CC3 Selected Answers

Selected Answers
for
Core Connections, Course 3
Lesson 1.1.1
1-3. Answers will vary.
1-4. a: b: c: d: e:
12 6 12 4 8
3 4 –2 –3 3 4 8 –2 –4
7 –5 7 –6
1-5. a: Answers will vary.

b: Answers will vary. One half, one fourth, one and one half.
c: 8 , etc., 0.8, 80% d: Answers will vary. 1
10 3
e: Answers vary, 10%, one tenth.
1-6. a: 15 · 18 = 270 ft2 b: 28 · 23 = 644 ft2

c: 270 – 150 = 120 ft2 d: 52 feet
1-7. a: True b: True c: False d: True
Lesson 1.1.2
1-12. a: See figures at right.
b: It grows by two tiles each time.
c: Answers will vary. Figure 4 Figure 5
1-13. a, b, and c: See sample graph below right.
1-14. a: 15, 21, add increasing amounts using the counting

numbers starting with 2
b: 1 , 1 , multiply by 1
16 32 2
c: 81, 243, multiply by 3
d: –2, –7, subtract decreasing amounts, using the
counting numbers starting with 1
e: 53, 58, subtract 2 then add 5 repeatedly
1-15. a: b: c: d:
45 –18 6
–9 –5 9 –2 2 3
–14 7 5 4
1-16. a: (–3, 1) and (–2, 3) b: (2, –1) and (3, –2)

2 © 2011, 2013, 2015, 2022 CPM Educational Program. All rights reserved. Core Connections, Course 3
Lesson 1.1.3
1-19. a: Answers will vary. b: –3 c: a: 1, b: 0, c: 4, d: 4, e: 0
1-20. 18, 21, and 36
1-21. a: 74.5%. No, because she consistently scores above 80%.

b: 84.25%
c: It lowered her mean a lot. Yes.
1-22. 24396 ÷ 38 = 642 centimeters
1-23.
Lesson 1.1.4 (Day 1)

1-30. a: See sample graph at right.
b: Yes, students with larger shoe sizes tend
Height (cm)
to be taller.
1-31. a: median = 8, minimum = 6, maximum = 10

b: first quartile = 7.5, third quartile = 8.5
c:
Shoe Size
6 10
7.5 8 8.5
d: Answers will vary.
1-32. a: (72 + 89) ÷ 2 = 80.5 b: ≈ 83.67%
1-33. a: b: –4 c: d:
66 6 –8
6 11 –1 4 –3 –2 –1 8
17 3 –5 7
1-34. a: –8 b: 29 c: –48 d: –22 e: –80 f: 12

g: 0 h: 3 i: –5 j: 30 k: 0 l: 10
Selected Answers © 2011, 2013, 2015, 2022 CPM Educational Program. All rights reserved. 3
1-35. a: 7.5 in. b: 12 m c: 16.5 cm
1-36. a: 9 b: 30 c: 33 d: 0.832
14 28
1-37. (72 + 89 + 90 + 85) ÷ 4 = 84%

Key:
1-38. a: See plot at right. 1 | 0 = 10
b: mean = 197
7 ≈ 28.14 , median = 27
c: The mean would be lower and the median would remain unchanged.
1-39. MT ≈ 45 sq. units, CA ≈ 51 sq. units
1-40. a: A 5-unit square with a 4-unit square inside it. b: 9 un2
16
Lesson 1.2.1
1-47. a: Not proportional because the graph does not go through origin.
b: Not proportional because graph is not linear and does not go through origin.
c: Proportional
1-48.
1-49. a: –1.15 b: 5 c: –0.24 d: 1 13

24 36
1
e: 2 10 f: 13 57 g: 19 4
or 1 15 h: 53
15 56
i: –0.87
1-50. a: Steady increase in speed.

b: Quick increase in speed then levels off at certain speed.
c: Increasing acceleration, speed increases more and more quickly.
1-51. a: See graph at right.

Height (cm)
b: It is growing faster as the days go by.
Time (days)
Lesson 1.2.2
1-57. a: 20 b: 2 17 c: 13 13 hours
1-58.
Number of Cost of
Letters Stamps ($)
10 4.50
2 0.90
15 6.75
7 3.15
1 0.45
500 225.00
42 18.90
1-59.
Number of Students
Hours of Sleep
1-60. Todd is 37 years old, while Jamal is 27 years old.
1-61. a: − 17
24 b: 4.1 c: 21
15 = 7
5 = 1 25
d: − 4
3 = −1 13 e: 43
12 = 3 12
7 f: 2.24
Lesson 2.1.1
2-6. 4x + 7
2-7. 3x2 + 8x + 9
2-8. a: P = 120 units, A = 647 sq. units b: P = 70 units, A = 192 sq. units
2-9. a: 11 b: 14 c: –30 d: 10
2-10. Let x represent the shorter piece, x + x + 18 = 84, x = 33. The pieces are 33 meters and
51 meters long.
Lesson 2.1.2
2-17. a: y2 + 6y + 5
b: It is not possible to simplify this expression, since none of the terms are alike.
c: 3xy + 6x + 3y + 6 d: 4m2 + 5m + 2mn
2-18. 6x2 + 4x + 3xy + 6y + y2
2-19. a: 7 b: 14 c:–2 d: 74
2-20. a: 200 blue candies b: $1495. $14,950. $7475
2-21. a: A(– 4, 3), B(2, 1), C(–2, 0), and D(–3, –3) b:
Lesson 2.1.3
2-29. a: 4x2 + 6x + 13 b: 5y2 + 8x + 19 c: 9x2 + x + 44 d: 5y2 + 6xy + 30
2-30. 2x – 1 b: 4 c: x2 – y – 4
2-31. Let b represent the number of beige tiles, b + (b + 25) + 3b = 435, b = 82. She is buying
82 beige, 107 red, and 246 navy blue tiles.
2-32. a: –45 b: 10 c: 2 d: –264

e: − 14 f: –2
2-33. a: 35 g. 70 g b: 3.5 grams per cookie

c: Cookies: 200, 400; Sugar: 35, 70, 7, 3.5, 17.5
Lesson 2.1.4
2-41. a: possible b: possible c: not possible
2-42. a: 2x – 3 – (x + 1) = x – 4 b: y + 3 – y – 1 = 2
c: –x – (x + 2) = –2x – 2
2-43. a: 14 b: 6.5 c: 74 d: 12
e: 11
2-44. a: 28
b: c: –8
d:
–12
–4 –7 6 –2 –16
–11 4 –15.5
2-45. Perimeter = 52 units, area = 168 sq. units
Lesson 2.1.5
2-51. a: 4x2 + 3x – 3 b: 5x2 – 23x c: 4x + 3y d: 2y2 + 3xy + 27
2-52. Yes, Francine is correct. Commutative Property of Addition.
2-53. a: The steeper line is B. b: ≈ 3 years

c: ≈ $65,000 d: Company B. Its line is steeper.
2-54. a: –23.8 b: 36 c: 1.5 d: –14
2-55. 32 eggs
Lesson 2.1.6
2-58. a: The right side is greater. b: They are equal.
2-59. a: A = 2, B = 4, C = 3, D = 1. 5 is not matched.

b: Base = 6 units, height = 4 units, area = 24 square units
c: The area of the rectangle represented by the point (6, 4) is 24 sq. units, not 36 sq. units.
d: Answers will vary.
e: A curve.
2-60. a: –31 b: –12.35 c: –10 d: 11.8
2-61. a: $50.28 ÷ 12 = $4.19 b: $4.19 · 25 gallons = $104.75

c: 1.2 gallons. $5.03 ÷ $4.19 = 1.2
2-62. a: Car A, because its line is steeper. b: A(2, 120), B(4, 120)
c: 60 mph; 30 mph
d: Yes, because the distance = constant ⋅ time.
Lesson 2.1.7
2-67. Not quite. She correctly removed 2x from both sides, flipped a 1 from the “–” region to
the “+” region, and removed a zero; however, on the left side, the –1 and the 1 in the “–”
region do not make zero, so this is not a “legal” move.
2-68. a: Associative Property of Addition b: Commutative Property of Addition

c: Associative Property of Addition
2-69. a: Figure 4 is a 5 by 5 square, and Figure 5 is a 6 by 6 square.

b: An 11 by 11 square. 121. A 101 by 101 square.
c: Figure 5 would have 21 tiles. Figure 8 would have 33 tiles. Each figure has 4 more
tiles than the figure before it.
2-70. a: 4y + 2x + 2; 4(10) + 2(6) + 2 = 54 units

b: y2 + 2x + 1 = (10)2 + 2(6) + 1 = 113 square units
2-71. a: 4 b: 1 c: 7 d: 2
e: 5 f: 6 g: 3
Lesson 2.1.8
2-76. 2 – 2x – (4 – x) = 2 – 3 – (x – 2)
2-77. a: Not true, because –12 ≠ 12

b: True (Identity Property of Multiplication)
c: True (Inverse Property of Multiplication)
d: True (Inverse Property of Multiplication)
2-78. a: 2y – 2x + 3 b: 2x2 + 3x + 5 c: 0 d: x – y
2-80. a: 60 b: –32 c: 3598 d: –6
Lesson 2.1.9
2-85. Let x represent the number of weeks she saves, 23 + 4x = 87, x = 16, It will take her
16 weeks to save the money.
2-86. a: True (Commutative Property of Multiplication)

b: True (Identity Property of Addition)
c: False
d: True (Identity Property of Multiplication)
2-87. a: –64
b: –25
c: –12
d:
8 –8 –5 5 4 –3
0 0 1
2-88. The 24-ounce bag is best. It costs approximately 5¢ per ounce, while the 36-ounce bag
costs about 8¢ per ounce.
2-89. a: –8 b: 1 c: –2 d: 17 e: –45 f: 125
Lesson 3.1.1
3-4. a: IN (x) OUT (y) b: IN (x) OUT (y) c: IN (x) OUT (y)
7 23 2 5 1 1.5
2 8 9 22.5 6 4
–2 –4 –2 –5 4 3
8 26 –3 –7.5 –20 –9
0 2 0 0 –10 –4
100 302 11 27.5 0 1
1.5 6.5 –4 –10 –7 –2.5
Rule: Triple x and Rule: Multiply x by 2.5 Rule: Divide x by 2 and
add 2 add 1
3-5. a: It subtracts 6 from the input value.

b: 71
3-6. x + 5x + x + 35 = 385; $50, $250, and $85
3-7. x + 1 – 2 – (–x + 3) = 6 – (1 – 1). x = 5
3-8. a: Car B. Its line is steeper.

b: In 2 hours, both cars were 80 miles away from the game.
c: 160 miles
Lesson 3.1.2
3-13. a: Multiply x by 2 and add 1. b: y = 2x + 1
3-14. a: x + 4 = 3x – 2; x = 3 b: x + 2 = –x – 1; x = – 23
3-15. a: 31 b: 2
3-16. a: –13 b: 4 c: 36 d: –4
e: 16 f: –3
g: They are different because (–2)2 = (–2)(–2) = 4, while –22 = –(2 ⋅ 2) = –4.
3-17. a: $22.50 b: $12.50 c: $1.25
Lesson 3.1.3
3-23. a: x = –5 b: x = –10 c: x = –15
d: x = –2 e: x = –10 f: x = 3 or –3
3-24. a: c = 2 b: No solution
3-25. x + 1 – 2 – (–x + 3) = 6 – (–1 + 1). x = 5
3-26. 1036 students
3-27. a: 26 b: 4 c: 2 d: 43
3-28. a: Multiply x by –3. b: y = –3x
3-29. a: x = 4 b: p = 0
3-30. a: 2x + 1 – (–x – 2) = 2 – (–2x), x = –1 b: 0 = 0
3-31. $1842.75. 32 games. $22.75.
3-32. a: 3x2 + 2x + 8, 5x2 + 2, 8x2 + 2x + 10

b: 7x2 – 7x – 17
c: 3
4 x + 23 x = 17
12 x
Lesson 3.1.4
3-38. a: x = 2 b: x = 2.5
3-39. a: 37 b: 5.5 c: 3 d: 12
3-40. a: ≈ 71.4 or 72 tomatoes b: ≈ 81 people
3-41. 20 Schnauzers
Lesson 3.1.5
3-46. y = x + 3
3-47. a: x y y b: x y
y
–2 11 –2 –22
–1 9 –1 –11
0 7 0 0
1 5 x x
1 11
2 3 2 22
3-48. a: left = –4, right = –7 (left is greater) b: left = –5, right = –1 (right is greater)
3-49. a: 8 or 0.53 b: 4 c: – 10 d: 16 1
or 1 15
15 7 21 15
3-50. a: x = 2 b: x = 3.5
Lesson 3.1.6
3-56. Sample table and graph: y
x –3 –2 –1 0 1 2 3
y 11 6 3 2 3 6 11
y x
3-57.
x –3 –2 –1 0 1 2 3
x
y 6 5 4 3 2 1 0
3-58. Figure 0 will have 1 square, Figure 4 will have a 5-by-5 square with 8 tiles attached in a
row on the right, and Figure 100 will have a 101-by-101 square with 200 tiles attached in
a row on the right.
3-59. 2y + 4x + 2, 2(7) + 4(3) + 2 = 28 units
3-60. a: 4x2 + 5x – 4y – 3 b: –6x2 – 2x + 8

c: –3y2 + 34x – 5y d: 0
Lesson 3.1.7
3-65. a: y b: (–3, –2) c: A parabola d: (–3, –2)
should be
(–3, 5)
x
y y
3-66. a: x y b: x y
–2 4 –2 –4
–1 1 –1 –1
0 0 0 0
x x
1 1 1 –1
2 4 2 –4
c: The parabola in part (a) points upward, while the parabola in part (b) points downward.
d: ≈ ± 2.6
e: ≈ ± 3.2
3-67. a: $30
b: She earns $6 per hour, so after x hours, she earns 6x dollars.
c: See graph at right. It should be continuous assuming that
she is paid for partial hours.
3-68.
Left Expression Right Expression Explanation
3x2 – (2x – 4) 3 + 3x2 + 1 Starting expressions.
Flip tiles from “–” region to
3x2 – 2x + 4 3 + 3x2 + 1
“+” region.
–2x + 4 3+1 Remove 3x2 from both sides.
Take 4 away from both
–2x 0
sides.
x 0 Divide both sides by –2.
3-69. a: b: c: d:
–28 56 10
7 –4 –7 –8 2 5
4 3 –15 7
Lesson 3.2.1
3-74. a: x = –2 b: x = 1 c: –(x – 3) represents the opposite of x – 3, which is –x + 3.
3-75. a: Yes b: No c: No d: Yes
3-76. IN (x) –4 –3 –2 –1 0 1 2 3 4
OUT (y) 9 7 5 3 1 –1 –3 –5 –7
a: See graph at right. y
b: It is a slanted line that decreases as x increases. y-intercept:

(0, 1)
3-77. a: 2x + 6 b: 4x + 6
x
c: 4x + 4y d: 6y – 2x + 4 x-intercept:
(0.5, 0) (2, –3)
3-78. a: $68.75 b: 20 pounds
Lesson 3.2.2
3-84. a: x y y = 2x + 2 y
0 2
1 4
2 6
Figure 0 Figure 4 3 8
4 10
x
b: (5, 12)
3-85. a: IN (x) –1 0 1 2 3 b: y = 2x – 1
OUT (y) –3 –1 1 3 5
3-86. area ≈ 176.7 cm2, circumference ≈ 47.1 cm
3-87. a: All numbers b: m = 9 c: x = 4 d: p = –10
3-88. a: # of Books Days b: Minutes Blocks c: Miles Gallons

2 10 10 25 280 14
10 50 5 12.5 140 7
12 60 1 2.5 420 21
3 15 20 50 20 1
1 5 30 75 100 5
1 0 0 1000 50
73 365 14 35 350 17.5
Lesson 3.2.3
3-94. a: No solution b: x = 3.5 c: All numbers d: x = 0
3-95. a: 42 b: 3 c: 12 d: 3
3-96. Let x represent the width of the rectangle, 2x + 2(2x + 3) = 78, 27 cm and 12 cm
3-97. y
IN (x) –3 –2 –1 0 1 2 3
OUT (y) –5 0 3 4 3 0 –5
x
a: See graph at right.
b: A parabola opening upward.
3-98. a: 20
7 = 2 67 50
b: – 143 c: – 189
220 d: 144
5 = 48
5 = 9 53
Lesson 3.2.4
3-102. a: b: c: d:
1 10 5 – 48
0.5 2 2 5 –2.5 –2 8 –6
2.5 7 – 4.5 2
3-103. They are downloading at the same rate, 0.8 songs/minute.
3-104. a: x = 2 b: x = –1 c: All numbers d: x = 1.5
3-105. IN (x) 1 2 3 4 5 6 8 12 24 x
OUT (y) 24 12 8 6 4.8 4 3 2 1 24 ÷ x
a: Answers will vary. Sample response: The product of x and y is always 24.
b: xy = 24 or y = 24
x y
c: See graph at right.
3-106. a: Three less than five times x

b: Twice the sum of x and y
c: Three decreased by the sum of x and 5
x
Lesson 3.2.5
3-113. a: x = 2 b: x = –7
3-114. a: 2x2 + 12x – 8 b: 8y2 – 10y + 1

c: 30xy + 4y – 4x d: 0.8x
3-115. median = 61, upper quartile = 97, lower quartile = 48
3-116. A ≈ 31.78 sq m, P ≈ 23.31 m
$0.84 g
3-117. a: pound
b: 0.6 cm c: ≈ $3.50
d: $11.88 e: ≈ 169 shots f: 3 13 teaspoons
4-2. a: b:
c: d:
e:
4-3. a: b:
x y
Figure 0 0 4
1 7
2 10
3 13
4 16
Figure 4 c: The point would lie at (5, 19), because the rule is
y = 3x + 4 or because it is possible to predict on the
graph.
4-4. a: –45 b: –6 c: –62 d: 9
4-5. a: 2x2 – x + 5 b: –2y2 + 4x – 8 c: 2x2 + 30y – 3y2 + 4xy – 14 – x

d: 30
4-6. a: 6x – 21 b: 3x + 14 c: 5(x + 2) d: 4(2x + 3y)
4-7. The parabola should pass through the points (0, 0) and (2, 0) and have a vertex at (1, –1).
4-8. She should have received two sports cars and ten pieces of furniture.
4-9. 1 – 3 – (–2x) = –x – 3 – (x + 2) a: x = –0.75
4-10. a: 2x2 + 11x – 4y – 3 b: –2x2 – 2x – 8

c: 0 d: –16x + 23y
4-11. y = x2 + 1
Lesson 4.1.2
4-17. a: 3 b: –1
4-18. ≈ 83 words
4-19. IN (x) 2 10 6 7 –3 5 –10 1000 x

OUT (y) 9 25 17 19 –1 15 –15 2005 2x + 5
a: Multiply x by 2 and add 5. b: y = 2x + 5
4-20. Each sister received 1 poster, 72 books, and 8 CDs.
4-21. a: 25π ≈ 78.5 sq. ft. b: $7.85
Lesson 4.1.3
4-25. a: b: Figure # of
# Tiles
Figure 0 Figure 4 0 3
1 5
c: y = 2x + 3 2 7
3 9
4-26. 5 cm 4 11
4-27. a: x = 2 b: x = 0
4-28.
IN (x) –3 –2 –1 0 1 2 3
OUT (y) –2.5 –2 –1.5 –1 –0.5 0 0.5
4-29. 100 ÷ 4 = 25 (unit rate), 3000 ÷ 25 = 120 gallons
Lesson 4.1.4
4-37. a: Answers will vary.
b: Each figure has 4 more tiles than the figure before it.
c: y = 4x + 5
4-38. Figure 0 has 7 tiles. Figure 1 has 9 tiles. The pattern of growth is adding 2.
The rule is y = 2x + 7.
4-39. a: All numbers. b: x = 8

3
4-40. If x is my number, then 5 – 2x = –1; x = 3.
4-41. IN (x) 2 10 5 –5 4 –3 1.5 50 x

OUT (y) 4 28 13 –17 10 –11 2.5 148 3x – 2
a: Multiply x by 3 and subtract 2.
b: Answers will vary.
Lesson 4.1.5
4-44. Possible solution table:
x – 4 –3 –2 –1 0 1 2 3 4
y –14 –11 –8 –5 –2 1 4 7 10
a: See graph at right.
b: Yes. –152 = 3(–50) – 2
4-46. A = 72.25π ≈ 226.98 mm2, C = 17π ≈ 53.4 mm
4-47. a: b:
1 10
2 –2 –5
2.5 –7
c: 5 d: –112
–5 –1 8 –14
–6 –6
4-48. a: –5x – 1 b: 11x – 1 c: 5x – 1 d: –4x – 1
4-50. a: The line should pass through (3, 0) and (0, 3).
b: Yes. –29 = 3 – 32
4-51. a: All numbers b: x = 0 c: r = –6 d: No solution
4-52. a: x = 6 b: x = 16 c: x = 1.5 d: x = 8
4-53. a: This should be a horizontal line with a positive y-value that ends at x = 10.
b: This should start with positive y-value and have a slope of 0, then it should turn to
negative slope, and then it should return to a slope of 0 at the x-axis.
c: This should start horizontally along the line x = 0, then it should rise quickly to a
higher horizontal line, and then it should descend to a lower positive horizontal line,
ending at x = 4.
Lesson 4.1.6
y
4-59. a: y b: c: y d: y
+1 +1 +3 +2
+2 –2 +1
+1
x x x x
4-60. a: A and C have 0 tiles, and B has 30 tiles.

b: C grows most quickly at 10 tiles per figure. Its line is the steepest.
c: Figure 2. The lines intersect at (2, 20).
d: y = –5x + 30
4-61. The first can be stated, “y is twice x increased by 5,” and the second can be stated, “y is 6
times x increased by 5.”
a: Both have 5 tiles. b: y = 6x + 5. m is greater.
4-62. a: A = 72 sq cm, P = 48 cm b: A ≈ 37.7 sq. in., P ≈ 26.85 in.
4-63. 9 43 teaspoons, which is 3 tablespoons and 3

4 teaspoon.
Lesson 4.1.7
4-67. a: x: (1.5, 0), y: (0, 3) b: x and y: (0, 0)
c: No x-intercept, y: (0, 3) d: x: (6, 0), y: (0, 3)
4-68. a: x: 250; y: 65, 405, 2x + 5

b: y: –56, –296, –596, –2x + 4
c: x: –23; y: –8, –299, –3x + 1
4-69. Figure 6. 40 = 6x + 4
4-70. Josie is correct, 10 inches long.
4-71. a: A ≈ 28.27 cm2, C ≈ 18.85 cm b: A ≈ 78.54 ft2, C ≈ 31.42 ft

c: A ≈ 150.80 ft2, P ≈ 49.13 ft d: A ≈ 452.53 ft2, P ≈ 85.13 ft
a”
Lesson 5.1.1
5-5. y = 7x + 5
5-6. a: x = –5 b: y = 2x – 3 c: No solution d: y = –3x + 5
5-7. a: 11.2 b: 7.5 c: 3.75 d: –0.25
5-8. See graph at right. (2, –5)
Lesson 5.1.2
5-18. a: x = 10.5 b: x = 3
10
5-20. A + 2A + (A – 15,000) = 109,000; A = 31,000

Candidate B received 62,000 votes.
5-21. a: m = 3 b: (0, –2) c: y = 3x – 2
5-22. a: x = 5 b: x = 2 c: y = 0 d: x = 38
Lesson 5.2.1
5-27. 18
7 or ≈ 2.57 blocks per minute. 7 ÷ 18 ⋅ 50 ≈ 19.44 minutes
5-28. a: Leslie passes Gale b: 2:00 p.m.

c: ≈ 18 miles d: Answers will vary. y
e: At approximately 6:40 p.m.
5-29. See graph at right. x
a: y = 3x – 1 b: y = 5x + 2
5-30. a: The opposite of y increased by 8. b: 48 less than two times x.

c: The square of the sum of x and 3. d: –6x2
e: x ⋅ x + 5
y+5 p−9
5-31. a: x = 2 b: w = −3 c: m = 2n + 5 d: y = –3x
Lesson 5.2.2
5-36. a: Science Club: y = 20 + 10x, Math Club: y = 50 + 5x
b: In 6 weeks.
c: $80
5-37. a: x2 + 5x + 6 b: 4x + 10
5-38. y-intercept: (0, 1), x-intercept: ( 12 , 0)
5-39. 8 dumplings, 12 egg rolls, 4 sweet buns, and 4 drinks
5-40. a: x = 10
7 b: x = – 27
5
Lesson 5.2.3
5-47. She is not correct, because the point does not make both equations true.
y
5-48. See graph at right.
a: (2, 1)
b: (2, 1) x
c: Answers will vary.
5-49. a: y = 20 b: a = –7
5-50. a: They do not intersect, they are parallel.

b: No solution.
c: Parallel lines do not intersect.
5-51. ≈ 574 times at bat
Lesson 5.2.4
5-57. a: (5, 3) b: (2, –6)
5-58. a: y = 4x – 3 b: y = x + 3 c: y = – 23 x + 6 d: y = – 23 x + 2
5-59. 30 ounces
5-60. a: x = 8
3 b: x = 8
7 c: Answers will vary.
5-61. a: x = –2 b: x = 3
2 = 1 12 c: x = 3 d: No solution
Lesson 6.1.1
6-2. Reflect (flip) across the x-axis, slide 7 spaces right or slide 7 spaces right, reflect across
the x-axis.
6-3. a: y = –2x + 1 b: x-intercept = (0.5, 0), y-intercept = (0, 1)

c: y d: y = –2x
–2 2 x
–2
6-4. B. Answers will vary.
6-5. Rena is correct because 9((–5) + 4) = –9 and 1 + 2(–5) = –9.
6-6. y = –2x + 13
6-7. a: After 4 hours b: 10
Lesson 6.1.2
6-12. See graph at right. Triangle D is an answer for problem 6-13. y
D
6-13. See graph in problem 6-12. (5, 4), (7, 6), and (6, 7) A
C
6-14. (–2, –1) x

B
6-15. Yes, on average, she will make about 450 baskets.
6-16. a: b: y = 5x + 1, 51 tiles
Figure 0 Figure 4
6-17. a: In 9.6 weeks, they will both weigh 179.2 pounds.

Lesson 6.1.3
6-27. a: No, her shape translated 10 units to the right, and 6 – (–4) = 10.
b: 8 – 5; It moved 10 units right and 3 units up.
c: i: right 2, down 7; ii: right 7, down 6; iii: left 4, down 7; iv: right 4, up 18
6-28. a: (–2, –3), (2, –3), and (3, –1) y
b: See graph at right. (–1, 1), (–5, 1), and (–6, 3) B T
c: Yes, because translations and reflections A

x
do not change the shape or size of a shape.
6-29. a: y = 4x – 3 b: y = x + 3
c: y = – 23 x + 6 d: y = – 23 x + 2
6-30. Let s represent the length of Side #1, s + s + 2s – 1 = 31, Side #1 = Side #2 = 8 cm,
Side #3 = 2 · 8 – 1 = 15 cm
6-31. a: – 146
700 or –
73
350 b: 0.12 23
c: 13 45 d: –1.8 or – 1 45
6-32. a: 5, Figure 0 = 3 b: –2, Figure 0 = 3 c: 3, Figure 0 = –14 d: –5, Figure 0 = 3
Lesson 6.1.4
6-36. a: Slide the triangle to the right 2 units and down 3 units.
b: (–1, 0), (–1, –2), (0, 0) x y
c: (3, 1), (3, 3), (2, 3) –2 7
–1 4
6-37. See table and graph at right. 0 1
1 –2
6-38. a = –3, b = – 12 2 –5
6-39. No. When x = 12, y = 128, so it would have 128 tiles.
6-40. 2
1 = x
2.5
, x = 30 minutes
6
6-41. a: y = –2x + 2
3
b: Yes. It can be written in the form y = mx + b.
c: growth = –2, y-intercept = ( 0, 2 )
3
Lesson 6.2.1
y
6-46. a: (6, –4), (–2, –4), and (4, 4)
b: See graph at right.
x
c: Its sides are twice as long and it is rotated 180°.
6-47. (–1, 3)
6-48. 6(–2)2 – 3(–2) + 1 = 31
6-49. She combined terms from opposite sides of the equation.

Instead, line 4 should read 2x = 14, so x = 7 is the solution.
6-50. It depends. While the Distributive Property states that a(b + c) = ab + ac, in this case the
value of x is unknown. The statement is false if x ≠ 0, but the statement is true if x = 0.
6-51. IN (x) 2 10 6 7 –3 4 –10 100 x

OUT (y) 4 28 16 19 –11 10 –32 298 3x – 2
y = 3x – 2
Lesson 6.2.2
6-58. (–2, –8), (1, 12), (4, 8)
The shapes are not similar because corresponding angles are no longer equal.
6-59. a: $18 b: She sold 19 brownies.
6-60. a: y = 2x + 5 b: Figure 505
6-61. a: $15.25 b: $6.25 · 20 hours = $125
6-62. Mr. Greer distributed incorrectly. The correct solution is x = 2.
6-63. a: Median = 80%. Highest = 100%, lowest = 55%

b: It cannot be determined from a box plot.
c: 16; 8
d: It cannot be determined from a box plot.
Lesson 6.2.3
6-70. Figures A and F, B and D, and G and I are similar.
6-71. $24.58
y
6-72. y = 3x + 3 x y
1 6
2 9
3 12
6-73. a: None, 4x + 4 ≠ 4x + 3 b: One (t = 3)

c: One (m = 0) d: Infinite, 3y + 8 = 3y + 8
6-74. a: −3 10
7 b: − 12
5 c: 6 58 d: − 217 1
54 or –4 54
6-75. a: Reflection b: Rotation c: Rotation d: Reflection
Lesson 6.2.4
6-80. a: Slide the triangle to the left 2 units and up two units.
b: (–3, 3), (–2, 2), (–3, 1)
c: (1, 1), (0, 0), (1, –1)
6-81. a: Yes b: Yes c: The lines coincide.
6-82. y = 3x
6-83. a: x = 2.2 b: x = 6 c: x = –10.5 d: x = 1.2
6-84. a: 25% b: 50%

c: No, because the individual data points are not given.
6-85. a: x = 235.29 b: x = 120
Lesson 6.2.5
6-92. 3, x = 24 mm, y = 10 mm
6-93. a: Dividing by 13 will undo multiplying by 13 ; since multiplying by 1

3 makes the shape
smaller, dividing must make the shape bigger.
b: 30 ÷ 3 = 10 and 30 ⋅ 13 = 10
6-94. a: y b: No solution
c: There is no solution to the system of equations because the two lines do not intersect.
6-95. a: 47 inches
b: 43 inches and 49 inches
c:
6-96. (–3, 12), (–2, 10), (0, 6), (2, 2), (4, –2), (6, –6)
a: Multiply x by negative 2 and then add 6.
6-97. c: The letter C.
Lesson 6.2.6
6-103. a: 6 ⋅ 2 = 12 b: 4 ⋅ 23 = 6
6-104. a: 36 m, 12 m b: 54 sq m, 6 sq m c: Perimeter is also 1 as long.

3
6-105. Part (a) is done correctly since it has both the equally spaced number line and the box
plot. Part (b) has an equally spaced number line that is numbered incorrectly.
6-106. a: Parallelogram
b: A′(–3, –1), B′(–1, –3), C′(4, –2), and D′
stays at (2, 0).
c: (–9, 3), (–3, 9), (12, 6), (6, 0)
6-107. x
8 = 18
8 ,x= 32
9 = 3.5
6-108. a: They are congruent. b: They are similar.
6-109. a: y = 2x + 2 b: x 0 1 2 3
Figure # 0 1 2 3 y 7 4 1 –2
# of Tiles 2 4 6 8
c: y = 3x + 1 d: y = –2x + 6
x 0 1 2 3
y 6 4 2 0
Lesson 7.1.1
7-7. a: 23% Ride in Car
31.25%
b: Answers will vary. Coal and nuclear total 31%; coal and
renewable total 30%; natural gas and nuclear also total 30% Bus
37.5%
c: Answers will vary. One possible answer: oil and nuclear
total 48%.
Ride Bike Walk
7-8. See graph at far right. 12.5% 18.75%
7-9. a: y = 8 – 6x b: x = – 1
6 y + 86 c: x = 3
7-10. a: No solution. b: Infinite solutions because the lines coincide.
7-11. a: A trapezoid b: They are right angles.

c: (–6, 2), (0, 5), (0, 11), (–6, 11)
pounds
7-12. a: ≈ 416.7 pounds of food b: ≈ 15.6 hours c: ≈ 83.3 lion
Lesson 7.1.2
Price (thousands of $)
7-17. a: Answers will vary. b: See graph. Answers will vary.
7-18. a: ii: As latitude increases, temperature drops (or as

temperature increases, latitude drops).
b: iv: All cars, regardless of weight, go about the same speed.
c: iii: No relationship.
Power (hp)
d: i: People with more expensive homes tend to have more
expensive cars.
7-19. a: 3 b: 1 c: 2
7-20. a: (10)(17) = 72 + 30 + 48 + 20 = 170 square units b: 54 units
7-21. a: 16 b: 2 c: Undefined d: 0
7-22. a: 18%
b: No. The data is not numerical; she could have made a bar graph.
c: 2925 fiction books
Lesson 7.1.3
7-29. a: Negative association: as the number of hours watching TV increases, GPA decreases.
b: Positive association: as age increases the number of gray hairs increase.
c: No association between length of hair and shoe size.
7-30. a: See sample graph at left.

Height of plant (cm)
b: Answers around 7 or 8 cm are reasonable.

c: About 30 or 31 cm. If the seed is left on the surface of the dirt
(0 cm deep), it is predicted that the plant will grow to about
31 cm.
Depth of seed in pot (cm)
7-31. a: Median = 731, IQR = 870 – 593 = 277

7-32. a: 16
30 = 15
8 b: 4
7 c: – 10
21 d: 16
15
1
or 1 15
7-33. a: x = –3 b: x = 10
7
7-34. In any order: translation, rotation, dilation
Lesson 7.2.1
7-37. This would be an example of a negative association, because as the speed increases, the
time it takes to drive a constant distance decreases.
7-38. Let x represent the price of first painting, x + 5x + 1500 = 13500, x = 2000, The most
expensive painting sold for $10,000.
7-39. a: Range is 68. Both 39 and 107 appear to be outliers.

b: Median = 70, upper quartile = 79.5, lower quartile = 58.5
7-40. a: 30 or 3 b: x = 9 meters, y = 30 meters

50 5
7-41. a: y = 20 + 6x and y = 172 – 4x, x represents weeks, y represents total money.

b: They will have the same amount between weeks 15 and 16.
7-42. a: – 23 3
or –1 20 b: 5 c: – 3 or – 1 d: 19 4
or 1 15
20 24 6 2 15
e: 53 7
f: –1 18
56
Lesson 7.2.2
7-49. a: Line A because it increases most quickly.
b: 5
c: They are equal.
7-50. A, D, C, B
7-51. 0. A line that is flat or does not go up.
7-52. a: 30%
b: water park (30%) and amusement park (29%)
7-53. Let s = number of students, a = number of adults, s = 3a – 150, s + a = 1778,

1296 students
7-54. x = 15, y = 9
Lesson 7.2.3
7-61. slope = 5
2
7-62. a: 3
5 b: 6
5 c: 2
2 =1
7-63. a: x = 5.5 b: x = 42 c: x = –24 d: x = 2
7-64. x + 2x = 4.5, x = 1.5. x represents the number of hours she swims. She will swim for
1.5 hours and play volleyball for 3 hours.
7-65. a: line a: y = 2x – 2, line b: y = 2x + 3

b: It would lie between lines a and b, because its y-intercept is at (0, 1).
c: It would travel downward but would have the same y-intercept as the line from part (b).
7-66. a: x = 5 b: x = 2 c: y = 0 d: x = 38
Lesson 7.2.4
7-71. a: > b: = c: <
7-72. Graph 1: positive, non-linear association, with one outlier, Graph 2: positive linear
association with no outliers.
7-73. The slope of − 43 is correct because the line is decreasing and for every four units that the
line moves to the right, it also goes down 3 units.
7-74. a: x = 12 b: w = 0 c: x = 1 d: No solution
7-75. a: 0 pounds
b: The graph should show a line with positive slope. Units labeled on the axes should be
in pounds (vertical axis) and feet (horizontal axis).
c: 4 pounds
3
d: 9 feet
7-76. a: 4896 sq. units b: 91 + 13x sq. units c: 900 sq. units d: 336 sq. units
Lesson 7.2.5
7-81. a: 6.75 miles b: y = 3
20 x
7-82. Neither, 8
10 = 12
15
7-83. A(–2, –3), B(–1, –7), C(3, –6), D(2, –3)
7-84. a: b: c: d:
3.6 4.2 24.8 – 49
2.4 1.5 7 0.6 3.1 8 7 –7
3.9 7.6 11.1 0
7-85. a: – 4
3 b: (0, –5) c: y = – 4
3 x–5
7-86. a: Let w represent the width of the lawn, 2w + 2(2w + 5) = 250.

b: w = 40, the width of the lawn is 40 feet, and the length of the lawn is 85 feet.
c: The area of the lawn is 3400 square feet.
Lesson 7.3.1
y
7-92. See graph at right. x: (12, 0) and y: (0, 6) x
7-93. See graph at far right. –2.
7-94. ≈ 1222 yearbooks
7-95. a: P = 40.3 yds, A = 77 sq. yds b: P = 60 ft, A = 150 sq. ft
7-96. See graph at right. y
a: They do not intersect, because they are parallel.

b: No solution. x
c: No solution. Parallel lines do not intersect.
Lesson 7.3.2
7-102. a: Moderate positive linear association with no outliers.
b: If the y-intercept was drawn at the origin or negative, it does not make sense; a child of
zero years should have a little positive height.
7-103. a: A box plot shows center and spread of single-variable numerical data nicely.
b: A scatterplot will show the relationship between age and fuel efficiency.
c: 45
Fuel Efficiency (mpg)
40
35
30
25
20
0 1 2 3 4 5 6 7 8 9 10
Age of Car (years)
d: Weak negative linear association.
e: y = –0.7x + 36
f: About 31 mpg.
g: A slope of negative –0.7 means that for each additional year old a car is, we expect it
to go 0.7 less miles per gallon; y-intercept of 36 means that a new car is predicted to
go 36 mpg.
7-104. 75 hops
7-105. a: Liz is saving at a greater rate because her line is increasing faster (is steeper).
b: Liz: 60 or 30 , Jeffrey: 70 . The slope tells you at what rate they each are saving.
2 1 3
7-106. a: x = –2 b: x = 15 c: x = 2 d: No solution
Lesson 7.3.3
7-110. a: Number of Highly Fuel Efficient Trucks Purchased: 834
Regular Trucks Purchased: 79184
Low Fuel Prices: 37321
High Fuel Prices: 42697
Fuel prices
b: There does not appear to be an association; only about 1% of cars are fuel efficient,
regardless of whether prices are high or low.
Low Fuel Prices High Fuel Prices
Number of Highly Fuel Efficient
≈ 1.1% ≈ 1.0%
Trucks Purchased
Number of Ordinary Cars and
≈ 98.9% ≈ 99.0%
Regular Trucks Purchased
7-111. See table below; the independent variable is the hours of sleep; there is an association; as
the number of hours of sleep increases, a higher percent of the students remember all ten
items.
Remembered all 10 items?
Yes No
Less than 7 hours sleep ≈ 3.9% ≈ 96.1%
7-9 hours sleep ≈ 9.2% ≈ 90.8%
At least 10 hours sleep 20.0% 80.0%
7-112. a: Moderate negative association. b: (100, 140)
7-113. Yes, 1500 wph = 25 words per minute; he can text 125 words in 5 minutes.
7-114. a: (–11, 18) b: (16, –21)
7-115. a: x = 15
4 = 3 43 b: x = $2
1.15 ≈ $1.74
c: x = –5 d: x = 12, y = 16
Lesson 8.1.1
8-7. a: P = $500, I = $37.50, r = 2.5% (0.025), t = 3 years
b: I = 200(0.04)(5) = $40
8-8. If she takes the loan, she will need to pay back $372; she saves $22 by waiting.
8-9. 5%
8-10. a: 4(x + 2) b: –5(9 + x) c: 7(x – 3)
8-11. a:
# OF STUDENTS Hours Spent Studying Per Week
Hours of After-School
Less Than 8 Hours Eight or More Hours
Activities Per Week
29 ≈ 60% 19 ≈ 40%
Less Than 5 Hours 48 48
14 = 28% 36 = 72%
Five or More Hours 50 50
b: There is an association, but it is opposite to what we might expect. Students who have
more after-school activities tend to study more than students who have fewer after-
school activities.
8-12. x = 26 23 mm, y = 81 mm, z = 22.5 mm
Lesson 8.1.2
8-18. Rachel will have $1480, so she will still be $20 short.
8-19. a: 7 zeros. 23 zeros b: Answers will vary.
8-20. a: Answers will vary. b: $3954.16 c: $1031.52
8-21. Number of Bus Cost per

Students on Student ($)
Bus Cost per

the Trip
(dollars)
Student
10 $35
15 $23.33
20 $17.50
35 $10 Students on Trip
a: No, it can never pass through (0, 0).

b: Yes, there is an association because for every extra student who goes on the trip, the
cost decreases for all the students. Non-linear negative association; the association is
very strong; there is no scatter at all in this relationship.
8-22. a: – 13
60 b: 11
36 c: – 11
28 d: – 4
3 or –1 13
8-23. See graph at right. New vertices: (0, 2), (6, 4), and (4, 8).
All pairs of corresponding sides are parallel.
Lesson 8.1.3
8-30. a: 1 represents 100%, or the full amount in the account, and r represents the interest rate.
They are added so that you calculate the percent based on the previous balance, not
just the principal.
b: $2813.77
8-31. a: 16 b: 729 c: 15625 d: 16 e: 729 f: 15625

g: Answers will vary.
8-32. Exponent Factored Standard

Form Form Form
23 2⋅2⋅2 8
33 3⋅ 3⋅ 3 27
43
4⋅4⋅4 64
53
5⋅ 5⋅ 5 125
63
6⋅ 6⋅ 6 216
73
7⋅ 7⋅ 7 343
83 8⋅8⋅8 512
93 9⋅ 9⋅ 9 729
8-33. Let x represent Carrie’s number, x + (x + 9) + (x + 6) = 207, x = 64, x + 6 = 70,

Fran’s number is 70.
8-34. See graph at right. (2, 5), (2, 1), (5, 0) y

C
3
8-35. $1813.28, non-linear growth
A B
–3 3 x
–3
Lesson 8.2.1
8-47. a: 42 ⋅ 53 b: 35 ⋅ y2 c: 64x4 = (6x)4
8-48. Products: 659.01; 6,893,000; 58,600; 92
8-49. See graph at right. (4, 4), (7, 4), (6, 7).
0
8-50. Yes, there is a strong association. If the kelp growth rate is low,
then there is a greater percentage of small crabs. If the kelp growth rate
is high, then there is a greater percentage of large crabs.
8-51. ≈ 450. 250. 50
8-52. $46.54
8-53. 1.9 × 106 is greater because the power of 10 is larger.
8-54. a: 3.7 × 108 b: 7.6 × 103
8-55. a: 7776 b: 8 c: 625 d: 1

27 32
8-56. a: Both strategies will work eventually, but adding five to both sides will isolate the
x-term.
b: x = 4
8-57. a: y = 3x – 2 b: Answers will vary.
8-58. This parabola should point downward and pass through (0, 0) and (–2, 0); the vertex is at
(–1, 2). The graph is non-linear.
Lesson 8.2.2
8-66. a: 3 b: 34x4 = 81x4 c: 38 ⋅( 13 )2 = 729 d: 72

91
8-67. a: Negative b: 6 hours
8-68. a: Solution is incorrect. b: Solution is correct.
8-69. See graph at right. y
a: (1, –2), (4, 1), (1, 2)

b: (–4, –2), (2, 4), (–4, 6) x
c: (2, –1), (–1, 2), (2, 3)
8-70. a: y = − 12 x + 23 b: x = –2y
8-71. a: > b: > c: = d: < e: < f: <
8-88. a: 9.25 × 10–1 b: Correct c: Correct d: 8.3 × 103
8-89. Power Decimal Fraction a: The 1 moves one decimal place to the
of 10 Form Form right, and the denominator of the fraction
is multiplied by 10.
100 1
b: Write 1 in the numerator and 1 followed
10 –1
0.1 by 12 zeros in the denominator.
10–2 0.01
10–3 0.001
10– 4 0.0001
10–5 0.00001
8-90. a: $6964.42
b: Yes, $8812.22
c: The graph would be a curve that begins at $6439 and curves upwards.
8-91. a: 6 b: 17 c: –4.5 d: 3 e: 13 f: –4
8-92. a: x = 2 b: x = 5.75 c: x = 5.2 d: x = 6
8-93. a: (–2, –7) b: ( 12 , –4 )
8-94. a: 5.4678 × 103 b: 3.2 × 10–3 c: 8.00702 × 106
8-95. a: 1 = 3−5 b: x2 = 10 −1 x 2 c: 1 d: x2
35 10 4
8-96. a: – 72 or – 24 b: 23 c: 24 or 3
75 25 45 280 35
d: – 27 5
e: –4 18 f: 105 or 10 12
70 10
8-97. a: Receiving nutrition advice. b: See table below.

c: There does not appear to be an association. Only about 35% of athletes eat a balanced
breakfast, regardless of whether they received the nutritional advice or not.
Received Nutrition Did Not Receive
# OF ATHLETES
Advice Nutrition Advice
Regularly Ate a
≈ 34% ≈ 35%
Balanced Breakfast
Often Did Not Eat a
≈ 66% ≈ 65%
Balanced Breakfast
8-98. a: (1, 4) b: (1, –3)

c: The new shape is the same size as the original. It is rotated 180º or reflected over the
x-axis and the y-axis.
8-99. a: y = 27 + 43x b: After 23rd day.
Lesson 8.2.4
8-109. a: 6 × 105 b: 6.875 × 106 c: 2 × 105
8-110. a: x7 b: y3 c: x7
8-111. a: Positive b: None c: Positive d: Negative
8-112. a: The picture would be 32 inches tall.

b: The picture would be 2.25 inches wide.
8-113. a: ≈ $40 b: ≈ $55, draw a trend line and read the point from the y-axis.
c: ≈ $75, extend the trend line.
8-114. a: 4.5 pounds b: 40 dozen

Lesson 8.3.1
8-124. a: 8 b: ±1 c: –2 d: –9
8-125. a: 2.4 × 108 b: 1.4 × 10–9 c: 2.25 × 10–2
8-126. a: x = 7 b: x = 1
2 y –1 c: x = 2 d: x = 3
8 y+3
8-127. See table at right. x –6 3 6 0 –9 1

y –2 4 6 2 –4
a: y = 2
3 x+2
b: 2
3
c: Linear growth, it has a constant growth rate or slope.
8-128. a: 20
8 = 2.5 b: s = 14, t = 40 c: Answers will vary.
8-130. a: 100º b: 43º c: 47º d: d = 148º; f = 32º

e: 69º
8-131. Let b = bank balance, m = # months, b = 3m + 210, b = 4.5m + 187. The girls will have
the same amount of money in 15 13 months.
8-132. a: Prices: $0.40; $1; $2.40; $3

Price ($)
b: See graph at right.

c: Yes, because the data makes a straight line through (0, 0).
2 or 0.2. The slope is the same as the price
d: The slope is 10
per ounce ($0.20 per ounce). Amount of Taffy (oz)
e: y = 0.2x
8-133. a: x = 9 b: x = 143 c: x = 13
5 or 2.6 d: x = 7
8-134. a: 6.4 × 10–3 b: 1 × 100 c: 5 × 10– 4
8-135. a: (–2, 2), (–2, 0), (1, 2) b: (4, –1), (4, –3), (1, –1)
c: (–1, 4), (–3, 4), (–1, 1) d: (–8, –2), (–8, –6), (–2, –2)
Lesson 9.1.1
9-8. a: m∠2 = 63º, lines ||, alt. int. ∠s ≅, m∠3 = 117°, suppl. ∠s.
b: 3x – 18º = 74º, x = 30.67º, lines ||, corr. ∠s ≅.
c: 3x – 9º = x + 25º, lines ||, alt. int. ∠s ≅, x = 17º; m∠2 = 3(17º) – 9º = 42º, substitution.
9-9. Answers will vary. m∠1 = 53º, m∠2 = 72º, m∠3 = 55º, m∠4 = 127º, m∠6 = 55º
9-10. a: Yes, positive. b: Yes c: No
Test Score (%)

d: The short people may be young and have not yet learned to
spell very well.
9-11. 3
4 x = 61.5 , x = 82 miles
9-12. 3 p.m.
Height (inches)
9-13. a: Yes b: No c: No d: Yes

e: No f: Yes
Lesson 9.1.2
9-21. a: 55º, right b: 60º, acute
9-22. a: m∠4 = m∠5 (alt. int. ∠s ≅) or m∠4 = m∠8 (corr. ∠s ≅), then st. ∠s, m∠6 = 119º or
m∠4 + m∠6 = 180º (same side interior ∠s suppl.)
b: corr. and vert. ∠s or vert. ∠s, alt. int. ∠s, vert. ∠s, m∠ 8 = 48°
c: corr. ∠s ≅, suppl., m∠8 = 43º
9-23.
Fuel Efficiency
9-24. See graph at right. The data shows a negative association.

(mpg)
9-25. a: 270 sq. feet b: 30 sq. yards
9-26. a: y = – 6
5 x−4 b: y = 1
2 x–2
Age of Car (years)
Lesson 9.1.3
9-33. a: c is parallel to d, alt. int. ∠s ≅ b: e is parallel to f, corr. ∠s ≅
c: None d: c is parallel to d, vert ∠s ≅, then corr. ∠s ≅
e: c is parallel to d, suppl. same side int. ∠s ≅
9-34. a: x = 22.5º, st. ∠s

b: d = 49º, st. ∠s, e = 41º, ∆180º or ext. ∠
c: f = 43º, ext. ∠
9-35. a: 20
7 = 2 67 50
b: – 143 c: – 189
220 d: 144
15 = 48
5 = 9 53
9-36. a: x = 7 b: x = –2 c: x = 2 d: x = 4
9-37. a: $50.40 b: $50.68
9-38. a: See table and graph below.

Week 0 1 2 3 4 5 6 7 8 9 10 11
Money ($) 200 350 500 650 800 950 1100 1250 1400 1550 1700 1850
b: See where the y-value for x = 18 is on the graph; in table

between 10 and 11 weeks.
c: The entries in the table grow by a constant amount ($150 each
week) and the graph of the values makes a straight line.
Lesson 9.1.4
9-45. a: 15 b: 7.7 c: y = 40
3
9-46. Sample graphs:

a: b:
9-47. Median = 61, first quartile = 48, third quartile = 97
9-48. a: (–2, 3) b: (–2, 3) c: Yes
9-49. a: x = 60º, acute b: x = 24º, obtuse
9-50. a: Box plot b: Scatterplot

Listed Cost (in 1000s of $)
30
c: See graph. d: Strong negative association.

e: See graph. f: $17,000 20
g: Slope of –3 means the car is losing $3000 in value
each year, y-intercept of 35 means the cost when new
was $35,000. 10
5 10
Age of Car (years)
Lesson 9.2.1
9-56. a: Yes, there are two equal angles, the right angle and the 32º angle.
b: 5 cm
c: 3
d: Small = 20 sq cm, large = 180 sq cm
9-57. Yes, an obtuse triangle will be formed because 36 > 16 + 9.
9-58. x 5 1 4 0 –2 3
y –17 –5 –14 –2 4 –11
a: y = –3x – 2 b: –3
9-59. x = shortest side length, x + 3x + (10 + 2x) = 142. Sides are 22 cm, 54 cm, and 66 cm.
9-60. Cisco is incorrect. She also needs to be sure that the graph makes a straight line or that
the table would have equivalent ratios; the graph of y = x2 does not make a straight line.
9-61. a: x = 11.5 b: x = 6 c: x = 45
16
9-62. Obtuse. 6, 20, and 25 units.
9-63. a: Intersect, slopes are different b: Parallel, slopes are equal

c: Parallel, slopes are equal d: Coincide, equations are equivalent
9-64. a: Linear growth, the graph is a line with constant slope.

b: The graph shows the distance from home at different times. Answers will vary.
c: 9 miles
d: The person is traveling 2.5 miles per hour away from home.
e: y = 2.5x + 9
9-65. He did not match up corresponding sides.
9-66. Carbon weighs more. An exponent of –22 indicates that the decimals was moved
22 places to the left (versus 27 for hydrogen).
9-67. a: $7263.87 b: No; $8829.27
Lesson 9.2.2
9-74. 4 rectangles (1 by 24, 2 by 12, 3 by 8, and 4 by 6). No.
9-75. 8, 15, and 17 because 8 2 + 15 2 = 17 2
9-76. 29 = 8.75 + 2.25x. x = 9 rides
9-77. a: y = –2x – 3 b: –2 c: (0, –3)
9-78. a: x = 30º b: x = 22º c: x = 18º
9-79. a: x = 46º + 90º = 136º b: x = 46º + 90º = 136º
Lesson 9.2.3
9-88. a: 15 cm b: 121 cm2 c: 20 m d: ≈ 12.25 ft
9-89. a: 6 b: ≈ 8.1 c: ≈ 9.2 d: ≈ 3.6
9-90. a: –2 b: (0, 5)
9-91. a: b: c: d:
1.5 3.4 2.6 70
0.3 5 0.2 17 0.2 13 20 3.5
5.3 17.2 13.2 23.5
9-92. Table b is not a function because there are two different outputs for when x = 2.
9-93. He is correct, because –2(2) + 4 = 0 and 2 – 2 = 0.
9-94. a: 17.5 feet b: 175 sq ft c: 2
9-95. 12
20 = w
50 , w = 30
9-96. a: x = 8º, right angle is 90º b: x = 20º, straight angle is 180º

c: x = 20º, sum of angles in a triangle is 180º d: x = 60º, same reason as (c)
9-97. SA = 34 square units, V = 10 cubic units
9-98. a: 64π = 201.06 cm2 b: 900π = 2827.43 cm2
9-99. a: 4.963 × 101 b: 5 × 10–7 c: 3.12 × 109

Lesson 9.2.4
9-110. a: 18 ≈ 4.24 units. I b: 10 ≈ 3.16 units. I c: 5 units. R
9-111. 7 cup
12
9-112. P = 34 m, A = 74 sq m
9-113. a: 3.7 × 108 b: 7.6 × 10–12
9-114. a: 12x4y3 b: 18a6b4 c: 9m3n2
d: 1 e: m4 f: 3a 4 b
n2 5
9-115. a: 0 b: –32 c: 13
9-116. a: rational, 6 b: rational, 62 c: irrational

1 99
9-117. a: (–1, –1) b: (36, 16)

y
9-118. a: (0, 6) b: –3
x y
9-119. See table and graph at right. x
–1
0
9-120. 525 miles 1
2 0
3 1
9-121. x + (x + 5500) + 2x + (2x + 3000) = 36,700; 4700 attended on
4 ≈ 1.41
Thursday, 10,200 on Friday, 9400 on Saturday, and 12,400 on
5 ≈ 1.73
Sunday. 6 2
7 ≈ 2.24
8 ≈ 2.45
9 ≈ 2.65
10 ≈ 2.83
Lesson 9.2.5
9-129. a: Side lengths of 3, 4, and 5, perimeter of 12.
b: Right triangle. The legs are perpendicular because they align with the
xy-coordinate grid.
9-130. 40 km
9-131. a: 7
10 b: 7
9 c: 15
100 = 3
20 d: 15
99 = 5
33
9-132. a: 28
5 = 5 53 b: –100 c: 10 d: –4 12
7
e: – 12 f: 29 7
g: – 100 h: –56 12
50
9-133. a: 34x7 b: 2
3 c: 1
4 or 4–1
9-134. a: non-linear b: linear c: non-linear
Lesson 9.2.6
9-139. 25 meters
9-140. 851 ≈ 29.17 mm
9-141. a: x = 4.5 b: x = –6.4 c: x = –2.75
9-142. a: 1 = 3−5 b: x2 = 10 −1 x 2 c: 1 d: x2
35 10 4
9-143. a: y = –x + 2 b: –1
9-144. 1900 ≈ 43.59 ft
Lesson 9.2.7
9-149. 68 ≈ 8.24
9-150. a: The tree is a little over 8 feet tall.

b: The tree will not hit the fence.
9-151. a: Vertical angles. Congruent. 3x + 5º = 5x – 57, x = 31º

b: Straight angle pair. Supplementary. 2x + 4x + 150º = 180º, x = 5º
9-152. The lines are parallel, so they do not intersect; therefore, there is no solution.
9-153. a: 24 b: 7 or approximately 29% c: 7

24 24
9-154. a: 120 or 24 b: – 27 or –6 43 c: 18 or 3 53
35 7 4 5
Lesson 10.1.1
10-12. a: 12, rational b: 3.78, irrational c: 0.5, rational
10-13. a: 5 inches b: 150 sq. inches
2 = 38 m , rectangle = (21.25)(7.6) = 161.5 m , total area = 199.5 m ,

2 2
10-14. Triangle = 10⋅7.6 2
hypotenuse of triangle is 12.56 m, so perimeter = 72.66 m.
10-15. a: 72
100 = 18
25 b: 72
99 = 11
8 c: 175
1000 = 7
40 d: 175
999
10-16. Possible equation: 6p + 28 = 80, where p = packs of plants, p = 8 23 , so 9 packs are

needed.
10-17. a: y = 1.5x – 6.5 b: x = 14 c: x = 114 d: y = 85 x = 0.94x

90
Lesson 10.1.2
10-26. a: A = 25π ≈ 78.54 cm2, V ≈ 785.4 cm3
b: A = 3.42π ≈ 36.32, V ≈ 326.88 cm3
10-27. 744 in.3; No, the shape of the base does not matter, just its area.
10-28. a: 12, rational b: 45 ≈ 6.71, irrational c: 8, rational
10-29. a: 1 = 5 −6 b: a3b c: 83 = 8 3 x −1 d: 1
56 x 62
10-30. a: 6 b: 8 c: 24 d: –24
e: 0 f: 4
10-31. a: $3000 b: $2938.66 c: The simple interest account.
Lesson 10.1.3
10-41. V = 36π ⋅8 = 96π ≈ 301.59 in.3

3
10-42. 936 cubic feet. Volume of the prism = 3 times the volume of the pyramid.
10-43. Table (b) is proportional because it is the only one that could contain (0, 0) and grows
using a Giant One.
10-44. 660 mm3
10-45. a: 16 units b: (1, 6), (5, 3), and (1, 0) c: It is still 16 units.
x y
10-46. a: See table far right, the rule is undefined for x = –1.
–1 undef.
b: See graph at right. y 0 0
c: Non-linear growth, the values do not increase 1 1
by a constant amount. 2 ≈ 1.41
x
3 ≈ 1.73
d: Yes, there is only one output for each input. 4 2
5 ≈ 2.24
6 ≈ 2.45
7 ≈ 2.65
8 ≈ 2.83
9 3
10 ≈ 3.16
Lesson 10.1.4
10-55. a: 500
3 π ≈ 523.6 cm3
b: 4.5π ≈ 14.14 feet3
10-56. 4
3 π r 3 = 113.04, r ≈ 3 ft
10-57. a: 1260 m3 b: 1584 cm3 y x y

–3 –54
10-58. a and b: See table and graph at right. –2 –16
c: The growth is non-linear and the rule –1 –2
is a function. The graph shows that the x 0 0
rule is not a line and there is only one 1 2
output for each input. 2 16
3 54
10-59. a:
Distance (miles from
30
Sarah’s house)
20
10
2 4 6
Time (hours)
b: For the first 3 hours, the graph is linear and increasing. The next segment is constant,
or has a slope of 0 while they are resting. The last 2-hour segment is linear and
decreasing.
10-60. a: 24 cups
b: 40 cups
c: c = 4t
10-61. a: x = 38º + 90º = 128º

b: x + 88º = 180º, x = 98º, corresponding ∠s =, st. ∠.
Lesson 10.1.5
10-65. 9.98 × 1017
10-66. 1280π ≈ 1340.41 in.3

3
10-67. 12 + 2 5 or approximately 16.47 units, the perimeter is irrational because the decimal
does not repeat or terminate.
10-68. a: 25x6 b: 2
3ab c: 6m4n6
16 = x , x = 9 3 ≈ 9.33
b: Similar by AA ~, 12
10-69. a: Cannot determine if similar. 7 1
10-70. ≈ 6.37 in.
10-71. Sample graphs:

y
a: b: y
x x

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1-5. a: Answers will vary.

1-6. a: 15 · 18 = 270 ft2 b: 28 · 23 = 644 ft2

1-7. a: True b: True c: False d: True

1-13. a, b, and c: See sample graph below right.

1-14. a: 15, 21, add increasing amounts using the counting

1-16. a: (–3, 1) and (–2, 3) b: (2, –1) and (3, –2)

1-20. 18, 21, and 36

1-21. a: 74.5%. No, because she consistently scores above 80%.

1-22. 24396 ÷ 38 = 642 centimeters

Lesson 1.1.4 (Day 1)

1-31. a: median = 8, minimum = 6, maximum = 10

d: Answers will vary.

1-32. a: (72 + 89) ÷ 2 = 80.5 b: ≈ 83.67%

1-34. a: –8 b: 29 c: –48 d: –22 e: –80 f: 12

1-37. (72 + 89 + 90 + 85) ÷ 4 = 84%

1-39. MT ≈ 45 sq. units, CA ≈ 51 sq. units

1-40. a: A 5-unit square with a 4-unit square inside it. b: 9 un2

1-49. a: –1.15 b: 5 c: –0.24 d: 1 13

1-50. a: Steady increase in speed.

1-51. a: See graph at right.

b: It is growing faster as the days go by.

1-60. Todd is 37 years old, while Jamal is 27 years old.

2-18. 6x2 + 4x + 3xy + 6y + y2

2-20. a: 200 blue candies b: $1495. $14,950. $7475

2-29. a: 4x2 + 6x + 13 b: 5y2 + 8x + 19 c: 9x2 + x + 44 d: 5y2 + 6xy + 30

2-32. a: –45 b: 10 c: 2 d: –264

2-33. a: 35 g. 70 g b: 3.5 grams per cookie

2-45. Perimeter = 52 units, area = 168 sq. units

2-52. Yes, Francine is correct. Commutative Property of Addition.

2-53. a: The steeper line is B. b: ≈ 3 years

2-54. a: –23.8 b: 36 c: 1.5 d: –14

2-59. a: A = 2, B = 4, C = 3, D = 1. 5 is not matched.

2-60. a: –31 b: –12.35 c: –10 d: 11.8

2-61. a: $50.28 ÷ 12 = $4.19 b: $4.19 · 25 gallons = $104.75

2-68. a: Associative Property of Addition b: Commutative Property of Addition

2-69. a: Figure 4 is a 5 by 5 square, and Figure 5 is a 6 by 6 square.

2-70. a: 4y + 2x + 2; 4(10) + 2(6) + 2 = 54 units

2-77. a: Not true, because –12 ≠ 12

2-79. Answers will vary.

2-80. a: 60 b: –32 c: 3598 d: –6

2-86. a: True (Commutative Property of Multiplication)

2-89. a: –8 b: 1 c: –2 d: 17 e: –45 f: 125

3-5. a: It subtracts 6 from the input value.

3-6. x + 5x + x + 35 = 385; $50, $250, and $85

3-7. x + 1 – 2 – (–x + 3) = 6 – (1 – 1). x = 5

3-8. a: Car B. Its line is steeper.

3-17. a: $22.50 b: $12.50 c: $1.25

3-25. x + 1 – 2 – (–x + 3) = 6 – (–1 + 1). x = 5

3-26. 1036 students

3-28. a: Multiply x by –3. b: y = –3x

3-30. a: 2x + 1 – (–x – 2) = 2 – (–2x), x = –1 b: 0 = 0

3-31. $1842.75. 32 games. $22.75.

3-32. a: 3x2 + 2x + 8, 5x2 + 2, 8x2 + 2x + 10

3-40. a: ≈ 71.4 or 72 tomatoes b: ≈ 81 people

3-59. 2y + 4x + 2, 2(7) + 4(3) + 2 = 28 units

3-60. a: 4x2 + 5x – 4y – 3 b: –6x2 – 2x + 8

3-75. a: Yes b: No c: No d: Yes

b: It is a slanted line that decreases as x increases. y-intercept:

3-86. area ≈ 176.7 cm2, circumference ≈ 47.1 cm