• ••••• •••• •••••••••••• Explain why this is wrong .
AVERAGE SPEED 5. ~ Jill traveled for two hours at 30 mph

I Definition: Average speed is total distance

traveled divided by total travel time.
and two hours at 60 mph. Jack traveled for
90 miles at 30 mph and for 90 miles at 60
mph. Which of them had an average speed
1. Joan goes to work at 6 A.M. She averages of 45 mph? Which one did not? Explain.
60 mph on the interstate highway. She
returns during rush hour, when she aver- 6.
ages 15 mph. What is her average speed a. I travel for t hours at v mph and t more
for the round trip if she travels 30 miles in hours at w mph. What is my average
each direction? speed?
Many problems in this lesson can be b. I travel to work, which is d miles away,
understood better by making distance-time at v mph, and travel back at w mph.
graphs, like this one about Joan's commute. What is my average speed?

'Vl60
(\) RElAY RACE

!so
(\)
Alaberg High's Track Team has a relay race
u team. These tables show the times in seconds
...§40
r/J
of the individual runners in the 4 X I00 meter
race at the meet with the Lean County School.
:.a 30
The runners are listed in running order.
20
Ala berg Lean

Mal 12.2 Neil 12.1

0._--~--~--~--~--~
0.0 0.5 1.0 1.5 2.0 2.5 Cal 12.0 Neal 12.3
time (hours)
Hal 12.4 Alan 12.2
2. Explain how the coordinates of points A
and B were obtained from the given Zal 11.4 Allen 10.9
information.
7. Imagine you are the radio announcer for
3. How does Joan's morning speed of60
this event. Describe the teams' perfor-
mph show up on the graph? Her return
mances. Who was ahead at various times?
speed? Her average speed?
How did it end up? What was the key to
the winning team's victory?

12.5 Modeling Motion 4394

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T12.s
8. a. Compare the median running times for 14. ._Look at the graph in problem 13.
the two teams. Explain how the coordinates of points A
b. Compare the mean running times for and B were chosen, and how the graph can
the two teams. help solve the problem.
c. Which is more relevant to winning
15. Jim is traveling at 40 mph. Jorge leaves
the race?
two hours later and travels at 50 miles per
9. Find each runner's speed in m/sec. hour. How long until he catches up? How
far have they gone?
10. Find the average speed of each team in
m/sec. 16. Juan leaves at noon and travels at 45 mph.
Jo leaves two hours later. How fast must
11. Show how each student answered problem
she travel to catch up by:
10 and find their answers.
a. Andrea divided 100 by the mean run- a. 8 P.M.? b. 8:30 P.M.?
ning time for each team. c. 11 P.M.? d. C) H P.M.?
b. Beth divided 400 by the total time for 17. Jacquey and Gigi start out at the same
each team. time, traveling towards each other.
c. Carolyn took the average of the individ- Jacquey travels at 50 mph. Gigi travels at
ual members' speeds. 40 mph. They start out 250 miles apart.
When and where do they meet?
12.fi1h• 1,6"1 Discuss the three methods pre- 'Vi'300
sented in problem II. Which ones are ~
equivalent to each other? Which one is A
!250
incorrect? Explain. (I)
u
a2oo B
.....
r/J
CATCH UP AND MEET :.0
150
13. Jane is traveling at 60 mph along a road.
100
She has traveled for four hours when Joe
catches up with her. How fast must Joe 50 c
have been traveling if he left the same
place one hour after Jane? o~~--~--~--~~--~
0 2 3
'Vi' 250
·-'-'200
(I) time (hours)
a 18..... The graph shows Jacquey and Gigi's
(I)
u progress during the first hour. (Jacquey's
§ graph starts at the origin.) Explain how the
.~ 150 coordinates of points A, B, and C were
"0
obtained, and how to use a graph like this
100 to solve problem 17.
19. Greg starts out going towards Cary, travel-
50 ing 50 mph. Cary starts out two hours
B later going 40 mph, going towards Greg.
o.-~----~~~~--._~
If they are 250 miles apart to begin with,
0.0 OS 1.0 15 2.0 25 3.0 35 4.0
time (hours) when and where do they meet?

,4440 Chapter 12 Mathematical Modeling

Digitized by Coogle
 12.5.

SAVING TIME 22• . _ Explain how you can use a graph

like this one to think about problems 20
Paige travels to work so early that he meets and 21.
hardly any traffic. He can drive at the speed
limit the whole way. He wishes that the speed 23J3§.!§M$1!1.!,1 How much time would be
limit, which is 40 mph, would be raised so that saved for people who lived miles from
he could sleep a little later in the morning. work if the speed limit were raised from
20. How many minutes would Paige save if 40 to 45 mph?
the speed limit were raised to 45 mph and 24. If Leon lives 60 miles from work, to
he lives 30 miles from work? what would the speed limit have to be
21. Tara lives on the same road, 45 miles from raised (from 40 mph) in order for him
work. How much time would to save
she save? a. 6 minutes? b. 12 minutes?
~50 25 • . _ Rina is taking a 60-mile trip. Which
~
'§ is greater: the time saved if she can travel
'-'40
v 50 mph instead of 40 mph, OR the time
u
a
.?! 301--------T-?.....__ __
saved if she can travel 60 mph instead of
50 mph? Explain .
"'0

20

10

05 1.0
time (hours)

12.5 Modeling Motion 4414

Digitized by Coogle
 Gearing Up

In this lesson you will learn about the mathe- them a dangerous and impractical means of
matics of gears. This will help you understand transportation. The rider had to jump down
the decisions people have to make when they from the seat when the bicycle stopped, hoping
buy or design bicycles. to land feet-first.
The invention of gears on bicycles was a key
RElAY ~ACE
development. Gears allowed the rider to travel
longer distances for each tum of the pedals,
1. How far does a bicycle travel for every without requiring such big wheels.
revolution of the wheel for each wheel
diameter below? HOW GEARS WORK
a. 20 in. b. 27 in.
c. 50 in. d. 64 in.
Old-fashioned bicycles had huge front wheels.
Most of these high-wheelers, as they were
I Example: A bicycle has a chainwheel hav-
ing 45 teeth and a rear sprocket having 15
teeth.
called, had a 50-inch front wheel and a 17-inch
rear wheel, but some of the makers got carried Chainwheel
away and built front wheels as high 64 inches!
The pedals were in the center of the front
wheels.

Each time the chain passes over one tooth on

the chainwheel, it also passes over one tooth
on the rear sprocket. Therefore, the rear
sprocket will go through three revolutions for
every one revolution of the chainwheel.
3. ._Explain why riding a 27-inch bicycle
having these gears would be like riding an
81-inch bicycle in terms of the distance
covered in one tum of the pedals.

2. Why did bicycle makers make such big

wheels?
I Definition: The gear ratio is the ratio of the
number of teeth on the chainwheel to the
number of teeth on the rear sprocket.
Highwheelers had two drawbacks. First, the
4. If the gear ratio is 2.5, how many turns
rider had to work very hard to get started, and
does the rear wheel make for each tum of
most of these bicycles had to be pushed or
the pedals?
dragged up hills. Second, their height made

4442 Chapter 12 Mathematical Modeling

Digitized by Coogle
 12.6 ...

A ten-speed bicycle has two chainwheels and s. 13§.1§Mffi1!!.!,1

five rear sprockets. Each combination of a. Write the gear (G) as a function of the
chainwheel and sprocket is a different gear. number of teeth on the chainwheel (c),
5. Make a table to show how the gear ratio the number of teeth on the rear sprocket
changes as a function of the number of (r), and the size of the wheel (w).
teeth on the gears of a ten-speed bicycle, b. If the gear is G, how far would the bike
with two chainwheels having 40 and 54 travel with every turn of the pedals?
teeth, and five rear sprockets having 14, c. Write a formula that gives the distance
17, 22, 28, and 34 teeth. (d) that the bike would travel with each
14 17 22 28 34 turn of the pedals as a function of c, r,
andw.

:1=1 I I I I
I
~HAY ~ACE

Definition: The cadence is the pace of

6. 1§§.!§61!®!!.!,1 Write the gear ratio (g) as a pedaling.
function of the number of teeth on the
chainwheel (c) and the number of teeth on A good cadence to maintain is 65 to 85 pedal
the rear sprocket (r). revolutions per minute. Better cyclists like to
maintain a cadence of 90 turns per minute.
IULAY ~ACE 9. Julio's ten-speed bike has wheels 27
inches in diameter. Its gears were
Definition: The gear is the gear ratio multi- described in problem 5. At a cadence of
plied by the diameter of the rear wheel. It 90 pedal revolutions per minute, how fast,
gives the diameter of the wheel that would in miles per hour, would Julio be going in
travel the same distance in one revolution of the highest gear? (Hint: Find a conversion
the pedals. (The unit of gear is inches, but it factor to get directly from pedal
is usually omitted.) revolutions per minute to miles per hour.)
Example: The gear ratio is 40/20, or 2, 10• ._If Julio knows his cadence, find a
when using a chainwheel having 40 teeth way for him to calculate his speed
and a rear sprocket having 20 teeth. On a mentally in miles per hour when riding
bicycle having 26-inch wheels, the gear in the highest gear.
would be 2 X 26, or 52. This means that
each turn of the pedals when the bicycle is
in this gear would move the bike a distance
equivalent to one turn of a 52-inch wheel.
7. If the gear is 52, how far would the bike
travel with each turn of the pedals?

12.6 Gearing Up 4434

Digitized by Coogle
.12.6
DESICN A BIKE

Wheel diameters
ll.'#i.l!§9' Design a bicycle. First describe 24, 26, and 27 inches are common.
the future owner of the bicycle and his or Teeth on the chainwheel
her needs. Will the rider be climbing steep 24 to 58
hills? Be racing? Choose a size for the Teeth on the rear sprocket
wheel, and the number of teeth for the 12 to 38
gears of a I 0-, 15-, or 18-speed bicycle. Sample Gears
The following information may be helpful. • Very low gear, for climbing
Describe how each gear would most likely steep hills and for easy starts: 33
be used. • Medium gear, for general use: 54
• Very high gear, for going
downhill fast, and for racing: 100
Progression
Some cyclists like an approximately
geometric progression of gears, be-
cause the common ratio makes the
change feel the same from one gear
to the next.

4444 Chapter 12 Mathematical Modeling

Digitized by Coogle
 Iterating Linear Functions

•••••••••••••••••••••
You will need: 5. If x is the amount of the drug Shine takes
•
••• per day, and y is the amount that ends up
•• graph paper •• HE3 in her body over the long run, explain why

~;;~~~:;~~~;~~paper rp1
•• ••
•• the recurrence equation is y = 0.6x + I 0 .
••
• .......................... ....................... ....................l...i...!l;l •
•• •• 6. Make a table of values for the recurrence
•••••••••••••••••••••••••••••••••• equation, using these values for x, the
TREE HARVESTING
daily dose: 0, 5, 10, 15, 20, 25, 30, 35, 40.

Paul's Forestry Products owns two stands of Here is a function diagram for the recurrence
trees. This year there are about 4500 trees in equation.
Lean County and 5500 in Cool County. So as
not to run out of trees, the yearly harvesting 40
policy at each location is to cut down 30% of
the trees and then plant 1600 trees. For exam-
ple, in Lean County this year they will cut
20
1350 trees and plant 1600 trees.
1. Make a table of values showing how many
trees they would have at each location
every year for nine years. 0
2. Describe the change in the number of This function diagram can be repeated to show
trees at each location. Is it increasing or what happens over the long run. The linked
decreasing? Is it changing at a constant diagrams show how they-values for one
rate from year to year? What do you think become the x-values for the next.
will happen in the long run?
3. Write a formula that would give the num-
ber of trees next year in terms of the num-
ber of trees this year. (Use y for next year's
number and x for this year's number. What
you get is called a recurrence equation.)
4. How many trees would they have at each
location after 30 years?

litH ~ :A~VESTI NG 7. Use the diagram to predict what happens

To control a medical condition, Shine takes ten in the long run if Shine takes 10 mg a day
milligrams of a certain drug once a day. Her of the drug after an initial dose of:
body gets rid of 40% of the drug in a 24-hour a. 10 mg; b. 25 mg;
period. To find out how much of the drug she c. 40 mg.
ends up with over the long run, we can use
function diagrams. 8. Check your predictions by calculation.

12.7 Iterating linear Functions 4454

Digitized by Coogle
.12.7
Remember that instead of linked diagrams like
in the figure, you could use a single function I Example: For the function y = 7x - 12,
when the input is 2, the output is also 2.
diagram of the function. Just follow an in-out
line, then move horizontally across back to the 15. What is the fixed point for each of the
x-number line; then repeat the process, using functions in problems 3 and 5? Why was it
the in-out line that starts at that point. important in understanding the problems?
16. Find the fixed points.
SAVINGS
a. y = 3x - 6 b. y = 3x + 5
Glinda puts $50 a month into a savings c. y = 3x d. y =x
account paying yearly compound interest of
e. y = x + 3 f. Q y = x 2 - 2
6%.
17• ._Function diagrams may help you
9. What is the interest per month?
think about these questions.
10. How much money will she have at the end a. There is a linear function that has more
of one year? than one fixed point. What is it?
11. Write a recurrence equation for problem Explain.
I 0, expressing the amount in the account b. What linear functions have no fixed
at the end of each month as a function of points? Explain.
the amount the previous month.
1S.CiJ§.!§MtMl!.!,l
12. Make a function diagram. a. Find a formula for the fixed point for
13. . _ How does what happens in the long the function y = mx + b. (Hint: Since
run for problem 10 differ from the prob- the output is the same as the input, sub-
lems in the previous sections? Explain. stitute x for y and solve for x.)
b. Explain why m = 1 is not acceptable in
I Definition: To iterate a function means to
use its output as a new input.
the formula you found. What does that
mean in terms of the existence of the
All the problems in this lesson involve iterat- fixed point for equations of the form
ing linear functions. We will use function dia- y =X+ b?
grams and algebraic symbols to get a more
general understanding of this kind of problem. ANALYZING THE SEQUENCES

14• . _ Describe the difference between When iterating a function, you get a sequence
function diagrams for y = mx + b for the of numbers.
following:
a. 0 < m < I b. m = I 19J@1[.jf!!!·UI Start with the equation
y = 2x + 3. Change one number in the
c. m >I
equation so that when iterating the func-
THE FIXED POINT
tion, starting with any input, you get

I Definition: A fixed point of a function is

one in which the output is the same as the
input.
a. an arithmetic sequence;
b. a geometric sequence;
c. a sequence where the values get closer
and closer to a fixed point.
Compare your answers with other
students' answers.

4446 Chapter 12 Mathematical Modeling

Digitized by Coogle
 12.7 ..

20.CiJ§.!§tif$1!!.!.1 When iterating y = mx + b, 2tJ;i§-I·lel Summarize what you know about

different things may happen, depending iterating linear functions. Include, but do
upon the value of the parameters. Find the not limit yourself to these topics.
values of m and b which lead to the • real-world applications
following situations: • use of function diagrams
a. arithmetic sequences; • the fixed point
b. geometric sequences; • these special cases:
c. sequences where the values get farther Ob=O
and farther from the fixed point; OO<m<l
d. sequences where the values get closer 0 m= 1
and closer to the fixed point.
0 m> 1

'
'
,, '
' , , ,' ,,,
... ,,,
' '
' ' '' ' '..
DISCOVERY TWO RULERS 22. a. Graph these data.
b. What is the equation for y in terms
Alice's ruler ofx?

I! I
I
I
2
~
I
I
I

4
I
17
J I
6
I
I

Oliver's ruler
£
I
I
8
I
I I
l

10 '
I I
I
12
I
I
114 .? I c. Interpret the slope and y-intercept in
terms of the rulers.
Place an inch ruler and a centimeter ruler
against each other so that they run in opposite
Alice and Oliver lined up her inch ruler against directions.
his centimeter ruler, as in the above figure. 23. Using the ruler arrangement you made as
This yielded the following table of numbers. a source of (x, y) pairs, make a table like
Alice's and Oliver's. Then make a graph.
X y
24. Write an equation for the function that
0 6.0
shows the relationship between the num-
2 5.2 bers in your table.
25. Interpret the slope andy-intercept in your
4 4.4
equation and graph in terms of your rulers
6 3.6 and their positions.

12.7 Iterating linear Functions 4474

Digitized byGoogle
 Representing Functions
'
.
' ·'
.. ,, ' .. ,, ,,, '
'\' ,, '\ '\ '\

You will need:

•••••••••••••••••••• Actually, a function of the form y = mx + b
can be represented by just the focus, as you
will see in the next problem.

5 5

colored pens
••••••••••••••••••••••••••••••••
0 0
POINTS AND LINES

As you know, an (x, y) pair is represented as •

a point on a Cartesian graph and as an in-out
-5 -5
line on a function diagram. In this section we
will review how an equation of the form x---_.y
y = mx + b is represented in these formats.
4. The figure shows the focus of a certain
1. For the function represented by this function of the form y = mx + b.
Cartesian graph, a. Place a ruler on the focus, and find
a. write the equation; three in-out lines. Do not draw the
b. draw a function diagram. lines, but keep a record of the (x, y)
pairs.
b. Find the equation.
5. .... If you were to make a Cartesian
graph of this function, what is the
minimum number of points you would
need to plot? Explain.
This table shows how points and lines appear
-5 5 in the two representations. Notice how points
and lines are switched when going from one
representation to the other.

Representation
Object
on Cartesian on function
graph diagram

2. Extend the in-out lines in the function dia- (x, y) one line
one point
gram you made in problem 1. They should pair (in-out)
meet in one point, called the focus.
linear one point
3. .... What is the minimum number of one line
equation (the focus)
lines you need to draw to find the focus?
Explain.

4448 Chapter 12 Mathematical Modeling

Digitized by Coogle
 12.8.

FOCUS ON SIMULTANEOUS EQUATIONS 8. If you were to draw an in-out line contain-

This graph shows y = -3x and y = -x + 2. ing both foci, what (x, y) pair would it
represent?
9. ~ How is the solution of a system of
linear equations represented on:
a. a Cartesian graph?
b. a function diagram?
10. ~ Explain how to solve this system by
using a function diagram. (Hint: First find
5 each focus, then find the solutions.)
-5
{ y = 0.5x + 2
y=2x-l

Because two lines meet in a point, the solution

to a system of simultaneous equations is repre-
sented on a Cartesian graph by a point.
Because two points determine a line, the solu-
tion to a system of linear equations is repre-
6. What point do the two lines have in sented on a function diagram by a line (an
common? in-out line).
The function diagram shows the foci of
FAMILIES OF FUNCTIONS
y = - 3x and y = -x + 2. (Foci is the plural
of focus.) I Definition: A family of functions is a group
of functions that share a certain attribute.
5 5 11. All functions having equations of the form
y = 5x + b belong to them= 5 family.
a. Sketch the graphs of two members of
• the family.
0 • 0
b. What do all graphs for this family have
in common?
12. All functions having equations of the form
-5 -5 y = mx + 7 belong to the b = 7 family.
x---~y a. Sketch the graphs of two members of
the family.
7. Check that the foci are placed correctly. b. What do all graphs for this family have
a. Place a ruler on the focus and find three in common?
in-out lines for each function. Do not All functions in the same b-family have foci
draw the lines, but keep a record of the that lie on the same in-out line.
(x, y) pairs.
b. Check that the (x, y) pairs you found
satisfy the equations.

12.8 Representing Functions 4494

Digitized by Coogle
.12.8
13. These four functions are in the same 18..... What is the family name for all the
b-family. For each one, draw in-out lines functions in problem 17? Explain why
to find the focus and mark it with a the foci are all on the same line. Describe
colored pen or pencil. Do all four on the the line.
same diagram.
19..... If two functions both have a focus on
a. y = 0.5x- 2 b. y = 2x- 2
the same vertical line, what would their
c. y = -2x- 2 d. y = -o.5x - 2 Cartesian graphs have in common?
14. What is the family name for the functions 20. QWhat is the family name for all
in problem 13? functions having focus half-way between
15..... Why do all the foci of the functions the two number lines?
in problem 13 lie on the same in-out line? 21. There is one m family for which the func-
Which in-out line is it? Explain. tion diagrams have no focus, because the
16. The foci for all functions in the family in-out lines do not meet. Which m family
b = -3 also lie on one in-out line. Which is this?
line? Explain how you know.
22.filh•hrfld On a function diagram, what is
Many m-families also have foci that lie on the true of the foci of all linear functions in the
same in-out line in a function diagram. same
17. a. On a function diagram, find and mark a. m family? b. b family?
the focus for y = -2x + 3.
23..... The functions representing Charles's
b. On the same function diagram, find and
Law for gases in the graph in Lesson 4
mark the focus for y = -2x + I.
form a family that is neither an m nor a b
c. Find and mark the focus for several family. If you were to make function dia-
other graphs of the form y = -2x + k. grams for them, the foci would all be on a
certain in-out line. Which one? Explain.

4450 Chapter 12 Mathematical Modeling

Digitized by Coogle
~1111@191@~
_WRITIN~
12.8 V-Shaped Graphs

••••••••••••••••••••

. . . . . ... . . . . . . 11.1$t.lfl!!·lrl Find equations of the form

You will need:
• y = Alx- HI + V for these four graphs .
••
•
graph paper EEEB ~1
• a.
• graphing calculator
• .............................................................
• (optional)
•
•
• •••••• •• ••••• •••• •• •• •••••• ••• ••

THE SQUARE ROOT OF ~

-5 5
As you know, the radical sign means the non-
negative square root of.
1. Make a table of values, and a graph, for
-5
the function y = .fX2. Use at least six val-
ues for x, including positive numbers, neg- b.
ative numbers, and zero.
2. Find a linear function that has the same
graph as y = .fX2, when
a. x is positive; b. x is negative. -5 5
3. <It- True or False? .fX2= x. Explain.

ABSOLUTE VALUE -5

As you may remember, the absolute value of a c. 5

number is the distance between that number
and zero.
4. Repeat problems 1-3 for the function
y = lxl. -5
Graph the functions in problems 5 through 10.
Use separate axes for each one. Write each
equation on its graph.
5. y = lxl +2 6. y = lxl- 2
d. 5
7. y = -lxl 8. y = 2lxl
9. y = lx + 21 10. y = lx- 21

-5 5

12.B V-Shaped Graphs 4514

Digitized byGoogle
.12.8

12.l;i§ol•lil Write an illustrated report describ- 13• ._Describe the plane's trip.
ing graphs of the form y = Alx - HI + V.
14. The equation of the graph is of the form
Describe how each of the parameters A, H,
y = Alx - HI + V. What are A, H, and V?
and V affects the graph. What are the
slopes? Where is the vertex? What are the 15• . _ If the plane were going at 300 miles
domain and range? Give examples, includ- per hour,
ing both negative and positive values of all a. how would the graph be different?
the parameters. b. how would the equation be different?

A ROUND TRIP

This graph shows a plane's trip. It was sighted

passing over Alaberg at time t = 0.
~800

·-e100
Q)

'-"

~600
~
::(500
§400
..:::
8300
§
.?J
"0
200
100
o.-~--~~--~~--~~---
o.o 05 1.0 1.5 2.0 25 3.0 35 4.0
time (hours)

,"" ''
,.. ' • '
• ' •
""
• • .. # ~
, , , ""
.r • -
·''•
• ' ~
' , , , , - . . ·, ' '·
'- ,:.. -
"'
• • • ' •
""
' -... --
' '
-

f;liillii LIKE TERMS

= (~o- ~~)x
When combining terms involving fractions, it
is sometimes useful to write the fractions with
common denominators. However, it is often
I = ~.14x
(A calculator was used for the last step.)
more convenient to use the method that is Combine like terms.
demonstrated in the following example.

I
2x
16. 3- 4x
Example: ..:!.. _ llx
60 70 3x + 2 x
1 11 18. -5--2
= 60 X - 70 X

4452 Chapter 12 Mathematical Modeling

Digitized by Coogle
 ~ Essential Ideas
FIRST ClASS STAMPS 4. Make a prediction for the cost of stamps in
This table shows the costs in cents of first-class the year 1999 and 2032. Explain.
stamps over the past sixty years. The dates THE MILE RUN
indicate the year when there was an increase in
the first -class rate.
Year Time Year Time
Year Cost Year Cost
1868 4:29.0 1942 4:04.6
1932 3 1975 13
1868 4:28.8 1943 4:02.6
1958 4 1978 18
1874 4:26.0 1944 4:01.6
1963 5 1981 20
1875 4:24.5 1945 4:01.4
1968 6 1985 22
1880 4:23.2 1954 3:59.4
1971 8 1988 25
1882 4:21.4 1954 3:58.0
1974 10 1991 29
1882 4:19.4 1957 3:57.2
Interpolation is not relevant since all the data 1884 4:18.4 1958 3:54.5
are known within the given period. However
extrapolation may be possible. 1894 4:18.2 1962 3:54.4

1. Graph the data as a step function. For 1895 4:17.0 1964 3:54.1
example, the cost was 3 cents from 1932
to 1957. 1911 4:15.6 1965 3:53.6

2. In 1985 Barbara wanted to use the average 1911 4:15.4 1966 3:51.3
cost increase in the period 1932-1985 to
predict the cost of stamps in 1991. 1913 4:14.6 1967 3:5l.l
a. What was the average yearly increase?
1915 4:12.6 1975 3:51.0
b. Based on this, what cost did she predict
for 1991? 1923 4:10.4 1975 3:49.4

3. In 1985 Sue used a computer to find the 1931 4:09.2 1979 3:49.0
average percent increase over the 53-year
period. The computer indicated that on the 1933 4:07.6 1980 3:48.8
average, the cost went up by 3.8% a year.
Based on this, what cost did she predict 1934 4:06.8 1981 3:48.53
for 1991? 4:06.4
1937 1981 3:48.40
In 1991 they used the same methods to find the
1942 4:06.2 1981 3:47.33
average increases over the 59-year period.
Barbara found an average increase of 0.44
cents a year, and Sue found an average percent
increase of 3.9% a year.
• Essentinl Ideas 4534

Digitized by Coogle
••
5. The table shows the world record for the A nickel-iron alloy is created. Measurements
mile run from 1868 to 1981 . Plot the time are made in a lab on a wire made of the alloy.
in seconds as a function of year. It is found that a wire that is I 0 meters long
at 0°C expands by one half a millimeter at
6. Use the median-median line method to fit
I 00°C. The alloy is called Invar.
a line.
13. Find the value of k for Invar.
7. What is the equation of your fitted line?
14. \) Would an Invar wire that measures
8. Richard Webster of Great Britain ran the
I 00.01 meters at 40° C work to connect
mile in 4:36.5 in 1865. How does this
the poles in problem 12? Explain.
compare with the time for 1865 predicted
by your fitted line? EQUATIONS FROM DATA

9. Steve Cram of Great Britain ran one mile a. b. c.

in 3:46.31 in 1985. How does this compare
X y X y X y
with the time predicted by your fitted line?
10. a. According to your model, when would 0.4 15 0.4 0.667 0.4 -4.4
the mile be run in 0 seconds?
0.6 10 0.6 1.00 0.6 -2.6
b. For how many more years do you think
your fitted line will be a good predictor 0.8 7.5 0.8 1.33 0.8 -D.8
of the time?
l 6 I 1.67 I I
THE MILE ~UN

When a metal wire changes temperature, it 15. Find an equation for each table. Hint: One
expands or contracts, according to the equation is a direct variation, one an inverse varia-
tion, and one a linear function.
L = Loo + kn,
where L is the length of the wire, Lo is its THE CAR TRIP AND THE BICYCLE TRIP
length at 0°C, Tis the temperature, and
k depends on the metal. For copper, Reread Thinking/Writing 2.B (Chapter 2).
k = 1.8(1 o-5 ) . The function diagram is shown below.
miles
11. A copper wire is I 00.05 meters long at
40°C. If it is cooled to -I 0°C, how much 400
will it shrink? (Hint: First find its length
at 0°C.)
12. Two poles are I 00 meters apart. They are 3 P.M.
connected by a 100.05-meter copper wire 200
in the summer, when the temperature is
noon
40°C. In the winter the temperature drops
to -10°C.
a. Explain why the wire breaks. 9 A.M.
b. \) How long should the wire be so as
time -........::~~ distance
not to break in the winter?
Car Trip

4454 Chapter 12 Mathematical Modeling

Digitized by Coogle
16. Make a Cartesian graph for the car trip, as
••
best you can from the information given. For her asthma Lynne takes 360 mg of the
17. What is the car's average speed, drug theophylline twice a day. After 12 hours,
a. if you include the time the car was 60% of the drug has been eliminated from
stopped in the middle of the day? her body.
b. if you include only the driving time? 21. Assume Lynne has Xa mg of the drug in her
body immediately after taking the dose.
Reread Thinking/Writing 4.A (Chapter 4 ).
The graph is shown below. Explain why Ya = 0.4ya = 0.4xa + 360
is the recurrence equation that says how
80 . ... . . . ..... -
, : much will be in her body immediately
:\ : (3.75, 70) after taking the next dose.
70 · ·······c··-- - · ---~·-·--·-·•---···-~ ---

• \ ~3.25, 57.~)
_,__60 - 22. Assume she has xb mg of the drug in her
Vl
a)
body immediately before taking the dose.
]50 Explain why Yb = 0.4(xb + 360) is the
'-"
recurrence equation that says how much
e3 40 will be in her body immediately before
z taking the next dose.
~30
\
"'820 \ The amount of theophylline in Lynne's body is
\ constantly changing, but the lowest amount
10 - ..... -- \ ' . (right before taking the drug) and the highest
\ amount (right after) eventually approach a
2 stable level.
TIME (hours)
23. Find that level, using tables, function dia-
- Sally -Neil Train grams, or equations. What is the level
18. Repeat problem 17 for the van Neil drove. before taking the dose? What is it after?

19. If Neil were to make the return trip in the

same length of time, but traveling at a con-
stant speed and never stopping, what
would be his speed?
20. a. Write an equation for Sally's graph dur-
ing the leg of the trip when she and the
train passed each other.

b. Solve the system of equations consist-

ing of the equations representing Sally's
and the train's motion.
c. Interpret the point of intersection.

• Essential Ideas 455,4,

Digitized by Coogle
CHAPTER

The spiraling vortex of a whirlpool

Coming in this chapter:

liimnFilt.hi You want to make pens for Stripe, your pet zebra,
and Polka Dot, your pet leopard. You have 100 feet of fencing.
If you use all of it to make two pens of equal area, what is the
biggest area possible?

Digitized by Coogle
 MAKING DECISIONS

13.1 Rectangular Pens: Constant Perimeter

13.2 Advanced Penmanship
13.3 The Zero Product Property
13.4 Rectangular Pens: Constant Area
13.A THINKING/WRITING:
Business Applications
13.5 Packing and Mailing
13.6 Solving with Squares
13.7 Finding the Vertex
13.8 Quadratic Equations: x2 + bx + c == 0
13.8 THINKING/WRITING:
Find the Dimensions

• Essential Ideas

Digitized by GOo
 Rectangular Pens: Constant Perimeter

••••••••••••••••••••

I
You will need: 2. a. On graph paper, draw axes and at least
•• six pens having a perimeter of 28 .
••
••
..graph . . . . . .. . ...8ffi
. ..... . . . .paper l:t:t:J7 b. The upper right corner of the pen in the
a graphing calculator figure has been marked with a • and
••• ·(opi.IC>·r;·a·ir································· . labeled with its coordinates. Do this for
•
••••••••••••••••••••••••••••••••• the pens you drew. Then connect all the
points marked with a •. Describe the
1. I$[.Jf!i!.J.I You want to make a rectangu- resulting graph.
lar pen for Stripe, your pet zebra. Even
though Stripe takes many walks around 3. a. Make a table showing all the coordi-
town, you want to make sure she has as nates on your graph. Look for a pattern
much space as possible inside the pen. You and make three more entries in the
have 50 feet of fencing available. If you table.
use all of it to make the pen, what is the b. Write an equation for the function
biggest area possible? Find out by trying described by your graph and table.
various dimensions for the pen.

WIDTH AS A FUNCTION OF lENGTH

4. The point whose coordinates are
(4, 10) is on the graph.
You have 28 feet of fencing to make a rectan-
a. What does the sum of these numbers
gular pen. There are many possible dimensions
represent in this problem?
for this pen. One possible pen, 10 feet wide by
4 feet long, is shown below. In this section you b. What does the product represent?
will investigate how the length and width 5. a. What is the greatest possible length of
change in relation to one another if you keep a pen? How can you see this on your
the perimeter constant. graph?
c: b. How many rectangles are possible if the
~.J
dimensions are whole numbers? How
many are possible otherwise?
c. Explain why the graph should not be
1£1
,. '
£1 extended into quadrants II and IV.
''-' ·'-'

6. If you increase the length by one foot,

does the width increase or decrease? Does
it change by the same amount each time?
t::
.J Explain .

lo !_s
Length

,4458 Chapter 13 Making Decisions

Digitized by Coogle
 13.1.

AREA AS A FUNCTION OF LENGTH

In the previous section you may have noticed 11. Say the perimeter of a rectangle is P and
that the area of the rectangles changed even its length is L. Write the following expres-
though the perimeter remained constant. In sions in terms of P and L. (A sketch may
this section you will investigate how the area help.)
changes as a function of length, if you keep the a. an expression for the width
perimeter constant. b. an expression for the area
7. Write the area of the corresponding rectan- 12. Explain how to find the length that gives
gle next to each of the points marked with the maximum area. Write an algebraic
a • on the graph from problem 2. expression for it in terms of P only.
8. Make a graph of area as a function of
length. Show length on the x-axis and area PARABOLAS THROUGH THE ORIGIN
on the y-axis. Connect the points on your 13. Graph each of the following functions,
graph with a smooth curve. What kind of using graph paper. Since you will want to
curve is it? compare your graphs in the end, use the
9. . . . . same pair of axes for all your graphs. Use
a. Label the highest point on your graph a scale that will show values from -5 to 20
with its coordinates. Interpret these two for x and from -20 to 100 for y. This will
numbers in terms of this problem. allow you to see all four graphs clearly.
b. Where does the graph cross the x-axis? a. y = x(8 - x) b. y = x(l5 - x)
What do these numbers mean? c. y = x(l2- x) d. y = x(20- x)
c. If you increase the length by one foot, 14. For each of the four parabolas in
does the area increase or decrease? problem 13,
Does it change by the same amount a. label the graph with its equation;
each time? Explain.
b. label the x-intercepts;
10. fil!rrlrrflkl c. label the vertex.
a. Describe in words how you would find
15.Cij§.!@li$il[.!!l
the area of the rectangular pen having
perimeter 28 if you knew its length. a. Describe the graph of a parabola hav-
ing equation y = x(b - x). Write
b. If the perimeter of a rectangular pen is
expressions for the coordinates of its
28 and its length is L, write an algebraic
intercepts and vertex in terms of b.
expression for its area in terms of L.
b. Do these expressions work for negative
c. If you had 28 feet of fencing and
values of b? Explain, using examples.
wanted to make the largest possible rec-
tangular pen, what would its length, 16. Graph.
width, and area be? Explain.
a. y = x(x- 8) b. y = x(x - 15)
c. y=x(x-12) d. y = x(x - 20)

13.1 Rectangular Pens: Constant Perimeter 459.

Digitized by Coogle
T13.1
17. How do the graphs differ from the ones in Find equations of the form y = ax(x - q) for
problem 3? Discuss the vertex and the parabolas through the origin, with the given
intercepts. x-intercept and the vertex with the given
y-coordinate.
y-coordinate
a. Describe the graph of a parabola hav-
x-interce~t of vertex
ing equation y = x(x- q). Write
expressions for the coordinates of its 21. a. 4 4
intercepts and vertex in terms of q. b. 4 8
b. Do these expressions work for negative c. 4 2
values of q? Explain, using examples. d. 4 -6
19. Graph y = ax(x- 3) for: 22. a. 8 4
a. a= 1 b. a = -1 b. 2 4
c. a = 2 d. a = -3 c. -4 4
d. -6 -6
20. cl-- What is the effect of a on the
position of:
a. the vertex?
b. the x-intercepts?

25. cl-- Explain the statement: To find the

fixed points of a function, find the intersec-
23. Find the fixed point for the function tion of its graph with the line y = x.
y = 6x + 8.
26. Test whether the statement is true by find-
24. Solve the system: {
y=6x+8
y=x ing the fixed points of y = r.

4460 Chapter I 3 Making Decisions

Digitized by Coogle
 Advanced Penmanship

You will need:

•••••••••••••••••••••• 6. What is the equation that expresses the
• length as a function of x, if the pen is
• ••
• graph paper EEEB
•
•
•
······································~ •
•• divided into the given number of parts .
• ••• ••••••••• •••• ••••• ••••• •••••• • (Make sketches. If you need to, make
tables like those in problem 4.)
PEN PARTITIONS a. I b. 3
Assume that you have 50 feet of fencing to c. 4 d. \) n
build a rectangular pen. You plan to use the
7. Repeat problem 6, but this time find the
garage wall as one side of the pen, which
area as a function of x.
means you need to use your fencing for
only three of the four sides. Since you are
considering adopting more pets, you want to GRAPHS OF AREA FUNCTIONS

investigate what happens when you use some This section is about the graphs of functions
of the fencing to divide the pen into two or like the ones you found in problem 7.
more parts by building partitions inside the
8. Using graph paper, graph each of the fol-
pen, at a right angle to the wall.
lowing functions. To make comparison
1. Make a rough sketch of what this pen easier, use the same graph, or at least the
might look like, same scale, for all your graphs. To see all
a. having no internal partitions; four graphs clearly, use a scale that will
b. divided into two sections. show values from -5 to 15 for x and from
-50 to 50 for y. When making a table of
2. With no partitions, is it possible to get a values, use both negative and positive val-
square pen? If so, what are its dimensions? ues for x. Keep these graphs, because you
3. With one partition, is it possible to get two will need them in the next section.
square sections? If so, what are their a. y = x(I2 - x)
dimensions? b. y = x(I2- 2x)
Call the side of the pen parallel to the wall the c. y = x(I2 - 3x)
length, and the distance between the wall and d. y = x(I2 - 4x)
the side opposite the wall x. 9. For each graph,
4. Imagine you are dividing the pen into two a. label the graph with its equation;
parts. Make a table having three columns: b. label the x-intercepts;
x, the length, and the total area of the pen. c. label the vertex.
10• . _ Write a brief description comparing
5. Look for patterns in your table. Express the four graphs. Describe how the graphs
algebraically as functions of x, are the same and how they are different.
a. the length; b. the area.

13.2 Advanced Penmanship 4614

Digitized by Coogle
.13.2
11. 0 Without graphing, guess the vertex on 16. Write in the form y = ax(x- q) and find
the graph of y = x( 12 - 6x). Explain how the vertex and the intercepts.
you arrived at your guess. a. y = x(12 - 6x)
DIFFERENT FORMS
b. y = x(50 - 5x)

As you learned in Lesson 1 the equations of

c. 0y = x(50 - 3x)
parabolas through the origin can be written in d. 0y = x(50 - (n + 1)x)

the form y = ax(x- q). MAXIMIZING AREA

12. For each parabola described in (a-d), find 17. If you have to use part of the 50 feet of
a function of the form y =ax(x - q): fencing for a partition to divide the pen
a. x-intercepts: 0 and 12, vertex: (6, 36) into two equal parts, what is the largest
b. x-intercepts: 0 and 6, vertex: (3, 18) total area you can get for the enclosure?
c. x-intercepts: 0 and 4, vertex: (2, 12) Explain how you got your answer, includ-
d. x-intercepts: 0 and 3, vertex: ( 1.5, 9) ing a sketch and graph if necessary.

13. . _ How are the intercepts and the vertex 18. Solve problem 17 if you want to divide the
related to the values of a and q in the pen into three equal parts.
equation y = ax(x - q)? 19. 0 Solve problem 17 if you want to divide
The equations in problems 8 and 12 have the the pen into n equal parts.
same graphs. You can verify this by checking 20. Look at your solutions for problems 17,
that they have the same vertices and intercepts, 18, and 19. In each case look at the shapes
and in fact that for any x they yield the same y. of the subdivisions of the pen having the
In other words, the equations are equivalent. largest area. Are they always squares? Are
We can use the distributive law to confirm this. they ever squares? Does the answer to this
For example, for problem 8a: depend on the value of n? Explain.
y = x(l2- x) = 12x- r 21. Look at your solutions for problems 17,
And for problem 12a: 18, and 19. In each case look at how much
y = -x(x- 12) = -x2 + 12x of the fencing was used to construct the
14. Show that the other three pairs of equa- side parallel to the garage for the pen hav-
tions in problems 8b-d and 12b-d are ing maximum area. What fraction of the
equivalent. fencing was used to construct this side?
Does the answer depend on the value of n?
It is possible to convert equations like the ones Explain.
in problem 8 to the form y = ax(x- q) by fac-
toring. For example: 22.';1§·1·1,1 Imagine you are the representative
x(24- 6x) = 6x(4- x) = -6x(x- 4) of a fencing company presenting informa-
tion to a customer. Write a complete illus-
15. Fill in the blanks:
trated report, making clear who the
a. x(24 - 2x) = 2x( _ _ ) customer is and what the pens are needed
b. x(24- 3x) = -3x( _ _ ) for. Explain how to maximize the area of
c. x(24 - 4x) = _(x - 6) the pens for a given amount of fencing.
Discuss both divided and undivided pens.

4462 Chapter 13 Malcing Decisions

Digitized by Coogle
 The Zero Product Property

You will need:

•••••••••••••••••••• 2. Use this method to find the dimensions for
•• the following areas:
••
••
. . ...... . . ...... . ... .. . EEE8
graph paper
w a. 300 b. 250
•• or a graphing calculator Another method of solving this kind of prob-
••
·t<>.i>ik>n.
a"if""....................................
lem is to write a quadratic equation and factor
••••••••••••••••••••••••••••••••• it, as explained in the following sections.
1. Given that you have 50 feet of fencing and
that you can use the wall of the garage for ZERO I'RODU( TS

the fourth side of your pen, what dimen- 3. .... If ab = 0, which of the following is
sions should you choose to make a rectan- impossible? Explain.
gular pen having area 200 square feet? a. a =t= 0 and b =t= 0
Solve by trial and error or by graphing. b. a =t= 0 and b = 0
(There is more than one solution.)
c. a = 0 and b =t= 0
This problem can be solved by writing the d. a = 0 and b = 0
equation x(50 - 2x) = 200, where xis the dis-
tance from the wall to the side opposite it. One Zero Product Property: When the product of
two quantities is zero, one or the other quantity
way of doing it is to find the intersection of the
must be zero.
graphs of y = x(50 - 2x) andy = 200.
y An equation like (x + 6)(2x- 1) = 0 can be
y = x(50- 2x) solved using the zero product property. Since
320
\ the product in the equation is zero, you can
write these two equations.
x + 6 = 0 or 2x - 1 = 0

4. You know how to solve these equations.

Write the solutions.
5. There are two solutions to the equation
(x + 6)(2x- 1) = 0. What are they?
Solve these equations.
40 6. (3x + 1)x =0
7. (2x + 3)(5 - x) = 0
5 20 X
8. (2x- 2)(3x- 1) = 0

13.3 The Zero Product Property 4634

Digitized by Coogle
.13.3
SOlVING QUi\DRi\ TIC EQU;\ liONS Unfortunately, most quadratic equations can-
Some quadratic equations can be solved using not easily be solved by factoring. In the next
the zero product property. chapter you will learn a way that always works
to solve quadratic equations.
Example: Find the values of x for which
x 2 + 6x = -5. SYMMETRY

First rewrite the equation so you can apply y y = x(50- 2x)

the zero product property.
x 2 +6x+5=0
In factored form, this is written:
320
\
(x + 5)(x + 1) = 0.

Since the product is 0, at least one of the fac-

tors must be 0. Sox + 5 = 0 or x + I = 0.
9. What are the two solutions of the equation
equal distances
(x +(5)(x + I) = 0?
Example:
Find the values of x for which 6x2 = 12x. 40
First rewrite the equation so that you can
apply the zero product property. 5 20 X

6x2 - 12x = 0
In factored form, this is written: The vertical line through the vertex of a
6x(x- 2) = 0. parabola is called its axis of symmetry.

10. What are the two solutions to the equation 14. How far is each x-intercept from the axis
6x(x- 2) = 0? of symmetry in the preceding graph?

11. Factor and use the zero product property to The x-intercepts are equidistant from the axis
solve these quadratic equations. of symmetry. (They are at an equal distance
from it.) As you can see in the figure, this is
a. x 2 - x = 2
also true of any pair of points of the parabola
b. 2L2 - L = 3
that lie on the same horizontal line as each
c. w2 + ww + 16 = o other.
d. 3M2 + 30M + 48 = 0
15. Refer to the graph for problem I.
To solve problem 2a, write the equation: a. Show that the two solutions to prob-
x(50 - 2x) = 300 lem 1 are equidistant from the axis of
-2x2 + 50x - 300 = 0 symmetry.
2x2 - 50x + 300 = 0 b. Is this also true of the two solutions to
x 2 - 25x + 150 = 0 problem 2a? What about problem 2b?
Show your work.
12. Explain the four steps.
13. Factor the final equation and use the zero
product property to solve it.

4464 Chapter 13 Making Decisions

Digitized by Coogle
 13.3.
VERTEX !\ND INfERCEI'T" 21 . ...,_ Explain how you would find the
In an equation like y = 2(x + 3)(x - 4), you intercepts and vertex for a function of
can quickly find the intercepts and the vertex. the form
y = a(x- p)(x- q).
16. What is the value of x at the y-intercept?
Substitute this value for x in the equation 22. Find the equation and the vertex for a
and find they-intercept. parabola having the following intercepts:
a. (3, 0), (6, 0), (0, 36)
17. What is the value of y at the x-intercepts?
b. (3, 0), (6, 0), (0, 9)
Substitute this value for y in the equation
and find the x-intercepts with the help of c. (-3, 0), (-6, 0), (0, -9)
the zero product property. d. (-3, 0), (6, 0), (0, 6)

18. If you know the x-intercepts, how can you 23. The vertex and one of the two x-intercepts
find the x-coordinate of the vertex? Find it. of parabolas are given. Find the equation
and the y-intercept.
19. If you know the x-coordinate of the vertex,
a. vertex: (2, -2); x-intercept: (1, 0)
how can you find its y-coordinate? Find it.
b. vertex: (I , -12); x-intercept: (-I , 0)
20. Find the intercepts and vertex for: c. vertex: (3, 4.5); x-intercept: (6, 0)
a. y = 0.5(x- 0.4)(x- 1)
b. y = 2(x + 3)(x + 4)

DISCOVERY TWO DEFINITIONS 24J;!g.t.!il Write a letter to Mary ex pl aining

I
everything you know about absolute value.
Definition: The absolute value of a number Restate the two definitions presented
is the distance between that number and above in your own words. Using exam-
zero. ples, explain why they are equivalent, and
Browsing through Ginger's calculus book, why Mary was wrong about the misprint.
Mary and Martin noticed this definition:

I De 1mtion: 1 1
fi . . {x x
for > 0
x = -x for x < 0
"That -x must be a misprint," Mary commen-
ted. "Absolute value can't be negative."

13.3 The Zero Product Property 4654

Digitized by Coogle
 Rectangular Pens: Constant Area

•••••••••••••••••••• 2. a. On graph paper draw a pair of axes and

I
You will need:
•• show five rectangular pens that would
•• .graph
.... . .............paper EE83
.................. I±I:l;' have an area of 36 square feet. The
•• lower left corner should be at the
•• a graphing calculator
••
·(o.pt' lo·ii·ar) . .............................. .. origin. An example is shown in the
••••••••••••••••••••••••••••••••• figure .
b. Mark with a • the upper right corner of
1. [email protected]!!·],1 You bought 45 square feet of each rectangle you drew. Then write in
artificial turf for the floor of Stripe's back- the coordinates of each of these points.
yard. You can cut it up any way you like, c. Connect the •s. Do they lie in a straight
but you want to use all of it. Since you're line or on a curve? Describe any
almost broke (artificial turf is expensive) patterns you notice.
you would like to spend as little money
as possible on fencing. What's the least 3. Make a table showing some of the coordi-
amount of fencing you could buy and still nates on your graph. Look for a pattern in
make a rectangular pen that surrounded your coordinates and make three more
the artificial turf on all four sides? Find entries in the table.
out by trying various dimensions for 4. .... Write an algebraic equation that
the pen. expresses the width as a function of the
length.
WIDTH AS A FlJN( TION OF II N<. TH
s.....
Suppose you want to make a rectangular pen
a. Would it be possible to have a pen hav-
having area 36.
ing length greater than 30? 32? 36?
Explain your answers, giving examples.
b. Explain why your graph will never
'"
touch the x-axis or the y-axis.
•v
c. If you increase the length by one foot,
does the width increase or decrease?
Does it change by the same amount
'"
f.V each time? Explain.

ZE~e t>RODUCTS

In the previous section you probably noticed

~"'
fV
- """" that the perimeter of the rectangles changed
even though the area remained constant. In this
section you will investigate how the perimeter
varies as a function of length if you keep the
JO 20 3() area constant.
Length

4466 Chapter 13 Making Decisions

Digitized by Coogle
 13.4.
6. Write the perimeter of the corresponding 14.fi1hlhrfifl
rectangle next to each • you marked on the a. For a fixed area of 36 square feet,
graph. Look for patterns. explain in words how you would find
Your graph should show pairs of points that the perimeter of the rectangular pen if
correspond to the same perimeter. For exam- you were given the length.
ple, (3, 12) and (12, 3) both correspond to the b. If the area of a rectangular pen is 36
perimeter 30. and its length is L, write an algebraic
expression for its perimeter.
7. Connect (3, 12) and ( 12, 3) to each other
by a straight line. Extend it to its c. If you had to enclose a rectangular area
intercepts. Interpret the intercepts in terms of 36 square feet and wanted to use the
of this problem. least amount of fencing, what would the
length, width, and perimeter be?
8. On your graph find two points that both Explain.
correspond to a perimeter of 26. Repeat
problem 7 for these points. Then find
other pairs of points that both correspond
15. If the area of a rectangular pen is A and its
to the same perimeter and repeat problem
length is L,
7 for each of these pairs. What patterns do
a. write an algebraic expression for its
you see?
width in terms of A and L;
9. Use the graph to estimate the dimensions b. write an algebraic expression for its
of a rectangle having area 36 and perime- perimeter in terms of A and L.
ter 36.
16. Explain how to find the length that gives
1'1 RIMEl FR AS;\ FLJNC liON OF lENGTH the minimum perimeter. Write an algebraic
10. Make a graph of perimeter as a function of expression for it in terms of A only.
length. Show length on the x-axis and
perimeter on the y-axis. Connect the points NUMBER PLJZZI ES
on your graph with a smooth curve.
Describe the shape of the curve. 17. Find two numbers x andy whose product
is 75 and whose sum is 20. Explain your
11. Label the lowest point on your graph with method.
its coordinates. Interpret these two num-
bers in terms of the problem. 18. Graph the equations xy = 75 and
x + y = 20 on the same pair of axes.
I Note: The graph is not a parabola, and its
lowest point is not called a vertex.
Find their point of intersection. How is
this point related to your answer to
12. Explain why your graph will never touch problem 17?
the x-axis or y-axis. 19. Find two numbers whose product is 75
13. If you increase the length by one foot, and whose sum is 23.75.
what happens to the perimeter? Can you 20• .,_ If two numbers have a product of
tell whether it will increase or decrease? 75, what is the smallest value their sum
Does it increase or decrease by the same could take? What is the largest? Explain.
amount each time? Explain.

13.4 Rectangular Pens: Constant Area 4674

Digitized by Coogle
~dill$!@~
_WRITIN~
13.A Business Applications

MAXIMUM PROIIl
b. the maximum profit possible.

The Widget Company was trying to sell a

MINIMUM ( or.,J
widget for $24, but no one was buying. They
decided to try to attract customers by reducing
The Widget Company would like to ship 2000
their prices. They found that for every $1 they
widgets. They must be packaged in boxes of
lowered the price, they attracted ten customers.
equal weight. (Each widget weighs one
Price #of Gross pound.) The L.A. Barge Company charges a
Price basic rate of $100 per box for shipping. It also
Reduction Customers Profit
adds a surcharge to the total cost of the ship-
$0 $24 0 $0 ment that depends on the weight of the
individual boxes , at the rate of $1 per pound.

I
$1 $23 lO $230
Example: If the widgets are packed in 10
$2 $22 20 $440 boxes, each will weigh 200 lbs.
Basic charge Surcharge Total
1. a. Copy and extend the table for at least
10 boxes · $100 per box $200 $1200
eight possible price reductions.
b. If the price is $14, how many people 4. Explain, using examples of possible ways
will buy a widget? What will the gross to package the 2000 widgets, how the L.A.
profit be? Barge Company's policy guarantees that
c. If the price is lowered by $x, how many customers will not ship their goods in too
people will buy a widget? What will the many boxes, or in boxes that are too
gross profit be? heavy.
d. Make a graph showing how the gross 5. Write an algebraic expression for the co t
profit depends on the price reduction. of shipping the 2000 widgets, in term of
Put the price reduction on the x-axis the number of boxes.
and the profit on they-axis.
6. What is the number of boxes that would
e. Interpret your graph. What price gives be the cheapest way to ship the widgets?
the most profit? Explain. Explain how you get your answer. (Hint:
f. Write an equation for your graph. You may use trial and error or graphing.)
The Widget Company was trying to sell an 7. Using the cheapest way, how much does it
item for P dollars, and no one was buying it. cost per widget?
They found that for every $1 they lower the
price, they gain C customers. 8. I;J§oi.Jil Imagine you work for the Widget
Company. Prepare an illustrated report to
2. If they lower the cost by x and the gross
other employees about:
profit is y, write an equation for yin terms
ofx. a. the pricing of widgets and how to maxi-
mize profits, and
3. Write an algebraic expression for: b. the shipping of widgets and how to
a. the amount by which the price should minimize cost.
be reduced in order to maximize the
profit;

4468 Chapter 13 Making Decisions

Digitized by Coogle
 LESSON

Packing and Mailing

••••••••••••••••••••• 3. .... If the side of the square cut out of the

You will need: •
graph paper I.e •
•
•
•
•
corner is x,
a. what is the area of the base?

~;;:~:i:;~~;:~::~;.!:~::~~P..~.~·· · · · · · ~
•
•• b. what is the volume of the tray?
••

s~i~'.?.'.~~ ~~!"" ~
• 4. Make a graph of the volume of the tray as
• a function of x. Include some fractional
•
•
• values of x .
•• • •• • • • • • • • •• •• • •• ••• • ••• • • • • • • •
5. What is the height of the tray that will give
."v1AXIMIZING VOL U ME
the maximum volume?
You can make cardboard trays to hold l-cm3
cubes. Start with an 18-cm-by-18-cm piece of 6. What are the x-intercepts of the graph?
grid paper. Cut a square out of each corner and Interpret them in terms of this problem.
fold up the sides to form a tray. 7. Draw a vertical line through the highest
0 ..-------. point on the graph. Are the x-intercepts
equidistant from it?

I
cut out squares
8. Extend the graph in both directions by
using a few more values for x beyond the
x-intercepts.

\ OL....-----J
fold up
9. .... Explain why the points you added
in problem 8 do not represent the tray
problem.
1. IM(.Jf!!!.j,l Work with other students to 10. .... Is the graph a parabola? Explain,
make as many different trays as you can giving as many reasons as you can for
by cutting square corners out of an your answer.
18-cm-by-18-cm piece of paper or
cardboard. Figure out which tray holds 11. Find the height which would
the most cubes. give the maximum volume if the initial
piece of paper had the following
2. Make a table showing the side of the dimensions. You may want to use tables of
square corner that was cut out, the area of values.
the base, and the number of cubes the tray a. 12 by 12 b. Sby S
would hold. (For example, if a 2-by-2
square is cut out at each corner, the area of
the base should be 196 cm2, and the tray
should hold 392 cubes.)

13.5 Packing and Mailing 4694

Digitized byGoogle
TlJ.s
STORING CUBES 1SJ@l[.jf!!!.],j Find the dimensions for a box
that would satisfy the Priority Mail™
Suppose you want to make a cardboard tray requirements and would hold as large a
for storing 100 centimeter cubes. The base volume as possible.
does not have to be square.
16. Suppose you want to mail a box full of
12J¥ftl.!bl!!·!.i What should the dimensions 20-inch-long dowels . What are the dimen-
of the tray be so it will contain the least sions of the rectangular box having the
cardboard? Explain. largest volume that would satisfy postal
regulations and would accommodate the
13. Repeat problem 12 for:
dowels?
a. 50 cubes; b. 200 cubes;
c. 500 cubes; d. 1000 cubes. 17. Repeat problem 16, this time for 12-inch-
long dowels.
14.hi.l!491 Write an illustrated report explain-
ing a strategy for solving this problem for 1sJi®l§§l A lumber company needs to pack
Ncubes. dowels in boxes that can be sent by
Priority Mail™. Boxes need to be
designed to ship dowels of each length.
POSTAL REGULATIONS
Explain, with examples, how to find
dimensions for such boxes that will allow
The U.S. Postal Service will not mail by
the packing of the maximum number of
Priority Mail™ anything that weighs more
dowels.
than 70 pounds or exceeds 108 inches in com-
bined length and girth. (The girth is the 19. A shipping company has the following
distance around, as shown in the figure.) rules:
• maximum length: 108 inches
• maximum length plus girth: 130 inches
In addition, they recommend two inches
cushioning on all sides for fragile items.
''
. . <-----' '_. . What is the largest volume possible for
girth the contents of the package in the case of
fragile items?

4470 Chapter 13 Making Decisions

Digitized by Coogle
 LESSON

Solving with Squares

You will need:

•••••••••••••••••••••• Solve these equations using the equal squares
• method. First give exact answers (using radi-
• •
• Lab Gear ....-.rJ •
•
• .the
...................................... •
• cals if necessary); then find decimal approxi-
• • mations. Not all are possible.
••••••••••••••••••••••••••••••••••
In this chapter you have used quadratic func- 2. x 2 - I Ox + 25 = 8
tions to solve problems involving finding a
maximum area. In the next chapter you will be
3. i + 6x + 9 = I5
faced with problems for which it will be useful 4. x 2 - 24x + I44 = I2
to solve quadratic equations. In this lesson we 5. 4? - 4r + I = 6
start to prepare for this.
6. 9i + 12s + 4 = 21
FQU ·\ l SQL I,\IUS

In Chapter 7, Lesson 7, you solved quadratic

7. i- I4y- 49 = -20
equations using the equal squares method. ( 0,\1I'Ul1M, THI SQLI •\RE
Some problems are easy to solve this way. In this section you will learn how to tum cer-
For example, tain quadratic equations into equal squares
x 2 - I Ox + 25 = I6 equations that you know how to solve.
can be written
8. Write the equation shown by this figure.
(x- 5) 2 = 4 2
with a perfect square on each side.
1. Solve this equation. (Remember: There are
two solutions.)
It is not necessary for the number on the right ''')*'
II I I
to be a perfect square, since you can take the
square root of any nonnegative number.
Example:

-
x2 IOx + 25 = 7
-
(x- 5) 2 = 7
x - 5= n
oR x - 5 = -n
x= 5+ n
oR x = 5 - n We will add the same quantity to both sides,
so that the left side is a perfect square. This is
Using your calculator, you can find decimal called completing the square.
approximations for the two solutions:
9. a. What number was added to both sides
x = 7.646 or x = 2.354. of the figure on the next page to make
the left side a perfect square?
b. Write the resulting equation.

13.6 Solving with Squares 4714

Digitized by Coogle
T13.6

18. r + 8x = 33 19. r + 4x = 96
20. r + 6x =55 21. x 2 + lOx= 56
Solve these equations. Show your work.
22. x 2 - 8x = 33 23. x 2 - 4x = 96
24. x 2 - 4x = -96 25. x 2 + x = 6
Solve these equations. Show your work. Give
exact answers, then find decimal approxima-
tions to the nearest hundredth.
26. r - 8x + 3 = 0 27. x 2 - 5x - 8 = 0
28. x 2 - 4x + 1= 6 29. r -7 X - 4= 0
10. The right side can be simplified. The
QUADRA Tl( EQlJA liONS ( HECKI'OINT
resulting equation is shown in the next fig-
ure. Write and solve this equation using Solve two of these equations by factoring
the equal squares method. You should get (and the zero product property), and two by
two solutions. completing the square.
30. x 2 + 18x = 0 31. x 2 + 5x = 2.75
32. x 2 + 2x - 8 = 0 33. x 2 + 7x + 12 = 0

EE While it is somewhat cumbersome, completing

the square is an important technique when
dealing with quadratic expressions. Unlike fac-
toring, you can use it to solve any quadratic
Complete the square to solve these equations. equation. In addition, we will use completing
You will need to rearrange blocks and add or the square repeatedly to get more understand-
subtract the same amount on both sides in ing of quadratic functions and to develop more
order to get equal squares. efficient ways to solve quadratic equations.
11. r + 2x- 3 = 0 12. x 2 + 12x = -11 34. Find a quadratic equation having solutions
5 and -2.
13. r + 4x = 0 14. r + lOx- 6 = 5
15. r + 8x = 20 16. x 2 + 6x + 9 = 25
35. () Find a quadratic equation having solu-
tions 2 + T5 and 2 - rs.
17J§§.!@ilij11!.!.1 Explain how to figure out 36. Multiply. (x- (4 + B))(x- (4- B))
what number to add to both sides of an (Hint: Carefully remove the inside paren-
equation of the form x 2 + bx = k in order theses and then set up a three-by-three
to get an equal squares equation. Use multiplication table.)
sketches and examples.
37. You should have obtained a quadratic
expression in problem 36. Set it equal to
SQlJARI- I'RM TIC [
zero, and solve the equation.
Solve these equations by completing the
square. Show all your work. Include a sketch
showing the equal squares.

4472 Chapter 13 Making Decisions

Digitized by Coogle
 Finding the Vertex

••••••••••••••••••••

19
You will need:

~ graph paper
! ~·~:·~~·i· ~~··~:;·~·~lator
: (o·r>n<>·r;·a·ir·································
I
•••••••••••••••••••••••••••••••••
In this lesson you will learn how to find the
vertex of graphs of quadratic functions. This
will help you solve quadratic equations.

TRANSLATING A PARABOLA

Graph these functions on the same pair of

axes. Use graph paper, even if you have a (2,-3)
graphing calculator. For each one:
a. Graph the parabola.
b. Indicate the axis of symmetry with a • If Vis positive, the parabola y = x 2 has
dotted line, and label it with its been shifted up; if Vis negative, it has
equation. been shifted down.
c. Label the vertex with its coordinates. • If H is positive, the parabola y = x2 has
1. y = x 2 - 5 2. y = x 2 - 4x + 4 been shifted to the right; if H is negative,
it has been shifted to the left.
3. y = x 2 4x - I

I
-
The graph of each function below is a transla-
Definition: The graphs obtained by shifting tion of y = x 2• For each function :
the location of a given graph without chang- a. Make a rough sketch of the graph.
ing its shape are called translations of the
b. Show the translation with arrows, as in
original graph.
the preceding figure.
The graphs you drew in problems I through 3 c. Label the vertex with its coordinates.
are all translations of the graph of y = x 2•
(If you have a graphing calculator, use it for
4. Which of the graphs you drew in problems these problems. However, you should record
I through 3 was obtained by shifting the graphs with sketches on graph paper.)
y=r
a. horizontally? b. vertically?
5. y = x2 + 4 6. y = (x- 6)2 - 4
c. both horizontally and vertically? 7. y = (x + 6) 2 - 4 8. y = (x + 6) 2 + 4
SYMMEHY
9. y = (x- 6) 2 10. y = (x- 6) 2 +4
The vertex of the graph of y = x 2 is (0, 0).
When the graph is shifted, the vertex is (H, V).

13.7 Finding the Vertex 4734

Digitized by Coogle
.13.7

11. Write the equation of a parabola that is a a b

translation of y = x2 and has
a. a vertical distance of 8 and a horizontal
distance of -3 (H = -3, and V = 8); c
b. a vertical distance of -4 and a horizontal d
distance of 5;
c. 6 units to the left and 5 units down;
d. 3 units to the right.
•••••
15. Match each Lab Gear figure with an equa-
tion from the list of five.
Earlier in this chapter you looked at equa-
tions of parabolas having the form
y = a(x- p)(x- q). That form was
convenient for finding x-intercepts.
12. .... Explain why the equations in prob-
lems 5-l 0 are in a form that makes it con-
venient to find the vertex by just looking
at the equation. 10
The quadratic function y = (x - Hi + Vis -10
said to be in vertex form.
13. .... Explain why the H in the vertex form
equation is preceded by a minus, while the
Vis preceded by a plus.
14. .... The graph of y = r meets the x-axis
-10
in one point. Give examples of translations
of y = x2 that meet the x-axis in the given 16. Match each parabola with an equation
number of points. Include explanations of from the list of five.
how you chose different values of H
17. .... Explain how to identify the parabolas
and/or V.
with the help of:
a. 0 points b. I point
a. they-intercepts;
c. 2 points
b. the Lab Gear figures, combined with
Sl TTI"'C ON THE \-AXIS the x-intercepts and the zero product
property.
The quadratic function y = x2 + bx + c is said
to be in standard form. 18. .... Explain why the graphs of perfect
square quadratic equations have their
For problems 15-21, consider these five
vertices on the x-axis. (Hint: What is V?)
equations:
y=x2 +6x y=x2 +6x+5
y=x2 +6x+8 y=x2 +6x+9
y = x 2 + 6x + 12

Chapter 13 Making Decisions

Digitized by Coogle
 a b a

c d
0
0
0
19. Match each Lab Gear figure with the cor- 5
responding equation from the five given
earlier.
20. Find V for each equation of the five.
21 • . _ Explain how you can find V,
a. by looking at the Lab Gear figure;
b. by looking at the equation.

STRr\DDli~C. THE 1-r\\IS

23. Match each equation with the correct
graph.
For problems 22-27, consider these four
equations: 24. . _ Explain why the graphs of equations
y=x2 +4 y=r+2x+4 of the form y = r + c have their vertex
on the y-axis. (Hint: What is H?)
y = x 2 + 4x + 4 y=r+6x+4
25. Find H for each equation in the list of four.
a 0 b
0 26. . _ Explain how you can find H,
0 a. by looking at the Lab Gear figure;
0
b. by looking at the equation.
c 0 d
0 27. a. What is H for any graph of an equation
0 of the form y = x 2 + 16x + c?
b. What is H for any graph of an equation

22. Match each Lab Gear figure with the cor-

of the formy = r- 16x + c?

responding equation from the four. 2s.l3§•i@i@i!!.!,l Explain why, for graphs of
equations in the form y = x 2 + bx + c,
H = -(b/2).

29.1;i§·I.!i1 Write an illustrated report explain-

ing how to find the vertex of a parabola if
the equation is in:
a. the form y = (x- p)(x- q);
b. vertex form; c. standard form.

13.7 Finding the Vertex 4754

Digitized by Coogle
 Quadratic Equations: x 2 + bx + c 0
' fo/Aij . .;;'I [. .
<;A , , ,~ _ _ ~ "•, .. ": ~ ..1\J' • . 6 A . ·· ~ • ·

You will need: The graph of each of the following quadratic

functions is a translation of y = x 2• For each
function:
a. Make a rough sketch of the graph.
Draw and label the axis of symmetry.
b. Find H and V.
c. Find exact values, not approximations,
FINDING THE ~-INTERCEPTS
for the x-intercepts. (Set y = 0 and use
Earlier in this chapter you learned how to find the equal squares method.)
the vertex after finding the x-intercepts. In this d. Find D, the distance of each x-intercept
section you will learn how to find the x-inter- from the line of symmetry.
cepts after finding the vertex.
2. y = ~ - 9 3. y = (x - 5) 2 - 9
10 y = (x- 5) 2 - 8
4. y = (x- 9) 2 - 5 5. y = (x + 9) 2 - 5
I
I 6. y = (x + 9) 2 + 5 7. y = (x- 9) 2
I 8. .,_ Use patterns in problems 2-7 to
I explain how D and V are related.
I
I
-10 10

-10

1. 1¥J.it.!bllt•j,j As the figure shows, the

x-intercepts are equidistant from the axis
of symmetry. How can you tell how far
they are from it? That distance is indicated
by D on the figure. Is it possible to know
the value of D by looking at the equation?
This figure shows D and V on a parabola that
Try several values for H and V in equa-
was translated from y = ~. In this example, V
tions having the form y = (x - H) 2 + V.
was a negative number, and the translation was
Look for a pattern.
in a downward direction. The arrows repre-
senting D and V are also shown on the original

4476 Chapter 13 Making Decisions

Digitized by Coogle
 13.8.

parabola. (On y = x 2, the direction of the vertex. Since the vertex is on the parabola, we
arrow for V was reversed. What is shown is can find its y-coordinate, V, by substituting -2
actually the opposite of V. This is indicated into the equation.
by the label-V. Since Vis negative, -Vis 12. a. Find V. Check that it is the same value
positive.) you found in problem 11.
9. ct-- Use the figure to explain why b. Now that you have H and V, solve the
-V = D2, and therefore D = ..f-V. equation.
13. ct-- What are the advantages and the dis-
10.J1ii .. !.@fl Explain why the x-interc~s, advantages of each method? Explain.
when they exist, are equal to H- ~-Vand
H + ..f-V. For each equation, find H and V for the corre-
sponding function. Then solve the equations.
SOL VI NC QUADRA I IC EQLJA liONS There may be zero, one, or two solutions.
One way to solve the equation 14. y = x 2 + 6x - 9 15. y = r - 6x + 9
x 2 + bx + c = 0 is to find the x-intercepts of
16. y = x 2 - 6x - 9 17. y = r + 6x + 12
y = x 2 + bx +c. You can use a graphing cal-
culator to find an approximate answer that 18. ct-- How does the value of V for the cor-
way. For a precise answer, you can use what responding function affect the number of
you learned in the previous section about how solutions? Explain.
to find the x-intercepts from the vertex.
QUAIJRA fl( fQlJATIONS <HECKPOINl
I Example: Solve x 2 + 4x + 1 = 0.
As of now you know five methods to
The solutions to the equation are the x-intercepts solve quadratic equations in the form
of y = r + 4x + 1. We have shown that they r + bx + c = 0. They are listed below.
are equal to H - ..f-V and H + ..f-V. So all
I. On Graphing Calculators: Approximate
we have to do is find the values of H and V.
solutions can be found by looking for the
There are two ways to do that, outlined as
x-intercepts of y = x 2 + bx +c.
follows:
II. Factoring and the zero product property
First method: Find H and V by rewriting the
can sometimes be used.
equation y = x 2 + 4x + 1 into vertex form.
This can be done by completing the square. III. Equal Squares: First complete the square,
y = x 2 + 4x + 1 = (a perfect square) - ? then use the equal squares method.
y = x 2 + 4x + 1 = (x 2 + 4x + .. .) - ? IV. Using Vertex Form: Complete the square
y = x 2 + 4x + 1 = (x 2 + 4x + 4) - 3 to get into vertex form, then use the fact
11. a. Explain the algebraic steps in the three that the solutions are equal to H - ..f-V
preceding equations. and H + ..f-V.
b. Write y = r + 4x + 1 in vertex form. V. Using the Vertex: Remember that for the
c . Give the coordinates of the vertex. function y = r + bx + C, H = -b/2.
Substitute into the equation to find V.
Second method: Find H and V by first remem- Then use the fact that the solutions are
bering that H = -(b/2). In this case, b = 4, so H - ..f-V and H + ..f-V.
H = -(4/2) = -2. His the x-coordinate of the

13.8 Quadratic Equations: x 2 + bx + c = 0 4774

Digitized by Coogle
.13.8
Caution: In the next chapter you will learn 19. Solve the same equation with Method IV
another way to solve quadratic equations in or V. Check that you get the same answer.
the more general form ax2 + bx + c = 0.
Solve these equations. Use each of Methods 11-
Meanwhile you can solve them by dividing
V at least once. Give exact answers. The equa-
every term by a.
tions may have zero, one, or two solutions.
I Example: Find an exact solution for:
r- 6x + 2 = 0. 20. r - 4x + 2 = 0
21. x2 + 8x - 20 = 0
This does not seem to factor easily, which
rules out Method II, and an exact solution is 22. x2 - 14x + 49 = 0
required, which rules out Method I. Luckily,
Methods III-V always work on problems of
23. r- 16x + 17 = 0

this type. Using Method III: 24. x 2 + 9x = 0

r-6x+2=0 2s. r + 9= o
(r - 6x + 9) - 7= o
(x- 3) 2 - 7 = 0
(x- 3) 2 = 7

Sox- 3 = .f7 or x- 3 = -n, and the solu-

tions are 3 + .f7 and 3 - .f7.

4478 Chapter 13 Making Decisions

Digitized by Coogle
~111!@191,
WRITING
13.8 Find the Dimensions

You have 40 square feet of artificial turf and 6. a. Use algebra to transform the equation
28 feet of fencing. Is it possible to use all your in problem 4a into the same equation.
materials to build a rectangular pen? b. Solve the equation.
1. Find the dimensions of a rectangle having 7. a. The perimeter of a rectangle is 50.
area 40 and perimeter 28. (Hint: You may Write the area in terms of the length.
use trial and error, tables, or graphs.) b. The area of a rectangle is 60. Write the
Problems like this one can be solved using perimeter in terms of the width.
algebra. The first step is to write some equa- For each problem, 8-11, find the dimensions of
tions. the rectangle. Show your work and explain
{ LW= 40 your method. Include a sketch labeled with the
2L + 2W= 28 variables you use.
2. Explain how these equations express the 8. A rectangle has area 180 and perimeter 64.
given conditions for the pen.
9. A rectangle has area 126. The length is 25
3. Divide all the terms in the second equation more than the width.
by two, to make it simpler.
10. A rectangle has perimeter 35, and its
4. Use algebra to show how the equations length is 4 times its width.
can be combined into one of the following
11. A rectangle has area 25, and its length is 4
equations having just one variable:
times its width.
a. L(14- L) = 40, or
b. L +~ = 14 12.l;l§.j.lrl Hyru has 40 square feet of artifi-
cial turf. Valerie has 40 feet of fencing.
5. Explain the following steps to transform They decide to use all their materials to
the equation in problem 4b: build a rectangular pen. Write them a letter
explaining as many methods as possible
L + 40
L
= 14
for finding appropriate dimensions for
L2 + 40 =14L such a pen.
L2 - 14L + 40 = 0

13.B Find the Dimensions 4794

Digitized by Coogle
 ~ Essential Ideas
PERIMETER AND AREA cause people to stop riding the bus. They
1. A rectangle has width 2x + 5 and length estimate that for every 50 cents that they
3x + 1. What is the area, when the perime- raise the fare, they will lose approximately
ter is 30? 1000 customers. They now have 14,000
customers. Do you think they should raise
2. The width of a rectangle is five less than their fare? If so, by how much? Explain.
the length. Write a formula for:
7. A spaceship company charges its
a. the length in terms of the width;
customers a basic fare of $50 million per
b. the width in terms of the length; light year for trips outside the solar
c. the area in terms of the width; system. However, to encourage long trips,
d. the perimeter in terms of the length. it reduces the fare by $1 million for every
light year a customer travels. For example,
3. The perimeter of a rectangle is 50.
if a tourist travels five light years, her fare
a. Find the dimensions that will give an
is reduced by $5 million. Her cost will be
area of 46.
$45 million per light year for five light
b. Find the dimensions that will give the years, or $225 million. What is the most
largest possible area. a person could ever pay for a trip on this
4. The circumference of a circle is 50. What spaceship? Explain.
is the area? (Hint: First find the radius.)
PARABOlAS AND INTERCEPTS
Is it bigger or smaller than the area of the
largest possible rectangle having perimeter 8. Which graphs have the same x-intercepts?
50? Explain.
a. y = x(8- x) b. y = 2x(8 - x)
5. 0 c. y = x(2 -x) d. y = x(8 - 2x)
a. Find the dimensions and the area of the
largest possible rectangle that can be e. y = 3x(8 - 4x) f. y = x(16 - 2x)
made with P feet of fencing . 9. Graph the following three functions on the
b. Find the area of the circle that is same axes. Label x-intercepts, y-intercept,
surrounded by P feet of fencing. (Hint: and the vertex of each parabola.
Start by expressing the radius in terms a. y = x(25 - 2x) b. y = x(25 - x)
of P.) c. y = 2x(25 - x)
c. Which has greater area, the rectangle or
the circle? Explain. 10. Pick one of the three functions in problem
9 and describe a real situation that would
FARES lead to the function. Tell what the
variables represent. Make up at least two
6. A bus company takes people from a small
questions about the real situation that
town to and from a large city where they
could be answered by looking at the graph
work. The fare is $4.00 per day, round trip.
you made in problem 9.
The company wants to raise its fare and
has done a survey to find out if this will

4480 Chapter 13 Making Decisions

Digitized by Coogle
11. Write the equation of a parabola having c. Find an equation of any other parabola
••
x-intercepts at: that has 9 as they-coordinate of its
a. (0, 0) and (2, 0); b. (-4, 0) and (0, 0); vertex.
c. (-4, 0) and (1, 0). d. Compare the three equations. What is
the same? What is different?
12. Compare the graphs of y = 4x(x - 1),
y = 2x(2x- 2), andy= x(4x- 4). 19. Write three equivalent equations for the
Explain what you observe. parabola that crosses the x-axis at (2, 0)
and (0, 0) and has 6 as they-coordinate
13. a. Find the equation of a parabola that has of its vertex.
no x-intercepts.
b. Find the equation of a parabola that has 20. Find the equation of a parabola having:
only one x-intercept. a. intercepts: (6, 0), (-2, 0), (0, 4);
c. Find the equation of a graph that has b. vertex (-1, -4); one intercept at (1, 0);
three x-intercepts. c. vertex (-2, 0); one intercept at (0, 2).
14. How many x-intercepts? Explain. 21. Find the coordinates of the vertex of the
a. y = 2x + 1 b. y = x(4- x) graph of:
c. y = ~ + 1 d. y = 3(x + 1)2 a. y = -2(x - 5)(x + 8);
b. y = (x + 3) 2 - 6;
15. How many x-intercepts? Explain.
c. y = x 2 + 4x- 7.
a. y = 8x - x 2 b. y = x 2 - x + 2
c. y = ~ + 12x + 18 22. Find the equation of a parabola that has a
vertex having the following coordinates:
16. How many x-intercepts? Explain.
a. (2, 8) b. (8, 64)
a. y = a(x - H) 2 b. y = a(x - H) 2 +3
c. y = a(x - H) 2 - 3 23. Q
a. Write the equation of a parabola that
Jill VI RHX has x-intercepts (p, 0) and (-r, 0). How
17. a. Write the equation of any parabola that can you check that your answer is
crosses the x-axis at (2, 0) and (4, 0). correct?
b. Write the equation of any other b. What are the coordinates of the vertex?
parabola that crosses the x-axis at these
QUADRATIC FQUATIONS
two points.
c. Find the coordinates of the vertices of 24. Solve.
both parabolas. Compare them. What is a. (x - 8i + 6 = 0 b. (x - 8) 2 - 6 = 0
the same? What is different? c. (x + 8) 2 + 6 = 0 d. (x + 8) 2 - 6 = 0
18. a. Write the equation of any parabola that Solve.
crosses the x-axis at (0, 0) and (3, 0).
25. ~- 6 = 0 26. x 2 - 6x = 0
b. Write the equation of a parabola that
crosses the x-axis at (0, 0) and (3, 0) 27. x 2 - 6x = -9 28.~+6x=-9
and has 9 as the y-coordinate of its 29. ~ + 6x - 4 = 0 30. -4x + 2 = -x2
vertex.
31. -x2 = 8x + 7 32. 8x- x 2 = 7

+ Essential Ideas 4814

Digitized by Coogle
CHAPTER

A futuristic spiral

Coming in this chapter:

libi.!t.lFiit.hi Make a paper rectangle that is similar to the
smaller rectangle obtained by the following method:
a. cutting the original rectangle in two equal parts;
b. cutting off a square from the original rectangle.
What is the exact ratio of length to width for each of your
rectangles?

Digitized by Coogle
 RATIOS AND ROOTS

14.1 Rectangle Ratios

14.2 Simplifying Algebraic Fractions
14.3 Fractions and Equations
14.4 Finding the Vertex

14.A THINKING/WRITING:
In the Gutter
14.5 A Famous Formula
14.6 Translations of y = ax2
14.7 Equations and Numbers
14.8 The Golden Ratio

14.8 THINKING/WRITING:
Up and Down Stream
• Essential Ideas

Digitized by Goo
 Rectangle Ratios
-- ~ --==-~ -=-=----=--=- -- -- ----=-===--
~ / --;;;; -;:::;;: / ' ~_,.,;.,, :.---;"/':-,, >:~.~a:.._......._.~

•
You will need:
•••••••••••••••••••• c. Continue to divide the rectangle in half,

~
•• calculating the ratio of length to width.
•• scissors Make a table like this one to record
• ......................................... ~
•• your data.
•• graph paper
.............................................................
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Length Width 1/w Ratio

16 12 -
HALF REC T1\NCLfS

1. Take two identical rectangular pieces of 12 8 -

paper. Fold one in half. Place it on top of
the other piece. Is the folded half-rectangle 4. Describe any patterns you notice in your
similar to the original rectangle? Check table.
with the diagonal test.
5. a. Repeat problem 2 for three more
,, rectangles. Keep a careful record of
,, your data in tables. Look for patterns.
b. Find some rectangles for which the
,, length-to-width ratios do not change
when you cut them in half.
,,
, 6. . _ A rectangular sheet of paper is 1 foot
,, ,,
, ,, wide and x feet long. It is cut into two rec-
tangles, each of which is (1/2)x feet wide
similar not similar
and 1 foot long.
2. lji1!@1it.!.l Make a paper rectangle, a. Illustrate this in a diagram.
such that the rectangle you get by folding b. What is the length-to-width ratio in the
it in half is similar to the original rectan- original rectangle?
gle. What are the dimensions of your c. What is the length-to-width ratio in
rectangle? (Hint: Remember that if two each of the two new rectangles?
rectangles are similar, their length-to- d. If the rectangles are similar, we can
width ratio must be the same. You may write an equation setting the original
use trial and error on your calculators for ratio equal to the new ratio. Do this,
different sizes.) and find the value of x. Show your
3. a. Sketch a 16-unit-by-12-unit rectangle calculations.
on graph paper. What is the length-to- 7. I;J§.I.Jii Summarize your findings from
width ratio?
problems 1 through 6. Include sketches
b. Divide the rectangle in half to get one and examples. Describe any patterns you
having length 12 and width 8. (The noticed. For the rectangles you found in
width of the original rectangle becomes problem 5b, what was the common ratio?
the length of the new rectangle.) What What was the common ratio for the rectan-
is the length-to-width ratio? gle you found in problem 2?

4484 Chapter 14 Ratios and Roots

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 14.1.

THE INTERNATIONAl PAPER STANDARD We can express this similarity by writing two
equal ratios.
In I930 an international standard was L W
established for paper sizes, called the A-series. W- !L
The basic size is AO, which is one square 3

meter in area. If you fold it in half, you get Multiplying both sides of the equation by W:
paper of size AI. You can fold AI in half to
get A2, fold A2 in half to get A3, etc. The w(~)= w(~:)
dimensions of AO were chosen so that all w2
paper sizes in the series are similar to each L=-
!L
other and to AO. 3

and then by ~ L, we get the equation:

A2 ~ L2 = w2
Al 9. Show how to find L, the length of the
A4 original rectangle, if the width is the
A3
following:
a. I b. 2 c. W
AO
10. What is the ratio of length to width in
8. \) Find the dimensions, to the nearest mil- each of the rectangles in problem 9?
limeter, of AO and A I.
Dynamic rectangles are named for their ratio
DYNAMIC RECTANGlES of length to width. These two rectangles are
The special rectangles you discovered in the both called .f5 rectangles because the ratio of
previous section each have the property that length to width in each of them is .fs.
half of the rectangle is similar to the whole.
They are examples of a group of rectangles,
called dynamic rectangles, that are very useful
to artists and designers. Dynamic rectangles
have the property that when you cut them into
a certain number of equal parts, each of the
parts is similar to the whole.
The rectangle below is divided into three parts, 11. ~ Into how many equal parts would you
each one of which is similar to the original divide a .f5 rectangle in order to make
rectangle. each of the parts similar to the original
rectangle? Explain how you figured this
out, showing your work.

14.1 Rectangle Ratios 4854

Digitized by Coogle
12. A rectangle is divided into seven parts, a. To find the length x of the original rec-
each of which is similar to the original tangle, Tara wrote:
rectangle. X- I
~-!X
a. Give possible dimensions (length and n
width) for the rectangle. Explain why Tara wrote this proportion.
b. Give another set of possible b. Solve this equation for x.
dimensions.
c. Summarize your results in words.
c. What is the ratio of length to width?
13. ~ A rectangle having width one unit is 14J;i@¥@jl Many artists and designers use
divided into n equal parts, each of which is mathematics. Do some research to find out
similar to the original rectangle. why dynamic rectangles are so useful in
art and design. Then make your own
design based on dynamic rectangles.

DISCOVERY INTERESTING NUMBERS fi/Jfliii NUMBERS AND THEIR

RECIPROCALS
15. Find a number that is one more than its
reciprocal. If possible, find or estimate the number
described. Explain how you found it. (If there
16. Find a number that is one less than its is more than one number that fits the descrip-
square. tion, try to find as many as possible.)
17. The number equals its reciprocal.
18. The number is four more than its
reciprocal.
19. The number is one more than twice its
reciprocal.
20. The number does not have a reciprocal.

4486 Chapter 14 Ratios and Roots

Digitized by Coogle
 Simplifying Algebraic Fractions
-====- " ~ /....:::=::::=:: ~ /--- / ~ --- -
-:;:::=;;: - --:;:;;; ;; --::::?;:: ~ ~ .:--- ..:::;:::;; ::.- ~ ::

Yeu will ne~d:

••••••••••••••••••••• tor, so I can get rid of them. The simplified
•
•• fraction is 16."
.••
: Lab Gear
............................... .....-.rJ .:• Anna didn't think Edith's method was right.
•••••••••••••••••••••••••••••••••• She decided to check Edith's answer by
substituting.
ADDINC OR SUHTRACTIN<. fQUAL AMOliNlS
2. Calculate the value of the expression
1. l@)[.jf!!t.J.I What happens if you add or 4x :X 16 for several different values for x.
subtract equal amounts to or from the nu-
merator and the denominator of a fraction? Do all values of x make this fraction equal
How can you tell whether the value of the to 16? Does any value of x make it equal
fraction will increase, decrease, or remain to 16? Explain.
the same? Make up several examples to 3. ...... Explain why you cannot simplify a
see what happens, then make a fraction by subtracting the same number
generalization. from the numerator and the denominator.
Give examples.
To model fractions with the Lab Gear, you can
use the workmat turned on its side. Instead of COMMON DIMENSIONS AND DIVISION
representing an equals sign, the straight line in
As you know, to simplify a fraction, you divide
the middle now represents the fraction bar.
numerator and denominator by the same num-
4x + 16
Edith and Anna modeled the fraction 4x ber. This is still true of algebraic fractions.
with the Lab Gear, as shown below.

-- D
II II I I
II II I I
I I II I I

--
"This is an easy problem," said Edith. "There's
a 4x in both the numerator and the denomina-
l
14.2 Simplifying Algebraic Fractions 4874
Digitized by Coogle
.14.2
Repeat problem 5 for the following figures.

•••• 6.

- 7.
•••••

8.
4. Study the previous figure.
a. What are the numerator and the denom-
inator divided by?
b. What is the simplified fraction?
Sometimes, as in the figure below, the numera-
tor and denominator rectangle are seen to have
a common dimension, which is the common
factor we divide by to get the simplified
fraction.

SIMPliFYING FRACTIONS

Sometimes it is necessary to factor the numer-

ator and the denominator in order to see the
common factors.
x 2 + 3x + 2
I Example: Simplify: x2 + 5x + 6
5. Study the preceding figure.
(x + 2)(x + I)
a. Write the original fraction. Factor: (x + 2)(x + 3)
b. Show what the numerator and denomi-
nator must be divided by to simplify the Divide both numerator and denominator by
fraction. the common factor, (x + 2). The simplified
. . X+ I
f racuon
c. Write the simplified fraction. 1s: x + 3 .

4488 Chapter 14 Ratios and Roots

Digitized by Coogle
 14.2.

The following example is done with the For what value or values of x (if any) is each
Lab Gear. fraction undefined?
14. _E_ 15. X- 6
x-6 x+6
3-
16.- 17. x2 + 2
..........
Ill I I
, 2x+ 6 r-6x+8

AI WAYS, SOMI TIM IS, N£VI R

.
Smce x2 + 12x + 20 be .
x +2 can wntten
(x + lO)(x + 2)
x+2

--
we can write:
x2 + 12x + 20 = + 10
x+ 2 x
18• .,_ Explain why the preceding equality

/
is not true when x = -2.
19• .,_ Explain why it's true when x =I= -2.
20. For what value(s) of xis
a. 2x- 3 =I=!?
8x- 12 4·

b. rx-- 39 = X + 3?
Tell whether each equation 21-23 is always

I
true or only sometimes true. If it is only some-
times true, give the value of x for which it is
not true.

9. .,_Explain the process shown in the fig-

21. ~= 2x
ure, using words and algebraic notation. 22. x2 - 1 ....:. (x + 1)
8x-8- 8
If possible, simplify these fractions.
23. 5 - 5x _ ___.2__
10. 3x + 12 11. x2 + lOx+ 25 2x2-2-2x+2
x2 + 4x 2x + 10
Tell whether each equation 24-26 is always,
12. ?x + 5 13. 2d + 3 sometimes, or never true. If it is sometimes
?x d+3
true, give the values of x that make it true.
ZERO IN THE DENOMINATOR 24• 5x-
5
5 = 5
X

When we substitute 2 for x in the fraction

3x- 1
25. 5 x; 5 = x - 5

x _ 2 , the denominator has the value zero. 10 = x 2

26. x2 - - 2
Since division by 0 is undefined, we say that 5
the fraction is undefined when x = 2.

14.2 Simplifying Algebraic Fractions 489,4,

Digitized by Coogle
 Fractions and Equations

1. l:t3!)!@i![,J.I Wanda always enjoyed the c. a numerator of 4x + 8

math tests Mr. Stevens gave every Friday. d. a numerator of 3x2 + 6x
She especially liked the tests on fractions.
5. If possible, write a fraction that is equiva-
Here is the test she took on Friday the y+x
13th. Try to find the problems she did lent to ~ that has the following:
wrong. If necessary, substitute numbers. a. a denominator of 8xy
If you can, show her how to do them
b. a denominator of 6x2
correctly.
c. a numerator of -2y- 2x
a. 2x -:! =:!
5 3 2 d. a numerator of 3y + x
b. :! +:! = 2x 6. Write a fraction equivalent to 2 that has
5 5 10
2
5a 2 as a denominator.
X X X
c.-.-=-
5 5 25 7. Write a fraction equivalent to 1 that has b
d. 2t .1. = 1 as a denominator.
5 2x
e. :! +~= 2 8. Write a fraction equivalent to b that has b
5 X as a denominator.
f M _10M
. -s- 50 9. Write a fraction equivalent to x that has x 2
g. 2M+ 4 = 2 as a denominator.
M+2
COMMON DE NOMINA TORS
COM PLICA fiNC FRACTIONS To add or subtract fractions having unlike
Sometimes it is useful to complicate fractions denominators, you first have to find a common
instead of simplifying them. For example, here denominator.
are some more complicated fractions that are
2x
10. a. Write a fraction equivalent to j having
equivalent to 5 a denominator of 6a 2•

a. 4x
-
2
b. 2xy c. 8x + 2x2 b. Add 3 + 6ca2.
b

lOx 5y 20 + 5x
2x 11. Write two fractions whose sum is
2. What was 5 multiplied by to give each
2x +5
one of the fractions? Sketch a Lab Gear lOx ·
fraction for part (a).
12. a. Write a fraction equivalent to ~:
3. Write three fractions that are equivalent to having a denominator of 5ac.
2/(x - 3). Check the correctness of a 13. Find a common denominator and add
classmate's fractions. or subtract.
x+2
4. Write a fraction that is equivalent to 5
that has the following:
I
a. 4x +lOr
I
b.~-?
a. a denominator of 10
b. a denominator of 5x + 15

,4490 Chapter 14 Ratios and Roots

Digitized by Coogle
 14.3.
FROM QUADRATICS TO FRACTIONS 15. Continue the table and find a value of x
Tara was trying to solve x2 + 4x - 6 = 0 with that, when substituted into both sides of
the zero product property. She couldn't figure the equation, will give the same value
out a way to factor the trinomial. Then she had a. to the nearest tenth;
an idea. She wrote: b. to the nearest hundredth.
x 2 + 4x = 6 16. The quadratic equation that Tara was solv-
x(x + 4) = 6 ing has two roots. Approximate the other
Tara was still thinking about the zero product root to the nearest hundredth.
property. She wrote: 17. Solve the equation x 2 + 5x- 3 = 0 using
x = 6 or x + 4 = 6 trial and error. (You do not need to do it in
the same way as Tara.) Approximate each
14. .,_ Explain why Tara's reasoning is
solution to the nearest hundredth.
incorrect. (Why does this method work
when one side of the equation is 0?) 18. Confirm your solution by using a method
you learned in Chapter 13.
When Tara saw her mistake, she tried another
method. She divided both sides by x. FROM FRACTIONS TO QUADRATICS
x(x + 4) = 6
Rewrite each equation as an equivalent
x+4=~X quadratic equation. Then try to solve it. Show
each step.
Then she was stuck. Her teacher suggested that 3 4
she use trial and error, so she made this table. 19. x + 4 + -x = 0 20. 2m + -m = 9

= 2~
I
6 21. 4x =- 22. L- 4
X x+4 -
X
X

I 4
I 5 6 23.-X =X+ 1 24.-X =X+ 1

2 6 3

1.5 5.5 4

1.25 5.25 4.8

1.13 5.13 5.31

14.3 Fractions and Equations 4914

Digitized by Coogle
 Finding the Vertex

You will need:

••••••••••••••••••••••

~
:
graph paper IW
~·~~·;~·i· ~~··~~;·~·~lators
~
I :
: (o·p··Bo·n·a·ir··································· :
• •
••••••••••••••••••••••••••••••••••
Knowing more about quadratic functions and 5
their graphs will help you understand and
solve quadratic equations. In particular, it is
useful to know how to find the vertex and the
x-intercepts of quadratic functions in the fol-
lowing two forms:
• lnterceptform: y = a(x- p)(x- q)
• Standard form: y = ax2 + bx + c

DIFFERENT SHAPES
3. Which among the parabolas in problems 1
and 2 is most open? Most closed? How is
this related to the value of a?
4. Write the equation of a parabola that lies
entirely between parabolas la and lb.
5. ..... Describe the graph of:
5 a. y = -o.Olx2; b. y = 100x2•

6. fii!,I,F!ii Explain the effect of the para-

meter a, in the function y = ax2, on the
shape and orientation of the graph.

INTERCEPT FORM

As you learned in Chapter 13, when the equa-

tion is in intercept form, you can find the ver-
tex from the x-intercepts, which are easy to
1. The figure shows several parabolas whose locate.
x-intercepts, y-intercept, and vertex are all
(0, 0). Match each one with an equation: 7. Try to answer the following questions
y = x2 y = 0.5x 2 y = 2x2 about the graph of y = 2(x - 3 )(x + 4)
without graphing.
y = -x2 y = -o.5x2 y = -2x2
a. What are the x- andy-intercepts?
2. What is the value of a for the parabolas on b. What are the coordinates of the vertex?
the following figure?

4492 Chapter 14 Ratios and Roots

Digitized by Coogle
 14.4.

8. CiJ§.!@iiijli!.!.i 12. . . . Explain why when c = 0, the

a. What are the x- andy-intercepts of parabola goes through the origin.
y = a(x- p)(x- q)? Explain. 13. Find the vertex of y = U + 8x.
b. Explain in words how to find the vertex (Hint: Factor to get into intercept form.)
if you know the intercepts. 10
9. QThe figure shows the graphs of several
parabolas. Write an equation for each one.
(Hint: To find a, use either they-intercept
or the vertex and algebra or trial and
error.)

10

c.

10

14• ._How are the two graphs related?

Compare the axis of symmetry and the
(3.5, -4.5) y-intercept.
15. . . . How is the graph of y = 2x2 + 8x - 3
related to them?
16. Find the equation of any other parabola
10. For each equation, tell whether its graph is whose vertex is directly above or below
a smile or a frown parabola, without
the vertex of y = U + 8x.
graphing. Explain your reasoning.
a. y = 9(x - 8)(x - 7) FINDING HAND V
b. y = -9(x - 8)(x - 7)
c. y = 9(8 -x)(x- 7)
I Example: Find the coordinates (H, V) of the
vertex of the graph of y = 3r - 18x + 7.
d. y = 9(8 -x)(7 -x) • y= 3r - 18x is the vertical translation
for which V = 0. By factoring, we see it is
11 . . _ If you know all the intercepts and the
equal toy = x(3x - 18).
vertex of y = 3(x- p)(x- q), explain
how you would find the intercepts and the • To find the x-intercepts of y = 3x2 - 18x,
vertex of y = -3(x- p)(x- q). we set y = 0. By the zero product
property, one x-intercept is 0. To find the
STANDARD FORM other, we solve the equation 3x - 18 = 0,
and getx = 6.
When the equation is in standard form,
y = ax2 + bx + c, it is more difficult to find • Since the x-intercepts are 0 and 6, and the
the location of the vertex. One particularly axis of symmetry for both parabolas is
easy case, however, is the case where c = 0. halfway between, it must be 3. SoH= 3.

14.4 Finding the Vertex 4934

Digitized by Coogle
T14.4
• Substitute 3 into the original equation to 10
see that the y-coordinate of the vertex is:
v = 3(3)2 - 18(3) + 7 = -20. y = 0.25x2
So the coordinates of the vertex for the
original parabola are (3, -20).
17. For each equation, find Hand V. It may
help to sketch the vertical translation of
the parabola for which V = 0.
a. y = x 2 + 6x + 5
b. y = 2x2 + 6x + 5
y = 0.25x2
/
- 2x - 2
c. y = 3r - 6x + 5
d. y = 6x2 - 6x + 5
ij!§.!§f!!ijl!I.!.?J
18. What is the equation of a parabola through
the origin that is a vertical translation of For example, the two parabolas in the figure
y = ax2 + bx + c? have equations with a = 0.25. Therefore they
19. Show how to find the axis of symmetry of: have the same shape, as the following exercise
a. y = ax 2 + bx; shows.
b. y = ax2 - bx. 21.
a. Show algebraicall y that startin g at the
20. Explain why the x-coordinate of the vertex, and movi ng 4 across and 4 up,
vertex of the parabola having equation lands you on a point that satisfies the
y = ax2 + bx + c is equation in both ca e .
b
H = -2a · b. If you move 2 across fro m the vertex,
show that you move up the same
">AME SHAPE amount to get to the parabola in both
The parameter a determines the shape of the cases.
parabola. The graphs of all equations in stan-
dard form that share the same value for a are
translations of the graph of y = ax2•

4494 Chapter 14 Ratios and Roots

Digitized by Coogle
~l@iiji@~
_WRITINQ_
14.A in the Gutter

You have a long rectangular sheet of metal, 1. Find the area of the cross-section for the
having width L inches. You intend to fold it to examples shown in the figure. (All angles
make a gutter. You want to find out which of are 90 or 135 degrees. All sides in each
the folds shown in the figure will give the cross-section are of equal length. Hint:
maximum flow of water. This depends on the Divide the areas into rectangles and right
area of the cross-section of the gutter; a bigger triangles that are half-squares .) Which
area means better flow. cross-section has the greatest area?
2. You may try the same shapes with differ-
ent dimension s. For example, for cross-
section b, you could have a height of L/4,
and a width of L/2. Try to increase the
areas for cross-sections b, c, d, and e by

LJ
choosing different values for the different
L/3 segments. (Remember that the sum of all
the lengths must beL.)
b.
3. l;i§.!.!,l Figure out the best design for a
gutter. Write an illustrated report on your
research, explaining clearly how you
arrived at your conclusions. You need not
limit yourself to the shapes given here.

I L/4 I
d.V

14.A In the Gutter 4954

Digitized by Coogle
 A Famous Formula

You will need:

•••••••••••••••••••••• So the solutions are:
••
•• graph paper EHB
...................................... ~~
_1.+ Ff3 or _1.- Ff3
6 Y36 6 V36
•
•• graphing calculators The two solutions can be written as one
•• (o.pi.io·n·a·ir·································· · expression:
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
_1.+ {73
STANDARD FORM OF A QUADRATIC
6-'/36

I Definition: A quadratic equation is said to

be in standard form if it is in the form:
ax2 + bx + c = 0.
where the symbol ± is read plus or minus. It is
also possible to write it as a single fraction:
_1.
6
+
-V36
m = _1.6-+ m6 = -s ±6 m
In Chapter 13 you learned several methods to
solve quadratics in the case where a = 1. If Solve. (Hint: You may divide by a, then use
you divide all the terms of a quadratic equation any of the methods from Chapter 13.)
in standard form by a, you can solve it with 1. 2x2 + 4x- 8 = 0
those methods.
2. -x2 + 4x + 8 = 0
Example: Solve 3x2 + 5x - 4 = 0.
Divide both sides by 3: 3. 3x2 + 4x- 4 = 0

x2+1x-i=.Q 4. -3x2 + 8x + 8 = 0
3 3 3
. .2 5 4 FINDING THE \-INTERCEPTS
x + 3x- 3 = 0.
You already know how to find the vertex of
Since a = 1, the solutions are H ± .f-V. In a quadratic function in standard form. In
this case: this section you will learn how to find the
H = -b/2 = -5/6. x-intercepts from the vertex.

Find V by substituting H for x in the equation. The following figure shows the graph of the
function y = ar + bx + c, which is a transla-
v= c~r + ( ;)(~) - ~ tion of y = ar'whose graph is also shown.
25 25 4 The coordinates of the vertex are (H, V) .
= 36-18-3 Dis the distance from the x-intercepts to the
25 50 48 axis of symmetry. When a = 1, we found
= 36-36- 36
that D = .f-V. What is Din the general case?
-73
=
36

4496 Chapter 14 Ratios and Roots

Digitized by Coogle
 14.5.
10 Therefore, one way to solve a quadratic equa-
tion in standard form is first to find H and V.
In Lesson 2 you learned how to express H in
terms of a and b. Then V can be found by sub-

10
I
stituting H into the equation.
Example: Solve 2x' + 8x- 7 ~ 0.

Solutions:
D
H ± H = -2 ± ~- -;s = -2 ± ~7.5
Solve.
8. + 6x - 8 = 0
2x2
9. -x2 + 6x + 8 = 0
The figure shows D and Von a parabola that
was translated from y = ax2• In this example, 10. 3x2 + 6x + I = 0
V was a negative number, and the translation 11. -3x2 + 6x + 8 = 0
was in a downward direction. The arrows rep-
resenting D and V are also shown on the origi- THE QUADRATI( FORMULA
nal parabola. (On y = x 2 , the direction of the As you know, H = -b/(2a). The following
arrow for V was reversed. What is shown is problem uses that fact to find a formula for V
actually the opposite of V. This is indicated in terms of a, b, and c.
by the label-V. Since Vis negative, -Vis
positive.) 12. Q Substitute -b/(2a) into ax2 + bx + c to
find the y-coordinate of the vertex as a sin-
5. . _ Use the figure to explain why gle fraction in terms of a, b, and c.
-V = aD2•
If you did problem 12 correctly, you should
6. . _ Express D in terms of V and a. have found that:
7. . _ This formula is different from the -b 2 + 4ac
V= --,---
one we had found in the case where a = I. 4a
Explain why this formula works whether 13. QTo find a formula for the solutions of
a= 1 ora* I. the quadratic equation in standard form in
terms of a, b, and c, substitute the expres-
SOL VINC QUADRATIC EQUATIONS
sions for H and V into the expression
The x-intercepts, when they exist, are equal to
H ± D. It follows from the value of D found in H:tJ1 .
the previous section that the solutions to the
quadratic equation d + bx + c = 0 are given If you did this correctly, you should have
by the formula: found that the solutions are:
_ !!_ + / b2 - 4ac
2a - 'J 4a 2

14.5 A Famous Formula 4974

Digitized by Coogle
.14.5
14. 0 Show that this simplifies to: 15. 2x2 + 6x - 4 = 0
-b-:!::. ~b 1 - 4ac
2a 16. -x2 + 6x + 4 = 0
This expression is the famous quadratic 17. 3x2 + 6x- 4 = 0
formula. It gives the solutions to a quadratic 18. -3x2 + 7x - 4 = 0
equation in standard form in terms of a, b, and
c. You will find it useful to memorize it as fol- 19j;i§.j.iil What are all the methods you
lows: "The opposite of b, plus or minus the know for solving quadratic equations? Use
square root of b squared minus 4ac, all over examples.
2a. "
Solve these equations. (If you use the qua-
dratic formula, you are less likely to make
mistakes if you calculate the quantity
b 2 - 4ac first.)

DISCOVERY A TOUGH INEQUALITY

On Friday night when Mary and Martin 21. The length of a rectangle is 10 more than
walked into the G. Ale Bar, Ginger gave them the width. Write a formula for:
a challenging inequality. "This stumps some a. the width in terms of the length;
calculus students," she said, "but I think you b. the area in terms of the length;
can figure it out."
c. the perimeter in terms of the width.
20. Solve Ginger's inequality: 3 < llx. Check 22. A rectangle has width 3x + 1 and length
and explain your solution.
6x + 2. Find the perimeter when the area
is 200.

4498 Chapter 14 Ratios and Roots

Digitized by Coogle
 -
Translations of
--==-===- -=---=-
y --==------- --~ ---- -=-
--::;::.::- -;:.::::: - ----::8: / //. . . . -. . . . : --;::;::.: '

••••••••••••••••••••

I
You will need: 2. . . . .
•
.. ... ... ... ... .. . . . .. . ... . 81B
• graph paper a. Explain why the lowest value for the
•
• I::±±J7 quantity (x - 4) 2 is 0 .
••
•• graph ing calculators b. Explain how it follows that the lowest
• ·(o.iJi"IC>·r;·a·r)···································· point for both parabolas must be for
•
••••••••••••••••••••••••••••••••• X= 4 .

">AME SHAI"E 3. Write the equation of the parabola that

In Chapter 13 you learned that the parameters has the same shape as y = 0.25x2 having
H and V in the equation y = (x - H) 2 + V vertex (-3, 2).
represent the coordinates of the vertex of a 4. Find the equation of a parabola that is
parabola which is a translation of the one with a translation of y = 5x2 having vertex
equation y = x2. This is easy to generalize to (4, -2).
any equation in the form y = a(x - H) 2 + V,
even when a =I= 1. 5. The following questions are about the
function y = 6(x + 5) 2 - 4.
10
y= (x-4i -6 a. What are the coordinates of the vertex
of its graph?
b. What is the equation of the parabola of
the same shape having the vertex at the
origin?
c. What is the equation of the frown
parabola having the same shape, and
the vertex at the origin?
d. What is the equation of the frown
parabola having the same shape and
y = 0.25(x- 4)2 - 6 vertex?

6. i§i!.ji,E'ij What do you know about

the shape and vertex of the graph of
y = a(x - H) 2 + V?

The two parabolas shown in the figure have MORE ON fQUAL SQUARES
the same vertex.
Use the equal squares method to solve each
1. Write the equation of a parabola having equation. Notice how the solutions of the first
the same vertex as both in the figure that is equation in each pair differ from the solutions
a. more open than either; of the second equation.
b. more closed than either; 7. a. x2 - 9 = 0
c. between the two. b. 4x2 - 9 = 0

14.6 Translations ofy = ax 2 4994

Digitized by Coogle
.14.6

8. a. x2 - 6 = 0 The same method for completing the square is

b. 9x2 - 6 = 0 used even when a is not a common factor.

9. a. (x- 3) 2 - 5 = 0 Example: Write y = 3r + 5x - 7

b. 16(x- 3) 2 - 5 = 0 Factor the 3:

10. a. (x + 2) 2 - 7 = 0 y = 3 (r + ~X j) -

b. 3(x + 2) 2 - 7 = 0 Complete the square:

11. ifi§.!@iif¥1!1.!.1 Y = 3 (r
5
+ 3x + 36 -
25 25
36 -
7)
3
a. Describe how the roots of the second
equation in each pair differ from the
roots of the first equation.
b. Use the equal squares method to find a
= 3((x + ~r -•3o:)
Distribute the 3:
general formula for the solutions of the
equation a(x - H) 2 + V = 0. Explain.

If you did problem II correctly, you should SoH= -516 and V = -109/12.
have found the same formula as in Lesson 5.
12. Check that H and V were found correctly.
H±v'1 Complete the square.

COMPlETING THE SQUARE

13. y = 3r + 6x + 9
14. y = -u + 5x + s
You can change a quadratic equation from
standard form to vertex form by completing
15. y = U - 5x +3
the square. When a =I= 1, it is more difficult,
but it can still be done. THE QUADRATIC FORMUlA, AGAIN

Example: Write y = 3r + 6x - 9 in Let us write y = ar

+ bx + c in vertex form
vertex form. by completing the square.
Factor the a:

Then complete the square for the quantity y = a(r + ~x + ~)

inside the parentheses:
Complete the square:
y = 3(r + 2x + 1 - 1 - 3)
Y= a(r + a~X + £4a 2
- £4a2 + a~)
Finally, distribute the 3:
y = 3(x + 1)2 - 12
= a~x + ~)2 + -b2 :a:ac)
SoH= -1 and V = -12. You can check that
this was done correctly by finding Hand V Distribute the a: 2
using the method from Lesson 4:
y
=
ax +.£.)
(
2a
+ -b2 4a
+4ac

v= 3(-1) 2 + 6(-1)- 9 = -12

4soo Chapter 14 Ratios and Roots

Digitized by Coogle
 14.6.

-b -b2 + 4ac So:

So H = 20 , and V = 40 as we saw in
b / b 2 - 4ac
Lesson 5. X+ 2a = ±-y 4a2

Finally, if we solve the equation -b ~b2 - 4ac

2 x= -+..:..:.._____.:.:==.
a(x + .£..) + -b2 + 4ac = 0 2a - 2a
2a 4a
by the equal squares method, we get: -b::!: ~b2 - 4ac
2 x= 2a
a(x + .£..) = b2 - 4ac
2a 4a
2

(x +:a) =

DISCOVERY EGYPTIAN FRACTIONS 19.G4.!§ZUmi!.!.i

a. Write an algebraic statement to
The ancient Egyptians used only those describe the pattern you found in # 16.
fractions having 1 for the numerator. Use expressions in terms of D for m
16. Find the sum. Look for patterns. and n in the equality.
a. .!.. + .!.. = .!.. b. .!.. + .!.. = .!.. _!_+_!_=_!_
5 20 ? 3 6 ? m D
n
l l l b. Use algebra to check that your state-
c. 4 + 12 =? ment is an identity.
17. Use the above pattern to predict these
20. Find x. Look for patterns.
missing denominators. l l l l l
a. .!.. + .!.. = _!_ b. _!_ + .!.. = _!_ a.-+-+-=-+-
2 3 6 X X
7 ? 6 ? 30 5
l l l b. _!_ + _!_ + _!_ = _!_ + _!_
c. 10 + 90 =? 4 5 20 X X

21. Use the above pattern to express the fol-

18. Write three more problems having the
lowing fractions as a sum of Egyptian
same pattern as above.
fractions. Check your answers.
a . 1.
5 b. 1.
7

22.
a. Write an algebraic statement to describe
the pattern.
b. Use algebra to check that your state-
ment is an identity.

14.6 Translations o[y - ax 2 5014

Digitized by Coogle
 lESSON

Equations and Numbers

/ ~ ....==..... / / ~ / ...=.........=: --=::::==.. /
--::?;; /_:::. ~ .-- -;::;;:; .::-- ~ .-;.. ~ _:::. ~ .--

In this lesson we will discuss quadratic

functions and equations in standard form,
y = a 2 + bx + c and ax 2 + bx + c = 0.

HOW Mi\NY \-INTERCEPTS?

I Definition: The quantity b2 - 4ac, which
appears under the radical in the quadratic
formula, is called the discriminant, which is
sometimes written~ (the Greek letter delta).
6. Explain why we can write V = -M(4a).
A quadratic equation may have 2, 1, or 0 real
number solutions, depending on the number of HOW Mi\NY SOLUTIONS?
x-intercepts on the graph of the corresponding
It turns out that the discriminant allows us to
function.
know the number of solutions of a quadratic
1. Sketch a parabola for whose equation: equation. Refer to the table in problem 4 to
a. a > 0 and c < 0 answer the following questions.
b. a < 0 and c > 0 7. If~ = 0, what is V? How many solutions
2. .,_ Explain why a parabola for which a are there?
and c have opposite signs must intersect 8. If~> 0,
the x-axis. a. and a > 0, what is the sign of V? How
3. Sketch a parabola to explain why if a > 0 many solutions are there?
and V < 0 there are two x-intercepts. b. and a < 0, what is the sign of V? How
many solutions are there?
4. Fill the table with the number of x-inter-
cepts for a quadratic function with the 9. If~< 0,
given signs for a and V. Justify each a. and a > 0, what is the sign of V? How
answer with a sketch. many solutions are there?
V<O V=O V>O b. and a < 0, what is the sign of V? How

:::1 ~ I I I
many solutions are there?
The quadratic formula can be written:
-b ± ../A
2a
(We do not consider the case a = 0, since then
the function is no longer quadratic.) toJfii!u!ufilfl Using the quadratic formula,
explain why,
5. How many x-intercepts are there if:
a. if~ = 0 there is only one solution;
a. V = 0?
b. if~< 0 there are no real solutions;
b. V and a have the same sign?
c. if~ > 0 there are two real solutions.
c. V and a have opposite signs?
-b1 + 4ac 11 • .,_ Explain why if a and c have opposite
In Lesson 6 you found that V = 40
signs, the discriminant cannot be negative.

Chapter 14 Ratios and Roots

Digitized by Coogle
 14.7.
SUM AND PRODll< r OF THE SOLLJliONS 17. Pretend you know about only the natural
numbers. (These are the positive whole
12. In the case where there are two solutions numbers.) List the equations a-f that can
-b + .ft5. -b- .ft5. be solved.
x 1 =~andx2=~,
18. Pretend you know about only the integers.
a. what is x, + x2? (These are positive and negative whole
b. what is the average of XI and x2? (How numbers and zero.) List the equations a-f
is this related to the axis of symmetry?) that can be solved. Find one that has two
c. what is XI • x2? solutions.
The sum of the solutions of a quadratic equa- 19. Pretend you know about only the rational
tion isS = -b/a, and the product is P = cia. numbers. (These are all fractions, positive,
This provides a quick way to check the negative, and zero. Of course, integers are
correctness of the solutions to a quadratic. included, since for example 3 = 612.) List
the equations a-f that can be solved.
Example: Phred solved the quadratic equa-
tion U + 5x - 8 = 0 and got -5 2 ./89 . = 20. The real numbers include all rational and
To check the correctness of the answer, he irrational numbers. Which equations can
added the two roots, hoping_!9 getS= -b/a be solved if you know about all the real
= -5/2. Conveniently, the ~89 disappeared: numbers?
-5 + .[89 -5 - .[89 -10 Natural numbers, integers, rational numbers,
2 T 2 =T and real numbers can all be found on a one-
Since -10/2 =I= -5/2, Phred must have made a dimensional number line. However, to solve
mistake. equation (g), you need to get off the number
line. The solution is a complex number, and it
Solve, and check the correctness of your
is written 3i. The number i is a number one
answers, with the help of Sand P (or by substi-
unit away from 0, but off the number line. It is
tuting in the original equation).
defined as a number whose square is -1:
13. U + 5x - 8 = 0 ;2 = -1.
14. U - 8x + 5 = 0 Complex numbers cannot be shown on a line.
They require a two-dimensional number plane.
15. -8x2 + 3x + 5 = 0 You will learn more about them in future math
16. -u - 5x - 1= o classes.
21. Create an equation whose solution is
KINDS 01 NliMIH RS a. a natural number;
The first numbers people used were whole b. an integer, but not a natural number;
numbers. It took many centuries to discover c. a rational number, but not an integer;
more and more types of numbers. The discov- d. an irrational number.
ery of new kinds of numbers is related to the
attempt to solve more and more equations. 22. Create an equation that has no real number
The following equations are examples. solution.
a. X + 2 = 9 b. X + 9 = 2
c. 2x = 6 d. 6x = 2
23.1;141¥!'91 Find out about complex
numbers.
e. x = 9
2 f. x 2 = 10
g. x 2 = -9
14.7 Equations and Numbers 503.

Digitized by Coogle
 The Golden Ratio
-
--- -
--- -
--- -
--- -
---
~ --;:;::;: --;:::;:;- --;:::::::- ~ ~-

••••••••••••••••••••
I•
•
You will need: The ratio of the longer to the shorter side
of a golden rectangle is called the golden
~
•
••
ratio .
scissors
•• .............................................
• ~
•• Golden rectangles and the golden ratio are
graph paper
•• ............................................................... used frequently in art, design, and architecture .
•••••••••••••••••••••••••••••••••
3. What is the length-to-width ratio of the
THE GOlDEN RECTANGLE rectangle you found in problem 2?
1. Take two identical rectangular pieces of Compare your answer with your
paper. Cut a square off one end of one of classmates' answers.
them, as shown in the figure. Is the
,
remaining rectangle similar to the original ,
one? Check with the diagonal test. ,,
original rectangle
,....-----....:..-....,,; .----'\'---------., X ,,
,
,,
square
,,
_____..... IX- I
to cut off

,'
,:'\
diagonal .
.__

/ / (for test)
This figure shows a golden rectangle (on the
left). To find the exact value of the golden
\
remaining rectangle
t ratio, we will write and solve an equation
about the similar rectangles shown (on the
right).
2. lij:t.)[.]Z!i!•lrl Make a paper rectangle, such 4. . _ Explain why - 1- =
x- 1
~
1
that the rectangle that remains after cutting
off a square is similar to the original rec- 5. Solve the equation.
tangle. What are the dimensions of your
rectangle? (Hint: Remember that if two There should be two solutions. The positive
rectangles are similar, their length-to- one is the golden ratio.
width ratio must be the same. You may use 6. What is the exact value of the golden
trial and error on your calculators for dif- ratio?
ferent sizes, or write and solve equations.)
7. What is the golden ratio, rounded to the
Definitions: nearest one thousandth?
• A golden rectangle is one that satisfies the 8. What is the reciprocal of the golden ratio,
following property: If you cut a square off rounded to the nearest one thousandth?
one end of the rectangle, the remaining
rectangle is similar to the original one. I Notation: The golden ratio is often
represented by the Greek letter 'P (phi).

,4504 Chapter 14 Ratios and Roots

Digitized by Coogle
 14.8.

A SPECIAL SEQUENCE GOLDEN WINDOWS

A Fibonacci-like sequence is one in which Some architects think that rectangular

each term is the sum of the previous two. A windows look best if their sides are in the ratio
geometric sequence is one in which the ratio of of approximately 'P·
consecutive terms is constant. We will try to
14. Imagine that you must make "golden win-
create a sequence that is geometric and
dows" out of square panes. Since the sides
Fibonacci-like at the same time.
must be whole numbers, you will not be
9. .,_ Consider the sequence 1, k, e,
k3, •••• able to have an exact golden rectangle,
Explain why it is a geometric sequence. so try to find the dimensions of a few
What is its common ratio? windows having whole number sides in
a ratio close to 'P·
10. .,_Explain why, if 1, k, e,
k3, ••• were a
Fibonacci-like sequence, we would have Many architects use consecutive numbers in
1+k =e. the Fibonacci sequence: I, I, 2, 3, 5, 8, 13, ...
as the dimensions of windows and other rec-
11. Find a number k that satisfies the equation
tangles. (Example: 3 by 5, or 5 by 8.)
1+k =e.
Explain your reasoning.
15. Make a sequence of the ratios of consecu-
In problems 9-11, you have shown that the
tive Fibonacci numbers: Ill, 211, 3/2, 5/3,
sequence 1, 'f>, 'P 2, 'P 3, ... IS
. .
geometnc an d
8/5, 13/8, .... Are the ratios greater or less
starts out as a Fibonacci-like sequence, since
than the golden ratio? What is the trend in
its third term is the sum of the first two. It
the long run?
remains to show that if you add the second and
third terms, you get the fourth, if you add the 16. a. Plot the points (1, 1), (1, 2), (2, 3),
third and fourth, you get the fifth, and so on. (3, 5), (5, 8), (8, 13), ....
More generally, we need to show that if you b. Graph the line y = 'f>X.
add the (n + 1)1h term and the (n + 2)1h term, c. Describe the position of the points in
you get the (n + 3Yh term. relation to the line.
12. Use algebra to explain why if 1 + k = e, 17. Plot the points (1, 'f>), ('f>, 'P 2), ('f> 2, 'P\ ...
then k + e = k3• and the line y = 'f>X. Compare the graph
13. .,_ Multiply both sides of 1 + k = e with the one in problem 16.
by /t. Use the result to show that the
sequence 1, 'f>, 'P 2, 'P 3, • • . is Fibonacci- 1SJ;if1*!19M Read about the golden ratio,
like. the golden rectangle, and the Fibonacci
sequence. Write a report on what
you learn.

14.8 The Golden Ratio 5054

Digitized by Coogle
 ~RITIN:; 14.8 Up and Down Stream
~ili!@iiji~

BOATS AND CURRENTS For problems 5 and 6 assume the boat moves
The L.A. Barge Company operates boats on at a rate of r miles per hour in still water.
canals, lakes, and rivers. One of their boats, 5. What would its rate be in terms of r,
the Huck Finn, moves at a maximum rate of a. going upstream if the river is moving at
ll mi/hr in still water. The boat regularly does 2 miles per hour?
a round trip on the Leumas River, going 32
b. going downstream if the river is mov-
miles upstream, and returning. The river flows
ing at c miles per hour?
at a rate of 2 mi/hr.
6. If the river is moving at 3 miles per hour,
To calculate the total time for the round trip,
you need to use the formula a. how long does the upstream portion of
the trip take in terms of r?
distance = rate · time.
b. how long does the downstream portion
Assuming the boat goes at its maximum rate, it
of the trip take in terms of r?
goes upstream at a rate of ( 11 - 2) mi/hr, and
it goes downstream at a rate of ( ll + 2) mi/hr. c. how long does the whole trip take in
terms of r?
1. What is the total time for the round trip?
Assume a one-hour stop before heading 7. How fast should the boat go (still water
back. rate), if the L.A. Barge Co. wants to con-
serve fuel, but needs to make the round
2. What is the average speed trip (including a one-hour stop) in:
a. with a stop? a. 13 hours? b. 8 hours?
b. without a stop?
AIRPLANES AND WINDS
3. True or False? Since the boat goes up-
stream on the way there, and downstream An airplane flies from Alaberg to Bergala with
on the way back, the effect of the current a headwind of 20 miles per hour and returns
is cancelled, and the trip takes as long as it with a tailwind of 20 miles per hour. The plane
would on a lake. Explain. stopped in Bergala for an hour. The whole trip
took 4 hours. The towns are 500 miles apart.
4. How long does the upstream portion of
the trip take? How about the downstream 8. How long did each portion of the trip
portion? take?
YOUR OWN I'ROBLI ~

9. Create a problem involving currents,

winds, or moving sidewalks that requires
solving a quadratic equation. Solve your
problem.

4so6 Chapter 14 Ratios and Roots

Digitized by Coogle
 ~ Essential Ideas
WINDOWS AND PANES ALWAYS, SOMETIMES, NEVER

1. The A.B. Glare Window Store sells a two- Tell whether each expression is always, some-
pane window, especially designed so that times, or never true.
the panes have the same dimensions as
10. 3x+ 5 = 5 11. 3x + 3y =6
each other, and the whole window has the 3x x+y
same proportions as each pane. If the hori- =3
12. 3x+ 3y 13. 3x+ Y = 3x
zontal dimension of the window is 36 x+y y
inches, what is the vertical dimension, to
the nearest inch? Make a sketch and show EQUIVALENT FRACTIONS
your work. 14. Write a fraction having a denominator of
2. The A.B. Glare Window Store sells two 6y that is equivalent to:
models of two-pane windows, such that a 1/6 b. x
one pane is square and the other is rectan- 15. Write a fraction having a denominator of y
gular. The rectangular pane has the same that is equivalent to:
proportions as the whole window. Both
a. 6x b. 6xy
models have a horizontal dimension of 36
inches. Make a sketch and show your 16. a. Write a fraction equivalent to 3/x hav-
work as you answer the following ing xy as a denominator.
question: What are the dimensions of the b. Write a fraction equivalent to 5/y hav-
rectangular pane, if its longer dimension is ing xy as a denominator.
a. horizontal? b. vertical? c. Add 3/x and 5/y. (Hint: To add, you
need a common denominator.)
ALGEBRAIC FRACTIONS
17. a. Write a fraction that is equivalent to x
3. Dwight was simplifying x +X 2 . He said, having x as a denominator.
"I can't get rid of the x's in the numerator b. Add x + llx. (Hint: Find a common
denominator.)
and denominator." He wrote x + 2 = 2.
X
Put on the same denominator.
Did Dwight correctly simplify x + 2 ? Is
X

his statement always, sometimes, or never

18. x 2 + ~ x + ~ 19. - :;z + ~
true? DIVISION BY ZERO?
If possible, simplify the fractions. On a test Joel solved the quadratic equation
4. xy+ y 5. 3x + 3y 6x2 = 12x using this method:
y x2-y2
6. 3a + 3b 7. _6_ 6~ 12x
-- Divide both sides by x:
4a + 4b 6x- 6 X X
x 2 + 5x 9. 2x + 2y Simplify fractions: 6x = 12
8. 12
6x - -
x 2 + 4x 3x+ 3y Divide both side by 6: -
6 - 6
The answer is X= 2.

• Essential Ideas 5074

Digitized by Coogle
••
Joel's teacher, Mr. Letter, wrote this on his PARABOlA FFATURES
paper: 26. Give the vertex, x-, andy-intercepts of:
a. y = 2(x + 3)2 - 9
There are two solutions to this
b. y = 4(x - 5)(x + I)
equation. You missed one of
them because you divided by 0. c. y = 6x2 - 7x- 8
27. How many x-intercepts?
Joel was puzzled. "I divided by x, and then by a. y = - 2(x + 3 )2 - 9
6" he thought. "I never divided by 0." b. y = -4(x - 2)
20. cl-- Can you explain what Mr. Letter c. y = 6x2 + 7x + 8
meant? Can you solve the equation
FROM FRACTIONS TO QUADRATICS
correctly?
Rewrite each equation as an equivalent
MYSTERY PARABOlAS quadratic equation. Then solve the equation.
Make a rough sketch showing two parabolas Show your work.
having the features described. Some of your 28. w -r 9 = 10
w 29. L + 3 = 2 + L6
parabolas should be frowns and others smiles;
I
some should be more open, some less. Label 30. L- 4 = 3i_ 31. -=X-
X
l
each parabola with:
a. its equation; Solve these equations. They have zero, one, or
b. its axis of symmetry; two solutions.
c. its x-intercepts (exact values); 32. ±+
X
X = -4 33. !_
X
+ ~X = 1X
d. its vertex.
l l
34. I =-
x
+-
x2
21. The parabola has x-intercepts at 2 and -4.
22. The parabola has vertex (3, -5). WRITE AN EQUATION

23. The parabola has an x-intercept at .J5 35. Write a quadratic equation that has the fol-
and is symmetric with respect to the lowing solutions:
y-axis. a. 4 and -2
24. The parabola has an x-intercept at l - ..f6 b. .J5 and -.J5
and has the line x = I as its axis of c. I + .f5 and I - .f5
symmetry. 36. Write a quadratic equation that has the
25. The parabola has an axis of symmetry at solution -6.
x = 5 andy-intercept 3.
37. Write a quadratic equation that has no real
number solutions.

4508 Chapter 14 Ratios and Roots

Digitized by Coogle
 GLOSSARY
.
<1'!'
...
·-...
•• '
..
,
-

Absolute value The absolute value of a number x Completing the square When you add the same
is the distance from x to 0 on the number line. quantity to both sides of a quadratic equation
Absolute zero The temperature for which the vol- (and make a perfect square), you are complet-
ume (of gases) would be zero-the lowest pos- ing the square.
sible temperature. Complex number A complex number cannot be
Acute angle An angle whose measure is less than shown on a number line. It requires a two-
a right angle. dimensional number plane.
Acute triangle A triangle that contains three acute Compound inequality An inequality that contains
angles. more than one inequality symbol.
Adding zero Adding the same quantity to both Constant A term having no variables.
sides of an equation, or to the plus and minus Constraints A constraint is a condition necessary
area on a workmat, is the technique of adding when solving an equation.
zero. Conversion factor In the case of unit conver-
Area The size of a surface expressed in square sion, the proportionality constant (the number
units. by which you multiply) is the conversion
Arithmetic sequence In an arithmetic sequence factor.
the difference between consecutive terms is Coordinates In the Cartesian coordinate system,
always the same. It is called the common the numbers in an ordered pair, i.e., (x, y) are
difference. used to locate a point on a plane.
Associative Law For all real numbers a, b, and c, Degree of an expression The degree of an expres-
Addition: a + (b +c) = (a + b) + c., i.e., sion, in terms of the Lab Gear, is the lowest
quantities can be grouped in any way. dimension in which you can arrange the blocks.
Multiplication: a • (b • c) = (a • b) ·c., i.e., Density Density is equal to weight per unit of
factors can be grouped in any way. volume.
Average speed The total distance traveled divided Discriminant The discriminant is the quantity
by total travel time. b 2 - 4ac that appears under the radical in the
Axis In the Cartesian coordinate system, the hori- quadratic formula, sometimes written as the
zontal number line is the x-axis. The vertical Greek letter delta, ~.
number line is the y-axis. Distributing the minus sign When you write an
Axis of symmetry If the graph of a parabola is equivalent expression without parentheses you
folded so that its two sides coincide, the line on are distributing the minus sign.
which the fold occurs is the axis of symmetry. Distributive Law For any real numbers a, b,
Bounce ratio The bounce-height to drop-height and c,
ratio. of multiplication over addition: a(b + c) =
Cadence The pace of pedaling (a bicycle). ab + ac and (b + c)a = ba + ca.
Cartesian coordinate system The Cartesian of multiplication over subtraction: a(b - c) =
coordinate system is the technique of using ab- ac and (b - c)a = ba - ca.
horizontal and vertical axes and graph points Domain (of a function) The set of values that the
to make geometric representations of algebraic input can take.
equations. It is named for Descartes, the French Dynamic rectangles Dynamic rectangles have the
mathematician and philosopher. property that half of such a rectangle is similar
Chunking The process of grouping bits of infor- to the whole.
mation into a single piece of information. Also Equivalent equations If equations in two
treating an entire algebraic expression as one variables have the same graph on the Cartesian
variable. coordinate system, they are called equivalent
Coefficient In a term, the coefficient is the equations.
numeric factor of the term or number that is Euclidean distance The straight-line distance
multiplied by the variable. between two points.
Commutative Law For any real numbers a and b, Evaluating expressions When you evaluate an
Addition: a + b = b + a. expression, you replace each variable in it by a
Multiplication: ab = ba. given value and then simplify the result.

Glossary 509,4,

Digitized by Coogle
Experiment An example of an experiment would comes out. Each table has a rule that allows you
be one roll of a pair of dice. Each different pos- to get y from x.
sibility of a result is an outcome. An event is Integer Any positive or negative whole number
one or more outcomes. and zero.
Exponential growth Involves repeated multiplica- Intercepts of graphs
tion by a number. x-intercept: The point where it crosses the
Exponentiation or Raising to a power The opera- x-axis.
tion of multiplying a number by itself repeat- y-intercept: The point where it crosses the
edly. The number multiplied is the base. The y-axis.
number of factors is the exponent. Intercept form: y = a(x- p)(x- q)
Extrapolation When you know data points and Interpolation When you know data points and use
use them to predict data values at a later or ear- them to determine data values between those
lier time, the process is called extrapolation. points, the process is called interpolation.
Eyes The points of intersection of the grid lines Inversely proportional You can say that y is
inside a polyomino are eyes. inversely proportional to x if the product of
Factor (noun), Common A common factor x andy is constant. Algebraically, xy = k or
divides each term in a polynomial evenly. y = kla for some constant k.
Factor (verb) To write as a product. Iterating functions To iterate a function means to
Fair A game is fair if each of the players is equally use its output as a new input.
likely to win. Lattice line A line having equation x = b or
Family (of functions) A group of functions that y = b, where b is an integer.
share a certain attribute. Lattice point A point on the Cartesian plane
Fixed point If an in-out line is horizontal, its input having integer coordinates.
is a fixed point. Legs The two sides of the right angle in a right
Focus Point where all in-out lines meet, if extend- triangle.
ed to the left or right. Like terms Terms whose variable factors are
Function A relation that assigns to each member the same.
of its domain exactly one member, its range. Linear combination The equation obtained by
Gear The gear ratio multiplied by the diameter of adding constant multiples of two equations
the rear wheel (of a bicycle). together.
Gear ratio The ratio of the number of teeth on the Magnification In function diagrams that have a
chainwheel (of a bicycle) to the number of teeth focus, changes in y can be found by multiplying
on the rear sprocket. the changes in x by a number, called the magni-
Geometric sequence In a geometric sequence fication . Also called rate of change.
each term is obtained from the previous term by Mean The average of a set of values.
multiplying by a constant amount, the common Median The middle value of a set of values.
ratio. Numbers
Golden ratio The ratio of the longer to the shorter Rational: A rational number is any number that
side of a golden rectangle is the golden ratio. can be expressed as the ratio of two integers in
Golden rectangle A golden rectangle satisfies this
property: If you cut a square off one end of the
*
the form alb where b 0.
Irrational: An irrational number is a real num-
rectangle, the remaining rectangle is similar to ber that cannot be written in the form alb where
the original rectangle. a and b are integers.
Group A set of elements, together with an opera- Natural: Natural numbers are the numbers we
tion, that satisfies certain rules. count with: I, 2, 3, 4, .. . etc.
Hypotenuse The side of a right triangle that is Real: Real numbers include all rational and
opposite the right angle. irrational numbers.
Identity An equation that is true for all values of Observed probability Can be represented graphi-
the variables. cally by the slope of the line through the origin
Inequalities An inequality is a mathematical and the corresponding data point.
sentence that contains an inequality symbol Obtuse angle An obtuse angle is greater than a
between two expressions, e.g. 2 < 6, x + 4 > 5. right angle.
Input-Output Tables In such tables, x is the num- Obtuse triangle An obtuse triangle contains an
ber that is put in, and y is the number that obtuse angle.

Glossary

Digitized by Coogle
Order of operations A rule for the order in which Quadrant In the Cartesian coordinate system, the
operations are to be done. axes divide the system into four parts, called
I) Compute within grouping symbols; quadrants.
2) Compute powers; Quadratic formula A formula for finding the
3) Multiply and divide in order from left solutions of a quadratic equation ax2 + bx + c
to right; -b + ~b 2 - 4ac
= 0. The formula is x = - Za
4) Add and subtract in order from left to right.
Origin The point at which the axes of a graph cross; Quadratic function A second-degree polynomial
point (0, 0) in the Cartesian coordinate system. function.
Parabola The graph of a quadratic equation Radical
ax2 + bx + c = 0; a =I= 0 is a parabola. Radical sign: The symbol ..f.
Parameter A constant or variable in a mathemati- Radical expression: An expression written
cal expression which distinguishes specific under the radical sign.
cases. In y = a + bx, a and b are the Range (of a function) The set of values the output
parameters. can take.
Perimeter The perimeter of a figure is the distance Rate of change of a function The rate of change
around it. of a function is the ratio between the change in
Pi Pi, n, is approximately equal to the number y and the change in x.
3.1415926536. The formula for the area of a rate of change = change in y/change in x
circle is n?. (r is the radius of the circle.) It is often called magnification.
Plaintext The text of a message, before it is Ratio of powers law It states that xa/xb = xa- bas
encoded. long as x =I= 0.
Polycubes You can create polycubes by joining Rational expression The quotient of two polyno-
cubes together face-to-face. Polycubes are the mials.
three-dimensional equivalent of polyominoes. Rationalizing the denominator Simplifying a
Polynomial function A function of the form y = radical expression so that there are no radicals
a polynomial. in the denominator and only whole numbers or
Polynomials A polynomial is a monomial or a variables in the radicand.
sum of monomials. Reciprocals Two expressions are reciprocals if
Monomial: An expression that is the product of their product is one. Also called the multiplica-
numerals and variables. tive inverse.
Binomial: A polynomial having two terms. Relative frequency The relative frequency of
Trinomial: A polynomial having three terms. successes is the ratio of successes to trials.
Polytans Shapes created by combining tans. Repeating decimal A decimal in which the same
Power A number that can be named using expo- number or group of numbers repeats endlessly.
nential notation. Right triangle A right triangle contains one angle
Power of a product law It states that xaya = (xy)a of 90 degrees.
as long as x and y =I= 0. Rise The units of altitude gained for every I 00
Power of a ratio law It states that xall = (xlyt as units moved in a horizontal direction (the run).
long as x andy =I= 0. Run Distance moved in the horizontal direction
Prime factorization Prime factorization occurs when dealing with grade and slope.
when you write a whole number as a product of Scientific notation A number expressed as the
prime factors. product of a power of I 0 and a numeral greater
Prime number An integer greater than one that than or equal to I but less than I 0.
has no factors other than one and itself. Sequence An ordered list of numbers or expres-
Probability The probability of an event is inter- sions, called terms.
preted to mean the relative frequency with Similarity Two figures are similar if all the dimen-
which an event occurs if the experiment is sions of one can be obtained by multiplying
repeated many times. the dimensions of the other by the same number.
Product of powers law States that xa • xb = xa + b This number is called the ratio of similarity.
as long as x =I= 0. Simple radical form Writing the square root of a
Pythagorean theorem In all right triangles, if a whole number as a product of a whole number
and b are the lengths of the legs and c is the and the square root of the smallest possible
length of the hypotenuse, then a 2 + b 2 = c2 . whole number.

Glossary

Digitized by Coogle
Simultaneous equations Two or more equations of the shortest path between them that consists
for which you must find a common solution. of only horizontal and vertical segments.
Slope A number telling how steeply a line slants; Terminating decimal A decimal that can be
the ratio of rise to run. written in decimal form with a finite number
Slope-intercept form y = mx + b of digits.
Solving an equation When you find all the values Terms An expression that is the product of numer-
of a variable that make an equation true, you als and variables.
are solving an equation. Theoretical probability Can be represented
Standard form equation ax 2 + bx + c = 0 graphically as a line through the origin.
Step function May be shown by a graph. The end Translations (of groups) A graph obtained by
points of the steps may be filled in (closed cir- shifting the location of a given graph without
cles) or hollow (open circles). changing its shape is called a translation of the
Subjective probability Subjective probability is original graph.
assigned to an event according to a person's Variable A letter or other symbol used to represent
own knowledge, beliefs, or information. a number or numbers.
Surface area The surface area of a figure (for Vertex of an angle The "corner" of a geometric
example, a cube) is the number of unit squares figure is the vertex. The plural is vertices.
it would take to cover all its faces. Vertex form of quadratic function The quadratic
Tan In the world of geometric puzzles, a tan is half function y = (x - Hi + V in vertex form.
a unit square (cut along the diagonal). Volume of solids The volume of a solid is the
Tangent A line that touches a graph at only one number of unit cubes it would take to build it.
point is tangent to the graph. Zero product property It states that when the
Taxicab distance The taxicab distance between product of two quantities is zero, one or the
two points in the Cartesian plane is the length other quantity must be zero.

Glossary

Digitized by Coogle
 N D E X
...- ....··-
A 8 Common ratio, 200, 398
Absolute value, 329, 451. 465 Banking. 82-83. 118 Commutative exponentiation, 269
Absolute zero. 435 Base, 56 Commutative group, 241
Acute angle, 331 negative, 317-319 Commutative law, 117
Acute triangle, 331 Base period. 426 for addition, 47
Billion. 273 for multiplication, 50
Addition. 27
associative law for. 47 Binomial, 172 Comparing
commutative law for. 47 multiplication of, 173 ages, 224
function diagram and, 67-68 squares of, 251-252 algebraic expressions, 225
length model of. 52 numbers, 224-225
Blood alcohol concentration populations, 303-305
linear, 52 formula for, 432
of opposites, 88 rational expressions. 231
graphing. 432-433
order of operations and. 28 Completing the square. 4 71-4 72, 500
Bounce ratio, 398-399
of radicals. 338 Complex number, 503
Boundary dot. 157-158
solving linear equations with. 221-223 Complicated area, 157-158
of zero, 46, 48 Bracket. 209
Compound inequality, 161,270-271
Algebra, of moves, 198 Braking distance, 148
Compound interest, 312, 346
Algebraic expressions, comparing, 225 Building-block number, 186-188
Condition. See Constraint
Alice in Wonderland. 236 Business application, 468
Constant, 11-13
Angle
acute. 331
c Constant difference graph, 230
Cadence.443 Constant perimeter, 458-460
obtuse, 331
Calculator Constant product, graphing, 169-170, 176
right. 331
area of circle and, 357 Constant product function , 169-171
Angstrom. 32 division with, 145
Angstrom. Anders. 32 Constant ratio graphs, 230
exponentiation with, 272
Approximation. 272-273 radical expression and, 352 Constant sum, graphing. 167-168, 176, 230
Area, 4-5 raising to a power with, 56 Constant sum function, 167
of circle. 144-145. 357-358 reciprocal on, I 0 I Constraint, 371,373-374
complicated. 157-158 scientific notation using, 275 Continuous graph. 152-153
on geoboard. 36-37 square root using. 279, 334, 336 Conversion factor, 418-419
of geoboard square. 238-239 subtraction with, 44 Coordinate(s), 84
multiplication and. 27-28. 51 . 88 Carroll, Lewis, 236 Cartesian, 84-85
of polyomino. 23. 34-35, 360-361 Cartesian coordinate system, 84-85 multiplication and. 85-86
of rectangle. 459. 461-462, 466-467 multiplication and. 85-86 finding distance from . 332
graphing. 14 Celsius temperature, converting to slope from, 294
of square. 358 Fahrenheit, 104, 140-141,390 Cover-up method, 106-107
of stretched polyomino. 354-355
Celsius temperature scale, 103-104 Cube(s), 247
surface. 30-31
of triangle. 74-75 Centimeter, 8 in cubes. 257
units of, 8 cubic, 8 making squares from , 248
square, 8. 281 storing, 469-470
Area formula. 157-158 of sums, 260
Charles, Jacques, 435
Area function. 146-147 of x, 10
Charles's law, 435
Arithmetic sequence. 193 Cube problem, 257
Chunking, 239, 269
A-series. 485 Cubic centimeter, 8
Circle
Associative law. 117, 241 Cubic inch, 8
area of, 144-145, 357-358
for addition. 47 Cubing, with table. 248
circumference of, 144
for multiplication. 50 closed, 154 Current, 506
Astronomical unit. 32, 277 open, 154 Cylinder. graduated, 137
Automobile accident taxicab, 328
1-for-10 rule and. 149 Circumference, of circle. 144 D
3-second rule and, 149 Dahl, Roald, 237
Closed circle, 154
Average. 195-196 Closure, 241 Data, equations from, 438
grade, 208 Decimal. 401-402
improving, 234-235 Coding function , 92
Coefficient, 19 as fraction, 401-402
weighted, 220 fraction as, 40 I
Average speed. 151-152.439 Combined function. I 09-111 repeating, 40 I
Axis Combining like terms, 19 terminating, 401
horizontal. 6 Common denominator. 490 Degree, 18-19
origin. 7, 84 Common difference, 193 of expression, 18-19
of symmetry. 464 Common factor, 181 higher, 19
vertical. 6 greatest, 181 of polynomial. 18-19, 129-130

Index 513,4,

Digitized by Coogle
De Morgan. Augustus. 229 Equation(s) Extrapolation. 427-428
Denominator from data. 438 Eyes, 72
common.490 equivalent. 228-229. 376
rationalizing. 352 from graphs. 128 F
zero in. 489 identities and, 215-216 Factor. 174
Density, 137-138 linear, 134.389-390 common, 181
parameters for. 381-382 greatest. 181
Dependent variable. 436-437
solving, 211-213. 261 Factoring. 180-181
Descartes, Rene, 84 standard fonn of, 381-383 difference of squares. 255
Diagonal, on geoboard, 404-405 from patterns, 127 polynomials. 259
Diameter, area and, 144 with percents. 307 prime. 406
Dice game, 409-411 points and, 128 of third-degree polynomials. 175
Dicube. 31 quadratic, 476-478 of trinomials. 174-175
fractions and, 490-491
Difference Fahrenheit temperature. converting to
real number solutions for, 502 Celsius. 104. 390
absolute value of, 329
simplifying, 488-489
of perfect squares. 383 Fahrenheit temperature scale, I 03-104
solving. 261-263,477.497
factoring, 255 Fair. 409
with zero product property.
Dimension, 5. 15-17 463-464 Family of functions. 449-450
finding. 479 standard fonn of, 496 Feetpersecond. 148
lowest, 18 sum of solutions of. 503 Fibonacci. 333
Diophantus. 229 x-intercepts for. 476-477 Fibonacci number. 59
Direct variation, 138, 146-147 recurrence, 445
Fibonacci sequence, 50S
Discount, 217 simultaneous. 374, 387-388, 449
system of. 376-379 Finding x. 12
Discrete graph. 152-153
solving. 106-107, 211-213 Fixed point. 118. 289.446,460
Discriminant. 502
addition and subtraction and, Flip. 198
Distance, 328-330 221-223 Focus. 289
Euclidean, 328-329 multiplication and division and,
finding from coordinates, 332 Fonnula
227-229 area. 157-158
on geoboard, 279-280, 334 with squares. 264-266
skidding. 350 Pick's, 158
writing. I 06 quadratic. 497-498. 500-501
taxicab, 328-329
Equidistant. 464 speed by, 126
vs. speed, 126
vs. time. 125-126. 156 Equivalent equations. 228-229, 376 Fraction( s ). 401-402
Distributing. 189 Equivalent fractions, 115 combining tenns involving, 452
the minus sign, 87 Eratosthenes, 27 4 complicating. 490
Estimating, 140-141 as decimals, 401
Distributive law, 172-173
population. 349 decimals as, 401-402
division and. 172-173. 220
equivalent. 115
of division over addition and subtraction. Euclid, 328
lattice points and. 404
173 Euclidean distance. 328-329 quadratic equations and. 490-491
minus and. 87, 182-85 Euler, Leonhard. 76 radicals and, 352
multiplication of polynomials and. 99
Evaluating. 11-12 rationalizing. 352
of multiplication over addition and
Even number. 192 simplifying, 172-173, 488-489
subtraction. 52-53
Event. 410 Fractional exponent, 348
Distributive law. radical expressions and.
351 probability of, 413 Frequency. relative. 412-413
Division Experiment, 409 Frown parabola. 178
distributive Jaw and, 172-173, 220 Exponent. 56 Function(s). 61
function diagram and. 68 fractional, 348 area, 146-147
model for, 101 laws of. 314. 322, 349 coding, 92
multiplication and, 97-99 multiplication and. 276 combined. I 09 -Ill
of radicals, 337-338 negative, 317-319 constant product. 169-171
shortcut, I 02 112,348-349 constant sum. 167
solving linear equations with, 227-229 zero, 267-268 domain of, 342
by zero, 108 Exponential growth. 303. 317-318 families of, 449-450
Division symbol. 97 midpoint of, 346 fixed point of. 118, 446. 460
Division table. 145 Exponential notation. 56 inverse. II 0-111
linear. 296-298
Domain. 342 Exponentiation, 56
iterating. 445-447
Domino, 4 calculator. 272
opposite. I 05
commutative, 269
Domino problem. 25 perimeter. 69-70
order of operations and. 129
Double negative, 84-86 polynomial. 129-130
Expression polyomino, 72-73
Downstairs block. 183 algebraic, comparing. 225
Dynamic rectangle. 485-486 quadratic. 177-179
degree of, 18 intercept fonn of. 492-493
evaluating. II- 12
E radical, 335, 351-352
standard fonn of. 474. 493
Electron. weight of, 325 vertex of. 492-494
rational. 231-233 x-intercepts of. 496-497
Equal power. 313-314 comparing. 231 range of. 342
Equal ratio, 121 equivalent, 231-232 reciprocal. I05
Equal squares, 265. 471. 499-500 simplifying, 209-210 representing. 448-450

4514 Index

Digitized by Coogle
 sequences as. 200 of area function. 461-462 K
square root. 340-343 of blood alcohol concentration. 432-433 Kasner. Edward. 281
step. 154 of inequality. 270-271
surface area. 70-71 of parabola. 177-179 Kelvin temperature. conversion to
ofx. 61 Celsius. 120
of rectangle area. 14
Function diagram. 61-63 Kelvin temperature scale. 120
Greater than or equal to symbol. 155
addition and. 67-68 Kilo. 321
Greater than symbol. 93. 155
combining functions and. I 09-11 0 Kilometer. square. 281
Greatest common factor. 181
division and. 68
focus of. 289 Group.241 L
magnification of. 289 commutative. 241 Lab Gear. 9- 10
multiplication and. 67-68 Grouping symbol. 209 Lab Gear magic. 90-91
operations and. 67-68 Group theory. 241 Lab measurements. 137-139
parallel-line. 289 Large numbers. 272-274
parameters of. 291-292 H
using. 277-278
for recurrence equation. 445 Halfway growth factor. 348
Lattice line. 404
for squares and roots. 340-342 Halfway measure. 346-347
subtraction and. 68 Lattice point. 404. 416
Height
time-distance. 64-65 as function of age. 286-287 Laws of exponents. 314. 322. 349
y =b- x. 84 weight as function of. 287-299 Legs.331
Hexomino. 4. 5 Length. units of. 8
G Leonardo of Pisa. 333
Gases. volume of. 435 Higher degree. 19
Home position. 197 Less than or equal to symbol. 155
Gauss. Carl Friedrich. 191
Horizontal axis. 6 Less than symbol. 93. 155
Gear. 443
Horizontal line. 154-155 Letter string. 159
Gear ratio. 442-443
Hypotenuse. 293-294 Light-year. 283
Geoboard
area on. 36-37 Like terms. 19. 39-40
I combining. 19
diagonal on. 404-405
ldentity(ies). 215. 258-260 Line(s)
distance on. 279-280. 334
equations and. 215-216 equations of. 389-390
equivalent fractions on. 115 graphs for. 215
slope on. 293-294 horizontal. 154-155
tables for. 215 intersections. 384-386
Geoboard square. 238-240
Identity element. 241 lattice. 404
Geoboard triangle. 74-75
Inch. 8 median-median. 429-431
Geometric sequence( s ). 200 cubic. 8 points on. 146. 384
sums of. 398-400 square. 8 relationships between. 405
Girth. 470 .Independent variable. 436-437 in representations, 448
Goldbach's conjecture. 274 lnequality(ies). 93-96. 155 segment. midpoint of, 345
Golden ratio. 504-505 compound. 161. 270 slope of. 296-297
Golden rectangle. 504 graphical solutions for. 218-219 stairs on. 403-404
graphing. 270-271 straight. 328
Googol. 273. 281
rules of. 239 through points. 389-391
Grade. 293 vertical. 154-155
solving. 210
Grade average. 208 Linear addition. 52
Inequality sign. 93
Graduated cylinder. 137 Linear combination. 379
lnlinity. 291
Graph(s) for simultaneous equations. 378-379
analyzing. 176 Innation. 369
Linear equation. 134
constant difference. 230 In-out table. 61
parameters for. 381-382
constant product. 169-170. 176 Inside dot. 157-158 slope-intercept form of. 297-298
constant ratio. 230 Inside product. 189 solving, 211-213. 261
constant sum. 167-168. 176.230 Integer. 503 addition and subtraction and. 221-223
continuous. 152-153 multiplication and division and.
Intercept. 131
discrete. 152-153 227-229
of linear equation. 381
equations from. 128 of parabola. 465 standard form of. 381-383
for identities. 215 Linear function. 296-298
intercepts of. 131 Intercept form. of quadratic function.
492-493 iterating. 445-447
intersections of. 131
from patterns. 127 Interest Linear growth. midpoint of. 345
points through. 131-132 compound.312.346 Linear subtraction. 52
of sequences. 192 simple. 312. 346 Longest perimeter. 7
speed by. 126 Interpolation. 427-428 Lowest dimension. 18
for squares and roots. 342-343 Intersection. of graphs. 131 Lucas number. 59
tangents to. 262 Inverse action. II 0
through origin. 132 Inverse element. 241 M
V-shaped. 451-452 Magnification. of function diagram. 289
Inverse function. 110-11 I
Graphical analysis. 218 Mathematical model. 301-302
Inversely proportional. 432
Graphical solution. 264 in science. 435-437
Irrational number. 406-407
for inequalities. 218-219 Mean(s). 195
Iterating linear function. 445-447 sums and. 195-196
Graphing. 6-7
Iteration. 446

Index

Digitized by Coogle
Measurement. units of. 8 power. 198 Parallel-line function diagram. 289
Measurement error. 140 scientific, 273-274. 356 Parameter(s). 230. 291-292
Median. 195 small numbers in. 320 for linear equations. 381-382
using. 275-276 Parentheses. 203. 209
Median-median line. 429-431
symbolic. 398
Metric system. units in, 321 Pascal's triangle. 417
Number(s)
Midpoint. 344-345 Pattern(s)
absolute value of. 451. 465
of exponential growth. 346 equations from. 127
building-block. 186-188
of linear growth. 345 finding. 58
comparing. 224-225
of line segment. 345 graphs from . 127
complex. 503
of triangle. 363 from points. 127
even. 192
Miles per hour, 148 predicting and. 6
Fibonacci. 59
Million. 273 irrational. 406-407 Pentomino. 4. 5
large. 272-274 perimeter of. 23
Minus
distributive law and. 87. 182-85 using. 277-278 Percentage. 372
meanings of. 44 Lucas. 59 Percent. equations with. 307
upstairs method and. 44-45 natural. 192. 503 Percent. decrease. 309-311
Minus area, 45 odd. 192-193 Percent. increase. 306-308
upstairs blocks in, 48-49 prime. 274
Perfect square( s)
rational. 231. 503
Minus sign, distributing. 87 differences of. 383
real. 503
Mirror image diagram, 68 sums of. 280
reciprocals of. I00
Mixture. 330. 372 rectangular. 34 Perfect square trinomial. 252. 276
Model. 15 small. in scientific notation. 320 Perimeter. 4-5. 21-23
for division, 101 square. 35 constant, 458-460
mathematical, 301-302 square roots of. 279-280 longest. 7
in science, 435-437 theory. 295 of pentomino, 23
of motion, 439-441 triangular, 33-34 ofpolyomino. 6-8.23.34-35. 72.
for multiplication, 100 whole. 9 360-361
scale, 277-278 x. absolute value of. 329 problems in. 24-26. 38
Money, 217 Numerator. rationalizing. 352 of stretched tetromino. 354
Perimeter function. 69-70
Monocube. 31 0 Phi. 504
Monomial(s). 172.315-316
Observed probability. 413-414 Pi.407
ratios of. 316
Obtuse angle. 331 Pick' s formula. 158
Motion. modeling, 439-441
Obtuse triangle. 331 Plaintext. 92
Moves, 197-199
algebra of, 198 Odd number. 192-193 Point(s)
triangle. 198 One dimension. 5. 15 equations and, 128
Multiplication. 27-28.50-51 Open circle. 154 fixed.289,446, 460
by -I. 86 Operation(s). 55 lattice. 404. 416
area and. 27-28,88 function diagrams and. 67-68 on lines. 146. 384
associative law for, 50 order of. 28-29 lines through. 389-391
of binomials. 173 exponentiation and. 129 patterns from . 127
and Cartesian coordinate system. 85-86 radical. 337-338 in representations. 448
commutative law for. 50 through graphs. 131- 132
Opposite(s). 44. 318-319
division and. 97-99 adding. 88 Polycube. 31-32
exponents and. 276 reciprocals and. I05 Polynomial(s). 18
function diagram and. 67-68 removing. 45. 48 cube of. 248
model for. I 00 Opposite function. 105 degree of. 18-19
order of operations and. 28 factoring. 174-175. 259
Order of operations, 28-29
of polynomials, 99 multiplication of. 99
exponentiation and. 129
of radicals, 337 third-degree. factoring. 175
shortcut. 100-101 Origin. 7. 84
Polynomial function. 129-130
solving linear equations with, graphs through. 132
degree of. 129-130
227-229 lines through. 134-136
parabola through. 459-460 Polyomino. 4-5
of square roots. 335 area of. 23. 34-35
symbols for, 9 Outcome. 409-41 0
eyes of. 72
table. for triangle moves. 198 Outside product. 189 perimeter of. 6-8. 23. 34-35. 72
of three factors. 50 p ratio of similarity and. 360-361
Multiply-subtract-solve technique. 399. 402 stretched. 353
Paper. international standards for. 485
area of. 354-355
N Parabola, 177,342 perimeter of, 354
Natural number. 192. 503 axis of symmetry of. 464
Polyomino function. 72-73
Negative, 44 frown. 178
graphing. 177-179 Polyomino spiral. 72-73
double. 84-86
intercepts of. 465 Polytan. 362
Negative base, 317-319
smile. 178 Population(s)
Negative exponent. 317-319
through origin, 459-460 comparing. 303-305
Nested squares. 408 translating. 473 estimating. 349
Notation vertex of. 177. 465, 473-475 growth of. 30 1-302
exponential. 56 u.s .. 426-428

4516 Index

Digitized by Coogle
Power(s), 56-57, 272-274 Radical sign. 335, 451 Fibonacci, 59, 505
equal, 313-314 Raising to a power, 56 as functions, 200
products of, 315 Random walk, 415-417 geometric, 200
of products, 315-316 sums of, 398-400
Range,342,392
ratios of, 318 graphs of, 192
of ratios, 316 Rate of change. 286. 291. 296 Lucas, 59
square roots of. 349 Rational expression(s), 231-233 Sextillion, 273
sums of, 280 comparing, 231
Shortest path, 328
Power notation, 198 equivalent, 231-232
Similar ligures, 116,360-361
Power of a power law. 314 Rationalizing, 352
Similarity, 360
Rational number, 231 , 503
Power of a product law, 316 Similar rectangles, 116
Power of a ratio law, 316 Ratio( s ), 134-135
ofatob, 134 Simple interest, 312, 346
Powers of 2, 56 bounce, 398-399 Simple radical form, 336, 338
Prediction, patterns and. 6 common, 200, 398 Simplification, 48
Prime factor, 406 equal, 121 of expressions, 209-210
Prime factorization, 406 golden, 504-505 of fractions, 172-173, 488-489
Prime number, 274 of monomials, 316 from inside out, 209-210
Probability, 412-414 powers of. 316 of quadratic equations, 488-489
subjective. 414 rectangle, 484-486 Simultaneous equations, 374, 387-388, 449
theoretical vs. observed. 413-414 solving equations involving, 232 system of, 376-379
Product(s) Ratio of powers law, 318 Slope, 293-295
constant, graphing, 169-170, 176 Ratio of similarity, 360 of a line, 296-297
inside, 189 Reaction distance, 148 from coordinates, 294
outside, 189 Real number, 503 on geoboard, 293-294
of powers, 315 y-intercept and, 297-298
Reciprocal(s), 100-102,317,320
powers of, 315-316 opposites and, I 05 Slope-intercept form, 297-298, 299, 386,
Product of powers law, : 15 solving equations with, 228 389-390
Proportional. inversely, 432 units and, 320-321 Slumber theory. 295
Proton, weight of, 325 Reciprocal function, I 05 Small numbers, in scientific notation, 320
Pyramid, 202 Rectangle(s) Smile parabola, 178
Pythagoras, 332 area of, graphing, 14 Solid(s)
dynamic, 485-486 surface area of, 30-31
Pythagorean theorem, 331-333
finding dimensions of, 479 volume of, 30
Q golden, 504 Solving the equation, I 06-107
Quadrant. 84 ratios, 484-486 Speed,64-65. 135-136
similar, 116 average, 151-152. 439
Quadratic equation(s), 476-478
fractions and, 490-491 square roots and, 334-335 distance vs., 126
uncovered,52,88, 183 by graphs and formulas, 126
real number solutions for, 502
vertices of, 36 time vs .. 124-125
simplifying. 488-489
solving, 261-263,477,497 Rectangular number, 34 Speedometer, calibrating, 421
with zero product property, 463-464 Rectangular pen, 458-460 Square(s), 246, 334
standard form of. 496 area of, 461-462 area of, 358
sum of solutions of, 503 constant, 466-467 of binomials, 251-252
x-intercepts for. 476-477 finding dimensions of, 479 completing, 471-472,500
Quadratic formula. 497-498.500-501 partitioning of. 461 differences of. 254-256
Quadratic function(s). 177-179 Recurrence equation, 445 factoring, 255
intercept form of, 492-493 Relative frequency. 412-413 equal, 265,471,499-500
standard form of, 474. 493 Removing opposites, 45, 48 Square(s) (continued)
vertex of, 492-494 Repeating decimal, 401 equations with, 264-266
x-intercepts of. 496-497 Right angle, 331 function diagrams for, 340-342
Quadratic inequality(ies). 270-271 on geoboard, 238-240
Right triangle, 293-294, 331-332
Quadrilateral, midpoint of. 363 graphs for, 342-343
Rise, 296 making cubes from, 248
Quadrillion. 273 Rotation. 197, 198 nested, 408
Quintillion. 273 Rounding. 150 perfect
R Run, 296 differences of, 383
sums of, 280
Radical(s). 334-336
addition of, 338
s sides of, 383
Scale, 361 sums of, 260
disappearing, 351-352
Scale model, 277-278 of sums, 251-253
division of. 337-338
Science, mathematical models in, 435-437 of trinomials. 260
fractions and. 352
ofx, 10
multiplication of, 337 Scientific notation, 273-274, 356
subtraction of. 338 small numbers in, 320 Square centimeter. 8, 281
Radical expression(s). 335. 351-352 using, 275-276 Square inch. 8
Radical gear, 351 Secret code, 92, 96 Square kilometer, 281
Radical operation, 337-338 Sequence(s), 59. 192-194 Square number, 35
Radical rules, 349 arithmetic. 193 Square root(s), 279-280, 334, 451

Index

Digitized by Coogle
 function diagrams for. 340-342 in-out. 61 reciprocals and. 320-321
graphs for. 342-343 multiplication, for triangle moves. 198 Unit conversion, 148,418-420
multiplying, 335 Tan. 362 two-step, 419-420
of numbers less than I. 340 Tangent. 262 U.S. population ( 1890-1990), 426-428
of powers. 349 Taxicab circle. 328 Unlike tenns. 54
rectangles and, 334-335
Taxicab distance, 328-329 Upstairs block, in minus area. 48-49
of two, 406-407
Temperature Upstairs method. 44-45
Square root function, 340-343
estimating. 140-141
Square root symbol, 335 volume of gases and, 435 v
Staircase sums. 190-191 Temperature scale. 103-104 Variable(s), 9, 11-13
Stairs, on lines. 403-404 Celsius. 103-104 dependent. 436-437
Standard fonn. 381-383,474 Fahrenheit. 103-104 independent. 436-437
of quadratic equation. 496 Kelvin. 120 in simultaneous equations. 373-375,
of quadratic function. 493 Tenninating decimal, 401 387-388
Step function, 154 subscripted, 192
Tenns, 18, 192 subtraction with, 44
Straight line. 328 combining like, 19
like. 39-40 Variation.direct,l38. 146-147
Stuart Little, 236
unlike, 54 Vertex. 36.473-475
Subjective probability. 414 of parabola. 177, 465
Subscript, I09 Tetracube, 31
of quadratic function, 492-494
Subscripted variable, 192 Tetratan, 362
Vertexfonn,474,499
Substitution. II Tetromino. 4, 5
Vertical axis, 6
for simultaneous equations, 376-377 perimeter of. 354
stretched. 353 Vertical line, 154-155
Substitution code, 89 Volume. 30
TheBFG, 327
Substitution rule, 12 of gases. 435
Theoretical probability, 413-414
Subtraction, 44, 49 maximizing. 469
equivalent addition for. 88 Third-degree polynomial. factoring of, 175 units of, 8
function diagram and, 68 Three dimensions, 5. 15, 30-32
length model of. 52 Three factors, multiplication of, 50 w
linear, 52 Time Weight, 137-138
of radicals, 338 distance vs., 125-126. 156 as function of age. 287
solving linear equations using, 221-223 vs. speed. 124-125 as function of height, 287-299
of two negatives. 84 Time-distance function diagram, 64-65 Weighted average. 220
with variables. 44 White, E. B.. 236
Topology, 76
Success. 412 Whole number, 9
Translation of y = at2, 499-501
Sum(s) Word figures, 33-35
Triangle(s)
constant, graphing. 167-168,176
acute, 331 Word ladder, 33-34
cubes of, 260
area of. 74-75 Word squares. 35
of geometric sequences, 398-400
on geoboard, 36-37, 74-75 Word triangle. 33
meansand, 195-196
home position for, 197
of perfect squares, 280 X
midpoint of. 363
of powers, 280
obtuse. 331 X
of squares, 260
Pascal's, 417 absolute value of. 329
squares of. 251-253
right, 293-294. 331-332 cubed, 10
staircase, 190- 191
symmetry group for, 198 finding. 12
two-dice, 409-41 0
uncovered. 253 squared. 10
Superscript, 56 vertices of, 36 testing values of. 95-96
SuperTangram. 362 Triangle moves, 197-199 x-axis. 84
Surface area, 30-31 multiplication table for, 198 x-block, 15
Surface area function. 70-71 operation on. 198 x-coordinate, 84, 297
Symbol(s) Triangular number. 33-34 x-intercept. 131
division. 97 Tricube, 31 for quadratic equation. 476-477
greater than, 93, 155 Trillion. 273 for quadratic function. 496-497
greater than or equal to, 155
Trinomial, 172 xy-block, 15
grouping, 209
factoring. 174-175
less than. 93, 155
perfect square, 252, 276
y
less than or equal to. 155
squaring 260 y-axis. 84
multiplication, 9
square root, 335 Tritan, 362 y-coordinate, 84
Symbolic notation, 398 Tromino,4 y-intercept, 131. 297
Turns. 197 slope and. 297-298
Symmetry. axis of, 464
Symmetry group, 198 Two-dice sums. 409-410 z
System of simultaneous equations, 376-379 Two dimensions. 5. 15 Zero
T u adding, 46, 48
in denominator, 489 ~
Table(s) Uncovered rectangle, 52. 88, 183 dividing by, 108
cubing with, 248 Uncovered triangle, 253 exponent. 267-268
division, 145 Unit(s) Zero product property. 463-465
for identities. 215 metric system. 321 Zones, 76-77

Index

Digitized by Coogle
Digitized by Coogle
~ Creative Publications

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