Algebra Interactive Notebook Ebook

Algebra
Concepts and Applications
Contributing Author
Dinah Zike
Consultant
Douglas Fisher, PhD
Director of Professional Development
San Diego State University
San Diego, CA
Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the
United States of America. Except as permitted under the United States Copyright
Act, no part of this book may be reproduced in any form, electronic or mechanical,
including photocopy, recording, or any information storage or retrieval system,
without prior written permission of the publisher.
Send all inquiries to:
The McGraw-Hill Companies
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 0-07-868488-9
Algebra: Concepts and Applications (Louisiana Student Edition)

Noteables: Interactive Study Notebook with Foldables
1 2 3 4 5 6 7 8 9 10 024 09 08 07 06 05 04
Contents
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . . 1
Vocabulary Builder . . . . . . . . . . . . . . . . . . 2
1-1 Writing Expressions and
Equations. . . . . . . . . . . . . . . . . . . . . 4
1-2 Order of Operations . . . . . . . . . . . . 7
1-3 Comm. and Assoc. Properties . . . . . 9
1-4 Distributive Property . . . . . . . . . . . 11
1-5 A Plan for Problem Solving . . . . . . 13
1-6 Collecting Data . . . . . . . . . . . . . . . 15
1-7 Displaying and Interpreting Data . . 19
Study Guide . . . . . . . . . . . . . . . . . . . . . . 23
Foldables. . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . .
2-1 Integers on a Number Line
2-2 The Coordinate Plane . . . .
2-3 Adding Integers. . . . . . . . .
2-4 Subtracting Integers . . . . .
2-5 Multiplying Integers . . . . .
2-6 Dividing Integers . . . . . . . .
Study Guide . . . . . . . . . . . . . . . .
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Foldables. . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . . . .
3-1 Rational Numbers . . . . . . . . . . . . .
3-2 Adding and Subtracting
Rational Numbers . . . . . . . . . . . . .
3-3 Mean, Median, Mode, Range . . . .
3-4 Equations. . . . . . . . . . . . . . . . . . . .
3-5 Solving Equations by Using Models .
3-6 Solving () and () Equations . . . .
3-7 Solving Equations Involving
Absolute Value . . . . . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . . . .
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Foldables. . . . . . . . . . . . . . . . . . . . . . . . . 69
Vocabulary Builder . . . . . . . . . . . . . . . . . 70
4-1 Multiplying Rational Numbers . . . . 71
4-2 Counting Outcomes . . . . . . . . . . . . . 74
4-3 Dividing Rational Numbers . . . . . . . 76

4-4 Solving () and () Equations. . . . . 79
4-5 Solving Multi-Step Equations. . . . . . 82
4-6 Variables on Both Sides. . . . . . . . . . 85
4-7 Grouping Symbols . . . . . . . . . . . . . 87
Study Guide . . . . . . . . . . . . . . . . . . . . . . 89
Foldables. . . . . . . . . . . . . . . . . . . . . . . . . 93
Vocabulary Builder . . . . . . . . . . . . . . . . . 94
5-1 Solving Proportions . . . . . . . . . . . . 96
5-2 Scale Drawings and Models. . . . . . 99
5-3 The Percent Proportion . . . . . . . . 101
5-4 The Percent Equation . . . . . . . . . 104
5-5 Percent of Change . . . . . . . . . . . . 107
5-6 Probability and Odds . . . . . . . . . . 109
5-7 Compound Events . . . . . . . . . . . . 111
Study Guide . . . . . . . . . . . . . . . . . . . . . 113
Foldables . . . . . . . . . . . . . . . . . . .
6-1 Relations . . . . . . . . . . . . . .
6-2 Equations as Relations . . . .
6-3 Graphing Linear Relations .
6-4 Functions . . . . . . . . . . . . . .
6-5 Direct Variation . . . . . . . . .
6-6 Inverse Variation . . . . . . . .
Study Guide . . . . . . . . . . . . . . . .
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117
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135
137
Foldables . . . . . . . . . . . . . . . . . . .
7-1 Slope . . . . . . . . . . . . . . . . .
7-2 Point-Slope Form . . . . . . . .
7-3 Slope-Intercept Form . . . . .
7-4 Scatter Plots . . . . . . . . . . . .
7-5 Graphing Linear Equations
7-6 Families of Linear Graphs .
7-7 Parallel and Perpendicular
Lines. . . . . . . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . .
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141
142
144
146
148
151
154
157
. . . . . 160
. . . . . 163
Algebra: Concepts and Applications
iii
Foldables . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . .
8-1 Powers and Exponents. . . . .
8-2 Multiply and Divide Powers.
8-3 Negative Exponents. . . . . . .
8-4 Scientific Notation . . . . . . . .
8-5 Square Roots . . . . . . . . . . . .
8-6 Estimating Square Roots . . .
8-7 The Pythagorean Theorem .
Study Guide . . . . . . . . . . . . . . . . .
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167
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170
172
174
176
178
180
181
183
Foldables . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . .
9-1 Polynomials . . . . . . . . . . . . . . .
9-2 Add and Subtract Polynomials
9-3 Multiplying a Polynomial
by a Monomial. . . . . . . . . . . . .
9-4 Multiplying Binomials . . . . . . .
9-5 Special Products . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . .
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187
188
189
192
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195
198
200
202
Foldables . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Builder . . . . . . . . . . . . . . .
10-1 Factors . . . . . . . . . . . . . . . . . . . .
10-2 Factoring: Distributive Property
10-3 Factoring: x 2 bx c . . . . . . . .
10-4 Factoring: ax 2 bx c . . . . . . .
10-5 Special Factors . . . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
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205
206
207
209
211
213
215
217
Foldables . . . . . . . . . . . . . . . . . . . . . . .
11-1 Graphing Quadratic Functions. .
11-2 Families of Quadratic Functions
11-3 Graphing Quadratic Equations .
11-4 Factoring Quadratic Equations .
11-5 Completing the Square . . . . . . .
11-6 The Quadratic Formula . . . . . . .
11-7 Exponential Functions . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
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221
222
224
227
230
233
235
237
239
241
Foldables . . . . . . . . . . . . . . . . . . . . . . . . 245
Vocabulary Builder . . . . . . . . . . . . . . . . 246
iv
12-1
12-2
12-3
12-4
12-5
12-6
12-7
Inequalities and Their Graphs . .

Solving () and () Inequalities .
Solving () and () Inequalities .
Solving Multi-Step Inequalities .
Solving Compound Inequalities.
Absolute Value Inequalities . . .
Graphing Inequalities in
Two Variables. . . . . . . . . . . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
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247
250
252
254
257
260
. 262
. 265
Foldables . . . . . . . . . . . . . . . . . . . . . . .
13-1 Graphing Systems of Equations .
13-2 Solutions of Systems of
Equations . . . . . . . . . . . . . . . . . .
13-3 Substitution . . . . . . . . . . . . . . . .
13-4 Elimination Using () and () . .
13-5 Elimination Using () . . . . . . . .
13-6 Solving Quadratic-Linear
Systems of Equations . . . . . . . . .
13-7 Graphing Systems of Inequalities
Study Guide . . . . . . . . . . . . . . . . . . . .
. 269
. 270
. 272
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Foldables . . . . . . . . . . . . . . . . . . . . . . .
14-1 The Real Numbers . . . . . . . . . . .
14-2 The Distance Formula . . . . . . . .
14-3 Simplifying Radical Expressions .
14-4 Radical Expressions: () and () .
14-5 Solving Radical Equations . . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
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Foldables . . . . . . . . . . . . . . . . . . . . . . .
15-1 Simplify Rational Expressions . .
15-2 Rational Expressions: ()
and (). . . . . . . . . . . . . . . . . . . .
15-3 Dividing Polynomials . . . . . . . . .
15-4 Combining Rational Expressions
with Like Denominators . . . . . .
15-5 Combining Rational Expressions
with Unlike Denominators . . . .
15-6 Solving Rational Equations . . . .
Study Guide . . . . . . . . . . . . . . . . . . . .
. 317
. 318
. 319
274
277
280
284
. 288
. 291
. 293
297
298
299
302
305
308
310
313
. 322
. 325
. 328
. 331
. 334
. 338
Organizing Your Foldables

Make this Foldable to help you organize and
store your chapter Foldables. Begin with one
sheet of 11" 17" paper.
Fold
Fold the paper in half lengthwise. Then unfold.
Fold and Glue

Fold the paper in half widthwise and glue all of the edges.
Glue and Label

Glue the left, right, and bottom edges of the Foldable
to the inside back cover of your Noteables notebook.
Foldables Organizer
Glencoe/McGraw-Hill
Reading and Taking Notes As you read and study each chapter, record
notes in your chapter Foldable. Then store your chapter Foldables inside
this Foldable organizer.
This note-taking guide is designed to help you succeed in Algebra: Concepts

and Applications. Each chapter includes:
CH
APTER
12
Inequalities
Use the instructions below to make a Foldable to help you

organize your notes as you study the chapter. You will see
Foldable reminders in the margin of this Interactive Study
Notebook to help you in taking notes.
The Chapter Opener

contains instructions and
illustrations on how to make
a Foldable that will help you
to organize your notes.
Begin with four sheets of grid paper.
Fold
Fold each sheet in half
from top to bottom.
Cut
Cut along fold. Staple
the eight half-sheets
together to form
a booklet.
Label
Label each page with a
lesson number and title.
121
Inequalities
CH
APTER
BUILD YOUR VOCABULARY

NOTE-TAKING TIP: When you take notes, define
new terms and write about the new concepts in
your own words. Write your own examples that
use the new terms and concepts.
A Note-Taking Tip
provides a helpful
hint you can use
when taking notes.
Chapter 12
Glencoe/McGraw-Hill
12
245
This is an alphabetical list of new vocabulary terms you will learn in Chapter 12.
As you complete the study notes for the chapter, you will see Build Your
Vocabulary reminders to complete each terms definition or description on
these pages. Remember to add the textbook page number in the second
column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
boundary
compound inequality
intersection
quadratic inequalities
set-builder notation
union
246
vi
Within each chapter,

Build Your Vocabulary
boxes will remind you
to fill in this table.
Glencoe/McGraw-Hill
The Build Your Vocabulary

table allows you to write
definitions and examples
of important vocabulary
terms together in one
convenient place.
Glencoe/McGraw-Hill
half-plane
125
Lessons cover the content of

the lessons in your textbook.
As your teacher discusses each
example, follow along and
complete the fill-in boxes.
Take notes as appropriate.
Solving Compound Inequalities

GLE 14. Graph and interpret linear inequalities in one or two variables and
systems of linear inequalities (A-2-H, A-4-H)
WHAT YOULL LEARN

Solve compound
inequalities.
Each lesson is
correlated to the
Louisiana GLEs.
(page 246)
Two or more inequalities that are connected by the

words
or
form a compound inequality.
An intersection is the set of elements common

to
inequalities.
A union is the set of elements in each of

inequalities.
Examples parallel the

examples in your textbook.
Write x 0 and x 3 as a compound inequality

without using and.
ORGANIZE IT
Summarize the
difference between
intersection and
union under the tab
for Lesson 125. Then,
give examples of when
to use each one.
x 0 and x 3 can be written as

x
x
or
124
Your Turn Write x 2 and x 5 as a compound

inequality without using and.
121
Inequalities
Glencoe/McGraw-Hill
Karls point totals in the first four of five basketball

games were 15, 12, 19, and 18. How many points t must
he score in the fifth game to have a mean point total of
more than 16?
The sum of Karls points, divided by
A veterinarian has a scale for weighing dogs and cats
that weigh more than 10 pounds but no more than
65 pounds. The weights w that can be measured on this
scale can be written as 10 w 65. Graph the solution
of this inequality.
Foldables feature
reminds you to take
notes in your Foldable.
15 12 19 18 t
. 10 w 65
Rewrite the compound inequality using

is the same as w 10 and
, will give the
mean score. The mean must be more than
257
15 12 19 18 t
Multiply each
(16)
side by
15 12 19 18 t
t 80
64 t
Subtract.
80
t
Karl must score more than

CH
APTER
12
points in the fifth game to
have a mean point total of more than
BRINGING IT ALL TOGETHER
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
HOMEWORK
ASSIGNMENT
You can use your completed

Vocabulary Builder
(page 246) to help you solve
Page(s):
the puzzle.
Exercises:
To make a crossword puzzle,

word search, or jumble
puzzle of the vocabulary words
in Chapter 12, go to:
www.glencoe.com/sec/math/
t_resources/free/index.php
Glencoe/McGraw-Hill
12-1
Inequalities and Their Graphs
256
Write the letter of the graph that matches each inequality.

1. x 1
a.
2. x 1
b.
3. x 1
c.
4. x 1
d.
3 2 1
3 2 1
3 2 1
3 2 1
Glencoe/McGraw-Hill
Your Turn Liens score on the first four of five 100-point

tests were 82, 85, 95, and 91. What score s on the fifth test
will give her a mean score of at least 90 for all five tests?
STUDY GUIDE
Use your Chapter 12 Foldable to

help you study for your chapter
test.
Your Turn Exercises allow

you to solve similar
exercises on your own.
12-2
Solving Addition and Subtraction Inequalities
Write an inequality for each statement. Then solve.
Glencoe/McGraw-Hill
5. A number subtracted from

21 is no less than 2.
16. A number added to 12 is a

minimum of 1.
7. 5 more than a number is

at least 15.
18. 18 less than a number is

at most 45.
Bringing It All Together

Study Guide reviews the
main ideas and key
concepts from each lesson.
265
vii
NOTE-TAKING TIPS
Your notes are a reminder of what you learned in class. Taking good notes
can help you succeed in mathematics. The following tips will help you take
better classroom notes.
Before class, ask what your teacher will be discussing in class. Review
mentally what you already know about the concept.
Be an active listener. Focus on what your teacher is saying. Listen for
important concepts. Pay attention to words, examples, and/or diagrams
your teacher emphasizes.
Write your notes as clear and concise as possible. The following symbols
and abbreviations may be helpful in your note-taking.
Word or Phrase
Symbol or
Abbreviation
Word or Phrase
Symbol or
Abbreviation
for example
e.g.
not equal
such as
i.e.
approximately
with
w/
therefore
without
w/o
versus
vs
and
angle
Use a symbol such as a star () or an asterisk (*) to emphasis important

concepts. Place a question mark (?) next to anything that you do not
understand.
Ask questions and participate in class discussion.
Draw and label pictures or diagrams to help clarify a concept.
When working out an example, write what you are doing to solve the
problem next to each step. Be sure to use your own words.
Note-Taking Donts
Dont write every word. Concentrate on the main ideas and concepts.
Dont use someone elses notes as they may not make sense.
Dont doodle. It distracts you from listening actively.
Dont lose focus or you will become lost in your note-taking.
viii
Glencoe/McGraw-Hill
Review your notes as soon as possible after class. During this time, organize
and summarize new concepts and clarify misunderstandings.
APTER
Chapter 1
CH
The Language of Algebra

1
2
Begin with four sheets of 8 " 11" paper.

Stack sheets of paper
3
with edges inch apart.
4
Fold up bottom edges.

All tabs should be the
same size.
Staple along the fold.
Label the tabs with

topics from the chapter.
Algebra
Use algebraic expressions and equations
Use the order of operations to evaluate expressions
Use properties of real numbers to simplify expressions
Glencoe/McGraw-Hill
Use the four-step plan to solve problems

Use sampling and frequency tables.
NOTE-TAKING TIP: When you take notes, it is

important to record important concepts. Be sure
to refer to your notes when reviewing for tests.
CH
APTER
1
Vocabulary Term
Found
on Page
Definition
Description or
Example
algebraic expression
[al-juh-BRAY-ik]
coefficient
[CO-i-FISH-unt]
conclusion
conditional
counterexample
data
deductive reasoning
[dee-DUK-tiv]
equation
[EE-KWAY-zhun]
evaluate
[ee-val-yoo-WAYT]
factors
formula
[FOR-myu-la]
frequency table
histogram
Glencoe/McGraw-Hill
equivalent expressions
[ee-KWIV-a-lunt]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
hypothesis
[hi-PA-the-sis]
if-then statement
inductive reasoning
[in-DUK-tiv]
like terms
line graph
numerical expression
[noo-MARE-ik-ul]
order of operations
population
product
quotient
sample
sampling
simplest form
Glencoe/McGraw-Hill
simplify
stem-and-leaf plot
term
variable
[VARE-ee-a-bul]
whole numbers
11
Writing Expressions and Equations

GLE 9. Model real-life situations using linear expressions, equations, and inequalities
(A-1-H, D-2-H, P-5-H)
(pages 23)
WHAT YOULL LEARN

Translate words into
An algebraic expression contains
algebraic expressions
and equations.
and
along with , , , and/or .

A variable is a
number.
used to represent an unknown
A numerical expression contains

, , , and/or .
along with
A factor is a quantity that is being

A product is the result of
An equation is a mathematical
an equals sign ().
.
that are multiplied.
that contains
ORGANIZE IT
In your notes, write
several words or
phrases for each of
the operations,
addition, subtraction,
multiplication, and
division.
Write an algebraic expression for each verbal

expression.
the sum of p and 12
Algebra
Your Turn Write an algebraic expression for each

verbal expression.
a. b decreased by 6
b. the product of 9 and z
Glencoe/McGraw-Hill
the product of k and q
11
A python eats 4 pounds of meat each month.

Write a numerical expression to represent the amount
it eats in 5 months.
The numerical expression is
or 4(5).
Write an algebraic expression to represent the amount

it eats in d months.
The algebraic expression is 4 d or
Your Turn A spider has eight legs. Write an

expression for each situation.
a. the number of
legs on 3 spiders
b. the number of
legs on m spiders
Write a verbal expression for each algebraic expression.
WRITE IT
37 s
Write one other verbal

expression for
Examples 5 and 6.
the
37
of
and
by s
5(b 3)
5
Glencoe/McGraw-Hill
the difference of
by the
and
of b and 3
Your Turn Write a verbal expression for each

algebraic expression.
a. x 7
b. 4 (2n)
11
Write an equation for each sentence.

The quotient of t and 8 equals 20.
t
20 or
20
Seven less than three times g is 31.

31
Your Turn Write an equation for each sentence.

a. A number x increased by 12 is the same as 27
b. The product of 8 and d decreased by 9 equals 23.
Write a sentence for each equation.

j 4 21
more than j is
21.
3z 12 11
The product of
decreased by 12
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
a. r 10 5
n
b. 6 30
3
Glencoe/McGraw-Hill
Your Turn Write a sentence for each equation.
11.
12
Order of Operations
GLE 8. Use order of operations to simplify or rewrite variable expressions
(A-1-H, A-2-H)
WHAT YOULL LEARN
Find the value of each expression.
Use the order of
14 10 2
operations to
evaluate expressions.
14 10 2 14
10 and 2.
KEY CONCEPT
Order of Operations
1. Find the values of
expressions inside
grouping symbols,
such as parentheses
( ), brackets [ ], and
as indicated by
fraction bars.
14 and 5.
4 (6 7)
4 (6 7) 4 13
6 and 7.
52
4 and 13.
Your Turn Find the value of each expression.

a. (2 4) 2
b. 3 5 2 1
2. Do all multiplications
and/or divisions from
left to right.
3. Do all additions
and/or subtractions
from left to right.
In your notes,
summarize the Order of
Operations.
Name the property of equality shown by each

statement.
If k 7, then k 3 7 3.
Property of Equality
If a 4 9, then 9 a 4.
Glencoe/McGraw-Hill
Property of Equality
Your Turn Name the property of equality shown by
each statement.
a. If a 2 5 and 5 3 2, then a 2 3 2.
b. If x 7, then 10 x 10 7.
12
KEY CONCEPTS
Properties of Equality
Substitution If a b,
then a may be replaced
by b.
Reflexive a
a
Symmetric If a
b a.
b, then
Transitive If a b, and
b c, then a c.
Properties of Numbers
Additive Identity When
0 is added to any number
a, the sum is a.
Multiplicative Identity
When a number
a is multiplied by
1, the product is a.
Find the value of [25 8(12 11)] 11. Identify the

property used in each step.
[25 8(12 11)] 11
(25 8(
(25

)] 11
Property
) 11
Identity
11
Property
3
Property
Your Turn Find the value of 30 (6 4) 1 5. Identify

the property used in each step.
Multiplicative Property
of Zero If 0 is a factor,
the product is 0.
(page 2)
To evaluate an expression is to find the
of an
expression by replacing the variables with numbers.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
xy 8
8
Replace x with 4 and y with 3.
8
Substitution Property
20
Your Turn Evaluate each expression if a 7 and b 1.

a. 10 a b
b. (a 2) 4b
Glencoe/McGraw-Hill
Evaluate xy 8 if x 4 and y 3.
13
Commutative and Associative Properties
WHAT YOULL LEARN
Name the property shown by each statement.
Use the commutative
8 (3 4) (3 4) 8
and associative
properties to simplify
expressions.
7 (8 k) (7 8) k
Property
of
Property
of
KEY CONCEPTS
Commutative Property
of Addition and
Multiplication The order
in which two numbers
are added or multiplied
does not change their
sum or product.
Associative Property
of Addition and
Multiplication The way
in which three numbers
are grouped when they
are added or multiplied
does not change their
sum or product.
Your Turn Name the property shown by each statement.

a. 5 4 3 5 3 4
b. a (2 8) (a 2) 8
(page 3)
To simplify an expression,
Standard 1.1 Students
use properties of numbers
to demonstrate whether
assertions are true or
false.
Glencoe/McGraw-Hill

use counterexamples to
show that an assertion is
false and recognize that
a single counterexample
is sufficient to refute
an assertion.
all
parentheses first and then add, subtract,
or divide.
Simplify the expression (4 m) 9. Identify the

properties used in each step.
(4 m) 9
(m
m (4
)9
Property ()
Property ()
m

Property ()
13
Your Turn Simplify the expression (12 z) 7. Identify
the properties used in each step.
(pages 23)
Whole numbers are the numbers 0, 1, 2, 3, 4, and so on.

A counterexample is an
statement is
that shows that the

.
State whether the statement Subtraction of whole

numbers is commutative is true or false. If false, provide
a counterexample.
KEY CONCEPT
Closure Property of
Whole Numbers Because
the sum or product of
two whole numbers is
also a whole number, the
set of whole numbers is
closed under addition
and multiplication.
Write two subtraction expressions using the Commutative

Property and check to see whether they are equal.
7557
Evaluate each expression separately.
7557
75
We found a
HOMEWORK
ASSIGNMENT
Your Turn State whether the statement Subtraction of

whole numbers is associative is true or false. If false, provide a
counterexample.
Page(s):
Exercises:
10
, so the statement
Glencoe/McGraw-Hill
is
and 5 7
14
Distributive Property
WHAT YOULL LEARN
Simplify each expression.
Use the Distributive
5(2 m)
Property to evaluate
expessions.
5(2 m) (5

KEY CONCEPTS
For any numbers a, b,
and c, a(b c)
ab ac and a(b c)
ab ac.
) (5
5m
3(4x 2)
3(4x 2) (3
) (3
6
Your Turn Simplify each expression.

a. 7(b 3)
b. 3(4t 8)

A term is a number,
Glencoe/McGraw-Hill
of
ORGANIZE IT
In your notes, write
three examples of terms
and three examples of
items that are not terms
and label each group.
Circle the coefficient in
each term.
Algebra
(pages 23)
, product, or quotient
and variables.
The numerical part of a
that contains a variable is
a coefficient.
Like terms are terms that contain the same
such as 2a and 5a.
Expressions whose
are the same are equivalent
expressions.

An algebraic expression is in simplest form when it has no

like terms and no parentheses.
11
14

8p 5p
8p 5p
10k 6m 5k 2m
10k 6m 5k 2m
10k
6m
(10k
) (6m
(

)k (
Comm. Property ()

)
)m
Assoc. Property ()


a. 3d 5d
Page(s):
Exercises:
12
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
b. 6n 7m 4n
15
A Plan for Problem Solving
WHAT YOULL LEARN

Use a four-step plan to
solve problems.
Suppose you deposit $350 into an account that pays

2% interest. How much money would you have in the
account after five years?
EXPLORE You know the amount of money deposited, the
interest rate, and the time.
You need to find the amount of money, including
interest, at the end of five years
PLAN
ORGANIZE IT
In your notes, list the
seven Problem-Solving
Strategies.
Use the formula I prt and substitute the known

values. Add this amount to the original deposit.
Estimate: 1% of $350 is
about 2
Algebra
or
. So, 2% of $350 is
per year. This will
be

in five years. You should have about
SOLVE
in five years.
I prt
I
Interest formula
p
r
t
Glencoe/McGraw-Hill
I
You will earn
in interest, so the total
amount after five years is

or
REMEMBER IT
Always check to
make sure the answer
is reasonable.
EXAMINE Since
is the same as the
the answer is reasonable.
13
15
Your Turn Suppose you deposit $270 into an account that
pays 3% interest. How much money would you have in the
account after ten years?
How many ways can you make 50 using quarters,

dimes, and nickels?
EXPLORE You need to know how many ways you can make
without using
Make a chart listing every possible combination.
PLAN
SOLVE
Coin
Number
Quarters
Dimes
Nickels
There are
ways to make
HOMEWORK
ASSIGNMENT
Your Turn How many ways can you make 30 using

quarters, dimes, and pennies?
Page(s):
Exercises:
14
Glencoe/McGraw-Hill
EXAMINE Check that each combination totals 50 and that

there are no other possible combinations.
16
Collecting Data
GLE 28. Identify trends in data and support conclusions by using distribution characteristics
such as patterns, clusters, and outliers (D-1-H, D-6-H, D-7-H)
(pages 23)
WHAT YOULL LEARN

Collect and organize
data using sampling
and frequency tables.
Sampling is a convenient way to
data, or
information, so that
can be made about
a population.
A sample is a small
larger
KEY CONCEPT
Sampling Criteria A good
sample is representative
of the larger population,
selected at random, and
large enough to provide
accurate data.
used to represent a much

.
One hundred cable-television subscribers are surveyed

to find how much time the average American spends
reading. Is this a good sample? Explain.
No; many of those surveyed would prefer
to reading.
Your Turn Twenty-five hundred people across the state of

Georgia were randomly surveyed to find the average level of
completed education. Is this a good sample? Explain.
Glencoe/McGraw-Hill
(page 2)
A frequency table is a table that uses tally marks to

and display the
of events.
15
16
Make a frequency
table to organize
the data in the
chart. Use intervals
of 5.
Record High Temperatures

for Selected U.S. States (C)
44
48
45
48
38
41
38
49
53
43
48
46
STEP 1 Make a table with three
STEP 2 Use
49
41
47
46
57
43
47
41
. Add a title.
so there are fewer categories.
In this case, the intervals are of size
STEP 3 Use
marks to record the times in each

.
STEP 4 Count the tally marks in each row and record this
number in the
column.
Record High Temperatures

for Selected U.S. States (C)
4044
4549
5559
16
Glencoe/McGraw-Hill
16
Your Turn A museum featured
a musical laser show. The table at
the right shows the number of
people who attended each of the
shows. Make a frequency table to
organize the data.
Attendance
96
25
88
92
38
72
22
34
67
29
27
36
57
76
42
33
75
89
61
65
45
57
26
54
92
82
94
44
49
45
80
37
64
88
91
90
The owners of a bookstore specializing in travel books

are looking for a new location. They counted the
number of people who passed by the proposed location
during one afternoon. The frequency table below shows
the results of their sampling.
People
Tally
Frequency
Glencoe/McGraw-Hill

20s

25
30s

32
40s

36
50s

18
60s

11
under 13
teens
17
16
a. Which group of people passed by the location most
frequently?
in their 40s
b. Is this a good location for the bookstore? Explain.
Yes, people in their
in
are likely to be interested

.
Your Turn The owners of a childrens shoe store are

looking for a new location. They counted the number of
people who passed by the proposed location during one
afternoon. The frequency table below shows the results
of their sampling.
People
Tally
Frequency
under 13
teens

16
20s

11
30s

10
40s

34
50s

19
60s

22
a. Which group of people passed by the location most

frequently?
b. Is this a good location for the shoe store? Explain.
Page(s):
Exercises:
18
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
17
Displaying and Interpreting Data

GLE 28. Identify trends in data and support conclusions by using distribution characteristics
such as patterns, clusters, and outliers (D-1-H, D-6-H, D-7-H)
(page 3)
WHAT YOULL LEARN

Construct and interpret
line graphs, histograms,
and stem-and-leaf plots.
ORGANIZE IT
In your notes, list four
types of graphs that are
used to organize data.
A line graph is one where
is displayed to
show
Construct a line graph of the data given in the table.

Use the graph to predict the percent of the labor force
in farming in the year 2010.
Draw a
axis and a vertical axis and label them
as shown below. Include the
. Plot the
Algebra
Draw a
by connecting the

Percent of the Labor

Force in Farming
Percent of the Labor

Force in Farming
Glencoe/McGraw-Hill
Percent
1940
17
1950
12
1960
1970
1980
1990
20
Percent
Year
15
10
5
0
1940
1960
1980
Year
2000
You can see from the graph that the general trend is that
the percent of the labor force in farming is
A good prediction for the year 2010 might be between

.
19
17
Your Turn Construct a line graph of the data given in the
table. Use the graph to predict the years of life expected at
birth for men born in the year 2010.
Life Expectancy for
Men, 19101990
Year
Years of Life
1910
48.4
1930
58.1
1950
65.6
1970
67.1
1990
71.8
(page 2)
A histogram uses data from a frequency table and displays

it over
intervals.
The table shows the number of people in different age

groups who entered a new store during the first hour of
its grand opening. Construct a histogram of the data.
REVIEW IT
20
Age
Tally
Frequency
110
1120

2130

25
3140

32
4150

36
5160

18
6170

11
Glencoe/McGraw-Hill
Explain why it is
important to use equal
intervals when labeling
a histogram.
17
STEP 1 Draw a horizontal axis and a vertical axis and label them
as shown below. Include the title.
STEP 2 Label equal intervals given in the frequency table on the
horizontal axis. Label equal intervals of 5 on
the
axis.
STEP 3 For each time interval, draw a

is given by the
whose height
.
Ages of People Entering Store

40
35
30
25
Frequency 20
15
10
5
0
10 20 30 40 50 60 70
1 11 21 31 41 51 61
Age
Your Turn The table shows the number of people in different age
groups who attended a play on opening night. Construct a
histogram of the data.
Age
Tally
Frequency
Glencoe/McGraw-Hill
110
1120

10
2130

15
3140

23
4150

35
5160

29
6170

12
21
17
(page 3)
When data is organized into two
, stems and
leaves, the result is a stem-and-leaf plot.
REMEMBER IT
The table shows the record high temperatures for

several states. Make a stem-and-leaf plot of the
temperatures.
Record High Temperatures for Several U.S. States (C)
The leaves in a
stem-and-leaf plot
are always single-digit
values.
44
57
41
48
The
38
48
43
47
53
41
45
47
digits are the

. The
49
43
38
48
, so the stems are

digits are the
Arrange the leaves in numerical
to make the
results easier to observe and analyze.

Stem
Leaf
3
4
HOMEWORK
ASSIGNMENT
Your Turn Make a stem-and-leaf plot of the heights in

inches of the following 3rd graders.
48, 46, 39, 38, 45, 46, 49, 42, 50, 52, 42, 48, 47, 44, 51, 43
Page(s):
Exercises:
22
38 38
Glencoe/McGraw-Hill
1 1 3 3 4 5 7 7 8 8 8 9
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
test.


Vocabulary Builder
(pages 23) to help you solve
the puzzle.
1-1
Writing Expressions and Equations
Write the letter of the algebraic expression that best matches
each phrase.
a. 5(x 4)
1. three more than a number n
1
2
b. r
2. five times the difference of x and 4
c. n 3
xy
2
d.
3. one half the number r

4. the product of x and y divided by 2
5. Translate two times the sum of x and 3 equals 4.
1-2
Order of Operations
Glencoe/McGraw-Hill
Find the value of each expression.

6. 400 5[12 9]
7. 69 57 3 16 4
8. 17 3 6
24 3 4
9.
62
23
Chapter
1-3
Commutative and Associative Properties
Write the letter of the term that best matches each
equation.
10. 3 6 6 3
a. Associative Property
of Addition
11. 2 (3 4) (2 3) 4
b. Associative Property
of Multiplication
12. 2 (3 4) (2 3) 4
c. Commutative Property
of Addition
13. 2 (3 4) 2 (4 3)
d. Commutative Property
of Multiplication
e. Closure Property
1-4
14. Tell how you can use the Distributive Property to write
12m 8m in simplest form. Use the word coefficient in
your explanation.
15. Explain how the Distributive Property could be used to

rewrite 5(6 4).
16. A 1-ounce serving of chips has 140 calories. There are

14 servings of chips in a bag. How many calories are
there in a bag of chips?
24
Glencoe/McGraw-Hill
1-5
A Plan for Problem Solving
Chapter
1-6
Collecting Data
The principal needs to decide how to select the students to
be polled. Determine whether each is a good sample.
Explain why or why not.
17. All of the students are asked to enter through the main doors.
Every twenty-fifth student is selected to be polled.
18. Only those students who are in the four classrooms closest to
the principals office are selected for the poll.
1-7
Displaying and Interpreting Data
19. In which months was the number of

applicants the least?
Job Applicants, Fox Music

Frequency
The manager of Fox Music tallied the

number of people who applied for jobs
at the store.
30
25
20
15
10
5
0
12
34
56
78
910 1112
Months
20. In which months was the number of applicants the most?
Glencoe/McGraw-Hill
Mrs. Andersons science class recorded the

daily high temperature every day for 30 days.
21. Make a stem-and-leaf plot of the data.
High Temperature (F)
68
65
68
70
70
70
65
66
68
72
73
76
75
78
81
78
74
71
72
78
77
74
70
68
67
69
68
66
65
63
25
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
Check the one that applies. Suggestions to help you study are
given with each item.
I completed the review of all or most lessons without using
my notes or asking for help.
You are probably ready for the Chapter Test.
Visit algconcepts.com to
access your textbook, more
examples, self-check
quizzes, and practice tests
to help you study the
concepts in Chapter 1.
You may want take the Chapter 1 Practice Test on page 47 of

your textbook as a final check.
I used my Foldable or Study Notebook to complete the review
of all or most lessons.
You should complete the Chapter 1 Study Guide and Review
on pages 4446 of your textbook.
If you are unsure of any concepts or skills, refer back to the
specific lesson(s).
You may also want to take the Chapter 1 Practice Test on
page 47.
I asked for help from someone else to complete the review of
all or most lessons.
You should review the examples and concepts in your Study
Notebook and Chapter 1 Foldable.
Then complete the Chapter 1 Study Guide and Review on
pages 4446 of your textbook.
specific lesson(s).
page 47.
Glencoe/McGraw-Hill
Student Signature
Parent/Guardian Signature
Teacher Signature
26
CH
APTER
Integers

1
2
Chapter 2
Begin with four sheets of plain 8" 11" paper.
Stack
3
with edges inch apart.
4
Fold
same size.
Staple
Glencoe/McGraw-Hill
Label
Label the tabs as shown.
Systems of Equations
and Inequalities
Integers
13-1
Graphing systems of equations
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
Elimination using addition and subtraction
13-4
2-4 Subtract
13-5
Elimination using multiplication
2-5 Multiply
13-6
Solving quadratic-linear systems of equations
2-6 Divide
Graphing systems of inequations
13-7
Vocabulary
NOTE-TAKING TIP: When taking notes, be sure

to focus on what the teacher is saying. Listen for
important concepts being emphasized.
27
CH
APTER
2
Vocabulary Term
Found
on Page
Definition
Description or
Example
absolute value
additive inverse
[A-duh-tiv]
coordinate
[co-OR-duh-net]
coordinate plane
coordinate system
dimensions
element
graph
matrix [MAY-triks]
natural numbers
negative numbers
28
Glencoe/McGraw-Hill
integers
[IN-tah-jerz]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
number line
opposites
ordered array
ordered pair
origin [OR-a-jin]
quadrants
[KWA-druntz]
scalar multiplication
[SKAY-ler]
Venn diagram
x-axis
x-coordinate
Glencoe/McGraw-Hill
y-axis
y-coordinate
zero pair
29
21
Graphing Integers on a Number Line

GLE 1. Identify and describe differences among natural numbers, whole numbers,
integers, rational numbers, and irrational numbers (N-1-H, N-2-H, N-3-H)
(pages 2829)
WHAT YOULL LEARN
Graph integers on a
number line and compare
and order integers.
A number line is a line with

off to represent numbers.
distances marked
A negative number is a number less than

Diagrams that use
or ovals inside a rectangle
to show relationships are called Venn diagrams.

Natural numbers are the set of whole numbers without
the element
To plot points named by numbers on a number line

is to graph.
The
that corresponds to a point on a number
line is a coordinate.
KEY CONCEPT
Name the coordinates of G, H, and J.
Integers Integers are

the negative numbers
1, 2, 3, 4, . . .
and whole numbers 0, 1,
2, 3, 4, . . .
G
5
J
2
The coordinate of G is
H
2
, H is
, and J is
Find each number on a
. Place a
on the mark above the number. Then write the

above the dot.
K
5
30
M
3
L
0
Glencoe/McGraw-Hill
Graph points K, L, and M on a number line if K has

coordinate 4, L has coordinate 2, and M has
coordinate 1.
21
Your Turn
ORGANIZE IT
a. Name the coordinates of P, S, and Z.
Copy the Venn diagram

from page 52 of your
textbook under the tab
for Lesson 2-1. Be sure
to explain the diagram.
Z
5
P
4
S
1
and Inequalities
Integers
13-1
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
13-4
2-4 Subtract
13-5
2-5 Multiply
13-6
2-6 Divide
13-7
Vocabulary
b. Graph points A, B, and C on a number line if A has

coordinate 3, B has coordinate 2, and C has
coordinate 5.
Replace in 3
sentence.
5
Write an example of a
negative number in a
real world application.
of 4 on the number line. So, 3
3 is to the
WRITE IT
4 with or to make a true
The table shows the high

temperature each day for
one week in January in a
midwestern city. Order the
temperatures from greatest
to least.
Glencoe/McGraw-Hill
Graph each
on
4.
Day
Temp. (C)
Monday
Tuesday
1
Wednesday
8
3
Thursday
Friday
a number line.
Saturday
7
Sunday
2
8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8
The order from greatest to least is

2,
, 5,
, and 7.
31
21
Your Turn Replace
sentence.
a. 4 2
with or to make a true

6
b. 5
c. The table shows the

average low temperature
each day for one week in
January in a northern city.
Order the temperatures
from least to greatest.
City
Temp. (C)
Monday
Tuesday
Wednesday
3
Thursday
5
Friday
1
Saturday
Sunday
KEY CONCEPT
Absolute Value The
absolute value of a
number is the distance
it is from 0 on the
number line.
Evaluate each expression.

1
1
The graph of 1 is
from
unit away
4 5
4 5
The absolute value of 4 is

The absolute value of 5 is
Your Turn Evaluate each expression.
HOMEWORK
ASSIGNMENT
a. 4
Page(s):
Exercises:
32
b. 3 7
.
.
Glencoe/McGraw-Hill
9
22
The Coordinate Plane

GLE 23. Use coordinate methods to solve and interpret problems (e.g., slope as rate of
change, intercept as initial value, intersection as common solution, midpoint as equidistant)
(G-2-H, G-3-H)
(pages 2829)
WHAT YOULL LEARN

Graph points on a
coordinate plane.
The coordinate system is the
formed by the
intersection of two perpendicular number lines that meet at

their zero points.
The point of intersection of the two
in the
coordinate plane is called the origin.

The
number line on a coordinate plane is
the y-axis.The horizontal number line is the x-axis.

The plane containing the x- and y-axes is the coordinate plane.
An ordered pair is a pair of numbers used to locate any
on a
The
number in a coordinate pair is the x-coordinate.
The
number in a coordinate pair is the
y-coordinate.
Write the ordered pair that names point H.

Glencoe/McGraw-Hill
The x-coordinate is
and the y-coordinate is
The ordered pair for point H

is
6
5
4
3
2
1
y
H
3 21O 1 2 3 4 5 x
J
K 1
2
33
22
y
Your Turn Write the ordered

pair that names each point.
A
x
a. A
M
b. M
D
c. D
Graph V(2, 4) on the coordinate plane.

Start at the
, O.
The x-coordinate is
. So, move
O
2 units to the
The y-coordinate is
4 units
ORGANIZE IT
Under the tab for Lesson
2-2, draw a coordinate
plane and label each of
the four quadrants as
well as the x- and y-axes.
and Inequalities
Integers
. So, move
and draw a
Your Turn Graph each

point on a coordinate
plane.
a. B(5, 0)
b. G(5, 3)
Name the quadrant in which F(0, 1) is located.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Point F lies on the
Your Turn Name the quadrant in which each point is

located.
a. S(2, 4)
34
. It is not located in a
b. H(8, 1)
Glencoe/McGraw-Hill
13-1
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
13-4
2-4 Subtract
13-5
2-5 Multiply
13-6
2-6 Divide
13-7
Vocabulary
23
Adding Integers
GLE 5. Demonstrate computational fluency with all rational numbers
(e.g., estimation, mental math, technology, paper/pencil) (N-5-H)
WHAT YOULL LEARN
Find each sum.
Add integers.
67
67
Both numbers are

the sum is
KEY CONCEPTS
5 (8)
Adding Integers with

the Same Sign To add
integers with the same
sign, add their absolute
values. Give the result
the same sign as the
integers.
5 (8)
Additive Inverse
Property The sum of
any number and its
additive inverse is 0.
a. 7 15
Adding Integers with

Different Signs To add
integers with different
signs, find the difference
of the absolute values.
Give the result the same
sign as the integer with
the greater absolute
value.
, so
Both numbers are

the sum is
, so
.
Your Turn Find each sum.

b. 14 (17)

When one
(pages 2829)
algebra tile is paired with one

algebra tile, the result is a zero pair.
If the
of two numbers is
, the numbers are
called opposites or additive inverses.

Glencoe/McGraw-Hill
Find each sum.

9 5
9 5
or
9 5, so the sum is

Therefore, 9 5
.
.
35
23
(9) 8
ORGANIZE IT
Write an expression that
is the sum of one
negative integer and one
positive integer under
the tab for Lesson 2-3.
Tell how you know
whether the sum is
positive or negative.
and Inequalities
Integers
13-1
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
13-4
2-4 Subtract
13-5
2-5 Multiply
13-6
2-6 Divide
13-7
Vocabulary
9 8
or
9 8, so the sum is

Therefore, (9) 8
.
.

a. 5 2
b. (1) 9
Simplify 7y 6y.

7y 6y [
6]y
Use the
Property.
7 6
Your Turn Simplify 3a (5a).
Page(s):
Exercises:
36
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
24
Subtracting Integers
WHAT YOULL LEARN
Find each difference.
Subtract integers.
10 3
10 3 10
To subtract 3, add
To subtract 6, add
To subtract 8, add
To subtract 5, add
To subtract 6, add
KEY CONCEPT
Subtracting Integers To
subtract an integer, add
its additive inverse.
7 (6)
7 (6) 7
1 8
1 8 1
3 (5)
3 (5) 3
Glencoe/McGraw-Hill
ORGANIZE IT
Write an expression
that is the difference
of two negative integers
under the tab for
Lesson 2-4. Rewrite
the expression as an
addition expression.
and Inequalities
Integers
13-1
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
13-4
2-4 Subtract
13-5
2-5 Multiply
13-6
2-6 Divide
13-7
Vocabulary
46
464
7 (10)
7 (10) 7
To subtract 10, add
37
24
Your Turn Find each difference.
a. 9 6
b. 8 (2)
c. 4 6
d. 7 (2)
e. 1 8
f. 2 (5)
Evaluate a b if a 8 and b 2.

a b 8 (2)
a 8, b 2.
Write 8 (2) as
8 2
Evaluate p q r if p 7, q 3, and r 2.

p q r 7 (3) 2

2
p 7, q 3, and r 2.

7 (3)
Write 10 2 as
.
10 (2)
a. Evaluate m n if m 5 and n 4.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
38
b. Evaluate a b c if a 3, b 8, and c 5.
Glencoe/McGraw-Hill
Your Turn
25
Multiplying Integers
GLE 5. Demonstrate computational fluency with all rational numbers (e.g., estimation, mental
math, technology, paper/pencil) (N-5-H)
GLE 26. Perform translations and line reflections on the coordinate plane (G-3-H)
WHAT YOULL LEARN
Find each product.
Multiply integers.
4(3)
4(3)
The factors have
signs.
The product is
KEY CONCEPTS
Multiplying Two Integers
with Different Signs
The product of two
integers with different
signs is negative.
2(7)
2(7)
Your Turn Find each product.
b. 3(10)
a. 2(2)
Multiplying Two Integers

with the Same Signs
The product of two
signs is positive.
Find each product.

10(4)
10(4)
The factors have the

The product is
sign.
.
Glencoe/McGraw-Hill
8(6)
8(6)

a. 5(3)
b. 1(8)
39
25
Find 7(3)(6).
7(3)(6)
7(3)
(6)
21(6)

a. 3(4)(2)
b. 2(1)(9)(5)
Evaluate 4ab if a 3 and b 5.

4ab 4(3)(5)
ORGANIZE IT
Write a multiplication
expression using two
negative integers under
Will the solution be
positive or negative?
How do you know?
(5)
Replace a with 3 and b with 5.

4(3)
12(5)
Simplify (4m)(7n).
(4m)(7n) (4)
(7)
4m (4)
7n (7)
and Inequalities
Integers
13-1
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
13-4
2-4 Subtract
13-5
2-5 Multiply
13-6
2-6 Divide
13-7
Vocabulary
(4)(7)
(4)(7)
Your Turn
Page(s):
Exercises:
40
a. Evaluate 3xy if x 7 and y 3.
b. Simplify (3n)(2x).
;
Glencoe/McGraw-Hill
(m)(n)
HOMEWORK
ASSIGNMENT
26
Dividing Integers
WHAT YOULL LEARN
Find each quotient.
Divide integers.
12 3
12 3
The signs are
The quotient is
KEY CONCEPT
Dividing Integers The
quotient of two integers
with the same sign is
positive. The quotient of
two integers with
different signs is
negative.
50 (10)
50 (10)
The signs are the
The quotient is
Your Turn Find each quotient.

a. 10 5
b. 35 (7)
3a
Evaluate if a 6 and b 9.
b
3a
3(6)

b
9
Glencoe/McGraw-Hill

Replace a with
and b with
3(6)
Divide
by
x
Your Turn Evaluate 5
if x 4 and y 2.
y
41
26
ORGANIZE IT
In your own words,
summarize the rules for
dividing integers under
and Inequalities
In the last 5 years at a high school, the number of

students with no tardies during the entire school year
dropped from 315 to 95. What was the average change
in the number of students without a tardy for each of
those 5 years?
First, find the change in the number of students with no
tardies.
Integers
13-1
2-1 Graph
13-2
Solutions systems
of equations
2-2 Compare
and Order
13-3
Substitution
2-3 Add
13-4
2-4 Subtract
13-5
2-5 Multiply
13-6
2-6 Divide
13-7
Vocabulary
220
There were
fewer
students with no tardies at the

end of the
To find the average change, divide 220 by
220
The
years.
.

change in the number of students with no
tardies for the entire school year was
per
Your Turn In 1990, the population of Washington, D.C.,

was 606,900. By 1998, the population of the city had fallen to
523,124. Find the average change in population for each of
those eight years.
Page(s):
Exercises:
42
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
Use your Chapter 2 Foldable
to help you study for your
chapter test.


Vocabulary Builder
(pages 2829) to help you
solve the puzzle.
2-1
Graphing Integers on a Number Line
Refer to the Venn diagram shown. Write true or false for
each of the following statements.
Whole
Numbers
Integers
Natural Numbers
1. All whole numbers are integers.
2. All natural numbers are integers.

Glencoe/McGraw-Hill
3. All whole numbers are natural numbers.
4. All natural numbers are whole numbers.
Replace each
5. 6
3
with or to make a true sentence.

6. 4
5
7. 3
2
8. 1
8
43
Chapter
2-2
The Coordinate Plane
Graph the given points on
the coordinate plane shown.
9. A(0, 3)
10. B(1, 4)
11. C(4, 2)
12. D(6, 1)
2-3
Adding Integers
13. Explain how to add integers with the same sign.
14. Explain how to add integers with opposite signs.
15. If two numbers are additive inverses, what must be true about
their absolute values?
44
16. 3 (6)
17. 4 (1)
18. 7 (10)
19. 1 10
Glencoe/McGraw-Hill
Find each sum.
Chapter
2-4
Subtracting Integers
Write each subtraction problem as an addition problem.
20. 12 4
21. 15 7
22. 0 11
23. 15 (4)
Describe how to find each difference. Then find each difference.

24. 8 11
25. 5 (8)
26. 17 14
27. 8 19
2-5
Multiplying Integers
Find each product.
Glencoe/McGraw-Hill
28. (4)(9)
29. (2)(13)
30. 5(8)
31. 6(3)
32. 4(3)
33. 7(10)
Find each quotient.

34. 15 12
35. 9 1
35
36.
78
37.
7
13
45
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
You may want take the Chapter 2 Practice Test on page 89 of

your textbook as a final check.
specific lesson(s).
page 89.
specific lesson(s).
page 89.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
46
CH
APTER
Addition and Subtraction Equations

Begin with a sheet of 11" 17" paper.
Fold
Fold the short sides to
meet in the middle.
Fold
Fold the top to the
bottom.
Glencoe/McGraw-Hill
Label
Label each tab as shown.
Chapter 3
Open
Cut along second fold to
make four tabs.
Rational Mean
Numbers Median
Mode
Range
Equations Absolute
Value
NOTE-TAKING TIP: It is often helpful to review

your notes as soon as you can after class.
47
CH
APTER
3
Vocabulary Term
Found
on Page
Definition
Description or
Example
cross products
empty set
equivalent equations
inequality
[IN-ee-KWAL-a-tee]
mean
measure of variation
median
48
Glencoe/McGraw-Hill
measure of central
tendency
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
mode
open sentence
range
rational numbers
[RA-shun-ul]
replacement set
sequence
[SEE-kwens]
solution
Glencoe/McGraw-Hill
solving
statement
unit cost
49
31
Rational Numbers
(page 48)
WHAT YOULL LEARN

Compare and order
An inequality is a mathematical sentence that uses
rational numbers.
and
to compare two expressions.
Cross products are the products of the

terms of two
KEY CONCEPTS
Rational Number A
rational number is any
number that can be
expressed as a fraction
where the numerator
and denominator
are integers and the
denominator is not zero.
Comparison Property
For any two numbers
a and b, exactly one of
the following sentences
is true.
a b ab a b
Replace each
1
with , , or to make a true sentence.
3
5

3
5
Since 1 is to the
of on a number line,
3
5
1
.
3(2)(0)
7 (8)
3(2)(0)
7 (8)
Find the value of each side.
0 is to the
7 (8).
Your Turn Replace each

true sentence.
a. 2
50
1

3
1.
with , , or to make a
b. 7(0)
9 (9)
Glencoe/McGraw-Hill
So, 3(2)(0)
of 1 on a number line and 0
31
ORGANIZE IT
Replace each
Write three examples of

rational numbers under
the tab for Rational
Numbers. Include a
decimal and one
negative number.
Rational Mean
Numbers Median
Mode
Range
Equations Absolute
Value
with , , or to make each sentence true.
7

12
5

8

4
15

7

12
5

8
4

15
3

10
(7)
12
Find the
cross products.
60
7
12
4
15
3
10
So,
Your Turn Replace each

each sentence true.
2
a.
15
(4)
40 45
5
.
8
So,
3
10
.
with , , or to make
9
11
5

7
b.
7
8
5 7
4
Write , , and in order from least to greatest.
6 9
5
0.8333 . . . or
6
This is a
decimal.
7
0.7777 . . . or
9
This is a
decimal.
4

5
This is a
decimal.
In order from least to greatest, the decimals are

Glencoe/McGraw-Hill
. So, the fractions in order from least

to greatest are
Your Turn Write 2, 5, and 3 in order from least to
3 8
5
greatest.
51
31
(page 49)
Unit cost is the cost per unit.

unit cost total
number of
Latisha needs to buy snacks for her art club. A package

of 12 granola bars costs $2.69 and a package of 18 granola
bars costs $3.55. Which is the better buy? Explain.
Find the unit cost of each package. In each case, the unit cost is
expressed in cents per bar.
unit cost of package of 12:
$2.69
0.2241 or about
per bar.
unit cost of package of 18:

$3.55
0.1972 or about
Since $0.20
$0.22, the package of
per bar.
granola bars
is the better buy.

Your Turn John needs to buy cookies. The cost of a package
of 24 cookies is $3.79. A package of 36 cookies costs $4.29.
Which is the better buy? Explain.
Page(s):
Exercises:
52
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
32
Adding and Subtracting Rational Numbers

WHAT YOULL LEARN
Find each sum.
Add and subtract
0.41 (1.3)
rational numbers.
0.41 (1.3)
(
(
)
The signs differ. Subtract

the lesser absolute value
from the greater.
3
3
5 2
REVIEW IT
Explain the procedure
for finding the LCD of
two fractions. (previous
course)
10
3
10
3
5
5 2
3
10
The LCD is 10. Replace
5 2
3
with
5

The signs differ. Subtract

the lesser absolute value
from the greater.

Glencoe/McGraw-Hill
3.7 12.5 (1.3)

3.7 12.5 (1.3)

(1.3)
Commutative &
Associative Properties ()
Add.
53
32
a. (3.2) (1.1)
3
5
b. 2 5
4
c. 20.5 10.8 (5.4)
Find 4.7 (5.9)

4.7 (5.9)
4.7
To subtract 5.9 add
The signs differ. Subtract the lesser

absolute value from the greater.
Your Turn Find 8.1 (2.4).
1
6
5
8
Evaluate c d if c 5 and d 3.

1
6
5
8
c d 5 3
1
5
5 3
6
Page(s):
Exercises:
54
5
8
5
5
To subtract 3, add 3.
5
3
or
The LCD is
Your Turn Evaluate x y if x 81 and y 42.
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
1
6
c 5, d 3
33
Mean, Median, Mode, and Range

GLE 27. Determine the most appropriate measure of central tendency for a set
of data based on its distribution (D-1-H)
WHAT YOULL LEARN

Find the mean, median,
mode, and range of a
set of data.
(page 48)
A measure of central tendency is a number used to

describe a set of data because it represents a
centralized, or
, value.
The stem-and-leaf plot shows the number of children

enrolled in each of 9 gymnastics classes offered at a
local recreation center.
Stem
0
1
2
KEY CONCEPTS
4 5 8
0 2 5 5 8
1
2|1 21
Find the mean of the gymnastics data.
Mean The mean, or

average, of a set of data
is the sum of the data
divided by the number
of pieces of data.
First, find the
Median The median of a

set of data is the middle
number when the data
in the set are arranged
in numerical order.
mean
Glencoe/McGraw-Hill
Mode The mode of a set

of data is the number
that occurs most often in
the set.
Leaf
Then
of the number of children enrolled.

by the number of items of data.
4 5 8 10 12 15 15 18 21
or
Find the median of the gymnastics data.

Arrange the numbers in order from
4
8 10
Since there is an
to
15 15 18
number of data items, the
number is the median.

The median is
students.
55
33
Find the mode of the gymnastics data.
Look for the number that occurs most often.
4 5 8 10 12 15 15 18 21
In this set
appears
has one mode,
. So, the set of data
students.
Your Turn The stem-and-leaf plot below shows the number

of people enrolled in each of 9 aerobics classes offered at a
local recreation center. Find the mean, median, and mode of
the aerobics data.
Stem
0
1
2
Leaf
5 7 8
0 3 3 5 6
1
2|1 21
(page 48)
Measures of variation are used to describe the

of the data.
KEY CONCEPT
Range The range of a
set of data is the
difference between the
greatest and the least
values of the set.
Using the stem-and-leaf plot from Examples 1 through 3,

find the range of the gymnastics data.
To find the range of the gymnastics data, subtract the
value of the data from the
The greatest value is
The least value is
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
56
So, the range is
value.
.
.
or
students.
Your Turn Refer to Example 1. Find the range of the

aerobics data.
Glencoe/McGraw-Hill
Include mean,
median, mode, and
range in your notes.
Be sure to include an
example of each.
34
Equations
(A-1-H, D-2-H, P-5-H)
(page 49)
WHAT YOULL LEARN

Determine whether a
given number is a
solution of an equation.
A statement is any sentence that is

but not both.
or
A mathematical sentence like m 5 12 is called an open

sentence.
A set of numbers from which replacements for a
may be chosen is called a replacement set.
Finding the replacements for the variable that results in a
sentence is called solving.
The solutions of an open sentence are
values that make the sentence true.
REMEMBER IT
Find the solution of 13 33 4d if the replacement set

is {6, 5, 4, 3}.
A replacement set
contains numbers that
may result in a false
sentence.
13 33 4d
Value of d
Glencoe/McGraw-Hill
6
13 33
5
13 33
4
13 33
3
13 33
Since
the solution is
True or False?
makes the sentence 13 33 4d true,

.
57
34
Your Turn Find the solution of each equation if the
replacement set for x is {3, 4, 5, 6} and for n is {0, 1, 2, 3}.
n1
b. n 2
a. 4x 7 13
Solve each equation.

h [24 (3)(2)] 1
h [24 (3)(2)] 1
h (24
REVIEW IT
Explain the difference
between an expression
and an equation.
(Lesson 1-1)
h
)1
1
3 and 2.
Divide 24 by
h
.
1 from
The solution is
456
c
(3 4) 5
456
c
(3 4) 5
456
c
(3 4) 5
5 or
Your Turn Solve each equation.

a. x [20 (4)(1)] 3
Page(s):
Exercises:
58
6 or
b. 3(7) 4 z
Glencoe/McGraw-Hill
c
The solution is
HOMEWORK
ASSIGNMENT
Evaluate the numerator and the

denominator separately.
35
Solving Equations By Using Models

GLE 11. Use equivalent forms of equations and inequalities to solve real-life
problems (A-1-H)
WHAT YOULL LEARN
Use algebra tiles to solve each equation.
Solve addition and
t31
subtraction equations
by using models.
STEP 1 Model t 3 1.
Place
variable

tile and
positive
square tiles on one
t3
side of the mat to

represent
. Place
positive square tile
on the other side of the mat to represent
STEP 2 To get the variable tile

by itself, add
negative square

t

tiles to each side.

t3
On the left side

you have
zero pairs, and on the right you have
zero pair.
Glencoe/McGraw-Hill
STEP 3 Remove the

.

t

t33
13
STEP 4 The variable tile is

matched with
negative square tiles.

So,

2
59
35
b 4 3
STEP 1 Write the equation as
b
Place
3.
variable
b (4)
tile and
3
negative
square tiles on one side of the mat to represent

. Place
negative square tiles on
the other side of the mat to represent
STEP 2 To get

the variable

tile by itself,

add
b (4)
3
square positive tiles to each side.

STEP 3 Remove the
.

b (4) 4
(3) 4
STEP 4 The variable tile is

matched with
positive square tile.

So,
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
60
Your Turn Use algebra tiles to solve each equation.

a. x 4 6
b. p 4 2
Glencoe/McGraw-Hill
36
Solving Addition and Subtraction Equations

GLE 9. Model real-life situations using linear expressions, equations, and
inequalities (A-1-H, D-2-H, P-5-H)
WHAT YOULL LEARN

Solve addition and
(page 48)
When the same number is added to each side of an

equation, the result is an equivalent equation.
subtraction equations
by using the properties
of equality.
KEY CONCEPTS
Addition Property of
Equality If you add the
same number to each
side of an equation, the
two sides remain equal.
Subtraction Property of
Equality If you subtract
the same number from
each side of an equation,
the two sides remain
equal.
r (13) 15
r (13) 15
r 13 15
r 13
Rewrite the equation.
15
Add
to each side.
r0
r
Check:
r (13) 15
Write the
properties under the tab
for Equations.
(13) 15
15
Replace with
28 (13)
4.8 y 13.7
4.8 y 13.7
Glencoe/McGraw-Hill
4.8 y
13.7
Add
to each side.
y0
y
Check your solution.
Your Turn Solve each equation. Check your solution.

a. z 12 5
b. 8 m 6
61
36
Solve k 12 6.
k 12 6
k 12
6
k
Subtract
from each side.
5
7
2
Solve x .
x
2
x
5
10
7

Rewrite the equation.
7

Subtract
10
10
from each side.
7
x
2
Rewrite as
x
10

a. y 10 2
Page(s):
Exercises:
62
4 12
3
11
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
b. x
37
Solving Equations Involving Absolute Value

GLE 11. Use equivalent forms of equations and inequalities to solve real-life
problems (A-1-H)
WHAT YOULL LEARN

Solve equations
involving absolute value.
Solve d 4 3. Check your solution.

Method 1: Use a number line
d 4 3 means the distance between d and 4 is
So, to find x on the number line, start at 4 and move
units in either direction.
ORGANIZE IT
3 units
Write an equation that

contains an absolute
value under the tab for
Absolute Value. Solve
the equation using
methods 1 and 2.
2 1
3 units
10 11 12
d
Rational Mean
Numbers Median
Mode
Range
Equations Absolute
Value
units.
d
Method 2: Write and solve a compound sentence.

d 4 3 also means d 4
d4
d4
or d 4
d4
or
3
d4
d
3
d
Check:
Glencoe/McGraw-Hill
Replace d with
Replace d with
d 4 3
d 4 3
4 3
3
4 3
3
The solution set is
3
3
63
37
Solve g 3 2 6
To solve the equation, first rewrite the equation.
g 3 2 6
g 3 2
6
Add
to each side.
g 3
Next, write a compound sentence and solve it.
g3
g3
g3
or
8
g3
8
g
g
The solution set is
Your Turn Solve and check your solution.

a. a 2 5
WRITE IT
Write an example of an
absolute value equation
that has no solution.
b. x 4 3 8

A set with
(page 48)
members is called an empty set.
Solve y 5 2 7.
y 5 2 7
y 5 2
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
7
Add
y 5 5
The solution is the
y 5 5 is never
true.
or
Your Turn Solve x 3 1 8.
64
to each side.
Glencoe/McGraw-Hill
First simplify the expression.
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
test.

Vocabulary Builder
the puzzle.

3-1
Rational Numbers
3
1. Explain why , 0.6
and 15 are rational numbers.
7
Match the correct inequality symbols at the right with their correct
description on the left.
2. less than or equal to
a.
3. greater than
c.
4. less than
d.
b.
Glencoe/McGraw-Hill
3-2
Adding and Subtracting Rational Numbers
Find each sum or difference.
5. 2.6 5.8
8
1
1
8.
4
6. 7.3 12.4
8
5
7
9.
6
7. 10.1 (14.9)
1
8
15
16
10. 5 2
65
Chapter
3-3
Mean, Median, Mode, and Range
Match the measure of central of tendency at the right with
its description on the left
a. mean
11. the score used most often
b. median
12. the average score
c. mode
13. the middle score
d range
Use the stem-and-leaf plot shown.

14. What is the median of the
data set?
15. What is the mean? Round
to the nearest tenth if
necessary.
Stem
2
3
4
5
6
Leaf
0
2
1
6
0
1
2
3
6
1
1
2
3
8
8
2 5
7 9 9
9
8 8
4|2 42
16. What is the mode?

3-4
Equations
17. How can you tell whether an equation is an open sentence?
18. Consider the equation 3n 6 15 with the replacement set

{0, 1, 2, 3, 4, 5}. Complete the chart to find the solution(s) of
the equation.
0
1
2
3
4
5
66
3n 6 15
True or False?
Glencoe/McGraw-Hill
Value for n
Chapter
3-5
Solving Equations by Using Models
19. For each algebra tile, write the part of the equation that it
represents.
a.
b.

20. 3 m 7
21. z 2 5
22. n 4 1
23. 6 k 1
3-6
Solving Addition and Subtraction Equations
24. To solve x 17 46 using the Subtraction Property of
Equality, you would subtract
from each side.
25. To solve y 9 30 using the Addition Property of Equality,

you would add
to each side.
26. Write an equation that you could solve

by subtracting 32 from each side.
3-7
Solving Equations Involving Absolute Value
Determine whether each sentence is sometimes, always, or
never true. Explain.
Glencoe/McGraw-Hill
27. x 3 12
28. 3 m (6)
29. n 8 4
30. 6 y 7
67
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
examples, self-check quizzes,
and practice tests to help
you study the concepts in
Chapter 3.
You may want take the Chapter 3 Practice Test on page 135
of your textbook as a final check.
specific lesson(s).
page 135.
specific lesson(s).
page 135.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
68
CH
APTER
Multiplication and Division Equations

Begin with seven sheets of grid paper.
Fold
along the width.
Unfold
Unfold and cut four
rows from the left side
of each sheet, from the
top to the crease.
4-1 Multi
Rational plying
Numbers
NOTE-TAKING TIP: When you take notes, record

important ideas and examples from each lesson.
Be sure to include examples that will help you
understand the concepts.
Chapter 4
Glencoe/McGraw-Hill
Label
Multiplication and
Division Equations
Stack
Stack the sheets and staple
to form a booklet.
69
CH
APTER
4
Vocabulary Term
Found
on Page
Definition
Description or
Example
combination
consecutive integers
[con-SEC-yoo-tiv]
event
Fundamental
Counting Principle
factorial
[fak-TOR-ee-ul]
grouping symbols
identity
multiplicative inverses
[mul-tah-PLIK-uh-tiv]
outcomes
reciprocal
[ree-SIP-ruh-kul]
sample space
tree diagram
70
Glencoe/McGraw-Hill
permutation
[PUR-myu-TAY-shun]
41
Multiplying Rational Numbers

WHAT YOULL LEARN
Find each product.
Multiply rational
3.2(5)
numbers.
3.2(5)
KEY CONCEPTS
Multiplying Two
Rational Numbers
with Different Signs
The product of two
rational numbers with
different signs is
negative.
Multiplying Two
Rational Numbers
with the Same Sign The
product of two rational
numbers with the same
sign is positive.
The factors have different signs.

The product is
4.7(0.4)
4.7(0.4)
The factors have the same sign.

The product is

a. 8.5(3)
b. 9.1(0.8)
A skydiver jumps from 12,000 feet. Solve the equation

h 12,000 (0.5)(32.1)(144) to find the skydivers
height after he free-falls for 12 seconds.
h 12,000 (0.5)(32.1)(144)
12,000
(144)
Multiply 0.5 and 32.1.
Glencoe/McGraw-Hill
12,000
Multiply 16.05 and 144.
Add 12,000 and 2311.2.
After 12 seconds, the skydivers height is
feet.
Your Turn A skydiver jumps 12,000 feet. Solve the equation

h 12,000 (0.5)(32.1)(196) to find the skydivers height
after he free-falls for 14 seconds.
71
41
KEY CONCEPT
Multiplying Fractions
To multiply fractions,
multiply the numerators
and multiply the
denominators.
Find each product.

2
3

7
5

2
3

7
5
Write the
rules for multiplying
rational numbers in your
notes. Be sure to include
examples.
Multiply the numerators and multiply

the denominators.

The product is

3
7
8

3
7
3
7
8

83

Multiply the numerators and

multiply the denominators.
17
Rewrite 8 as an improper
fraction.
or
The factors have the same

sign. The product is
.
1 1
3
3
1
1
3
3

3
fraction.
The product is
72
Glencoe/McGraw-Hill
10 1

37
1

41
2 4
a.
3
3
4
b. (7)
1
2

5
6
c. 2
KEY CONCEPT
Multiplicative Property
of 1 The product of 1
and any number is the
numbers additive
inverse.
Simplify 5b(2.2y).
5b(2.2y) (5)(b)(2.2)(y)
5b (5)(b);
(2.2y) (2.2)(y)
(5)(2.2)
(b y)
Associative Property
Simplify.

Your Turn Simplify 1p 3r .

4
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
73
42
Counting Outcomes
(page 70)
WHAT YOULL LEARN

Use tree diagrams and
the Fundamental
Counting Principle to
count outcomes.
Outcomes are all possible
of a
counting problem or the results of an experiment.

A tree diagram is used to show the total number of
possible
The sample space is the list of all possible outcomes.
ORGANIZE IT
Multiplication and
Division Equations
counting problem and
draw a tree diagram for
it under the tab for
Counting Outcomes.
Brooke is shopping for a new computer system. She has

a list of 2 different CPUs, 3 different monitors, and
3 different printers. How many different ways can she
choose one CPU, one monitor, and one printer?
Make a tree diagram to find the number of combinations.
CPUs
4-1 Multi
Rational plying
Numbers
CPU1
There are
74
Printers
Outcomes
M1
P1
P2
P3
CPU1, M1, P1
CPU1, M1, P2
CPU1, M1, P3
M2
P1
P2
P3
CPU1, M2, P1
CPU1, M2, P2
CPU1, M2, P3
M3
P1
P2
P3
CPU1, M3, P1
CPU1, M3, P2
CPU1, M3, P3
M1
P1
P2
P3
CPU2, M1, P1
CPU2, M1, P2
CPU2, M1, P3
M2
P1
P2
P3
CPU2, M2, P1
CPU2, M2, P2
CPU2, M2, P3
M3
P1
P2
P3
CPU2, M3, P1
CPU2, M3, P2
CPU2, M3, P3
different ways.
Glencoe/McGraw-Hill
CPU2
Monitors
42
Your Turn Suppose you can order a pizza with 2 different
types of crust, 2 different types of sauce, and 4 different types
of toppings. How many ways can you order a pizza?
(page 70)
An event is the subset of the possible outcomes, or

.
KEY CONCEPT
Fundamental Counting
Principle If event M can
occur in m ways and is
followed by event N that
can occur in n ways, then
the event M followed
by event N can occur in
m n ways.
How many different kinds of photo processing are

possible?
Process Time
Paper Type
Photo Size
1 hour
1 day
regular
glossy
deluxe
3 by 5
4 by 6
There are
processing times,
paper types, and
photo sizes, so the number of different kinds of photo

processing is
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
or
Your Turn A concession stand offers the choices shown in

the table below. Suppose one item is selected from each
column. How many different choices are possible?
Meat
Topping
Bun
hot dog
hamburger
veggie burger
ketchup
mustard
onions
wheat
white
75
43
Dividing Rational Numbers

WHAT YOULL LEARN
Find each quotient.
Divide rational
8 (2.5)
numbers.
8 (2.5)
Numbers have different signs.

The quotient is
KEY CONCEPTS
Dividing Rational
Numbers with Different
Signs or the Same Sign
The quotient of two
numbers with different
signs is negative.
The quotient of two
numbers with the same
sign is positive.
9.3 (0.3)
9.3 (0.3)
Numbers have the

sign. The quotient is positive.

a. 14.4 (0.6)
b. 8.8 (1.1)
Multiplicative Inverse
Property The product
of a number and its
multiplicative inverse
is 1.
Dividing Fractions To
divide a fraction by any
nonzero number,
multiply by the
reciprocal of a number.
(page 70)
Two numbers whose product is
are called
multiplicative inverses or reciprocals.
2
12
5
2
12 12
5
60
2

76
2
To divide by , multiply by its
5
reciprocal.
The numbers have different signs.

The product is negative.
Glencoe/McGraw-Hill
Find each quotient.
43
3
1
2
7
3
1
2
7
1


7
fraction.
1
To divide by , multiply by its
2
reciprocal.
or
The numbers have the same sign.
The product is
REMEMBER IT
If one of the
numbers in a division
problem is an integer,
write it as a fraction
with a denominator of 1.
ORGANIZE IT
Multiplication and
Division Equations
Under the tab for

Dividing Rational
Numbers, write an
example showing how
to divide two fractions.
4-1 Multi
Rational plying
Numbers

3
8
1
2
a. (6)

3
4
b. 3
Two paintings are to be hung on a wall so that the

distances between the centers of the paintings is the
same as the distance from either center to the end of
the wall. The paintings are both 6 feet wide and the
1
4
wall measures 22 feet across. How far from the end
of the wall closest to it should the center of each
painting be located?
Glencoe/McGraw-Hill
Draw a picture of the 2 paintings and the walls on either side.

Draw a dotted line down the center of each painting. Notice how
this divides the wall into 3 pieces. Divide the wall length by 3.
1
4
22 3
3

22 14 ft
or
The center of each painting should be

the wall.
feet from
77
43
Your Turn Larry needs to saw a board into 3 equal pieces.
3
4
The board measures 18 inches long. How many inches from
each end should he make the cuts?
3
3
Evaluate if x .
x
3

x
Replace x with
3
Rewrite the fraction as a

division sentence.
3

3
Replace 3 by . To divide by
3
4
, multiply by its reciprocal.

12
3


Simplify.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Glencoe/McGraw-Hill
Your Turn Evaluate x if x 2.
78
44
Solving Multiplication and Division Equations

(A-1-H, D-2-H, P-5-H)
WHAT YOULL LEARN
Solve each equation. Check your solution.
Solve multiplication and
5b 30
division equations by
using the properties of
equality.
KEY CONCEPT
Division Property of
Equality If you divide
each side of an equation
by the same nonzero
number, the two sides
remain equal.
5b 30
30
5b
Divide each side by
b
5b 30
Check:
30
Substitute b
30
24 3g
24 3g
24
3g
Divide each side by
g
Check the solution.
5.5z 22
5.5z 22
Glencoe/McGraw-Hill
5.5z
z
22
Divide each side by
Check the solution.

a. 3x 39
79
44
WRITE IT
Explain how you can
recognize when to
divide both sides of an
equation by a number.
b. 18t 90
c. 4.2a 21
Brian received a $25 gift certificate from his

grandparents for his birthday. How many $2.35
packages of trading cards can he buy with the gift
certificate?
Let c represent the number of packages of trading cards.
Write an equation to represent the problem.
Price per
package
times
number of
packages
equals
total
cost.
Solve the equation for c.

c
2.35c
25
c
REVIEW IT
Any word problem can
be solved using the
four-step plan. List the
steps below. (Lesson 1-5)
80
money to buy
packages.
Your Turn Allison is planning her birthday party. She

wants to take her guests to a movie that costs $7.25 per
person. She has $40 to spend on her guests. How many
guests can she invite?
Glencoe/McGraw-Hill
Since Brian cannot buy part of a package, he has enough
44
KEY CONCEPT
Multiplication Property
of Equality If you
multiply each side of an
equation by the same
number, the two sides
remain equal.

w
6
7
w
6
7
w

7
Multiply each side by
(6)
w
Check the solution.
1
9 m
2
ORGANIZE IT
1
9 m
2
Multiplication and
Division Equations
Write examples
showing how to solve
multiplication or division
equations under the tab
for Solving Multiplication
and Division Equations.
4-1 Multi
Rational plying
Numbers

1
m
2
(9)
m
Check the solution.
2
5
x 8
2
5
x 8

2
5
x
x
(8)
Check the solution.
Glencoe/McGraw-Hill

m
a. 12
5
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
1
3
b. b 7
3
4
c. 24 y
81
45
Solving Multi-Step Equations

WHAT YOULL LEARN
Solve equations
x
4 2
6
x
4 2
6
involving more than

one operation.
x
4
6
2
Add
to each side.
x
6
6
x

6
x
ORGANIZE IT
Multiplication and
Division Equations
Write and solve an

equation that involves
multiple steps. Write
your equation under
the tab for Solving
Multi-Step Equations.
(6)
Check the solution.
3m 12 27
3m 12 27
3m 12
27
Subtract
from
each side.
4-1 Multi
Rational plying
Numbers
3m 15
3m
Divide each side by
Check the solution.

h
a. 6 13
5
82
b. 9 4a 45
Glencoe/McGraw-Hill
m
15
45
3n
Solve 6.2 .
15
3n
6.2
15
3n
15(6.2) 15
15
Multiply each side by 15.
93
93
3
n
Subtract.
n
x 3
Your Turn Solve
3. Check your solution.
7
REMEMBER IT
When solving word
problems, always check
to make sure your
answer is reasonable.
Ask yourself: Does this
answer make sense?
In a city, the tallest building is 1268 feet tall. This is

35 feet greater than 3 times the height of the fifth
tallest building. How tall is the fifth tallest building?
Let x represent the height of the fifth tallest building.
Translate the information into an equation and solve.
Height of
tallest building
equals
35 feet
plus
1268
35
3 times the height of

the fifth tallest building.
3x
Glencoe/McGraw-Hill
1268 35 3x
1268
35 3x
Subtract
each side.
from
1233 3x
1233
3x
Divide each side by
x
The fifth tallest building is
feet tall.
83
45
Your Turn The Parker family recently purchased a new car.
Their old car had 105,000 miles on its odometer. This is 50,000
more than four times the number of miles on the new car. How
many miles does the new car have on its odometer?
(page 70)
Consecutive integers are integers in counting order such as

3, 4, and 5.
Find four consecutive odd integers whose sum is 8.

Let n represent the first odd integer. Then n 2 represents
the second odd integer, n 4 represents the third, and n 6
represents the fourth.
8
4n 12 8
4n 12
8
4n 20
20
4n
n
and n 6 or
HOMEWORK
ASSIGNMENT
Your Turn Find four consecutive even integers whose sum

is 28.
Page(s):
Exercises:
84
, n 4 or
Glencoe/McGraw-Hill
, n 2 or
The numbers are
46
Variables on Both Sides

WHAT YOULL LEARN
Solve equations with
y 8 9y
variables on both sides.
y 8 9y
y8
9y
Subtract
from each side.
8 8y
ORGANIZE IT
Multiplication and
Division Equations
Write and solve an

variables on both sides
of the equation. Write
your equation under the
tab for Variables on
Both Sides.
4-1 Multi
Rational plying
Numbers
8y
Divide each side by
y
1
2
b. t 4 t
a. 4x 10x 3

An
that is
(page 70)
for every value of the
variable is called an identity.

Glencoe/McGraw-Hill

3 4y 6 4y
3 4y 6 4y
3
4y 6 4y
Add
to each side.
36
The equation has
. 3 6 is never true.
85
46
8m 2 2 3m 11m
8m 2 2 3m 11m
8m 2 2
3m 11m
8m 2 8m 2
The equation is an
Property
.
8m 2 8m 2 is true
for all values of m.

a. 9 5h 4 5h 13
b. 3y 11 8y 4 5y 6
Page(s):
Exercises:
86
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
47
Grouping Symbols
WHAT YOULL LEARN

Solve equations with
grouping symbols.
(page 70)
Symbols that group terms together in an expression or

equation are called grouping symbols. Parentheses and
brackets are examples of grouping symbols.
ORGANIZE IT
Write and solve an
grouping symbols. Write
your equation under the
tab for Grouping
Symbols.
5(2x 1) 25
5(2x 1) 25
10x 5 25
10x 5
25
Add
to each side.
Multiplication and
Division Equations
10x 20
4-1 Multi
Rational plying
Numbers
10x 20
Divide.
x 2
5(h 6) 6 3(5h 2)
5(h 6) 6 3(5h 2)
6
Glencoe/McGraw-Hill
5h
5h 24
15h 6
Add like terms.
15h 6
Subtract.
24 10h 6
24
10h 6 6
Add
to each side.
30 10h
30
3h
10h
Divide.
Check the solution.

87
47
REMEMBER IT
When you add
sign, add their absolute
values. The sign is the
same as the sign of
the integers.
When you add integers
with different signs,
first find the difference
of their absolute values.
The sign will be the
same as the sign of
the integer with the
greater absolute value.
(Lesson 2-3)

a. 4(3x 7) 8
b. 7(3 p) 7 4(p 5)
The area of the trapezoid

is 64 square millimeters.
Find the value of x.
(x + 2) mm
8 mm
(2x 1) mm
1
A (b1 b2)h
Area of a trapezoid
1
[
1
64 (3x 1)8
Add 2x 1 and x 2.
1
64 8 (3x 1)
64
(3x 1)
64 12x 4
64
12x 4
60 12x
60
12x
Subtract.
Divide.
HOMEWORK
ASSIGNMENT
The value of x is
Page(s):
Exercises:
Your Turn The area of a trapezoid is 52 square inches.

Find the lengths of the bases if one base is 2 inches more
than the other base, and the altitude is 4 inches.
88
Glencoe/McGraw-Hill
x
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
chapter test.


Vocabulary Builder (page 70)
to help you solve the puzzle.
4-1
Multiplying Rational Numbers
Multiply.
1. 6.2 (0.3)
2. 4(8.2)
4
3. (6)
3 5
4.
4-2
Counting Outcomes
Kynda is playing in a chess tournament. The tree diagram for her
possible outcomes is shown below.
5. Name two different outcomes.
Game 1
Game 2
Game 3
Outcomes
win
win-win-win
lose
win
win-win-lose
win-lose-win
lose
win-lose-lose
win
lose-win-win
lose
win
lose-win-lose
lose-lose-win
lose
lose-lose-lose
win
Glencoe/McGraw-Hill
win
6. Three different outcomes result

in a win-loss record of 2-1.
What are they?
lose
win
lose
lose
7. How many outcomes are possible in

choosing a sundae with 7 different types
of ice cream, 4 different types of toppings,
and 3 different types of sauce?
89
Chapter
4-3
Dividing Rational Numbers
Write negative or positive to describe each quotient. Then find the
quotient.
48.6
8.
16.2
9. 13.4 2

3
4
10.
7
5
8
11.
6
4-4
Solving Multiplication and Division Equations
Complete the sentence after each equation to tell how you
would solve the equation.
x
12. 16
7
each side by
each side by
, or multiply each side by
13. 5x 125
.
14. 8k 96
, or multiply each side by
1
13
17
15. Explain how rewriting 4x 2 as x helps you solve
3
8
3
8
the equation.
90
Glencoe/McGraw-Hill
Divide each side by
Chapter
4-5
Solving Multi-Step Equations
x3
16. Suppose you want to solve 6.
5
a. What is the first step in solving the equation?
b. What is the next step in solving the equation?
17. The sum of two consecutive odd integers is 36.

a. Write an equation for this situation.
b. What are the two consecutive odd integers?
4-6
Variables on Both Sides
State the first step in solving each equation.
18. 3x 6 10x 10
19. 3.6 4.2z 3 2.1z
1
5
20. y 3 y
9
Glencoe/McGraw-Hill
21. Suppose you want to help a friend solve 6k 7 3k 8.

What would you advise her to do first? Why?
4-7
Grouping Symbols
22. 8(x 5) 4(2 x)
23. 2(x 1) 3(x 2) 7
91
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 183.
specific lesson(s).
page 183.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
92
APTER
Chapter 5
CH
Proportional Reasoning and Probability

Begin with a sheet of notebook paper.
Fold
Fold lengthwise
to the holes.
Cut
Cut four tabs.
Label
Label the tabs using
lesson concepts
as shown.
Solve pr
oportions
oblems
Solve pr scale
involvingd models
an
drawings
oblems
Solve pre percent
g th d the
by usintio
n an
propor t equation
percen
y of
probabilit
Find theents, mutually
simple eve events, and
exclusiv e events
inclusiv
Glencoe/McGraw-Hill
NOTE-TAKING TIP: When you take notes, it helps

to write about when you would use the concept
in your daily life. For example, percents are used
when calculating the tax on an item purchased.
Algebra: Applications and Concepts
93
CH
APTER
5
Vocabulary Term
Found
on Page
Definition
Description or
Example
base
box-and-whisker plot
circle graph
complement
[kahm-PLU-ment]
compound event
dimensional analysis
[duh-MEN-shun-ul]
empirical probability
[im-PEER-i-kul]
experimental probability
[ek-speer-uh-MEN-tul]
extremes
independent events
lower quartile
[KWAR-tile]
mutually exclusive
[MYOO-chew-a-lee]
odds
94
Glencoe/McGraw-Hill
inclusive
[in-KLOO-siv]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
percent equation
percent of decrease
percent of increase
percent proportion
percentage
percentile
probability
[PRA-buh-BIL-i-tee]
proportion
[pro-POR-shun]
random
rate
ratio
Glencoe/McGraw-Hill
scale
scale drawing
scale model
theoretical probability
[thee-uh-RET-i-kul]
unit rate
upper quartile
95
51
Solving Proportions
GLE 21. Determine appropriate units and scales to use when solving measurement
problems (M-2-H, M-3-H, M-1-H)
GLE 22. Solve problems using indirect measurement (M-4-H)
WHAT YOULL LEARN
A ratio is the
(page 95)
of two numbers.
Solve proportions.
An equation stating that two ratios are

is a proportion.
Solve each proportion.
KEY CONCEPT
Property of Proportions
The cross products of a
proportion are equal.
9
63

m
35
9
63

m
35
63
Find the cross products.
315 63m
315
ORGANIZE IT
Write a proportion and
find its cross products
under the tab for Solve
Proportions.
63m
Divide each side by
m
z
z9

5
4
Simplify.
z
z9

5
4
oportions
oblems
Solve pr scale
involvingd models
an
gs
drawin
oblems
Solve pre percent
g th d the
by usintio
an
n
or
prop t equation
percen
y of
probabilit
Find theents, mutually
siv
clu
ts
ex
even
inclusive
5z
5z 45
4z
4z
Subtract
z
from each side.
45 z
45
96
z
Divide each side by
Simplify.
Glencoe/McGraw-Hill
(z 9) 4
Solve pr
51
Convert 15 pints to quarts.
Recall that 2 pints 1 quart. Let x represent the number
of quarts. Write a proportion.
15 pints
2 pints

x quarts
1 quart
15
2

x
1
(1) 2
2x
REMEMBER IT
15
The denominator in
a proportion cannot be
equal to zero. Division
by zero is undefined.
2x
Divide each side by 2.
x
So, 15 pints
quarts.
Your Turn Solve each proportion.
b2
9
b.
26
n
a.
4
b5
c. Convert 3 pounds to ounces.
Glencoe/McGraw-Hill

The
(pages 9495)
of two measurements having different units
of measure is called a rate.

A simplified
with a denominator of
is a
unit rate.
The process of carrying units throughout a
is dimensional analysis.
97
51
The density of copper is 8.96 grams per cubic

centimeter. Suppose you have a piece of copper whose
volume is 25 cubic centimeters. How many grams of
copper do you have?
8.96 grams
8.96 grams per cubic centimeter
1 cubic centimeter
Multiply the unit rate by the number of cubic

centimeters of copper.
grams
1
So, the piece of copper contains
or
grams
grams of copper.
Your Turn The density of wood is 0.71 gram per cubic

centimeter. Suppose you have a piece of wood whose volume is
60 cubic centimeters. How many grams of wood does it contain?
A trucker drove 210 miles in 5 hours. At this rate, how

far will she travel in 8 hours?
Write the rate 210 miles in 5 hours as a unit rate. Then
multiply by 8.
The unit rate is 42 miles
per hour.
42 miles
8
42 miles
8 hours
1 hour
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
98
Note that the units cancel.
miles
Your Turn Damien drove 220 miles in 4 hours. At this rate,

how far will he travel in 6 hours?
Glencoe/McGraw-Hill
210 miles
42 miles

5 hours
1 hour
52
Scale Drawing and Models

GLE 22. Solve problems using indirect measurement (M-4-H)
WHAT YOULL LEARN
(page 95)
A scale drawing or scale model is used to represent an
Solve problems
involving scale drawings
and models.
object that is too
or too
to be drawn
or built at actual size.

A scale is the
of the length of a model to the
corresponding length of the
object.
The scale on a map of the upper Midwest is 1 inch

15 miles. Find the distance between Chicago and
Milwaukee on the map if the distance between the
two cities is 90 miles.
ORGANIZE IT
Give examples of scale
drawings or models
under the tab for Solve
Problems involving Scale
Drawings and Models.
Solve pr
Use the
and the distance between the cities to write
.
1 inch
x inches
map distance
actual distance
oportions
Glencoe/McGraw-Hill
oblems
Solve pr scale
involvingd models
an
drawings
oblems
Solve pre percent
g th d the
by usintio
an
n
propor t equation
percen
y of
probabilitually
e
th
nd
Fi
ents, mut
siv
exclu e events
inclusiv
15
15x
90
15x
Divide each side by
x
The distance between Chicago and Milwaukee on the map is
about
99
52
Your Turn The scale on a map of Alaska is 7 inch 150 miles.
8
Find the actual distance between Fairbanks and Barrow if the

1
8
distance between them on the map is 3 inches.
A railroad car is 36 feet long and a scale model of

the railroad car is 1.5 feet long. What is the scale for
the model?
Write the ratio of the length of the model to the length of the
railroad car. Then solve a proportion in which the length of the
model is 1 foot and the length of the railroad car is x feet.
1.5 feet
model length
actual length
1 foot

x feet
1.5x
(1)
Find the
products.
1.5x
1.5x
36
Divide each side by
x
HOMEWORK
ASSIGNMENT
Your Turn The height of the Statue of Liberty, from the

heels to the top of the head, is about 111 feet. If a model of the
statue is 5.5 feet from the heel to the top of the head, find the
scale of the model.
Page(s):
Exercises:
100
feet or
Glencoe/McGraw-Hill
The scale is 1 foot
53
The Percent Proportion
WHAT YOULL LEARN
A percent is a
(page 95)
that compares a number to
Solve problems by using

the percent proportion.
The number that is divided into the

is the base.
The number that is divided by the
is the
percentage.
Express the fraction as a percent.

5
of the square is shaded.
8
r
5

100
8
r is the percent.
8
8r
500
8r

8
8

5
8
r
So,
Glencoe/McGraw-Hill
Your Turn Express each fraction or ratio as a percent.

4
a. of the circle is shaded.
5
b. On Friday, 12 out of 60 students brought a sack lunch

to school.
101
53
What percent of 175 is 35?

P
r

B
100
Use the percent proportion.
r

Replace P with
100
B with
KEY CONCEPT
Percent Proportion
If P is the percentage,
B is the base, and r is
the percent, the percent
(100)
3500 175r
3500
175r

175
175
r
P
r
proportion is .
B
and
So,
of 175 is 35.
100
20 is 40% of what number?

P
r

B
100
Use the percent proportion.
40
20

100
B
(100)
Replace P with 20 and r with 40.

B
Find the
products.
40B
2000
40r
Divide each side by
r
So, 20 is
of 50.
Your Turn
a. What percent of 80 is 60?
102
b. 25% of what number is

67.5?
Glencoe/McGraw-Hill
53
(page 94)
A circle graph shows the relationship between parts

and the whole.
A family recently moved to a new

home. The table shows how much
time the family spent packing boxes,
cleaning the two homes, and
unpacking boxes. What percent of
the time did the family spend on
each activity?
Time
(days)
Activity
packing
cleaning
unpacking
The family worked for 7 5 8 or 20 days. This is the

base. To find each percent, write and solve the percent
proportion for each activity.
Packing:
r

Cleaning:
Unpacking:
100
r

100
r

100
The family spent

Glencoe/McGraw-Hill
the time cleaning, and
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
100 20 =
100 20 =
100 20 =
of the time packing,
of
of the time unpacking.
Your Turn The table shows the

number of hours Timothy spent on three
activities. What percent of the time did
Timothy spend on each activity?
Activity
Time (h)
reading
sports
homework
103
54
The Percent Equation

(A-1-H, D-2-H, P-5-H)
WHAT YOULL LEARN
Find 17% of $250.
Solve problems by using
P RB
the percent equation.
Use the percent equation.
B with
KEY CONCEPT
Percent Equation
The percentage is
equal to the rate times
the base.
Write the
formulas for percent
proportion and the
percent equation under
the tab for Solve
Problems by Using the
Percent Proportion and
the Percent Equation.
Replace R with
0.17
So, 17% of $250 is
and
.
250
ENTER
35% of what number is 105?

P RB

B
Replace P with
R with
105
0.35B
Divide each side by
105 0.35
B
So, 35% of
and
ENTER
is 105.
a. Find 12% of 360.
104
b. 19 is 25% of what number?
Glencoe/McGraw-Hill
Your Turn
54
Riona serves food at a restaurant where she is paid

18% of the diners bills. She earned $126 last weekend.
What was the total of the diners bills?
P RB

B
Replace P with
R with
126
B
and
.
0.18B
Divide each side by
126 0.18
The total of the diners bills was
ENTER
Your Turn A restaurant collects 7% sales tax on all items

sold. If $35 is collected in one day, what are the total sales for
that day?
Glencoe/McGraw-Hill
(pages 9495)
Mixture problems involve combining

parts into a
or more
. The parts that are combined
usually have a different price or a different percent of

something.
105
54
All 208 freshmen at a school went on a field trip. For

transportation, buses that each hold 64 students and
vans that each hold 8 students were used. Every bus
and van was completely filled, and there were 5 vehicles
used. How many buses and vans were used?
REVIEW IT
Explain why 40 is
subtracted from each
side before each side
is divided by 56 in
Example 4. (Lesson 4-5)
Number of
Vehicles
Capacity
Total
Capacity
Buses
64
64b
Vans
5b
8(5 b)
students on buses students on vans total students

64b
208
40 208
64b 8b
56b
56b
168
Divide.
b
There were
buses and
or
vans.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
106
Glencoe/McGraw-Hill
Your Turn A T-shirt shop sells adult shirts for $15 each
and childrens shirts for $8 each. If $324 was collected for
30 shirts, how many of each type were sold?
55
Percent of Change
WHAT YOULL LEARN

Solve problems
involving percent of
increase and decrease.
(page 95)
When an increase or decrease is expressed as a
the percent is called the percent of increase or percent of

decrease.
Find the percent of increase or decrease. Round to the

nearest percent.
original: 110
new: 140
This is an increase. The amount of increase is
or
. Use the percent proportion.
P
r

B
100
r

100
(100)
Cross products
110r
Glencoe/McGraw-Hill
3000
11 0r

100
1 10
REMEMBER IT
Replace the equal
sign with to indicate
that your answer is
approximate.
The percent of increase is about
Your Turn Find the percent of increase or decrease. Round

to the nearest percent. original: 180, new: 153
107
55
REMEMBER IT
There may be more
than one way to solve
a problem. Refer to
page 213 in your
textbook for another
way to solve Examples 2
and 3.
A family bought a home computer for $890. A sales tax

of 5.5% on the purchase was then added. What was the
total price?
First, use the percent equation to find the sales tax.
P RB

48.95
Then add
to $890.
890
The total price was
Suppose the family also bought a printer. The original

price of the printer was $140, but they received a
15% discount. What was the sale price of the printer
(before the sales tax was added)?
A discount of 15% means that the family will pay
15% or
of the price of the printer.
Use the percent equation to find the sale price.

P RB
(140)

.
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
108
a. What is the total cost of a dress that sells for $60 if the sales
tax rate is 5%?
b. All hamsters are on sale for 20% off. What is the sale price of
a hamster that normally sells for $9.95?
Glencoe/McGraw-Hill
The sale price of the printer is
56
Probability and Odds

GLE 31. Define probability in terms of sample spaces, outcomes, and events (D-4-H)
GLE 33. Explain the relationship between the probability of an event occurring, and the
odds of an event occurring and compute one given the other (D-4-H)
(pages 9495)
WHAT YOULL LEARN
When all possible
Find the probability and
chance of happening, the outcomes are said to be random.
have an equally likely
odds of a simple event.
Theoretical probability is what should occur.

What actually occurs when conducting an
is called the experimental probability.
Use the graph shown. If a person is chosen at random,

what is the probability that the person is age 517?
KEY CONCEPT
Population of California
Probability The
probability of an event
is a ratio that compares
the number of favorable
outcomes to the number
of possible outcomes.
Under 5
517
6
3
18 24
25 34
Age
5
5
35 44
45 54
4
2
55 64
65 and over
4
Number (millions)
Source: U.S. Census Bureau
Glencoe/McGraw-Hill
There are
million people who are between the ages of 5
and 17. The total population is
million.
number of people age 517

P (age 517)
total population
The probability is
or
or
109
56
Your Turn A bag contains 1 yellow crayon, 3 red crayons,
4 blue crayons, and 7 green crayons. Suppose a crayon is
chosen at random. What is the probability that it is yellow?

A
(page 94)
that compares the number of ways an event
can occur to the number of
it cannot occur
is odds.
A coin is randomly removed from a change purse that

contains 7 pennies, 8 nickels, and 5 quarters. What are
the odds that the coin is a nickel?
There are 8 nickels. So, there are 8 favorable outcomes.
There are
So there are
or
unfavorable outcomes.
odds of choosing a nickel
Your Turn A bag contains 1 yellow crayon, 3 red crayons,

4 blue crayons, and 7 green crayons. Find the odds of choosing
a green crayon.
Page(s):
Exercises:
110
or
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
coins that are not nickels.
57
Compound Events
WHAT YOULL LEARN
(page 94)
Two or more simple events connected by the words
Find the probability of
or
mutually exclusive and

inclusive events.
are called compound events.
The outcome of one event does not affect the outcome of

the other event when they are independent events.
Two events that cannot occur at the same time are
mutually exclusive.
Two events that can occur at the
time are
inclusive.
The two spinners are spun. Find

the probability that the left
spinner lands on green and the
right spinner lands on a number
greater than 2.
KEY CONCEPTS
Glencoe/McGraw-Hill
Probability of
Independent Events
The probability of two
independent events is
found by multiplying the
probability of the first
event by the probability
of the second event.
Probability of Mutually
Exclusive Events
The probability of two
mutally exclusive events
is found by adding the
probability of the first
event and the probability
of the second event.
P (green)
3
5
or
6
blue
green
(P 2)
P (green and 2)
1
red
or
3
Your Turn Two dice are rolled. Find the probability that an
even number is rolled on the first die and a number less than
3 is rolled on the second.
111
57
A marble is selected at random from a bag that contains

5 red marbles, 3 blue marbles, and 2 yellow marbles.
What is the probability that the marble is either red or
yellow?
A marble cannot be both red and yellow, so the events
are mutually exclusive. Find the sum of the individual
probabilities.
P (red or yellow) P (red) P (yellow)
KEY CONCEPT
Probability of Inclusive
Events The probability
of two inclusive events
is found by adding the
probabilities of the
events, then subtracting
the probability of both
events.
Explain
compound events,
independent events and
inclusive events, under
the tab for probability.

10
or
10
10
If there is a 90% chance of snow in January and a

95% chance of snow in February, find the probability
that it will snow sometime in January or February.
Since it is possible to snow in both months, these events
are inclusive.
P (January)
P (February)
These events are independent since the weather in

January does not affect the weather in February.
P (January or February)
P (January) P (February) P(January and February)
0.9 0.95
1.85
or
a. Refer to the spinners in Example 1. Find the probability

that the left spinner lands on red or the right spinner lands
on 3.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
112
b. If there is a 50% chance of rain on Monday and a 20%

chance of rain on Tuesday, find the probability that it will
rain sometime on Monday or Tuesday.
Glencoe/McGraw-Hill
Your Turn
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
chapter test.


Vocabulary Builder
the puzzle.
5-1
Solving Proportions
For each proportion, write the cross products.
6
14
1.
35
15
6
12
2.
8
16
3. A jet flying at a steady speed traveled 825 miles in 2 hours.

How far did the jet travel in 1.5 hours?
5-2
Scale Drawings and Models
4. A model car is 12 centimeters long. The real car is 12 feet long.
What is the scale of the model?
Glencoe/McGraw-Hill
Write a proportion and solve for each of the following.

5. A 24-inch tall model was
made in a scale of 1:3.
What is the height of
the actual object?
6. A flower that is 18 inches
long is drawn to a scale
of 1 centimeter to 1 inch.
What is the height of the
flower in the drawing?
113
Chapter
5-3
The Percent Proportion
Use the percent proportion to find each number.
7. 12 is what percent of 36?
8. 16 is 20% of what number?
9. 75% of 28 is what number?
10. The table shows how Lavonne spends

her day. What percent of the time does
she spend on each activity? Round
each answer to the nearest percent.
11. Explain how to check that the

percentages are correct.
Activity
Time (hr)
sleep
school
work
homework
other
5-4
The Percent Equation
12. 25 is 30% of what number?
13. What is 15% of 200?
14. Find 25% of 15.
114
Glencoe/McGraw-Hill
Use the percent equation to find each number.
Chapter
5-5
Percent of Change
Find the percent of increase or decrease. Round to the nearest percent.
15. original: 50
new: 42
16. original: 50
new: 58
17. When you find a discount price, do you add to or subtract from
the original price?
5-6
Probability and Odds
Write whether each statement is true or false. If false,
replace the underlined word or number to make a true
statement.
18. Probability can be written as a
fraction, a decimal, or a percent.
19. The outcomes happen at random
when all outcomes are equally likely
to happen.
20. The probability of an impossible
event is 1 .
21. The odds against an event occurring
are the odds that the event will occur.
Glencoe/McGraw-Hill
5-7
Compound Events
22. Two dice are rolled. Find the probability that an even number is
rolled on the first die and the number 5 is rolled on the second die.
23. A sock contains 2 red marbles, 2 yellow marbles, and 6 blue

marbles. One marble is chosen at random. What is the
probability that the marble is either red or yellow?
115
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 233.
specific lesson(s).
page 233.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
116
CH
APTER
Functions and Graphs

Chapter 6
Fold
Fold lengthwise to
the holes.
Cut
Cut along the top line
and then cut 10 tabs.
Label
Label the tabs using
the vocabulary words
as shown.
Pair
Ordered
n
Relatio
ge
and Ran
Domain
Range
Set
Solution
n
Equatio
Linear
n
Functio
lue
Va
d
tation an
Functional No
riation
Direct Va
n
Variatio
Inverse
Glencoe/McGraw-Hill
NOTE-TAKING TIP: When you take notes, it is

helpful to write definitions and examples for each
of the vocabulary terms.
117
CH
APTER
6
Vocabulary Term
Found
on Page
Definition
Description or
Example
constant of variation
[VARE-ee-AY-shun]
dependent variable
direct variation
domain
equation in
two variables
function
functional value
functional variable
118
Glencoe/McGraw-Hill
functional notation
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
independent variable
inverse variation
linear equation
[LIN-ee-ur]
range
rate problem
relation
solution set
vertical line test

Glencoe/McGraw-Hill
x-coordinate
y-coordinate
119
61
Relations
GLE 23. Use coordinate methods to solve and interpret problems (e.g., slope as rate
of change, intercept as initial value, intersection as common solution, midpoint as
equidistant) (G-2-H, G-3-H)
WHAT YOULL LEARN
(page 119)
The first number in an ordered pair is the x-coordinate.
Show relations as sets

of ordered pairs, as
tables, and as graphs.
The
number in an ordered pair is the
y-coordinate.
A set of
pairs is a relation.
KEY CONCEPTS
Domain and Range of a
Relation The domain of
a relation is the set of all
first coordinates from
the ordered pairs of the
relation.
The range of the relation
is the set of all second
coordinates from the
ordered pairs of the
relation.
Express the relation {(4, 5), (3, 2), (0, 1), (1,1),
(3, 2)} as a table and as a graph. Then determine the
domain and range.
The domain is
4
and the range is

0
(4, 5)
(3, 2)
(0, 1)
(1, 1) x
(3, 2)
Write the
definition for a relation
and give an example
under the tab for
Relation.
2
Your Turn
120
Glencoe/McGraw-Hill
Express the relation {(5, 2), (3, 1),

(2, 1), (0, 2), (2, 2)} as a table and as a graph.
Then determine the domain and range.
61
ORGANIZE IT
Express the relation shown on the graph as a set of

ordered pairs and in a table. Then find the domain
and range.
Write a set of ordered

pairs under the tab for
Ordered Pair. Under the
tab labeled Domain and
Range, name the
domain and range of
the set of ordered pairs
you chose.
Pair
Ordered
n
Relatio
ge
and Ran
Domain
Range
Set
Solution
n
Equatio
Linear
n
Functio
lue
tation and Va
Functional No
riation
Direct Va
n
Variatio
Inverse
y
(2, 3)
(5, 1)
O
(2, 2)
(0, 3)
The set of ordered pairs for the relation

is {(5, 1), (
(
), (
),
, 3)}.
The domain is
, and
5
2
2
3
the range is
Your Turn Express the relation

shown on the graph as a set of
ordered pairs and in a table.
Find the domain and the range.
y
(0, 4)
(4, 3)
(3, 1)
(1, 2)
x
O
Glencoe/McGraw-Hill
121
61
WRITE IT
Explain how you can tell
which decade had the
greatest increase in
population.
The table shows the population

of New York City since 1920.
a. Determine the domain and
range of the relation.
The domain is
The range is
Year
Population
(millions)
1920
5.6
1930
6.9
1940
7.5
1950
7.9
1960
7.8
1970
7.9
1980
7.1
1990
7.3
b. Graph the relation.

The x-coordinate goes from
to
. The
y-coordinates include values from

from
to
. You can
include 0 and use units of 2.
Population
10
8
Population 6
(millions) 4
2
0
1920 1940 1960 1980 2000
Year
Your Turn
The table shows

Colonial Population estimates
from 1730 to 1780.
a. Determine the domain and
range of the relation.
b. Graph the relation.
Population
( in millions)
1730
0.6
1740
0.9
1750
1.2
1760
1.6
1770
2.1
1780
2.8
Source: www.infoplease.com
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
122
Glencoe/McGraw-Hill
Year
62
Equations as Relations
GLE 15. Translate among tabular, graphical, and algebraic representations of functions and
real-life situations (A-3-H, P-1-H, P-2-H)
GLE 36. Identify the domain and range of functions (P-1-H)
(pages 118119)
WHAT YOULL LEARN

Solve linear equations
A set of
to a problem is a solution set.
for a given domain.
An equation that contains two
values is
an equation in two variables.
KEY CONCEPT
Solution of an Equation
in Two Variables If a
true statement results
when the numbers in
an ordered pair are
substituted into an
equation in two
variables, then the
ordered pair is a
solution of the equation.
Which of the ordered pairs (0, 0), (1, 4), (2, 1), or (1, 2)
are solutions of y x 3?
Make a table. Substitute the x- and y-values of each ordered
pair into the equation.
x
y x 3
True or False?
0 (0) 3
In your own
words, tell what a
solution set is under
the tab for Solution Set.
4 (1) 3
1 (2) 3
Glencoe/McGraw-Hill
1
2 (1) 3
statement results when the ordered pair
is substituted into the equation. So, the ordered pair

is a solution of the equation y x 3.
123
62
Your Turn
Which of the ordered pairs (0, 2), (1, 3), (2, 5),
or (1, 2) are solutions of y 2x 1?
Solve y 2x 1 if the domain is {2, 1, 0, 1, 2}. Graph

the solution set.
Make a table. Substitute each value of
into the equation
to determine the corresponding values of
2x 1
(x, y)
2
2(2) 1
1
2(1) 1
2(0) 1
2(1) 1
2(2) 1
.
y
(2, 5)
(1, 3)
(0, 1)
(1, 1) O
(2, 3)
124
Glencoe/McGraw-Hill
The solution set is
62
REMEMBER IT
Sometimes you can
solve an equation for y
before substituting each
domain value into the
equation. This makes
creating a table of
values easier.
Your Turn
Solve y 3x 2 if the domain is

{2, 1, 0, 1, 2}. Graph the solution set.
Find the domain of y 10 4x if the range is

{6, 2, 2, 6, 10}.
Make a table. Substitute each value of
into the
equation. Then solve each equation to determine the

corresponding values of
y
y 10 4x
6
6 10 4x
2
2 10 4x
2 10 4x
6 10 4x
10
10 10 4x
Glencoe/McGraw-Hill
The domain is
HOMEWORK
ASSIGNMENT
.
(x, y)
Your Turn
Find the domain of y 8 3x if the range is

{4, 1, 2, 5, 8}.
Page(s):
Exercises:
125
63
Graphing Linear Relations

GLE 15. Translate among tabular, graphical, and algebraic representations of
functions and real-life situations (A-3-H, P-1-H, P-2-H)
(page 119)
WHAT YOULL LEARN

Graph linear relations.
An equation with a graph that is a

is a linear equation.
Determine whether each equation is a linear equation.

Explain. If an equation is linear, identify A, B, and C
when written in standard form.
KEY CONCEPT
Linear Equation in
Standard Form A linear
equation is an equation
that can be written in
the form Ax By C,
where A, B, and C are
any numbers, and A and
B are not both zero.
Ax By C is called the
standard form if A, B,
and C are integers.
Write the
standard form of a linear
equation under the tab
for Linear Equation. Be
sure to include examples.
4xy 4
Since the term
has two variables, the
equation cannot be written in the form

So, this is not a
yx
First, rewrite the equation so that both variables are on the
same side of the equation.
yx
0xy
Subtract
from each side.
This equation can be written as
Therefore,
A
,B
, and C
Your Turn
Determine whether each equation is a

linear equation. Explain. If an equation is linear,
identify A, B, and C when written in standard form.
a. 2x 3 y
126
b. 2x 3xy
Glencoe/McGraw-Hill
it is a linear equation in the form Ax By C, where
63
Graph 3x y 2.
In order to find values for y more easily, solve the equation
for
3x y 2
y 2
Subtract
y 2
from each side.
Now make a table and draw the graph.

x
2 3x
2
2 3(2)
1
2 3(1)
2 3(0)
2 3(1)
2 3(2)
(x, y)
x
O
3x y 2
Glencoe/McGraw-Hill
Your Turn
a. y 2x 2
Graph each equation.

b. x y 5
127
63
Graph y 2.
In standard form, this equation is
y 2. So, for
written as
any value of x, y
example, if x 0, y
y
. For
; if x 1,
; if x 3, y
y 2
The graph of y 2 is a horizontal line.

Graph y 3x.
Make a table and draw the graph.
x
3x
(x, y)
y 3x
2
3(2)
x
O
1
3(1)
3(0)
3(1)
3(2)
In standard form, y 3x is written as 3x y 0. In any

equation where C 0, the graph passes through the origin.
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
128
b. y 4x
Glencoe/McGraw-Hill
a. y 4
64
Functions
GLE 35. Determine if a relation is a function and use appropriate
function notation (P-1-H)
WHAT YOULL LEARN
Determine whether each relation is a function. Explain

your answer.
Determine whether
a given relation is
a function.
{(1, 1), (3, 4), (4, 5), (4, 6)}

This is not a function because one member of the domain,
is paired with two members of the range,
KEY CONCEPT
Function A function is a
relation in which each
member of the domain is
paired with exactly one
member of the range.
x
y
2 1
0
The table represents a function since, for each member of the

, there is only
Write three
examples of relations
that are functions under
the tab for Function.
Write each function
in a different form.
and
the
corresponding member of
.
y
x
O
Glencoe/McGraw-Hill

understand the concepts
of a relation and a
function, determine
whether a given relation
defines a function, and
give pertinent information
about given relations and
functions.
determine whether a
relation defined by a
graph, a set of ordered
pairs, or a symbolic
expression is a function
and justify the conclusion.
The graph represents a relation that is not a

because there are many members of the
(the x-values) that are paired with
members of the
(the y-values).
Your Turn
Determine whether each relation is a

function. Explain your answer.
a. {(1, 2), (2, 3), (3, 5), (4, 5)}
129
64
b.
3 1
1 2 3 4 5
c.
x
O
KEY CONCEPT
Use the vertical line test to determine whether each

relation is a function.
Vertical Line Test for a

Function If each vertical
line passes through no
more than one point of
the graph of a relation,
then the relation is a
function.
This relation is
vertical line passes through no more than
since each
point of the
of the
relation.
This relation is
since
line passes through
point of the graph.
Use the vertical line test to determine

whether each relation is a function.
a.
b.
130
Glencoe/McGraw-Hill
Your Turn
64
ORGANIZE IT
Give an example of an
equation in functional
notation under the tab
for Functional Notation
and Value. Then choose
a number and find the
functional value of your
function for the chosen
number.
Pair
Ordered
n
Relatio
ge
and Ran
Domain
Range
Set
Solution
n
Equatio
Linear
n
Functio
lue
tation and Va
Functional No
riation
Direct Va
n
Variatio
Inverse
(page 118)
Writing equations of the form y . . . as f(x) . . . is

called functional notation.
A functional value is a
that corresponds
to a specific
If (x) x 4, find each value.

(2)
f(2) x 4
f(2)
4
Replace x with
Add.

1
2
f(x) x 4
f
1
2
4
Replace x with
Add.
(c)
f(x) x 4
f(c)
Glencoe/McGraw-Hill
Your Turn
HOMEWORK
ASSIGNMENT
a. f(1)
4
Replace x with
If (x) x 4, find each value.

b. f(1.5)
c. f(a)
Page(s):
Exercises:
131
65
Direct Variation
GLE 7. Use proportional reasoning to model and solve real-life problems
involving direct and inverse variation (N-6-H)
(pages 118119)
WHAT YOULL LEARN
The variable whose value depends on the value of the
Solve problems
independent variable is the dependent variable.
involving direct
variations.
The independent variable is the
whose value
is chosen.
The constant of variation is the number
in an
equation of the form y kx.
KEY CONCEPT
Direct Variation A direct
variation is a linear
function that can be
written in the form
y kx, where k 0.
Determine whether the equation is a direct variation.

1
y x
2
Graph the equation. The graph

passes through the
y
y 1x
2
So, the equation is

Write the
standard form of an
equation that is a direct
variation under the tab
for Direct Variation. Also
draw the graph of a
linear equation that
varies directly.
.
The constant of variation is
yx2
does not pass through the
y
yx2
So, the equation is
Your Turn
Determine whether each equation is a

direct variation.
2
a. y x 1
3
132
b. y 2x
Glencoe/McGraw-Hill
Graph the equation. The graph
65
(page 119)
A problem involving the formula

or d rt is a rate problem.
The length of a trip varies directly as the amount of

gasoline used. How many gallons of gasoline would
be needed for a 550-mile trip if a 66-mile trip used
3 gallons of gasoline?
Let represent the length of the trip and let g represent the
amount of gasoline used. The statement the length varies
directly as the amount of gasoline translates into an equation
kg in the same way as y varies directly as x translates into
y kx. Find the value of k.
kg
Direct variation
k
Replace with
with
and g
Divide each side by
k
WRITE IT
Glencoe/McGraw-Hill
In Example 3, explain
the meaning of k within
the context of the
problem.
Next, find the amount of gasoline needed for a 550-mile trip.

kg
550
g
Replace with 550 and

k with
550
22 g
Divide each side by
g
A 550-mile trip would use
gallons of gasoline.
133
65
Your Turn
How many gallons of gasoline would be needed

for a 630-mile trip if a 126-mile trip used 7 gallons of gasoline?
REMEMBER IT
There are several
combinations for
proportions that can be
used in direct variation.
In addition to the
proportion used in
y
Suppose y varies directly as x and y 27 when x 18.

Find x when y 15.
y
1
2
Use x x to solve the problem.
1
2
1
1
Example 4,

and
y
x
2
Let y1
x2
x1
x
x
1
2
can also be used.
y1
y2
x2
(15)
, y2
, and
27x2
27x2
270
Divide each side by
x2
Your Turn
HOMEWORK
ASSIGNMENT
Suppose y varies directly as x and y 35 when

x 14. Find x when y 15.
Page(s):
Exercises:
134
when y 15.
Glencoe/McGraw-Hill
So, x
66
Inverse Variation
GLE 7. Use proportional reasoning to model and solve real-life problems involving
direct and inverse variation (N-6-H)
WHAT YOULL LEARN

Solve problems involving
inverse variations.
The number of bricklayers needed to build a brick

wall varies inversely as the number of hours needed.
If 4 bricklayers can build a brick wall in 30 hours,
how long would it take 5 bricklayers to do it?
Let x the number of bricklayers. Let y the number of hours.
First find the value of k.
xy k
KEY CONCEPT
k
Definition of inverse variation

Replace x with
y with
Inverse Variation
An inverse variation is
described by an
equation of the form
xy k, where k 0.
k
and
The constant of variation is
Next, find the number of hours for 5 bricklayers to build a

brick wall.
k
y
x
Divide each side of xy k by
Replace k with
x with
and
Glencoe/McGraw-Hill
A crew of 5 bricklayers can build the wall in
hours.
Your Turn
The number of painters needed to paint a

bedroom varies inversely as the number of hours needed.
If 3 painters can paint a bedroom in 8 hours, how long would it
take 4 painters to do it?
135
66
Suppose y varies as x and y 2 when x 12.

Find y when x 8.
y
x1

2
x2
y1
Inverse variation proportion

y2
Let x1
and x2
(2)
REVIEW IT
Why does the product
of 12 and 2 result in
a positive answer?
(Lesson 2-5)
y2
, y1
8y2
y2
Therefore, when x 8, y
Your Turn
Suppose y varies inversely as x and y 5

when x 9. Find y when x 6.
Page(s):
Exercises:
136
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
chapter test.


Vocabulary Builder
solve the puzzle.
6-1
Relations
Match the relation on the left to its other form on the right.
1.
1
1
a.
y
(1, 5)
(1, 3)
2. {(1, 5), (1, 3), (1, 0), (1, 2)}
(1, 0)
x
3.
(1, 2)
(3, 4)
(4, 3)
(2, 1)
b. {(1, 3), (1, 2), (0, 1), (2, 4)}

c.
x
4
1
3 1
O
(1, 1)
1
d. {(3, 4), (2, 1), (4, 3), (1, 1)}

Glencoe/McGraw-Hill
4. Name the domain and range of the relation in Exercise 1.

Domain
Range
6-2
Equations as Relations
Solve each equation if the domain is {1, 0, 1, 2, 3}.
5. y 3x
6. y 2 x
7. x y 1
137
Chapter
6-3
Graphing Linear Relations
Complete the table.
Linear or
Nonlinear?
Equation
8.
2x 3y 1
9.
4xy 2y 7
10.
2x 4y 3
11.
x
4y
2
5
3
Reason
6-4
Functions
Determine whether each relation is a function. Explain your
answer.
12.
x
y
2 1
1
13.
x
O
Glencoe/McGraw-Hill
If (x) 2x 3, find the following:

14. (0)
138
15. (2)
16. (3)
17. (b)
Chapter
6-5
Direct Variation
For each situation, write an equation with the proper
constant of variation.
18. The distance d varies directly as time t.
19. The wages W earned by an employee vary directly with the

number of hours h that are worked.
20. The length of a trip varies directly as the amount of gasoline

used. Pedros car used 4 gallons of gasoline in the first
112 miles of his trip. How much gasoline should he expect
to use in the remaining 84 miles of the trip?
6-6
Inverse Variation
Write direct variation, inverse variation, or neither to
describe the relationship between x and y described by
each equation.
21. y 3x
22.
xy 5
23.
y 28x
Glencoe/McGraw-Hill
For each problem, y varies inversely as x. Write an equation

you can use to solve for k. Then write a proportion you
could use to solve the problem.
Problem
24.
If y 8
when x 12,
find y when
x 4.
25.
If x 50
when y 6,
find x when
y 30.
Equation
Proportion
139
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 279.
specific lesson(s).
page 279.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
140
CH
APTER
Linear Equations

Fold
from top to bottom.
Cut
together to form a
booklet.
Glencoe/McGraw-Hill
Label
Label each page with
a lesson number and
title. The last tab is
for the vocabulary.
Chapter 7
Cut
Cut tabs into margin.
The top tab is 4 lines
wide, the next tab is
8 lines wide, and so on.
Linear
Equations
71
72
NOTE-TAKING TIP: When you take notes, dont

lose focus as to what your teacher is saying. If you
do, you will become lost in your note-taking.
Write important equations and/or sketch graphs
using the methods presented in each lesson.
141
CH
APTER
7
Vocabulary Term
Found
on Page
Definition
Description or
Example
best-fit line
correlation coefficient
[CORE-uh-LAY-shun]
extrapolation
[ek-STRA-puh-LAY-shun]
family of graphs
interpolation
[in-TER-puh-LAY-shun]
linear regression
parallel lines
[PARE-uh-lel]
parent graph
142
Glencoe/McGraw-Hill
median-median line
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
perpendicular lines
[PER-pun-DI-kyoo-lur]
point-slope form
rate of change
residual
rise
run
scatter plot
slope
Glencoe/McGraw-Hill
slope-intercept form
[IN-ter-SEPT]
x-intercept
y-intercept
143
71
Slope
GLE 25. Explain slope as a representation of rate of change (G-3-H, A-1-H)
(page 143)
WHAT YOULL LEARN

Find the slope of a line
given the coordinates of
two points on the line.
Slope is the ratio of the

to the
, or the vertical change,
, or the horizontal change.
Determine the slope of each line.
KEY CONCEPT
change in y
change in x
slope
y
(1, 3)
Slope The slope of a line

is the ratio of the change
in y to the corresponding
change in x.
(2, 1)
x
Name two
points and find the slope
between them under
Then give examples
of positive, negative,
zero and undefined
slopes.
1
2
1
The slope is
change in y
change in x
slope
4
(1, 4)
(3, 4)
3
x
a.
The slope is
Determine the slope of each line.

b.
(1, 1)
144
x
(2, 1)
O
(1, 2)
x
(2, 1)
Glencoe/McGraw-Hill
Your Turn
2
71
A line contains the points whose coordinates are listed

in the table. Determine the slope of the line.
1 1 1
x
y
2 1
7
3
Each time x increases
slope
3
2
3
unit, y decreases
units.
change in y

change in x
The slope of the line containing these points is
Your Turn
A line contains the points whose coordinates

are listed in the table. Determine the slope of the line.
x
y
KEY CONCEPT
Determining Slope Given
Two Points The slope m
of a line containing any
two points (x1, y1) and
(x2, y2) is given by the
following formula.
Find the slope of a line that passes through (3, 8) and

(3, 4).
m
y y
Glencoe/McGraw-Hill
2
1
Slope

x2 x1
3 2 1
y2 y1
x2 x1
4
3
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
The slope is
Your Turn
Determine the slope of the line that passes

through (5, 2) and (3, 1).
145
72
Writing Equations in Point-Slope Form

GLE 24. Graph a line when the slope and a point or when two points are known
(G-3-H)
WHAT YOULL LEARN

Write a linear equation
in point-slope form
given the coordinates of
a point on the line and
the slope of the line.
KEY CONCEPT
Point-Slope Form For a
nonvertical line through
the point at (x1, y1) with
slope m, the point-slope
form of a linear
equation is y y1
m(x x1)
Write the point-slope form of an equation for each

line passing through the given point and having the
given slope.
1
3
(2, 7), m
y y1 m(x x1)
Point-Slope Form
1
3
y
(x
y
(x
1
3
Replace x1, y1, and m.

y
).
(2, 7)
An equation of the
line is
.
O
Write an
equation in Point-Slope
form and graph the
equation under the tab
for Lesson 7-2.
(4, 0), m 4
y y1 m(x x1)
y
4(x
Point-Slope Form
)
Replace x1, y1, and m.
4(x 4)
An equation of the
.
Your Turn
Write the point-slope form of an equation

for each line passing through the given point and
having the given slope.
1
3
a. (0, 4), m
146
b. (1, 3), m 3
Glencoe/McGraw-Hill
line is
(4, 0)
72
y
WRITE IT
How can you tell that
the two methods used
in the example provide
the same equation?
Write the point-slope

form of an equation
of the line shown.
(2, 2)
O
(2, 1)
First, determine the slope

of the line.
m
y2
x1
The slope is
(2)
or
2
. Use the slope and either point to write
an equation.
Method 1 Use (2, 2).
y
y
y
m(x
1
[x
1
(x
4
Point-Slope Form
(x1, y1)
Method 2 Use (2, 1).

y
y
y
Both
m(x
1
(x
1
(x
Point-Slope Form
(x1, y1)
and
Glencoe/McGraw-Hill
are point-slope forms of an equation for the line passing

through (2, 2) and (2, 1).
HOMEWORK
ASSIGNMENT
Your Turn
Write the point-slope

form of an equation of the line shown.
y
(2, 5)
Page(s):
Exercises:
O
(1, 1)
147
73
Writing Equations in Slope-Intercept Form

GLE 13. Translate between the characteristics defining a line (i.e., slope, intercepts,
points) and both its equation and graph (A-2-H, G-3-H)
GLE 24. Graph a line when the slope and a point or when two points are known (G-3-H)
WHAT YOULL LEARN
The y-coordinate of the point at which a graph crosses the
Write a linear equation

in slope-intercept form
given the slope and
y-intercept.
(page 143)
is the y-intercept.
The x-coordinate of the point at which a graph crosses the
is the x-intercept.
KEY CONCEPT
Slope-Intercept Form
Given the slope m and
y-intercept b of a line,
the slope-intercept form
of an equation of the
line is y mx b.
Write an
equation in slopeintercept form and graph
the equation under the
tab for Lesson 7-3.
Write an equation in slope-intercept form of each line

with the given slope and y-intercept.
m 3, b 1
y mx b
x
Replace m with
and
b with
An equation of the line is
2
3
m , b 0
y mx b
x
Replace m with
.
Your Turn
Write an equation in slope-intercept form

of each line with the given slope and y-intercept.
a. m 0, b 5
148
1
b. m , b 3
2
Glencoe/McGraw-Hill
b with
and
73
Write an equation of a line in slope-intercept form for

each situation.
slope 3 and passes through (1, 4)
Using the point-slope form, replace

(x1, y1). Then simplify.
y
y
m(x
3(x
(1, 4)
y 4 3x 3
y4
3x 3
y 3x 1
passing through (6, 2) and (3, 2)
y
(6, 2)
REMEMBER IT
The formula for
y2 y1
slope is m
.
x2 x1
First, determine the slope of the line.

O
m
2
3
3
x
(3, 2)
4
or .
3
Now substitute the known values into the point-slope form.

y y1 m(x x1)
y
Point-Slope Form
(x 6)
Replace (x1, y1) with

4
(6, 2) and m with .
Glencoe/McGraw-Hill
4
y 2 x
3
Then write in slope-intercept form.

4
y 2 2 x 8 2
Add 2 to each side.
4
y x
. You can see from
the graph that the y-intercept is
149
73
Your Turn
Write an equation in slope-intercept form
of each line.
1
a. a line whose slope is

2
and passes through (2, 6)
b. passing through
(1, 4) and (3, 0)
Plumbers Charges
A plumber charges $25 for a

service call plus $50 per hour
of service. The graph represents
the plumbers charges. Write
an equation of the line in
slope-intercept form.
y
175
150
125
Charge
100
(dollars)
75
The y-intercept of the line is 25.
50
25
Determine the slope.
m
y2

x1
75
x
1
-intercept form.
Replace m with
and b with
y
35
30
Charge (dollars)
Page(s):
Exercises:
Glencoe/McGraw-Hill
A taxi driver
charges $5 for each ride plus
$2 per mile. The graph represents
the taxi drivers charges. Write
an equation of the line in slope
intercept form.
25
20
15
10
y-intercept
(0, 5)
5
1
Miles
150
Your Turn
HOMEWORK
ASSIGNMENT
1 2 3 x
Hours of Service
or
Now substitute these values into the

y mx b
y-intercept
(0, 25)
74
Scatter Plots
GLE 10. Identify independent and dependent variables in real-life relationships (A-1-H)
GLE 29. Create a scatter plot from a set of data and determine if the relationship is linear or
nonlinear (D-1-H, D-6-H, D-7-H)
WHAT YOULL LEARN

Graph and interpret
(page 143)
A graph in which data is displayed as ordered pairs

is a scatter plot.
points on scatter plots.
KEY CONCEPTS
Scatter Plots
Positive relationship: As
x increases, y increases.
Negative relationship: As
x increases, y decreases.
No relationship: No
obvious pattern.
The scatter plot shows

the number of years
of experience and the
salary for each
employee in a small
company. Determine
whether the scatter
plot shows a positive
relationship, negative
relationship, or no
relationship. If there
is a relationship,
describe it.
Experience vs. Salary

y
80,000
60,000
Salary
(dollars)
40,000
20,000
8
12
16
Years of Experience
As the number of years of experience increase, the salary

does not seem to increase or
. Thus, there is
between experience and

Your Turn
Absences vs. Grades

90
80
70
Test Grade
Glencoe/McGraw-Hill
Use the
scatter plot shown.
Determine whether the
scatter plot shows a
positive relationship,
negative relationship, or no
relationship. If there is a
relationship, describe it.
60
50
40
30
20
10
0
10
Number of Absences
151
74
ORGANIZE IT
Give an example of a
scatter plot that has a
positive relationship
under the tab for Lesson
7-4. Also give an example
of one that has a
negative relationship
and one that has no
relationship.
Linear
Equations
The table shows the average

number of minutes a pediatric
dentist spends during each
appointment instructing the
patient in proper dental care,
and the number of cavities for
each patient.
71
72
Instruction
Time (min)
Number of
Cavities
10
A. Make a scatter plot of the data.
Dental Care
y
Let the horizontal axis

represent the instruction
time and let the vertical
axis represent the number
of cavities. Plot the data
as shown.
6
5
Number 4
of
Cavities 3
2
1
O
x
4
8
12
Instruction Time (min)
B. Does the scatter plot show a relationship between

instruction time and cavities? Explain.
; it appears that a
is directly related to a
time. There is a
number of cavities
amount of instruction
relationship.
The number of
depends on the
, so the number of
cavities is the
variable. The
is the set of all instruction times and the

set of all numbers of cavities.
152
is the
Glencoe/McGraw-Hill
C. Describe the independent and dependent variables.

Then state the domain and the range.
74
Your Turn
The table shows the gestation period and

average longevity for various animals.
Gestation
(days)
Longevity
(years)
kangaroo
36
leopard
98
12
tiger
105
16
baboon
187
20
hippopotamus
238
41
gorilla
258
20
Animal
A. Make a scatter plot of the data. Let the horizontal axis

represent gestation time and let the vertical axis represent
the longevity of the animal.
REMEMBER IT
The domain is the
set of all of the first
coordinates in a set
of ordered pairs and
the range is the set of
all of the second
coordinates in the set
of ordered pairs.
B. Does the scatter plot show a relationship between gestation

period and longevity? Explain.
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
C. Describe the independent and dependent variables. Then

state the domain and the range.
Page(s):
Exercises:
153
75
Graphing Linear Equations

GLE 13. Translate between the characteristics defining a line (i.e., slope, intercepts,
points) and both its equation and graph (A-2-H, G-3-H)
WHAT YOULL LEARN

Graph linear equations
by using the x- and
y- intercepts or the
slope and y-intercept.
Determine the x-intercept and y-intercept of the graph

of 2y x 8. Then graph the equation.
To find the x-intercept, let y 0.
2y x 8
2(0) x 8
Replace y with 0.
8
ORGANIZE IT
x
8

1
1
Draw the graph of a line

and label the x and y
intercepts under the tab
for Lesson 7-5.
x
To find the y-intercept, let x 0.
Linear
Equations
71
72
2y x 8
2y 0 8
Replace x with 0.
8
2y
8

2
2
y
The x-intercept is
y-intercept is
, and the
. This means
(0, 4)
that the graph intersects the x-axis

and the y-axis at
(8, 0)
O
. Graph the equation.
Your Turn
Determine the x-intercept

and y-intercept of the graph. Graph
the equation. 3y 2x 6
154
Glencoe/McGraw-Hill
at
75
Graph each equation by using the slope and y-intercept.
REMEMBER IT
A negative slope
means that the graph of
the line decreases when
tracing the line from left
to right. A positive slope
means that the graph of
the line increases when
tracing the line from
left to right.
1
5
y x 2
y
mx b
1
5
(5, 1)
(0, 2)
y x 2
The slope is
, and the
y-intercept is
. Graph the point at
Then go
1 unit and
the point at
.
5 units. This will be
. Then draw the line through points
and
3x y 4
First, write the equation in slope-intercept form.
3x y 4
3x y 3x 4 3x
Subtract 3x from each side.
y
y
4
3x 4
y
Divide each side by
4
y
The slope is
Glencoe/McGraw-Hill
is
. The y-intercept
O
. Graph the point at

. Then go
and
the point at
3 units
(1, 1)
(0, 4)
1 unit. This will be

. Then
draw the line through points
and
155
75
Your Turn
Graph each equation by using the slope

and y-intercept.
1
a. y x 1
b. 2x 4y 8
Graph y 3.
y mx b
y 0x 3
slope
, y-intercept
No matter what the value of x,

y
. So, all ordered pairs
are of the form (x,

examples are (0,
(2,
Page(s):
Exercises:
156
) and
(3, 3)
(2, 3)

b. y 2
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
). Some
).
Your Turn
a. x 4
76
Families of Linear Graphs

GLE 38. Identify and describe the characteristics of families of linear functions, with and without
technology (P-3-H) GLE 40. Explain how the graph of a linear function changes as the
coefficients or constants are changed in the functions symbolic representation (P-4-H)
WHAT YOULL LEARN

Explore the effects of
(page 142)
Graphs and equations of graphs that have at least

one characteristic in common are a family of graphs.
changing the slopes

and y-intercepts of
linear functions.
Graph each pair of equations. Describe any similarities

or differences. Explain why they are a family of graphs.
1
2
1
y x 1
2
y x 2
ORGANIZE IT
Summarize the two
categories of families of
graphs under the tab
for Lesson 7-6. What is
the effect of a change in
the slope and y-intercept
on the graph of a line?
Linear
Equations
71
72
The graphs have y-intercepts of 2,

and 1. They are a family of graphs
because each slope is
y = 12x + 2
x
y=
12x
y 5x 1
y x 1
Each graph has a
y
y = 5x 1
slope.
Each graph has a y-intercept of 1.

Thus, they are a family of graphs.
x
y = x 1
Your Turn
Graph each pair of equations. Describe any

similarities or differences. Explain why they are a family
of graphs.
Glencoe/McGraw-Hill
a. y x 3
yx2
b. y 3x 2
2
y x 2
3
157
76
300
y 20x 150
250
Balance
Gretchen and Max each have

a savings account and plan
to save $20 per month. The
current balance in Gretchens
account is $150 and the
balance in Maxs account is
$100. Then y 20x 150 and
y 20x 100 represent how
much money each has in their
account, respectively, after
x months. Compare and
contrast the graphs of
the equations.
200
y 20x 100
150
100
50
0
Months
The equations have the same
, but the
of Gretchens graph is
than the
y-intercept of Maxs graph. Gretchens account will always

have more money than Maxs.
Your Turn
8
7
6
Cost ($)
Tyler and Ying

both babysit for Mrs. Hernandez.
Tyler charges $4 per hour and
Ying charges $5 per hour.
Suppose x represents the
number of hours. Then
y 4x and y 5x represent
how much money each person
will make, respectively, after
x hours. Compare and contrast
the graphs of the equations.
y 5x
y 4x
3
2
1
0.5
1.5
Time (hours)
Glencoe/McGraw-Hill
158
76
(page 142)
The simplest of graphs in a

parent graph.
KEY CONCEPT
Parent Graphs
y x: As the value of m
increases, the line gets
steeper.
y x: As the value of
m decreases, the line
gets steeper.
y 2x: As the value of
b increases, the graph
shifts up on the y-axis.
As the value of b
decreases, the graph
shifts down on the y-axis.
of graphs is a
Change y 3x 1 so that the graph of the new

equation fits each description.
same y-intercept, less steep positive
slope
The y-intercept is
slope is
y
yx1
, and the slope
y 3x 1
. The new equation will

of 1. In
also have a
order for the slope to be less steep and positive, its value
must be
is
than 3, such as 1. The new equation

.
same slope, y-intercept is shifted down 2 units

The slope of the new equation will be
y-intercept is
. Since the current
, the new y-intercept will be 1 2, or
. The new equation is
. Check by
graphing.
Glencoe/McGraw-Hill
Your Turn
Change y x 3 so that the graph of the

new equation fits each description.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
a. same slope, y-intercept is shifted up 4 units
b. same y-intercept, steeper negative slope
159
77
Parallel and Perpendicular Lines

GLE 23. Use coordinate methods to solve and interpret problems (e.g., slope as rate
of change, intercept as initial value, intersection as common solution, midpoint as
equidistant) (G-2-H, G-3-H)
WHAT YOULL LEARN

Write an equation of
a line that is parallel
or perpendicular to
the graph of a given
equation and that
passes through a
given point.
Determine whether the graphs of the equations are

parallel.
y 3x 4
9x 3y 12
First, determine the slope of each line. Write each equation
in slope-intercept form.
y 3x 4
KEY CONCEPT
Parallel Lines If two
lines have the same
slope, then they
are parallel.
The slope is
9x 3y 12
9x 3y
Give two
examples of equations
whose graphs are parallel
and two examples of
equations whose graphs
are perpendicular under
12
3y
y
The slope is
9x 12
Divide each side by
x
The slopes are not the same so the lines are not
Your Turn
2y 6x 8
Glencoe/McGraw-Hill
160
Determine whether the graphs of the equations
are parallel.
3x y 2
77
Write an equation in slope-intercept form of the line

2
that is parallel to the graph of y x 3 and passes
3
through the point at (3, 1).
The slope of the given line is
line will also be
. So, the slope of the new
. Find the new equation by using the
point-slope form.
y y1 m(x x1)
2
3
(x
y
Point-Slope Form
)
x1
, y1
and m
2
y 1 x
2
y 1 1 x 2 1
Add 1 to each side.
2
y x
3
2
3
An equation whose graph is parallel to the graph of y x 3

and passes through (3, 1) is
Your Turn
Write an equation in slope-intercept form of the

1
line that is parallel to the graph of y x 4 and passes
2

Glencoe/McGraw-Hill
KEY CONCEPT
Perpendicular Lines
If the product of the
slopes of two lines is 1,
then the lines are
perpendicular.
Determine whether the graphs of the equations are

perpendicular.
y 2x 4
1
y x 3
2
161
77
First, determine the slopes of the lines. Write each equation in
slope-intercept form.
1
y 2x 4
y x 3
2
y 2x
4
y
4
y
The graphs are perpendicular because

1
the product of their slopes is 2
2
or
y 2x 3
y 2x 4
.
O
Your Turn
Determine whether the

graphs of x y 1 and x y 4 are perpendicular.
Write an equation in slope-intercept form of the line

that is perpendicular to the graph of y 2x 5 and
passes through the point at (2, 3).
The slope is 2. A line perpendicular to the graph of
1
y 2x 5 has slope . Find the new equation by using
2
the point-slope form.

y y1 m(x x1)
y
1
(x
2
Point-Slope Form
)
x1
, y1
and m
1
x
2
1
y 3 3 x 1 3
2
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Subtract 3 from each side.
1
y x
2
Your Turn
Write an equation in slope-intercept form of the

1
line that is perpendicular to the graph of y x 2 and passes
162
Glencoe/McGraw-Hill
y
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
chapter test.


Vocabulary Builder
solve the puzzle.
7-1
Slope
Find the slope between each set of points.
1. (2, 3), (5, 1)
2. (0, 5), (1, 4)
3. (2, 0), (2, 1)
7-2
Writing Equations in Point-Slope Form
4. In the formula y y1 m(x x1), what do x1 and y1 represent?
Match each equation with the correct graph.

Glencoe/McGraw-Hill
1
5. y 3 (x 2)
6. y 2x
a.
b.
2
3
7. y 1 x
c.
163
Chapter
7-3
Writing Equations in Slope-Intercept Form
Complete the chart below by writing the formula for each form of
equation. Then write an example of each equation.
Form of Equation
8.
standard form
9.
slope-intercept form
Formula
Example
7-4
Scatter Plots
Refer to the scatter plot shown at the right.
10. Which quantity is the independent quantity?
the dependent quantity?
Length (minutes)
11. What conclusion can you draw from the

scatter plot?
30
20
10
5 10 15 20 25 30 35 x
Distance from Workplace (mi)
12. Explain how to find the x- or y-intercept of an equation.
164
Glencoe/McGraw-Hill
7-5
Graphing Linear Equations
Chapter
Refer to the graph shown at the right.
13. What is the y-intercept of the graph?

14. What is the x-intercept of the graph?
O
7-6
Families of Linear Graphs
Tell whether each set of graphs is a family of graphs.
15.
16.
7-7
Parallel and Perpendicular Lines
17. Parallel lines
(always/never) intersect.
Tell whether the graphs are parallel, perpendicular, or

neither. Explain.
18.
19.
Glencoe/McGraw-Hill
165
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 331.
specific lesson(s).
page 331.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
166
CH
APTER
Powers and Roots

Fold
Fold each sheet of grid
paper in half along the
width. Then cut along
the crease.
Staple
Staple the eight half-sheets
together to form a booklet.
Cut
Cut even lines from the
bottom of the top sheet,
six lines from the second
sheet, and so on.
Powers and roots

Use powers in expressions
Multiply and divide Powers
Simplify expressions containing negative exponents
Scientific Notation
Simplify Radicals
Estimate square roots
Pythagorean Theorem
NOTE-TAKING TIP: When taking notes in math

class, be sure to write down important rules and
properties. It is also a good idea to record
examples of any rules and properties.
Chapter 8
Glencoe/McGraw-Hill
Label
Label the tabs with
lesson topics as shown.
167
CH
APTER
8
Vocabulary reminders to complete each terms definition or description on these
pages. Remember to add the textbook page number in the second column for
reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
base
composite number
[kahm-PA-zit]
converse
exponent
[ek-SPO-nent]
hypotenuse
[hi-PA-tin-oos]
leg
negative exponent
168
Glencoe/McGraw-Hill
irrational numbers
[i-RA-shun-ul]
Chapter
Vocabulary Term
Found
on Page
Definition
Description or
Example
perfect square
power
prime factorization
[FAK-tor-i-ZAY-shun]
prime number
Pythagorean Theorem
[puh-THA-guh-REE-un]
radical
[RAD-ik-ul]
radical expression
Glencoe/McGraw-Hill
radical sign
scientific notation
square root
169
81
Powers and Exponents

GLE 2. Evaluate and write numerical expressions involving integer exponents (N-2-H)
GLE 12. Evaluate polynomial expressions for given values of the variable (A-2-H)
BUILD YOUR VOCABULARY (pages 168169)
WHAT YOULL LEARN

Use powers in
A perfect square is the
of an integer and itself.
expressions.
An exponent tells how many times a number is used as a

.
The number that is raised to a
is called a base.
A power is a number that is expressed when using an

.
Write each expression using exponents.

555
The base is
. It is a factor
times. 5 5 5
dddddd
The base is
. It is a factor
times.
dddddd
Use the Associative Property to group factors with like bases.

(6)(6)(7)(7)(7)(7)(7) [(6)(6)][(7)(7)(7)(7)(7)]
Your Turn
a. c
170
Write each expression using exponents.

b. (3)(3)(3)(3)
Glencoe/McGraw-Hill
Write (6)(6)(7)(7)(7)(7)(7) using exponents.
81
ORGANIZE IT
expressions with
exponents under the
appropriate tab. Then,
write them again in
expanded form.
Powers and roots
Scientific Notation
Simplify Radicals
Pythagorean Theorem
Write each power as a multiplication expression.

4
6
The exponent 4 means that

6 is a factor 4 times.
h
The exponent 5 means that

h is a factor 5 times.
3 2
7a b
3 2
7a b
7 is used as a factor once,

a is used 3 times, and b is
used twice.
Your Turn
Write each power as a multiplication
expression.
a. 8
b. b
KEY CONCEPT
Order of Operations
1. Do all operations
within grouping
symbols first; start
with the innermost
grouping symbols.
c. 3yz
2. Evaluate all powers in

order from left to
right.
3. Do all multiplications
and divisions from left
to right.
Glencoe/McGraw-Hill
4. Do all additions and

subtractions from left
to right.
Evaluate 5a if a 4.

5a 5
5
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
3
a. 2x if x 4

2
Replace a with 4.
Evaluate the power 4 4 16.
Multiply.

2
b. 4b c if b 2 and c 2
171
82
Multiplying and Dividing Powers
WHAT YOULL LEARN
Multiply and divide
5 5
powers.
5 5 5
To multiply powers that have the same

base, write the common base, then add
the exponents.
KEY CONCEPTS
Product of Powers You
can multiply powers with
the same base by adding
the exponents.
Quotient of Powers You
can divide powers with
the same base by
subtracting the exponents.
10
s
10
s s
s
s
To multiply powers that have the

same base, write the common base,
then add the exponents.

4
(10a)(5a )
4
(10a)(5a )
5
a
Use the Commutative

and Associative
Properties. a a1
50a

5 4
3 7
(m n )(m n )
5 4
3 7
(m n )(m n ) (m m )(n n )
m
Use the Commutative

and Associative
Properties.
n
Glencoe/McGraw-Hill

Your Turn
3
a. 5 5
b. a a
c. (6x)(3x )
172
2 3
8 5
d. (a b )(a b )
82
ORGANIZE IT
multiplying terms with
powers and three
examples of dividing
terms with powers
under the tab for
Lesson 8-2.
Powers and roots
Scientific Notation
Simplify Radicals
Pythagorean Theorem
76

2
7
76 7

2
7
2
To divide powers that have the same base,

write the common base. Then subtract the
exponents

p10

p
p10
p
p
1
Write the common base. Then subtract the

exponents.
15a6b4
4
3
3a b
6 4
15a b

4
3
3a b

aa
6
5a
Group the powers that

have the same base.
5a b
Your Turn
c
c
10
10
b.
a. 5
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT

7
5 6
20x y
c.
2
5x y
8 9
21y z
d.
2 8
3y z
Page(s):
Exercises:
173
83
Negative Exponents
WHAT YOULL LEARN

Simplify expressions
containing negative
exponents.
2
Write 6 using positive exponents. Then evaluate the

expression.
2
Definition of negative exponent.
6
66
KEY CONCEPT
Negative Exponents
1
a
n
;
an
n a
n
The value of a cannot

be 0.

3 4
q r
3 4
q r
4
q r
q

2 10
m n
5
2
m n

2 10
10
m n
m
n
5
5
2
2
m n
m
n
m
n
ORGANIZE IT
variables with negative
exponents under the tab
for Lesson 8-3. Then,
write those examples
using positive
exponents.
Powers and roots
Scientific Notation
Simplify Radicals
Pythagorean Theorem
174
n
1
n
Your Turn
a. x
3

3
b. a
c2d5
c.
3
c d
Glencoe/McGraw-Hill
m
Quotient of powers.
83
6 4
10h k
25h k
Simplify
.
3 7
6 4
10
10h k

3 7
25
25h k
6

4
h

3
h

2
k

7
k
6
hh kk
2h
10
25
Write in simplest form.
Quotient of powers.
5
2h
Simplify the powers.
5
A large archery target has a diameter of 1 meter.

2
An arrow tip has a diameter of 10 meter. How many
arrows could fit across the diameter of the target?
2
.
To find the number of arrows, divide 1 by 10

0
1
10

2
2
10
10
1 100
0
10
or
Glencoe/McGraw-Hill
Your Turn
2 5
8a k
.
a. Simplify

4 8
18a k
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
b. If a pencils eraser had a diameter of 1 centimeter, how many

pencils sharpened lead tips could fit across the diameter of
3
the eraser if each tip was 10 centimeters?
175
84
Scientific Notation
GLE 3. Apply scientific notation to perform computations, solve problems, and
write representations of numbers (N-2-H)
WHAT YOULL LEARN
Express each measurement in standard form.
Express numbers in
8 kilobytes
scientific notation.
8 kilobytes
8
KEY CONCEPTS
The prefix kilo- means

bytes
Move the decimal point

places right.
Multiplying by Powers
of 10
If the exponent is
positive, move the
decimal point to the
right.
If the exponent is
negative, move the
decimal point to the
left.
2.5 microseconds
2.5 microseconds
2.5
The prefix micro- means

second
Scientific Notation A
number is expressed in
scientific notation when
it is the form a 10n,
1 a 10 and n is
an integer.
Your Turn
Move the decimal

to the left.
.
places
Express each measurement in standard
form.
a. 5 gigabytes
b. 4.5 milliseconds
325,000
325,000
176
10
The decimal point moves 5

places.
Since 325,000 is greater than
one, the exponent is positive.
Glencoe/McGraw-Hill
Express each number in scientific notation.
84
0.00028
?
0.00028
10
The decimal point moves

places.
Your Turn
Since 0.00028 is between

zero and one, the exponent
is negative.
Express each number in scientific notation.
a. 78,000,000
b. 0.0032
Evaluate 30 30,000,000.
ORGANIZE IT
Write three large
numbers and three very
small numbers under
Then, write each
number using scientific
notation.
First express each number in scientific notation. Then use the

Associative and Commutative Properties to regroup factors.
30 30,000,000 (3 10 )(3 10 )
(3 3)
Associative and
Commutative
Properties.
9 10
Powers and roots

Scientific Notation
Simplify Radicals
Pythagorean Theorem
Glencoe/McGraw-Hill
Your Turn
HOMEWORK
ASSIGNMENT
a. 20 40,000

9
9.6 10
b.

5
4 10
Page(s):
Exercises:
177
85
Square Roots
BUILD YOUR VOCABULARY (pages 168169)
WHAT YOULL LEARN

Simplify radicals by
using the Product and
Quotient Properties of
Square Roots.
The symbol,
, called a radical sign, is used to
indicate a
An
that contains a square root is a
radical expression.
A whole number that has only two
, one
and itself, is a prime number.

A
that has more than two factors is a
composite number.
The prime factorization of a number is an expression of the
of the prime factors.
KEY CONCEPTS
Square Root A square
root of a number is one
of its two equal factors.
Quotient Property of
Square Roots The square
root of a quotient of
positive numbers is equal
to the quotient of each
square root.

100
.
81

, 81
Since 9

256
Find the prime factorization of 256.

256
22222
16

178
, 100
Since 10
Glencoe/McGraw-Hill
Product Property of
Square Roots The square
root of a product of
positive numbers is equal
to the product of each
square root.
16
Use the Product Property of Square Roots.

Simplify the radical.
85
ORGANIZE IT

400

400
Write three radical

expressions under the
tab for Lesson 8-5. Then,
simplify the expressions.
If one cannot be
simplified, explain why.
Powers and roots
Scientific Notation
Simplify Radicals
Pythagorean Theorem
2 2 2 2
16
25

Your Turn
or
a. 4
b. 121
c. 225
d. 289
100

9
Simplify .
100

9
Use the Quotient Property of

Square Roots.

Glencoe/McGraw-Hill
Your Turn
Simplify
100
.

324
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
179
86
Estimating Square Roots
BUILD YOUR VOCABULARY (page 168)
WHAT YOULL LEARN
Irrational numbers are not rational or integers because
Estimate square roots.
their decimal values do not terminate or repeat.
Estimate each square root.

48
List some perfect squares to find the two perfect squares
closest to 48.
ORGANIZE IT
Write the square of each
integer from 120 and
write the squares under
2
For example, 1 = 1,
2
2 = 4, etc.
Powers and roots
Scientific Notation
Simplify Radicals
Pythagorean Theorem
1, 4, 9, 16, 25, 36, 49, ...
48 is between
and
48
48
49

36
48

Since 48 is closer to
than to
, the best
whole number estimate for 48

is

200
200
144, 196, 225, 256, 289...
200

HOMEWORK
ASSIGNMENT
Pages(s):
Exercises:
Since 200 is closer to
whole number estimate for 200

is
Your Turn
a. 15
180
than to
, the best
.
Estimate each square root.

b. 250
Glencoe/McGraw-Hill
200
225

196
87
The Pythagorean Theorem
WHAT YOULL LEARN

Use the Pythagorean
Theorem to solve
problems.
The side opposite the right
of a right triangle is
called the hypotenuse.

The two sides that form the right angle of a
triangle are called the legs.
Find the length of the hypotenuse of the right triangle.
KEY CONCEPT
Pythagorean Theorem
In a right triangle, the
square of the length of
the hypotenuse, c, is
equal to the sum of the
squares of the lengths of
the legs, a and b.
12 in.
2
c a b
2
Draw a right
triangle and label the
right angle, hypotenuse,
and the legs under the
tab for Lesson 8-7. Under
the triangle, write the
Pythagorean Theorem.
x in.
9 in.
c
c
Pythagorean Theorem

Replace a and b.
81
c
Find the square root of each side.
Glencoe/McGraw-Hill
c 225

c
The length is
inches.
Your Turn
Find the length of the

hypotenuse of the right triangle.
10 ft
c ft
24 ft
181
87
Find the length of one leg of a

right triangle if the length of the
hypotenuse is 22 centimeters and
the length of the other leg is
15 centimeters. Round to the
nearest tenth.
2
c a b
15 cm
y cm
Pythagorean Theorem
2
22
22 cm
b
Replace c with 22 and

a with 15.
b
484 225 225 225 b
Subtract.
b
b
259
Find the square root of

each side.
b
Use a calculator.
The length of the leg is about
KEY CONCEPT
Converse of the
Pythagorean Theorem If
c is the measure of the
longest side of a triangle
The measures of the three sides of a triangle are 6, 11,

and 13. Determine whether this triangle is a right
triangle.
2
c a b
2
Pythagorean Theorem
2
13 6 11
and c a b , then
the triangle is a right
triangle.
2
centimeters.
Replace the variables.

169
157
2
Since c a b , the triangle is
a right triangle.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
182
a. Find the length of one leg of a right triangle if the length of

the hypotenuse is 28 inches and the length of the other leg
is 20 inches. Round to the nearest tenth.
b. The measures of the three sides of a triangle are 15, 18,

and 21. Determine whether this triangle is a right triangle.
Glencoe/McGraw-Hill
Your Turn
CH
APTER

STUDY GUIDE

test.
VOCABULARY
PUZZLEMAKER
BUILD YOUR
VOCABULARY

word search, or jumble puzzle
of the vocabulary words in
Chapter 8, go to

Vocabulary Builder
solve the puzzle.
8-1
Powers and Exponents
x
1. Using 5 , fill in the boxes with the correct terms. Five is the
and x is the
2. Complete the table.

22
32
42
52
62
72
82
92
102
8-2
Multiplying and Dividing Powers
Write the letter of the correct answer at the right that best
matches each expression.
Glencoe/McGraw-Hill
a. b
b. b
3. b b
4. b b
5. b b b
4
b
b
6. 3
c. b
15
d. b
e. b
183
Chapter
8-3
Negative Exponents
7. Complete the table.
103
102
101
1
100
2
10
10
3
10
True or False?
4
8. 5
1
5
is equal to 4
.
8-4
Scientific Notation
Complete each sentence to change from scientific notation
to standard notation.
6
9. To express 3.64 10 in standard notation, move the decimal

point
places to the
3
10. To express 7.825 10

decimal point
.
in standard notation, move the
places to the
Complete each sentence to change from standard notation

to scientific notation.
11. To express 0.0007865 in scientific notation, move the decimal
point
places to the right and write
12. To express 54,000,000,000 in scientific notation, move the

places to the left and write
8-5
Square Roots
13. 49

15.
184
25

81
14. 121

100
36
16.
Glencoe/McGraw-Hill
decimal point
Chapter
8-6
Estimating Square Roots
Complete the chart of the following square roots.
Square Root
? x ?
Estimate

45
45
49

36
17.

18
18.

88
19.

112
20.

125
8-7
The Pythagorean Theorem
Complete the sentence.
21. The side opposite the right angle of a right triangle is called the
.
22. In a right triangle, each of the two sides that form the right
angle is a
of the right triangle.
Write an equation that you could solve to find the missing

side length of each right triangle.
23.
24.
25.
Glencoe/McGraw-Hill
10 ft
9 ft
10 ft
10 ft
6 ft
9 ft
185
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
You may want to take the Chapter 8 Practice Test on

page 377 of your textbook as a final check.
specific lesson(s).
page 377.
specific lesson(s).
page 377.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
186
APTER
Chapter 9
CH
Polynomials

Fold
Fold lengthwise to the holes.
Cut
and then cut three tabs.
Label
Label the tabs using the
lesson concepts as shown.
and
Identify
classify
ls
ia
m
no
poly
d
Add an
subtract
ials
polynom
Multiply
ials
polynom
Glencoe/McGraw-Hill
NOTE-TAKING TIP: When you take notes, be sure

to write clear and concise notes so that you can
study them more easily.
187
CH
APTER
9
Vocabulary Term
Found
on Page
Definition
Description or
Example
binomial
[by-NO-mee-ul]
degree
FOIL method
like terms
polynomial
[PA-lee-NO-mee-ul]
trinomial
[try-NO-mee-ul]
188
Glencoe/McGraw-Hill
monomial
[ma-NO-mee-ul]
91
Polynomials
WHAT YOULL LEARN

Identify and classify
polynomials and find
their degree.
A monomial is a number, a
, or a
of numbers and variables that have only positive

.
A monomial or the
of one or more monomials
is called a polynomial.
A polynomial with
A polynomial with
terms is a binomial.
terms is a trinomial.
Determine whether each expression is a monomial.

Explain why or why not.
2 3
a b c
WRITE IT
expressions that are not
monomials.
2 3
a b c is a monomial because it is a
1

x
1
is not a monomial because it includes
x
of variables.
Glencoe/McGraw-Hill
Your Turn
Determine whether each expression is a

monomial. Explain why or why not.
2 3
a. 10x y z
b. 5
189
91
ORGANIZE IT
monomial, binomial,
and trinomial under the
tab for Identify and
Classify Polynomials.
Then write a polynomial
with more than 3 terms.
and
Identify
classify
ls
ia
polynom
d
Add an
subtract
ials
m
no
ly
po
State whether each expression is a polynomial. If it is a

polynomial, identify it as a monomial, binomial, or
trinomial.
4x 2
Yes. Since the expression is the sum of
it is a
monomials,
5 3x x 2
2
Yes. The expression 5 3x x 2 can be written as
Multiply
ials
polynom
. Since the expression can be written as

the sum of
2
3x
monomials, it is a
4x
No. Since the expression contains a

it is not a polynomial.
exponent,
Your Turn
State whether each expression is a

polynomial. If it is a polynomial, identify it as a
monomial, binomial, or trinomial.
2
3
a. 9x 2x 4
b. 3x 2x
c. a 3b
The degree of a monomial is the

of the variables.
190
(page 188)
of the
Glencoe/McGraw-Hill
91
Find the degree of each polynomial.
WRITE IT
8b 9
Degree
Describe how a
monomial can have
degree zero. Write an
example of a monomial
with degree zero.
Term
2
2
The degree of 8b 9 is
8b
.
9
2
4 2
2ab 3a b 5a b
Term
2
4 2
The degree of 2ab 3a b 5a b

is
Degree
1 1 or
2ab
3a b
2 1 or
4 2
4 2 or
5a b
Your Turn
3 5
a. 3a b 2ab

2
b. 2x x xy
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
191
92
Adding and Subtracting Polynomials
WHAT YOULL LEARN
Find each sum.
Add and subtract
(3s 4t) (6s 2t)
polynomials.
Method 1 Group the like terms together.
REMEMBER IT
Terms that have the
same variable(s) and
power(s) are like terms.
(3s 4t) (6s 2t)

(4t 2t)
s
Group the like terms.

t

Method 2 Add in column form.
3s
Align the like terms.
2t
()
(b 4b 6) (3b 3b 1)
To add, use either method. Lets use Method 1. That is, group
the like terms together.
2
(b 4b 6) (3b 3b 1)
(4b 3b)
2
b (4 3)

192
b 1
Glencoe/McGraw-Hill
92
2
(2d 7de 8e ) (d 8e )

To add, lets use Method 2. That is, add in column form.
2
2d 7de
2
d
()
Your Turn
2
8e
Find each sum.

2
a. (3x y) (5x 2y)
b. (x 5x 2) (5x 4x 5)
c. (3y 4yz 2z ) (2y 4yz 8z )
REMEMBER IT
Subtracting an
integer is the same as
adding its inverse.

(2g 7) (g 2)
Method 1 Find the additive inverse of g 2. Then group the
like terms together and add. The additive inverse
of g 2 is (g 2) or g 2.
(2g 7) ( g 2) (2g 7)
ORGANIZE IT
Glencoe/McGraw-Hill
List an example of a
monomial, binomial,
and trinomial under the
tab for Add and
Subtract Polynomials.
Then, name their
additive inverses.
and
Identify
classify
ls
ia
m
polyno
d
Add an
subtract
ials
m
no
ly
po
Multiply
ials
polynom
Add the additive

inverse.
(2g g) (7 2)
Group the like

terms.
Distributive
Property
g (7 2)

Method 2 Arrange like terms in column form.
2g 7
2g 7
() g 2
2g 7
Add the additive

inverse.
()
193
92
2
(4a 3a 4) (a 6a 1)
2
The additive inverse of (a 6a 1) is (a 6a 1).

2
or a
(4a2 3a 4) (a2 6a 1)
(4a2 3a 4)
(4a2 1a2)
(4 1)a2 (3 6)
(4 1)
or 3a2 9a 3
Your Turn
2
REMEMBER IT
Before adding or
subtracting polynomials,
be sure that the powers
of the variable are in
descending order.

2
a. (6a 2) (a 4)
b. (6x 2x 2) (x 5x 3)
c. (6x x) (10 5x x )
Pages(s):
Exercises:
194
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
93
Multiplying a Polynomial by a Monomial
WHAT YOULL LEARN
Find each product.
Multiply a polynomial
x(x 1)
by a monomial.
x(x 1) x
KEY CONCEPT
Multiplying a Polynomial
By a Monomial To
multiply a polynomial
by a monomial, use the
distributive property.
x
g(3g 4)
2
g(3g 4) g
g
y(2y 6)
y(2y 6) y
(y)

2
b (2b 4b 9)
2
b (2b 4b 9) b
Your Turn
b
b
Find each product.
Glencoe/McGraw-Hill
a. 3x(x 4)
b. y(5y 2)
c. a(3a 4)
d. x (3x 2x 6)
195
93

3(d 4) 8 5(5d 1) 3
3(d 4) 8 5(5d 1) 3
12 8
20
3d 20
53
Distributive
Property
2
Combine like
terms.
25d 2
Subtract.
20 2
22d 20
2
Add
to
each side.
22d

The solution is
Divide.
.
a(3 a) 2 a(a 1) 6
a(3 a) 2 a(a 1) 6
3a
2
3a a 2
REVIEW IT
a6
2
a a6
Distributive
Property
Subtract.
2 a 6
3a 2 a a 6 a
Add a to each
side.
26
4a 2
6
Add
each side.
4a 8

The solution is
196
Divide.
to
Glencoe/McGraw-Hill
Explain the procedure

for combining
exponents when
multiplying like bases.
(Lesson 8-2)
93
Your Turn
a. 6(a 3) 2 5(a 1) 4
b. x(4 x) x(x 10) 6
Find the area of the shaded region in simplest form.

Subtract the area of the smaller rectangle
from the area of the larger rectangle.
2x + 1
4x
x
5x + 5
(5x 5)
area of larger rectangle:
A w
(2x 1)
area of smaller rectangle:
4x(5x 5)
area of shaded region:

A 4x(5x 5)
4x
4x(5) x
20x
x(1)
x
Glencoe/McGraw-Hill
The area is
Combine like
terms.
square units.
Your Turn
HOMEWORK
ASSIGNMENT
Distributive
Property
3x + 5
Find the area of

the shaded region in simplest form.
3x
2x
x+1
Page(s):
Exercises:
197
94
Multiplying Binomials
WHAT YOULL LEARN
Find the product.
Multiply two binomials.
(x 1)(x 5)
(x 1)(x 5)
x(x 5) (1)
x(x) x
Distributive
Property
(1)(x) (1)
x
Distributive
Property
x5
Simplify.
Combine like
terms.
Your Turn
Find each product.
a. (x 4)(x 1)
b. (p 3)(2p 4)
KEY CONCEPT
the First terms
the Outer terms
the Inner terms
the Last terms
Find each product.

(d 2)(d 8)
F
(d 2)(d 8) (d)
Write what
the letters in FOIL stand
for under the tab for
Multiply Polynomials.
198

(d)(8) (2)
8d
L
(2)(8)
16
Combine like
terms.
Glencoe/McGraw-Hill
FOIL Method for

Multiplying Two
Binomials To multiply
two binomials, find the
sum of the products of
94
(e 4)(2e 4)
F
(e 4)(2e 4) (e)
(e)(4) (4)
4e
(4)(4)
16
Combine like
terms.
(5x y)(4x 2y)

F
(5x y)(4x 2y) (5x)
(5x)(2y) (y)
(y)(2y)
2
10xy
2y
Combine like
terms.
Find the product of a 2 and a 4.

2
(a 2)(a 4) (a)(a ) (a)

3
a
(2)(a ) (2)
2
2a
There are no
like terms.
Your Turn
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Find each product.
a. ( y 9)( y 5)
b. (k 3)(3k 5)
c. (2x y)(x 3y)
d. (y 2)(y 5)
Page(s):
Exercises:
199
95
Special Products
WHAT YOULL LEARN

Develop and use the
patterns for (a b)2,

(a b)2, and
(a b)(a b).
Find each product.

(b 5)
2ab
Square of a Sum
2(b)(5)
Replace a with
(a b)
(b 5)
and b with
(c 3)
KEY CONCEPTS
(a b)
Square of a Sum and

Square of a Difference
(c 3)
2ab
Square of a Difference
2(c)(3)
Replace a with
(a b)2 a2 2ab b2
(a b)2 a2 2ab b2
and b with
(2d 1)
(a b)
2
(2d 1)
2ab
2(2d)(1)
Square of a Sum
Replace a with 2d
and b with 1.
(a b)
2
(3e 3f)
2ab
Square of a
Difference
2(3e)(3f)
Replace a with 3e
and b with 3f.
200
Glencoe/McGraw-Hill
(3e 3f)
95
Find each product.
ORGANIZE IT
(3 a)(3 a)
Write the three special

product models under
the tab for Multiply
Polynomials. Then, write
an example of each and
include a model.
(a b)(a b)
b
Product of a Sum and a

Difference
2
(3 a)(3 a)
a
Replace a with
b with
and
Identify
classify
ials
polynom
d
Add an
subtract
ls
ia
m
polyno
Multiply
ials
polynom
and
(5b 2)(5b 2)
(a b)(a b)
(5b 2)(5b 2)
b

Difference
2
(2)
Replace
with 5b
KEY CONCEPT
and b with
Difference
(a b)(a b) a2 b2
Your Turn
a. (y 3)
Find each product.
b. (k 4)
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
c. (2x 5)
d. (3x 2y)
e. (x 6)(x 6)
f. (4x 3y)(4x 3y)
Page(s):
Exercises:
201
CH
APTER

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
test.

in Chapter 9, go to

9-1
Polynomials
Match the expression on the left with the correct term at
the right.
2 3
1. 5x y z 2x
a. monomial
3x
2.
b. binomial
2 3 4
3. 12a b c
c. trinomial
4. 2k 3m 4mn
d. not a polynomial

2 2
5. 5ab 2a b 4a b
6. 6xy z xy
7. 12
8. 3a b 2a

3
9. (3x 4x 5x 1) (5x 2x 2x 7)
10. (5k 4) (k 1)
202
Glencoe/McGraw-Hill
9-2
Adding and Subtracting Polynomials
Chapter
9-3
Multiplying a Polynomial by a Monomial
11. The
property is used to multiply a
polynomial by a monomial.
Find each product.
2
12. 2y (3y 2y 7)
13. 3x (x 2x 3)
9-4
Multiplying Binomials
14. Complete. To multiply two binomials, find the sum of the
products of
F
O
I
, and
L
9-5
Special Products
Match each model to its special product name.
Glencoe/McGraw-Hill
a. square of a sum
b. square of a difference
15. (a b) a 2ab b
16. (a b) a 2ab b
2
17. (a b)(a b) a b
c. product of a sum
and a difference
d. sum of a difference
203
CH
APTER
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist

specific lesson(s).
page 415.
specific lesson(s).
page 415.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
204
CH
APTER
10
Factoring

1
2
Chapter 10
Begin with a sheet of plain 8 " by 11" paper.
Fold
Fold in half lengthwise.
Fold
Fold again in thirds.
Open
Cut along the second fold
to make three tabs.
Glencoe/McGraw-Hill
Label
Factoring
Greatest
The
Common Distributive Trinomials
Factor Property
NOTE-TAKING TIP: When you start a new lesson,

write down the objectives. Then look for sample
problems and solutions that illustrate the
objectives.
205
CH
APTER
10
Vocabulary Term
Found
on page
Definition
Description or
Example
difference of squares
factoring
greatest common factor

(GCF)
prime polynomial
206
Glencoe/McGraw-Hill
perfect square
trinomial
101
Factors
WHAT YOULL LEARN

Find the greatest
common factor of a
set of numbers or
monomials.
Find the factors of each number. Then classify each

number as prime or composite.
47
There is only one pair of whole numbers whose product is 47.
1
The factors of 47 are
and
. Therefore, 47 is a
number.
35
To find the factors of 35, list all pairs of whole numbers whose
product is 35.
1
5
The factors of 35 are 1, 5,

than
, and
. Since 35 has more
factors, it is a
number.
Your Turn
Find the factors of each number. Then

classify each number as prime or composite.
REVIEW IT
a. 51
b. 18
Glencoe/McGraw-Hill
How can you tell that

the expression listed
in Example 3 is a
monomial? (Lesson 9-1)
Factor each monomial.

2 2
16b c
2 2
16b c 2 2 2
b
cc
207
101
2
15xy
To factor a negative integer, first express it as the product of a

whole number and 1. Then find the prime factorization.
2
15xy
15xy
15xy 1 3
Your Turn
xy
Factor each monomial.
3 2
a. 36xy
KEY CONCEPT
Greatest Common Factor
The greatest common
factor of two or more
integers is the product
of the prime factors
common to the integers.
Find the
greatest common factor
for a set of three
numbers and write it
under the tab for
Greatest Common
Factor.
b. 6a b
Find the GCF of each set of numbers or monomials.

12, 20, and 24
12 2 2 2 3
Find the prime factorization of each number.
20 2 2 2 3 5
Line up as many factors as possible.
24 2 2 2 3
Circle the common factors.
The GCF of 12, 20, and 24 is

2
or
21ab and 9a b
2
21ab 3 3 7 a a b b
2
9a b 3 3 7 a a b
2
or
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
Find the GCF of each set of numbers or
monomials.
a. 10, 20, and 50
208
b. 10 and 11
3 2
c. 9a b and 12a b
Glencoe/McGraw-Hill
The GCF of 21ab and 9a b is
102
Factoring Using the Distributive Property
WHAT YOULL LEARN

Use the GCF and the
Distributive Property to
factor polynomials.
(page 206)
The process of finding the factors of a product is factoring.

A polynomial that cannot be factored is called a prime
polynomial.
Factor each polynomial.

2
24y 18y
First, find the GCF of 24y and 18y .
REVIEW IT
How can you use the
Distributive Property to
check your work?
(Lesson 9-3)
24y 2 2 2 3 3 y
2
18y 2 2 2 3 3 y y
2
The GCF of 24y and 18y is
. Write each term as a
product of the GCF and its remaining factors.

2
24y 18y
(4)
(3y)
6y
18g 21gh
2
2
First, find the GCF of 18g and 21gh .

18g 2 3 3 3 g
2
21gh 2 3 3
7ghh
Glencoe/McGraw-Hill
The GCF is
.
2
18g 21gh
3g
Your Turn
2
a. 10a 5a
(6)
(7h )

2
b. 12mn 15n
209
102
Factor 5a 20ab 10a .

5a 2 2 5 a
20ab 2 2 5 a a b
2
10a 2 2 5 a a
The GCF is
. When 5a is factored from 5a, the
remaining factor is
5a 20ab 10a
(1)
(4b)
5a
Your Turn
(2a)
Distributive
Property

2
2 2
a. 6ab 15ab 3a b
b. 15c 11ab
Divide (24a 20a) by 4a.
ORGANIZE IT
Multiply a monomial
and a trinomial together
under the tab for
Distributive Property.
24a
(24a 20a) 4a
20a
term by
1
Factoring
Page(s):
Exercises:
Simplify.
Therefore, (24a 20a) 4a
Your Turn
Divide (36ab 9a b) by 9ab.
Glencoe/McGraw-Hill
210
2
5a

2

2
223
aa

a
2
2
1
1 2
1
2a
1
1
1
Greatest
The
Factor Property
HOMEWORK
ASSIGNMENT
Divide each
Factoring Trinomials: x 2 bx c
103
WHAT YOULL LEARN
Factor each trinomial.
Factor trinomials of the
x x 12
form x bx c.
x x 12 (x )(x )
REMEMBER IT
The product of a
positive integer and
a negative integer is
negative. The product
of two negative integers
is positive.
Find integers whose product is

is
and whose sum
.
Product
Integers
Sum
12
2, 6
2 6
12
2, 6
2 (6)
12
3, 4
3 4
You can stop listing factors when you find a pair that works.
2
Therefore, x x 12 x
x
x 9x 8
2
x 9x 8 (x )(x )
Glencoe/McGraw-Hill

is
and whose sum
.
Product
Integers
1, 8
Therefore, x 9x 8 x
Sum
1 (8)
x
211
103
2
x x1
REMEMBER IT
Square models can
be used to help find the
correct combination
when factoring
trinomials.
x x 1 (x )(x )
Product
Integers
1, 1
1, 1
There are no factors of
and whose sum is

Sum
11
1 (1)
whose sum is
Therefore, x x 1 is a
Your Turn
polynomial.
a. x 14x 24
b. x 7x 18
c. x 2x 1
Factor 4x 8x 60.
First, check for a GCF.
2
(x 2x 15)
The GCF is
Now, factor x 2x 15.

2
x 2x 15 x
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
212
x
4x 8x 60
Your Turn Factor 5x2 10x 15.
Glencoe/McGraw-Hill
4x 8x 60
104
Factoring Trinomials: ax 2 bx c
WHAT YOULL LEARN
Factor 3y 7y 6.
Factor trinomials of the
3y is the product of the first terms, and 6 is the product of

the last terms.
form ax bx c.
3y 7y 6 (3y )(y )
ORGANIZE IT
Choose two binomials
and use FOIL to multiply
them together under
the tab for Trinomials.
Then use the factoring
techniques youve
learned to factor the
result back into two
binomials.
Factoring
Greatest
The
Factor Property
The last term,
, is negative. The sum of the inside and
outside terms,
, is positive. So, one factor must be

and one must be
pairs of
. Try factor
until the sum of the products of the Outer
and Inner terms is
Try 2 and 3.
3y
y
3y 9y 2y 6
2
3y
6
is
not the correct
middle term.
3y
Glencoe/McGraw-Hill
y
3y 6y 3y 6
2
3y
6
is not
the correct
middle term.
Try 2 and 3.
3y
y
3y 9y 2y 6
2
3y
2
Therefore, 3y 7y 6
6
.
213
104
Your Turn
a. 2x x 3
b. 5z 22z 8
Factor 4x 4x 15.
Number
Factor Pairs
4
15
4 and 1, 2 and 2
3 and 5, 3 and 5, 15 and 1, 15 and 1
Try 4 and 1.
2
15
(4x 3)(x 5) 4x
4x
15
is not the
correct middle term.
(4x 15)(x 1) 4x
4x
15
15
is not the
correct middle term.
15
Try 2 and 2. (2x 3)(2x 5) 4x
Therefore, 4x 4x 15
HOMEWORK
ASSIGNMENT
Your Turn
Page(s):
Exercises:
214
Factor 4c 16c 7.
Glencoe/McGraw-Hill
4x
15
105
Special Factors
WHAT YOULL LEARN

Recognize and factor
the differences of
squares and perfect
square trinomials.
Determine whether each trinomial is a perfect square

trinomial. If so, factor it.
2
x 14x 49
2
To determine whether x 14x 49 is a perfect square

trinomial, answer each question.
Is the first term a perfect square?
KEY CONCEPT
Factoring Perfect Square
Trinomials A perfect
square trinomial is a
trinomial that has two
equal binomial factors.
For example, x2 6x 9
(x 3)(x 3) and
x2 6x 9
(x 3)(x 3).
x is the square of
Is the last term a perfect square?

49 is the square of
Is the middle term twice the product of x and

14x
(7x).
Therefore, x 14x 49 is a perfect square trinomial.

2
x 14x 49
9a 16a 4
Is the first term a perfect square?
2
9a is the square of
Glencoe/McGraw-Hill
Is the last term a perfect square?

4 is the square of
REMEMBER IT
In a perfect square
trinomial, the last term
is always positive.
Is the middle term twice the product of 3a and
16a
Therefore, 9a 16a 4 is not a perfect square trinomial.
215
105
Your Turn
Determine whether each trinomial is a

perfect square trinomial. If so, factor it.
2
a. x 10x 25
b. 4c 20c 100
c. 9m 12m 4
KEY CONCEPT
Factoring a Difference of
Squares A binomial that
can be factored into two
binomials is a difference
of squares. For example,
x2 9 (x 3)(x 3).
Determine whether each binomial is the difference of

squares. If so, factor it.
2
d 81
2
and d 81 is a
d and 81 are both perfect

.
2
d 81

(d 9)
d 2,
81
Difference of Squares
64
2
and 64 are both perfect squares. But 64 is a
not a difference. Therefore 64 is not a difference of

squares. It is a
polynomial.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
216
a. r 100
c. 9x 121
b. n 4
Glencoe/McGraw-Hill
Your Turn Determine whether each binomial is the

difference of squares. If so, factor it.
CH
APTER
10

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
test.


in Chapter 10, go to
10-1
Factors
Find the prime factorization of each number or monomial.
3
1. 36
2. 14
3. 25a b
4. 27x
5. 81
6. 42mn
10-2
Factoring Using the Distributive Property
2
Refer to the polynomial 5ab 25b 5b.

7. What is the GCF of this polynomial?
Glencoe/McGraw-Hill
8. Write this polynomial in factored form.
9. Explain how to check your answer.
217
Chapter 10 BRINGING IT ALL TOGETHER
10-3
Factoring Trinomials: x 2 bx c
Tell what sum and product you want m and n to have to use
the pattern (x m)(x n) to factor the given trinomial.
2
sum:
product:
sum:
product:
sum:
product:
sum:
product:
10. x 10x 24
11. x 12x 20
12. x 4x 21
13. x 6x 16
Match each trinomial with the correct factored form. If the

trinomial will not factor, choose answer F.
2
a. (x 2)(x 8)
b. (x 1)(x 6)
c. (x 10)(x 3)
14. x 7x 30
15. x 7x 6
16. x 8x 15
d. (x 3)(x 5)
e. (x 2)(x 4)
f. prime polynomial
17. x 6x 16
18. x 2x 5
10-4
Factoring Trinomials: ax 2 bx c
2
Refer to the trinomial 4x 11x 6.
20. What are the possibilities for the last term in each binomial?
218
Glencoe/McGraw-Hill
19. What are the possibilities for the first term in each binomial?
10-5
Special Factors
Explain why each binomial is a difference of squares.
2
21. 4x 25
22. 49a 64b
Match each polynomial from the first column with a factoring

technique in the second column. Some of the techniques may be used
more than once. If none of the techniques can be used to factor the
polynomial, choose prime polynomial.
2
23. 9x 64
a. factor as x bx c
24. 9x 12x 4
b. factor as ax bx c
25. x 5x 6
c. difference of squares
2
26. 4x 13x 9
2
27. x 25
2
28. x 4x 4
Glencoe/McGraw-Hill
29. 2x 16
d. perfect square trinomial

e. factor out the GCF
f. prime polynomial
219
CH
APTER
10
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist

specific lesson(s).
page 453.
specific lesson(s).
page 453.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
220
CH
APTER
11
Quadratic and Exponential Functions

Notebook to help you in taking note.
Begin with four sheets of plain paper.
Fold
along the width.
Unfold
Unfold each sheet and tape
to form one long piece.
atic
adr
Qu nd
a tial
n
one s
Exp ction
Fun
111
2
11-
113
4
11-
115
6
11-
Chapter 11
Label
Label each page with the
lesson number as shown.
117
Glencoe/McGraw-Hill
Refold
Refold to form a booklet.
Label the front cover
Quadratic and Exponential
Functions.
NOTE-TAKING TIP: When taking notes, listen for

key words your teacher may use to emphasize
important concepts.
221
CH
APTER
11
Vocabulary Term
Found
on Page
Definition
Description or
Example
axis of symmetry
[SIH-muh-tree]
completing the square
discriminant
[dis-KRIMH-uh-nunt]
exponential function
[EKS-po-NEN-chul]
geometric sequence
[JEE-uh-MET-rik]
maximum
222
Glencoe/McGraw-Hill
initial value
Chapter 11 BUILD YOUR VOCABULARY
Vocabulary Term
Found
on Page
Definition
Description or
Example
minimum
parabola
[puh-RA-buh-la]
quadratic equation
[kwad-RAT-ik]
Quadratic Formula
quadratic function
roots
Glencoe/McGraw-Hill
vertex
[VER-teks]
zeros
223
111
Graphing Quadratic Functions
(page 223)
WHAT YOULL LEARN

Graph quadratic
The shape of a
function is called a parabola.
functions.
Graph y x 2 by making a table of values.
KEY CONCEPT
Quadratic Function A
quadratic function is
a function that can
be described by an
equation of the form
y ax2 bx c, where
a 0.
First choose
values for x. Evaluate the function
for each x-value.

2
x 2
2
(2) 2
1
(1) 2
0 2
1 2
2 2
(x, y)
Graph the points and connect them with a

curve.
224
Glencoe/McGraw-Hill
111
Your Turn Graph each quadratic equation by making a
table of values.
2
a. y x 3
b. y x 2
Use characteristics of quadratic functions to graph

2
y x 2x 1.
KEY CONCEPT
Equation of the Axis of
Symmetry The equation
of the axis of symmetry
for the graph of
y ax2 bx c, where
b
a 0, is x .
2a
Draw a
parabola under the tab
for Lesson 11-1. Label
the axis of symmetry and
the vertex.
a. Find the equation of the axis of symmetry.

2
y ax bx c
2
y x 2x 1
So, a
,b
x 1x
, and c
Now, find the equation of the axis of symmetry.

x
Equation of axis symmetry
x
x
2
Glencoe/McGraw-Hill
x
a
,b
Simplify.
b. Find the coordinates of the vertex of the parabola.

Since the equation of the axis of symmetry is
the x-coordinate of the vertex must be
,
. Substitute
for x in the equation y x 2x 1 to solve for y.
225
111
2
y x 2x 1
2

2
1 or
The point at
REMEMBER IT
The axis of
symmetry can help you
graph quadratic
functions. If you know
the axis of symmetry,
additional points can
be found by reflecting
across the axis of
symmetry.
1
is the vertex.
c. Graph the function.

Construct a table. Choose some values
for x that are less than 1 and some
that are greater than 1. This ensures
that points on each side of the axis of
symmetry are graphed.
x 2x 1
1
(1) 2(1) 1
(0) 2(0) 1
(1) 2(1) 1
(2) 2(2) 1
(3) 2(3) 1
(x, y)
Your Turn Use characteristics of quadratic functions

2
to graph y x 4x 3.
a. Find the equation of the axis of symmetry.
c. Graph the function.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
226
Glencoe/McGraw-Hill
b. Find the coordinates of the vertex of the parabola.
112
Families of Quadratic Functions
WHAT YOULL LEARN

Learn the characteristics
of families of parabolas.
Graph each group of equations on the same screen.

Compare and contrast the graphs. What conclusions
can be drawn?
2
y x , y 0.5x , y 2x
Each graph opens
and has its vertex at the
KEY CONCEPT
Families of Parabolas In
families of parabolas,
graphs either share a
vertex or an axis of
symmetry, or both. Also,
a family can consist of
parabolas of the same
shape.
Draw an
example of a family of
parabolas that share the
same axis of symmetry
under the tab for
Lesson 11-2.
The graph of y 0.5 x is
than the graph of
y x .
2
The graph of y 2x is
than the graph
of y x .
2
The shape of the parabola narrows as the coefficient of x

becomes greater. The shape widens as the coefficient of x2
becomes smaller.
y x , y x 1, y x 4
Each graph opens
and has the same shape as y x
Glencoe/McGraw-Hill
so they form a
Each parabola has a different
located along
the y-axis.
A constant greater than 0 shifts the graph
the axis of
along
227
112
2
y x , y (x 3) , y (x 1)
Each graph opens
and
2
has the same shape as y x .

However, each parabola has a different
along the
located
Find the number for x that results in
inside the
parentheses. The graph shifts this number of

or
2
to the
.
2
y x , y (x 2) 1
2
The graph of y (x 2) 1 has

the same shape as the graph of
.
However, it shifts to the
negative
two units because a
will result in
It also shifts
WRITE IT
1 unit because of the constant
outside the parentheses.

Your Turn Each group of equations is graphed on the
same coordinate plane. Compare and contrast the
graphs. What conclusions can be drawn?
2
a. y x , y 0.5x , y 3x
228
Glencoe/McGraw-Hill
Draw a graph of the

linear equations y x
and y x 1. How do
the shifting techniques
learned in this lesson
relate to your
observations of these
two linear graphs?
inside the parentheses.
112
2
b. y 2x , y 2x 3, y 2x 2.
y
c. y x , y (x 2) , y (x 3)
4
2
8642 O 2 4 6 8 x
2
4
5
8
10
12
d. y x , y (x 1) 2
y
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
229
113
Solving Quadratic Equations by Graphing
WHAT YOULL LEARN
(page 223)
A quadratic equation is an equation of the form
Locate the roots of

quadratic equations by
graphing the related
functions.
, where a
The
of a quadratic equation are called the
roots of the equation.

The
of a quadratic function are called
zeros.
ORGANIZE IT
Draw a parabola and
label the zeros under
tic
adra
Qu nd
a tial
n
one s
Exp ction
n
Fu
111
2
11-
113
4
11-
115
6
11-
117
Find the roots of x 2x 15 0 by graphing the

related function.
function (x)
Graph the
Before making a table of values, find the equation of the

of symmetry. This will make selecting
graph quadratic functions
and know that their roots
are the xintercepts. (Key)
b
2a
x
x
x
2
Equation of the axis of symmetry
or
a
The equation of the axis of symmetry is

make a table using x-values around
on a coordinate plane.
230
,b
. Now,
. Graph each point
Glencoe/McGraw-Hill

apply quadratic equations
to physical problems, such
as the motion of an object
under the force of gravity.
(Key)
for your table easier.
113
2
x 2x 15
5
(5) 2(5) 15
3
(3) 2(3) 15
1
(1) 2(1) 15
f(x)
(1) 2(1) 15
(3) 2(3) 15
The zeros of the function appear to

be
and
So, the roots are
and
f(x)
5 4321 O 1 2 3 x
2
4
6
8
10
12
14
Your Turn Find the roots of x2 4x 12 0 by graphing

the related function.
Estimate the roots of x 4x 1 0.

Find the equation of the axis of symmetry.
Glencoe/McGraw-Hill
b
2a
x
x
x 2
Equation of the axis of symmetry
or
a
,b
The equation of the axis of symmetry is

a table using x-values around
. Now, make
. Graph each point on a
coordinate plane.
231
113
2
x 4x 1
0 4(0) 1
1 4(1) 1
2 4(2) 1
3 4(3) 1
4 4(4) 1
f(x)
2
2
1
The x-intercepts of the graph are

between 0 and 1 and between 3
and 4. So, one root of the equation
is between
other root is between
and the
Your Turn Estimate the roots of x2 3x 2 0.
Page(s):
Exercises:
232
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
114
Solving Quadratic Equations by Factoring
WHAT YOULL LEARN
Solve 2x(x 5) 0. Check your solution.
Solve quadratic
If 2x(x 5) 0, then
equations by factoring
and by using the Zero
Product Property.
0
KEY CONCEPT
Zero Product Property
For all numbers a and b,
if ab 0, then a 0,
b 0, or both a and b
equal 0.
Summarize
the Zero Product
Property in your own
words under the tab for
Lesson 11-4.
0 or
0
or
x
0.
x
or
Check: Substitute each value for x in the original equation.

2x(x 5) 0
2

0
5 0
2x(x 5) 0
2
5 0
(0) 0
0
0
Your Turn Solve 3x(x 4) 0. Check your solution.
Glencoe/McGraw-Hill
A child throws a ball up in the air. The height h of the

ball t seconds after it has been thrown is given by the
2
2
equation h 16t 8t 4. Solve 4 16t 8t 4 or
8t(2t 1) 0 to find how long it would take the ball to
reach the height from which it was thrown.
If 8t(2t 1) 0, then
0
t
or
0 or
0.
0
2t
t
233
114
The solutions are
and
. The solution 0 represents
the beginning of the throw. So, the ball would reach the height
from which it was thrown after
of a second.
Your Turn A child throws a ball up in the air. The height h

of the ball t seconds after it has been thrown is given by the
2
2
equation h 16t 4t 3. Solve 3 16t 4t 3 or
4t(4t 1) 0 to find how long it would take the ball to
reach the height from which it was thrown.
Solve x 4x 21 0. Check your solution.

2
x 4x 21 0
x
x
0
0
or
x
Check:
0
x
or
2
21 0
21 0
0
HOMEWORK
ASSIGNMENT
x 4x 21 0
2
21 0
21 0
4
0
Your Turn Solve x2 11x 30 0. Check your solution.
Page(s):
Exercises:
234
x 4x 21 0
4
Zero Product
Property
Glencoe/McGraw-Hill
Factor
115
Solving Quadratic Equations by Completing the Square
(page 222)
WHAT YOULL LEARN

A method to make any
Solve quadratic
equations by
completing the square
expression a
square is called completing the square.
ORGANIZE IT
Create your own
quadratic equation
(choose any integers
for a, b, and c) and
write it under the tab
for Lesson 11-5. Solve
the equation by
completing the square.
tic
adra
Qu nd
a tial
n
one s
Exp ction
Fun
111
2
11-
113
4
11-
115
6
11-
Find the value of c that makes x 8x c a perfect

square.
Step 1 Find half of 8.
117
4
Step 2 Square the result of Step 1.

2
(4)
2
Step 3 Add the result of Step 2 to x 8x.

2
x 8x
Thus, c
.
2
Notice that x 8x 16
Glencoe/McGraw-Hill
REMEMBER IT
.
Your Turn Find the value of c that makes x2 12x c

a perfect square.
When the square

root is taken on both
sides of an equation,
it is necessary to add a
sign.
235
115
Solve x 4x 5 0 by completing the square.

2
x 4x 5 0
x 4x 5 is not a perfect
square.
x 4x
Add
to each side.

x 4x
5
Since
, add
to each side.
x
x
222
x
Factor x 2 4x 4.
Take the square root of each
side.

x2
3
Subtract
side.
from each
x
or x
Simplify each equation.
x
or x
Check the solution.
The solutions are
and
Your Turn Solve x2 4x 21 0 by completing the

square.
Page(s):
Exercises:
236
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
116
The Quadratic Formula
WHAT YOULL LEARN
Use the Quadratic Formula to solve each equation.
Solve quadratic
2x 5x 3 0
equations by using the

Quadratic Formula.
b
b 4ac

x , a
2
2a
KEY CONCEPT
For ax2
x

2
bb
4ac

x ,
2a
2
0.
Write the
Quadratic Formula under
Use the formula to solve
the quadratic equation
that you created under
Glencoe/McGraw-Hill

use the quadratic formula
to find the roots of a
second-degree polynomial
and to solve quadratic
equations. (Key)
x
or
5
4
x
x
or
5
5
x
know the quadratic
formula and are familiar
with its proof by
(Key)
4
, and c
bx c 0,
,b
or
4
5
4
or
x 6x 9 0
2
b
b 4ac
,a
x
,b
2a
x

2
x
4
, and c
6
2
2
or
237
116
Your Turn Use the Quadratic Formula to solve each
equation.
2
a. 2x 3x 2 0
REMEMBER IT
The square root of
a negative number is
not a real number. This
means that there is no
real solution for x.
b. 6n 7n 3 0
Hang time is the total amount of time a ball stays in

the air. A punter kicks the football with an upward
velocity of 58 ft/s and his foot meets the ball 1 foot off
2
the ground. His formula is h(t) 16t 58t 1, where
h(t) is the balls height for any time t after the ball was
kicked. What is the hang time?
b
b 4ac

t
,a
2a
2
t
t
t
,b
, and c
(1)
4
2(16)
58
58
t
32
or t
or
58
32
Since time cannot be negative, the only approximate
about
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
238
. The football has a hang time of

.
Your Turn A baseball player hits a baseball with an

upward velocity of 50 feet per second from a height of 3 feet.
2
The equation y 16t 50t 3 gives the height y of the
ball after t seconds. How long will it take the ball to be 5 feet
above the ground on the way down?
Glencoe/McGraw-Hill
solution is
117
Exponential Functions
(page 222)
WHAT YOULL LEARN

A function in which the
Graph exponential
functions.
is a variable is an
exponential function.
The initial value of an exponential function is the value of
the function when
ORGANIZE IT
Sketch an exponential
function under the tab
for Lesson 11-7. Label
the initial value.
tic
adra
Qu nd
a tial
n
one s
Exp ction
Fun
111
2
11-
113
4
11-
115
6
11-
117
Graph y 1.5 .
x
1.5
1
1.5
1.5
1.5
1.5
1.5
1
Glencoe/McGraw-Hill
Your Turn Graph y 3x.
239
117
Graph the exponential function. Then state the

y-intercept.
x
y3 1
x
3 1
1
1
1
3 1
3 1
3 1
3 1
To find the y-intercept, let x
and solve for y.
y 3 1 or
So, the y-intercept is
Your Turn Graph each exponential function. Then

state the y-intercept.
x
a. y 2 1
Page(s):
Exercises:
240
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
b. y 3 2
CH
APTER
11

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
test.


Vocabulary Builder
solve the puzzle.
11-1
Graphing Quadratic Functions
Complete each statement about the graph
at the right.
1. The graph is a curve called a
at
2. The highest point of the graph is located

.
3. This point is the
(maximum/minimum) point
of the graph.
4. If you fold a parabola along a line to get two halves that match
exactly, the line where you fold the parabola is the
Glencoe/McGraw-Hill
of the parabola. This line goes through the
of the parabola.
11-2
Families of Quadratic Functions
Refer to these parabolas that were graphed on a calculator.
5. Do the parabolas graphed form a
family of parabolas? Explain why
or why not.
y (x 3)2
y (x 4)2
yx
241
11-3
Solving Quadratic Equations by Graphing
The graphs of two functions are shown. Use the graphs to provide
the requested information about the related quadratic equations.
2
a. (x) x 2x 3
b. (x) x x 2
O
O
6. For Graph a, the related quadratic equation is
7. How many solutions are there?

8. Name any solutions.
9. For Graph b, the related quadratic equation is
10. How many solutions are there?

11. Name any solutions.
11-4
Solving Quadratic Equations by Factoring
Provide a reason for each step in the solution of the equation.
12. 2x 8x 42 0
2
13. 2(x 4x 21) 0

14. 2(x 3)(x 7) 0
15. x 3 0 or x 7 0
16. x 3 or x 7
242
Glencoe/McGraw-Hill
2x 8x 42
11-5
Solving Quadratic Equations by Completing the Square
Find the value of c that makes each trinomial a square.
2
17. x 2x c
18. x 9x c
19. Solve x 6x 72 0 by
11-6
2
20. Solve 12x 7x 15

using the Quadratic
Formula. Round to the
nearest hundredth.
21. Find the length and width
of the rectangle shown.
w 2 in.
Area 84 in.
w 3 in.
11-7
Exponential Functions
Glencoe/McGraw-Hill
Match the correct equation with each graph shown.

22.
23.
a. y 3
x
b. y 4
24.
c. y 3 3
d. y 4
243
CH
APTER
11
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 499.
specific lesson(s).
page 499.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
244
CH
APTER
12
Inequalities

Fold
from top to bottom.
Cut
together to form
a booklet.
Label
121
Inequalitie
Chapter 12
Glencoe/McGraw-Hill
NOTE-TAKING TIP: When you take notes, define

new terms and write about the new concepts in
your own words. Write your own examples that
use the new terms and concepts.
245
CH
APTER
12
Vocabulary Term
Found
on Page
Definition
Description or
Example
boundary
compound inequality
half-plane
intersection
quadratic inequalities
union
246
Glencoe/McGraw-Hill
set-builder notation
121

GLE 14. Graph and interpret linear inequalities in one or two variables and systems
of linear inequalities (A-2-H, A-4-H)
WHAT YOULL LEARN

Graph inequalities on a
number line.
Many movie theaters give a senior-citizen discount to

people who are 65 or over. Write an inequality that
describes those who are eligible to receive the discount.
Let a represent the ages of people who are eligible to receive
the discount.
The ages of all those eligible
are greater than or equal
to 65 years.
is the same as 65 a.
Then a is
65.
Your Turn In Colorado, the speed limit on an interstate

highway is 75 miles per hour. Write an inequality that
describes the speed cars are allowed to travel.
Graph each inequality on a number line.
REMEMBER IT
Glencoe/McGraw-Hill
A bullet, or closed
circle, is used when the
inequality includes the
endpoint. An open circle
is used when the
inequality does not
include the endpoint.
x 1
Since x can equal
shade to the
, graph a
at
and
.
3 2 1
3
k
4
Since x cannot equal

shade to the
, graph a
at
and
.
0
1
4
1
2
3
4
247
121
Your Turn Graph each inequality on a number line.
a. b 1.8
b. w 5
Write an inequality for the graph.
ORGANIZE IT
Summarize the meaning
of the following signs:
, , , and under
the tab for Lesson 121.
121
Inequalitie
Locate where the graph begins. This graph begins at
and 2 is included. Also note that the arrow points

to the
. The graph describes values that are

2. So,
Write an inequality for the graph.

43 1 23 13
Locate where the graph begins. This graph begins at

2
3
, and is not included. Note that the

arrow points to the
values that are
. The graph describes

. So,
a.
b.
9 8 7 6 5
248
34 12 14
1
4
Glencoe/McGraw-Hill
Your Turn Write an inequality for each graph.
121
No more than 12 students can fit in a large school van.

Write an inequality to express this information. Then
graph the inequality on a number line.
Let s represent the
who can fit in
a large school van. Then write an inequality using the

symbol since the number
12 students.
To graph the inequality, first graph a
at
. Then include the numbers
by drawing and shading an
than
to the
10 11 12 13 14
Your Turn A classroom can seat no more than 30 people.

Write an inequality to represent this situation. Then graph the
inequality on a number line.
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
249
122

WHAT YOULL LEARN

Solve inequalities
involving addition and
subtraction.
Solve y 5 2. Check your solution.

y 5 2
y5
2
Add
to each side.
y
KEY CONCEPT
Addition and
Subtraction Properties
for Inequalities For any
inequality, if the same
quantity is added or
subtracted to each side,
the resulting inequality
is true.
Check: Substitute a number less than

number
, the
, and a number greater than
into
the inequality.
Let x 0.
Let x 3.
Let x 5.
y 5 2
y 5 2
y 5 2
5 / 2
5 / 2
5 / 2
/ 2
/ 2
/ 2
The solution is {all numbers
}.
(page 246)
Set-builder notation is a method of writing the solution

set for an
250
; {x x 3}.
Glencoe/McGraw-Hill
Your Turn Solve r 12 2. Check your solution.
122
ORGANIZE IT
Write the solution set
for Example 3 using
words under the tab for
Lesson 12-2.
Inequalitie
121
Suppose that you plan to run at least 7.5 miles per

week during the summer to train for the cross-country
season in the fall. During one week, you run 2 miles
on Sunday and 2.5 miles on Wednesday. Solve 2 2.5
m 7.5 to find out how many more miles need to be run
before the week is over.
2 2.5 m 7.5
m 7.5
4.5 m
7.5
Subtract
from
each side.
m
The solution can be written as {m
REMEMBER IT
The vertical line, ,
used in set builder
notation can be read
such that.
}. So, at least
more miles need to be run before the week is over.
Your Turn Suppose that your teacher recommends that you

read 3 hours each week. During one week, you read 35 minutes
on Monday and 25 minutes on Tuesday. Solve 35 25 m 180
to find how many more minutes m you must read this week for
your weekly total to be at least 3 hours.
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
251
123
Solving Multiplication and Division Inequalities

WHAT YOULL LEARN

Solve inequalities
involving multiplication
and division.
KEY CONCEPT
Division Property
for Inequalities If you
divide each side of an
inequality by a positive
number, the inequality
remains true. If you
divide each side of an
inequality by a negative
symbol must by reversed
for the inequality to
remain true.
An electric car that needs to be recharged every

260 miles should travel no more than 130 miles from the
charger. If you drive at an average speed of 50 miles per
hour, what are the lengths of time t you can drive away
from the charger and then still make it back without
running out of energy?
Recall that rt d.
t
50t
130
t
Divide each side by
The inequality symbol is facing the

same direction.
You should travel no more than
hours or 2 hours and
minutes away from the charger.
Your Turn Two friends walk at least 3 miles every day. If

they walk 2 miles per hour, how long do they walk every day?
Glencoe/McGraw-Hill
Solve 2.5x 10. Check your solution.

2.5x 10
2.5x
10
Divide each side by

reverse the inequality symbol.
x
252
and
123
Check: Substitute
and a number less than
such as 5, into the original inequality.

Let x 4.
Let x 5.
2.5x 10
2.5
2.5x 10
0 10
2.5
10
10
The solution set is {x
KEY CONCEPT
Multiplication Property
for Inequalities If you
inequality by a positive
remains true. If you
inequality by a negative
symbol must be reversed
for the inequality to
remain true.
Write the
Multiplication and
Division Properties for
Inequalities under the
tab for Lesson 123.
}.
1
2
Solve x 5. Check your solution.

1
2
x 5
( x)
1

2
(5)
Multiply each side by 2 and

reverse the inequality symbol.
x
Check: Substitute
and a number less than
Let x 10.
Let x 8.
1
x 5
2
1
2
1
2
x 5
1
2
2 5
Glencoe/McGraw-Hill
The solution is {x
Page(s):
Exercises:
such as 8, into the original inequality.
5
HOMEWORK
ASSIGNMENT
0 10
2 5
5
}.
Your Turn Solve each inequality. Check your solution.

a. 3r 21
3
4
b. y 12
253
124
Solving Multi-Step Inequalities

WHAT YOULL LEARN
Solve 5x 9 21. Check your solution.

5x 9 21
Solve inequalities
involving more than
one operation.
5x 9
21
Add
to each side.
5x
5x
30

5
5
x
Check: Substitute 6 and 7 into the original inequality.
5x 9 21
5x 9 21
5(6) 9 0 21
5(7) 9 0 21
30 9 0 21
35 9 0 21
21 false
The solution is {x
21
true
}.
Solve 16 2x 3x 1. Check your solution.

16 2x 3x 1
Write and solve an

inequality requiring
more than one step to
solve under the tab for
Lesson 124. Then, name
the operations used.
16 2x
3x 1
16 5x 1
16 5x
121
Inequalitie
1
5x 15
5x
15

5
5
x
254
Glencoe/McGraw-Hill
ORGANIZE IT
Divide and reverse the

inequality symbol.
124
Check: Substitute 3 and 4 into the original inequality.
Let x 3.
Let x 4.
16 2x 3x 1
16 2x 3x 1
16 2(3) 1 3(3) 1
16 2(4) 1 3(4) 1
10
8
true
The solution is {x
true
}.
Solve 3(x 2) 75. Check your solution.

3(x 2) 75
3x
3x 6
75
75
Subtract
from each side.
3x
3x
81
Divide each side by
x
The solution is {x
Your Turn
}.Check your solution.
Solve each inequality. Check your solution.
a. 3t 2 4
b. 10 3x 5x 4
Glencoe/McGraw-Hill
c. 15 5(x 6)
255
124
Karls point totals in the first four of five basketball

games were 15, 12, 19, and 18. How many points t must
he score in the fifth game to have a mean point total of
more than 16?
The sum of Karls points, divided by
, will give the
mean score. The mean must be more than

15 12 19 18 t
15 12 19 18 t
Multiply each
(16)
side by
15 12 19 18 t
t 80
64 t
Subtract.
80
t
Karl must score more than
points in the fifth game to
have a mean point total of more than
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
256
Glencoe/McGraw-Hill
Your Turn Liens score on the first four of five 100-point

tests were 82, 85, 95, and 91. What score s on the fifth test will
give her a mean score of at least 90 for all five tests?
125

WHAT YOULL LEARN

Solve compound
inequalities.
(page 246)
Two or more inequalities that are connected by the

words
or
form a compound inequality.
An intersection is the set of elements common

to
inequalities.
A union is the set of elements in each of

inequalities.
Write x 0 and x 3 as a compound inequality

without using and.
ORGANIZE IT
Summarize the
difference between
intersection and
union under the tab
for Lesson 125. Then,
give examples of when
to use each one.
x 0 and x 3 can be written as

x
x
or
Your Turn Write x 2 and x 5 as a compound

inequality without using and.
121
Inequalitie
Glencoe/McGraw-Hill
A veterinarian has a scale for weighing dogs and cats

that weigh more than 10 pounds but no more than
65 pounds. The weights w that can be measured on this
scale can be written as 10 w 65. Graph the solution
of this inequality.
. 10 w 65
Rewrite the compound inequality using

is the same as w 10 and
257
125
STEP 1 Graph w
0 10 20 30 40 50 60 70
STEP 2 Graph w
0 10 20 30 40 50 60 70
STEP 3 Find their
The solution is {w
w
0 10 20 30 40 50 60 70
}.
Your Turn An amusement park charges $15 admission for

children between the ages of 5 and 13. The age a of people
charged $15 for admission can be written as 5 a 13.
Graph the solution of this inequality.
Solve 6 x 3 1. Graph the solution.

STEP 1 Rewrite the compound inequality using and.
6 x 3 1
6
1
and
STEP 2 Solve each inequality.

x 3 6
x3
x 3 1
and
6
x3
x
x
x
STEP 3 Rewrite the inequality as

}.
4 3 2 1 0 1 2 3 4
Your Turn Solve 4 2x 12. Graph the solution.
258
.
Glencoe/McGraw-Hill
The solution is {x
1
125
Graph the solution of x 7 or x 3.

STEP 1 Graph x
STEP 2 Graph x
STEP 3 Find the union of the graphs.
Your Turn Graph the solution of x 3 or x 2.
2
Solve x 4 or 5x 20. Graph the solution.
3
2
x 4
3
5x 20
or
( )
2
x
3
(4)
5x
x
20
x
Now graph the solution.

STEP 1 Graph x
STEP 2 Graph x 4.

STEP 3 Find the union of the graphs.
Glencoe/McGraw-Hill
The last graph shows the solution {x
HOMEWORK
ASSIGNMENT
4 2
4 2
4 2
}.
Your Turn Solve 1x 3 or 3x 48. Graph the solution.

4
Page(s):
Exercises:
259
126
Solving Inequalities Involving Absolute Value

WHAT YOULL LEARN

Solve inequalities
involving absolute
value.
Solve x 3 4. Graph the solution.

CASE 1
CASE 2
x 3 is positive.
x 3 is negative.
x3
x3
(x 3)
4
x3
x
x3
4
x
The solution is {x
x
}.
The solution makes sense since

units from
7 6 5 4 3 2 1 0 1
and
are at most
Your Turn Solve t 3 10. Graph the solution.
Summarize the
solution of x 4 and
x 4 under the tab
for Lesson 126.
Inequalitie
121
4x is positive.
4x
4x
16

4
4
x
Glencoe/McGraw-Hill
ORGANIZE IT
Solve 4x 16. Graph the solution.

CASE 1
CASE 2
4x is negative.
4x
4x
4x
16

4
4
x
The solution is {x x
260
or x
}.
4 3 2 1 0 1 2 3 4
126
REMEMBER IT
Your Turn Solve 5x 15. Graph the solution.
The word and

refers to an intersection
of solutions and the
word or refers to a
union of solutions.
A lumber company makes 3-foot railing posts to use in

4
making decks. The tolerance for the posts is 0.025 feet.
What is the range of acceptable post lengths?
Let p the actual measure of the posts.
1
4
Then, p 3
.
1
Write as 0.25.
p 3.25 0.025
CASE 1
p 3.25 is positive.
p 3.25
p 3.25
0.025
p
CASE 2
p 3.25 is negative.
(p 3.25)
p 3.25
Glencoe/McGraw-Hill
p 3.25
0.025
p
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
The solution is {p
p
}.
Your Turn A company makes 11-inch washers. The

2
tolerance for the washers is 0.05 inch. What is the range of
acceptable washer sizes?
261
127
Graphing Inequalities in Two Variables

WHAT YOULL LEARN

Graph inequalities on
the coordinate plane.

A line that
(page 246)
the coordinate plane into
half-planes is a boundary.
The region of the graph of an inequality on
side
of a boundary is a half-plane.
Graph y x 2.
STEP 1 Determine the boundary by graphing the
WRITE IT
related equation, y x 2.
Describe the term halfplane using the words

half and plane.
x2
2
2 2
1
1 2
02
12
22
line since
the boundary is included.

O
262
Glencoe/McGraw-Hill
STEP 2 Draw a
127
STEP 3 Test any point to find which half-plane is the
solution. Use (0, 0) since it is the easiest point to use
in calculations.
yx2
1
2
0
ORGANIZE IT
Explain when to use a
dashed line and when to
use a solid line when
graphing inequalities in
two variables under the
tab for Lesson 127.
Then explain how to
determine which halfplane should be shaded.
x
,y
false
Since (0, 0) does not result in a

inequality, the half-plane
containing (0, 0) is not the solution.
Your Turn Graph y x 2.
121
Inequalitie
Glencoe/McGraw-Hill
Graph 3x y 1.
To make a table or graph for the
inequality for y in terms of
line, solve the

.
3x y 1
3x y
1
y
Add
1
to each side.
Rewrite
as
3x 1.
263
127
STEP 1 Determine the boundry by graphing the related
equation, y 3x 1
x
3x 1
2
3(2) 1
1
3(1) 1
3(0) 1
3(1) 1
3(2) 1
STEP 2 Draw a
line
since the boundary is

not included.
x
STEP 3 Test (0, 0) to find which

half-plane contains
the solution.
y 3x 1
3(
)1
x
,y
0 1 false
Since (0, 0) does not result
in a true inequality, the
half-plane containing (0, 0)
is not the solution. Thus, shade
the other half-plane.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
264
Glencoe/McGraw-Hill
Your Turn Graph y 2x 1.
CH
APTER
12

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
test.

Vocabulary Builder
the puzzle.

12-1
Write the letter of the graph that matches each inequality.
1. x 1
a.
2. x 1
b.
3. x 1
c.
4. x 1
d.
3 2 1
3 2 1
3 2 1
3 2 1
12-2
Write an inequality for each statement. Then solve.
Glencoe/McGraw-Hill
5. A number subtracted from

21 is no less than 2.
16. A number added to 12 is a

minimum of 1.
7. 5 more than a number is

at least 15.
18. 18 less than a number is

at most 45.
265
12-3
Solving Multiplication and Division Inequalities
19. 12 6n
t
10. 14
3
11. 12x 32
12-4
Solving Multi-Step Inequalities
12. 2x 8 16
13. 3y 5 16
14. n 3(n 1) 1
12-5
Write the letter of the graph that matches each
compound inequality.
a.
3 2 1
16. 3 x 3
b.
3 2 1
17. x 3 or x 3
c.
3 2 1
Solve each compound inequality. Graph the solution.

18. 13 2x 1 5
19. 3a 21 or 2a 24
266
Glencoe/McGraw-Hill
15. x 3 or x 3
12-6
Solving Inequalities Involving Absolute Value
Solve each inequality. Graph the solution.
20. 2x 2 8
2x 2 8
2x 2 8
21. x 5 4
x5 4
x 5 4
22. 2x 3 5
2x 3 5
2x 3 5
23. 2x 2 6
2x 2 6
2x 2 6
12-7
Graphing Inequalities in Two Variables
Glencoe/McGraw-Hill
24. BUSINESS A small business is charged 5 cents per minute for

in-state calls and 10 cents per minute for out of state calls.
The inequality 5x 10y 2500 represents how many minutes
of each type of call can be made for under $25 per month.
Graph the inequality. List three solutions of the inequality.
267
CH
APTER
12
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 545.
specific lesson(s).
page 545.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
268
APTER
13
Chapter 13
CH
Systems of Equations and Inequalities

Stack
with edges four grids
apart to create tabs.
Fold
same size.
Staple
Glencoe/McGraw-Hill
Label
Label the tabs using lesson
numbers and titles.
and Inequalities
13-1 Graphing systems of equations
13-2 Solutions systems of equations
13-3 Substitution
13-4 Elimination using addition and subtraction
13-5 Elimination using multiplication
13-6 Solving quadratic-linear systems of equations
13-7 Graphing systems of inequations
NOTE-TAKING TIP: When taking notes, think

about the order in which concepts are being
presented. Write why you think the concepts
were presented in this sequence.
269
CH
APTER
13
Vocabulary Term
Found
on Page
Definition
Description or
Example
augmented matrix
consistent
[kun-SIS-tunt]
dependent
digit problems
identity matrix
270
Glencoe/McGraw-Hill
elimination
[ee-LIM-in-AY-shun]
Chapter 13 BUILD YOUR VOCABULARY
Vocabulary Term
Found
on Page
Definition
Description or
Example
inconsistent
[in-kun-SIS-tunt]
independent
matrices
[MAY-tra-seez]
quadratic-linear system
of equations
row operations
Glencoe/McGraw-Hill
substitution
[SUB-sti-TOO-shun]
system of equations
system of inequalities
271
131
Graphing Systems of Equations

GLE 16. Interpret and solve systems of linear equations using graphing, substitution,
elimination, with and without technology, and matrices using technology (A-4-H)
WHAT YOULL LEARN
Solve each system of equations by graphing.
Solve systems of
yx6
y 3x
equations by graphing.
y
(3, 9)
The graphs appear to
KEY CONCEPT
System of Equations
A system of equations
is a set of two or more
equations with the same
variables. The solution
is the ordered pair that
satisfies all of the
equations.
intersect at
y =x+6
y = 3x
You can check this estimate

by substituting the coordinates
into each equation. The solution
of the system of equations
is
xy3
xy1
The graphs appear to
intersect at
.
xy=3
Check this estimate.

The solution of the system of
equations is
Your Turn
x
(2, 1)
x+y=1
Solve each system of equations by
a. y x
xy6
272
b. y x 4
yx6
Glencoe/McGraw-Hill
graphing.
131
ORGANIZE IT
Tell what a system of
equations is under the
tab for Lesson 13-1.
Then describe the
solution to a system of
equations.
and Inequalities
13-3 Substitution
The Math Club is selling T-shirts for a profit of $4 each

and caps for a profit of $5 each. The club wants to sell
50 items and make a profit of $240. How many of each
item should the club try to sell?
Let x the number of T-shirts and y the number of caps.
You can write two equations to represent this situation.
xy
the number of items
4x 5y
the total profit
Graph x y
and 4x 5y
appear to intersect at (
. The graphs
, 40). Check this estimate.
50
40
(10, 40)
30
4x + 5y = 240
20
10
x + y = 50
10
20
30
40
50
x y 50
50
50
4x 5y 240
4(
) 5(
) 240
240
240
They should try to sell
T-shirts and
caps.
Glencoe/McGraw-Hill
Your Turn
HOMEWORK
ASSIGNMENT
A service organization is selling flowers for a

profit of $2 each and vegetable plants for a profit of $3 each.
The club wants to sell 100 items and make a profit of $230.
How many of each item should the organization try to sell?
Page(s):
Exercises:
273
132
Solutions of Systems of Equations

(pages 270271)
WHAT YOULL LEARN

Determine whether
a system of equations
has one solution, no
solution, or infinitely
many solutions by
graphing.
A system of equations with
solution
is consistent.
solutions
solutions is dependent.
is inconsistent.
solution is independent.
WRITE IT
How do you know if two
lines are parallel without
drawing their graphs?
How do you know,
without graphing, when
two equations represent
the same line?
State whether each system is consistent and

independent, consistent and dependent, or inconsistent.
Both equations have the same
graph. Because any ordered pair on
the graph will satisfy both equations,
x2=y
there are
y=x2
solutions. The system is

and
The graphs appear to intersect at
the point at
y=3
is
O
. Because there
solution, this system of
x
y = 12x 1
equations is
and
.
274
Glencoe/McGraw-Hill
132
Your Turn
State whether each system is consistent

and independent, consistent and dependent, or
inconsistent.
a.
b.
y x 3
y 2x 4
x
y 2x
yx1
Determine whether the system of equations has one

solution, no solution, or infinitely many solutions by
graphing. If the system has one solution, name it.
3x y 1
6x 2y 2
Write each equation in slope-intercept form.
3x y 1
y
6x 2y 2
y
The graphs have the same

the same
and
. The system
y = 3x 1
Glencoe/McGraw-Hill
ORGANIZE IT
Describe the possible
graphs of a system of
linear equations under
Then name the type of
system that each graph
represents.
and Inequalities
13-3 Substitution
of equations has
6x 2y = 2
solutions.
y x
yx2
. Therefore, this system of

y=x2
equations has one solution
(1, 1)
Remember to check by substituting the

values for x and y into each of the original
equations.
y = x
275
132
Your Turn
Determine whether the system of

equations has one solution, no solution, or infinitely
many solutions by graphing. If the system has one
solution, name it.
a. y 3x 1
y2
b. 2x 3y 1
4x 6y 5
The system of equations 4x 2y 6 and 8x 4y 20

represents the tracks of two trains. Do the tracks
intersect, run parallel, or are the trains running on the
same track? Explain.
Write each equation in slope-intercept form.
4x 2y 6
y
8x 4y 20
y
The graphs have the same
and
y-intercepts, so the lines are
O
not intersect.
Your Turn
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
276
The system of equations 3x y 2 and

9x 3y 6 represents the tracks of two trains. Do the
tracks intersect, run parallel, or are the trains on the
same track? Explain.
Glencoe/McGraw-Hill
and the tracks do
133
Substitution
(page 271)
WHAT YOULL LEARN

Solve systems of
equations by the
substitution method.
Substitution is an algebraic method to solve a

of equations.
Use substitution to solve x 2y and 2x 3y 5.
ORGANIZE IT
Summarize the
substitution method
and explain when it
is preferred over the
graphing method under
The first equation tells you that x is equal to 2y. So, substitute
2y for x in the second equation. Then solve for y.
2x 3y 5
2(
) 3y 5
Replace x with
3y 5
and Inequalities
13-3 Substitution
5
Now substitute 5 for y in either equation and solve for x.
Choose the equation that is easier to solve.
x 2y
x 2(
) or
Replace y with
The solution of this system of equations is
Glencoe/McGraw-Hill
8
6
4
2
8642 O
2 4 6 8x
4
6
8
Your Turn
x y 3.
Use substitution to solve y 3x 1 and
277
133
Use substitution to solve 2x y 7 and 3x 2y 12.

Solve the first equation for y since the coefficient of y is
2x y 7
y 2x 7
Next, find the value of x by
Now substitute
substituting 2x 7 for y in the

second equation.
x in either equation and

solve for y.
3x 2y 12
3x 2(
3x
2(
) y 7
) 12
y 7
12
4 y
14 12
x 14
for
7
y
12
x
x
2
x
The solution is
Your Turn
Use substitution to solve each system of
equations.
278
b. 2x y 3
x 2y 6
Glencoe/McGraw-Hill
a. x 2y 0
3x 2y 12
133
Use substitution to solve each system of equations.
REMEMBER IT
When using an
algebraic method to
solve a system of
equations, a true
statement with no
variables represents
an infinite number
of solutions. A false
statement with no
variables represents
no solution.
3x 1 y
9x 3y 3
Find the value of x by substituting
for y in the
second equation.
9 3y 3
9x 3(
9x
) 3
Replace y with
3
3
The statement 3 3 is
. This means that an
ordered pair for any point on either line is a solution to both

equations. The system has
solutions.
y 3x 5
6x 2y 4
6x 2(
6x
)4
4
Replace y with
4
The statement 10 4 is
. This means that there are
no ordered pairs that are solutions to both equations. Thus, the

lines are
Glencoe/McGraw-Hill
Your Turn
, and the system has
Use substitution to solve each system of
equations.
HOMEWORK
ASSIGNMENT
a. x 2y 2
3x 6y 12
b. y 2x 2
2x y 2
Page(s):
Exercises:
279
134
Elimination Using Addition and Subtraction

WHAT YOULL LEARN

Solve systems of
(page 270)
Elimination is an algebraic method to solve a system of

equations by adding or subtracting the equations.
equations by the
elimination method
using addition and
subtraction.
Use elimination to solve 3x 2y 21 and 3x 4y 3.
REVIEW IT
How can you tell when
a linear equation is
in standard form?
(Lesson 6-3)
3x 2y 21
()3x 4y 3
Write the equations in column form.

Subtract to eliminate the x terms.
18
18
6y
18

6
6
y
The value of y is
Now substitute in either equation to find the value of x.

Choose the equation that is easier for you to solve.
3x 4(
)3
3x
3
3x 12
3
x
The value of x is
The solution of the system of equations is
Your Turn
280
.
.
Use elimination to solve x 2y 4 and x y 1.
Glencoe/McGraw-Hill
3x 15
3x
15

3
3
134
For a special event at the Kartchner Caverns, the cost

of tickets for 4 adults and 3 students was $84 and the
cost of tickets for 2 adults and 3 students was $54. Find
the admission price for an adult and for a student at the
special event.
Let a the cost for an
and s the cost for a
.
4a 3s 84
total cost for the
2a 3s 54
total cost for the
()
group
group
4a 3s 84
2a 3s 54
Subtract the equations to eliminate

the s terms.
30
30
2a
30

2
2
a
The value of a is
Now substitute in either equation to find the value of s.

4a 3s 84
4(
) 3s 84
3s 84
60 3s
84
Glencoe/McGraw-Hill
3s 24
3s
24

3
3
s
The value of s is

means that the cost for adults was
students was
. This
and the cost for
281
134
Your Turn
The group admission cost for 2 adults and

6 children to enter a museum is $60. The group admission cost
for 2 adults and 10 children to enter the same museum is
$84. Find the group admission price for an adult and a child.

3x 4y 6
()5x 4y 22
ORGANIZE IT
16
Describe the types of

systems where the
elimination method is
the preferred method
used to solve under the
16
8x
16

8
8x
x
and Inequalities
13-3 Substitution
4y and 4y are additive inverses.

Add to eliminate the y terms.
The value of x is
Now substitute in either equation to find the value of y.

3x 4y 6
3(
) 4y 6
4y 6
6 4y
6
4y 12
y
The solution of the system is
Your Turn
3x 3y 21.
282
The value of y is
Use elimination to solve 2x 3y 6 and
Glencoe/McGraw-Hill
4y
12

4
4
134
(page 270)
Digit problems explore the relationship between digits of

a number.
The sum of the digits of a two-digit number is 14. If

the units digit is 2 more than the tens digit, what is
the number?
Let t represent the tens digit and let u represent the units digit.
t u 14
the sum of the digits
ut2
the relationship between the digits
Rewrite the second equation so that the t and u are on the
same side of the equation.
ut2
t u 2
Then use elimination to solve.

t u 14
()t u 2

Add the equations to eliminate the t terms.
16
16
2u
16

2
2
u
The units digit is
Now substitute to find the tens digit.

t u 14
t
14
t 8 8 14 8
Glencoe/McGraw-Hill
t
Since t is
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
The tens digit is

and u is
, the number is
.
.
Your Turn
The sum of the

digits of a two-digit number is 7.
If the units digit is 7 less than
the tens digit, what is the
number?
283
135
Elimination Using Multiplication

WHAT YOULL LEARN

Solve systems of
equations by the
elimination method
using multiplication
and addition.

Multiply the first equation by 3 so that the y terms are
additive inverses.
Multiply by 3.
5x 2y 2
x
y 6
3x 6y 30
() 3x
6y 30
0
36
18x
36
x
ORGANIZE IT
Summarize the
elimination method
taught in Lesson 13-4
and the elimination
method taught in
Lesson 13-5 under the
Then give examples of
when to use each
method.
Now find the value of y by replacing x in either equation.

5x 2y 2
) 2y 2
5(
10 2y 2
10 2y
2
2y
and Inequalities
2y
8

2
2

13-3 Substitution
The solution of this system of equations is
Your Turn
Use elimination to solve 3x 4y 1

and 2x 8y 0.
284
Glencoe/McGraw-Hill
y
135
REMEMBER IT
Another method
can be used to check
your answers. For
example, if elimination
is used to solve the
system, the system can
then be graphed or
substitution can be used
to check the answer.
Multiply the first equation by 3 so that the x terms are

additive inverses.
Multiply by 3.
3x 2y 4
9x 4y 7
()
x
y
9x
4y 7
0

5
10y
5
y
Now find the value of x by replacing y in either equation.
3x 2y 4
3x 2
3x
4
4
3x 1
4
3x
3x
x
Glencoe/McGraw-Hill
Your Turn
Use elimination to solve x 2y 3

and 4x y 12.
285
135
A music store has one price for all CDs except for the
CDs in the Sale section. One customer bought 8 regular
CDs and 2 sale CDs and paid $79.50. Another customer
bought 4 regular CDs and 5 sale CDs and paid $62.75.
What are the costs of regular and sale CDs?
Let r represent the cost of the regular CDs and let s represent
the cost of the sale CDs.
8r 2s 79.50
4r 5s 62.75
first customers expense

second customers expense
Multiply the second equation by 2 to eliminate the r terms.

8r 2s 79.50
8r
Multiply
by 2.
4r 5s 62.75
()
2s 79.50
r
s 125.50
0

46
8s
46
s
Now find the value of r by replacing s with
either equation.
in
8r 2s 79.50
8r 2
79.50
8r
79.50
Glencoe/McGraw-Hill
8r
8r
68
r
The solution is
CDs sell for
286
. This means that the regular

and the sale CDs sell for
135
Your Turn
Morgan and Amy found a special on shorts and

shirts. Morgan bought 5 pairs of shorts and 5 shirts for $125,
not including tax. Amy bought 3 pairs of shorts and 6 shirts
for $105, not including tax. Find the cost of each pair of shorts
and the cost of each shirt.

Multiply the first equation by 5 and the second equation by 3
so that the y terms are additive inverses.
Multiply by 5.
4x 3y 8
Multiply by 3.
7x 5y 27
()
x
y
x
y
41x
41x
41

41
41
x
Now find the value of y by replacing x in either equation.
7x 5y 27
REMEMBER IT
Glencoe/McGraw-Hill
There may be more

than one way to solve a
problem. In Example 4,
you can also solve this
system of equations by
multiplying the first
equation by 7 and the
second equation by 4.
7(
) 5y 27
5y 27
7 5y 7 27 7
5y 20
5y
20

5
5
y
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
3x 4y 6.
The solution is
Use elimination to solve 2x 3y 13 and
287
136
Solving Quadratic-Linear
WHAT YOULL LEARN

Solve systems of
quadratic and linear
equations.
Determine whether each system of equations has one

solution, two solutions, or no solution by graphing. If the
system has one solution or two solutions, name them.
y x2
y x
y

y = x2
and
. Check this estimate by

(1, 1)
substituting the coordinates into each

equation.
KEY CONCEPT
Check:
y x2
Quadratic-Linear Systems
(x, y)
0
2 (x, y)

1
one solution graphs
intersect at one point
(x, y)
y x
(x, y)
1
y x2 1
y1
The graphs appear to intersect
(1, 32)
at
(0, 1)
y=1
x
y = x 2 + 1
two solutions graphs

intersect at two points
y
(1, 1)
(2, 2)
Check:
y x2 1

1
288
2 1
y1
(x, y)
1
Glencoe/McGraw-Hill
0
y x2
O
y = x
y x
no solution graphs do
not intersect
(0, 0)
136
Your Turn
Determine whether each system of

equations has one solution, two solutions, or no solution
by graphing. If the system has one solution or two
solutions, name them.
a. y x2 1
y5
b. y x2 3
2x y 6
Use substitution to solve y 2x2 3 and y 1.

Substitute 1 for y in the first equation. Then solve for x.
y 2x2 3
1
2x2 3
Replace y with
2x2 3
Add
to each side.
2x2
2
2x2
Glencoe/McGraw-Hill
1 x2
x
Take the square root of each side.
The solutions of the system of equations are
and
289
136
Use substitution to solve y 2x2 3 and y 1.
Substitute 1 for y in the first equation.
y 2x2 3
1
ORGANIZE IT
List the different
methods of solving
quadratic-linear systems
13-6. Then describe the
situations in which each
method is preferred.
2x2 3
Replace y with
2x 2 3
Subtract
.
from each side.
2x2
2
2x2
1 x2
x
Take the square root of each side.
and Inequalities
13-3 Substitution
There is no real solution because the square root of a negative

number is not a real number.
Your Turn
Use substitution to solve the system of
equations.
a. y 3x2 4
y 1
b. y x2 3
y7
Page(s):
Exercises:
290
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
c. y x2 6
yx
137
Graphing Systems of Inequalities

GLE 14. Graph and interpret linear inequalities in one or two variables and systems
of linear inequalities (A-2-H, A-4-H)
WHAT YOULL LEARN

Solve systems of
(page 271)
A set of two or more inequalities is a system of inequalities.
inequalities by
graphing.
Solve each system of inequalities by graphing. If the

system does not have a solution, write no solution.
x3
yx4
ORGANIZE IT
Compare the solution
of a linear system of
equations with a linear
system of inequalities
13-7. Then give an
example of each.
and Inequalities
13-3 Substitution
The solution is the ordered pairs in

the
of the graphs
of x 3 and y x 4. Shade the

region darkest on the graph. The
graphs of x 3 and y x 4 are
the
y=x+4
of this region.
x=3
x
The graph of y x 4 is a
line and is
in the solution of the system. Choose a point
and check the solution.
xy2
2y 2x 2
y
Glencoe/McGraw-Hill
The graphs of x y 2 and

2y 2x 2 are
x+y=2
lines. Check this by graphing or by

comparing the
2y = 2x 2
Because the regions in the solution of

x y 2 and 2y 2x 2 have
in common, the system
of inequalities has
solution.
291
137
Your Turn
Solve each system of inequalities by

graphing. If the system does not have a solution, write
no solution.
a. y 2x 1
3x 2y 6
b. y 5
yx2
Page(s):
Exercises:
292
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER
13

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
chapter test.

Vocabulary Builder
solve the puzzle.

13-1
Graphing Systems of Equations
1. Solve the system of equations by graphing.
y 2x 1
y 3x 6
13-2
Solutions of Systems of Equations
Describe the solution of each system of equations.
Glencoe/McGraw-Hill
2.
3.
293
13-3
Substitution
4. Describe how you would use substitution to solve the system
of equations. y 2x
x 3y 15
5. Amy solved a system of equations and her result was 8 8.

All of her work was correct. Describe the graph of the system.
Explain.
6. Luis solved a system of equations and his result was 5 2.

All of his work was correct. Describe the graph of the system.
Explain.
13-4
Elimination Using Addition and Subtraction
7. The sum of the digits of a
two-digit number is 8. If the
tens digit is 6 more than the
units digit, what is the number?
Use elimination to solve each system of equations.
10. 3x 5y 7
3x 2y 14
294
9.
x 4y 4
4x 4y 6
11. 5x 7y 17
8x 7y 9
Glencoe/McGraw-Hill
8. 3x 5y 15
3x 2y 6
13-5
Elimination Using Multiplication
Match each system with its solution.
12. x y 4
a. (4, 2)
b. (1, 2)
c. (0, 4)
13. 4x 3y 1
3x 2y 8
2x y 2
14. 2x y 4
15. 5x 3y 5
4x y 2
2x 7y 2
(2 )
1
d. , 1
e. (1, 0)
13-6
Solving Quadratic-Linear Systems of Equations
Match each graph with the correct system of equations.
16.
17.
18.
b. y x2 6
a. y x2
y 2x 3
1
c. y x 4
y3
d. y 2x 3
y 3x2 5
y x2
13-7
Graphing Systems of Inequalities
Glencoe/McGraw-Hill
Write the inequality symbols that you need to get a system whose
graph looks like the one shown. Use , , , or .
19.
20.
yx2
y 2x 1
x
y 2x 1
yx2
x2
x2
2x 1
2x 1
295
CH
APTER
13
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist

specific lesson(s).
page 595.
specific lesson(s).
page 595.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
296
CH
APTER
14
Radical Expressions

Chapter 14
Begin with a sheet of 11" 17" paper.
Fold
Fold the short sides to
meet in the middle.
Fold
Fold the top to the
bottom.
Open
Cut along the second fold
to make four tabs.
Glencoe/McGraw-Hill
Label
Describe the Find the distance

relationships between two
among sets points in the
of numbers coordinate
plane
Simplify,
Solve
add, and
simple
subtract
radical
radical
equations
expressions
NOTE-TAKING TIP: As you study a lesson, write

down questions you have, comments, reactions,
and/or short summaries of the main ideas of the
lesson that are highlighted or underlined.
297
CH
APTER
14
This is an alphabetical list of new vocabulary terms you will learn in
Chapter 14. As you complete the study notes for the chapter, you will
see Build Your Vocabulary reminders to complete each terms definition
or description on these pages. Remember to add the textbook page
number in the second column for reference when you study.
Vocabulary Term
Found
on Page
Definition
Description or
Example
conjugates
[CON-ja-guts]
Distance Formula
radical equations
rationalizing the
denominator
[RA-shun-ul-eyes-ing]
298
Glencoe/McGraw-Hill
radicand
[RA-di-KAND]
141
The Real Numbers

GLE 1. Identify and describe differences among natural numbers, whole numbers,
integers, rational numbers, and irrational numbers (N-1-H, N-2-H, N-3-H)
WHAT YOULL LEARN
Name the set or sets of numbers to which each real

number belongs.
Describe the
relationships among
sets of numbers.
10
This number is a natural number, a
an
, and a
number,
number.
100
ORGANIZE IT
Explain the similarities
and differences between
the sets of natural
numbers, whole
numbers, integers,
rational numbers,
irrational numbers, and
real numbers under the
tab for Describe the
relationships among sets
of numbers.
plane
Simplify,
Solve
add, and
simple
subtract
radical
radical
equations
expressions
Since
100
, this number is an
and a
rational number.
2
Since 5
, this number is a natural number, a

number, an
, and a rational number.
0.666 . . .
This repeating decimal is a
number since it is
2
3
equivalent to .

17
Glencoe/McGraw-Hill
4.123105626 . . . It is not the square root of a perfect

17
square. So, it is an
number.
Your Turn Name the set or sets of numbers to which

each real number belongs.
a. 36
18
3
b.
299
141
c. 2

3
d. 2
e. 0.5
KEY CONCEPT
Completeness Property
for Points on the
Number Line Each real
number corresponds to
exactly one point on the
number line. Each point
on the number line
corresponds to exactly
one real number.
Find an approximation, to the nearest tenth, for each

square root. Then graph the square root on a number
line.

10
Enter:
2nd
[]
ENTER
3.16227766
An approximate value for 10

is

10
1 0
8

Enter:
()
2nd
[] 8
ENTER
2.828427125
An approximate value for 8

is

8
5 4 3 2 1 0
a. 7
b. 19
300
Glencoe/McGraw-Hill
Your Turn Find an approximation, to the nearest

tenth, for each square root. Then graph the square root
on a number line.
141
REMEMBER IT
To find the two
consecutive integers
between which an
irrational square root
lies, make a list of
perfect square numbers:
1, 4, 9, 16, 25, 36, 49, 64,
81, . . . Then find the
two numbers between
which the number
under the square root
symbol lies.
Determine whether each number is rational or irrational.

If it is irrational, find two consecutive integers between
which its graph lies on the number line.
59

59

59

59 is not a
. So, its square root is

. The graph of 59
lies between
and

121
Since 121
, it is a
Your Turn Determine whether each number is

rational or irrational. If it is irrational, find two
consecutive integers between which its graph lies
on the number line.
a. 64
Glencoe/McGraw-Hill
b. 23
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
301
142
The Distance Formula
WHAT YOULL LEARN
The Distance Formula is a formula derived from the
Find the distance
Theorem to find the distance between
between two points in

the coordinate plane.
two
KEY CONCEPT
The distance d between
any two points with
coordinates (x1, y1) and
(x2, y2) is given by d
(page 298)
on the coordinate plane.
Find the distance between points E(3, 8) and F(5, 1).

d
2
2
(x2
x1)
(y2
y1)
d
Distance Formula

2
(x1, y1) (3, 8), and

(x2, y2) (5, 1)
2
(x2 x
(y2
y1)2.

1)
d
d
d
The distance between points E(3, 8) and F(5, 1) is
or about
units.
New
F St.
.
Ave
York
G St.
Metro Center
O
White House
x
8th St.
9th St.
E St.
D St.
Glencoe/McGraw-Hill
McPherson
Square
10th St.
Farragut
Square
Mount Vernon
Square
Green Ct.
L St.
11th St.
302
y
Sales St.
15th St.
A coordinate system is
superimposed over a
map of Washington, D.C.
Two taxis leave the
intersection of 15th
Street and G Street.
One taxi travels 7
blocks north, and the
other taxi travels
11 blocks east. How
far apart are the
taxis when they stop?
142
Let the first taxis location be represented by (0, 7)
and the other taxis location by (11, 0). So, x1
y1
d
d
, x2
, and y2
2
2
(x2
x1)
(y2
y1)
Distance Formula

(x1, y1) (0, 7), and

(x2, y2) (11, 0)
d
d
d

or about
The taxis are about
units
blocks apart when they stop.
Your Turn
a. Find the distance between points C(2, 7) and D(6, 4).
ORGANIZE IT
Write the distance
formula and two
examples to help you
remember how to use it
under the tab for Find
the distance between
two points in the
coordinate plane.
Glencoe/McGraw-Hill

plane
Simplify,
Solve
add, and
simple
subtract
radical
radical
expressions equations
b. A coordinate system is superimposed over a map of Jakes

neighborhood. Jake leaves his school and travels 3 blocks
west to a friends house. Then he turns and travels 5 blocks
south to his home. How far is Jakes school from his house?
School
Home
303
142
Find the value of a if M(a, 6) and N(2, 3) are 18

units
apart.
d
REVIEW IT
2
2
(x2
x1)
(y2
y1)
The Zero Product

Property says that for all
numbers a and b, if ab
0, then b 0, b 0,
or both a and b equal 0.
(Lesson 11-4)
Distance Formula

(x1, y1) (a, 6), and

(x2, y2) (2, 3)

4 4a a 9

18
(2 a)2
4 4a a2
and (3)2 9
2
4a

13

a
18
4a

13

a
18
2
Square each side.
a 4a 13
0
Subtract.
0 (a 1)(a 5)
Factor.
0 or
0
a
HOMEWORK
ASSIGNMENT
or
Your Turn Find the value of a if P(3, 5) and Q(2, a) are
units apart.
194
Page(s):
Exercises:
304
a
Glencoe/McGraw-Hill
The value of a is
143
Simplifying Radical Expressions

GLE 6. Simplify and perform basic operations on numerical expressions involving
radicals (e.g., 2
3 + 53
= 73) (N-5-H)
(page 298)
WHAT YOULL LEARN

Simplify radical
expressions.
The radicand is the number under the
sign.
Rationalizing the denominator is a method used to remove

from the
of a fraction.
Conjugates are two expressions of the form ab

cd

and ab
cd
.
REVIEW IT
The Product Property of
Square Roots says that
the square root of a
product is equal to the
product of each square
root. In symbols,
b if a 0
a
ab
and b 0. (Lesson 8-5)
Simplify 48
.

48
Prime factorization
3
16
2 2 2 2 16
16

Product Property of
Square Roots
Simplify 16
.
Simplify 15
75
.
Glencoe/McGraw-Hill
3 5
3 5
5
75

15
Prime factorization
3
5 3 5 5
Product Property of
Square Roots
5
5 5

32
52
3 3
32 and
5 5
52
35
Simplify.
305
143
a. 72
b. 6
12
.
300
Simplify
15
REVIEW IT
The Quotient Property
of Square Roots says
that the square root of
a quotient is equal to
the quotient of each
square root. In symbols,
a if a 0 and
ba

b
300

15
300

15
Quotient Property of Square Roots
20
Divide 300 by 15.
2
2
5
Prime factorization
5
b 0. (Lesson 8-5)
22
2 2 22
Product Property of Square Roots
Simplify.
6 .
Simplify
30
KEY CONCEPT
No radicands have
perfect square factors
other than 1.
No radicands contain
fractions.
No radicals appear in
the denominator of a
fraction.
30
6
30

30

Simplify.
9 4
5

30

30
Product Property of
Square Roots
3 2 5

30
306
900
Simplify.
Glencoe/McGraw-Hill
Simplified Form for

Radicals A radical
expression is
in simplest form when:

30

1

30

6
6
30

30
30

30
143
12

b.
16

a.
72
48
5
Simplify .
4
3
To rationalize the denominator, multiply both the numerator

and denominator by the conjugate of 4 3
.
4
3

4
3 1

4 3
5
5

4 3
4 3

4 3
5(4) 53
Distributive Property;
(a b)(a b) a 2 b 2
Simplify.
16 3
20 53

13
Simplify
3 6
48y z.
3 6
48y z

3 6
2
2
22
3 y
z
16 3
Prime factorization
6
y z
2 2 2 2 16
3
y
z
y
2

Glencoe/McGraw-Hill
4 3
y
z
Simplify.
4yz 3y

3
The absolute value of y

ensures a nonnegative
result.
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Product Property of
Square Roots

a. 7
2 5
b.
4 3
108a
b
307
144
Adding and Subtracting Radical Expressions

GLE 6. Simplify and perform basic operations on numerical expressions involving
radicals (e.g., 23
+ 53 = 73) (N-5-H)
WHAT YOULL LEARN
Add and subtract
1210
1510
radical expressions.
1210
1510

10

32
92
32
92
2
REMEMBER IT
To add or subtract
radicals, the radicands
must be the same.
The lengths of the three sides of a triangle are

103
centimeters, 55 centimeters, and
9
3 centimeters. Find the exact perimeter of
the triangle.
P
and 93

103
93 55
Commutative
Property
(10 9)3

Distributive
Property
The exact perimeter of the triangle is

centimeters.
a. 85
125
Glencoe/McGraw-Hill
308

Like terms: 103
144
b. 211
411
911
c. The lengths of the sides of a quadrilateral are 82

inches,
3
7 inches, 57
inches, and 62 inches. Find the exact
perimeter of the quadrilateral.
ORGANIZE IT
Write a note to explain
the process for
simplifying, adding, and
subtracting radical
tab for Simplify, add
and subtract radical
expressions. Then show
one example of each.
plane
Simplify,
Solve
add, and
simple
subtract
radical
radical
Simplify 248
375
.
248
375

4
2
2
33

3
3
3
Prime factorization
3
Simplify.
2 4 3
153
153
Glencoe/McGraw-Hill
(8 15)3
HOMEWORK
ASSIGNMENT
Your Turn Simplify 3 72

.
518
Page(s):
Exercises:
309
145
Solving Radical Equations
WHAT YOULL LEARN
(page 298)
A radical equation is an equation that contains a
Solve simple radical
expression.
equations in which only

one radical contains a
variable.

3 x
12
3 x 12
3 x
12
Subtract
from each side.
x 9
(x)2
Square each side.
x
3 x 12
Check:
ORGANIZE IT
Explain how to
eliminate the radical
from an equation
under the tab for
Solve simple radical
equations. Then show
two examples.
12
3
Replace x with
12
12 12
y21
6
y21
6
6
y2
1
Add
to each side.
y2

2
(
y 2)
Square each side.
y 2 49
y 2 2 49 2
y
310
Add 2 to each side.

Check this result.
Glencoe/McGraw-Hill

plane
Simplify,
Solve
add, and
simple
subtract
radical
radical
3
145
REMEMBER IT
When solving a
radical equation, always
isolate the radical before
squaring each side.
Your Turn
a. 2 x 9
b.
z518

3m
4m

3m
4m

2
2
(
3m
4) m
WRITE IT
Square each side.
m
3m 3m 4 4 m 3m 4
Why is it important to
check your solutions
when solving radical
equations?
Subtract 3m and 4
from each side.
0
m
0 m
m
0 or m
0
m
Glencoe/McGraw-Hill
m
44
Factor.
Zero Product
Property

4m

3m
Check:
Since
3m
4m
4 1
44
4 1
4
1
44
1 1
does not satisfy the original equation,
is
the only solution.

311
145
n5n5

n5n5

2
2
(
n 5 ) (n 5)
Square each side.
n 5 n 10n 25
2
n n 5 5 n 10n 25 n 5 Subtract.
2
0n
20
n
0 n
n
0 or n
n
Check:
0
Zero Product
Property
n
n5n5
Factor.
5
0 0
0 0
Since both
and
n5n5
5
5
5
1 1
1 1
satisfy the original equation,
they are both solutions.

Your Turn
10
a. y 3y

b.
x3x3
Page(s):
Exercises:
312
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
CH
APTER
14

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
test.


Vocabulary Builder
the puzzle.
14-1
The Real Numbers
For each of the following, choose the letter of each set of
numbers to which each real number belongs. Each real
number may belong to more than one set of numbers.
1. 3.6
a.
Natural numbers
b.
Whole numbers
2. 5
c.
Integers
3. 41
d.
Rational numbers
e.
Irrational numbers
4. 0
5. 120
Glencoe/McGraw-Hill
14-2
6. Suppose you want to use the Distance Formula to find the
distance between M(3, 7) and N(9, 2). Use (x1, y1) (3, 7) and
(x2, y2) (9, 2). Complete the equation by writing the correct
numbers in the boxes.
d

2
7. What is the value of b if S(7, b) and T(13, 1) are 10 units apart?
313
14-3
Simplifying Radical Expressions
8. Of 53
, 56, and 33, which two radical expressions have
the same radicand?
Simplify each expression. Leave in radical form.

9. 32
10. 6
18
2
11.
1
7
12. a. How can you tell that the radical expression

simplest form?
b. To simplify
2 4
28x y is not in
2 4
28x y, you first find the
Property of Square Roots.
In this case, 4 7 x y is equal to the product

. Simplify again to get a final
answer of 2 x y 7
.
2
12t

13. What method would you use to simplify ?
15
314
Glencoe/McGraw-Hill
2 4
of 28x y . Then apply the
14-4
Adding and Subtracting Radical Expressions
14. Radical expressions can be added or subtracted if they have
the same
15. Indicate whether the following expressions are in simplest

form. Explain your answer.
a. 63
12
b. 126
710
c. 415
360
d. 320
530
14-5
Solving Radical Equations
16. Provide the reason for each step in the solution of the given
radical equation.
5x 1 4 x 3
Original equation
5x 1 x 1

Glencoe/McGraw-Hill
2
2
(
5x 1 ) (x 1)
2
5x 1 x 2x 1
2
0 x 3x 2
0 (x 1)(x 2)
x 1 0 or x 2 0
x 1 or
x2
315
CH
APTER
14
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 633.
specific lesson(s).
page 633.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
316
CH
APTER
15
Rational Expressions and Equations

Fold
Fold lengthwise to the holes.
Label
Lable the tabs using the
vocabulary words
in the chapter.
Chapter 15
Cut
and then cut ten tabs.
Glencoe/McGraw-Hill
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
NOTE-TAKING TIP: When taking notes, always

write definitions and examples of each of the
terms learned.
317
CH
APTER
15
Vocabulary Term
Found
on Page
Definition
Description or
Example
excluded value
least common
denominator (LCD)
least common
multiple (LCM)
rational equation
[RA-shun-ul]
rational expression
uniform motion problem
work problems
318
Glencoe/McGraw-Hill
rational function
151
Simplify Rational Expressions
WHAT YOULL LEARN
(page 318)
An excluded value is any value assigned to a
Simplify rational
that results in a denominator of
expressions.
Find the excluded value(s) for each rational expression.
KEY CONCEPT
Rational Expression
A rational expression
is an algebraic fraction
whose numerator
and denominator
are polynomials.
20

(x 3)x
Exclude the values for which (x 3)x
(x 3)x
0 or
0
So, x cannot equal
Product Property
or
10y

2
y 4
2
Exclude the values for which y 4
y 4
0
y
Factor
or y
Glencoe/McGraw-Hill
So, y cannot equal

or
Your Turn
Find the excluded value(s) for each

rational expression.
3
a.
m(7 m)
y
b.
2
y 16
319
151
REMEMBER IT
Division by zero
is undefined.
Simplify each rational expression.

20x5y

2 3
25x y
225xxxxxy
20x5y

2 3
25x y
Note that x 0 and y 0.

1
225xxxxxy
or
4x
The GCF is 5x y.
4x 12

7x 21
4x 12

7x 21
(x 3)
Factor 4x 12 and 7x 21.
(x 3)
1
(x 3)
or
The GCF is
(x 3)
ORGANIZE IT
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ssion
tional Expre
Dividing Ra
ials
polynom
Dividing
e
on Multipl
m
m
Co
t
Leas
Denominator
on
mm
Co
Least
n
l Equatio
Rationa
lems
otion Porb
M
rm
ifo
Un
320
18a2b
a.

5 4
21a b
3x 12
b.

5x 20
Glencoe/McGraw-Hill
rational expression
under the tab for
Rational Expression.
Then find all the
excluded values for the
expression and write
those under the tab for
Excluded Values. Write
the rational expression
as a function and draw
its graph on the tab for
Rational Function.
Your Turn Simplify each rational expression.
151
REVIEW IT
Explain how to factor
a trinomial. How do
you find the correct
combination of inner
and outer terms?
(Lesson 10-3)
a2 25

2
a 2a 15
a2 25

2
a 2a 15
(a
)(a
(a
)(a
Factor a 25
2
and a 2a 15.
(a 5)
(a 3)

or
a3

.
The GCF is
6 2x

2
x x 12
2(3 x)
6 2x

2
x x 12
(x
)(x
2( 1)(x 3)
(x 4)
Factor 6 2x
2
and x x 12.
Factor 1 from
2(1)
(x 4)
Glencoe/McGraw-Hill
Your Turn
15 5x
a.

2
HOMEWORK
ASSIGNMENT
x 2x 15

or
x4
The GCF
is x 3.

b2 12b 27
b.
2
b 9
Page(s):
Exercises:
321
152
Multiplying and Dividing Rational Expressions
WHAT YOULL LEARN
Find each product.
Multiply and divide
4ab
10a2

5
10a
8ab
rational expressions.
4ab
4ab
10a2
10a2

5
5
10a
10a
8ab
8ab
Simplify.
1 a3
Multiply.
z 3 3z2 15z

z5
4z 12
(z 5)
z 3 3z2 15z
z3

z5
4z 12
z5
Factor 3z 15z
and 4z 12.
(z 3)
1
1
z5
1
3z(z 5)
(z 3) and
(z 5) are
common factors.
4
1
Summarize the steps in

multiplying two rational
tab for Multiplying
Rational Expressions.
Then, give an example.
m4
m2 1

2
2
m 3m 4
m
m4
m2 1
m4

2
2
2
m 3m 4
m
m
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
(m
)(m
(m
)(m
1
1
m4

2
m
(m 1)
(m 4)
1
322
or m 1
Glencoe/McGraw-Hill
ORGANIZE IT
152
Your Turn
ORGANIZE IT
Find each product.
y2 64
y2 2y
15n2 4mn2
2d 10 3d 21
b.

c.
a.

5
2
2
3
12m
8n
d 7d
d5
y 10y 16
2y
Summarize the steps in

dividing two rational
tab for Dividing Rational
Expressions. Then, give
an example.
sion
l Expres
Rationa
Values
ed
ud
Excl
n
l Functio
Rationa
on
nal Expressi
tio
Ra
ing
y
ipl
t
Mul
ssion
tional Expre
Ra
ing
vid
Di
ials
polynom
Dividing
iple
mmon Mult
Least Co
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
Find each quotient.

15a3
5a2

3
b
2b
15a3
5a2

3
b
2b
15a3

3
5a2
The reciprocal of
is
2b
2b
15a3

3
2
5a
b
5, a and b are common factors.
1 1
6a
6x 6
(x 1)
x3
6x 6
(x 1)
x3
6x 6

The reciprocal of
x3
Glencoe/McGraw-Hill
(x 1) is
x3
Factor 6x 6.
x3
is a
common factor.
x3
323
152
x2 36
6x

2
2
5
4x y
4x y
x2 36
6x

2
2
5
4x y
4x y
x2 36

2
6x
The reciprocal of
is
2
5
4x y
4x y
2 5
4x y
4x y
Factor x 36.
1
1 1
2 5
(4x y)
4x y
Factor
from 6 x .
111
1
(x 6)
x 6, x , y, and
factors.
are common
Your Turn
Find each quotient.
4t3
12t4
a.

3
s
2s
10q p
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
324
5q p
2x 10
c.
(x 5)
x5
Glencoe/McGraw-Hill
p2 4
2p
b.

2 3
2
153
Dividing Polynomials
WHAT YOULL LEARN

Divide polynomials
by binomials.
Find each quotient.

(15x 10) (3x 2)
5
3x 21
5
x
0
1
15x 3x
() 15x
Multiply 5 and
.
Therefore, (15x 10) (3x 2)
(x x 12) (x 3)
x
x 3
x
x
12
2
x xx
Multiply x and
() x
4x
Subtract: x 3x 4x;
bring down
() 4x
Multiply 4 and
Subtract.
ORGANIZE IT
Glencoe/McGraw-Hill
Give an example of a
division problem using
two polynomials under
the tab for Dividing
Polynomials. Then
identify the dividend,
divisor, quotient
and remainder.
Therefore, (x x 12) (x 3)
Your Turn
Find each quotient.
a. (14x 7) (2x 1)
b. (x 8x 9) (x 1)
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ssion
tional Expre
Dividing Ra
ials
polynom
Dividing
iple
mmon Mult
Least Co
minator
no
De
on
Least Comm
n
l Equatio
Rationa
s
on Porblem
oti
M
rm
Unifo
325
153
2
(8a 14a 9) (2a 3)

4a
1
2
2a 3
8a 14a
9
2
() 8a
8a 2a
Multiply 4a and
2a
Subtract. Then bring

down
()
2a
Multiply 1 and
Subtract. The remainder

is
The quotient is 4a 1 with remainder 6.

2
So, (8a 14a 9) (2a 3) 4a 1
.
2a 3
(x 20) (x 5)
x
x5
x
20
Rename x 20 as
2
x
2
() x
20
Multiply x and
5x
Subtract. Then bring

down
Multiply 5 and
Subtract. The remainder

is
REMEMBER IT
After the divisor is
multiplied by the last
term in the quotient,
the result is subtracted.
If you prefer, you may
add the opposite of the
entire expression.
326
Therefore, (x 20) (x 5)
x5
Glencoe/McGraw-Hill
() 5x
153
Your Turn
Find each quotient.
a. (9y 9y 4) (3y 1)
b. (x 32) (x 6)
Find the length of a rectangle if its

2
area is 12x 13x 3 square units
and its width is 3x 1 units.
3x 1 12x2 13x 3
To find the length, divide the area

the length
by
4x
3
12x
13x
3
3x 1
2
() 12x
Multiply 4x and
9x
9x
()
Subtract. Then bring down

3 Multiply 3 and
The remainder is
Therefore, the length of the rectangle is
.
.
units.
Glencoe/McGraw-Hill
You can check your answer by multiplying

and
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
Your Turn
Find the length of a rectangle if its area is

2
5a 8a 4 square units and its width is 5a 2 units.
5a 2
5a2 8a 4
327
154
Combining Rational Expressions with

Like Denominators
WHAT YOULL LEARN
Add and subtract
7
10

y
y
rational expressions
with like denominators.
7
7
10

y
y
add, subtract, multiply,
and divide rational
expressions and functions.
Students solve both
computationally and
conceptually challenging
problems by using these
techniques. (Key)
The common denominator is y.

Subtract the numerators.
3
y
or
13a
2a

17
17
13a
2a

17
17
13a

Your Turn
The common denominator is 17.

Add the numerators.
17
17
3
12
a.
n
5x
2x
b.
11
11
Find each sum or difference. Write in simplest form.
8
4

15n
15n
8
15n
12
or
15n
328
The common denominator is 15n.

Add the numerators.
15n
5n
Divide by the GCF,
Glencoe/McGraw-Hill
8
4

15n
15n
154
REMEMBER IT
When adding or
subtracting rational
expressions, always check
to see if your final
answer can be simplified.
5
13

2p
2p
5
13

2p
2p
5
The common denominator is 2p.

2p
2p
4
Divide by the GCF,
2p
or
10
3

3x 1
3x 1
3
10
3

3x 1
3x 1
3x 1
The common denominator is

3x 1. Subtract the numerators.
3x 1
4
a3

a3
a3
4
a3

a3
a3
a3
a3

a 3. Add the numerators.
a
a3
Glencoe/McGraw-Hill
2x 5
x4

x3
x3
2x 5
x4

x3
x3
2x 5 x 4

x 3. Add the numerators.
3x
329
154
(x 3)
Factor the numerator.
(x 3)
Divide by the GCF,

12a
2a 5

2a 1
2a 1
12a
2a 5

2a 1
2a 1
(2a 5)
2a 1
12a
The common denominator is 2a 1.

2a 1
5
2a 1
Your Turn
Find each sum or difference. Write in

simplest form.
11
1
a.
14 y
m2
5
d.
m 10
Page(s):
Exercises:
330
3b
m 10
7
6
c.
x5
3b
3x
x4
e.
x1
x1
x5
y1
y
f.
4y 3
4y 3
Glencoe/McGraw-Hill
HOMEWORK
ASSIGNMENT
20
2
b.
14y
155
Combining Rational Expressions with

Unlike Denominators
WHAT YOULL LEARN
Find the LCM for each pair of expressions.
Add and subtract
12m n , 14m n
with unlike
denominators.
4 5
Factor each expression.

4 5
12m n 2 2 3 m m m m n n n n n
2
14m n
ORGANIZE IT
Write two expressions
and explain the steps
you would take to find
the LCM for the
tab for Least Common
Multiple.
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ssion
tional Expre
Dividing Ra
ials
polynom
Dividing
e
on Multipl
m
m
Co
t
Leas
Denominator
on
mm
Co
Least
n
l Equatio
Rationa
lems
otion Porb
M
rm
ifo
Un
Use each factor the greatest number of times it appears in

either factorization.
LCM
mmmmnnnnn
x 3x 10, 3x 7x 2
Factor each expression.
2
x 3x 10 (x 5)
2
3x 7x 2
Glencoe/McGraw-Hill

add, subtract, multiply,
and divide rational
expressions and functions.
Students solve both
computationally and
conceptually challenging
problems by using these
techniques. (Key)
(x 2)
Use each factor the greatest number of times it appears in

either factorization.
LCM
Your Turn
3 5
Find the LCM for each pair of expressions.
a. 15x y , 18x
b. x 2x 15, x 11x 30
331
155
(page 318)
The least number that is a
of
two or more numbers is the least common multiple (LCM).
ORGANIZE IT
Write two rational
expressions and explain
the steps you would
take to find the LCD
for the expressions
under the tab for Least
Common Denominator.
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
The least common multiple of the denominators is called

the least common denominator (LCD).
Write each pair of rational expressions with the

same LCD.
3
4
,
2
5m 2m
First find the LCD.

5m 5 m
2m
LCD 2 5
or
Then write each fraction with the same LCD.

3
6m
2m

2
5m 2m
10m
4

2
2m
10m
1
5x
,
x 3 2x 6
First find the LCD.
WRITE IT
2x 6 2
LCD
Then write each fraction with same LCD.
1

x3
2(x 3)
5x

2x 6
2(x 3)
Your Turn Write each pair of rational expressions

with the same LCD.
a. 23 , 42
3a
332
5a
n
3
b. ,
n 8 4n 32
Glencoe/McGraw-Hill
A common denominator
can always be found by
multiplying the two
denominators together.
What are the reasons
this method is not
always used?
x3x3
155

3
52

3
4m
8m
Find the LCD.

3
4m 2 2 m m m
LCD
8m 2 2 2 m m
m m m or
Rename each expression with the LCD as the denominator.

3

3
4m
5
m

2
8m
m
8m
8m
Add.
3
53

3
3
4m
8m
8m
or
5m
3
8m
8m
3
4x

2
x6
x 36
x6x6
x 36
LCD
3
4x
4x
(x 6)
3

2
x6
x 36
x 6 (x 6)
(x 6)(x 6)
3x
(x 6)(x 6)
x
4
(x 6)(x 6)
Glencoe/McGraw-Hill
3x 18 4x
18
(x 6)(x 6)
or
(x 6)(x 6)
HOMEWORK
ASSIGNMENT
Find each sum or difference. Write in

simplest form.
Page(s):
Exercises:
a. 32 53
Your Turn
10b
5b
2x
b. 7

2
x3
x 3x 18
333
156
Solving Rational Equations
WHAT YOULL LEARN
(page 318)
An equation that contains at least one rational
Solve rational equations.
is a rational equation.

5x
2
7x

4
3
12
ORGANIZE IT
Tell the difference
between a rational
expression and a
rational equation under
the tab for Rational
Equations. Then
compare the method
of solving rational
equations with the
method of adding
with unlike
denominators.
The LCD is 12.

7x

12
5x
2

4
3

5x

4
7x

12
2

3


7x
5x
2
12 12 12
4
12
7x
15x 8
7x
Subtract
from each side.
8
8
x
So, the solution is
334
Multiply each side

by 12.
8x
Glencoe/McGraw-Hill
sion
l Expres
Rationa
Values
Excluded
n
l Functio
Rationa
ssion
tional Expre
Multiplying Ra
ion
ss
tional Expre
Dividing Ra
ls
lynomia
po
g
in
id
Div
iple
mmon Mult
Co
t
as
Le
tor
on Denomina
Least Comm
n
l Equatio
Rationa
lems
otion Porb
Uniform M
7x
5x
2

12
4
3
156
5
4
26

3x
5x
15
5
4
26

3x
5x
15

5

3x
4

5x

26

15
5
4

3x
5x

The LCD is 15x.
26

15
Multiply each side

by the LCD.
Distributive
Property
5
4
26
15x 15x 15x
3x
5x
15
26x
Simplify.
26x
x
Divide.
7
2x
5
x1
x1
7
2x
5
x1
x1
The LCD is x 1.

7
2x

x1
x1
2x

x1
7
2x
(x 1) (x 1)

7

x1
1
x1
x1
Glencoe/McGraw-Hill
7
7 2x
7
7
5x
5x 5
5
7 5
3x 12
x
335
156
Your Turn
6n
n
a. 5
7
3
4
11
b.
y
2y
2
x
x1
c.
x1
x1
a1
HOMEWORK
ASSIGNMENT
Page(s):
Exercises:
336
a1
Glencoe/McGraw-Hill
6
12
5
d.
CH
APTER
15

STUDY GUIDE
BUILD YOUR
VOCABULARY
VOCABULARY
PUZZLEMAKER
chapter test.


Vocabulary Builder (page 318) to
help you solve the puzzle.
15-1
Simplifying Rational Expressions
( 6)
2.
7a2b
1.

3
yy
4y 24
28ab
x4
3.

2
9m 18m
4.

2
2
x 5x 4
m 6m 16
15-2
Multiplying and Dividing Rational Expressions
Find each product or quotient.
10x3y xz2
5.

2
6.
3n 15
n

2
6n 30
n
9ab3
7.
27ab

2
8.
x2 9
x2 10x 21

2
8
Glencoe/McGraw-Hill
8y
337
15-3
Dividing Polynomials
Find each quotient.
9. (12d 30) (2d 5)
11. (6y 7y 5) (3y 2)
10. (x 6x 7) (x 7)
12. (a 4a 4) (a 1)
15-4
Combining Rational Expressions with Like Denominators
n
7n
13.

5
13
14.

10
10
9x
y2
338
y2
3x2
2x 8
16.

x2
x2
Glencoe/McGraw-Hill
1
15. 6
9x
15-5
Combining Rational Expressions with Unlike Denominators
x3
17. 2

2
a2
18. 8
19. 2 7
x
9
20. 2

2
3x
5a
9x
n4
x3
x 9
15-6
Solving Rational Equations
3
2n
n
21.
5
7
22. 3
y 1
2
3
23.
a
8
24. 1
Glencoe/McGraw-Hill
5y
10
6x
a2
2x
a1
339
CH
APTER
15
ARE YOU READY FOR

THE CHAPTER TEST?
Checklist
specific lesson(s).
page 679.
specific lesson(s).
page 679.
Glencoe/McGraw-Hill
Student Signature
Teacher Signature
340

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Algebra

Concepts and Applications

Algebra: Concepts and Applications (Louisiana Student Edition)

4-3 Dividing Rational Numbers . . . . . . . 76

Algebra: Concepts and Applications

Algebra: Concepts and Applications

Inequalities and Their Graphs . .

Organizing Your Foldables

Fold and Glue

Glue and Label

Algebra: Concepts and Applications

This note-taking guide is designed to help you succeed in Algebra: Concepts

Use the instructions below to make a Foldable to help you

The Chapter Opener

Begin with four sheets of grid paper.

BUILD YOUR VOCABULARY

Algebra: Concepts and Applications

Algebra: Concepts and Applications

Within each chapter,

Algebra: Concepts and Applications

The Build Your Vocabulary

Lessons cover the content of

Solving Compound Inequalities

WHAT YOULL LEARN

BUILD YOUR VOCABULARY

Two or more inequalities that are connected by the

form a compound inequality.

An intersection is the set of elements common

A union is the set of elements in each of

Examples parallel the

Write x 0 and x 3 as a compound inequality

x  0 and x  3 can be written as

Your Turn Write x  2 and x  5 as a compound

Karls point totals in the first four of five basketball

Rewrite the compound inequality using

, will give the

mean score. The mean must be more than

Algebra: Concepts and Applications

Karl must score more than

points in the fifth game to

have a mean point total of more than

BRINGING IT ALL TOGETHER

You can use your completed

To make a crossword puzzle,

Write the letter of the graph that matches each inequality.

Algebra: Concepts and Applications

Your Turn Liens score on the first four of five 100-point

Use your Chapter 12 Foldable to

Your Turn Exercises allow

5. A number subtracted from

16. A number added to 12 is a

7. 5 more than a number is

18. 18 less than a number is

Algebra: Concepts and Applications

Bringing It All Together

Algebra: Concepts and Applications

Use a symbol such as a star () or an asterisk (*) to emphasis important

Algebra: Concepts and Applications

The Language of Algebra

Use the instructions below to make a Foldable to help you

Begin with four sheets of 8 " 11" paper.

Fold up bottom edges.

Staple along the fold.

x 0 and x 3 can be written as

Your Turn Write x 2 and x 5 as a compound

along with , , , and/or .

Your Turn Find the value of 30 (6 4) 1 5. Identify

Your Turn Evaluate each expression if a 7 and b 1.