cc3 PG Full

Core Connections, Course 3
Parent Guide with Extra Practice

Managing Editors / Authors
Leslie Dietiker (Both Texts)
Boston University
Boston, MA
Evra Baldinger (First Edition)
Michael Kassarjian (Second Edition)
Phillip and Sala Burton Academic High School

San Francisco, CA
CPM Educational Program

Encino, CA
Barbara Shreve (First Edition)
Misty Nikula (Second Edition)
San Lorenzo High School

San Lorenzo, CA
Whatcom Day Academy

Bellingham, WA
Contributing Authors
Brian Hoey
Bob Petersen

Sacramento, CA

Sacramento, CA
Technical Assistants
Sarah Maile
Aubrie Maze
Anna Poehlmann
Cover Art
Jonathan Weast
Sacraemnto, CA
Program Directors
Leslie Dietiker
Lori Hamada
Boston University
Boston, MA

Fresno, CA
Brian Hoey
Judy Kysh, Ph.D.

Sacramento, CA
Departments of Education and Mathematics

San Francisco State University, CA
Tom Sallee, Ph.D.

Department of Mathematics
University of California, Davis
Based on Foundations for Algebra Parent Guide 2002

and Foundations for Algebra Skill Builders 2003
Heidi Ackley
Bev Brockhoff
Scott Coyner
Brian Hoey
Robert Petersen
Kristie Sallee
Steve Ackley
Ellen Cafferata
Sara Effenbeck
Judy Kysh
Edwin Reed
Tom Sallee
Elizabeth Baker
Elizabeth Coyner
William Funkhouser
Kris Petersen
Stacy Rocklein
Howard Webb
Grace Chen
Janelle Petersen
David Trombly
Zoe Kemmerling
Thu Pham
Erika Wallender
Technical Assistants
Jennifer Buddenhagen
Bipasha Mukherjee
Bethany Sorbello
Emily Wheelis
Copyright 2013 by CPM Educational Program. All rights reserved. No part of this publication may
be reproduced or transmitted in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage and retrieval system, without permission in writing
from the publisher. Requests for permission should be made in writing to: CPM Educational Program,
1233 Noonan Drive, Sacramento, CA 95822. Email: cpm@cpm.org.
1 2 3 4 5 6
19 18 17 16 15 14 13
Printed in the United States of America
ISBN: 978-1-60328-093-8
Introduction to the Parent Guide with Extra Practice

Welcome to the Core Connections, Course 3 Parent Guide with Extra Practice. The purpose of this
guide is to assist you should your child need help with homework or the ideas in the course. We believe
all students can be successful in mathematics as long as they are willing to work and ask for help when
they need it. We encourage you to contact your childs teacher if your student has additional questions
that this guide does not answer.
These topics are: ratios and proportional relationships, number, geometry, statistics and probability,
and expressions, equations, and functions. Secondly, each topic is referenced to the specific book and
chapter in which the major development of the concept occurs. Detailed examples follow a summary of
the concept or skill and include complete solutions. The examples are similar to the work your child has
done in class. Additional problems, with answers, are provided for your child to try.
There will be some topics that your child understands quickly and some concepts that may take longer
to master. The big ideas of the course take time to learn. This means that students are not necessarily
expected to master a concept when it is first introduced. When a topic is first introduced in the textbook,
there will be several problems to do for practice. Succeeding lessons and homework assignments will
continue to practice the concept or skill over weeks and months so that mastery will develop over time.
Practice and discussion are required to understand mathematics. When your child comes to you with a
question about a homework problem, often you may simply need to ask your child to read the problem
and then ask what the problem is asking. Reading the problem aloud is often more effective than reading
it silently. When you are working problems together, have your child talk about the problems. Then have
your child practice on his/her own.
Below is a list of additional questions to use when working with your child. These questions do not
refer to any particular concept or topic. Some questions may or may not be appropriate for some
problems.
What have you tried? What steps did you take?
What didn't work? Why didn't it work?
What have you been doing in class or during this chapter that might be related to this problem?
What does this word/phrase tell you?
What do you know about this part of the problem?
Explain what you know right now.
What do you need to know to solve the problem?
How did the members of your study team explain this problem in class?
What important examples or ideas were highlighted by your teacher?
Can you draw a diagram or sketch to help you?
Which words are most important? Why?
What is your guess/estimate/prediction?
Is there a simpler, similar problem we can do first?
How did you organize your information? Do you have a record of your work?
Have you tried drawing a diagram, making a list, looking for a pattern, etc.?
If your student has made a start at the problem, try these questions.
What do you think comes next? Why?
What is still left to be done?
Is that the only possible answer?
Is that answer reasonable?
How could you check your work and your answer?
How could your method work for other problems?
If you do not seem to be making any progress, you might try these questions.
Let's look at your notebook, class notes, and Toolkit. Do you have them?
Were you listening to your team members and teacher in class? What did they say?
Did you use the class time working on the assignment? Show me what you did.
Were the other members of your team having difficulty with this as well?
Can you call your study partner or someone from your study team?
This is certainly not a complete list; you will probably come up with some of your own questions as
you work through the problems with your child. Ask any question at all, even if it seems too simple to
you.
To be successful in mathematics, students need to develop the ability to reason mathematically. To do
so, students need to think about what they already know and then connect this knowledge to the new ideas
they are learning. Many students are not used to the idea that what they learned yesterday or last week
will be connected to todays lesson. Too often students do not have to do much thinking in school
because they are usually just told what to do. When students understand that connecting prior learning to
new ideas is a normal part of their education, they will be more successful in this mathematics course
(and any other course, for that matter). The students responsibilities for learning mathematics include
the following:
Actively contributing in whole class and study team work and discussion.
Completing (or at least attempting) all assigned problems and turning in assignments
in a timely manner.
Checking and correcting problems on assignments (usually with their study partner or
study team) based on answers and solutions provided in class and online.
Asking for help when needed from his or her study partner, study team, and/or teacher.
Attempting to provide help when asked by other students.
Taking notes and using his/her Toolkit when recommended by the teacher or the text.
Keeping a well-organized notebook.
Not distracting other students from the opportunity to learn.
Assisting your child to understand and accept these responsibilities will help him or her to be
successful in this course, develop mathematical reasoning, and form habits that will help her/him become
a life-long learner.
Additional support for students and parents is provided at the CPM Homework Help site:
http://www.cpm.org/students/homework/
The website provides a variety of complete solutions, hints, and answers. Some problems refer back
to other similar problems. The homework help is designed to assist students to be able to do the problems
but not necessarily do the problems for them.
Table of Contents by Course

Chapter 1
Lesson 1.1.1
Diamond Problems
Lesson 1.1.2
Describing and Extending Patterns
Lessons 1.1.2 and 1.1.3
Four-Quadrant Graphing
Lesson 1.1.3 Math Notes
Writing Equations for Word Problems

(The 5-D Process)
Lesson 1.1.4
Graphical Representations of Data

Box Plots
11
Proportional Relationships
13
Algebra Tiles and Perimeter
16
Combining Like Terms
18
Lessons 2.1.3 to 2.1.5
Simplifying Expressions (on an Expression Mat)
20
Comparing Quantities (on an Expression Mat)
23
Solving Equations
26
Tables, Graphs, and Rules
29
Lesson 3.2.5
Distributive Property
34
Multiple Representations
37
Linear Graphs Using y = mx + b
41
Lesson 5.1.1
Equations with Multiple Variables
45
Lesson 5.1.2
Equations with Fractional Coefficients
47
Systems of Linear Equations
49
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Rigid Transformations
53
Similar Figures
57
Scaling to Solve Percent and Other Problems
60
Lesson 7.1.1
Circle Graphs
63
Scatterplots, Association, and Line of Best Fit
66
Slope
70
Simple and Compound Interest
72
Exponents and Scientific Notation
75
Properties of Angles, Lines, and Triangles
79
Lesson 9.2.1 to 9.2.7
Pythagorean Theorem
82
Lesson 10.1.2
Cylinders Volume and Surface Area
85
Lesson 10.1.3
Pyramids and Cones Volume
88
Lesson 10.1.4
Spheres Volume
90
Chapter 7
Chapter 8
Chapter 9
Chapter 10
DIAMOND PROBLEMS
1.1.1
product
In every Diamond Problem, the product of the two side numbers (left and right)
is the top number and their sum is the bottom number.
ab
a
Diamond Problems are an excellent way of practicing addition, subtraction,

multiplication, and division of positive and negative integers, decimals and
fractions. They have the added benefit of preparing students for factoring
binomials in algebra.
a+b
sum
Example 1
20
10
The top number is the product of 20 and 10, or 200. The

bottom number is the sum of 20 and 10, or 20 + 10 = 10.
200
20
10
10
Example 2
The product of the right number and 2 is 8. Thus, if you
divide 8 by 2 you get 4, the right number.
The sum of 2 and 4 is 6, the bottom number.
8
2
8
2
4
6
Example 3
4
To get the left number, subtract 4 from 6,

6 4 = 2. The product of 2 and 4 is 8, the top number.
8
2
4
6
Example 4
8
The easiest way to find the side numbers in a situation

like this one is to look at all the pairs of factors of 8.
They are:
8
2
1 and 8, 2 and 4, 4 and 2, and 8 and 1.
4
2
Only one of these pairs has a sum of 2: 2 and 4. Thus,

the side numbers are 2 and 4.
Problems
Complete each of the following Diamond Problems.
1.
2.
4
3.
4.
5.
6.
3.8
7.
1.2
8.
8.1
9.6
3.2
3.4
3.1
9.
6.8
10.
11.
12.
1
13.
14.
x
15.
16.
3a
8b
7a
2b
Answers
1.
32 and 4
2.
4 and 6
3.
6 and 6
4.
6 and 1
5.
4.56 and 5
6.
5 and 40.5
7.
3.4 and 11.56
8.
3 and 6.2
9.
1
5
14
and ! 14
10.
13
10
11.
13. xy and x + y
and
13
50
14. a and 2a
1
2
and
7
5
15. 6b and 48b2
12.
1
3
and
1
3
16. 4a and 12a2
DESCRIBING AND EXTENDING PATTERNS
1.1.2
Students are asked to use their observations and pattern recognition skills to extend patterns and
predict the number of dots that will be in a figure that is too large to draw. Later, variables will
be used to describe the patterns.
Example
Examine the dot pattern at right. Assuming the pattern continues:
a. Draw Figure 4.
b. How many dots will be in Figure 10?
Figure 1
Figure 3
Figure 2
Solution:
The horizontal dots are one
more than the figure number
and the vertical dots are even
numbers (or, twice the figure
number).
Figure 1 has 3 dots, Figure 2 has 6 dots, and

Figure 3 has 9 dots. The number of dots is the
figure number multiplied by three.
Figure 4
Figure 10 has 30 dots.
Problems
For each dot pattern, draw the next figure and determine the number of dots in Figure 10.
1.
2.
Figure 1
Figure 2
Figure 1
Figure 3
3.
Figure 2
Figure 3
Figure 4
4.
Figure 1
Figure 2
Figure 3
Figure 1
5.
Figure 2
Figure 3
6.
Figure 1
Figure 2
Figure 3
Figure 1
Figure 2
Figure 3
Answers
1.
50 dots
2.
31 dots
22 dots
110 dots
Figure 4
Figure 5
Figure 4
4.
3.
5.
40 dots
6.
142 dots
Figure 5
Figure 4
Figure 4
FOUR-QUADRANT GRAPHING
1.1.2 and 1.1.3
The graphing that was started in earlier grades is now extended to include negative values,
and students will graph algebraic equations with two variables.
GRAPHING POINTS
Points on a coordinate graph are identified by two numbers in an ordered pair written as (x, y).
The first number is the xcoordinate of the point and the second number is the ycoordinate.
Taken together, the two coordinates name exactly one point on the graph. The examples below
show how to place a point on an xycoordinate graph.
Example 1
Example 2
Graph point A(2, 3).
Plot the point C(4, 0) on a coordinate grid.
Go right 2 units from the origin (0, 0), then go

down 3 units. Mark the point.
Go to the left from the origin 4 units, but do

not go up or down. Mark the point.
C
x
A(2, 3)
Problems
1.
Name the coordinate pair for each point

shown on the grid below.
2.
K(0, 4)
L(5, 0)
M(2, 3)
N(2, 3)
O(2, 3)
P(4, 6)
Q(4, 5)
R(5, 4)
T(1, 6)
U
Z
U
S
U
W
U
Use the ordered pair to locate each point

on a coordinate grid. Place a dot at each
point and label it with its letter name.
V
T
Answers
1.
S(2, 2)
T(1, 6)
U(0, 6)
V(1, 4)
W(6, 0)
Z(5, 3)
2.
N
L
x
R
P
K
T
O
Q
WRITING EQUATIONS FOR WORD PROBLEMS (THE 5-D PROCESS)

1.1.3 Math Notes
At first students used the 5-D Process to solve problems. However, solving complicated
problems with the 5-D Process can be time consuming and it may be difficult to find the correct
solution if it is not an integer. The patterns developed in the 5-D Process can be generalized by
using a variable to write an equation. Once you have an equation for the problem, it is often
more efficient to solve the equation than to continue to use the 5-D Process. Most of the
problems here will not be complex so that you can practice writing equations using the 5-D
Process. The same example problems previously used are used here except they are now
extended to writing and solving equations.
Example 1
A box of fruit has three times as many nectarines as grapefruit. Together there are 36 pieces of
fruit. How many pieces of each type of fruit are there?
Describe: Number of nectarines is three times the number of grapefruit.
Number of nectarines plus number of grapefruit equals 36.
Trial 1:
Trial 2:
Define
# of Grapefruit
# of Nectarines
11
33
10
30
Do
Total Pieces of Fruit
44
40
Decide
36?
too high
too high
After several trials to establish a pattern in the problem, you can generalize it using a variable.
Since we could try any number of grapefruit, use x to represent it. The pattern for the number
of oranges is three times the number of grapefruit, or 3x. The total pieces of fruit is the sum of
column one and column two, so our table becomes:
Define
# of Grapefruit
# of Nectarines
x
3x
Do
Total Pieces of Fruit
x + 3x
Decide
36?
= 36
Since we want the total to agree with the check, our equation is x + 3x = 36. Simplifying this
yields 4x = 36, so x = 9 (grapefruit) and then 3x = 27 (nectarines).
Declare: There are 9 grapefruit and 27 nectarines.
Example 2
The perimeter of a rectangle is 120 feet. If the length of the rectangle is 10 feet more than the
width, what are the dimensions (length and width) of the rectangle?
Describe/Draw:
width
width + 10
Define
Trial 1:
Trial 2:
Width
10
20
Do
Perimeter
(10 + 25) 2 = 70
100
Length
25
30
Decide
120?
too low
too low
Again, since we could guess any width, we labeled this column x. The pattern for the second
column is that it is 10 more than the first: x + 10. The perimeter is found by multiplying the sum
of the width and length by 2. Our table now becomes:
Define
Width
x
Solving the equation:
Do
Perimeter
(x + x + 10) 2
Length
x + 10
(x + x + 10) 2 = 120
2x + 2x + 20 = 120
4x + 20 = 120
4x = 100
Decide
120?
= 120
So x = 25 (width) and x + 10 = 35 (length).
Declare: The width is 25 feet and the length is 35 feet.
Example 3
Jorge has some dimes and quarters. He has 10 more dimes than quarters and the collection of
coins is worth $2.40. How many dimes and quarters does Jorge have?
Describe: The number of quarters plus 10 equals the number of dimes.
The total value of the coins is $2.40.
Define
Value of
Dimes
Quarters
20
2.50
18
2.00
x + 10
0.25x
Quarters
Trial 1:
Trial 2:
10
8
x
Do
Value of
Total Value
Dimes
2.00
4.50
1.80
3.80
0.10(x + 10) 0.25x + 0.10(x + 10)
Decide
$2.40?
too high
too high
Since you need to know both the number of coins and their value, the equation is more
complicated. The number of quarters becomes x, but then in the table the Value of Quarters
column is 0.25x. Thus the number of dimes is x + 10, but the value of dimes is 0.10(x + 10).
Finally, to find the numbers, the equation becomes 0.25x + 0.10(x + 10) = 2.40.
Solving the equation:
0.25x + 0.10x + 1.00 = 2.40

0.35x + 1.00 = 2.40
0.35x = 1.40
x = 4.00
Declare: There are 4 quarters worth $1.00 and 14 dimes worth $1.40 for a total value of $2.40.
Problems
Start the problems using the 5-D Process. Then write an equation. Solve the equation.
1.
A wood board 100 centimeters long is cut into two pieces. One piece is 26 centimeters
longer than the other. What are the lengths of the two pieces?
2.
Thu is five years older than her brother Tuan. The sum of their ages is 51. What are
their ages?
3.
Toms is thinking of a number. If he triples his number and subtracts 13, the result is 305.
Of what number is Toms thinking?
4.
Two consecutive numbers have a sum of 123. What are the two numbers?
5.
Two consecutive even numbers have a sum of 246. What are the numbers?
6.
Joes age is three times Aarons age and Aaron is six years older than Christina. If the sum
of their ages is 149, what is Christinas age? Joes age? Aarons age?
7.
Farmer Fran has 38 barnyard animals, consisting of only chickens and goats. If these
animals have 116 legs, how many of each type of animal are there?
8.
A wood board 156 centimeters long is cut into three parts. The two longer parts are the
same length and are 15 centimeters longer than the shortest part. How long are the three
parts?
9.
Juan has 15 coins, all nickels and dimes. This collection of coins is worth 90. How many
nickels and dimes are there? (Hint: Create separate column titles for, Number of
Nickels, Value of Nickels, Number of Dimes, and Value of Dimes.)
10.
Tickets to the school play are $ 5.00 for adults and $ 3.50 for students. If the total value of
all the tickets sold was $2517.50 and 100 more students bought tickets than adults, how
many adults and students bought tickets?
11.
A wood board 250 centimeters long is cut into five pieces: three short ones of equal length
and two that are both 15 centimeters longer than the shorter ones. What are the lengths of
the boards?
12.
Conrad has a collection of three types of coins: nickels, dimes, and quarters. There is an
equal amount of nickels and quarters but three times as many dimes. If the entire collection
is worth $ 9.60, how many nickels, dimes, and quarters are there?
Answers (Equations may vary.)

1.
x + (x + 26) = 100
The lengths of the boards are 37 cm and
63 cm.
2.
x + (x + 5) = 51
Thu is 28 years old and her brother is
23 years old.
3.
3x 13 = 305
Toms is thinking of the number 106.
4.
x + (x + 1) = 123
The two consecutive numbers are 61
and 62.
5.
x + (x + 2) = 246
The two consecutive numbers are 142
and 144.
6.
x + (x + 6) + 3(x + 6) = 149
Christine is 25, Aaron is 31, and Joe is
93 years old.
7.
2x + 4(38 x) = 116
Farmer Fran has 20 goats and
18 chickens.
8.
x + (x + 15) + (x + 15) = 156

The lengths of the boards are 42, 57, and
57 cm.
9.
0.05x + 0.10(15 x) = 0.90

Juan has 12 nickels and 3 dimes.
10.
$5x + $3.50(x + 100) = 2517.50

There were 255 adult and 355 student
tickets purchased for the play.
11.
3x + 2(x + 15) = 250

The lengths of the boards are 44 and
59 cm.
12.
0.05x + 0.25x + 0.10(3x) = 9.60

Conrad has 16 quarters, 16 nickels, and
48 dimes.
10
GRAPHICAL REPRESENTATIONS OF DATA
1.1.4
BOX PLOTS
One way to display a distribution of one-variable numerical data is with a box plot. A box plot is
the only display of data that clearly shows the median, quartiles, range, and outliers of a data set.
Example 1
Example 2
Display this data in a box plot:

51, 55, 55, 62, 65, 72, 76, 78, 79, 82, 83, 85,
91, and 93.
Display this data in a box plot:

62, 65, 93, 51, 12, 79, 85, 55, 72, 78, 83, 91,
and 76.
Since this data is already in order from

least to greatest, the range is 93 51 = 42.
Thus you start with a number line with
equal intervals from 50 to 100.
The median of the set of data is 77.

A vertical segment is drawn at this value
above the number line.
Place the data in order from least to

greatest: 12, 51, 55, 62, 65, 72, 76, 78, 79,
83, 85, 91, 93. The range is 93 12 = 81.
Thus you want a number line with equal
intervals from 10 to 100.
Find the median of the set of data: 76.

Draw the line segment.
The median of the lower half of the data

(the first quartile) is 62. A vertical
segment is drawn at this value above the
number line.
Find the first quartile: 55 + 62 = 117;

117 2 = 58.5. Draw the line segment.
Find the third quartile: 83 + 85 = 168; 168

2 = 84. Draw the line segment.
The median of the upper half of the data

(the third quartile) is 83. A vertical
segment is drawn at this value above the
number line.
A box is drawn between the first and third

quartiles.
Draw the box connecting the first and third

quartiles. Place a line segment at the
minimum value (12) and a line segment at
the maximum value (93). Connect the
minimum and maximum values to the box.
Place a vertical segment at the minimum

value (51) and at the maximum value (93).
Use a line segment to connect the
minimum to the box and the maximum to
the box.
50
60
70
80
10 20
30 40
50 60
70 80
90 100
90 100
11
Problems
Create a box plot for each set of data.
1.
45, 47, 52, 85, 46, 32, 83, 80, and 75.
2.
75, 62, 56, 80, 72, 55, 54, and 80.
3.
49, 54, 52, 58, 61, 72, 73, 78, 73, 82, 83, 73, 61, 67, and 68.
4.
65, 35, 48, 29, 57, 87, 94, 68, 86, 73, 58, 74, 85, 91, 88, and 97.
5.
265, 263, 269, 259, 267, 264, 253, 275, 264, 260, 273, 257, and 291.
6.
48, 42, 37, 29, 49, 46, 38, 28, 45, 45, 35, 46.25, 34, 46, 46.5, 43, 46.5, 48, 41.25, 29, and
47.75.
Answers
1.
2.
30 40 50 60 70 80 90
3.
50
70
80
4.
| | | | | | | | |
20 30 40 50 60 70 80 90 100
40 50 60 70 80 90
5.
6.
250
12
60
270
300
25 30 35
40 45 50
PROPORTIONAL RELATIONSHIPS
1.2.1 and 1.2.2
A proportion is an equation stating the two ratios (fractions) are equal. Two values are in a
proportional relationship if a proportion may be set up to relate the values.
For more information, see the Math Notes boxes in Lessons 1.2.2 and 7.2.5 of the Core
Connections, Course 3 text. For additional examples and practice, see the Core Connections,
Course 3 Checkpoint 3 materials.
Example 1
The average cost of a pair of designer jeans has increased $15 in 4 years. What is the unit
growth rate (dollars per year)?
Solution: The growth rate is
15 dollars!
4!years
x dollars!
1!year
15 dollars!
4 !years
. To create a unit rate we need a denominator of one.
. Using a Giant One:
15!dollars!
4!years
4
4
.
! x!dollars
!" 3.75 dollars
1!year
year
Example 2
Ryans famous chili recipe uses 3 tablespoons of chili powder for 5 servings. How many
tablespoons are needed for the family reunion needing 40 servings?
Solution: The rate is
3! tablespoons
5!servings
so the problem may be written as a proportion:
One method of solving the proportion

is to use the Giant One:
3
5
t
40
Another method is to use cross multiplication:
Finally, since the unit rate is 53 tablespoon per serving, the equation t = 53 s represents the
general proportional situation and one could substitute the number of servings needed into the
equation: t = 53 ! 40 = 24 . Using any method the answer is 24 tablespoons.
13
Example 3
+2
Based on the table at right, what is the unit growth rate

(meters per year)?
height
(m)
years
Solution:
15
17
75
85
+10
Problems
For problems 1 through 10 find the unit rate. For problems 11 through 25, solve each problem.
1.
Typing 731 words in 17 minutes (words per minute)
2.
Reading 258 pages in 86 minutes (pages per minute)
3.
Buying 15 boxes of cereal for $43.35 (cost per box)
4.
Scoring 98 points in a 40 minute game (points per minute)
5.
Buying 2 14 pounds of bananas cost $1.89 (cost per pound)
6.
Buying
7.
Mowing 1 12 acres of lawn in
8.
Paying $3.89 for 1.7 pounds of chicken (cost per pound)
10.
pounds of peanuts for $2.25 (cost per pound)
weight (g)
length
(cm)
6
15
8
20
12
30
3
4
of a hour (acres per hour)
20
50
What is the weight per cm?

For the graph at right, what is the rate in miles
per hour?
Distance (miles)
movedw
9.
2
3
40
30
20
11.
If a box of 100 pencils costs $4.75, what should

you expect to pay for 225 pencils?
12.
When Amber does her math homework, she

finishes 10 problems every 7 minutes. How long
will it take for her to complete 35 problems?
13.
Ben and his friends are having a TV marathon, and after 4 hours they have watched
5 episodes of the show. About how long will it take to complete the season, which has
24 episodes?
14.
The tax on a $600 vase is $54. What should be the tax on a $1700 vase?
10
0.5
14
1.0
1.5
Time (hours)
15.
Use the table at right to determine how long it

will take the Spirit club to wax 60 cars.
16.
While baking, Evan discovered a recipe that

required 12 cups of walnuts for every 2 14 cups of
flour. How many cups of walnuts will he need
for 4 cups of flour?
17.
18.
19.
Based on the graph, what would the cost to refill

50 bottles?
3
inches
4
cars waxed
16
32
hours
12
40
35
30
25
20
1
2
Sam grew 1
in 4 months. How much
should he grow in one year?
15
On his afternoon jog, Chris took 42 minutes to

run 3 43 miles. How many miles can he run in
60 minutes?
10
8 10 12
bottles refilled
20.
If Caitlin needs 1 13 cans of paint for each room in her house, how many cans of paint will
she need to paint the 7-room house?
21.
Stephen receives 20 minutes of video game time every 45 minutes of dog walking he does.
If he wants 90 minutes of game time, how many hours will he need to work?
22.
Sarahs grape vine grew 15 inches in 6 weeks, write an equation to represent its growth
after t weeks.
23.
On average Max makes 45 out of 60 shots with the basketball, write an equation to
represent the average number of shots made out of x attempts.
24.
Write an equation to represent the situation in problem 14 above.
25.
Write an equation to represent the situation in problem 17 above.
Answers
1.
words
43 minute
2.
3! minute
pages
3.
$
2.89! box
4.
2.45! minute
5.
$
0.84! pound
6.
$
3.38! pound
7.
acre
2! hour
8.
$
2.29! pound
9.
2 ! grams
5 centimeter
10.
! 27! miles
hour
11.
$10.69
12.
24.5 min.
13.
19.2 hours
14.
$153
15.
22.5 hours
16.
8
9
17.
$175
18.
4 23 inches
19.
! 5.36 miles
20.
9 13 cans
21.
3 83 hours
22.
g = 52 t
23.
s=
24.
t = 0.09c
25.
C = 3.5b
3
4
points
cup
15
ALGEBRA TILES AND PERIMETER
2.1.1 and 2.1.2

x
Algebraic expressions can be represented by the perimeters of

algebra tiles (rectangles and squares) and combinations of
algebra tiles. The dimensions of each tile are shown along its
sides and the tile is named by its area as shown on the tile itself
in the figures at right. When using the tiles, perimeter is the
distance around the exterior of a figure.
x2
1
1
Example 1
Example 2
x2
x2
x x
1 1 1 1
x x x
1
2
xx2
x2
x x x 1
x2
x
x
P = 6x + 4 units
16
1 1 1
x x x
P = 6x + 8 units
Problems
Determine the perimeter of each figure.
1.
2.
x2
3.
x2
x x
x
x
x
4.
5.
6.
x2
x2
x2
x
7.
8.
x2
Answers
1.
4x + 4 un.
2.
4x + 4 un.
3.
2x + 8 un.
4.
4x + 6 un.
5.
4x + 4 un.
6.
4x + 2 un.
7.
4x + 4 un.
8.
2x + 4 un.
17
COMBINING LIKE TERMS
2.1.2 and 2.1.3
Algebraic expressions can also be simplified by combining (adding or subtracting) terms that
have the same variable(s) raised to the same powers, into one term. The skill of combining like
terms is necessary for solving equations. For additional information, see the Math Notes box in
Lesson 2.1.3 of the Core Connections, Course 3 text.
Example 1
Combine like terms to simplify the expression 3x + 5x + 7x.
All these terms have x as the variable, so they are combined into one term, 15x.
Example 2
Simplify the expression 3x + 12 + 7x + 5.
The terms with x can be combined. The terms without variables (the constants) can also be
combined.
3x + 12 + 7x + 5
3x + 7x + 12 + 5
10x + 17
Note that in the simplified form the term with the variable is listed
before the constant term.
Example 3
Simplify the expression 5x + 4x2 + 10 + 2x2 + 2x 6 + x 1.
5x + 4x2 + 10 + 2x2 + 2x 6 + x 1
4x2 + 2x2 + 5x + 2x + x + 10 6 1
6x2 + 8x + 3
18
Note that terms with the same variable but

with different exponents are not combined and
are listed in order of decreasing power of the
variable, in simplified form, with the constant
term last.
Example 4
The algebra tiles, as shown in the Perimeter Using Algebra Tiles section, are used to model how
to combine like terms.
The large square represents x 2 , the rectangle represents x, and the small square represents one.
We can only combine tiles that are alike: large squares with large squares, rectangles with
rectangles, and small squares with small squares. If we want to combine:
2x2 + 3x + 4 and 3x2 + 5x + 7, visualize the tiles to help combine the like terms:
2x2 (2 large squares) + 3x (3 rectangles) + 4 (4 small squares)
+ 3x2 (3 large squares) + 5x (5 rectangles) + 7 (7 small squares)
The combination of the two sets of tiles, written algebraically, is: 5x2 + 8x + 11.
Example 5
Sometimes it is helpful to take an expression that is written horizontally, circle the terms with
their signs, and rewrite like terms in vertical columns before you combine them:
(2x2 5x + 6) + (3x2 + 4x 9)
2x 2 5x + 6 + 3x 2 + 4x 9
This procedure may make it easier to
2x 2 ! 5x + 6
identify the terms as well as the sign of
+ 3x 2 + 4x ! 9
each term.
2
5x ! x ! 3
Problems
Combine the following sets of terms.
1.
(2x2 + 6x + 10) + (4x2 + 2x + 3)
2.
(3x2 + x + 4) + (x2 + 4x + 7)
3.
(8x2 + 3) + (4x2 + 5x + 4)
4.
(4x2 + 6x + 5) (3x2 + 2x + 4)
5.
(4x2 7x + 3) + (2x2 2x 5)
6.
(3x2 7x) (x2 + 3x 9)
7.
(5x + 6) + (5x2 + 6x 2)
8.
2x2 + 3x + x2 + 4x 3x2 + 2
9.
3c2 + 4c + 7x 12 + (4c2) + 9 6x
10.
2a2 + 3a3 4a2 + 6a + 12 4a + 2
Answers
1.
6x2 + 8x + 13
2.
4x2 + 5x + 11
3.
12x2 + 5x + 7
4.
x2 + 4x + 1
5.
6x2 9x 2
6.
2x2 10x + 9
7.
5x2 + 11x + 4
8.
7x + 2
9.
c2 + 4c + x 3 10.
3a3 2a2 + 2a + 14
19
SIMPLIFYING EXPRESSIONS (ON AN EXPRESSION MAT)
2.1.3 2.1.5
Two Region Expression Mats

An Expression Mat is an organizational tool that is used to represent algebraic expressions.
Pairs of Expression Mats can be modified to make an Equation Mat. The upper half of an
Expression Mat is the positive region and the lower half is the negative region. Positive
algebra tiles are shaded and negative tiles are blank. A matching pair of tiles with one tile
shaded and the other one blank represents zero (0).
Tiles may be removed from or moved on an expression mat in one of three ways:
(1) removing the same number of opposite tiles in the same region; (2) flipping a tile from
one region to another. Such moves create opposites of the original tile, so a shaded tile
becomes un-shaded and an un-shaded tile becomes shaded; and (3) removing an equal
number of identical tiles from both the + and regions. See the Math Notes box in
Lesson 2.1.6 of the Core Connections, Course 3 text.
Examples
can be
represented
various ways.
x
x
x
x
x
= +1
= 1
x
x
+
= +1
= 1
3x + 2 ! (2x ! 3)
Example 1
+
Expressions can
be simplified by
moving tiles to
the top (change
the sign) and
looking for
_
zeros.
20
The
Expression
Mats at right
all represent
zero.
x
x
x
x
x
x
x
x
= +1
= 1
x
x
1 ! (2y ! 3) + y ! 2
Example 2
+
y
y
y
y
y
y
= +1
= 1
_
1 ! (2y ! 3) + y ! 2
1 ! 2y + 3 + y ! 2
!y + 2
Problems
Simplify each expression.
1.
2.
3.
x
x
x
_
4.
x
x
x
x
5.
_
6.
y
y
7.
3 + 5x ! 4 ! 7x
8.
!x ! 4x ! 7
9.
!(!x + 3)
10.
4x ! (x + 2)
11.
5x ! (!3x + 2)
12.
x ! 5 ! (2 ! x)
13.
1 ! 2y ! 2y
14.
!3x + 5 + 5x ! 1
15.
3 ! (y + 5)
16.
!(x + y) + 4x + 2y
17.
3x ! 7 ! (3x ! 7)
18.
!(x + 2y + 3) ! 3x + y
21
Answers
1.
2.
2x + 2
3.
2y + 2
4.
!5x + 2
5.
2y ! 1
6.
!y + 5
7.
10.
13.
!2x ! 1
3x ! 2
!4y + 1
8.
11.
14.
!5x ! 7
8x ! 2
2x + 4
9.
12.
15.
x!3
2x ! 7
!y ! 2
16.
3x + y
17.
18.
!4x ! y ! 3
22
COMPARING QUANTITIES (ON AN EXPRESSION MAT)
2.1.5 2.1.8
Combining two Expression Mats into an Expression Comparison Mat creates a concrete model
for simplifying (and later solving) inequalities and equations.
Tiles may be removed or moved on the mat in the following ways:
(1) Removing the same number of opposite tiles (zeros) on the same side;
(2) Removing an equal number of identical tiles (balanced set) from both the left and right sides;
(3) Adding the same number of opposite tiles (zeros) on the same side; and
(4) Adding an equal number of identical tiles (balanced set) to both the left and right sides.
These strategies are called legal moves.
After moving and simplifying the Expression Comparison Mat, students are asked to tell which
side is greater. Sometimes it is only possible to tell which side is greater if you know possible
values of the variable.
Example 1
= +1
= 1
Determine which side is greater by using legal moves to simplify.

Step 1
Remove balanced set
Mat A
Mat B
x x
x x
Step 2
Remove zeros
Mat A
Mat B
Step 3
Remove balanced set
Mat A
Mat B
The left side is greater because after Step 3: 4 > 0. Also, after Step 2: 6 > 2. Note that this
example shows only one of several possible strategies.
23
Example 2
Use legal moves so that all the x-variables are on one side and all the unit tiles are on the other.
Step 1
Add balanced set
Step 2
Add balanced set
Mat A
Mat A
Mat B
Step 3
Remove zeros
Mat B
Mat A
Mat B
x x
What remains is 2x on Mat A and 4 on Mat B. There are

other possible arrangements. Whatever the arrangement, it is
not possible to tell which side is greater because we do not
know the value of x. Students are expected to record the
results algebraically as directed by the teacher. One possible
recording is shown at right.
Mat A
Mat B
x!2
x!2+2
x+x!2+2
2x
!x + 2
!x + 2 + 2
!x + x + 2 + 2
4
Problems
= +1
= 1
For each of the problems below, use the strategies of removing zeros or simplifying
by removing balanced sets to determine which side is greater, if possible. Record your steps.
1.
Mat A
x
x
x x
Mat B
x
x
x
x
4. Mat A: 5 + (!8)
Mat B: !7 + 6
24
2.
Mat A
x x
x
x
x
3.
Mat B
x
5. Mat A: 2(x + 3) ! 2
Mat B: 4x ! 2 ! x + 4
Mat B
x
x
x
Mat A
x x
6. Mat A: 4 + (!2x) + 4x
Mat B: x 2 + 2x + 3 ! x 2
For each of the problems below, use the strategies of removing zeros or adding/removing
balanced sets so that all the x-variables are on one side and the unit tiles are on the other.
Record your steps.
7.
Mat A
Mat B
8.
Mat A
Mat B
x
x
9.
Mat A
Mat B
x
x
?
x
10. Mat A: 3x ! 2
Mat B: 2x + 1
11. Mat A: 4x + 2 + (!5)

Mat B: 2x + 3 + (!8)
12. Mat A: 2x + 3
Mat B: !x ! 3
Answers (Answers to problems 7 through 12 may vary.)

1.
A is greater
2.
B is greater
3.
not possible to tell
4.
B is greater
5.
not possible to tell
6.
A is greater
7.
A: x; B: 3
8.
A: 3x; B: 1
9.
A: 1; B: x
10.
A: x; B: 3
11.
A: 2x; B: 2
12.
A: 3x; B: 6
25
SOLVING EQUATIONS
2.1.8 and 2.1.9
Using a Four Region Equation Mat

Combining two Expression Mats into an Equation Mat creates a concrete model for solving
equations. Practice solving equations using the model will help students transition to solving
equations abstractly with better accuracy and understanding.
In general, and as shown in the first example below, the negative in front of the parenthesis
causes everything inside to flip from the top to the bottom or the bottom to the top of an
Expression Mat, that is, all terms in the expression change signs. After simplifying the
parentheses, simplify each Expression Mat. Next, isolate the variables on one side of the
Equation Mat and the non-variables on the other side by removing matching tiles from both
sides. Then determine the value of the variable. Students should be able to explain their
steps. See the Math Notes boxes in Lessons 2.1.9 and 3.2.3 of the Core Connections,
Course 3 text. For additional examples and practice, see the Core Connections, Course 3
Checkpoint 5 materials.
Procedure and Example
Solve x + 2 ! (!2x) = x + 5 ! (x ! 3) .
First build the equation on the Equation Mat.
x
x
_
+
Second, simplify each side using legal

moves on each Expression Mat, that is, on
each side of the Equation Mat.
Isolate x-terms on one side and non-x-terms

on the other by removing matching tiles
from both sides of the equation mat.
Finally, since both sides of the equation are

equal, determine the value of x.
_
26
_
x
+
x
_
+
_
x
_
+
_
x
x
x
_
Once students understand how to solve equations using an Equation Mat, they may use the visual
experience of moving tiles to solve equations with variables and numbers. The procedures for
moving variables and numbers in the solving process follow the same rules.
Note: When the process of solving an equation ends with different numbers on each side of the
equal sign (for example, 2 = 4), there is no solution to the problem. When the result is the same
expression or number on each side of the equation (for example, x + 2 = x + 2 ) it means that all
numbers are solutions. See the Math Notes box in Lesson 3.2.4 of the Core Connections,
Course 3 text.
Example 1 Solve 3x + 3x ! 1 = 4x + 9
Solution
3x + 3x ! 1 = 4x + 9
6x ! 1 = 4x + 9
2x = 10
x=5
problem
simplify
add 1, subtract 4x on each side
divide
Example 2 Solve !2x + 1 ! (!3x + 3) = !4 + (!x ! 2)

Solution
!2x + 1 ! (!3x + 3) = !4 + (!x ! 2)

!2x + 1 + 3x ! 3 = !4 ! x ! 2
x ! 2 = !x ! 6
2x = !4
x = !2
problem
remove parenthesis (flip)
simplify
add x, add 2 to each side
divide
Problems
Solve each equation.
1.
2x ! 3 = !x + 3
2.
1 + 3x ! x = x ! 4 + 2x
3.
4 ! 3x = 2x ! 6
4.
3 + 3x ! (x ! 2) = 3x + 4
5.
!(x + 3) = 2x ! 6
6.
!4 + 3x ! 1 = 2x + 1 + 2x
7.
!x + 3 = 10
8.
5x ! 3 + 2x = x + 7 + 6x
9.
4y ! 8 ! 2y = 4
10.
9 ! (1 ! 3y) = 4 + y ! (3 ! y)
11.
2x ! 7 = !x ! 1
12.
!2 ! 3x = x ! 2 ! 4x
13.
!3x + 7 = x ! 1
14.
1 + 2x ! 4 = !3 ! (!x)
15.
2x ! 1 ! 1 = x ! 3 ! (!5 + x)
16.
!4x ! 3 = x ! 1 ! 5x
17.
10 = x + 6 + 2x
18.
!(x ! 2) = x ! 5 ! 3x
19.
6 ! x ! 3 = 4x ! 8
20.
0.5x ! (!x + 3) = x ! 5
27
Answers
1.
x=2
2.
x=5
3.
x=2
4.
x=1
5.
x=1
6.
x = 6
7.
x = 7
8.
no solution
9.
x=6
10.
x = 7
11.
x=2
12.
all numbers
13.
x=2
14.
x=0
15.
x=2
16.
no solution
17.
x = 1 13
18.
x = 7
19.
x = 2 15
20.
x = 4
28
TABLES, GRAPHS, AND RULES
3.1.1 3.1.7
Three ways to write relationships for data are tables, words (descriptions), and rules. The
pattern in tables between input (x) and output (y) values usually establishes the rule for a
relationship. If you know the rule, it may be used to generate sets of input and output values.
A description of a relationship may be translated into a table of values or a general rule
(equation) that describes the relationship between the input values and output values. Each of
these three forms of relationships may be used to create a graph to visually represent the
relationship. For additional information, see the Math Notes boxes in Lessons 3.1.3, 3.1.4,
3.1.5, and 3.2.1 of the Core Connections, Course 3 text.
Example 1
Complete the table by determining the relationship between the input (x) values and output (y)
values, write the rule for the relationship, then graph the data.
input (x)
output (y)
3
4
10
Begin by examining the four pairs of input values:

4 and 8, 5 and 10, 0 and 0, 2 and 4. Determine
what arithmetic operation(s) are applied to the
input value of each pair to get the second value.
The operation(s) applied to the first value must be
the same in all four cases to produce each given
output value. In this example, the second value in
each pair is twice the first value. Since the pattern
works for all four points, make the conjecture that
the rule is y(output) = 2x(input) . This makes the
missing values 3 and 6, 2 and 4, 1 and 2, 3
and 6. The rule is y = 2x . Finally, graph each
pair of data on an xy-coordinate system, as shown
at right.
3
2
4
y
10
8
6
4
2
2
4
6
29
Example 2
Complete the table by determining the relationship between the input (x) and output (y) values,
then write the rule for the relationship.
input (x)
output (y)
Use the same approach as Example 1. In this table, the relationship is more complicated than
simply multiplying the input value or adding (or subtracting) a number. Use a Guess and Check
approach to try different patterns. For example, the first pair of values could be found by the rule
x + 1 , that is, 2 + 1 = 3 . However, that rule fails when you check it for -1 and 3: !1 + 1 " !3 .
From this guess you know that the rule must be some combination of multiplying the input value
and then adding or subtracting to that product. The next guess could be to double x. Try it for
the first two or three input values and see how close each result is to the known output values:
for 2 and 3, 2(2) = 4 ; for 1 and 3, 2(!1) = !2 ; and for 4 and 7, 2(4) = 8 . Notice that each
result is one more than the actual output value. If you subtract 1 from each product, the result is
the expected output value. Make the conjecture that the rule is y(output) = 2x(input) ! 1 and
test it for the other input values: for 3 and 7, 2(!3) ! 1 = !7 ; for 0 and 1, 2(0) ! 1 = !1 ; for
2 and 5, 2(!2) ! 1 = !5 ; and for 1 and 1, 2(1) ! 1 = 1 . So the rule is y = 2x ! 1 .
Example 3
Complete the table below for y = !2x + 1 , then graph each of the points in the table.
input (x)
output (y)
y
Replace x with each input value, multiply by

2, then add 1. The results are ordered
pairs: (4, 9), (3, 7), (2, 5), (1, 3), (0, 1),
(1, 1), (2, 3), (3, 5), and (4, 7). Plot
these points on the graph (see Chapter 1 if
you need help with the fundamentals of
graphing).
10
8
6
4
2
4
6
8
30
Example 4
Complete the table below for y = x 2 ! 2x + 1 , then graph the pairs of points and connect them
with a smooth curve.
input (x)
x 2 ! 2x + 1
output (y)
y
Replace x in the equation with each input

value. Square the value, multiply the value
by 2, then add both of these results and 1 to
get the output (y) value for each input (x)
value. The results are ordered pairs: (2, 9),
(1, 4), (0, 1), (1, 0), (2, 1), (3, 4), and (4, 9).
10
8
6
4
2
Example 5
y
6
Make an x y table for the graph at right, then write a rule for the table.
input (x)
output (y)
!2x ! 3
4
2
Working left to right on the graph, read the coordinates of each point
and record them in the table.
2
2
4
6
Guess and check by multiplying the input value, then adding or subtracting numbers to get the
output value. For example you could start by multiplying the input value by 2: 2(!4) = !8 ,
3(!4) = !12 , 2(!3) = !6 , etc. The results are not close to the correct output value. The product
is also the opposite sign (+ -) of what you want. Your next choice could be to multiply by 2:
!2(!4) = 8 , !2(!3) = 6 , !2(!2) = 4 . Each result is three more than the expected output value,
so make the conjecture that the rule is y = !2x ! 3 . Test it for the remaining points:
!2(!1) ! 3 = !1 , !2(0) ! 3 = !3 , and !2(1) ! 3 = !5 . The rule is y = !2x ! 3 .
31
Problems
Complete each table. Then write a rule relating x and y.
1.
2.
Input(x)
Output(y)
10 5 20
7 3
14 9
Input(x)
Output(y)
4 3
3.
22 5 11
19 2
9 12 x
8 12
4.
Input(x)
Output(y)
10 0 15
7 6
25 5
Input(x)
13
Output(y)
5.
10 3 4
5 15 x
-30 9 12 1
6.
Input(x)
Output(y)
4 0 12
0
16
Input(x)
Output(y)
4 6 6
7.
4 6
2 12
7 3 6
9 1
13
8.
Input(x)
Output(y)
12 16 9
3 3 13
29
Input(x)
Output(y)
9.
0 4
5 1
20 40 17
10.
Input(x)
Output(y)
9 6
3 2 4
Input(x)
3 2 1 0
Output(y)
7 4 1 2
2 1 0
5 10
3 3 x
1
11.
12.
Input(x)
Output(y)
6 4 2 0
Input(x)
Output(y)
Complete a table for each rule, then graph and connect the points. For each rule, start with a
table like the one below.
Input (x)
Output (y)
13.
32
y = 3x ! 2
14.
y = 12 x + 1
15.
y = !x + 2
16.
y = x2 ! 6
Answers
1.
24, 8, 7; y = x + 4
2.
8, 5, 9; y = x ! 3
3.
40, 1, 26; y = 3x ! 5
4.
1
,
3
5.
8, 12, 8; y = ! 12 x + 2
6.
3, 5, 2; y = x + 3
7.
8, 27, 15; y = 2x ! 3
8.
13, 7, 6; y = !3x + 1
9.
12, 0, 1; y =
10.
y = 3x + 2
11.
y = 12 x + 4
12.
y = x2 + 1
15, 45; y = !3x
13.
x
3
y
8
6
4
input (x)
output (y)
11
2 2
4
6
8
10
12
14.
input (x)
output (y)
0.5
0.5
1.5
2.5
15.
y
4
input (x)
output (y)
16.
4
input (x)
output (y)
4
6
33
DISTRIBUTIVE PROPERTY
3.2.5
The Distributive Property shows how to express sums and products in two ways:
a(b + c) = ab + ac . This can also be written (b + c)a = ab + ac .
Factored form
a(b + c)
To simplify:
Distributed form
a(b) + a(c)
Simplified form
ab + ac
Multiply each term on the inside of the parentheses by the term on the outside.
Combine terms if possible.
For additional information, see the Math Notes box in Lesson 3.2.5 of the Core Connections,
Course 3 text.
Example 1
Example 2
Example 3
2(47) = 2(40 + 7)
= (2 ! 40) + (2 ! 7)
= 80 + 14 = 94
3(x + 4) = (3 ! x) + (3 ! 4)
= 3x + 12
4(x + 3y + 1) = (4 ! x) + (4 ! 3y) + 4(1)

= 4x + 12y + 4
Problems
Simplify each expression below by applying the Distributive Property.
1.
6(9 + 4)
2.
4(9 + 8)
3.
7(8 + 6)
4.
5(7 + 4)
5.
3(27) = 3(20 + 7)
6.
6(46) = 6(40 + 6)
7.
8(43)
8.
6(78)
9.
3(x + 6)
10.
5(x + 7)
11.
8(x ! 4)
12.
6(x ! 10)
13.
(8 + x)4
14.
(2 + x)5
15.
!7(x + 1)
16.
!4(y + 3)
17.
!3(y ! 5)
18.
!5(b ! 4)
19.
!(x + 6)
20.
!(x + 7)
21.
!(x ! 4)
22.
!(!x ! 3)
23.
x(x + 3)
24.
4x(x + 2)
25.
!x(5x ! 7)
26.
!x(2x ! 6)
34
Answers
1.
(6 9) + (6 4) = 54 + 24 = 78
2.
(4 9) + (4 8) = 36 + 32 = 68
3.
56 + 42 = 98
4.
35 + 20 = 55
5.
60 + 21 = 81
6.
240 + 36 = 276
7.
320 + 24 = 344
8.
420 + 48 = 468
9.
3x + 18
10.
5x + 35
11.
8x 32
12.
6x ! 60
13.
4x + 32
14.
5x + 10
15.
!7x ! 7
16.
!4y ! 12
17.
!3y + 15
18.
!5b + 20
19.
!x ! 6
20.
!x ! 7
21.
!x + 4
22.
x+3
23.
x 2 + 3x
24.
4x 2 + 8x
25.
!5x 2 + 7x
26.
!2x 2 + 6x
When the Distributive Property is used to reverse, it is called factoring. Factoring changes a
sum of terms (no parentheses) to a product (with parentheses.)
ab + ac = a(b + c)
To factor: Write the common factor of all the terms outside of the parentheses. Place the
remaining factors of each of the original terms inside of the parentheses.
Example 4
Example 5
Example 6
4x + 8 = 4 ! x + 4 ! 2
= 4(x + 2)
6x 2 ! 9x = 3x " 2x ! 3x " 3
= 3x(2x ! 3)
6x + 12y + 3 = 3! 2x + 3! 4y + 3!1
= 3(2x + 4y + 1)
Problems
Factor each expression below by using the Distributive Property in reverse.
1.
6x + 12
2.
5y ! 10
3.
8x + 20z
4.
x 2 + xy
5.
8m + 24
6.
16y + 40
7.
8m ! 2
8.
25y ! 10
9.
2x 2 ! 10x
10.
21x 2 ! 63
11.
21x 2 ! 63x
12.
15y + 35
13.
4x + 4y + 4z
14.
6x + 12y + 6
15. 14 x 2 ! 49x + 28 16.
x 2 ! x + xy
35
Answers
1.
6(x + 2)
2.
5(y ! 2)
3.
4(2x + 5z)
4.
x(x + y)
5.
8(m + 3)
\6.
8(2y + 5)
7.
4(2m ! 1)
8.
5(5y ! 2)
9.
2x(x ! 5)
10.
21(x 2 ! 3)
11.
21x(x ! 3)
12.
5(3y + 7)
13.
4(x + y + z)
14.
6(x + 2y + 1)
15. 7(2x 2 ! 7x + 4)
16.
x(x ! 1+ y)
36
MULTIPLE REPRESENTATIONS
4.1.1 4.1.7
The first part of Chapter 4 of Core Connections, Course 3 ties together several ways to
represent the same relationship. The basis for any relationship is a consistent pattern that
connects input and output values. This course uses tile patterns to help visualize algebraic
relationships. (Note: In this course we consider tile patterns to be continuous relationships
and graph them with a continuous line or curve.) These relationships may also be displayed
on a graph, in a table, or as an equation. In each situation, all four representations show the
same relationship. Students learn how to use each format
to display relationships as well as how to switch from one
Table
representation to another. We use the diagram at right to
show the connections between the various ways to display
Rule
a relationship and call it the representations web. See the Graph
Math Notes box in Lesson 4.1.7 of the Core Connections,
Course 3 text. For additional examples and practice see
Pattern
the Core Connections, Course 3 Checkpoint 6 materials.
Example 1
At this point in the course we use the notion of growth to help understand linear relationships.
For example, a simple tile pattern may start with two tiles and grow by three tiles in each
successive figure as shown below.
Fig. 0
Fig. 1
Fig. 2
Fig. 3
Fig. 4
The picture of the tile figures may also be described by an equation in y = mx + b form, where x
and y are variables and m represents the growth rate and b represents the starting value of the
pattern. In this example, y = 3x + 2 , where 2 represents the number of tiles in the original figure
(usually called Figure 0) and 3 is the growth factor that describes the rate at which each
successive figure adds tiles to the previous figure. This relationship may also be displayed in a
table, called an xy table, as shown below. The rule is written in the last column of the table.
Figure number (x)
Number of tiles (y)
11
14
3x + 2
Finally, the relationship may be displayed on an xy-coordinate graph by

plotting the points in the table as shown at right. The highlighted points on the
graph represent the tile pattern. The line represents all of the points described
by the equation y = 3x + 2 .
y
12
10
8
6
4
2
37
Example 2
Draw Figures 0, 4, and 5 for the tile pattern below. Use the pattern to predict the number of tiles
in Figure 100, describe the figure, write a rule that will give the number of tiles in any figure,
record the data for the first six tiles (Figures 0 through 5) in a table, and graph the data.
Fig. 0
Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Each figure adds four tiles: two tiles to the top row and two tiles to the lower portion of the
figure. Figure 0 has two tiles, so the rule is y = 4x + 2 and Figure 100 has 4(100) + 2 = 402
tiles. There are 202 tiles in the top row and 200 tiles in the lower portion of figure 100. The
table is:
y
20
Figure number (x)
Number of tiles (y)
10
14
18
22
4x + 2
15
10
The graph is shown at right.
Example 3
Use the table below to determine the rule in y = mx + b form that describes the pattern.
input (x)
output (y)
10
13
The constant difference between the output values is the growth rate, that is, the value of m. The
output value paired with the input value x = 0 is the starting value, that is, the value of b. So
this table can be described by the rule: y = 3x ! 2 . Note: If there is not a constant difference
between the output values for consecutive integer input values, then the rule for the pattern is not
in the form y = mx + b .
y
Example 4
Use the graph at right to create an xy table, then write a rule

for the pattern it represents.
First transfer the coordinates of the points into an xy table.

input (x)
output (y)
0
5
1
1
2
3
3
7
x
4
Using the method described in Example 3, that is, noting that the growth rate between the output
values is 4 and the value of y at x = 0 is 5, the rule is: y = !4x + 5 .
38
Problems
1.
Based on the tile pattern below, draw Figures 0, 4, and 5. Then find a rule that will give
the number of tiles in any figure and use it to find the number of tiles in Figure 100.
Finally, display the data for the first six figures (numbers 0-5) in a table and on a graph.
Fig. 0
2.
Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Based on the tile pattern below, draw Figures 0, 4, and 5. Then find a rule that will give
the number of tiles in any figure and use it to find the number of tiles in Figure 100.
Finally, display the data for the first six figures (numbers 0-5) in a table and on a graph.
Fig. 0
Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Use the patterns in the tables and graphs to write rules for each relationship.
3.
input (x)
output (y)
3
11
2
8
1
5
0
2
1
1
2
4
3
7
4
10
5
13
4.
input (x)
output (y)
3
10
2
8
1
6
0
4
1
2
2
0
3
2
4
4
5
6
5.
y
6
6.
y
4
2
2
4
6
39
Answers
1.
y
15
Fig. 0
Fig. 4
Fig. 5
10
The rule is y = 2x + 5 . Figure 100 will have 205 tiles. It will have a
base of three tiles, with 102 tiles extending up from the right tile in the
base and 100 tiles extending to the right of the top tile in the vertical
extension above the base.
Figure number (x)
Number of tiles (y)
0
5
1
7
2
9
3
11
4
13
5
15
2.
y
20
Fig. 0
Fig. 4
Fig. 5
The rule is y = 4x + 1 . Figure 100 will have 401 tiles in the

shape of an X with 100 tiles on each branch of the X, all
connected to a single square in the middle.
Figure number (x)
Number of tiles (y)
3.
y = 3x ! 2
4.
y = !2x + 4
5.
y = 2x ! 3
6.
y = !x
40
0
1
1
5
2
9
3
13
4
17
15
10
5
5
21
LINEAR GRAPHS USING y = mx + b
4.1.4 4.1.7
Slope (rate of change) is a number that indicates the steepness (or flatness) of a line, that is, its
rate of change, as well as its direction (up or down) left to right.
vertical change
change in y
Slope (rate of change) is determined by the ratio: horizontal change =
change in x
between any two points on a line. Some books and teachers refer to this ratio as the
rise (y) over the run (x).
For lines that go up (from left to right), the sign of the slope is positive. For lines that go
down (left to right), the sign of the slope is negative.
Any linear equation written as y = mx + b, where m and b are any real numbers, is in
slope-intercept form. m is the slope of the line. b is the y-intercept, that is, the point (0, b)
where the line intersects (crosses) the y-axis.
Example 1
y
Write the slope of the line containing the points (1, 3) and (4, 2).
First graph the two points and draw the line through them.
Look for and draw a slope triangle using the two given points.
Write the ratio
triangle: 15 .
vertical change in y
horizontal change in x
1
(4, 2)
(1, 3)
using the legs of the right
Assign a positive or negative value to the slope depending on

whether the line goes up (+) or down () from left to right. The slope is ! 15 .
Example 2
Since the points are inconvenient to graph, use a
generic slope triangle, visualizing where the
points lie with respect to each other and the axes.
(35, 33)
18
Make a sketch of the points.

Draw a slope triangle and determine the length of
= 13 .
each leg. Write the ratio of y to x: 18
54
1
The slope is 3 .
(19, 15)
54
41
Example 3
Given a table, determine the rate of change (slope) and the equation of the line.
+2
x
y
2
1
+2
0
4
+3
+2
2
7
+3
rate of change =
3
2
y-intercept = (0, 4)
The equation of the line is y =
+3
3
2
x+4.
Example 4
Graph the linear equation y =
2
3
x ! 1.
Using y = mx + b , the slope in y = x ! 1 is and the

y-intercept is the point (0, 1). To graph, begin at the
vertical!change
y-intercept (0, 1). Remember that slope is horizontal!change , so go
up 2 units (since 2 is positive) from (0, 1) and then move right
3 units. This gives a second point on the graph. To create the
graph, draw a straight line through the two points.
2
3
2
3
Problems
Determine the slope of each line using the highlighted points.
1.
2.
3.
x
x
Find the slope of the line containing each pair of points. Sketch a slope triangle to visualize the
vertical and horizontal change.
4.
(2, 3) and (5, 7)
5.
(2, 5) and (9, 4)
6.
(1, 3) and (7, 4)
7.
(2, 1) and (3, 3)
8.
(2, 5) and (4, 5)
9.
(5, 8) and (3, 5)
42
Use a slope triangle to find the slope of the line containing each pair of points:
10. (50, 40) and (30, 75)
11. (10, 39) and (44, 80)
12. (5, 13) and (51, 10)
Identify the slope and y-intercept in each equation.

13. y =
x!2
1
2
16. y = !
2
3
x +1
14. y = !3x + 5
15. y = 4x
17. y = x ! 7
18. y = 5
Draw a graph to find the equation of the line with:

19. slope =
1
2
and passing through (2, 3).
20. slope =
21. slope = ! 13 and passing through (3, 1).
2
3
and passing through (3, 2).
22. slope = 4 and passing through (3, 8).
For each table, determine the rate of change and the equation. Be sure to record whether the rate
of change is positive or negative for both x and y.
23.
24.
x 2 1 0 1 2
y 5 2 1 4 7
25.
x 6 3 0 3 6
y 3 1 1 3 5
x 2 0 2 4 6
y 7 3 1 5 9
Using the slope and y-intercept, determine the equation of the line.
y
26.
27.
28.
29.
Graph the following linear equations on graph paper.

30.
y=
33.
y = 2x +
1
2
x+2
1
2
31.
y=!
34.
3x + 2y = 12
3
5
x +1
32.
y = !4x
43
Answers
1.
1
2
2.
3
4
3.
5.
1
7
6.
1
6
7.
9.
3
2
11.
41
34
13.
1
2
10. !
35
20
=!
7
4
4
5
4.
4
3
8.
12. !
33
71
14. -3; (0, 5)
15. 4; (0, 0)
16. ! 23 ; (0, 1)
17. 1; (0, 7)
18. 0; (0, 5)
19. y =
20. y =
21. y = ! 13
22. y = !4x ! 4
23. 3; y = 3x + 1
24. 2; y = !2x + 3
26. y = 2x ! 2
27. y = !x + 2
28. y =
25.
2
3
; (0, 2)
; y=
2
3
x +1
1
2
x+2
2
3
1
3
x!4
x+2
29. y = !2x + 4
30. y =
1
2
x+2
31. y = !
3
5
x +1
33. y = !2x +
y
34. y = !
1
2
32. y = !4x
3
2
x+6
x
x
44
EQUATIONS WITH MULTIPLE VARIABLES
5.1.1
Solving equations with more than one variable uses the same process as solving an equation
with one variable. The only difference is that instead of the answer always being a number,
it may be an expression that includes numbers and variables. The usual steps may include:
removing parentheses, simplifying by combining like terms, removing the same thing from
both sides of the equation, moving the desired variables to one side of the equation and the
rest of the variables to the other side, and possibly division or multiplication.
Example 1
Solve for y
Subtract 3x
Example 2
3x ! 2y = 6
!2y = !3x + 6
Divide by !2
y=
Simplify
y=
Solve for y
7 + 2(x + y) = 11
2(x + y) = 4
2x + 2y = 4
2y = !2x + 4
Subtract 7
!3x+6
!2
3x!3
2
Distribute the 2
Subtract 2x
y=
Divide by 2
y = !x + 2
Simplify
Example 3
Solve for x
Add 4
Divide by 3
!2 x+ 4
2
Example 4
y = 3x ! 4
y + 4 = 3x
y+4
=x
3
I = prt
Solve for t
I
=t
pr
Divide by pr
Problems
Solve each equation for the specified variable.
1.
y in 5x + 3y = 15
2.
x in 5x + 3y = 15
3.
w in 2l + 2w = P
4.
m in 4n = 3m ! 1
5.
a in 2a + b = c
6.
a in b ! 2a = c
7.
p in 6 ! 2(q ! 3p) = 4 p
8.
x in y =
9.
r in 4(r ! 3s) = r ! 5s
1
4
x +1
45
Answers (Other equivalent forms are possible.)

1.
y = ! 53 x + 5
2.
x = ! 53 y + 3
3.
w = !l +
4.
m=
4n+1
3
5.
a=
c!b
2
6.
a=
c!b !or! b!c

!2
2
7.
p=q!3
8.
x = 4y ! 4
9.
r=
7s
3
46
P
2
EQUATIONS WITH FRACTIONAL COEFFICIENTS
5.1.2
Students used scale factors (multipliers) to enlarge and reduce figures as well as increase and
decrease quantities. All of the original quantities or lengths were multiplied by the scale factor
to get the new quantities or lengths. To reverse this process and scale from the new situation
back to the original, we divide by the scale factor. Division by a scale factor is the same as
multiplying by a reciprocal. This same concept is useful in solving one-step equations with
fractional coefficients. To remove a fractional coefficient you may divide each term in the
equation by the coefficient or multiply each term by the reciprocal of the coefficient.
To remove fractions in more complicated equations students use Fraction Busters.
Multiplying all of the terms of an equation by the common denominator will remove all of the
fractions from the equation. Then the equation can be solved in the usual way.
Course 3 text. For additional examples and practice see the Core Connections, Course 3
Checkpoint 7 materials.
Example of a One-Step Equation

Solve:
2
3
x = 12
Method 1: Use division and common denominators

2 x = 12
3
2x
3
2
3
3
2
= 12
2
x=
3
12
2
3
Method 2: Use reciprocals

2 x = 12
3
= 12 23 =
36
3
23 =
36
2
= 18
( 23 x ) = 23 (12 )
x = 18
Example of Fraction Busters

Solve:
x
2
+ 5x = 6
Multiplying by 10 (the common denominator) will eliminate the fractions.
10( 2x + 5x ) = 10(6)
10( 2x ) + 10( 5x ) = 10(6)
5x + 2x = 60
7x = 60 ! x =
60
7
" 8.57
47
Problems
Solve each equation.
1.
3
4
x = 60
2.
2
5
3.
3
5
y = 40
4.
! 83 m = 6
5.
3x+1
2
=5
6.
x
3
! 5x = 3
7.
y+7
3
y
5
8.
m
3
! 2m
5 =
9.
! 53 x =
10.
x
2
11.
1
3
12.
2x
5
2
3
x + 14 x = 4
x = 42
x!3
5
1
5
=3
x!1
3
=4
Answers
1.
x = 80
2.
x = 105
3.
y = 66 23
4.
m=!
5.
y=3
6.
x = 22.5
7.
y = !17 12
8.
m = 3
9.
x = ! 10
9
10.
x=
11.
x=
12.
x=
48
36
7
48
7
9
4
65
11
SYSTEMS OF LINEAR EQUATIONS
5.2.1 5.2.4
Two lines on an xy-coordinate grid are called a system of linear equations. They intersect at a
point unless they are parallel or the equations are different forms of the same line. The point of
intersection is the only pair of (x, y) values that will make both equations true. One way to find
the point of intersection is to graph the two lines. However, graphing is both time-consuming
and, in many cases, not exact, because the result may only be a close approximation of the
coordinates.
When two linear equations are written equal to y (in general, in the form y = mx + b ), we can
take advantage of the fact that both y values are the same (equal) at the point of intersection. For
example, if two lines are described by the equations y = !2x + 5 and y = x ! 1 , and we know that
both y values are equal, then the other two sides of the equations must also be equal to each other.
We say that both right sides of these equations have equal values at the point of intersection
and write !2x + 5 = x ! 1 , so that the result looks like the work we did with equation mats.
We can solve this equation in the usual way and find that x = 2 . Now we know the x-coordinate
of the point of intersection. Since this value will be the same in both of the original equations at
the point of intersection, we can substitute x = 2 in either equation to solve for y: y = !2(2) + 5
so y = 1 or y = 2 ! 1 and y = 1 . So the two lines in this example intersect at (2, 1).
For additional information, see the Math Notes boxes in Lessons 5.2.2, 5.2.3, and 5.2.4 of the
Core Connections, Course 3 text.
Example 1
Find the point of intersection for y = 5x + 1 and y = !3x ! 15 .
5x + 1 = !3x ! 15
8x = !16
x = !2
Substitute the equal parts of the equations.

Solve for x.
Replace x with !2 in either original equation
and solve for y.
y =y 5(!2)
+ 1+ 1 or y =y !3(!2)
= 5(-2)
= -3(-2)! 15
- 15
y = !10 + 1 or
y = 6 ! 15
y = !9
y = !9
The two lines intersect at (2, 9).
49
Example 2
The Mathematical Amusement Park is different from other amusement parks. Visitors encounter
their first decision involving math when they pay their entrance fee. They have a choice between
two plans. With Plan 1 they pay $5 to enter the park and $3 for each ride. With Plan 2 they pay
$12 to enter the park and $2 for each ride. For what number of rides will the plans cost the same
amount?
The first step in the solution is to write an equation that describes the total cost of each plan. In
this example, let x equal the number of rides and y be the total cost. Then the equation to
represent Plan 1 for x rides is y = 5 + 3x . Similarly, the equation representing Plan 2 for x
rides is y = 12 + 2x .
We know that if the two plans cost the same, then the y value of y = 5 + 3x and y = 12 + 2x must
be the same. The next step is to write one equation using x, then solve for x.
5 + 3x = 12 + 2x
5 + x = 12
x=7
y = 5 + 3(7) = 26
Use the value of x to find y.
The solution is (7, 26). This means that if you go on 7 rides, both plans will have the same cost
of $26.
Problems
Find the point of intersection (x, y) for each system of linear equations.
1.
y= x!6
2.
y = 12 ! x
4.
y = 3x ! 5
y = 2x + 14
5.
y = 3x ! 5
y= x+3
3.
y= x+7
6.
y = 4x ! 5
y = 2x + 16
y = 5x + 4
y = 7 ! 3x
y = 2x ! 8
Write a system of linear equations for each problem and use them to find a solution.
7. Jacques will wash the windows of a house for $15.00 plus $1.00 per window. Ray will wash
them for $5.00 plus $2.00 per window. Let x be the number of windows and y be the total
charge for washing them. Write an equation that represents how much each person charges
to wash windows. Solve the system of equations and explain what the solution means and
when it would be most economical to use each window washer.
50
8. Elle has moved to Hawksbluff for one year and wants to join a health club. She has
narrowed her choices to two places: Thigh Hopes and ABSolutely fABulus. Thigh Hopes
charges a fee of $95 to join and an additional $15 per month. ABSolutely fABulus charges a
fee of $125 to join and a monthly fee of $12. Write two equations that represent each club's
charges. What do your variables represent? Solve the system of equations and tell when the
costs will be the same. Elle will only live there for one year, so which club will be less
expensive?
9. Misha and Nora want to buy season passes for a ski lift but neither of them has the $225
needed to purchase a pass. Nora decides to get a job that pays $6.25 per hour. She has
nothing saved right now but she can work four hours each week. Misha already has $80 and
plans to save $15 of her weekly allowance. Who will be able to purchase a pass first?
10. Ginny is raising pumpkins to enter a contest to see who can grow the heaviest pumpkin. Her
best pumpkin weighs 22 pounds and is growing at the rate of 2.5 pounds per week. Martha
planted her pumpkins late. Her best pumpkin weighs 10 pounds but she expects it to grow 4
pounds per week. Assuming that their pumpkins grow at these rates, in how many weeks
will their pumpkins weigh the same? How much will they weigh? If the contest ends in
seven weeks, who will have the heavier pumpkin at that time?
11. Larry and his sister, Betty, are saving money to buy their own laptop computers. Larry has
$215 and can save $35 each week. Betty has $380 and can save $20 each week. When will
Larry and Betty have the same amount of money?
51
Answers
1.
(9, 3)
2.
(4, 7)
3.
(4, 24)
4.
(19, 52)
5.
(4, 11)
6.
(3, 2)
7.
Let x = number of windows, y = cost. Jacques: y = 15 + 1x ; Roy: y = 5 + 2x . The

solution is (10, 25), which means that the cost to wash 10 windows is $25. For fewer than
10 windows use Roy; for more than 10 windows, use Jacques.
8.
Let x = weeks, y = total charges. Thigh Hopes: y = 95 + 15x ; ABSolutely fABulus:

y = 125 + 12x . The solution is (10, 245). At 10 months the cost at either club is $245.
For 12 months use ABSolutely fABulus.
9.
Let x = weeks, y = total savings. Misha: y = 15x + 80 ; Nora: y = 25x . The solution is
(8, 200). Both of them will have $200 in 8 weeks, so Nora will have $225 in 9 weeks and
be able to purchase the lift pass first. An alternative solution is to write both equations, then
substitute 225 for y in each equation and solve for x. In this case, Nora can buy a ticket in
9 weeks, Misha in 9.67 weeks.
10. Let x = weeks and y = weight of the pumpkin. Ginny: y = 2.5x + 22 ; Martha:
y = 4x + 10 . The solution is (8, 42), so their pumpkins will weigh 42 pounds in 8 weeks.
Ginny would win (39.5 pounds to 38 pounds for Martha).
11. Let x = weeks, y = total money saved. Larry: y = 35x + 215 ; Betty: y = 20x + 380 .
The solution is (11, 600). They will both have $600 in 11 weeks.
52
RIGID TRANSFORMATIONS
6.1.1 6.1.4
Studying transformations of geometric shapes builds a foundation for a key idea in geometry:
congruence. In this introduction to transformations, the students explore three rigid motions:
translations, reflections, and rotations. A translation slides a figure horizontally, vertically or
both. A reflection flips a figure across a fixed line (for example, the x-axis). A rotation turns
an object about a point (for example, (0, 0) ). This exploration is done with simple tools that
can be found at home (tracing paper) as well as with computer software. Students change the
position and/or orientation of a shape by applying one or more of these motions to the original
figure to create its image in a new position without changing its size or shape. Transformations
also lead directly to studying symmetry in shapes. These ideas will help with describing and
classifying geometric shapes later in the course.
Course 3 text.
Example 1
Decide which transformation was used on each pair of shapes below. Some may be a
combination of transformations.
a.
b.
c.
d.
e.
f.
53
Identifying a single transformation is usually easy for students. In part (a), the parallelogram is
reflected (flipped) across an invisible vertical line. (Imagine a mirror running vertically between
the two figures. One figure would be the reflection of the other.) Reflecting a shape once
changes its orientation, that is, how its parts sit on the flat surface. For example, in part (a), the
two sides of the figure at left slant upwards to the right, whereas in its reflection at right, they
slant upwards to the left. Likewise, the angles in the figure at left switch positions in the figure
at right.
In part (b), the shape is translated (or slid) to the right and down. The orientation is the same.
Part (c) shows a combination of transformations. First the triangle is reflected (flipped) across an
invisible horizontal line. Then it is translated (slid) to the right. The pentagon in part (d) has
been rotated (turned) clockwise to create the second figure. Imagine tracing the first figure on
tracing paper, then holding the tracing paper with a pin at one point below the first pentagon,
then turning the paper to the right (that is, clockwise) 90. The second pentagon would be the
result. Some students might see this as a reflection across a diagonal line. The pentagon itself
could be, but with the added dot, the entire shape cannot be a reflection. If it had been reflected,
the dot would have to be on the corner below the one shown in the rotated figure. The triangles
in part (e) are rotations of each other (90 clockwise again). Part (f) shows another combination.
The triangle is rotated (the horizontal side becomes vertical) but also reflected since the longest
side of the triangle points in the opposite direction from the first figure.
Example 2
y
Translate (slide) !ABC right six units and up three units. Give the
coordinates of the new triangle.
The original vertices are A(5, 2), B(3, 1), and C(0, 5). The new
vertices are A' (1, 1), B ' (3, 4), and C ' (6, 2). Notice that the change to
each original point (x, y) can be represented by ( x + 6,!y + 3 ).
B'
B
A'
x
C'
A
C
Example 3
Reflect (flip) !ABC with coordinates A(5, 2), B(2, 4), and C(4, 6) across
the y-axis to get !A' B'C ' . The key is that the reflection is the same
distance from the y-axis as the original figure. The new points are
A ' (5, 2), B ' (2, 4), and C ' (4, 6). Notice that in reflecting across the
y-axis, the change to each original point (x, y) can be represented by
(x, y).
C'
y
B'
C
B
A'
A
P x
Q
If you reflect !ABC across the x-axis to get !PQR , then the new points
are P(5, 2), Q(2, 4), and R(4, 6). In this case, reflecting across the
x-axis, the change to each original point (x, y) can be represented by (x, y).
54
Example 4
y
B'
C
Rotate (turn) !ABC with coordinates A(2, 0), B(6, 0), and C(3, 4) 90
C'
A'
counterclockwise about the origin (0, 0) to get !A' B'C ' with coordinates B''
A ' (0, 2), B ' (0, 6), and C ' (4, 3). Notice that for this 90
A
Bx
A''
counterclockwise rotation about the origin, the change to each original
point (x, y) can be represented by (y, x).
C''
Rotating another 90 (180 from the starting location) yields !A"B"C "
with coordinates A " (2, 0), B " (6, 0), and C " (3, 4).
For this 180 counterclockwise rotation about the origin, the change to each original point (x, y)
can be represented by (x, y). Similarly a 270 counterclockwise or 90 clockwise rotation about
the origin takes each original point (x, y) to the point (y, x).
Problems
For each pair of triangles, describe the transformation that moves triangle A to the location of
triangle B.
1.
2.
A
A
B
B
3.
4.
For the following problems, refer to the figures below:

Figure A
Figure B
y
B
C
A
Figure C
y
B
x
x
C
55
State the new coordinates after each transformation.

5.
Slide figure A left 2 units and down 3 units.
6.
Slide figure B right 3 units and down 5 units.
7.
Slide figure C left 1 unit and up 2 units.
8.
Flip figure A across the x-axis.
9.
Flip figure B across the x-axis.
10.
Flip figure C across the x-axis.
11.
Flip figure A across the y-axis.
12.
Flip figure B across the y-axis.
13.
Flip figure C across the y-axis.
14.
Rotate figure A 90 counterclockwise about the origin.
15.
Rotate figure B 90 counterclockwise about the origin.
16.
Rotate figure C 90 counterclockwise about the origin.
17.
Rotate figure A 180 counterclockwise about the origin.
18.
Rotate figure C 180 counterclockwise about the origin.
19.
Rotate figure B 270 counterclockwise about the origin.
20.
Rotate figure C 90 clockwise about the origin.
Answers (1 4 may vary; 520 given in the order A ' , B ' , C ' )
1.
translation
2.
rotation and translation
3.
reflection
4.
rotation and translation
5.
(1, 3) (1, 2) (3, 1)
6.
(2, 3) (2, 3) (3, 0)
7.
(5, 4) (3, 4) (3, 1)
8.
(1, 0) (3, 4) (5, 2)
9.
(5, 2) (1, 2) (0, 5)
10.
( 4, 2) (4, 2) (2, 3)
11.
(1, 0) (3, 4) (5, 2)
12.
(5, 2) (1, 2) (0, 5)
13.
(4, 2) ( 4, 2) (2, 3)
14.
(0, 1) ( 4, 3) (2, 5)
15.
(2, 5) (5, 0) (2, 1)
16.
(2, 4) (2, 4) (3, 2)
17.
(1, 0) (3, 4) (5, 2)
18.
(4, 2) ( 4, 2) (2, 3)
19.
(2, 5) (2, 1) (5, 0)
20.
(2, 4) (2, 4) (3, 2)
56
SIMILAR FIGURES
6.2.1 6.2.4
Two figures that have the same shape but not necessarily the same size are similar. In similar
figures the measures of the corresponding angles are equal and the ratios of the corresponding
sides are proportional. This ratio is called the scale factor. For information about corresponding
sides and angles of similar figures see the Math Notes box in Lesson 6.2.2 of the Core
Connections, Course 3 text. For information about scale factor and similarity, see the Math
Notes box in Lesson 6.2.6 of the Core Connections, Course 3 text.
Example 1
Determine if the figures are similar. If so, what is the scale factor?
11 cm
9 cm
39
13
33
11
27
9
= 13 !or 3
13 cm
33 cm
The ratios of corresponding sides

are equal so the figures are similar.
The scale factor that compares the small
figure to the large one is 3 or 3 to 1. The
scale factor that compares the large figure to
the small figure is 13 or 1 to 3.
27 cm
39 cm
Example 2
Determine if the figures are similar. If so, state the scale factor.
8 ft
9 ft
6 ft
12 ft
6 ft
4 ft
6
4
= 12
= 96 !and all equal
8
8
6
4
3
3
2
so the shapes are not similar.
6 ft
8 ft
57
Example 3
Determine the scale factor for the pair of similar figures. Use the scale factor to find the side
length labeled with a variable.
8 cm
scale factor =
x
5 cm
original ! 53 ! new
3 cm
original
3
5
8 ! 53 = x ; ! x =
new
24
5
= 4.8 cm
Problems
Determine if the figures are similar. If so, state the scale factor of the first to the second.
1.
2. Parallelograms
6
12
16
10
3. Kites
2.5
5
20
10
7.5
Determine the scale factor for each pair of similar figures. Use the scale factor to find the side
labeled with the variable.
4.
5.
5
2
3
x
5
a
6
15
7.
58
10
6
6.
8
t
z
b
c
10
12
15
Answers
1.
similar; 2
2.
similar;
3.
not similar
8
5
= 1.6
;!x = 7.5
4.
5
2
5.
3 ;!y
2
=9
6.
4 ;!x
3
7.
5
2
20
3
= 6 23 ,!y = 163 = 5 13 ,!t = 8,!z =
;!a = 16
= 3.2,!b =
5
24
5
25
3
= 8 13
= 4.8,!c = 6
59
SCALING TO SOLVE PERCENT AND OTHER PROBLEMS
6.2.4 6.2.6
Students used scale factors (multipliers) to enlarge and reduce figures as well as increase and
decrease quantities. All of the original quantities or lengths were multiplied by the scale factor
to get the new quantities or lengths. To reverse this process and scale from the new situation
back to the original, we divide by the scale factor. Division by a scale factor is the same as
multiplying by a reciprocal. This same concept is useful in solving equations with fractional
coefficients. To remove a fractional coefficient you may divide each term in the equation by the
coefficient or multiply each term by the reciprocal of the coefficient. Recall that a reciprocal is
the multiplicative inverse of a number, that is, the product of the two numbers is 1. For example,
the reciprocal of 23 is 23 , 12 is 21 , and 5 is 15 .
Scaling may also be used with percentage problems where a quantity is increased or decreased
by a certain percent. Scaling by a factor of 1 does not change the quantity. Increasing by a
certain percent may be found by multiplying by (1 + the percent) and decreasing by a certain
percent may be found by multiplying by (1 the percent).
Example 1
The large triangle at right was reduced by a scale factor
of 25 to create a similar triangle. If the side labeled x now
has a length of 80' in the new figure, what was the original length?
To undo the reduction, multiply 80' by the reciprocal of
namely 52 , or divide 80' by 25 .
2
5
! 25
80'
!!
80 ' 25 !is the same as 80 '! 52 , so x = 200'.
Example 2
Solve: 23 x = 12
Method 1: Use division and a Giant One
2 x = 12
3
2x
3 = 12
2
2
3
3
12
2 36 2 36
x=
= 12 =
=
= 18
2
3
3
3
2
3
60
Method 2: Use reciprocals

2 x = 12
3
3
2
( 23 x ) = 23 (12 )
x = 18
Example 3
Samantha wants to leave a 15% tip on her lunch bill of $12.50. What scale factor should be used
and how much money should she leave?
Since tipping increases the total, the scale factor is (1 + 15%) = 1.15.
She should leave (1.15)(12.50) = $14.38 or about $14.50.
Example 4
Carlos sees that all DVDs are on sales at 40% off. If the regular price of a DVD is $24.95, what
is the scale factor and how much is the sale price?
If items are reduced 40%, the scale factor is (1 40%) = 0.60.
The sale price is (0.60)(24.95) = $14.97.
Problems
5
2
1.
A rectangle was enlarged by a scale factor of

original width?
2.
A side of a triangle was reduced by a scale factor of

what was the original side?
3.
2
The scale factor used to create the design for a backyard is 2 inches for every 75 feet ( 75
).
If on the design, the fire pit is 6 inches away from the house, how far from the house, in
feet, should the fire pit be dug?
4.
After a very successful year, Cheap-Rentals raised salaries by a scale factor of

now makes $14.30 per hour, what did she earn before?
5.
Solve:
3
4
x = 60
6.
Solve:
7.
Solve:
3
5
y = 40
8.
Solve: !
9.
What is the total cost of a $39.50 family dinner after you add a 20% tip?
10.
If the current cost to attend Magicland Park is now $29.50 per person, what will be the cost
after a 8% increase?
11.
Winter coats are on clearance at 60% off. If the regular price is $79, what is the sale price?
12.
The company president has offered to reduce his salary 10% to cut expenses. If she now
earns $175,000, what will be her new salary?
and the new width is 40 cm. What was the
2
5
2
3
. If the new side is now 18 inches,
11
.
10
If Luan
x = 42
8
3
m=6
61
Answers
1.
16 cm
2.
27 inches
3.
18 43 feet
4.
$13.00
5.
80
6.
105
7.
66 23
8.
!2
9.
$47.40
10.
$31.86
11.
$31.60
12.
$157,500
62
1
4
CIRCLE GRAPHS
7.1.1
A circle graph (or pie chart) is a diagram that represents proportions of categorized data as
parts of a circle. Each sector or wedge represents a percent or fraction of the circle. The
fractions or percents must total 1, or 100%. Since there are 360 degrees in a circle, the size of
each sector (in degrees) is found by multiplying the fraction or percent by 360 degrees.
Course 3 text.
Example 1
Ms. Sallees class of 30 students was surveyed
about the number of hours of homework done each
night and here are the results:
less than 1 hour
1 to 2 hours
2 to 3 hours
3 to 4 hours
more than 4 hours
3 students
9 students
12 students
4 students
2 students
23:
! 360!
= 144 ! ; 34:
> 4:
2
30
4
30
less
than 1
hour
3-4
hours
1-2
hours
The proper size for the sectors is found as follows:

3 ! 360! = 36!
9 ! 360! = 108!
< 1: 30
; 12: 30
12
30
more
than 4
hours
! 360!
40!
2-3
hours
! 360! = 20!
The circle graph is shown at right.
Example 2
The 800 students at Central Middle
School were surveyed to determine their
favorite school lunch item. The results
are shown below.
other
Use the circle graph at left to answer each question.

a.
Which lunch item was most popular?
b.
Approximately how many students voted for

the salad bar?
c.
Which two lunch items appear to have equal

popularity?
hamburger
chicken
tacos
pizza
salad
bar
Answers: a. pizza is the largest sector; b. 14 ! 800 = 200 ;

c. hamburger and chicken tacos have the same size sectors
63
Problems
For problems 1 through 3 use the
circle graph at right. The graph
shows the results of the 1200 votes
for prom queen.
Dominique
1. Who won the election?

Alicia
Camille
2. Did the person who won the

election get more than half of
the votes?
3. Approximately how many votes
did Camille receive?
Barbara
4. Of the milk consumed in the United States, 30% is whole, 50% is low fat, and 20% is skim.
Draw a circle graph to show this data.
5. On an average weekday, Sams time is spent as follows: sleep 8 hours, school 6 hours,
entertainment 2 hours, homework 3 hours, meals 1 hour, and job 4 hours. Draw a circle
graph to show this data.
6. Records from a pizza parlor show the most popular one-item pizzas are: pepperoni 42%,
sausage 25%, mushroom 10%, olive 9% and the rest were others. Draw a circle graph to
show this data.
7. To pay for a 200 billion dollar state budget, the following monies were collected: income
taxes 90 billion dollars, sales taxes 74 billion dollars, business taxes 20 billion dollars, and
the rest were from miscellaneous sources. Draw a circle graph to show this data.
8. Greece was the host country for the 2004 Summer Olympics. The Greek medal count was
6 gold, 6 silver, and 4 bronze. Draw a circle graph to show this data.
64
Answers
1.
Alicia
2.
No Alicias sector is less than half of a circle.
3.
Approximately 240 votes
4.
5.
job
skim
meals
sleep
whole
homework
low fat
school
entertainment
6.
7.
other
olive
business
taxes
misc.
pepperoni
income
taxes
mushroom
sales
taxes
sausage
8.
bronze
gold
silver
65
SCATTERPLOTS, ASSOCIATION, AND LINE OF BEST FIT
7.1.2 7.1.3
Data that is collected by measuring or observing naturally varies. A scatterplot helps students
decide is there is a relationship (an association) between two numerical variables.
If there is a possible linear relationship, the trend can be shown graphically with a line of best fit
on the scatterplot. In this course, students use a ruler to eyeball a line of best fit. The equation
of the best-fit line can be determined from the slope and the y-intercept.
An association is often described by its form, direction, strength, and outliers. See the Math
Notes boxes in Lessons 7.1.2, 7.1.3, and 7.3.2 of the Core Connections, Course 3 text.
For additional examples and practice, see the Core Connections, Course 3 Checkpoint 9
materials.
Example 1
a.
Describe the association between weight and

length of the pencil.
b.
Create a line of best fit where y is the weight of the

pencil in grams and x is the length of the paint on
the pencil in centimeters.
6

5

Weight (g)

Sam collected data by measuring the pencils of her

classmates. She recorded the length of the painted part
of each pencil and its weight. Her data is shown on the
graph at right.
4

3

2

1

0

0

8
10
12
14

Length of Paint (cm)

c.
Sams teacher has a pencil with 11.5 cm of paint.

Predict the weight of the teachers pencil using the
equation found in part (b).
Answer:
There is a strong positive linear association with one apparent
outlier at 2.3cm.
b.
The equation of the line of best fit is approximately:

y = 14 x + 1.5 . See graph at right.
c.
66
1
4
(11.5) + 1.5 ! 4.4 g.
6

5

4

3

2

1

0

Weight (g)

a.
0
2
4
6
8
10
12
14

Length of Paint (cm)

Problems
2.
Age of Owner
1.
Number of Times Test Taken
In problems 1 through 4 describe (if they exist), the form, direction, strength, and outliers of the
scatterplot.
Number of Cars Owned
Distance From Light Bulb
4.
Chapter 5 Test Score
3.
Number of Test Items Correct
Height
5.
Dry ice (frozen carbon dioxide)

evaporates at room temperature.
Giulias father uses dry ice to keep
the glasses in the restaurant cold.
Since dry ice evaporates in the
restaurant cooler, Giulia was
curious how long a piece of dry ice
would last. She collected the data
shown in the table at right.
Draw a scatterplot and a line of
best fit. What is the approximate
equation of the line of best fit?
Brightness of Light Bulb
# of hours after noon

0
1
2
3
4
5
6
7
8
9
10
Weight of dry ice (oz)

15.3
14.7
14.3
13.6
13.1
12.5
11.9
11.5
11.0
10.6
10.2
67
6.
Ranger Scott is responsible for monitoring the population of the elusive robins in McNeil
State Park. He would like to find a relationship between the elm trees (their preferred
nesting site) and the number of robins in the park. He randomly selects 7 different areas in
the park and painstakingly counts the elms and robins in each area.
Elms
Robins
7.
13
9
4
3
5
5
10
7
9
7
4
5
a.
Make a scatterplot on graph paper and describe the association.
b.
Sketch the line of best fit on your scatterplot. Find the equation of the line of best fit.
c.
Based on the equation, how many robins should Ranger Scott expect to find in an
area with 6 elm trees?
A study was done for a vitamin supplement that claims to shorten the length of the
common cold. The data the scientists collected from ten patients in an early study are
shown in the table below.
Number of months
taking supplement
Number of days
cold lasted
68
8
5
0.5
2.5
0.5
1.5
2.5
4.5
1.6
1.8
4.2
2.4
3.6
3.3
1.4
a.
Create a scatterplot and describe the association.
b.
Model the data with a line of best fit. Use x to represent the number of months taking
the supplement and y to represent the length of the cold.
c.
According to your model, how many days do you expect a cold to last for patient
taking the supplement for 1.5 months?
Answers
1.
Moderate, positive, linear association with no outliers.
2.
Strong, negative, linear association with an outlier.
3.
No association
4.
Strong, positive, curved association.
5.
y = ! 12 x + 15.3
Weight (oz)

16

14

12

10

8

0
2
4
6
8
10

# of Hours After Noon

Strong, positive linear association and no outliers

y = 12 x + 2 5 robins
10
7.
a. The form is linear, the direction is negative, the strength

is moderate, and there are no apparent outliers.
b. y ! " 53 x + 5
c. ! 53 ( 23 ) + 5 = 2 12 days
14
Number of days cold lasted
6.
Months taking supplement
69
SLOPE
7.2.2 7.2.4
The slope of a line is the ratio of the change in y to the change in x between any two points on a
line. Slope indicates the steepness (or flatness) of a line, as well as its direction (up or down) left
to right.
vertical change
Slope is determined by the ratio horizontal change between any two points on a line.
For lines that go up (from left to right), the sign of the slope is positive (the change in y is
positive). For lines that go down (left to right), the sign of the slope is negative (the change is y
is negative). A horizontal line has zero slope while the slope of a vertical line is undefined.
For additional information see the Math Notes box in Lesson 7.2.4 of the Core Connections,
Course 3 text.
Example 1
y
( 4, 5)
First graph the two points and draw the line through them.
(1, 3)
5
Look for and draw a slope triangle using the two given points.
Write the ratio
triangle: 25 .
vertical change in y
horizontal change in x
using the legs of the right
Assign a positive or negative value to the slope (this one is positive) depending on whether the
line goes up (+) or down () from left to right.
Example 2
If the points are inconvenient to graph, use a generic
slope triangle, visualizing where the points lie with
respect to each other. For example, to find the slope
of the line that contains the points (21, 12) and
(17, 4), sketch the graph at right to approximate the
position of the two points, draw a slope triangle, find
the length of the leg of each triangle, and write the
y
8
ratio x = 16
, then simplify. The slope is ! 19
since
38
the change in y is negative (decreasing).
70
(21, 12)
16
x
(17, 4)
38
Problems
Write the slope of the line containing each pair of points.
1.
(3, 4) and (5, 7)
2.
(5, 2) and (9, 4)
3.
(1, 3) and (4, 7)
4.
(2, 1) and (2, 2)
5.
(2, 3) and (4, 3)
6.
(32, 12) and (12, 20)
Determine the slope of each line using the highlighted points.

y
7.
8.
9.
Answers
1.
3
2
6.
2
5
2.
1
2
7.
1
2
3.
!2
4.
8.
3
4
9.
3
4
5.
71
SIMPLE AND COMPOUND INTEREST
8.1.1 8.1.3
In Course 2 students are introduced to simple interest, the interest is paid only on the original
amount invested. The formula for simple interest is: I = Prt and the total amount including
interest would be: A = P + I . In Course 3, students are introduced to compound interest using
the formula: A = P(1 + r)n. Compound interest is paid on both the original amount invested and
the interest previously earned. Note that in these formulas, P = principal (amount invested),
r = rate of interest, t and n both represent the number of time periods for which the total amount
A, is calculated and I = interest earned.
Course 3 text.
Example 1
Wayne earns 5.3% simple interest for 5 years on $3000. How much interest does he earn and
what is the total amount in the account?
Put the numbers in the formula I = Prt.
I = 3000(5.3%)5
Change the percent to a decimal.
= 3000(0.053)5
Multiply.
= 795
Add principal and interest.
$3000 + $795 = $3795 in the account
Wayne would earn $795 interest.
Example 2
Use the numbers in Example 1 to find how much money Wayne would have if he earned 5.3%
interest compounded annually.
Put the numbers in the formula A = P(1 + r)n.
A = 3000(1 + 5.3%)5
Change the percent to a decimal.
= 3000(1 + 0.053)5 !or 3000(1.053)5
Multiply.
= 3883.86
Wayne would have $3883.86.

Students are asked to compare the difference in earnings when an amount is earning simple or
compound interest. In these examples, Wayne would have $88.86 more with compound interest
than he would have with simple interest: $3883.86 $3795 = $88.86.
72
Problems
Solve the following problems.
1.
Tong loaned Jody $50 for a month. He charged 5% simple interest for the month. How
much did Jody have to pay Tong?
2.
Jessicas grandparents gave her $2000 for college to put in a savings account until she
starts college in four years. Her grandparents agreed to pay her an additional 7.5% simple
interest on the $2000 for every year. How much extra money will her grandparents give
her at the end of four years?
3.
David read an ad offering 8 43 % simple interest on accounts over $500 left for a minimum
of 5 years. He has $500 and thinks this sounds like a great deal. How much money will he
earn in the 5 years?
4.
Javiers parents set an amount of money aside when he was born. They earned 4.5%
simple interest on that money each year. When Javier was 15, the account had a total of
$1012.50 interest paid on it. How much did Javiers parents set aside when he was born?
5.
Kristina received $125 for her birthday. Her parents offered to pay her 3.5% simple
interest per year if she would save it for at least one year. How much interest could
Kristina earn?
6.
Kristina decided she would do better if she put her money in the bank, which paid
2.8% interest compounded annually. Was she right?
7.
Suppose Jessica (from problem 2) had put her $2000 in the bank at 3.25% interest
compounded annually. How much money would she have earned there at the end of
4 years?
Mai put $4250 in the bank at 4.4% interest compounded annually. How much was in her
account after 7 years?
8.
9.
What is the difference in the amount of money in the bank after five years if $2500 is
invested at 3.2% interest compounded annually or at 2.9% interest compounded annually?
10.
Ronna was listening to her parents talking about what a good deal compounded interest
was for a retirement account. She wondered how much money she would have if she
invested $2000 at age 20 at 2.8% interest compounded quarterly (four times each year) and
left it until she reached age 65. Determine what the value of the $2000 would become.
73
Answers
1.
I = 50(0.05)1 = $2.50; Jody paid back $52.50.
2.
I = 2000(0.075)4 = $600
3.
I = $500(0.0875)5 = $218.75
4.
$1012.50 = x(0.045)15; x = $1500
5.
I = 125(0.035)1 = $4.38
6.
A = 125(1 + 0.028)1 = $128.50; No, for one year she needs to take the higher interest rate
if the compounding is done annually. Only after one year will compounding earn more
than simple interest.
7.
A = 2000(1 + 0.0325)4 = $2272.95
8.
A = 4250(1 + 0.044)7 = $5745.03
9.
A = 2500(1 + 0.032)5 2500(1 + 0.029)5 = $2926.43 $2884.14 = $42.29
10.
A = 2000(1 + 0.028)180 (because 45 4 = 180 quarters) = $288,264.15
74
EXPONENTS AND SCIENTIFIC NOTATION
8.2.1 8.2.4
EXPONENTS
In the expression 52, 5 is the base and 2 is the exponent. For xa, x is the base and a is the
5
exponent. 52 means 5 5 and 53 means 5 5 5, so you can write 52 (which means 5 5 5 2 ) or
5
5!5!5!5!5
you can write it like this:
.
5!5
You can use the Giant One to find the numbers in common. There are two Giant Ones, namely,
5 twice, so 5 ! 5 ! 5 ! 5 ! 5 = 53 or 125. Writing 53 is usually sufficient.
5
5!5
7
When there is a variable, it is treated the same way. x 3 means

x
The Giant One here is xx !(three of them) . The answers is x 4 .
x!x!x!x!x!x!x
x!x!x
52 53 means (5 5)(5 5 5), which is 55. (52)3 means (52)(52)(52) or (5 5)(5 5)(5 5), which
is 56.
When the problems have variables such as x4 x5, you only need to add the exponents.
The answer is x 9 . If the problem is (x4)5 ( x 4 to the fifth power) it means x4 x4 x4 x4 x4.
The answer is x 20 . You multiply exponents in this case.
If the problem is
x10
x4
, you subtract the bottom exponent from the top exponent (10 4).
The answer is x 6 . You can also have problems like

and the answer is x14 .
x10
x !4
. You still subtract, 10 (4) is 14,
You need to be sure the bases are the same to use these laws. x5 y6 cannot be further
simplified.
In general the laws of exponents are:
xa xb = x(a + b)
x0 = 1
(xa)b = xab
x !n =
1
xn
xa
= x(a b)
xb
(xa yb)c = xacybc
These rules hold if x 0 and y 0.

For additional information, see Math Notes box in Lesson 8.2.4 of the Core Connections,
Course 3 text.
75
Examples
a.
x 8 ! x 7 = x15
b.
x19
x13
= x6
c.
(z 8 )3 = z 24
d.
(x 2 y 3 )4 = x 8 y12
e.
x4
x !3
= x7
f.
(2x 2 y 3 )2 = 4x 4 y 6
g.
(3x 2 y !2 )3 = 27x 6 y !6 or
i.
2 !3 =
1
23
27 x 6
y6
1
8
h.
x 8 y5 z 2
x 3 y6 z !2
j.
5 2 ! 5 "4 = 5 "2 =
x5 z4
y
or x 5 y !1z 4
1
52
1
25
Problems
Simplify each expression.
516
1. 52 54
2. x3 x4
3. 514
6. (x4)3
7. (4x2 y3)4
8. 5-3
11. (4a2b2)3
12.
16. 3!3
17. 6 3 ! 6 "2
x5 y4 z2
x 4 y 3z 2
4.
52
13.
x 6 y2 z 3
x !2 y 3z !1
x10
x6
5. (53)3
9. 55 5-2
10. (y2)3
14. 4x2 2x3
15. 4 !2
18. (3!1 )2
Answers
1. 56
2. x7
3. 52
4. x4
5. 59
6. x12
7. 256x8y12
8. 55
9. 53
10. y6 or
12. xy
13.
x8 z4
y
14. 8x5
15.
17. 6
18.
1
9
11.
16.
76
64a6b6
1
27
or
64a 6
b6
or x8y1z4
1
y6
1
16
SCIENTIFIC NOTATION
Scientific notation is a way of writing very large and very small numbers compactly. A
number is said to be in scientific notation when it is written as the product of two factors as
described below.
The first factor is less than 10 and greater than or equal to 1.
The second factor has a base of 10 and an integer exponent (power of 10).
The factors are separated by a multiplication sign.
A positive exponent indicates a number whose absolute value is greater than one.
A negative exponent indicates a number whose absolute value is less than one.
Scientific Notation
Standard Form
5.32 x 1011
532,000,000,000
2.61 x 10-15
0.00000000000000261
It is important to note that the exponent does not necessarily mean to use that number of zeros.
The number 5.32 x 1011 means 5.32 x 100,000,000,000. Thus, two of the 11 places in the
standard form of the number are the 3 and the 2 in 5.32. Standard form in this case is
532,000,000,000. In this example you are moving the decimal point to the right 11 places to find
standard form.
The number 2.61 x 1015 means 2.61 x 0.000000000000001.
You are moving the decimal point to the left 15 places to find standard form.
Here the standard form is 0.00000000000000261.
Course 3 text.
Example 1
Write each number in standard form.
7.84 !10 8
! 784,000,000
and
3.72 !10 "3 ! 0.00372
When taking a number in standard form and writing it in scientific notation, remember there is
only one digit before the decimal point, that is, the number must be between 1 and 9, inclusive.
77
Example 2
52,050,000 !
5.205 !10 7
0.000372 !
and
3.72 !10 " 4
The exponent denotes the number of places you move the decimal point in the standard form. In
the first example above, the decimal point is at the end of the number and it was moved 7 places.
In the second example above, the exponent is negative because the original number is very small,
that is, less than one.
Problems
Write each number in standard form.
1. 7.85 !1011
2. 1.235 !10 9
3. 1.2305 !10 3
4. 3.89 !10 "7
5. 5.28 !10 " 4
Write each number in scientific notation.

6. 391,000,000,000
7. 0.0000842
8. 123056.7
9. 0.000000502
10. 25.7
11. 0.035
12. 5,600,000
13. 1346.8
14. 0.000000000006 15. 634,700,000,000,000
Note: On your scientific calculator, displays like 4.35712 and 3.653 are numbers expressed in
scientific notation. The first number means 4.357 !1012 and the second means 3.65 !10 "3 .
The calculator does this because there is not enough room on its display window to show the
entire number.
Answers
1. 785,000,000,000
2. 1,235,000,000
3. 1230.5
4. 0.000000389
5. 0.000528
6. 3.91!1011
7. 8.42 !10 "5
8. 1.230567 !10 5
9. 5.02 !10 "7
10. 2.57 !101
11. 3.5 !10 "2
12. 5.6 !10 6 5.6 x 106
13. 1.3468 !10 3
14. 6.0 !10 "12
15. 6.347 !1014
78
PROPERTIES OF ANGLES, LINES, AND TRIANGLES
9.1.1 9.1.4
Students learn the relationships created when two parallel lines are intersected by a transversal.
They also study angle relationships in triangles.
Parallel lines
Triangles
9
1
2
3 4
corresponding angles are

equal:
7 6
(exterior angle = sum remote interior angles)
alternate interior angles are

equal:
Also shown in the above figures:
vertical angles are equal: m!1 = m!2

linear pairs are supplementary: m!3 + m!4 = 180
and m!6 + m!7 = 180
F
In addition, an isosceles triangle, ABC, has BA = BC

and m!A = m!C . An equilateral triangle, GFH, has
GF = FH = HG and m!G = m!F = m!H = 60 .
For more information, see the Math Notes boxes in Lessons 9.1.2, 9.1.3, and 9.1.4 of the Core
Connections, Course 3 text.
Example 1
6x + 8
49
Solve for x.
Use the Exterior Angle Theorem: 6x + 8 = 49 + 67
6x= 108 ! x =
108
!x
6
= 18
67
Example 2
Solve for x.
There are a number of relationships in this diagram. First, 1
and the 127 angle are supplementary, so we know that
m!1 + 127= 180 so m!1 = 53! . Using the same idea,
m!2 = 47! . Next, m!3 + 53+ 47= 180 , so m!3 = 80! .
Because angle 3 forms a vertical pair with the angle marked
7x + 3, 80 = 7x + 3, so x = 11.
7x + 3
3
1
127
133
79
Example 3
5x + 28
2x + 46
Find the measure of the acute alternate interior angles.

Parallel lines mean that alternate interior angles are equal, so
5x + 28= 2x + 46 ! 3x = 18 ! x = 6 . Use either algebraic angle
measure: 2(6) + 46= 58 for the measure of the acute angle.
Problems
Use the geometric properties you have learned to solve for x in each diagram and write the
property you use in each case.
1.
2.
3.
60
100
80
x
75
65
4.
5.
6.
60
112
7.
60
60
60
4x + 10
8.
45
8x 60
9.
125
3x
68
5x
10.
11.
5x + 12
12.
128
58
10x + 2
30
3x
19x + 3
13.
14.
142
38
15.
142
20x + 2
20x 2
80
38
128
52
7x + 3
16.
17.
18.
52
5x + 3
8x
58
23
128
57
117
19.
20.
21.
8x 18 cm
18
5x + 36
8x 12 in.
12x 18 in.
9x
5x + 3 cm
22.
23.
24.
70
13x + 2
5x 18
25.
15x 2
5x 10
50
26.
27.
45
40
7x 4
3x + 20
2x + 5
5x + 8
28.
7x 4
6x 4
5x + 8
Answers
1.
45
2.
35
3.
40
4.
34
5.
12.5
6.
15
7.
15
8.
25
9.
20
10.
11.
12.
10 23
13.
14.
15.
16.
25
17.
81
18.
7.5
19.
20.
7.5
21.
22.
15.6
23.
26
24.
25.
40
26.
65
27.
7 16
28.
10
81
PYTHAGOREAN THEOREM
9.2.1 9.2.7
A right triangle is a triangle in which the two shorter sides form

a right angle. The shorter sides are called legs. Opposite the
right angle is the third and longest side called the hypotenuse.
leg
The Pythagorean Theorem states that for any right triangle, the
sum of the squares of the lengths of the legs is equal to the
square of the length of the hypotenuse.
leg
leg 1
(leg 1)2 + (leg 2)2 = (hypotenuse)2
hypotenuse
hypotenuse
leg 2
For additional information, see Math Notes box in Lesson 9.2.3 of the Core Connections,
Course 3 text.
Example 1
Use the Pythagorean Theorem to find x.
a.
b.
12
10
8
5 2 + 12 2 = x 2
x 2 + 8 2 = 10 2
25 + 144 = x 2
x 2 + 64 = 100
169 = x 2
13 = x
x 2 = 36
x=6
Example 2
Not all problems will have exact answers. Use square root notation and your calculator.
m
4
10
82
42 + m2
16 + m2
m2
m
= 102
= 100
= 84
= 84 9.17
Example 3
A guy wire is needed to support a tower. The wire is attached to the ground five meters from the
base of the tower. How long is the wire if the tower is 10 meters tall?
First draw a diagram to model the problem, then write an equation using the Pythagorean
Theorem and solve it.
x2
x2
x2
x
10
= 102 + 52
= 100 + 25
= 125
= 125 11.18 cm
Problems
Write an equation and solve it to find the length of the unknown side. Round answers to the
nearest hundredth.
1.
2.
3.
12
29
21
8
4.
5.
y
5
6.
6
10
10
c
b
20
Draw a diagram, write an equation, and solve it. Round answers to nearest hundredth.
7.
Find the diagonal of a television screen 30 inches wide by 35 inches tall.
8.
A 9-meter ladder is one meter from the base of a building. How high up the building will
the ladder reach?
9.
Sam drove eight miles south and then five miles west. How far is he from his starting
point?
83
10.
The length of the hypotenuse of a right triangle is six centimeters. If one leg is four
centimeters, how long is the other leg?
11.
Find the length of a path that runs diagonally across a 55-yard by 100-yard field.
12.
How long an umbrella will fit in the bottom of a suitcase 1.5 feet by 2.5 feet?
Answers
1.
13
7.
46.10 in. 8.
84
2.
11.31
3.
20
4.
8.66
8.94 m.
9.
9.43 mi
10. 4.47 cm
5.
10
6.
17.32
11. 114.13 yd 12. 2.92 ft
CYLINDERS VOLUME AND SURFACE AREA
10.1.2
VOLUME OF A CYLINDER
The volume of a cylinder is the area of its base multiplied by its height:
V=Bh
Since the base of a cylinder is a circle of area A = r2, we can write:
V = r2h
Course 3 text.
Example 1
Example 2
3 ft
4 ft
SODA
Find the volume of the cylinder above.

Use a calculator for the value of .
Volume = r2h
= (3)2 (4)
= 36
= 113.10 ft3
12 cm
The soda can above has a volume of 355 cm3

and a height of 12 cm. What is its diameter?
Volume = r2h
355 = r2 (12)
355
= r2
12!
9.42 = r2
radius = 3.07
diameter = 2(3.07) = 6.14 cm
Problems
Find the volume of each cylinder.
1.
r = 5 cm
h = 10 cm
2.
r = 7.5 in.
h = 8.1 in.
3.
diameter = 10 cm
h = 5 cm
4.
base area = 50 cm2

h = 4 cm
5.
r = 17 cm
h = 10 cm
6.
d = 29 cm
h = 13 cm
85
Find the missing part of each cylinder.

7.
If the volume is 5175 ft3 and the height is 23 ft, find the diameter.
8.
If the volume is 26,101.07 inches3 and the radius is 17.23 inches, find the height.
9.
If the circumference is 126 cm and the height is 15 cm, find the volume.
Answers
1.
785.40 cm3
2.
1431.39 in3
3.
392.70 cm3
4.
200 cm3
5.
9079.20 cm3
6.
8586.76 cm3
7.
16.93 ft
8.
28 inches
9.
18,950.58 cm3
SURFACE AREA OF A CYLINDER

The surface area of a cylinder is the sum of the two base areas and the lateral surface area.
The formula for the surface area is:
SA = 2r2 + dh or SA = 2r2 + 2rh
where r = radius, d = diameter, and h = height of the cylinder. For additional information, see
the Math Notes box in Lesson 10.1.3 of the Core Connections, Course 3 text.
8 cm
Example 1
15 cm
Find the surface area of the cylinder at right.

Step 1: Area of the two circular bases
15 cm
2[(8 cm)2] = 128 cm2

Step 2: Area of the lateral face
rectangle
(16)15 = 240 cm2
circumference of base = 16 cm
Step 3: Surface area of the cylinder

128 cm2 + 240 cm2
86
= 368 cm2
1156.11 cm2
15 cm
lateral face
Example 2
Example 3
10 cm
5 ft
10 cm
SA = 2 r2 + 2rh
If the volume of the tank above is 500 ft3, what

is the surface area?
= 2(5)2 + 2 5 10
V = ! r 2h
= 50 + 100
SA = 2r 2! + 2! rh
500! = ! r 2 (5)
= 150 471.24 cm2
500!
5!
= 2 "10 2 ! + 2! (10)(5)
= 200! + 100!
= r2
100 = r 2
10 = r
= 300! # 942.48 ft 2
Problems
Find the surface area of each cylinder.
1.
r = 6 cm, h = 10 cm
2.
r = 3.5 in., h = 25 in.
3.
d = 9 in., h = 8.5 in.
4.
d = 15 cm, h =10 cm
5.
base area = 25,

height = 8
6.
Volume = 1000 cm3,

height = 25 cm
Answers
1.
603.19 cm2
2.
626.75 in.2
3.
367.57 in.2
4.
824.69 cm2
5.
191.80 un.2
6.
640.50 cm2
87
PYRAMIDS AND CONES VOLUME
10.1.3
The volume of a pyramid is one-third the volume of the prism

with the same base and height and the volume of a cone is onethird the volume of the cylinder with the same base and height.
The formula for the volume of the pyramid or cone with base B
and height h is:
V = 13 Bh
base area (B)
For the cone, since the base is a circle the formula may also be written:
V = 13 r 2! h
Course 3 text.
Example 1
Example 2
Example 3
Find the volume of the cone

below.
Find the volume of the

pyramid below.
If the volume of a cone is

4325.87 cm3 and its radius is
9 cm, find its height.
1
Volume = 3 r2 h
22'
10
5'
8'
7
1
Volume = 3 (7)2 10
= 4903 !
! 513.13 units3
4325.87 = 3 (9)2 h
12977.61 = (81) h
Base is a right triangle

B = 12 ! 5 ! 8 = 20
12977.61
81!
= h
51 cm = h
Volume = 13 ! 20 ! 22
! 146.67 ft3
Problems
Find the volume of each cone.
1.
r = 4 cm
h = 10 cm
2.
r = 2.5 in.
h = 10.4 in.
4.
d = 9 cm
h = 10 cm
5.
r = 6 3 ft
88
h = 12 2 ft
3.
d = 12 in.
h = 6 in.
6.
r = 3 4 ft
h = 6 ft
Find the volume of each pyramid.

7.
base is a square with

side 8 cm
h = 12 cm
8.
base is a right triangle

with legs 4 ft and 6 ft
h = 10 12 ft
9.
base is a rectangle with

width 6 in., length 8 in.
h = 5 in.
Find the missing part of each cone described below.

10.
If V = 1000 cm3 and r = 10 cm, find h.
11.
If V = 2000 cm3 and h = 15 cm, find r.
12.
If the circumference of the base = 126 cm and h = 10 cm, find the volume.
Answers
1.
167.55 cm3
2.
68.07 in.3
3.
226.19 in.3
4.
212.06 cm3
5.
525.05 ft3
6.
66.37 ft3
7.
256 cm3
8.
42 ft3
9.
80 in.3
10.
9.54 cm
11.
11.28 cm
12.
4211.24 cm3
89
SPHERES VOLUME
10.1.4
radius
For a sphere with radius r, the volume is found using: V = 43 ! r 3 .

For more information, see the Math Notes box in Lesson 10.1.5
of the Core Connections, Course 3 text.
center
Example 1
Find the volume of the sphere at right.
2 feet
V = 43 ! r 3 = 43 ! 2 3 = 323! !ft 3 !exact answer

or using ! " 3.14
32 ( 3.14 )
! 33.49!ft 3 !approximate answer
3
Example 2
A sphere has a volume of 972. Find the radius.
Use the formula for volume and solve the equation for the radius.
90
V = 43 ! r 3 = 972!
Substituting
4! r 3 = 2916!
!
r 3 = 2916
4 ! = 729
Multiply by 3 to remove the fraction

Divide by 4! to isolate r.
r = 3 729 = 9
To undo cubing, take the cube root
Problems
Use the given information to find the exact and approximate volume of the sphere.
1.
4.
radius = 10 cm
diameter = 3 miles
2.
radius = 4 ft
3.
diameter = 10 cm
6.
circumference of
great circle = 12
6.
circumference of
great circle = 3
Use the given information to answer each question related to spheres.

7.
If the radius is 7 cm, find the volume.
8.
If the diameter is 10 inches, find the volume.
9.
If the volume of the sphere is 36! , find the radius.
10.
If the volume of the sphere is
256 !
3
, find the radius.
Answers
2.
256!
3
" 523.33!cm 3
4.
9!
2
" 14.13!mi3
5.
288! " 904.32!un 3
6.
9!
2
" 14.13!un 3
7.
1372!
3
8.
500!
3
9.
r = 3!units
10.
r = 4!units
1.
4000!
3
3.
500!
3
" 4186.67!cm 3
" 1436.75!cm 3
" 267.94!ft 3
" 523.60!in.3
91

cc3 PG Full

Uploaded by

Copyright:

Available Formats

cc3 PG Full

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

cc3 PG Full

Uploaded by

Copyright:

Available Formats

Core Connections, Course 3

Parent Guide with Extra Practice

Evra Baldinger (First Edition)

Michael Kassarjian (Second Edition)

Phillip and Sala Burton Academic High School

CPM Educational Program

Barbara Shreve (First Edition)

Misty Nikula (Second Edition)

San Lorenzo High School

Whatcom Day Academy

CPM Educational Program

CPM Educational Program

CPM Educational Program

Judy Kysh, Ph.D.

CPM Educational Program

Departments of Education and Mathematics

Tom Sallee, Ph.D.

Based on Foundations for Algebra Parent Guide 2002

Printed in the United States of America

Introduction to the Parent Guide with Extra Practice

What have you tried? What steps did you take?

What didn't work? Why didn't it work?

What does this word/phrase tell you?

What do you know about this part of the problem?

Explain what you know right now.

What do you need to know to solve the problem?

What important examples or ideas were highlighted by your teacher?

Can you draw a diagram or sketch to help you?

Which words are most important? Why?

What is your guess/estimate/prediction?

Is there a simpler, similar problem we can do first?

What do you think comes next? Why?

What is still left to be done?

Is that the only possible answer?

Is that answer reasonable?

How could you check your work and your answer?

How could your method work for other problems?

Attempting to provide help when asked by other students.

Keeping a well-organized notebook.

Not distracting other students from the opportunity to learn.

Table of Contents by Course

Describing and Extending Patterns

Lessons 1.1.2 and 1.1.3

Lesson 1.1.3 Math Notes

Writing Equations for Word Problems

Graphical Representations of Data

Lessons 1.2.1 and 1.2.2

Lessons 2.1.1 and 2.1.2

Algebra Tiles and Perimeter

Lessons 2.1.2 and 2.1.3

Combining Like Terms

Lessons 2.1.3 to 2.1.5

Simplifying Expressions (on an Expression Mat)

Lessons 2.1.5 to 2.1.8

Comparing Quantities (on an Expression Mat)

Lessons 2.1.8 and 2.1.9

Lessons 3.1.1 to 3.1.7

Tables, Graphs, and Rules

Lessons 4.1.1 to 4.1.7