MathPower 10 Practise Masters

MATHPOWER 10
ONTARIO EDITION Practice Masters

Shirley Barrett
Richmond Hill, Ontario
Contributing Writer Janice Nixon

Toronto, Ontario
Toronto Montral Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. Louis Bangkok Beijing Bogot Caracas Kuala Lumpur Lisbon London Madrid Mexico City Milan New Delhi Santiago Seoul Singapore Sydney Taipei
McGraw-Hill Ryerson Limited

MATHPOWER 10, Ontario Edition Practice Masters
Copyright 2001, McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. This publication may be reproduced for classroom purposes without the prior written permission of McGraw-Hill Ryerson Limited. McGraw-Hill Ryerson Limited shall not be held responsible for content if any revisions, additions, or deletions are made to any material provided in editable format on the enclosed CD-ROM. This package contains the MATHPOWER 10, Ontario Edition, Practice Masters and one CD-ROM. ISBN 0-07-560802-2 http://www.mcgrawhill.ca 1 2 3 4 5 6 7 8 9 0 CP 0 9 8 7 6 5 4 3 2 1 0 Printed and bound in Canada Care has been taken to trace ownership of copyright material contained in this text. The publishers will gladly take any information that will enable them to rectify any reference or credit in subsequent printings. The Geometers Sketchpad is a registered trademark of Key Curriculum Press. CBL and CBR are trademarks of Texas Instruments Incorporated. Adobe, Acrobat, and the Acrobat logo are registered trademarks of Adobe Systems Incorporated. This product is not endorsed or sponsored by Adobe Systems Incorporated, publisher of Adobe Acrobat Reader 4.0 or Adobe Acrobat 4.0. Canadian Cataloguing in Publication Data Barrett, Shirley, dateMathpower 10, Ontario ed. Practice Masters ISBN 0-07-560802-2 Mathematics Study and teaching (Secondary). 2. Mathematics Problems, exercises, etc. I. Title. II. Title. Mathpower ten, Ontario edition. QA107.M37648 2000 Suppl. 2 510 C00-931907-7
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CONTENTS
To the Teacher v
CHAPTER 3 Polynomials
Practice 3.1 Polynomials 3.2 Multiplying Binomials 3.3 Special Products 3.4 Common Factors 3.5 Factoring x2 + bx + c 3.6 Factoring ax2 + bx + c, a 1 3.7 Factoring Special Quadratics Answers CHAPTER 3 Polynomials 29 30 31 32 33 34 35 37
Tips for Learning Math

Getting Started Know Your Textbook and How to Use It Classroom Learning Homework Seeking Help Preparing for Tests and Exams Writing Tests and Exams Problem Solving Skills Solving Word Problems Goals 1 2 3 4 5 6 7 8 9 10
CHAPTER 4 Quadratic Functions CHAPTER 1 Linear Systems

Practice 1.1 Investigation: Ordered Pairs and Solutions 1.2 Solving Linear Systems Graphically 1.3 Solving Linear Systems by Substitution 1.4 Investigation: Equivalent Equations 1.5 Solving Linear Systems by Elimination 1.6 Investigation: Translating Words Into Equations 1.7 Solving Problems Using Linear Systems Answers CHAPTER 1 Linear Systems Practice 4.1 Functions 4.2 Graphing y = x2 + k, y = ax2, and y = ax2 + k 4.3 Graphing y = a(x h)2 + k 4.4 Graphing y = ax2 + bx + c by Completing the Square 4.5 Investigation: Sketching Parabolas in the Form y = ax(x s) + t 4.6 Investigation: Finite Differences 4.7 Technology: Equations of Parabolas of Best Fit 4.8 Technology: Collecting Distance and Time Data Using CBRTM or CBLTM Answers CHAPTER 4 Quadratic Functions 39 40 41 42 43 44 45 46 47
11 12 13 14 15 16 17 19
CHAPTER 2 Analytic Geometry

Practice 2.1 Length of a Line Segment 2.2 Investigation: Midpoints of Horizontal and Vertical Line Segments 2.3 Midpoint of a Line Segment 2.4 Verifying Properties of Geometric Figures 2.5 Distance From a Point to a Line Answers CHAPTER 2 Analytic Geometry
CHAPTER 5 Quadratic Equations

21 22 23 24 25 27 Practice 5.1 Solving Quadratic Equations by Graphing 5.2 Solving Quadratic Equations by Factoring 5.3 Investigation: Graphing Quadratic Functions by Factoring 5.4 The Quadratic Formula Answers CHAPTER 5 Quadratic Equations
51 52 53 54 55
CHAPTER 6 Trigonometry
Practice 6.1 Technology: Investigating Similar Triangles Using The Geometers Sketchpad 6.2 Similar Triangles 6.3 The Tangent Ratio 6.4 The Sine Ratio 6.5 The Cosine Ratio 6.6 Solving Right Triangles 6.7 Problems Involving Two Right Triangles 6.8 Technology: Relationships Between Angles and Sides in Acute Triangles 6.9 The Sine Law 6.10 The Cosine Law Answers CHAPTER 6 Trigonometry
(Powers With Integral Bases) Exponent Rules III (Multiplying Monomials by Monomials) 57 58 59 60 61 62 63 64 65 66 67 Exponent Rules IV (Powers of Monomials) Exponent Rules V (Dividing Monomials by Monomials) Graphing Equations I (Graphing Linear Equations) Graphing Equations II (Methods for Graphing Linear Equations) Graphing Equations III (Intersecting Lines) Greatest Common Factors Like Terms Polynomials Slope I (Using Points) Slope II (Linear Equations: Slope and y-Intercept Form) Slope III (Parallel and Perpendicular Lines) Solving Equations I (Using Addition and Subtraction) Solving Equations II (Using Division and Multiplication) Solving Equations III (Multi-Step Equations) Solving Equations IV (With the Variable on Both Sides) Solving Equations V (With Brackets) Solving Equations VI (With Fractions and Decimals) Solving Proportions Subtracting Polynomials Transformations I (Translations) Transformations II (Reflections) Transformations III (Dilatations) Answers APPENDIX A Review of Prerequisite Skills
84 85 86 87 88 89 90 91 92 93 94
APPENDIX A: Review of Prerequisite Skills

Practice Adding Polynomials Angle Properties I (Interior and Exterior Angles of Triangles and Quadrilaterals) Angle Properties II (Angles and Parallel Lines) Common Factoring Congruent Triangles Evaluating Expressions I (Variables in Expressions) Evaluating Expressions II (Expressions With Integers) Evaluating Expressions III (Applying Formulas) Evaluating Expressions IV (Non-Linear Relations) Evaluating Radicals (The Pythagorean Theorem) Expanding and Simplifying Expressions I (The Distributive Property) Expanding and Simplifying Expressions II (Multiplying a Polynomial by a Monomial) Exponent Rules I (Powers With Whole Number Bases) Exponent Rules II 71
95 96 97 98 99 100 101 102 103 104 105 106 107 109
72 73 74 75 76 77 78 79 80 81 82 83
To the Teacher
These first ten masters were designed to help students start the term with some insights into how to succeed at Math. Emphasis is on examining attitudes toward Math identifying and using available resources being prepared for class using class time wisely making time for and establishing a place to do homework doing homework daily staying on top of new learning seeking help studying productively applying problem solving skills setting a goal for Math You may wish to assign these masters to all students at the beginning of the term, to be completed the first week and showing a completed Goals master students who display a need for some assistance in any of the areas covered While the masters are intended to be completed by individual students, you may wish to suggest that students work as partners to discuss the ideas on the masters. Encourage students to keep the Tips for Learning Math masters to help them reach the goals they set.
Practice
In each chapter, there is a one-page Practice master for each numbered section. Each master provides additional practice with the skills and concepts new to the section can be assigned as needed includes a variety of practice in four categories: knowledge/understanding, problem solving, communication, and application
Review of Prerequisite Skills

In Appendix A, after the Practice masters for Chapters 1 to 6, there are 37 masters for Review of Prerequisite Skills. These masters provide additional practice with the prerequisite skills identified in the student text at the beginning of each chapter, and in Appendix A at the back of the text can be assigned as needed
Copyright 2001 McGraw-Hill Ryerson Limited
To the Teacher
Answers
Answers are provided for all the masters at the end of each chapter for the Practice masters at the end of Appendix A for the Review of Prerequisite Skills masters The answers include numerical solutions word solutions diagram solutions graphical solutions Permission to reproduce these pages is provided as you may wish to post answers for students to check their work.
Installing and Using MATHPOWER 10, Ontario Edition, Practice Masters CD-ROM
To use the MATHPOWER 10, Ontario Edition, Practice Masters CD-ROM requires Adobe Acrobat Reader 4.0, which is included on the CD. If Acrobat Reader is not already installed on your computer, insert the MATHPOWER 10, Ontario Edition, Practice Masters CD in the CD-ROM drive, then follow these steps: Windows: Navigate to your CD-ROM drive using Windows Explorer or My Computer; locate ar405eng.exe in the WIN directory and double-click its icon. Macintosh: If not already visible, open the CD-ROM in a window on your desktop by doubleclicking the CD-ROMs icon. Within that window, locate ar405eng in the MAC folder and double-click to launch. After the installer launches, follow the on-screen instructions to complete the installation. When the installation is complete, restart your computer. The program is now ready to use. If you have questions regarding the use of Acrobat Reader, click the Help button for online help. To edit the MATHPOWER 10, Ontario Edition, Practice Masters CD-ROM requires the full Adobe Acrobat Writer program. Adobe Acrobat Reader 4.0 System Requirements Windows I486 or Pentium processor-based personal computer Microsoft Windows 95, Windows 98, or Windows NT 4.0 with Service Pack 3 or later 10 MB of available RAM on Windows 95 and Windows 98 (16 MB recommended) 16 MB of available RAM on Windows NT (24 MB recommended) 10 MB of available hard-disk space 50 MB of additional hard-disk space for Asian fonts (required for Acrobat Reader 4.0 CD-ROM, otherwise optional) Macintosh Apple Power Macintosh or compatible computer MAC OS software version 7.1.2 or later 4.5 MB of available RAM (6.5 MB recommended) 8 MB of available hard-disk space 50 MB of additional hard-disk space for Asian fonts (required for Acrobat Reader 4.0 CD-ROM, otherwise optional)
vi
To the Teacher
Name
Getting Started
MATHPOWER 10, Ontario Edition
Here you are starting into a new Math course. This page and the other Tips for Learning Math pages are just for you. You are an important resource in your success in Math. Take a look at your strengths and weaknesses when it comes to Math, and how you think and feel about Math. Complete each statement or circle the letter of the response that best suits you. 1. When I hear the word Math, the first few things that come into my mind are
2.
What I like the least about Math is
3.
What I like the most about Math is
4.
In my last Math course, my mark was c) about the same as
a) better than b) worse than the marks I received in most of my other subjects. 5. a) 6. a) 7. In the last few years, my Math marks have been staying about the same I plan to take Math never after this course My attitude toward Math is b) to the end of high school b) getting worse
c) getting better
c)
at university or college
a) more positive than b) less positive than the attitude I had when I was in grade 7. 8.
c)
about the same as
Something that I would like to change about my attitude to Math is
But you are not alone. You have other resources. 9. Circle the letter of each resource that you feel you have available, and specify when appropriate. a) my textbook, MATHPOWER 10, Ontario Edition b) my Math teacher, c) my classmates, d) friends taking the same Math course, but in a different class, e) friends or family who have already taken this level of Math, f) computer and Internet access,
1
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Know Your Textbook and How to Use It

MATHPOWER 10, Ontario Edition was written for students your age, and, throughout the chapters, uses real information that will, hopefully, interest you. Find five introductions or problems with real information that interests you. 1. 2. 3. 4. 5. Page Page Page Page Page Topic Topic Topic Topic Topic
Read pages xii to xxi in your textbook. Then, identify each statement as True or False. 6. Examples with fully worked solutions are provided. ________________
7. Many of the Applications and Problem Solving questions are connected to other subjects and other Math topics. ________________ 8. Communicate Your Understanding means that I have an opportunity to demonstrate my understanding of a topic ________________ 9. Core sections are numbered and usually include an Investigation to actively involve me in my own learning. ________________ 10. There are Cumulative Review sections, at the end of Chapters 2, 4, and 6 that I can use when studying. ________________ 11. Detailed instructions involving Technology are provided in two appendixes at the back of the text to help me recall essential skills. ________________ 12. A Glossary is found near the end of the book to help me understand Math terms. ________________ 13. I can use the Review of Key Concepts sections and Chapter Test sections to test myself. ________________ 14. a) b) c) d) e) Circle the letter of each thing you can learn about when using MATHPOWER 10, Ontario Edition. how Math is connected to other disciplines how people use Math in their careers how to use problem solving strategies to tackle problems how to use technology, such as calculators and computer spreadsheets how different topics in Math are interconnected
15. Circle the letter of each worthwhile use of the Answers that appear near the end of the book. a) verify whether my answers are right b) if an answer is not right, work backward from the given answer to understand where I made my mistake, and then correct it
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Classroom Learning
Whether your Math class is 30 min or 70 min, you will gain the most from that time with your Math teacher and your classmates, if you come to class prepared listen actively take clear notes use your time productively 1. a) c) e) g) i) k) Circle the letter of each thing that you bring to Math class. textbook, MATHPOWER 10, Ontario Edition b) pens and/or pencils d) ruler f) diskette h) completed and checked homework j) questions to ask about concepts that confuse me l) notebook eraser calculator other tools _____________________ a positive attitude enthusiasm
2. Circle the letter of each way that you actively listen in Math class. Place an X beside the letter of each way you would like to try. a) anticipating what is coming next b) trying to connect new concepts with familiar concepts c) sketching diagrams to illustrate my understanding d) asking questions to clarify my understanding e) identifying when the teacher says something particularly important 3. a) b) c) d) e) f) Circle the letter of each way your Math teacher points out important information. says it directly implies with tone of voice repeats writes it on the board highlights it on the board, in a special place or in a special way other ways ____________________________________________________________________________
4. Circle the letter of each technique that you use to make your Math notes clear. Place an X beside the letter of each technique you would like to try. a) record date b) record textbook page references c) start a new page d) write legibly e) make lists f) draw diagrams g) highlight key points h) other techniques _______________________________________________________________________ 5. a) b) c) d) Circle the letter of each good reason for using your Math class time productively. The teacher is available to clarify and provide direction. Classmates are present to work with. Ideas are fresh. I will have less homework.
3
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Homework
In a subject like Math, where the concepts build day after day and year after year, it is vital that you keep up daily. Always do your homework. You must do your homework daily, and to get it done you need to make time for it have a work space be free of distractions to be able to concentrate 1. a) b) c) d) e) f) g) h) i) j) k) l) m) Circle the letter of each thing that competes with Math homework for your time. other homework special assignments or projects sports practices/games music lessons/practice watching television or videos listening to the radio playing video games or playing cards visiting with friends talking on the telephone household chores part-time job shopping others _____________________________________________________________________
2. Circle the letter of each work space that you use for doing your Math homework. Place an X beside the letter of a space you would like to try. a) own room b) a shared room c) the kitchen d) the dining room e) another room at home f) the library g) another space ________________________________________________ Whenever and wherever you do your Math homework, you must have all the tools you need, and you must have minimal distractions. Complete each statement. 3. The best time of day for me to be alert and have enough time to complete my Math
homework is 4. My distractions include
5.
I can avoid by doing this
this distraction
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Seeking Help
In a subject like Math, where the concepts build day after day and year after year, it is vital that you keep up daily. When you do not understand something, seek help immediately. Use your textbook, MATHPOWER 10, Ontario Edition. The Examples in the numbered sections are typical questions that use the concepts and skills of the section. Detailed step-by-step solutions are provided for each. Ask your Math teacher for help. When asking for help, prepare to use your time and your teachers time productively. Identify the point at which you first became confused. Have specific questions about what you dont understand. 1. a) b) c) d) e) f) g) Find out when your Math teacher is available, and circle the letter of each time that applies. during Math class before Math class after Math class before school after school during lunch other times ______________________________________________________________________
A different explanation from the textbooks or from your teachers can sometimes help. 2. Circle the letter of each way that you currently work with others. Place an X beside the letter of each way you would like to try. a) working in a group or with a partner in Math class b) discussing problems with friends taking the same Math course, but in a different class c) discussing problems with friends or family who have already taken this level of Math d) working in a study group or with a study partner outside of Math class e) other ways _______________________________________________________________
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Preparing for Tests and Exams

You will be prepared for writing tests and exams, if you develop good work habits in class and use class time productively do your homework every day seek help when you first become confused The most important step in studying for a test or an exam is not one you can do the night before. It is staying on top of things right from the start. When you are informed of a test or exam, you should find out all the specifics. 1. Circle the letter of each thing that you find out about a test or exam when you are informed of it. Place an X beside the letter of each thing you are going to start to find out about. a) exact date, time, and location b) exact content to be covered c) time allowed for it d) format true/false, multiple choice, fill in the blanks, full solutions, combination e) resources that I should have with me and know how to use, such as a calculator f) value of it, relative to all tests, assignments, projects, and exams g) resources available to help me study 2. Circle the letter of each resource that you have used in the past to prepare for Math tests and exams. Place an X beside the letter of each resource you would like to try in the future. a) my notes b) Examples and Solutions in my textbook c) Achievement Check Review, and Chapter Test sections in my textbook d) Cumulative Review sections in my textbook e) MATHPOWER 10, Ontario Edition, Self-Check Assessment Masters f) teacher-provided old or sample tests or exams g) a study group or partner h) others ___________________________________________________________________________ The amount of time you need to study depends upon how well you have already prepared by keeping on top of things, that is, your existing knowledge base the amount of material to be covered Focus your time on the important concepts and skills, and on what you are less confident about. Studying is a cyclical process. Review the material that is to be tested. Then, test yourself using the Self-Check Assessment Master that you can get from your teacher for the appropriate chapter. Next, check your results using the Answers to the Self-Check, which you can also get from your teacher. Then, for any question you got wrong, use the table on the second page of the SelfCheck to identify the textbook section and the specific worked example. Review the example and try the question again.
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Writing Tests and Exams

When you write a test or exam, your mind should be in top shape. 1. Circle the letter of each thing that you do before taking a test or exam to keep your mind sharp. Place an X beside the letter of each thing you would like to start doing. a) getting a good sleep the night before b) eating a nutritious breakfast c) planning ahead and being prepared in order to be relaxed when I begin d) other things ______________________________________________________________________________ When writing a test or an exam, some people feel anxious. 2. Circle the letter of each technique that you have used to avoid text or exam anxiety in the past. Place an X beside the letter of each technique you would like to try. a) being prepared b) avoiding thoughts about past less-than-successful experiences c) exercising d) eating nutritious meals and snacks e) learning deep breathing and other relaxation techniques f) getting adequate, but not too much, sleep g) other techniques _________________________________________________________________________ Just as in Math class, when you write a test or exam, you want to be prepared and use your time wisely. 3. Circle the letter of each strategy that you have used in the past to help you use the time for a test or exam wisely. Place an X beside the letter of each strategy you would like to try. a) having everything I need, such as pencils, eraser, ruler, and calculator, ready for use b) reading the entire test quickly to get an overview and opening my mind to ideas that could help with later questions c) using the marking scheme to help me determine the relative importance of questions d) pacing myself, not rushing, but getting down to work e) reading the instructions, questions, and diagrams or graphs carefully to make sure I answer what is asked f) identifying the questions that I am most confident about, and doing them first g) if I do questions out of order, checking them off and numbering them carefully to avoid confusing myself and my teacher h) predicting or estimating answers, and recording them to check against my final answers i) checking the reasonableness of my answers j) showing all my work, step by step k) writing legibly l) marking questions that I want to return to m) in multiple-choice questions, ruling out obviously wrong choices n) if my answer is not the same as one of the choices in a multiple-choice question, working backward from choices that I have not ruled out
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Problem Solving Skills

Problem At a handball tournament, 63 games were played. Each competitor played each of the other competitors three times. How many competitors were there? Answer the following questions in your notebook. Understand the Problem 1. How many games would have been played if each competitor played each of the other competitors only once? 2. Explain how answering question 1 allows you to proceed with solving the problem. Think of a Plan Consider just one game between competitors. Try a simpler problem, draw diagrams, and look for a pattern. 3. Explain what each tree diagram shows.
Diagram 1 Think of a Plan Diagram 2 Diagram 3 A A A B B B C B C B D B C B D E C C D C D E C D
Understand the Problem
Diagram 4
D E
Carry Out the Plan
Carry Out the Plan 4. Draw the next diagram. 5. Think about how the number of competitors is related to the number of games. 2 to 1 3 to 3 4 to 6 5 to 10 Ask yourself: a) Is some value being added to, subtracted from, multiplied by, or divided into the number of competitors to get the number of games? b) Have I seen this relationship before? c) If I consider the number of competitors to the number of games to be 2 to 2 3 to 6 4 to 12 5 to 20 I could return to the actual second terms by dividing by 2 or multiplying by 1 . 2 How does this help? 6. What is the relationship? 7. Using the relationship, determine how many competitors play 21 games with each competitor playing each of the others once (or 63 games with each competitor playing each of the others three times). 8. Write a final statement to answer the original question. Look Back 9. Solve the problem another way.
Look Back
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Solving Word Problems

Almost every time you learn a new Math skill, you have opportunities to use it in applied situations. When you learned to solve equations like the following, you were also presented with problems that required creating and solving an equation from given information. 3x = 8(x 5) 3x = 8x 40 5x = 40 x=8 Problem Plane 1 flew from Calgary to Montreal at 750 km/h. Plane 2 flew the same route at 600 km/h and took an hour longer. What is the flying distance from Calgary to Montreal? This problem is presented to you after you have learned to solve rational equations. It is reasonable to expect that you should create and solve an equation from the information given in order to solve the problem. In this problem, you will need to use the relationship: distance = speed time. This table showing the known values can help you get organized. Plane 1 2 1. 2. 3. 4. 5. Distance (km) Speed (km/h) 750 600 Time (h)
How are the distances for the two planes related? ________________________________________________ How are the times for the two planes related? ____________________________________________________ Let x be the time for Plane 1 to make the flight. Complete the table above. Write the equation using the relationship between the distances. _________________________ Solve the equation.
6.
Substitute the value for x into each expression for distance.
7.
Write a final statement to answer the problem, and check your answer.
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Goals
You can put what you have read in these Tips for Learning Math pages into practice. Set a goal for yourself in Math this term. A goal must be measurable. I am going to improve my Math mark by 10% this term. I am going to get at least a B on every Math test this term. 1. Write your goal.
A goal must be supported by actions. I will always be prepared for class. I will do my homework daily. I will join a study group. When I miss a class, I will catch up within one day. 2. Write your actions.
A goal will have obstacles. Identify them up front. I am on the soccer team. Two close friends are not. They will want me to do things with them, when I should be doing homework and getting caught up after missed classes. 3. Write your obstacles.
Obstacles need to be met head on. I am going to set aside time right after dinner to do homework, and I am going to tell my friends that I wont be available until later. I will ask my two friends who are not on the soccer team to help me get caught up after missed classes. 4. Write how you are going to confront your obstacles.
10
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1.1
Investigation: Ordered Pairs and Solutions

MATHPOWERTM 10, Ontario Edition, pp. 45
To verify that an ordered pair satisfies an equation in two variables, a) substitute the values for x and y in the original equation b) evaluate the left side of the equation and the right side of the equation c) check that L.S. = R.S. To verify that an ordered pair satisfies a system of equations, a) substitute the values for x and y in each equation b) evaluate L.S. and R.S. in each equation c) check that L.S. = R.S. in each equation 1. Which of the four ordered pairs satisfy the equation? a) 3x + y = 4 (0, 4), 4 , 0 , (1, 1), 3 (1, 7) b) y = 1 x + 19 2 (2, 21), (0, 19), (4, 17), (6, 22) (0, 17), (4, 25), (8.5, 0), (5, 7) (0, 0), 1 , 1 , 1 , 1 , 2 3 3 2 (6, 9) c) x + y = 10.5 y = 2x 3 5 satisfies both equations. , 2
1 d) y = x 4 4 y = 3x 16 (8, ) satisfies the second equation but not the first. 4. Problem Solving To run a 30-s ad during a weekday morning, one radio station charges a fixed cost of $400, plus $150 for each day the ad is run. A second radio station charges a fixed cost of $300, plus $200/day. The costs can be modelled by the following equations, where C is the total cost and n is the number of days for which the ad is run. station 1: C = 150n + 400 station 2: C = 200n + 300 a) Find the missing element in the ordered pair ( , 700) that satisfies both equations and is in the form (n, C). b) Communication Explain what your ordered pair from part a) means for both radio stations.
c) 2x y + 17 = 0
d) 2y = 3x
2. Complete each ordered pair, so that it satisfies the equation. a) x = y + 6 (0, ), (6, ), ( , 9), ( b) y = 3 x1 5 (5, ( ( ), (5, , 4), (0, , 0), , ), 1 , 3 ), (
, 2) , 0) ) )
( ,
c) y + 3x = 13 d) 7x = 2y
, 0), (1, ), (1,
1 (2, , 2
3. Complete each ordered pair so that it meets the stated condition. a) x + 2y = 4 y = 2x 3 ( , 0) satisfies the first equation but not the second. b) 3x + 1 = y 2y 6x = 2 ( , ) satisfies neither equation.
c) Which station has the lower cost for running a 30-s ad for 5 weekday mornings? Hint: Find (5, ) for each equation.
Chapter 1
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1.2
Solving Linear Systems Graphically

To solve a system of linear equations graphically, a) graph the equations using a graphing calculator, graphing software, or paper and pencil b) determine the coordinates of the point of intersection c) check the solution by substituting it in each of the original equations The number of solutions to a linear system is a) exactly one, if the lines intersect b) none, if the lines are parallel and distinct c) infinitely many, if the lines coincide 1. Solve by graphing. Check each solution. a) y = x 3 b) y = 2x 1 y=3x y = x + 5 2. Communication Without graphing, determine whether each system has one solution, no solution, or infinitely many solutions. Explain your thinking. a) y = 2x 5 4x 2y = 10
c)
x + 3y = 2 xy=6
d) 3x + 2y = 6 y=4x
b) 3x y = 17 6x + 2y = 8
e)
2x 5y = 10 x + 3y = 6
f)
1 x 1 2 3x 6 y + 6 = 0 y=
c)
12x + 8y + 4 = 0 15x + 10y = 5
g)
2x + 3y = 1 3x + 5y = 3
h) x + y = 8 xy=3
3. Application The arms of an angle lie on the lines x + 4y = 9 and 3x 2y = 13. What are the coordinates of the vertex of the angle?
i)
3x 4y = 12 2x + 5y = 4
j)
6x + 3y = 11 0.2x + y = 0.6
4. Problem Solving One equation of a system is 2x y = 5. Write a second equation so that the system has a) no solution
b) infinitely many solutions k) 3.74x y = 2 x= 5
c) one solution, (3, 1)
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Chapter 1
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1.3
Solving Linear Systems by Substitution

To solve a system of two linear equations in two variables by substitution, a) solve one equation for one of its variables b) substitute the expression from part a) in the other equation and solve for the variable c) substitute the value of the variable found in part b) in one of the original equations to find the value of the other variable d) check the solution in each of the original equations If the statement that results from a solution is a) not true for any value of a variable, the lines are parallel and distinct, and there is no solution b) true for all values of a variable, the lines coincide and there are infinitely many solutions 1. Solve each equation for the specified variable. a) x + 2y = 7; x b) 3x y = 5; y 3. Communication Solve the system by substitution. Describe the difficulty you encounter. 3x + 5y = 1 7x + 9y = 5
c)
4x + y 11 = 0; y
d) x + 6y + 2 = 0; x
2. Solve each system of equations by substitution. If there is exactly one solution, check the solution. a) x y = 7 b) 4x + 3y = 7 2x + 5y = 21 3x + y = 1
4. Application Simplify each system, and solve by substitution. Check each solution. a) 3(x + 5) 2(y 1) = 6 x + 4(y + 3) = 13
b) 2(x 1) (y 7) = 13 4(x + 2) + 3(y + 1) = 37 c) p + 6q = 11 4p q = 6 d) 5m 4n = 11 3m = n + 15
e)
7s + 5t = 13 t s = 1
f)
11x y = 21 9x + 2y = 11
5. Problem Solving The perimeter of an envelope is about 68 cm. The length is equal to 2.4 times the width. Use the equations 2l + 2w = 68 and l = 2.4w to find the dimensions of the envelope.
g)
x 2y = 5 4x = 8y + 20
h) 6x + 2y = 5 y = 11 3x
Chapter 1
13
Name
1.4
Investigation: Equivalent Equations

To write an equation equivalent to a given equation, multiply each term in the given equation by the same number. To write a system of equations equivalent to a given system, a) write an equation equivalent to each of the given equations (1) and (2) OR b) add the given equations (1) and (2), and then write the result (3) with either of the original equations: (1) and (3) or (2) and (3) 1. Communication Are the equations equivalent? Explain. a) 2x y = 3 y = 2x 3 b) 1 3 3y = 6x + 1 y = 2 x + y = 5x 2 10x 2y 4 = 0 xy= 2 3 3 2 2 1 y x = 1 3 2
d)
c)
4. Here are two systems of equations. System J System K y = 2x 4 3y = 6x 12 2x + y = 4 2x y = 4 a) Find the intersection point of system J.
d)
x + y =
b) Communication Will the intersection point of system K be the same or different? Explain.
2. Write three equivalent equations for each given equation. a) x + y = 0.4 b) 4x 3y = 7 1 x 4y = 8 3
c) Write the missing numbers in system L that make it an equivalent system. System L x = _____ y = _____ 5. Add the equations in system K in question 4. Use your result to write two other equivalent systems.
c)
d) 0.5y = 2x 1.3 6. Write three different systems of equations that are equivalent to system A. Write each equation in two variables. System A x = 2 3 y= 2
3. Application Describe an easy way to write an equivalent equation for each given equation. a) 1 x 2 y = 7 3 3 b) 0.2y 3.1x = 5.1
c)
22x 33y = 11
14
Chapter 1
Name
1.5
Solving Linear Systems by Elimination

To solve a linear system in two variables by elimination, a) clear decimals and fractions, if necessary b) rewrite the equations with like terms in the same column, if necessary c) multiply one or both equations by numbers to obtain two equations in which the coefficients of one variable are the same or opposites d) add or subtract the equations to eliminate a variable, and solve the resulting equation for the remaining variable e) substitute the value from d) into one of the original equations to find the value of the other variable f) check the solution in each of the original equations 1. Solve each system of equations by elimination. Check the solution if there is exactly one solution. a) 3x + y = 17 b) 5x 3y = 19 2x y = 2 5x + 4y = 33 x y + =6 6 4 5x y = 11 6 3
k)
l)
0.2x + 0.3y = 2 0.5x + 0.4y = 2.9
c)
6x + 7y = 23 2x + 7y = 31
d) 4x + 9y = 2 4x 3y = 10
m) 4(x + 3) 3(y 2) = 4 3(x + 4) + 2(y + 4) = 1
e)
x + 2y = 4 3x 4y = 18
f)
8x + 5y = 12 2x + 3y = 10
2. Communication Solve by any method. Explain why you chose that method. a) 5x 4y = 11 b) 14x + 33y = 37 y = 3x 15 17x 22y = 107
g)
2x 5y = 29 x 2.5y = 14.5
h) 3x 4y = 5 5x + 3y = 11
c)
7x 5y = 6 3x + 4y = 19
d) 2x 5y = 0 y = 1.4x + 0.8
i)
7a + 3b = 47 2a + 5b = 30
j)
3x 8y = 2 5x + 3y = 1
3. Application Find the coordinates of the vertices of a triangle whose sides lie on the following three lines. 4x 3y = 18 3(x + 4) + 2(y + 3) = 30 y = 7x 11
Chapter 1
15
Name
1.6
Investigation: Translating Words Into Equations

To express a situation described in words as an equation in two variables, a) identify the unknowns, and assign variables to the unknowns b) determine how the unknowns are related c) write an equation that shows the relationship between the unknowns 1. Mitch invested $m at 9%/a and $n at 7.5%/a. Write an algebraic expression for each situation. a) the total amount of money Mitch invested b) the interest Mitch earned at 7.5% in one year c) the total interest Mitch earned in one year 2. Let x represent the larger of two numbers, and y, the smaller. Write an equation for each situation. a) The sum of the two numbers is negative five. b) The difference between the larger number and the smaller is twelve. c) Three times the smaller number subtracted from twice the larger gives a result of nine. d) The sum of half the larger number and one-third the smaller number equals zero. 3. Write a system of equations for each pair of relations. a) x y x y b) x y x y 2 5 6 1 3 9 3 1 0 3 3 2 1 3 1 2 2 1 0 5 0 0 2 3 0 1 6 3 9 1 0 1 0 2 b) The length of a rectangle is 8 cm less than three times the width. Half the perimeter is 60 cm. 5. A dry cleaner charges $5 to alter a pair of pants and $7 to alter a suit jacket. Last month, 45 jackets and pants were altered for $275. a) Write an equation that relates the number of pants, p, and the number of jackets, j, to the total number.
b) Write an equation that relates p and j to the amount earned.
6. Application Introduce variables and write each of the following as a system of equations in two variables. a) Two angles are complementary. The measure of one angle is 10 more than twice the measure of the other angle.
4. Communication Describe in words each of the four relations in question 3.
c) A square and an equilateral triangle have lengths of sides such that the sum of the perimeters is 105 cm. The length of a side of the equilateral triangle is half the length of a side of the square.
16
Chapter 1
Name
1.7
Solving Problems Using Linear Systems

To solve a problem using a linear system, a) read the problem carefully, identify the unknowns, and assign variables to the unknowns b) determine how the unknowns are related c) write a system of equations that shows relationships between the unknowns d) solve the system of equations e) check the solution, using the facts given in the problem 1. Communication Chris has $3.85 in dimes and quarters. There are 25 coins in all. How many of each type of coin does he have? a) If d represents the number of dimes and q represents the number of quarters, what two equations describe the problem? litres of the 30% and of the 35% solution will be used?
b) Is the correct solution for the problem the numbers 9 and 16? Explain.
6. A plane makes a trip of 5040 km in 7 h, flying with the wind. Returning against the wind, the plane makes the trip in 9 h. What is the speed of the wind?
Problem Solving 2. A supermarket sells 2-kg and 4-kg bags of sugar. A shipment of 1100 bags of sugar has a total mass of 2900 kg. How many 2-kg bags and 4-kg bags are in the shipment? 7. To attend a wedding, Barbara starts driving west from Woodstock at 80 km/h. One hour later, Barbaras parents leave Woodstock and drive along the same road at 100 km/h. At what distance from Woodstock will Barbaras parents pass her?
3. The school car wash charged $5 for a car and $6 for a van. A total of 86 cars and vans were washed on Saturday, and the amount earned was $475. How many vans were washed on Saturday?
8. The manager of a bulk food store mixed some jellybeans that cost $1.99/kg with gumdrops that cost $2.99/kg to form 50 kg of a mixture that cost $2.23/kg. How many kilograms of each type of candy were in the mixture?
4. In hockey, a team receives 2 points for a win and 1 point for a tie. During a hockey season of 60 games, the Rockets lost 28 games but earned 51 points. How many games did the team win?
9. What are the values of x and y?
5. A lab technician needs to combine some 30% alcohol solution and 35% alcohol solution to make 5 L of 33% alcohol solution. How many
(4x + y) (4x 3y) 70
Chapter 1
17
Answers
CHAPTER 1
Linear Systems
3. (2, 1); any substitution you try has fractions 4. a) (3, 1) b) (5, 2)
1.1 Investigation: Ordered Pairs and Solutions

1. a) (0, 4), 4 , 0 , (1, 7) 3 b) (0, 19), (4, 17), (6, 22) c) (0, 17), (8.5, 0) 2. a) 6, 0, 3, 8
13 c) 3, 13, , 16 3 1 d) (0, 0), , 3 4 b) 2, 4, , 5 1 , (6, 9) 2 5 3
5. width is 10 cm and length is 24 cm
1.4 Investigation: Equivalent Equations

1. a) yes; write equation (1) in y = mx + b form b) no; the numerical coefficient of x in (2) should be 6, not 6 c) yes; write equation (1) in standard form and then
7 1 d) 0, , 7, 2 7
3. a) 4
b) Answers may vary. (0, 0)
c) 8
d) 2
multiply each term by 2 d) no; multiply equation (1) by 1 to get x + y = 2. Answers may vary. a) 2x + 2y = 0.8, 3x + 3y = 1.2, 4x + 4y = 1.6 b) 8x 6y = 14, 12x 9y = 21, 0.4x 0.3y = 0.7 c) x 12y = 24, 2x 24y = 48, 3x 36y = 72 13 d) 5y = 20x 13, y = 4x , 2y = 8x 5.2 5 3. Answers may vary. a) multiply by 3 to get x 2y = 21 b) multiply by 10 to get 2y 31x = 51 c) divide by 11 to get 2x 3y = 1 d) multiply by 6 to get 4y 3x = 6 4. a) (0, 4) b) same, because the equations are
2 3
4. a) 2 b) The total cost of running a 30-s ad for 2 days is $700, which is the same for both radio stations. c) station 1: 150(5) + 400 = 1150, station 2: 200(5) + 300 = 1300; station 1
1.2 Solving Linear Systems Graphically

1. a) (3, 0) b) (2, 3) c) (5, 1) d) (2, 6) e) (0, 2) f) no solution; parallel lines h) 11 , 5 i) 76 , 12 2 2 23 23 k) (5, 16.7) 2. a) The equations are equivalent, so there are infinitely many solutions. b) The slopes are 3 and 3, so the lines do not coincide and there is one solution. 3 c) Both lines have a slope of and the y-intercepts 2 are different, so there is no solution. 3. (5, 1) 4. Answers may vary. a) y = 2x + 5 b) y = 2x 5 c) x + y = 4 g) (4, 3) j) 64 , 29 27 27
equivalent: equation (1) in system J is multiplied by 3 and equation (2) is multiplied by 1 to give the corresponding equations in system K c) 0, 4 5. Order of equations may vary. System M 8x + 2y = 8 2x y = 4 6. Answers may vary. System B 1 x+y= 2 x = 2 System C 1 x+y= 2 3 y= 2 System D 2x + 2y = 1 x = 2 System N 8x + 2y = 8 3y = 6x 12
1.3 Solving Linear Systems by Substitution

1. a) x = 7 2y d) x = 6y 2 2. a) (8, 1) e) 3 , 1 2 2 b) (2, 5) f) (1, 10) h) no solution c) (1, 2) d) (7, 6) b) y = 3x 5 c) y = 11 4x
g) infinitely many solutions
Chapter 1
19
1.5 Solving Linear Systems by Elimination

1. a) (3, 8) e) (2, 3) i) (5, 4) m) (5, 2) 2. a) (7, 6); Use graphing or substitution because the coefficient of y in the second equation is 1. b) (5, 1); Use graphing or elimination. (Solve for y, then substitute this value to find x.) c) 119 , 115 ; Use graphing or elimination. (Solve 43 43 for one variable; then, instead of substituting this value, solve for the other variable.) d) 4 , 8 ; Use graphing or substitution or 5 25 elimination. (Multiply the second equation by 5.) 3. (0, 6), (3, 10), (2, 3) b) (5, 2) f) (1, 4) j) 2 , 1 7 7 c) (2, 5) d) 2, 2 3 h) (1, 2) l) (1, 6)
1.7 Solving Problems Using Linear Systems

1. a) The equation for the number of coins is d + q = 25. The equation for the value of the coins is 0.10d + 0.25q = 3.85.
g) no solution k) (18, 12)
b) You need to include the units with the numbers. The correct solution is 9 quarters and 16 dimes. 29. The variables used may vary. 2. s + l = 1100 and 2s + 4l = 2900; 750 2-kg bags and 350 4-kg bags 3. 5c + 6v = 475 and c + v = 86; 45 vans 4. w + t = 60 28 and 2w + t = 51; 19 games won 5. 0.3a + 0.35b = 1.65 and a + b = 5; 2 L of 30% alcohol solution and 3 L of 35% alcohol solution
5040 5040 and p w = ; 80 km/h 7 9 p b 7. b + 80 = p and = ; 400 km 80 100
6. p + w =
8. 50 j = g and 1.99j + 2.99g = 2.23 50; 38 kg of jellybeans and 12 kg of gumdrops
1.6 Investigation: Translating Words Into Equations

1. a) m + n b) 0.075n c) 0.09m + 0.075n 2. a) x + y = 5 b) x y = 12 1 1 c) 2x 3y = 9 d) x+ y=0 2 3 3. a) x + y = 3 and x y = 5 b) 3x = y and x 1 = 2y 4. a) The sum of two numbers is negative three. A larger first number minus a smaller second number is five. b) Three times the first number equals the second number. One subtracted from a first number equals twice the second number. 5. a) p + j = 45 b) 5p + 7j = 275
9. (4x 3y) = 70 and (4x + y) + 70= 180 or (4x + y) + (4x 3y) = 180; x = 25, y = 10
6. a) a + b = 90 and a = 2b + 10 b) l = 3w 8 and l + w = 60 c) 4s + 3e = 105 and 2e = s or e =

1 s 2
20
Chapter 1
Name
2.1
Length of a Line Segment

To find the length of a line segment joining (x1, y1) and (x2, y2), use the formula l = ( x 2 x1 ) 2 + ( y 2 y 1 ) 2 . An equation of the circle with centre O(0, 0) and radius r is x2 + y2 = r2. 1. Determine the length of the line segment joining each pair of points. Express each length as an exact solution and as an approximate solution, to the nearest tenth. a) (3, 7) and (1, 5) 5. Communication Explain why right triangle.
y P(3, 3)
2
POR is a
O(0, 0)
2 0 2 2
b) (0, 5) and (6, 10)
R(4, 4)
Applications 2. Determine the radius of the circle with centre (5, 6) and point (2, 7) on its circumference. Round the radius to the nearest tenth, if necessary. 6. The vertices of a right triangle are (2, 2), (5, 8), and (2, 4). Find the area of the triangle.
3. Classify each triangle as equilateral, isosceles, or scalene. Then, find each perimeter, to the nearest tenth. a) W(2, 3), X(1, 2), Y(5, 2)
7. Three points, A(3, 1), B(2, 4), and C(7, 7), lie on a straight line. Show that B is the midpoint of AC.
b) A( 1,
27 1), B(4, 1), C(2, 1)
8. The coordinates of the endpoints of the diameter of a circle are (3, 5) and (3, 3). Find the length of the radius of the circle.
9. a) Verify that the quadrilateral with vertices D(2, 6), E(3, 3), F(3, 1), and G(4, 4) is a rectangle. 4. Find the perimeter of parallelogram ABCD.
y A(2, 2)
2
B(6, 2)
b) Determine the length of its diagonals, to the nearest tenth.
0 2
D(5, 2)
C(3, 2)
Chapter 2
21
Name
2.2
Investigation: Midpoints of Horizontal and Vertical Line Segments

MATHPOWERTM 10, Ontario Edition, p. 74
To find the midpoint, M, of a horizontal line segment joining (x1, y) and (x2, y), use the formula x1 + x 2 , y . 2 To find the midpoint, M, of a vertical line segment joining (x, y1) and (x, y2), use the formula y1 + y 2 x, . 2 1. Count units to find the coordinates of the midpoint of each line segment. y y a) b) 2
A(4, 4) B(6, 4)
2 2 0 2 2 2 0 2x
5. Count units to find the coordinates of the midpoint of each line segment. y a) y b) C(9, 8)
A(5, 4)
2 0 2 2
2 2 0 2 2x
C(8, 7)
D(1, 7)
c)
y E(3, 2.5)
2 F(2, 2.5) 2 0 2 2
d)
x
y
10
D(9, 5) B(5, 8) G(0, 4) H(24, 4)
c)
0 10
y
2
E(0.5, 2.5)
d)
10
y G(14, 4)
0 x
10
10
2. Given the endpoints of each line segment, find the coordinates of the midpoint without plotting the points. a) A(11, 3) and B(3, 3) b) K(12, 0) and L(1, 0) c) X(2.1, 5) and W(10.7, 5) 1 1 1 d) T 5 , 1 and Q 1, 1 2 2 2 3. CD is a line segment joining the points C(13, 3) and D(1, 3). Find the coordinates of the three points that divide CD into 4 equal parts.
F(0.5, 2)
H(14, 26)
6. Given the endpoints of each line segment, find the coordinates of the midpoint without plotting the points. a) E(13, 1) and F(13, 11) b) R(0, 8) and S(0, 6) c) K(7, 0) and J(7, 5) 1 1 1 1 d) W , 1 and Z , 6 4 4 2 2 7. HI is a line segment joining the points H(1, 11) and I(1, 5). Find the coordinates of the three points that divide HI into 4 equal parts.
4. Communication The midpoint of a horizontal line segment is M(2, 2). What coordinates are possible for the endpoints of the line segment?
8. Communication The midpoint of a vertical line segment is M(3, 5). What coordinates are possible for the endpoints of the line segment?
22
Chapter 2
Name
2.3
Midpoint of a Line Segment

To find the midpoint, M, of a line segment joining (x1, y1) and (x2, y2), use the midpoint formula, x1 + x 2 y 1 + y 2 . , 2 2 1. Determine the midpoint of each line segment with the given endpoints. a) (6, 2) and (4, 8) Applications 4. The endpoints of the diameter of a circle are (3, 11) and (2, 9). What are the coordinates of the centre of the circle?
b) (1.5, 3) and (6, 2.5)
c) (200, 100) and (350, 600) d) 7 , 1 and 5 , 3 2 4 2 4 e) (3a, 2b) and (3a, 5b) 5. The endpoints of line segment MN are M(6, 10) and N(2, 2). Find the coordinates of the point P on the line segment MN such that MP:PN = 3:1.
f) (6a, 5b) and (11a, 0)
2. Find the midpoints of the sides of

D(2, 4) y
2 2 0 2 2
DEF.
6. A square has vertices K(4, 3), L(3, 4), M(4, 3), and N(3, 4). a) Find the coordinates of the midpoint of each side.
F(8, 4) E(5, 7)
b) Find the coordinates of the point of intersection of the diagonals.
3. Communication One endpoint of a line segment is D(5, 7). The midpoint of the line segment is M(3.5, 1.5). Explain how to find the coordinates of the other endpoint, E, of the line segment.
c) Find the perimeter of the square formed by joining the midpoints of the sides of square KLMN.
7. Vertex V of UVW has coordinates (4, 6). The coordinates of the midpoint of UV are (1, 6), and the coordinates of the midpoint of VW are (3, 2). Find the coordinates of points U and W.
Chapter 2
23
Name
2.4
Verifying Properties of Geometric Figures

The following formulas can be used to determine characteristics of geometric figures and to verify geometric properties. y2 y2 Slope of a line segment: m= x 2 x1 Length of a line segment: l = ( x 2 x1 ) 2 + ( y 2 y 1 ) 2 Midpoint of a line segment: x1 + x2 , y1 + y 2 2 2 Point-slope form of the equation of a line: y y1 = m(x x1) Slope and y-intercept form of the equation of a line: y = mx + b 1. Communication For any three points A, B, and C, not in a line, M and N are the midpoints of AB and AC, respectively. How can you prove 1 that MN || BC and MN = BC ? 2 Applications 4. ABC has vertices A(3, 5), B(2, 3), and C(5, 2). a) Find the equations of the three altitudes. b) Find the intersection point of any two of the altitudes. c) Verify that this point (the orthocentre of the triangle) is on the altitude not used in part b).
2. DEF has vertices D(1, 3), E(7, 1), and F(4, 6). Classify the triangle as a) isosceles or scalene b) right-angled or not
5. The sides of a triangle have the equations 2x 3y + 13 = 0, 3x + 2y = 0, and x + 5y 26 = 0. Verify that the triangle is an isosceles right triangle.
3. The vertices of a quadrilateral are S(1, 2), T(3, 5), U(6, 7), and V(4, 4). Verify each of the following. a) STUV is a parallelogram. b) The diagonals of STUV bisect each other. c) STUV is a rhombus. d) The diagonals of STUV are perpendicular to each other.
6. A quadrilateral has vertices P(3, 1), Q(3, 7), R(9, 3), and S(1, 1). a) Verify that PQRS has no equal sides and no parallel sides. b) Find the midpoints A, B, C, and D of PQ, QR, RS, and SP. c) Verify that ABCD is a parallelogram.
24
Chapter 2
Name
2.5
Distance From a Point to a Line

To determine the distance from a given point to a line whose equation is given, a) write an equation for the perpendicular from the given point to the given line b) find the coordinates of the point of intersection of the perpendicular and the given line c) use the distance formula 1. Communication Explain how to find the shortest distance from the point P(5, 7) to the line x = 3. 4. Find the shortest distance from the given point to the given line. Round to the nearest tenth, if necessary. 2 a) (0, 0) and y = x + 5 3
2. In each case, write an equation for the line that is perpendicular to the line with the given equation, and passes through the given point. a) y = 1 x 7 ; ( 2 , 5) 2
b) (0, 0) and 15x 8y 29 = 0
c) (4, 5) and y =
5 x4 3
3 b) y = x 2; ( 1, 7 ) 2
d) (6, 5) and 7x + y + 23 = 0
c) 4x 3y 7 = 0; (5, 2)
Applications 5. A line has a y-intercept of 3 and an x-intercept of 4. What is the shortest distance from the origin to this line?
d) 2x + 5y + 3 = 0; (3, 4)
3. Find the exact value of the shortest distance from the given point to the given line. a) (0, 0) and y = 2x 10
6. a) Find the exact distance from the point A(5, 7) to the line joining B(2, 1) and C(4, 3).
b) Find the exact length of BC. b) (0, 0) and 5x + 12y 39 = 0
1 c) (3, 2) and y = x + 9 3 d) (5, 2) and 4x + 3y + 14 = 0
c) Use your answers to parts a) and b) to find the area of ABC.
Chapter 2
25
Answers
1. a) 2. 14.8
160 ; 12.6
CHAPTER 2
b)
61 ; 7.8
Analytic Geometry
2.3 Midpoint of a Line Segment
1. a) (1, 5)
1 1 d) , 2 2
2.1 Length of a Line Segment
b) (2.25, 0.25) e) (0, 3.5b)
c) (75, 250)
5 5 f) a, b 2 2
3. a) isosceles; 17.7 4. 26 5. length of PQ =
b) equilateral; 18
2. (5, 0), (1.5, 1.5), (1.5, 5.5)

18 , length of QR = 32 , length
3. Let the coordinates of E be (x1, y1). Substitute the values into the midpoint formula,
x1 + 5 y1 + ( 7 ) , . Then, solve for x 1 2 2 x1 + 5 = 3.5 and 2
of PR = 50 ; PQ 2 + QR 2 = 18 + 32 = 50 = PR 2 Thus, by the Pythagorean Theorem, triangle. 6. 15 square units 7. AB = 34 ; BC = 34 8. 5 9. a) DE = GF = 10 , FE = GD = 40 , DE2 + DG2 = 10 + 40 = 50 = GE2 Thus, EDG = 90. b) 7.1 PQR is a right
( 3.5, 1.5) =
and y1 using these equations:
y1 + ( 7 ) = 1.5. ( x1 , y1 ) = (2, 10) 2
4. (0.5, 10) 5. P(0, 4) 6. a) (0.5, 3.5), (3.5, 0.5), (0.5, 3.5), (3.5, 0.5) b) (0, 0) c) 20 7. U(2, 6), W(2, 2)
2.2 Investigation: Midpoints of Horizontal and Vertical Line Segments

1. a) (1, 4) c) (0.5, 2.5) 2. a) (7, 3) b) (4.5, 7) d) (12, 4) b) (5.5, 0)
2.4 Verifying Properties of Geometric Figures

1. Find the coordinates of M and N using the midpoint formula. Find the slope of MN and of BC. If the slopes are equal, the line segments are parallel. Find the length of MN and of BC using the length formula. The length of MN should be half the length of BC. 2. a) isosceles b) right 3 3. a) slopes of ST and VU = ; slopes of SV and 2 2 TU = 3 b) The midpoint of both SU and TV is 7 , 9 . 2 2 c) ST = TU = UV = VS = 13 d) slope of TV = 1; slope of SU = 1 4. a) from A to BC: y = 3x 4; from B to AC: 1 9 2 5 y = x + ; from C to AB: y = x + 2 2 3 3 b) 17 , 23 7 7 c)
17 23 , satisfies the equation of the other altitude 7 7
1 1 c) (6.4, 5) d) 2 , 1 4 2 3. (4, 3), (7, 3), and (10, 3)
4. Answers may vary. (8, 2) and (4, 2), or (0, 2) and (4, 2). There are an infinite number of pairs of coordinates on the line y = 2 that are on opposite sides of M(2, 2). 5. a) (5, 2) c) (0.5, 0.25) 6. a) (13, 6) c) (7, 2.5) 7. (1, 1), (1, 3), and (1, 7) 8. Answers may vary. (3, 0) and (3, 10), or (3, 3) and (3, 13). There are an infinite number of pairs of coordinates on the line x = 3 that are on opposite sides of M(3, 5).
b) (9, 1.5) d) (14, 15) b) (0, 1)

1 d) , 4 4
Chapter 2
27
5. vertices: A(2, 3), B(1, 5), C(4, 6); AB = AC = 13 ; 2 3 slope of AB = , slope of AC = 3 2

2 6. a) PQ = 72 , slope = 1; QR = 52 , slope = ; 3 2 RS = 116 , slope = ; SP = 8 , slope = 1 5
b) A(0, 4), B(6, 5), C(4, 1), D(2, 0) 1 c) slopes of AB and DC = ; slopes of AD and 6 BC = 2
2.5 Distance From a Point to a Line

1. The shortest distance is along the line through P that is perpendicular to the vertical line x = 3. The length of the line segment joining P(5, 7) and Q(3, 7) is 8. 2. a) y = 2x + 9 or 2x + y 9 = 0 2 19 b) y = x or 2x 3y 19 = 0 3 3
3 7 x or 3x + 4y + 7 = 0 4 4 5 23 d) y = x or 5x 2y 23 = 0 2 2
c) y =
3. a)
20
b) 3 b) 1.7
c)
90
d)
28 5
4. a) 4.2 5. 12 5 6. a)
32 13
c) 2.9
d) 9.9
b)
52
c) 32
28
Chapter 2
Name
3.1
Polynomials
To add polynomials, collect like terms. To subtract a polynomial, add its opposite. To multiply monomials, multiply the numerical coefficients. Then, multiply the variables using the exponent rules for multiplication. To divide monomials, divide the numerical coefficients. Then, divide the variables using the exponent rules for division. To multiply a polynomial by a monomial, use the distributive property to multiply each term in the polynomial by the monomial. 1. Classify each polynomial by degree and by number of terms. a) 3x2 2x b) 4a2b3 5. Simplify. a) (6x)(2x2) c) (3ab)(2ab2)(2a3) c) 8 + 2y4 + 3y3 d) 4x5 2x3 + x2 + 4 e) 2. Evaluate each expression for the given value(s) of the variable(s). a) 5x2 4x + 9 for x = 2 15x 6 5x 2 21x 2 y 2 z 7 xy 2 z
b) (5pq2)(4p2q2) d) (6x2yz)(5y3z) 24 a 3 b 2 3 a 2 b 32 p 2 q 4 8p 2 q3
f)
g)
h)
b) 2x2 4xy 5y2 for x = 3, y = 2
6. Communication Explain how to simplify and evaluate 3x(x + 1) 4(x2 3x) for x = 2.
3. Write each polynomial in descending order of x. a) 6 + 4x2 5x5 + 3x 2x2
7. Expand and simplify. a) 2z + 3(4z 2) + 2(4 3z)
b) 3x2y4 + 4x4y2 x3y3 + x5y 2xy5 b) 3x(x2 + 2x 2) + 2x(3x2 x 4) 4. Simplify. a) (6y 2) + (2y + 8) b) (a + 2b) + (3a 4b)
c) 4m(m2 mn n2) 2n(6m2 + mn + 4n2)
c) (8 + 6x) (9 + x)
d) (x + y) (x y)
8. Application Write a polynomial with three terms and degree 4.
e) (3x2 + 2x 6) + (2x2 4x + 7) 9. Problem Solving For the rectangular prism, write an expression that represents a) the volume b) the surface area
f) (5a2b + 2ab 3b2) (6a2b 3ab + b2)
2y 3x
4y
g) (3y y 6) (2y + 5y 7)
Chapter 3
29
Name
3.2
Multiplying Binomials
To find the product of two binomials, use either of the following. a) the distributive property b) FOIL, which stands for the sum of the products of the First terms, Outside terms, Inside terms, and Last terms Verify the product of two binomials by substituting a convenient value for the variable in the original product and in the simplified expression. 1. Communication Explain how the diagram models the product.
2x x + y 2x 2 2xy +3 3x 3y
3. Expand and simplify. a) 2(m 3)(m + 8) b) 3(x + 2)(x + 3) c) 2(y 3)(y + 2) d) 0.2(x + 1)(x + 2) e) 3(6x 2y)(2x 3y)
2. Find the product. a) (a + 3)(a + 2) b) (2 + k)(3 + k) c) (c 5)(c 3)
f) (x + 3)(x + 2) + (x + 4)(x + 1) d) (t + 5)(t 1) g) (y 4)(y 3) (y 2)(y + 5) e) (3 b)(4 + b) f) (6v + 3)(v + 1) g) (5 + 2x)(2 + x) h) (y 5)(2y 2) i) (m + 4)(3m 2) j) (4g 3)(g + 4) k) (2y + 3)(3y + 2) l) (5h 1)(2h 3) m) (3 2s)(2 3s) n) (4 + 2p)(3 4p) o) (2t r)(3t + r) 5. Write and simplify an expression to represent the area of the shaded region. h) (3w 2)(w + 4) + (2w + 3)(4w 1) i) 6(m 2)(m + 3) 3(3m 4) j) 4(2x + 3)(2x + 3) 10 + 3(3x 1)(3x 1)
Problem Solving 4. Write and simplify an expression to represent the area of the figure.
4 x x+6 x1
2y + 1 2y x 2y 2y + x
30
Chapter 3
Name
3.3
Special Products
To square a binomial, use one of the following patterns. (a + b)2 = a2 + 2ab + b2 (a b)2 = a2 2ab + b2 To find the product of the sum and difference of two terms, use the following pattern. (a + b)(a b) = a2 b2 1. Expand. a) (x + 4)2 3. Application Complete the table. b) (y 7)
2
Numbers a) c) (m 2)(m + 2) d) (x 5)(x + 5) b) c) e) 2(6x 3)

2
(a + b)(a b) (20 + 5)(20 5) (30 + 6)(30 6)
Product
25 15
27 33 (20 4)(20 + 4)
f) 3(5 + 4t)
d)
g) (3y 3)(3y + 3)
h) (5m + 2n)(5m 2n)
4. Expand and simplify. a) (x2 + 2)2
i) (3x + 4y)2
j) 2(a 7b)2
b) (2y2 3)2
2. Expand and simplify. a) (m 6)2 (m + 2)(m 2)
c) (y2 + 3)(y2 3)
b) (x + 4)(x 3) 3(x + 2)2
d) (4m2 + n2)(4m2 n2)
c) 3(2b 1)2 2(4b 5)2
e) (3x 5)(3x + 5) + (x + 1)2
d) (x + 5)(x 5) + (3x 1)(3x + 1)
e) 4x2 (2 3x)2 + 6(2x 1)(2x + 1)
5. Problem Solving The length of an edge of a cube is represented by the expression 3x 2y. a) Write, expand, and simplify an expression for the surface area of the cube.
f) (2a 1)(2a + 1) (a 3)(a + 3) b) If x represents 4 cm and y represents 3 cm, calculate the surface area, in square centimetres.
Chapter 3
31
Name
3.4
Common Factors
To factor a polynomial with a common monomial factor, remove the greatest common factor of the coefficients and the greatest common factor of the variable parts. To factor a polynomial with a common binomial factor, think of the binomial as one factor. To factor a polynomial by grouping, group pairs of terms with a common factor. 1. Factor, if possible. a) 4x + 28 3. Factor by grouping. a) ax by + xb ya
b) 3x + 17
c) 6x 32y
d) 26x2 13y
b) y2 x + y xy
e) 2ax + 10ay 8az
f) 2a2 6a 15
c) ab + 9 + 3a + 3b
g) 8x2 + 32y3
h) 10y 5y2 + 25y3
d) t2 tr + 4r 4t
i) 14rst + 7rs 6t
j) 36xy 12x2y
e) 4x2 + 6xy + 12y + 8x
k) 4ab2 + 2a2c + 5b2c2
f) 3x2y 6x2 2y + y2
l) 3x3y2 12x2y3 + 18x2y + 15xy2
g) 4ab2 12a2b 3bc + 9ac
2. Factor, if possible. a) 3x(y z) 2(y z)
4. Problem Solving Write an expression for the area of each shaded region in factored form. a)
3x 2y 3x
b) 5y(z + 3) + x(z 3)
c) 4t(r + 6) (r + 6) b)
y+1 3y
d) 7(a + b) 2x(a + b)
4x 2
e) 2x(3m 5) 3(5 3m)
c)
4r
32
Chapter 3
Name
3.5
Factoring x2 + bx + c
To factor a trinomial in the form x2 + bx + c, a) write x as the first term in each binomial factor b) write the second terms, which are two numbers whose sum is b and whose product is c When factoring a trinomial, first remove any common factors. 1. Factor, if possible. a) x2 5x + 6 b) y2 + 2y 3 c) m2 + 7m 12 d) a2 + 6a + 5 e) x2 9x 10 f) b2 7b + 10 g) y2 6y + 7 h) x2 + x 20 2. Factor, if possible. a) x2 + 24x 52 b) m2 18m + 45 c) x2 + 5x 36 d) x2 5xy 66y2 e) m2 + 12mn + 32n2 f) 42 + y y2 g) 32 + 4x x2 h) x4 + 7x2 + 12 5. Communication Find two values for k such that the trinomial can be factored over the integers. Explain your reasoning. a) x2 9x + k 3. Factor completely. a) 2x2 + 10x + 12 b) 3x2 + 9x 12 c) 5x2 35x + 50 d) 4x2 16x 48 e) 2x2 16x 66 f) x3 13x2 + 42x 4. Application The area of a doubles tennis court can be represented approximately by the trinomial x2 x 42. a) Factor x2 x 42 to find binomials that represent the length and width of a doubles tennis court.
b) If x represents 17.8 m, find the length and width of a doubles tennis court, to the nearest tenth of a metre.
b) x2 kx + 6
Chapter 3
33
Name
3.6
Factoring ax2 + bx + c, a 1
To factor a trinomial in the form ax2 + bx + c, either use guess and check or break up the middle term. To factor by guess and check, list all the possible pairs of factors and expand to see which pair gives the correct middle term of the trinomial. To factor by breaking up the middle term, a) replace the middle term, bx, by two terms whose coefficients have a sum of b and a product of a c b) group pairs of terms and remove a common factor from each pair c) remove the common binomial factor 1. Factor, if possible. a) 3y2 + y 4 f) 6x 2xy 8y2 b) 3y + 5y + 1
2
g) 6m2 13mn 5n2 c) 2a 13a + 21

2
d) 4n + 7n 5
h) 9x2 + 3xy 20y2 e) 20x 7x 6

2
f) 18y + 15y 18
i) 12a2 + 28ab 24b2 g) 5x 12x 6

2
h) 8m + 6m 20
2. Factor. a) 2x2 + 5xy 2y2
3. Communication Describe how to factor 18a2 21ab + 6b2.
b) 3y2 + 2yz z2
c) 15x2 13xy + 2y2
4. Application The area of a rectangular lot in a new housing development can be represented approximately by the trinomial 12x2 + 8x 15. a) Factor the expression 12x2 + 8x 15 to find binomials that represent the length and width of the lot.
d) 6m2 + 7mn + n2 b) If x represents 21 m, what are the length and width of the lot, in metres?
e) 4a 9ab 9b
34
Chapter 3
Name
3.7
Factoring Special Quadratics

To factor a polynomial in the form a2 b2, use the pattern for the difference of squares. a2 b2 = (a + b)(a b) To factor a perfect square trinomial, use the patterns for squaring binomials. a2 + 2ab + b2 = (a + b)2 a2 2ab + b2 = (a b)2 1. Factor, if possible. a) x2 25 3. Factor fully, if possible. a) x2 196 b) 36y2 + 6y + 1
b) y 49
c) y4 1
d) z2 + 64
c) 16a4 + 40a + 25
d) 4x2 36
e) y2 + 100 e) 4a 9
2
f) p2 4pq + 4q2
f) 49 64m
g) 36x2 81y2 g) 169a2 b2 h) 24 + 4x2 i) 5n3 30n2 + 45n i) 81x2 121p2 j) 49 (a z)2 k) 4b2 + 121 2. State whether each trinomial is a perfect square trinomial. If it is, factor it. a) x2 + 8x + 16 b) y2 14y + 49
h) m3 25m
j) 64x2 16
l) x4 13x2 + 36
Applications 4. Evaluate each difference of squares by factoring. a) 382 322
c) z2 9z + 9
d) 9t2 + 6t + 1 b) 552 452
e) 4m2 12m 9
f) 4x2 20x + 25 c) 7602 2402
g) 121 22m + m2
h) 16x2 + 24xy + 9y2 5. Determine the value(s) of k such that each trinomial is a perfect square. a) x2 + kx + 49 b) 9x2 + kx + 25
i) 64a2 30ab + 49b2
c) 4x2 12x + k
d) kx2 40xy + 16y2
Chapter 3
35
Answers CHAPTER 3 Polynomials

3.1 Polynomials
1. a) degree 2, binomial c) degree 4, trinomial d) degree 5, polynomial of 4 terms 2. a) 21
5 3
5. (2y + 1)(2y + x) (2y x)(2y) = 4xy + 2y + x b) degree 5, monomial
3.3 Special Products

1. a) x2 + 8x + 16 c) m2 4 e) 72x2 72x + 18 g) 9y2 9 i) 9x2 + 24xy + 16y2 b) y2 14y + 49 d) x2 25 f) 75 + 120t + 48t2 h) 25m2 4n2 j) 2a2 28ab + 98b2 b) 2x2 11x 24 d) 10x2 26 f) 3a2 + 8 (a + b)(a b) (20 + 5)(20 5) (30 + 6)(30 6) (30 3)(30 + 3) (20 4)(20 + 4) b) 4y4 12y2 + 9 d) 16m4 n4 Product 375 864 891 384
b) 22
2
3. a) 5x + 4x 2x + 3x + 6 b) x5y + 4x4y2 x3y3 + 3x2y4 2xy5 4. a) 8y + 6 d) 2y g) y 6y + 1 5. a) 12x3 d) 30x2y4z2 g) 3x b) 20p3q4 e) 3x4 h) 4q c) 12a5b3 f) 8ab
2
b) 4a 2b e) 6x 2x + 1
2
c) 5x 1 f) a2b + 5ab 4b2
2. a) 12m + 40 c) 20b2 + 68b 47 e) 19x2 + 12x 10 3. a) b) c) d) Numbers 25 15 36 24 27 33 16 24
6. Multiply 3x(x + 1) to get 3x2 + 3x. Then, multiply 4(x2 3x) to get 4x2 + 12x. Then, collect the like terms to get x2 + 15x. Then, substitute 2 for each x and evaluate to get (2)2 + 15(2) = 4 + 30 = 26. 7. a) 8z + 2 c) 4m3 16m2n 6mn2 8n3 8. Answers may vary. 2m3n + 3m 8n 9. a) 24xy2 b) 36xy + 16y2 b) 9x3 + 4x2 14x
4. a) x4 + 4x2 + 4 c) y4 9 e) 10x2 + 2x 24
5. a) 6(3x 2y)2 = 54x2 72xy + 24y2
b) 216 cm2
3.4 Common Factors

1. a) 4(x + 7) c) 2(3x 16y) e) 2a(x + 5y 4z) g) 8(x2 + 4y3) i) does not factor k) does not factor 2. a) (3x 2)(y z) c) (4t 1)(r + 6) e) (2x + 3)(3m 5) 3. a) (x y)(a + b) c) (a + 3)(b + 3) e) 2(x + 2)(2x + 3y) g) (4ab 3c)(b 3a) 4. a) 3x(3x 2y) c) 16r2( 2)
Chapter 3
3.2 Multiplying Binomials

1. The length of the rectangle is 2x + 3. The width is x + y. The area is (2x + 3)(x + y) = 2x2 + 3x + 2xy + 3y. 2. a) a2 + 5a + 6 d) t2 + 4t 5 g) 10 + 9x + 2x2 b) 6 + 5k + k2 e) 12 b b2 c) c2 8c + 15 f) 6v2 + 9v + 3
b) does not factor d) 13(2x2 y) f) does not factor h) 5y(2 y + 5y2) j) 12xy(3 x) l) 3xy(x2y 4xy2 + 6x 5y) b) does not factor d) (7 2x)(a + b)
h) 2y2 12y + 10 i) 3m2 + 10m 8 l) 10h2 17h + 3
j) 4g2 + 13g 12 k) 6y2 13y + 6 m) 6 13s + 6s2
n) 12 22p 8p2 o) 6t2 + rt r2 b) 3x2 + 15x + 18 d) 0.2x2 + 0.6x + 0.4 f) 2x2 + 10x + 10 h) 11w2 + 20w 11 j) 43x2 + 30x + 29
3. a) 2m2 + 10m 48 c) 2y2 + 2y + 12 e) 36x2 66xy + 18y2 g) 10y + 22 i) 6m2 3m 24
b) (y x)(y + 1) d) (t 4)(t r) f) (3x2 + y)(y 2)
4. 4x + (x + 2)(x 1) = x2 + 5x 2 or x(x + 6) (1)(x + 2) = x2 + 5x 2

b) 2x2(5y 1)
37
3.5 Factoring x2 + bx + c
1. a) (x 3)(x 2) c) does not factor e) (x 10)(x + 1) g) does not factor 2. a) (x + 26)(x 2) c) (x + 9)(x 4) e) (m + 4n)(m + 8n) g) (8 x)(4 + x) 3. a) 2(x + 2)(x + 3) c) 5(x 5)(x 2) e) 2(x 11)(x + 3) 4. a) (x 7)(x + 6) b) (y + 3)(y 1) d) (a + 5)(a + 1) f) (b 5)(b 2) h) (x + 5)(x 4) b) (m 15)(m 3) d) (x 11y)(x + 6y) f) (6 + y)(7 y) h) (x2 + 4)(x2 + 3) b) 3(x + 4)(x 1) d) 4(x 6)(x + 2) f) x(x 6)(x 7) b) 10.8 m by 23.8 m
3.7 Factoring Special Quadratics

1. a) (x + 5)(x 5) c) (y2 + 1)(y + 1)(y 1) e) (2a + 3)(2a 3) g) (13a + b)(13a b) i) (9x + 11p)(9x 11p) 2. a) yes, (x + 4)2 c) no e) no g) yes, (11 m)2 i) no 3. a) (x + 14)(x 14) c) (4a + 5)2 e) does not factor g) 9(2x + 3y)(2x 3y) i) 5n(n 3)2 k) does not factor 4. a) 420 c) 520 000 5. a) 14 c) 9 b) 30 d) 25 b) does not factor d) 4(x + 3)(x 3) f) (p 2q)2 h) m(m 5)(m + 5) j) 16(2x 1)(2x + 1) l) (x + 3)(x 3)(x + 2)(x 2) b) 1000 b) (y + 7)(y 7) d) does not factor f) (7 + 8m)(7 8m) h) does not factor j) (7 + a z)(7 a + z) b) yes, (y 7)2 d) yes, (3t + 1)2 f) yes, (2x 5)2 h) yes, (4x + 3y)2
5. Answers may vary. a) k = 20 because two factors with the sum of 9 are 5 and 4. x2 9x + 20 = (x 5)(x 4); k = 14 because two factors with the sum of 9 are 7 and 2. x2 9x + 14 = (x 7)(x 2) b) k = 7 because two factors of 6 are 1 and 6 and their sum is 7. x2 + 7x + 6 = (x + 1)(x + 6); k = 5 because two factors of 6 are 3 and 2 and their sum is 5. x2 + 5x + 6 = (x + 3)(x + 2)
3.6 Factoring ax2 + bx + c, a 1

1. a) (3y + 4)(y 1) c) (2a 7)(a 3) e) (4x 3)(5x + 2) g) does not factor 2. a) (x + 2y)(2x + y) c) (5x y)(3x 2y) e) (4a + 3b)(a 3b) g) (2m 5n)(3m + n) i) 4(3a 2b)(a + 3b) 3. Remove the common factor to get 3(6a2 7ab + 2b2). Then, factor the trinomial by guess and test to get 3(3a 2b)(2a b). 4. a) (2x + 3)(6x 5) b) 45 m by 121 m b) does not factor d) does not factor f) 3(2y + 3)(3y 2) h) 2(m + 2)(4m 5) b) (3y z)(y + z) d) (6m + n)(m + n) f) 2(x + y)(3x 4y) h) (3x + 5y)(3x 4y)
38
Chapter 3
Name
4.1
Functions
A function is a set of ordered pairs in which, for every x, there is only one y. If any vertical line passes through more than one point on the graph of a relation, then the relation is not a function. The set of the first elements in a relation is called the domain. The set of the second elements in a relation is called the range. 1. State whether each set of ordered pairs represents a function. a) (2, 5), (1, 10), (0, 15), (1, 20) b) (0, 1), (1, 1), (1, 2), (2, 1), (2, 2) c) (3, 9), (4, 6), (5, 25), (6, 30) 2. If y = 2x + 1, find the value of y for each value of x. a) 1 b) 20 c) 0 1 3. If y = x 5, find the value of y for each value 2 of x. a) 4 b) 80 c) 100 4. If w = 2v2 + 1, find the value of w for each value of v. a) 3 b) 1.5 c) 3 5. If q = p2 + 3p + 2, find the value of q for each value of p. a) 2 b) 10 c) 0.5 6. State the domain and range of each relation in parts a) and b), and state whether it is a function. a) y = 2x + 5 b) speed of 80 km/h x 2 1 0 1 2 y 9 7 5 3 1 t 0 0.1 0.25 0.5 1 d 0 8 20 40 80 10. Problem Solving The volume of a sphere is 4 given by the function y = x 3 , where x is the 3 radius of the sphere. Graph the function. Then, use your graph to find a) the volume of a sphere with radius 10 cm c)
d
120 2 80 2
7. Determine the domain and range of each of the following relations. y y a) b)

4 4 2 2
0 2
6 x
0 2
d)
y
4
40
0 2
40
80
120
160
200
240
280 t
8. Which of the relations in question 7 are functions?
9. Communication a) Is the set of ordered pairs (n, t) a function, if n is a students name and t is the familys home telephone number? Explain.
b) Reverse the terms of the ordered pairs to get (t, n). Is the new set of ordered pairs a function? Explain.
c) Communication Identify the independent variable and the dependent variable in part b). Explain your reasoning.
b) the radius of a sphere with volume 33.5 cm3

Copyright 2001 McGraw-Hill Ryerson Limited Chapter 4
39
Name
4.2
Graphing y = x2 + k, y = ax2, and y = ax2 + k

This table summarizes how parabolas in the form y = ax2 + k are obtained by transforming the function y = x2.
Operation Resulting Equation Transformation Reflects in the x-axis, if a < 0. Stretches vertically (narrows), if a > 1, or a < 1. Shrinks vertically (widens), if 1 < a < 1. Shifts k units upward, if k > 0. Shifts k units downward, if k < 0.
Some geometric properties of the parabola y = ax2 + k are summarized in this table.
Sign of a positive negative (0, k) x=0 up congruent (0, k) x=0 down congruent
Property Vertex Axis of Symmetry Direction of Opening Comparison with y = ax2
Multiply by a.
y = ax2
Add k.
y = ax2 + k
1. Sketch each parabola and state the direction of the opening, the coordinates of the vertex, the equation of the axis of symmetry, the domain and range, and the maximum or minimum value. a) y = x2 + 4 b) y = x2 + 2
y y
2
3. Use a graphing calculator or graphing software to determine any x-intercepts, to the nearest tenth. a) y = 0.25x2 4 b) y = 3x2 3
c) y = 2x2 9
2
d) y = 4x2 + 25
2 2
0 2
Applications 4. Write an equation for the parabola created when each pair of transformations is applied to the graph of y = x2. a) a reflection in the x-axis, followed by a vertical translation of 3
0 2
c) y = 0.5x2 1
y
2
d) y = 3(x2 4)
y
0 2
2 2 0 2 2 x
b) a vertical translation of 2, followed by a vertical stretch of scale factor 3
2. Communication State how the graph of the second equation is related to the graph of the first equation. a) y = 2x2 + 1 and y = 2x2 3
5. The graph of y = 4x2 + k passes through the point (1, 1). Find k.
1 b) y = x2 and y = x 2 2
6. The graph of y = ax2 + k passes through the points (2, 3) and (4, 9). Find a and k.
40
Chapter 4
Name
4.3
Graphing y = a(x h)2 + k

This table summarizes how parabolas in the form y = a(x h)2 + k are obtained by transforming the function y = x2.
Operation Resulting Equation Transformation Reflects in the x-axis, if a < 0. Stretches vertically (narrows), if a > 1 or a < 1. Shrinks vertically (widens), if 1 < a < 1. Shifts h units to the right, if h > 0. Shifts h units to the left, if h < 0. Shifts k units upward, if k > 0. Shifts k units downward, if k < 0.
Some geometric properties of the parabola y = a(x h)2 + k are summarized in this table.
Property Vertex Axis of Symmetry Direction of Opening Comparison with y = ax2 Sign of a positive negative (h, k) x=h up congruent (h, k) x=h down congruent
Multiply by a.
y = ax2
Replace x by (x h).
y = a(x h)2
Add k.
y = a(x h)2 + k
1. Sketch each parabola and state the direction of the opening, the coordinates of the vertex, the equation of the axis of symmetry, the domain and range, and the maximum or minimum value. a) y = (x + 3)2 2 b) y = (x 4)2 3
y
2 2 2 0 2
3. Use a graphing calculator or graphing software to determine any x- or y-intercepts. Round to the nearest tenth, if necessary. a) y = (x 1)2 4 b) y = 2(x + 2)2 + 8
y
0 2
c) y = 3(x + 1)2 + 9
1 d) y = ( x 4)2 + 4 2
Applications 4. Write an equation for each parabola. a) vertex (3, 1); a = 2 b) vertex (2, 5); congruent to y = c) vertex (4, 1); y-intercept 9
2
c) y = 2(x 1)2 + 1
y
1 d) y = ( x + 2)2 + 7 2
y
1 2 x 2
2 2 0 2
x
2 0
2. Without graphing, state the coordinates of the vertex and whether this vertex represents a maximum or minimum value of the function. 3 a) y = 3(x + 5)2 6 b) y = ( x + 4)2 + 2 4 c) y = 7.5(x 2.5)2 9 d) y = (x 9)2 + 19
d) vertex (5, 3); through (7, 15)
5. The vertex of a parabola is (3, 7). The y-intercept is 0. What are the x-intercepts?
Chapter 4
41
Name
4.4
Graphing y = ax2 + bx + c by Completing the Square

To rewrite a quadratic function y = ax2 + bx + c in the form y = a(x h)2 + k, use the steps shown in the following example. y = 2x2 + 4x + 5 a) Group the terms containing x: y = (2x2 + 4x) + 5 b) Factor the coefficient of x2: y = 2[x2 + 2x] + 5 c) Complete the square inside the brackets: y = 2[x2 + 2x + 1 1] + 5 d) Write the perfect square trinomial as the square of a binomial: y = 2[(x + 1)2 1] + 5 e) Expand to remove the square brackets: y = 2(x + 1)2 2 + 5 f) Simplify: y = 2(x + 1)2 + 3 2 For a quadratic function in the form y = ax + bx + c, find the maximum or minimum value by rewriting the function in the form y = a(x h)2 + k to find the vertex (h, k). The maximum or minimum value of the function is k. 1. Find the value of c that will make each expression a perfect square trinomial. a) x2 + 22x + c b) x2 16x + c 4. Communication Explain how to use algebra to find two numbers whose difference is 8 and whose product is a minimum.
c) x2 6x + c
d) x2 + 40x + c Problem Solving 5. Determine the maximum area of a triangle, in square centimetres, if the sum of its base and its height is 12 cm.
e) cx2 + 28x + 49
f) 9x2 18x + c
2. Write each function in the form y = a(x h)2 + k. Sketch the graph, showing the coordinates of the vertex and two other points on the graph, and the equation of the axis of symmetry. a) y = x2 4x 1 b) y = 2x2 4x + 1
y y
0 2 2
x
2
6. A ball is thrown upward with an initial velocity of 18 m/s. Its height, h metres after t seconds, is given by the equation h = 5t2 + 18t + 1.8 where 1.8 represents the height at which the ball is released by the thrower. a) What is the maximum height the ball will reach?
3. Without graphing, state whether each function has a maximum or a minimum. Then, write each function in the form y = a(x p)2 + q and find the minimum or maximum value and the value of x for which it occurs. a) y = 3x2 18x + 1 b) y = 4x2 32x 11
b) How much time elapses before the ball reaches the maximum height?
c) y = 7x2 + 84x + 19
42
Chapter 4
d) y = 4x2 20x + 7
c) How long is the ball in the air, to the nearest tenth of a second?
Name
4.5
Investigation: Sketching Parabolas in the Form y = ax(x s) + t

To sketch the graph of a quadratic function, write it in the form y = ax(x s) + t, using the steps shown in the following example. y = 2x2 8x + 5 a) Factor 2x from the first two terms: y = 2x(x 4) + 5 b) Substitute 0 for x in y = 2x(x 4) + 5: y = 2(0)(0 4) + 5 y=5 One point on the graph is (0, 5). c) Substitute 4 for x in y = 2x(x 4) + 5: y = 2(4)(4 4) + 5 y y=5 Another point on the graph is (4, 5). (0, 5) (4, 5) d) Plot the points (0, 5) and (4, 5) on a grid. e) Find the axis of symmetry that passes through the vertex. Since (0, 5) and (4, 5) have the same y-coordinate, the points are 2 reflection images of each other in the axis of symmetry. The equation of the axis of symmetry is x = 2, so the x-coordinate of the vertex is 2. 2 0 2 x f) Substitute 2 for x in y = 2x2 8x + 5: y = 2(2)2 8(2) + 5 2 = 8 16 + 5 (2, 3) = 3 y = 2x 2 8x + 5 The coordinates of the vertex are (2, 3). g) Plot the vertex on the grid and draw a smooth curve through the three points. 1. Write each equation in the form y = ax(x s) + t. a) y = x2 6x + 8 b) y = 2x2 + x 5 3. Sketch the graph of each function by writing it in the form y = ax(x s) + t. a) y = 3x2 + 6x 8 b) y = x2 + 6x + 3
y y
2 0 2 2
c) y = x2 9x
d) y = 3x2 + 12x 0.9
2. Communication Explain how to find two points on the graph and deduce the coordinates of the vertex of each function. a) y = 2x2 + 4x 6
4. Application Verify the coordinates of the vertex of each quadratic function in questions 2 2 and 3, using the form s , t as . 2 4
b) y = x2 + 2x + 1
Chapter 4
43
Name
4.6
Investigation: Finite Differences

In tables with evenly spaced x-values, first differences are calculated by subtracting consecutive y-values, and second differences are calculated by subtracting consecutive first differences. For a linear function, the first difference is a constant. For a quadratic function, the second difference is a constant. 1. Complete the following tables. a) y = 3x + 40 b) y = 5x + 8 x 0 1 2 3 4 c) x 0 1 2 3 y 1st Difference 3 5 7 9 y 1st Difference x 0 1 2 3 4 d) x 0 1 y 1st Difference 2 4 y 1st Difference 4. Complete the tables for the following quadratic functions. a) y = 2x2 + 5x + 9 b) y = x2 + 4x 11 x 0 1 2 3 4 y Difference 1st 2nd x 0 1 2 3 4 y Difference 1st 2nd
5. Communication a) What is the relationship between the second difference and the value of a for each function in question 4?
2 10 3 16 4 22 b) Where does the constant value, c, for each equation occur in the table of values?
4 11
2. Communication a) Describe how the first difference is related to each linear equation in question 1 parts a) and b).
c) The first entry in the 1st Difference column is equal to a + b. Verify the b-value in each equation.
b) Where does the constant term, b, for each equation occur in the table of values in question 1 parts a) and b)?
d) Find c, a, and b for the quadratic function shown in this table of values. Then, write an equation in the form y = ax2 + bx + c. x 0 y 1 6 15 28 45
c) Are the functions in question 1 parts c) and d) linear? Explain. Then, write an equation for each function, in the form y = mx + b.
Difference 1st 2nd
3. Application Write an equation for the linear function described by the ordered pairs (0, 5), (1, 4.5), (2, 4), and (3, 3.5).
1 2 3 4
44
Chapter 4
Name
4.7
Technology: Equations of Parabolas of Best Fit

To fit an equation of a quadratic function to a scatter plot using a graphing calculator, a) use the STAT EDIT menu to enter the data as two lists b) use the STAT PLOTS menu to draw the scatter plot c) enter possible equations in the Y= editor, and use trial and error to fit an equation of a quadratic function to the scatter plot d) compare the result from step c) with the equation of the curve of best fit found by using the QuadReg (quadratic regression) instruction 1. For each table of values, enter the data and draw the scatter plot. Then, use trial and error to fit the equation of a quadratic function in the form y = a(x h)2 + k, where a, h, and k are integers, to the scatter plot. a) x 1 0 2 4 5 c) x 3 2 1 2 4 e) x 5.5 4 2 0 1.5 y 6 2 0 6 12 y 9 0 3 4 30 y 0 2 3 2 0 f) d) b) x 2 1 0 1 3 x 1 0 1 2 3 x 5 4 2 1 2 y 17 12 9 8 12 y 10 0 2 4 18 y 2 3 3 2 5 c) Use your equation to determine the height of the ball after 0.08 s. d) Find the equation of the curve of best fit using quadratic regression. Then, compare the equation with your result from part b). e) Use the equation of the curve of best fit to determine the height of the ball after 0.08 s and 0.15 s. b) Communication Use trial and error to fit the equation of a quadratic function in the form y = a(x h)2 + k to the scatter plot. Explain your reasoning. 3. Application A tennis ball is tossed upward and its height and the elapsed time are recorded as follows. Elapsed time (s) 0.00 0.02 0.04 0.06 0.10 0.12 0.14 Height of ball (m) 0.321 0.570 0.637 0.682 0.684 0.644 0.601
a) Enter the data and draw the scatter plot of height versus time.
2. For each table of values in question 1, find the equation of the curve of best fit using quadratic regression. If necessary, round coefficients and constants to the nearest hundredth. Then, compare the equation with the equation you found in question 1.
Chapter 4
45
Name
4.8
Technology: Collecting Distance and Time Data Using CBRTM or CBLTM

Collecting Data From Tossing a Ball In this experiment, a ball is tossed vertically into the air, and the balls height at various times is recorded using a CBL and a motion detector or a CBR. The following data for tossing a softball were collected, and the heights were rounded to the nearest thousandth. Elapsed time (s) 0.00 0.02 0.04 0.06 0.08 0.10 0.12 0.14 0.16 0.18 0.20 Height of ball (m) 1.036 1.086 1.136 0.457 1.238 1.260 1.278 1.302 1.324 1.341 1.356 Elapsed time (s) 0.22 0.24 0.26 0.28 0.30 0.32 0.34 0.36 0.38 0.40 0.42 Height of ball (m) 1.365 1.371 1.373 1.372 1.365 1.358 1.343 1.323 1.308 1.281 1.249 Elapsed time (s) 0.44 0.46 0.48 0.50 0.52 0.54 0.56 0.58 0.60 Height of ball (m) 1.216 1.180 1.139 1.094 1.047 0.996 0.941 0.886 0.824
1. Communication Analyse the data in the table above. a) At what height was the ball before it was tossed into the air? b) What was the balls maximum height? c) How high was the ball tossed in the air? d) After how many seconds did the ball reach its maximum height? e) Does the height at 0.06 s seem reasonable? Explain. f) Why is it important to toss the ball straight up into the air, instead of at an angle? g) The motion detector unit must be placed beneath the vertical path of the ball. At what height could the motion detector unit have been placed? h) Do you think the ball was caught before it hit the ground? i) What is the independent variable in this experiment? the dependent variable?
46
Chapter 4
2. Collect your own data by doing the experiment with a softball or a basketball. Or, use the data above. Make a scatter plot of height versus time. Then, use the TRACE instruction to find the approximate coordinates of the vertex of the scatter plot. Round coordinates to the nearest hundredth, if necessary. Use the coordinates of the vertex as the values of h and k in an equation of the form y = a(x h)2 + k. By entering equations with these values of h and k in the Y= editor, use trial and error to find a value of a for an equation that fits your scatter plot. Then, use the quadratic regression instruction to find an equation of the curve of best fit. 3. Communication How does the equation you found by trial and error compare with the equation of the curve of best fit produced using quadratic regression? 4. a) Communication Use the equation to predict the height of the ball at 10 s. Do you have much confidence in your prediction? Explain. b) If the ball was allowed to hit the ground, at what time would that have occurred? (Hint: What is the height of the ball?)
Answers CHAPTER 4 Quadratic Functions

4.1 Functions
1. a) function 2. a) 3 3. a) 3 4. a) 19 5. a) 4 b) not a function b) 39 b) 45 b) 5.5 b) 128 c) function c) 1 c) 45 c) 7 c) 3.25
2 0 2 2 2
b)
y = x 2 + 2 (0, 2)
2
down; (0, 2); x = 0; domain: set of real numbers,

2
0 2
range: y 2; maximum: 2
c)
y
2
up; (0, 1); x = 0;

x
domain: set of real numbers, range: y 1; minimum: 1 down; (0, 12); x = 0; domain: set of real
6. a) function; domain: {2, 1, 0, 1, 2}, range: {9, 7, 5, 3, 1} b) function; domain: {0, 0.1, 0.25, 0.5, 1}, range: {0, 8, 20, 40, 80} c) time: independent, distance: dependent; The distance travelled at 80 km/h depends on the time. 7. a) domain: {1, 2, 3}, range: {2, 3, 4} b) domain: set of real numbers, range: set of real numbers c) domain: set of real numbers from 0 to 280, range: set of real numbers from 0 to 120 d) domain: set of real numbers, range: set of real numbers greater than or equal to 2 8. a) not a function b) , c) , d) functions
2 2 0
(0, 1)
1 y = x2 1 2
d)
y (0, 12)
y = 3(x 2 4)
numbers, range: y 12;

2 x
maximum: 12
2. a) The graphs have the same shape; the graph of y = 2x2 3 is the graph of y = 2x2 + 1 translated 4 units downward. b) The graphs have the same vertex; the graph of 1 y = x 2 is flatter and is the graph of y = x2 shrunk 2 vertically by a scale factor of 3. a) 4, 4
2
1 . 2
9. a) Yes, if every student has only 1 home phone number. No, if a students family has more than 1 phone number at home, or if a family is split and there are 2 homes where a student lives. b) Yes, if there is only 1 student at the school from every family. No, if there are several students at the school from even 1 family. 10. a) 4188.8 cm3 (to nearest tenth) b) 2 cm
b) none
c) 2.1, 2.1
2
d) 2.5, 2.5
4. a) y = x 3 5. k = 5 6. a = 1, k = 7
b) y = 3(x + 2)
4.3 Graphing y = a(x h)2 + k

1. a)
y
2
up; (3, 2); x = 3; domain: set of real

x
0 2
4.2 Graphing y = x2 + k, y = ax2, and y = ax2 + k

1. a)
y
numbers, range: y 2; minimum: 2
(3, 2)
y = (x + 3)2 2
up; (0, 4); x = 0;

y = x2 + 4
(0, 4)
domain: set of real numbers, range: y 4; minimum: 4
0 2
Chapter 4
47
b)
y
0 2 2
down; (4, 3); x = 4; domain: set of real numbers, range: y 3; maximum: 3
is at (4, 16). The function reaches a minimum value of 16 when n = 4. If n = 4, then n 8 = 4 8 or 4. The two numbers are 4 and 4. 5. 18 cm2
(4, 3)
y = (x 4) 3
6. a) 18 m up; (1, 1); x = 1;
b) 1.8 s
c) 3.7 s
c)
y = 2(x 1)2 + 1
2
domain: set of real numbers, range: y 1;
4.5 Investigation: Sketching Parabolas in the Form y = ax(x s) + t

1. a) y = x(x 6) + 8 c) y = x(x 9) + 0
1 b) y = 2 x x + 5 2
(1, 1)
0 2
minimum: 1 down; (2, 7); x = 2; domain: set of real numbers,
d) y = 3x(x 4) 0.9
d)
(2, 7)
2. a) Factor 2x from the first two terms to get y = 2x(x + 2) 6, or 2x(x (2)) 6. Substitute 0 for x to get y = 6. Substitute the value of s, 2, for x to get y = 6. The two points (x, y) are (0, 6) and (2, 6).
2 1 y = (x + 2)2 + 7 2 2 0 2 x
range: y 7; maximum: 7
The coordinates of the vertex are (1, 8). 2. a) (5, 6), maximum c) (2.5, 9), minimum b) (4, 2), minimum d) (9, 19), maximum b) Factor x from the first two terms to get y = x(x 2) + 1. Substitute 0 for x to get y = 1. Substitute the value of s, 2, for x to get y = 1. The two points (x, y) are (0, 1) and (2, 1). The coordinates of the vertex are (1, 2). 3. a) y = 3x(x + 2) 8
y
2 0 2 2
3. a) x-intercepts: 3, 1; y-intercept: 3 b) x-intercepts: 0, 4; y-intercept: 0 c) no x-intercepts; y-intercept: 12 d) x-intercepts: 6.8, 1.2; y-intercept: 4 1 4. a) y = 2(x 3)2 1 b) y = ( x 2)2 + 5 2 1 2 c) y = ( x + 4) 1 d) y = 3(x + 5)2 + 3 2 5. 6, 0
b) y = x(x 6) + 3
y (3, 12)
y = x 2 + 6x + 3
x
y = 3x 2 + 6x 8
4.4 Graphing y = ax2 + bx + c by Completing the Square

1. a) 121 d) 400
y
(2, 8)
(0, 8)
2
(0, 3)
(6, 3)
b) 64 e) 4
c) 9 f) 9 b) y = 2(x + 1)2 + 3
x = 1 y
(1, 3)
(1, 11)
2. a) y = (x 2)2 5
x=2
(0, 1)
2 0 2
4. In question 2a), a = 2, s = 2, and t = 6, so the 2( 2)2 2 coordinates of the vertex are , 6 or 2 4 (1, 8). In question 2b), a = 1, s = 2, and t = 1, so the
( 1)(2)2 2 coordinates of the vertex are , 1 or 2 4
x (4, 1)
2
(2, 1)
2 0
(0, 1)
2 x
y = x 4x 1
(2, 5)
y = 2x 2 4x + 1
b) max: 53 at x = 4 5 c) min: 271 at x = 6 d) min: 18 at x = 2 4. Let one number be n and the other be n 8. The product, p, is n (n 8), so p = n 8n and the
2
3. a) min: 26 at x = 3
(1, 2). In question 3a), a = 3, s = 2, and t = 8, so the 3( 2)2 2 coordinates of the vertex are , 8 or 2 4 (1, 11). In question 3b), a = 1, s = 6, and t = 3, so
( 1)(6)2 6 the coordinates of the vertex are , 3 2 4 or (3, 12).
function is a parabola. p = (n 4)2 16, so the vertex
48
Chapter 4
4.6 Investigation: Finite Differences

1. a) y: 10, 13, 16, 19, 22; 1st Difference: 3 b) y: 8, 3, 2, 7, 12; 1st Difference: 5 c) 1st Difference: 2 d) 1st Difference: 6
4.8 Technology: Collecting Distance and Time Data Using CBR or CBL
1. a) about 1 m b) 1.373 m c) 1.373 1.036 = 0.337; about 34 cm d) 0.26 s e) No, the value should be between
2. a) The first difference is equal to m, the slope. b) The y-value when x = 0 is equal to b. c) y = 2x + 3; y = 6x + 2 3. y = 0.5x + 5 4. a) y: 9, 16, 27, 42, 61; 1st Difference: 7, 11, 15, 19; 2nd Difference: 4 b) y: 11, 6, 1, 10, 21; 1st Difference: 5, 7, 9, 11; 2nd Difference: 2 5. a) The second difference is equal to 2a. b) The y-value when x = 0 is equal to c. c) In part a) the second difference is 4, so a = 2. The value of a + b is 7, so b = 5. In part b) the second difference is 2, so a = 1. The value of a + b is 5, so b = 4. d) c = 1, a = 2, b = 3; y = 2x2 + 3x + 1
1.136 m and 1.238 m. It was likely due to a glitch that caused a misreading by the motion detector unit. f) The motion detector unit takes readings while it is in one position. The range of the unit is limited when measuring, so vertical is best. g) The height could be anywhere from on the ground (0 cm) to a flat surface less than 80 cm high; for example, on a chair (about 45 cm) or a table (about 70 cm). h) probably, so it wouldnt land on the motion detector unit i) independent variable: Elapsed time; dependent variable: Height 2. The parabola opens down and the vertex is about
4.7 Technology: Equations of Parabolas of Best Fit

1. Answers may vary. b) y = (x 1)2 + 8 d) y = 4(x 1)2 + 1 f) y = 0.5 (x + 3)2 3 2. a) y = x2 3x + 2 c) y = 2x2 + x 6 b) y = x2 2x + 9 d) y = 4x2 + 6x a) y = (x 1.5)2 c) y = 2(x + 0.25)2 6 e) y = 0.25(x + 2)2 3
(0.3, 1.3), so y = a(x 0.3)2 + 1.3. By trial and error a = 4, so y = 4(x 0.3)2 + 1.3. The quadratic equation of best fit is y = 5.555x2 + 3.128x + 0.928. 3. The quadratic equations are closely related, and fit the sample data very well except for 1 stray point. 4. a) 523.292 m; This value is not possible, because the least possible height is 0 m. Since this value is less than 0 m, the ball has already hit the ground. b) When x = 0.8, y = 0.125 and when x = 0.7, y = 0.396; try x = 0.77, y = 0.043; try x = 0.777, y = 0.005. The ball would have hit the ground at 0.78 s.
e) y = 0.24x2 + 0.98x 2.01 f) y = 0.33x2 + 2x 0.33 3. b) 40(x 0.08)2 + 7; The vertex of the parabola appears to be at (0.08, 7), so the value of h is 0.08 and the value of k is 7. The value of a is negative because the curve opens down. Use trial and error to guess the value of a. c) 7 m
d) y = 49.25x2 + 8.39x + 0.37, rounded to the nearest hundredth e) 0.72 m, 0.52 m
Chapter 4
49
Name
5.1
Solving Quadratic Equations by Graphing

The solutions to the quadratic equation ax2 + bx + c = 0 are the x-intercepts of the quadratic function y = ax2 + bx + c. There are three possible results when solving a quadratic equation. a) two distinct real roots b) two equal real roots c) no real roots 1. Solve by graphing. Round to the nearest tenth, if necessary. a) x2 3x 10 = 0 b) x2 + 2x = 8 Problem Solving For each problem, write a quadratic equation to find the unknown(s). Solve the equation by graphing. 3. The length of a rectangle is 2 m more than the width. The area is 48 m2. Find the dimensions of the rectangle.
c) 0.5(x 1)2 = 2
d) x2 = 3x + 4
e) 4x2 4x + 1 = 0
f) 2x2 + 7x 4 = 0
4. The sum of the squares of three consecutive integers is 77. Find the integers.
g) 7x 3x2 = 0
h) 3(p 1)2 + 4 = 0
5. A room is in the form of a rectangular box, with length 6 m. The height is 1 m less than the width. If the volume is 72 m3, find the dimensions of the room.
i) x2 + 5x = 6
j) 4(x + 2)2 9 = 0
2. Application A toy rocket was launched from the top of a building, 50 m above ground level. The height of the rocket above ground level, h metres, after t seconds is given by the formula h = 50 + 45t 5t2. How many seconds after the launch will the rocket hit the ground?
6. The hypotenuse of a right triangle is 15 cm. The other two sides have a total length of 21 cm. Find the lengths of the two unknown sides.
Chapter 5
51
Name
5.2
Solving Quadratic Equations by Factoring

To solve a quadratic equation by factoring, a) write the equation in the form ax2 + bx + c = 0 b) factor ax2 + bx + c c) use the zero product property d) solve the two resulting equations to find the roots e) check your solutions 1. State the roots of each equation. a) (x 2)(x + 7) = 0 b) (3x + 1)(2x 3) = 0 Problem Solving 4. The hypotenuse of a right triangle is 1 m longer than twice one of the other two sides. The third side of the triangle is 15 m. Find the lengths of the unknown side and hypotenuse.
c) 7x(x 5) = 0
d) (2x + 5)(2x + 5) = 0
2. Write each equation in the form ax2 + bx + c = 0. a) 3x2 = 5(x 2) b) 2(x 1)2 = 3x + 7
5. The length of a flag is twice the width. Find the width of a flag with an area of 1250 cm2.
c)
4x 2 = 3x 2 5
d)
x2 x 1 = 4 3 3
3. Solve and check. a) x2 6x + 8 = 0
b) y2 + 10y + 24 = 0
6. Three consecutive even integers are such that the product of the first two is 6 less than 9 times the third. Find the integers.
c) q2 3q 28 = 0
d) m2 + 6m 27 = 0
e) 6t2 17t + 12 = 0
f) 9x2 + 30x + 25 = 0
g) 6t2 t 35 = 0
h) 6p2 16p = 0
7. A rectangle is 24 cm long and 16 cm wide. When each dimension is increased by the same amount, the area is doubled. What are the new dimensions?
i) (2x 1)2 = 7x + 4
j)
5a2 15 a 5= 4 4 1 2 x 1 = 3.5 2 8. Communication Write a quadratic equation 1 whose roots are 3 and . Explain your 2 thinking.
k) (3x 1)2 = 25
l)
52
Chapter 5
Name
5.3
Investigation: Graphing Quadratic Functions by Factoring

To sketch the graph of a quadratic function, a) find the x-intercepts by factoring the equation in the form ax2 + bx + c = 0 b) plot the points where the graph crosses the x-axis, (y = 0) c) use symmetry to find the x-coordinate of the vertex d) find the y-coordinate of the vertex by substituting the x-coordinate of the vertex into the equation in the form y = ax2 + bx + c e) draw a smooth curve through the three points 1. Sketch the graphs of the following quadratic functions by locating the x-intercepts, and then finding the coordinates of the vertex. a) y = (x 3)(x 5) b) y = x2 1
y y
e) y = x2 + 4x 21
y
5 0
f) y = x2 3x 18
y x
2 0 2 2
0 2
0 2
2. Use the x-intercepts to determine the coordinates of the points on the x-axis and the vertex for the graph of each quadratic function. a) y = (x + 5)(x 5) b) y = x2 49 g) y = x2 2x + 3
y
h) y = x2 + 5x + 6
y
3. Sketch the graphs of the following quadratic functions by factoring to find the x-intercepts, and then deducing the coordinates of the vertex. a) y = x2 + 2x b) y = x2 7x + 12
y y
0 2
0 2
2 2 2 0 2 2
x
2 0 2
4. Communication Explain how to sketch a graph of each function using the intercepts and axis of symmetry. a) y = (x 5)2
c) y = x2 + 4x 12
y
2 0 2 2
d) y = 6x 0.5x2
y
b) y = (x + 6)2
Chapter 5
53
Name
5.4
The Quadratic Formula

To solve a quadratic equation using the quadratic formula, write the equation in the form ax2 + bx + c = 0, a 0. b b 2 4 ac . The quadratic formula is x = 2a 1. Solve using the quadratic formula. a) x2 8x + 12 = 0 b) 2y2 3y 2 = 0 4. Application Use the Pythagorean Theorem to find the value of y, to the nearest hundredth.
y+2 y
17
c) 20x2 + 27x = 14
d) 48x2 58x + 15 = 0 Problem Solving
2. Solve using the quadratic formula. Express answers as exact roots. a) x2 6x + 3 = 0 b) 3x2 + 5x + 1 = 0
5. The sum of the squares of three consecutive odd integers is 875. Find the integers.
c) 3x2 6x 8 = 0
d) 4x(x + 8) = 3
6. A plain mat is placed around a picture measuring 28 cm by 36 cm so that the width of the mat is equal on all sides. The area of the mat 3 is of the area of the picture. Find the width of 4 the mat, to the nearest millimetre.
e) b2 + 3b = 1
f) 4x2 2x + 5 = 0
3. Solve using the quadratic formula. Round to the nearest hundredth, if necessary. a) x2 + 13x + 9 = 0 b) 4x2 11x 19 = 0
7. A window is in the shape of a rectangle surmounted by a semicircle. The height of the rectangle is 0.4 m more than the width. The total area of the window is 10.4 m2. Find the width and height of the window, to the nearest hundredth.
c) 1.6(y2 + 5) = 13.4y
d) 18x2 + 5x + 17 = 0
e) a 44 = 0
f) (x + 1) + (x + 3) = 25
8. Communication Is it possible to write two real numbers whose sum is 4 and whose product is 5? Use the quadratic formula to help you explain.
54
Chapter 5
Answers CHAPTER 5 Quadratic Equations

5.1 Solving Quadratic Equations by Graphing
1. a) 5, 2 b) 2, 4 e) 0.5 i) 2, 3 2. 10 s 3. 8 m by 6 m 4. 4, 5, 6 or 4, 5, 6 5. 6 m by 4 m by 3 m 6. 12 cm, 9 cm
y = 6x 0.5x 2
3. a)
b)
y = x 2 + 2x
y = x 2 7x + 12
c) 3, 1 g) 0, 2.3
d) 4, 1
(2, 0)
(0, 0)
0 2
(3, 0) x
0 2
(4, 0) x
f) 0.5, 4 j) 0.5, 3.5
h) no solution c)
(1, 1)
7 1 , 2 4
( 6, 0)
2
y
0 2
(2, 0) x
d)
(6, 18)
y = x 2 + 4x 12
5.2 Solving Quadratic Equations by Factoring

1. a) 2, 7
2
(2, 16)
0
(0, 0)
2
(12, 0) x
1 3 b) , 3 2
c) 0, 5
2
d)
5 2
e)
(7, 0)
2
y
0 2
(3, 0)
2
f)
(3, 0) x
2
y
0 2 2
(6, 0) x
2. a) 3x 5x + 10 = 0 c) 4x2 15x 10 = 0 3. a) 2, 4
3 4 , 2 3 1 i) , 3 4
b) 2x 7x 5 = 0 d) 3x2 4x 4 = 0 c) 4, 7 g)
5 7 , 2 3 4 k) 2, 3
y = x 2 + 4x 21
y = x 2 3x 18
b) 4, 6 f)
5 3
d) 9, 3 h) 0,
8 3
e)
j) 4, 1
l) 3, 3
4. 8 m, 17 m 5. 25 cm 6. 10, 12, 14 7. 32 cm by 24 cm
1 1 8. x = 3 and x = , so ( x + 3) x = 0. Expand the 2 2 1 3 equation to get x 2 x + 3x = 0. Then, multiply 2 2 every term by 2 to eliminate the denominators, to get
(3, 0)
2 0 2
3 , 20 1 2 4
(2, 25)
g)
(1, 4)
h)
y = x 2 + 5x + 6
(0, 1)
2
y = x 2 2x + 3
(3, 0) (2, 0) 5 1 , 2 2 4
2 x
2x2 x + 6x 3 = 0 or 2x2 + 5x 3 = 0. 4. a) The equation is in factored form, so there is
5.3 Investigation: Graphing Quadratic Functions by Factoring

1. a)
y
only one x-intercept, 5. Plot (5, 0). To find the y-intercept, let x = 0 and find y. Plot (0, 25). A third point is symmetrical to (0, 25) about the axis of
y = (x 3)(x 5)
b)
y = x2 1
2 2
symmetry x = 5. Plot (10, 25). Check by substituting (10, 25) into the equation.
(3, 0)
0 2
(5, 0) x (4, 1)
(1, 0)
2 0
(1, 0)
2
(0, 1)
2. a) (5, 0), (5, 0), (0, 25) b) (7, 0), (7, 0), (0, 49)
Copyright 2001 McGraw-Hill Ryerson Limited Chapter 5
55
b) There is one x-intercept, 6. Plot (6, 0). To find the y-intercept, let x = 0 and find y. Plot (0, 36). A third point is symmetrical to (0, 36) about the axis of symmetry x = 6. Plot (12, 36). Check by substituting (12, 36) into the equation.
5.4 The Quadratic Formula

1. a) 6, 2 2. a) 3 6 c) e)
3 33 3
b) 2,
1 2
7 2 c) , 4 5
d)
3 5 , 8 6
b) d)
5 13 6 8 67 2
3 13 2 3. a) 0.73, 12.27
f) no solution b) 3.95, 1.20 d) no solution f) 5.39, 1.39
c) 7.73, 0.65 e) 6.63 4. y = 10.98
5. 15, 17, 19, or 19, 17, 15 6. 5.1 cm or 51 mm 7. 2.59 m wide, 2.99 m high 8. If one number is x and the other number is 4 x, the product of the two numbers, x(4 x), should equal 5. Try to solve x2 4x + 5 = 0. There are no real solutions.
56
Chapter 5
Name
6.1
Technology: Investigating Similar Triangles Using The Geometers Sketchpad

X
Similar triangles have the same shape but not necessarily the same size. PQR and XYZ are similar. In PQR and XYZ, a) P = X, Q = Y, and R = Z. The corresponding pairs of angles are equal. b) PQ 1 QR 1 PR 1 = , = , and = . The ratios of the corresponding XY 2 YZ 2 XZ 2 sides are equal. c)
PQR 2 1 = = . The ratio of their areas is equal to the ratio of the squares of their XYZ 8 4 1 12 corresponding sides. = 2 4 2 3. Application Use The Geometers Sketchpad to construct an equilateral triangle: construct two points, A and B construct a circle with one point as the centre and the other point as a point on the circle construct a circle, switching which point is the centre and which point is on the circle construct the points C and D at the intersections of the circles join one of the intersection points and A and B to form an equilateral triangle, such as ABD hide the circles and the D other intersection point, C
A B
area area
1. Use The Geometers Sketchpad to construct an obtuse triangle, such as

A D E C
ABC
construct a point, D, on side AB create a line through D parallel to AC, and label the new intersection point E hide the line, and join points D, B, and E, to form DBE a) Measure the angles, side lengths, and areas of ABC and DBE. b) Communication Show that ABC ~ DBE.
2. Communication Explain why ABC is similar to EDC by a) comparing the measures of the corresponding angles, and the ratios of the lengths of the corresponding sides b) calculating the ratio of their areas
B D
a) Measure the angles, side lengths, and area of the triangle. b) Drag each vertex to enlarge the size of your equilateral triangle. Then, measure the angles, side lengths, and area of this triangle. c) Communication Show that ABD and the enlarged triangle are similar.
d) Communication Are all equilateral triangles similar? Explain and justify your reasoning.
C
Chapter 6
57
Name
6.2
Similar Triangles
D f E
x
If ABC and DEF are similar, a) the corresponding pairs of angles are equal A = D B = E C = F b) the ratios of the corresponding sides are equal
c B
x
A b C a
e d F
a b c = = d e f c) the ratio of their areas is equal to the ratio of the squares of their corresponding sides area area ABC a 2 b 2 c 2 = = = DEF d 2 e 2 f 2 3. Communication Explain why similar to AEF.
E B C
x
1. In each diagram, the triangles are similar. BC Write the ratio of the lengths of the sides . EF a)
F
x
ABC is
A E
b)
4. Find a.
F D
8 4
a 3
B A
E C
2. The triangles in each pair are similar. Find the unknown side lengths. a) S
P 20 cm
5. Problem Solving Nida is 1.8 m tall and casts a shadow 1.5 m long. At the same time, a microwave relay tower casts a shadow 32 m long. Draw and label 2 triangles depicting the information. Determine the height of the tower.
15 cm R
x
20 cm
x
T Q
25 cm
b)
20 m A b 3m B 4 m C
12 m
c)
X 10 m
y
x x
Z Y 15 m
16 m W
32 m
6. Application A Ranin marked out the following triangles to 13 m determine the length of a pond. Calculate the length of the E pond, AB, to the nearest tenth of a metre.
C 2.8 m D 3.8 m
58
Chapter 6
Name
6.3
The Tangent Ratio

B opposite A adjacent C
For any acute angle A in a right triangle, the tangent ratio is tangent A = or tan A = length of the side opposite A length of the side adjacent to A
opposite adjacent
1. Use a calculator to find the tangent of each angle, to the nearest thousandth. a) 37 b) 84 c) 15 e) 60 d) 45 f) 72
5. Calculate x, to the nearest tenth of a metre. a) b)

x x 28 43 3m 12 m
c) 2. Find K, to the nearest degree. a) tan K = 0.575 b) tan K = 0.243 c) tan K = 1.925 e) tan K = 3.198 d) tan K = 2.750 f) tan K = 50.375
x
50 6m
d)
x 17 m 60
6. a) Find the length of PQ, to the nearest tenth of a metre. b) Classify PQR.
45
R 3.7 m Q
3. Find Q, to the nearest degree. a) tan Q = c) tan Q = 1 3 5 4 b) tan Q = d) tan Q = 5 8 12 5

39 12 m
7. Application Find the length of x, then the length of y, to the nearest tenth of a metre.
x 28 y
49 e) tan Q = 9
89 f) tan Q = 2
4. Calculate tan D and D and tan E and E. Round each angle measure to the nearest degree. a) b) 4 cm A E E
2 cm D 8m D N
8. Problem Solving The backyard of a home is in the shape of a right triangle in which one side is twice as long as the other side. If one of the sides is the length of the house, and it is 15 m long, find the length of the other side. Draw a diagram to show the backyard.
9m
Chapter 6
59
Name
6.4
The Sine Ratio

B hypotenuse A opposite C
For any acute angle A in a right triangle, the sine ratio is sine A = length of the side opposite A length of the hypotenuse
opposite or sin A = hypotenuse 1. Use a calculator to find the sine of each angle, to the nearest thousandth. a) 62 b) 21 c) 85 e) 5 d) 45 f) 70 e)
y 45
c)
59 m
d)
96 m
72
60
f)
25 10 m
2. Find B, to the nearest degree. a) sin B = 0.990 b) sin B = 0.208 c) sin B = 0.500 e) sin B = 0.345 d) sin B = 1.000 f) sin B = 0.755
17 m
3. Find G, to the nearest degree. 1 2 a) sin G = b) sin G = 2 5 c) sin G = e) sin G = 4 5 1 11 d) sin G = f) sin G = 5 8 8 9
6. Application A kite, tied to a dock, is flying over the water. What is the height of the kite above the water, to the nearest tenth of a metre, if the length of the kite string is a) 60 m? b) 35 m?
25
4. Calculate sin Y. Then, find Y, to the nearest degree. a) b) Y Z

3 cm 15 cm X 6 cm Y Z 11 cm X
7. Problem Solving KLM is an equilateral triangle. The length of each side of the triangle is 15 cm. Find the height of the triangle, to the nearest tenth of a centimetre.
5. Calculate y, to the nearest hundredth of a metre. a) b) 30

54 28 m y 15 m
8. Communication Explain why the sine of any acute angle in a right triangle is always less than 1.
60
Chapter 6
Name
6.5
The Cosine Ratio

B hypotenuse A C
For any acute angle A in a right triangle, the cosine ratio is cosine A = or cos A = length of the side adjacent to A length of the hypotenuse adjacent hypotenuse c)
32 cm 70 w
adjacent
1. Use a calculator to find the cosine of each angle, to the nearest thousandth. a) 23 b) 79 c) 30 e) 43 d) 50 f) 7
d)
w
25 cm 60
6. Application Find the distance from Dani to the clubhouse.

clubhouse home d 1.8 km 54
2. Find E, to the nearest degree. a) cos E = 0.982 b) cos E = 0.174 c) cos E = 0.454 e) cos E = 0.999 d) cos E = 0.777 f) cos E = 0.009
Dani
3. Find V, to the nearest degree. 1 7 a) cos V = b) cos V = 4 8 c) cos V = e) cos V = 2 3 14 15 d) cos V = f) cos V = 1 11 6 13
7. Communication How can you tell whether the sine or the cosine of an acute angle in a right triangle will have the greater ratio?
4. Calculate cos H. Then, find H, to the nearest degree. a) b) 5m

5 cm H 13 m 4 cm H
8. Problem Solving A 4-m ladder leans against a wall. The foot of the ladder makes an angle of 63 with the ground. How far from the wall is the foot of the ladder, to the nearest tenth of a metre?
5. Calculate w, to the nearest tenth of a centimetre. a) b)

27 cm 17 cm w 30
48 w
Chapter 6
61
Name
6.6
Solving Right Triangles

To use trigonometry to solve a right triangle, given the measure of one acute angle and the length of one side, find a) the measure of the third angle using the angle sum in the triangle b) the measure of a second side using sine, cosine, or tangent ratios c) the measure of the third side using a sine, cosine, or tangent ratio, or the Pythagorean Theorem To use trigonometry to solve a right triangle, given the lengths of two sides, find a) the measure of one angle using its sine, cosine, or tangent ratio b) the measure of the third angle using the angle sum in the triangle c) the measure of the third side using a sine, cosine, or tangent ratio, or the Pythagorean Theorem 1. Find all the unknown angles, to the nearest degree, and all the unknown sides, to the nearest tenth of a unit. E A C a) b)
5 cm 3m 5m D 12 cm W U F 19 m 14 cm 24 cm
2. Solve each triangle. Round each side length to the nearest tenth of a unit, and each angle, to the nearest degree. V a) S b)
40
c)
d)
8 cm
5m
c)
7m
B 25 mm D 7 mm
d)
5m E
45
H 4 cm
e)
N
4m
f)
15 cm
3. Problem Solving A slide that is 4.2 m long makes an angle of 35 with the ground. How high is the top of the slide above the ground?
7m P 9 cm M R
4. Problem Solving A rope is anchored to the ground at its ends and is propped up in the middle by a 1-m vertical stick. At one end, the rope makes an angle of 55 with the ground. How long is the rope, to the nearest centimetre?
62
Chapter 6
Name
6.7
Problems Involving Two Right Triangles

To solve a problem involving two right triangles using trigonometry, a) draw and label a diagram showing the given information, and the length or angle measure to be found b) identify the two triangles that can be used to solve the problem, and plan how to use each triangle c) solve the problem and show each step in your solution d) write a concluding statement giving the answer 1. Find BC, to the nearest centimetre.
C B 43.4
34 100 cm
4. Problem Solving From a point on the ground, a student sights the top and bottom of a 15-m flagpole on the top of a building. The two angles of elevation are 64.6 and 57.3. a) Draw a diagram for the information given in the problem.
2. Find XY, to the nearest tenth of a centimetre.

V 54.5 W
65
b) How far is the student from the foot of the building? Round your answer to the nearest tenth of a metre.
38.7 cm
5. Application From two tracking stations 425 km apart, a satellite is sighted at C above AB, making CAB = 48.3 and CBA = 62.6. Find the height of the satellite, to the nearest tenth of a kilometre.
C
3. Find PQ, to the nearest tenth of a metre.

O P
48.3 425 km
62.6
39.7 50 m
50.3 S 40 m
6. Problem Solving Two buildings are 14.7 m apart. From the top of one building, the angles of depression of the top and bottom of the second building are 27.5 and 63.8. Find the heights of the buildings, to the nearest tenth of a metre.
Chapter 6
63
Name
6.8
Technology: Relationships Between Angles and Sides in Acute Triangles

A
In an acute triangle, such as ABC, 68.97 a) the longest side, BC, is opposite the largest angle, A 11.23 cm 14.09 cm b) the shortest side, AB, is opposite the smallest angle, C 64.84 46.19 c) the ratio of the side lengths is equal to the ratio of the B C 14.53 cm sines of their opposite angles; AC 14.09 sin B = = 1.25 and = 1.25, rounded to the nearest hundredth AB 11.23 sin C 1. Communication Examine of the page. AC a) Explain why tan B . BC ABC at the top 3. Application Use The Geometers Sketchpad and the instructions on Practice Master 6.1 question 3 to create an equilateral triangle. a) Can you determine the value of the ratio of any two side lengths and the ratio of the sines of their opposite angles without measuring? Explain.
b) Do you get the same results as the ratios of the side lengths if you use the cosine ratio instead of the sine ratio? the tangent ratio instead of the sine ratio?
b) Check by calculating the pair of ratios. 2. a) Calculate each pair of ratios, to the nearest tenth, for XYZ. XY sin Z and YZ sin X XY sin Z and XZ sin Y YZ sin X and XZ sin Y b) Communication Determine how many different pairs of ratios are possible. Does the relationship apply to all of these pairs?
Y X 68.7
9.6 cm
7.6 cm
45.7 9.9 cm
65.6
4. Application Use The Geometers Sketchpad to construct an isosceles triangle: construct two points construct a circle with one point as the centre and the other point on the circle construct another point on the circle join the three points to form the triangle hide the circle
C
c) Communication Explain why the pairs of ratios may not be equal if you round values to the nearest tenth.
a) Can you determine the value of the ratio of any two side lengths and the ratio of the sines of their opposite angles without measuring? Explain.
b) Check by calculating the pair of ratios.

64
Chapter 6 Copyright 2001 McGraw-Hill Ryerson Limited
Name
6.9
The Sine Law

A c b
There are two forms of the sine law. a b c sin A sin B sin C = = or = = sin A sin B sin C a b c B The sine law can be used to solve an acute triangle when given: a) the measures of two angles and any side b) the measures of two sides and an angle opposite one of these sides 1. Find the length of the indicated side, to the nearest metre. a) b) S J
p 61 15 m 27 m R 41 k 63 L
C a
5. Application Find the area of ABC, to the nearest square centimetre.
A 24 cm B 59 84
39
2. Find the measure of the indicated angle, to the nearest degree. a) b) M M

79 20 cm 10 m N 34 cm O K 47 12 m L
6. Application Observers at points A and B, who stand on level ground on opposite sides of a tower, measure the angle of elevation to the top of the tower at 33 and 49, respectively. A third point, C, is 120 m from B. ABC = 67 and BAC = 31. Find the height of the tower, h, to the nearest metre.
h A 33 31 49 B 67 120 m C
3. Find the indicated quantity, to the nearest tenth. a) In KLM, K = 74, L = 47.5, and m = 37.7 cm. Find k.
b) In ABC, A = 50, a = 9 m, and b = 8 m. Find B.
7. Problem Solving A rock and an oak tree are on the same side of a ravine and are 125 m apart. A birch tree is on the opposite side of the ravine. The angle formed between the line joining the rock and oak tree and the line joining the rock and the birch tree is 25. The angle formed by the line joining the rock and the oak tree and the line joining the oak tree and the birch tree is 72. a) Draw a diagram containing the information.
4. Solve the triangle. Round each answer to the nearest whole number.
H
G 79 38 m
43 cm
b) Calculate the width of the ravine. Round your answer to the nearest tenth of a metre.
Chapter 6
65
Name
6.10 The Cosine Law

There are two forms of the cosine law. b2 + c 2 a2 a2 = b2 + c2 2bc cos A or cos A = 2bc The cosine law can be used to solve an acute triangle when given: a) the measures of two sides and the contained angle b) the measures of three sides 1. Find the missing side length, to the nearest tenth of a unit. K a) b) P
8.6 m Q 57 11.2 m R 80 5.1 cm L 7.9 cm M X 120 m
C b A x h D a
cx c
4. Solve each triangle. Round each calculated value to the nearest whole number, if necessary. a) W
115 m 77 m Y
2. Find the measure of the indicated angle, to the nearest degree. a) E b) A

2.9 m 14.1 cm D 3.5 m 1.5 m F B 23.9 cm 19.7 cm C
b) In NPQ, n = 8.2 cm, q = 13.7 cm, and P = 67.
5. Application Find the area of nearest square metre.

X 17.5 m 67 29.1 m
XYZ, to the
3. Find the indicated quantity, to the nearest tenth. a) In CDE, E = 50, c = 11.9 cm, and d = 13.5 cm. Find e.
6. Communication Explain whether you can use the cosine law to find f in DEF when given d = 19.2 cm, e = 14.7 cm, and F = 39.
b) In KLM, k = 54.2 cm, l = 45.7 cm, and m = 36.9 cm. Find K.
7. Problem Solving Two boats left a dock at the same time. One travelled at 7 km/h on a bearing of 39. The other travelled at 5 km/h on a bearing of 82. How far apart were the two boats after 3 h? Round your answer to the nearest tenth of a kilometre.
66
Chapter 6
Name
Answers CHAPTER 6 Trigonometry

6.1 Technology: Investigating Similar Triangles Using The Geometers Sketchpad
1. a) Answers will vary. b) B is common, A = D, and E = C,
AB AC CB area of = = , DB DE EB area of AC 2 CB 2 or 2 DE EB 2 ABC AB 2 or = DBE DB 2
6.3 The Tangent Ratio

1. a) 0.754 d) 1.000 2. a) 30 d) 70 3. a) 18 d) 67 b) 9.514 e) 1.732 b) 14 e) 73 b) 32 e) 80 c) 0.268 f) 3.078 c) 63 f) 89 c) 51 f) 89
4. a) tan D = 2.000; D = 63; tan E = 0.500; E = 27 b) tan D = 0.889; D = 42; tan E = 1.125; E = 48 5. a) 2.8 m 6. a) 3.7 m 7. x = 9.7 m and y = 18.3 m 8. 2 possible answers:
30 m 7.5 m HOUSE 15 m
2. a) B = D = 60 (equilateral triangle), A = E = 30 (half of an equilateral triangle), C = 90 and is common;

AB 6 3 = = ED 4 2 area of b) area of ABC 3 9 18 triangular units = = EDC 2 2 4 or 8 triangular units
2
b) 6.4 m
c) 7.2 m
d) 9.8 m
BC 3 AC 3 = , = , DC 2 EC 2
b) isosceles right triangle
HOUSE 15 m
3. a) and b) Answers will vary. c) The ratio of the two triangles areas is equal to the ratio of the squares of their side lengths. d) Yes, corresponding angles are always equal, since they are always 60; and the ratios of the three corresponding side lengths are always equal, since the side lengths in each triangle are always equal.
6.4 The Sine Ratio

1. a) 0.883 d) 0.707 2. a) 82 d) 90 3. a) 30 d) 39 b) 0.358 e) 0.087 b) 12 e) 20 b) 24 e) 5 c) 0.996 f) 0.940 c) 30 f) 49 c) 53 f) 63
6.2 Similar Triangles

1. a) 2:1 b) 1:2 2. a) s = 33.3 cm, t = 26.7 cm b) b = 5 m, d = 16 m c) y = 20 m, w = 24 m
4. a) sin Y = 0.500; Y = 30 b) sin Y = 0.733; Y = 47 5. a) 22.65 m d) 29.66 m 6. a) 25.4 m 7. 13.0 cm 8. Since the sine has the hypotenuse as the second b) 7.50 m e) 12.02 m b) 14.8 m c) 51.09 m f) 9.06 m
3. A is common, ACB = AFE (parallel lines), ABC = AEF (parallel lines) 4. a = 3 5.

x x
term and the hypotenuse is always the longest side,

x
1.5 m
1.8 m
it is the ratio of a lesser number to a greater number.
32 m
6.5 The Cosine Ratio

The height is 38.4 m. 6. 17.6 m
1. a) 0.921 d) 0.643
b) 0.191 e) 0.731
c) 0.866 f) 0.993
Chapter 6
67
2. a) 11 d) 39 3. a) 76 d) 85
b) 80 e) 3 b) 29 e) 21
c) 63 f) 89 c) 48 f) 62
5. 301.6 km 6. 29.9 m, 22.2 m
4. a) cos H = 0.800; H = 37 b) cos H = 0.385; H = 67 5. a) 11.4 cm c) 10.9 cm 6. 1.1 km 7. Since both sine and cosine have the hypotenuse as the second term, the ratio with the greatest first term will be greater. That is, if the opposite side is longer than the adjacent side, the sine will be greater; if the adjacent side is longer than the opposite side, the cosine will be greater. 8. 1.8 m b) 23.4 cm d) 21.7 cm
6.8 Technology: Relationships Between Angles and Sides in Acute Triangles

1. a) tan 64.84 = 2.13 but does not equal the ratio of opposite AC AC (the adjacent side could be , or adjacent BC AB
either AB or BC). This is because triangle.
ABC is not a right
b) No; the ratio of the side lengths is not equal to the ratio of the cosines or the tangents of their opposite angles. 2. a) 1.0; 1.3; 1.3 b) There are six possible ratios:
side 1 side 1 , , side 2 side 3
side 2 , and the inverse of these ratios. The side 3
relationship applies to all six ratios.
6.6 Solving Right Triangles

1. a) AC = 4 m, B = 53, C = 37 b) DE = 13 cm, D = 23, E = 67 c) GH = 6.9 cm, G = 30, I = 60 d) LK = 4.9 m, J = 44, K = 46 e) MO = 8.1 m, M = 30, O = 60 f) QR = 12 cm, Q = 37, P = 53 2. a) S = 50, ST = 12.2 m, TU = 14.6 m b) VX = 19.5 cm, W = 54, X = 36 c) BC = 24 mm, B = 16, D = 74 d) EF = 7.1 m, GF = 5 m, E = 45 3. 2.4 m 4. 244 cm
c) Rounding error can affect the calculated ratios, so they may not be equal but are accurate to one tenth. 3. a) In an equilateral triangle, the ratio of any 2 side lengths is 1, so the ratio of the sines of their opposite angles should also equal 1. sin 60 b) =1 sin 60 4. a) In ABC where AB = AC and A is less than AC sin B =1= . You cant calculate 90, AB sin C AC sin B or without measuring. CB sin A b) If C = B = 68, A = 21 and
sin 68 = 2.6 sin 21
6.9 The Sine Law

1. a) 10 m 2. a) 35 3. a) 42.5 cm b) 20 m b) 61 b) 42.9
6.7 Problems Involving Two Right Triangles

1. 165 cm 4. a)
15 m
2. 20.5 cm b) 27.4 m
3. 57.5 m
4. H = 60, J = 41, GH = 29 cm 5. 409 cm2 6. 95.8 m
64.6 57.3
68
Chapter 6
7. a)
birch
25 rock 125 m
72 oak
b) 50.6 m
6.10 The Cosine Law

1. a) 9.7 m 2. a) 55 3. a) 10.8 cm b) 8.6 cm b) 55 b) 81.3
4. a) W = 74, X = 38, Y = 68 b) p = 13 cm, Q = 77, N = 36 5. 235 m2 6. Yes, F is contained between d and e. f = 12.1 cm 7. 14.3 km
Chapter 6
69
Name
Adding Polynomials
To add polynomials, collect like terms and add. Find the sum of the expressions, A and B, represented by the algebra tiles. 1.
A B
Simplify. 9. (3y + 4z + 6) + (2y z 4)
10. 2ab + 3bc + d + 2bc + 3ab d
11. k2 2kj j2 + j2 2kj + k2 2.

A B
12. s2 + 4 + t + 3 + 2t3 + 3s
3.
A B
Add. 13. 4a + b + 2a + 2b 3 3r2 8r + 4 + r2 2r + 5 14. 4m2 + 8mn + 2n2 + m2 2mn + n2 c2 + 2ac + 4 + 3c2 + 6 + a2
15. Model the expressions using algebra tiles or drawings on grid paper. Then, add. 4. (x2 + 2x + 2) + (2x2 + x + 1)
16.
Simplify. 17. (4k2 + 2k 5) + (3 k 2k2)
5. (2x2 + 2x) + (x2 + x 2)
18. (x3 + 2y 5) + (3x3 4y + 7)
19. (z3x + 3z 2) + (3z3x 4z + 6)
6. (x2 2x 2) + (2x2 x 1)
20. a) Write an expression in simplest form for the perimeter of the figure.
2x + 3
7.
2x2 x 3 + x2 x + 1
8.
x2 3x + 2 + (2x2) x 1
x2
b) If x = 8 cm, what is the perimeter?
Appendix A: Review of Prerequisite Skills
71
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Angle Properties I (Interior and Exterior Angles of Triangles and Quadrilaterals)

In a triangle, the sum of the interior angles is 180. the exterior angle is equal to the sum of the two interior and opposite angles. In a quadrilateral, which can be subdivided into two triangles, the sum of the interior angles is 2 180, or 360. the sum of the exterior angles is 360. Classify each triangle and find the missing angle measures. 1.
A 57
Find the missing angle measures. 9.

M j 69 K L 85
2.
x
65
N 78 C E y y F
3.
G 25 z H 25 I
4.
J a K 50
L 10
10.
E v u
H t 59
r F
s G 108
11. Find the measures of the indicated angles. 5.

M z X 140 w y N c
W 65 e
72 P x
6.
35 e R
S f
12. If you know the measure of DBC, how can you find the measure of DCA?
A B D
7.
V 100 q n p
m U k
j W h 40 T
13. If you know the measure of you find the measure of QRS?
Q
S, how can
8.
72 Z m 44 X p n Y
72
Name
Angle Properties II (Angles and Parallel Lines)

Parallel lines are lines in the same plane that do not intersect. A transversal is a line that crosses two or more lines, each at a different point. Alternate Angles
1 2 4 3 5 6 8 7
Corresponding Angles
1 2 4 3 5 6 8 7
Co-interior Angles
1 2 4 3 5 6 8 7
Alternate angles are equal, e.g., 4 = 6 In the diagram, list the following.
C A D G F B
Corresponding angles are equal, e.g., 3 = 7
Co-interior angles are supplementary, e.g., 4 +
5 = 180
Find the measures of the indicated angles. 7.

W 80 50 X
Y D
1. two pairs of alternate angles 2. two pairs of corresponding angles
8.
40 y
30
3. two pairs of co-interior angles
x A 65 d
z E 50 E
9.
Find the missing angle measures. 4.

L s 126 b a X M P T w 60 S a b x r N X Y e B L G 58 a cJ b H f C Y
10.
K d
5.
Q P
11.
R M D
A v
B w 110 y
x C 120 z E
6. Write two different methods you could use to find the missing angle measures. What are the measures?
C E 105 G r D q F p K
12. List all the angles in the diagram. Then, calculate the measure of each angle.
R V S
60 T
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Common Factoring
To factor a polynomial, determine the GCF of all the terms. Then, divide all the terms by the GCF. Determine the GCF of both terms. 1. 6x 9 2. 9bc + 12bd 3. 2a 4a
3 2
21. a) Find expressions for the length and the width of the rectangle if A = 3x + 5xy is the expression for the area.
A = 3x + 5xy ? ?
Complete the table. Polynomial x2 + 2x 8xy 3x y 2m2n 4mn2 6a3 + 9a2 12a
2 2
b) Write 3x + 5xy in factored form. GCF of Both Terms x 3y Other Factor 2y 3 8 3xy
4. 5. 6. 7. 8.
22. A rectangle has an area of lw, where l is the length and w is the width. a) Write an expression for the perimeter as a sum of 4 terms.
Factor each binomial. 9. 4y + 10
b) Simplify the sum.
c) Factor the simplified expression. 10. 6m2 + 9m 11. 4t3 6t2 12. 3p3q2r2 4p2q2r
x
23. a) Write an expression in simplified form for the perimeter of the hexagon.
y y x
y y
Explain the error in each case and correct it. 13. 8n2 12n = 4(n2 3n) 14. 16y z + 24y z = 4y z(4z + 6) 15. 25x 5x = 5x (5x 1)
6 2 2 3 2 2 2 2
b) Factor the expression.

r
24. The surface area of a cylinder is given by the expression 2r2 + 2rh. a) Factor the binomial.
Factor each trinomial. 16. 5a2 + 10ab 15b2 17. 9x3y + 3xy2 + 15xy 18. 2s3t2 8s2t3 + 4st 19. 6y2 9xy + 12x2y2 20. 12c d + 8c 16c d
4 3 3
b) Evaluate for r = 5 cm and h = 10 cm. Round to the nearest whole number.
25. Write a factored expression for the surface area of a cylinder that is open at the top.
74
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Congruent Triangles
Two triangles are congruent if it is possible to match up their vertices so that all pairs of corresponding angles and corresponding sides are equal. The chart gives 3 ways to state that 2 triangles are congruent. SSS (side, side, side)
A D
SAS (side, angle, side)

A o D
ASA (angle, side, angle)

A x x o C E o F D
For each pair of congruent triangles, state which sides and which angles are equal. 1.
A C D F
Find the missing measures in each pair of congruent triangles. 8.

A 3m 4m C 5m ? E ? D ? F
2.
Z B T
BC = ___________ EF = ____________ FD = ___________ KLM =_________ JGH = _________ MKL =_________ TVS = _________ XYZ = _________ ZXY = _________
ABC
DEF
XYZ
STR
9.
J 7 cm 95 G ? 53 H
K ?
32 M 7 cm
10.
11.4 cm
S 8.6 cm
X ? ?
Y 41 11.4 cm
For each congruence relation, name the sides and angles that correspond. 3. LMN PQR 4. STV XYZ
65 ? T V
For each pair of triangles, identify the case that proves that the triangles are congruent and list all the corresponding equal parts. 11. What is the fewest number of other parts that must be equal, so that each pair of triangles is congruent? 5. All the angles of 1 triangle are equal to the corresponding angles of another triangle.
X x A Z C x D B F
12.
6. Two sides of 1 triangle are equal to 2 sides of another triangle.
13.
H x o J K L o x M
14.
P x x S
7. Two angles of 1 triangle are equal to 2 corresponding angles of another triangle.
75
Name
Evaluating Expressions I
(Variables in Expressions)
Algebraic expressions are made up of numbers and letters called variables. To evaluate expressions, substitute numbers for the variables and then calculate. Write an expression for each of the following. 1. the sum of 12 and 7 2. the sum of x and 10 3. the product of 9 and 12 4. the product of 5 and y 5. the product of a and b 6. the quotient m divided by v 7. 8 greater than q 8. 9 fewer than t 9. 2 times the radius, r 1 10. of the distance, d 2 Find the values for each of the following. 11. s 6 2 1 4 9 0 10 30 t 3 2 5 2.3 4.1 7.8 8.3 3s 12. x 0 1 3 10 1.5 6.2 8.3 4x + 5 15. Evaluate for a = 5 and b = 2. a) a b c) 2a b e) 3ab + 2 b) 3a + 3b d) a + 3b + 4 f) 22 2ab
16. Evaluate each expression for the given value of the variable. a) 5t + 3, t = 2.3 b) 3m 2, m = 1.6
17. Evaluate for x = 1.4, y = 3.2, and z = 5.3. a) x + y + z b) yz + xz + xy
18. The cost of a Sunday newspaper is $1.50. a) Write an expression for the cost of n papers. b) Calculate the cost of purchasing 8 papers. 19. The height of a jump on the moon is 6 times higher than a jump on Earth. a) Write an expression for the height of a jump on the moon. b) Calculate the height of a jump on the moon for a jump of 2.8 m on Earth. 20. The cost to rent a video game station for a weekend is $18 plus $4 for each game rented. a) Write an expression for the rental cost for a weekend. b) Calculate the cost to rent the game station and 3 games for the weekend. 21. The width of a soccer field is 20 m greater than half the length of the field. a) Write an expression for the width of the field. b) Calculate the width and the perimeter if the length of the field is 110 m.
13.
3t 4
14.
r 3 0 2 1.1 0.8
y 2r+y 4 1 5 3.2 0.9
76
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Evaluating Expressions II (Expressions With Integers)

In many formulas and expressions, variables are replaced by integers and then evaluated. 1. Evaluate for y = 3. a) 3y b) 2y + 4 c) y 5 9. During a recent math contest, the following answers were submitted as the solution to the question (4 2x)2 + 5x when x = 3. Corries answer was 11. Jillians answer was 35. Sharas answer was 85. a) Identify the correct answer. c) 2a + 5 b) Show the calculations that support your answer in part a).
d) 4y
e) 4 2y
f) 6 3y
2. Evaluate for a = 2. a) 3a b) 4a
d) 3a 2
e) 5 + 6a
f) 0.5a 9
3. Evaluate for c = 1 and d = 3. a) cd d) d c b) d c c) 2c + 2d
10. The CN Tower is about 547 m tall. If an object is dropped from this height, its height above the ground is given by the formula h = 547 5t2 where h is the height, in metres, and t is the time, in seconds, since the object was dropped. Find the height of the object at these times after it is dropped. a) 5 s
e) (c 2d)
f) 2cd
4. Evaluate for r = 2. a) r2 b) 3r2 c) 2r2 + 2
d) 2r3
e) (r + 3)2
f) 2r2 + 3r 8
b) 9 s c) 10 s
Complete each table. 5. x 2 1 0 1 2 s 2 1 0 1 2 2x 2 6. m 2 1 0 1 2 a 2 1 0 1 2 3 + 2m 11. The formula for the height of a model rocket is h = t2 + 20t where h is the height, in metres, and t is the time, in seconds, after liftoff. a2 2a 1 a) What is the height of the rocket after 9 s? 15 s? b) Find the rockets height after 20 s. Explain your answer.
7.
s2 + 2s
8.
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Evaluating Expressions III

(Applying Formulas)
A formula uses variables to express a relationship. A formula can be used to determine the outcome of an experiment without actually carrying out the experiment and measuring the results. 1. The following formula can be used to find the approximate mass of young adults. 6( h 90) M= 7 M is the mass, in kilograms, and h is the height, in centimetres. Find the mass, to the nearest tenth of a kilogram, for each height. a) 180 cm b) 210 cm 4. Write an equation that relates equal values of quarters and nickels, where q is the number of quarters and n is the number of nickels.
c) your height
5. An amount of money is invested in an account for a number of years. Compound interest is paid on the amount in the account. The value of the investment at any given time can be calculated using the following formula. V = P(1 + i)n
2. To calculate the approximate number of mini-lights needed to decorate a Christmas tree to produce a full effect, the following formula is recommended. hw8 L= 929 L is the number of lights, h is the height of the tree, in centimetres, and w is the width of the tree, in centimetres. a) How many lights are needed for a tree that measures 183 cm high and 122 cm wide?
V is the value of the investment, P is the amount of money invested, i is the rate of interest, and n is the number of years the money has been invested. Find the value of each investment. a) Amount: $200, Interest: 0.03, Years: 2
b) Amount: $650, Interest: 0.02, Years: 3
c) Amount: $1000, Interest: 0.05, Years: 5
b) How many strings of 25 mini-lights would be needed for this tree?
6. Complete the columns for s and A, using the information below the table in parts a) and b). a 5 cm 11 cm 8.4 m 1.5 m b 7 cm 19 cm 3.6 m 1.5 m c 8 cm 20 cm 6m 2.1 m s A
3. If there is a discharge hole in a container, the velocity, v, in metres per second, at which the liquid leaves the container can be calculated using the formula v = 19.6 h , where h is the height, in metres, of the liquid above the hole. Find the velocity of discharge, to the nearest tenth of a unit. a) height of 4 m
a) Given the side lengths a, b, and c of a triangle, calculate half the perimeter, s, using the a+b+c following formula. s = 2 b) Find the area, A, of the triangle, using the following formula. A = s( s a)( s b)( s c)
b) height of 0.1 m
78
Name
Evaluating Expressions IV
(Non-Linear Relations)
A non-linear relation has a graph that is not a straight line. When the equation includes a power of x, such as y = x2 3, the points can be joined to form a smooth curve. a) Complete the table of values for each equation. b) Use the grids to draw the graphs of the relations. The domain is R. 1. y = x2 2 2. y = x2 + 0.5 x 0 1 1 2 2 3 3
y
6
4. The cost of removing pollutants from waste water depends on the percent of pollutants removed. The table shows the cost, in thousands of dollars, for the percent of pollutants removed. Percent of 10 Pollutants Removed Cost 1.7 (thousands of dollars) 20 3.8 30 40 50
x 0 1 1 2 2 3 3
y
8
6.4 10.0 15.0
a) Plot cost versus percent of pollutants removed.

18 16 14 12 10 8 6 4 2 0 10 20 30 40 50 60 70 80
0 2
b) How much would it cost to remove 45% of the pollutants from the waste water?
2
3. The table shows the relation between the area of a circle and its diameter. a) Plot area versus diameter, and draw a smooth curve through the points. b) Use the graph to find the area of a circle with a diameter of 3.5 cm. c) Use the graph to find the diameter of a circle with an area of 10 cm2.
Diameter (cm) 1 2 3 4 5
20
Area (cm2) 0.8 3.1 7.1 12.6 19.6
c) It cost $14 000 to remove pollutants from the waste water. What percent of pollutants was removed? 5. The equation s = 15.9 l can be used to approximate the speed of a vehicle that has skidded, where s is the speed, in kilometres per hour, and l is the length of the skid mark, in metres. a) Complete the table of values, to the nearest tenth. l s 0 1 4 9 16 25 36
10
b) Plot speed versus skid length, and draw a smooth curve through the points. c) Use the graph to find the speed of a vehicle for a skid length of 20 m.
100 90 80 70 60 50 40 30 20 10 0 10 20 30 40 50
79
Name
Evaluating Radicals
(The Pythagorean Theorem)
Since 5 5 = 25 and (5) (5) = 25, both 5 and 5 are square roots of 25. The radical sign, , is used only for the positive square root. 25 = 5 Find the square roots of each number. 1. 64 3. 121 5. 2.25 Evaluate. 7. 9. 16 0.49 8. 100 10. 0.09 2. 25 4. 0.81 6. 0.04 33. Given the area, A, of a circle and the formula A , find the radius, r, to the nearest r= 3.14 tenth of a unit. a) 1256 cm2 b) 153.86 cm2
c) 4.5216 m2
d) 7.065 m2
34.
1 m2 = 10 000 cm2
Estimate. Then, calculate, to the nearest hundredth. 11. 13. 15. 62 110 2828 12. 38 14. 16. 964 42 000
a) For a square metre, what is the length of a side, in centimetres?
17. 5 66 19. 21. 0.5 0.0039
18. 7 88 20. 22. 0.68 0.002
b) For a square, the length of a diagonal can be determined using the formula d = 2 a 2 , where d is the length of the diagonal and a is the side length. For a square metre, find the length of a diagonal, to the nearest tenth of a centimetre.
Decide whether each equation is true or false. 23. 24. 25. 4 + 16 = 20 4 6 = 24 18 5 = 6.5
35. The Pythagorean relationships for right triangles are c= a2 + b2 a= c2 b2 b= c 2 a2
where c is the length of the hypotenuse, and a and b are the lengths of the other two sides. Find the length of each unknown side. a)
c 4 cm 7m 3 cm b
26. 3 10 + 4 = 13.5 27. 28. 20 5 = 4 50 2 25 = 0
b)
10 m
Evaluate for x = 3 and y = 2. 29. 36 x 2y xy 30. 3x + 2 y c)

8m
d)
11 cm b
31.
32.
12 x + y 2
10 m a
17 cm
80
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Expanding and Simplifying Expressions I

(The Distributive Property)
To use the distributive property, expand the expression by removing the brackets and simplifying. 1. What is the length, width, and area of the rectangle, represented by the algebra tiles?
x x +1 +1 +1 +1 +1 +1
Expand and simplify. 19. 3x + 2(5x 3) 1 20. 14 3(4n ) 3
Model the expressions using algebra tiles or drawings on grid paper. Then, expand. 2. 2(x + 2) 3. 3(x + 3)
21. 3(2h 3) + 2(h + 3)
22. 2(3y 3) + 3(2y + 2)
23. 6 + 5(2 k) 4k 4. 2(2x + 1) 5. 3(2x + 2) Expand. 6. 4(x + 2) 7. 5(x 3) 8. 0.3(x + 5) 9. 4(2x + 1) 1 10. (3x 2) 2 Expand. Circle the letter corresponding to the correct answer. Rearrange the letters to find a message. 11. 12. 13. 14. 15. 16. 17. 18. 3(x + 2) (b 4) 2(7 5f) 4(6n + 2) 3(4 2y) 5(2t 2) 4(3c + 3) 3(2 + 3k) L N L P T H S I 3x 6 b 4 14 10f 24n + 8 6y 12 10 10t c 1 6 + 9k M A M G R E R A 3x + 6 b + 4 9 7f 24n 8 12 6y 10t 10 12c 12 9k 6 1 26. 5(y 2) 4(2y ) 2 27. 3(t2 2t + 1) 4(t + 2) Expand and simplify. 25. 2(x2 + 2x + 1) + 3(x2 + 3) 24. 4(3u 1) + 2(3 2u)
28. 2(e 4) + 4(3e + 2) 5(2e 4)
29. x(2x 3) x(4 + x)
30. a) Write the area of the large rectangle.
b) Write the area of the shaded rectangle in expanded form.

x x 5 x
____ ____ ____
____ ____ ____ ____ ____

81
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Expanding and Simplifying Expressions II

(Multiplying a Polynomial by a Monomial)
To multiply a polynomial by a monomial, use the distributive property. When more than one expansion takes place, collect like terms and simplify. Expand. 1. a(a + 3) 3. y(y + 2) 5. x(6 x) 2. s(s 5) 4. b(4 b) 6. k(k 3) 22. k(4k 2) k(k + 3) Expand. 7. 4r(r + 3) 9. 2x(3 x) 8. 6m(m 2) 10. 3y(5 + y) 23. d(3 d) + 2d(d + 5) Expand and simplify. 20. 2a(a + 2) + 4a(a + 1)
21. 3r(r 3) 2r(r + 2)
24. 4x(x 1) x(2 x)
11. The sum of two consecutive integers can be found using the expression n + (n + 1). a) Write an expression for the product of two consecutive integers. Expand and simplify. 25. 2(a2 + 3a 10) a(a + 2)
b) Write and simplify an expression for the difference between their product and their sum.
26. 3x(x2 + 2x 8) 2(x 1)
27. 2(y 1) + y(y2 y 2) For each question, expand and simplify. Then, locate the answer in the column to the right. Write the letter that follows the answer in the box below that corresponds to the question number. Finally, answer the question What shape is a square when it starts to wilt? 12. 13. 14. 15. 16. 17. 18. 19. n(n + 4) n(n 2) n(4 n) + n(n 3) n(n + 3) (6n 4) n(3n 2) + n(2n + 3) n(4 n) + n(n 6) n(2n + 3) n(3 2n) n(n + 7) + n(n + 1) n(n + 1) + n(2 n) 4n2 2n2 + 8n n n2 3n + 4 5n2 + n 6n n 2n B R S H M O U A
28. 2r(r + 5) + 3r(r 3)
29. Write, expand, and simplify an expression for the area of each face of the prism and then, for the total area of all the faces. a)
3n n 2n 3
b)
4.2x
2x + 3
16.
18.
14.
12.
15.
17.
13.
19.
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Exponent Rules I
(Powers With Whole Number Bases)
To multiply powers with the same base, add the exponents. To divide powers with the same base, subtract the exponents. To raise a power, multiply the exponents. Simplify. 1. 22 23 4. 103 10 7. x2 x5 2. 35 33 5. 94 93 8. y3 y3 3. 44 42 6. 8 84 9. z3 z2 41. (x3)3 Find the missing exponent. 10. 32 3 = 34 12. 8 8 = 8
3 5
Simplify. 35. (32)3 36. (24)2 37. (73)4
38. (62)4
39. (53)2
40. (45)3
42. (s2)2
43. (r5)2
11. 5 54 = 57 Find the missing exponent. 13. 7 7 = 7

3 4
44. (33) = 39
45. (25) = 210
14. j5 j = j8 16. k k9 = k
15. b b5 = b9 46. (5 )2 = 58 17. s6 s = s7 48. (g2) = g6 49. (m3) = m9 47. (4 )3 = 412
Simplify. 18. 54 52 21. 95 92 24. m7 m5 19. 46 43 22. 74 73 25. p8 p6 20. 33 32 23. 26 24 26. a5 a4 Find the value of each expression. Replace the blanks with the corresponding letter or symbol to decode the message. 52. 23 22 28. 3 3
4 3
50. (s )5 = s20
51. (t )2 = t6
Find the missing exponent. 27. 2 2 = 2

5 3
E P O E F W
53. 29 22 55. (2 ) 59. (2 )

12 3 2
T C K * R R
=3
54. 2 2
4
29. 4 4 = 4
2
30. 5 5 = 5 32. c c4 = c3 34. z9 z = z
56. 213 23 58. 2 2 60. 22 22 62. (2 )

3 3
57. (26)2
4 2
31. n4 n = n2 33. y y2 = y2
61. 22 2 63. 2 2
21
22
23
24
25
26
27
28
29
210
211
212
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Exponent Rules II
(Powers With Integral Bases)
You can use the exponent rules when the base of a power is an integer. In general, ym yn = ym + n ym yn = ym n (ym)n = ym + n Complete the table. Exponential Form 1. (2)3 2. 3. 5 4. 5. 6. Complete the table. Exponential Form 7. 8. 9. 10. 11. 12. 13. 14. Write in standard form. 15. 32 33 17. (5) (5) 19. ((y)2)3 21. ((2)2)5 23. 35 33
4 3
Is each statement true or false? Base 3 3 2 7 Exponent 1 3 5 2 Standard Form 27. 33 = 81 29. y2 y4 = y6 31. (a)4 (a)2 = a2 28. 6(2)3 = 48 30. ((2)3)3 = 512 32. (5)3 (5)2 = 5
Evaluate for s = 3 and t = 2. 33. t3 35. s3 + t2 37. 3st 34. 6s2 36. 2s3 3t 38. 2s2 4t
Repeated Multiplication
Standard Form
(3)2 (3)2 (4) (4) (4) (5) (5) (5) ( 4) ( 4) ( 4) ( 4) (+5)4 (+5)2 ( +5) ( +5) ( +5) ( +5) ( +5) (3)5 (3)2 ( 2) ( 2) ( 2) 16. (2)3 (2)2 18. (3.2) (3.2) 20. (3)4 (3)2 22. (4.5)3 (4.5)
3 24. ( 7 ) 2 ( 7 )
39. The formula for the area, A, of a circle is A = r2, where r is the radius. Complete the table, rounding to the nearest tenth of a unit. Radius (cm) 10 5 2.5 1.3 6.2 Area (cm2)
40. If the base of a power is negative and the exponent is five, the standard form of the number is negative. Explain. 41. The standard forms of the following pairs of terms are not the same. Explain. a) (2)4 and 24 b) ((3)2)3 and 36 42. A manufacturing company determines its profit using the formula P = 120n n2 220. P is the profit, in dollars, and n is the number of items manufactured. How many items must the company produce to begin to make a profit?
25. (1.2)2
26. (0.6)2
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Exponent Rules III

(Multiplying Monomials by Monomials)
To multiply two monomials with the same variable, multiply the coefficients and add the exponents of the variable. To multiply two monomials involving more than one variable, multiply the coefficients and combine like variables using the exponent laws. 1. a) Tell how to multiply two monomials with the same variable, for example, (5n)(2n2). b) Tell how to multiply two monomials involving more than one variable, for example, (2yz)(3y3). Multiply. 2. (2x)(x) 4. y z Multiply. 6. 4v 2w 8. (3a2)(4b) 10. 4xy 2z Multiply. 12. (3a)(2z3) 14. 4c(5de) 16. (3abm)(2bm) 18. (2a2b3c)(3bc2d) 20. (5x)(4y)(3z) 22. (k2mn2)(4mn)(2kn2) 23. What is the area of the rectangle?
0.5s 1.5s Copyright 2001 McGraw-Hill Ryerson Limited Appendix A: Review of Prerequisite Skills
Write the expression for the area of each figure. Then, simplify. 24.
2x x
25.
3x
3. 3n 2n 5. (2k)(2a) For each of the following figures, write and simplify an expression for a) the area of each face 7. 2s 5t 9. 4f 5g2 11. (3cd)(4e) b) the total surface area c) the volume 26.
2b
13. (2r2)(8s) 15. 2xy 3xy 17. u(5ut2) 19. 5r2st 2rs2t2 21. 2d(3d)(3e)
27.
2n
4n
Draw and label a box with these dimensions. Then, find its volume. 28. a 2a 3a
29. (4c)(4c)(4c)
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Name
Exponent Rules IV
(Powers of Monomials)
To find the power of a monomial, find that power of the coefficient and of each variable. In general, (xmyn)a = xamyan 1. a) Tell how to find the power of a monomial, for example, (a3)2. Simplify. 21. (yz)2(y3z) 22. (2ab)(ab)2 b) Check by simplifying (a3)(a3). 23. (5s2t2)2(st) Simplify. 2. (y)2 4. (s2)2 6. (m5)3 3. (x)4 5. (c3)2 7. (f 3)6 24. (4k2m3)2(2km)3 25. (2r2s2t)(3rst)2 26. (4abc)2(2a2bc)(ab3c3) 27. (m2n2p2)2(mnp)(3mn3p3)
Simplify. Then, cross out the box with the answer. After you have finished, read the answer to the riddle What number is the most restful? 8. (st)4 10. (cd2)2 12. (rs)
3
For each cube, write and simplify an expression for a) the area of each face b) the volume 28.
9. (x2y)3 11. (yz)2 13. (a b )

2 2 3
xy 2
14. (f 3g2)2 29. FI r3s3 ND y2z2 FO a2b3 YW y3z3 TH c2d4 SH f 6g4 ES s4t4 IN s2t2 RT c5d2 RN a6b6 LA x6y3 KS x2y3
2a 2 bc 3
Explain the error in each case and correct it. Simplify. 15. (3ty)2 17. (2a2b)3 19. (5k3m2)2 16. (2xz)3 18. (3r3s)2 20. (3q2r2)3 32. (2x2y2)2 = 4x4y4 31. (fg3)2 = f 2g9 30. (a2)3 = a5
86
Name
Exponent Rules V
(Dividing Monomials by Monomials)
To divide a monomial by a monomial, divide the coefficients and combine like variables using the exponent laws. Divide. 1. 3. 5. 4r 2 5 a 5 4t t 2. 4. 6. 6 s 3 15x 3x 12 g 3 g 25. The perimeter of a square is 8s2t. Write and simplify an expression for the length of a side.
Find the missing dimension in each rectangle. 26.

A = 4xy 2y
Divide. 7. 14ab 7a 9. 12rt 4rt 8. 10klm 5 10. 12. 8bcd 4bd 16 pqr 4 pqr 28.
2
27.
A = 8r 3 s 4
4s 2
11. 9xyz (3xyz) Simplify. 13. 2a b a b

4 3
A = 16a 4 b 3 8a 2 b
14.
6q r 3q 2 r 2 29. What are the dimensions of the rectangle if the ratio of length to width is 3 to 2?
A = 24x 2 y 2 6x y
3 2
15. 8x6y4 (4x3y2) 16. 4w3x5 (2w2x2) 17. 18. 9 f 3 g 5 h 2 6 fg 2 h 12c d 18c
5 5
Simplify. 6k 2 m4 19. 3km 2 20. 4a3b2c 2bc 21. 8x5y3 2x3y 12 s7 t 6 22. 8s 2t 2 23. 9e2f 4 (6ef 2) 24. 20d 5 e 3 f 5 12 d 2 e 3 f 4
Appendix A: Review of Prerequisite Skills A = 8x 2 z 2 A = 4xy 2y
30. What are the dimensions of each face of the rectangular prism?
87
Name
Graphing Equations I
(Graphing Linear Equations)
To graph a linear equation, first make a table of values and substitute values of x to determine the corresponding values of y. Then, plot the coordinates. Join the points if the domain is R. The domain of each equation is {2, 1, 0, 1, 2}. Complete a table of values. Then, graph each equation. 1. y = 2x + 5 2. 2x + y = 0 Given the tables of values, write an equation for each relation. 7. x 2 1 0 1 2 y 2 3 4 5 6 8. x 2 1 0 1 2 y 6 3 0 3 6
y
8
y
4
9. Given the points on the grid, write an equation to represent the relation. Then, state the domain.
y (4,2) (2,1)
2
2 6 2 4 2 2 4 2 0 2 0 2
0 (0,0) 2
(2,1)
10. The table shows the equivalent depths of water and heavy wet snow. Depth of 5 Water (cm) Depth of Heavy 100 Wet Snow (cm)
2
Graph each equation. The domain is R. 3. y = 2x + 1

y
10 200
500 400 300 200 100
15 300
20 400
25 500
4. y = x 3
y
2 2
0 2
0 2
x
4
a) Plot the depth of heavy wet snow versus the depth of water. b) Can you join the points to graph the equivalent depths of water and heavy wet snow? Explain.
5. x + y = 1
y
2
6. 2x y = 3
y
2
10
15
20
25
2 2 0 2 2
0 2
c) Use the graph to estimate the depth of heavy wet snow that is equivalent to a depth of 12 cm of water. d) Use the graph to estimate the depth of water that is equivalent to a depth of 360 cm of heavy wet snow.
88
Name
Graphing Equations II
(Methods for Graphing Linear Equations)
To draw the graph of a line, use the x- and y-intercepts use the slope and the y-intercept Use the x- and y-intercepts to graph each line. 1. 2x + 3y = 6
y
2 2 2 2 0 2 0 2 4 x 4 0
use a table of values
Find an equation for each line. 9.

y
2. 4x y = 4
y
0 2 4 x
10.
y (0, 5) (0, 4)
(7, 0) (4, 0) x
3. 3x + 5y 30 = 0
y
4
4. x + y + 2 = 0
y
2 2
0 2
11. Write an equation of a line whose x- and y-intercepts are opposite integers, but not 0, and whose x-intercept is positive.
x
4
12. Write an equation of a line whose y-intercept is 0 and whose slope has a negative value.
Graph each equation using the slope and the y-intercept. 5. y + 1 = 2x

y
2 2 2 0 2 2 4 x 2 0 2 4 6 2 4 6 8
Describe the slope and the intercepts of each line. 13. y = 3 14. x = 5
6. x + 4y = 8
y
15. After 10 s Beth counted 14 heartbeats, after 30 s she counted 42 heartbeats, and after 35 s she counted 49 heartbeats. a) Plot the ordered pairs (time, heartbeats). b) Find the slope of the line. What does the slope represent? c) Find an equation of the line.
Graph each equation using a method of your choice. Find the intercepts and slope for each line. The domain is R. 7. y = x + 5
y
4
60 50 40 30 20 10 0 10 20 30
8. 5x + 2y = 20
y
4 2 0 2 4 2 6 8 2 4 6 8 x
d) Use the equation to find Beths pulse rate in heartbeats per minute.
10
89
Name
Graphing Equations III

(Intersecting Lines)
The point of intersection of two lines is a point common to both lines, that is, the point where the lines meet. For each graph, identify the point of intersection. 1.
y
2.
y
7. Complete the table of values for each relation and find the point of intersection. a) y = x + 5 b) y = 2x 8 x 5 18 y 8
0 2 2 2 0 2 6 2
6 x
x 0 13
y 10
x
4
Four pairs of lines are defined by the tables below. a) The point of intersection of two pairs of lines can be determined from the tables. Identify these points. b) Graph the other two pairs of lines and determine the points of intersection as accurately as possible from the graphs.
Make tables of values and graph each pair of lines. Find the point of intersection. 8. y = 2x + 1 y=x+3
y
4
0 2
3.
x y 1 5 2 3 3 1 4 1 x y 4 3 0 1 2 0 6 2
y
2
x 1 2 3 4
y 4 3 2 1
4.
x y 0 4 1 2 2 0 3 2 x 1 0 1 2
y
2
x 0 1 2 3
y 0 1 2 3
9. 2x + y = 7 xy=5
y
4
5.
x y 1 6 2 0 3 2 5 6
6.
y 7 5 3 1
x y 3 1 3 0 3 1 3 2
0 2
0 2
0 2
10. The screen of an air traffic controller shows two planes approaching at 10 000 m. One plane is travelling in a direction described by y = 4 2x, the other in a direction described by x y = 1. Determine if the planes can continue in the same manner. Give a reason for your answer.
90
Name
Greatest Common Factors

To find the greatest common factor of two or more terms, first write all the factors of each term. Then, determine which factors are common to all the terms, and write the product of the common factors. Complete the table. 1. 2. 3. 4. 5. 6. Number 20 18 2333 150 252 29. a3, 9a2, 3a 31. 4xyz, 12x2y2z2, 8xy2z3 Prime Factors 235stt 12a bc
2 2 2 3
Determine the GCF of each set. Prime Factors 235 25. 6, 9, 15 27. 8x, 12y, 28a 26. 27, 63, 81 28. 15r2, 20r3, 5 30. s2t2, s3t2, s3t3
Complete the table. 7. 8. 9. 10. 11. Expression 6x2
32. 14c2de, 28cd2, 21ce2 33. Lyndon has a piece of cardboard 60 cm by 75 cm. What is the largest size of identical squares he can cut from the cardboard if he uses all of it?
25aabbb 24x y z
Factor fully. 12. 6m2n2 13. 51a2 14. 76r2s Determine the GCF of each pair of numbers. 15. 12, 28 16. 15, 60 17. 24, 42 18. 54, 81 Determine the GCF of each pair of monomials. 19. 15a, 25a 20. 3x , 12x
3 2
34. A patchwork quilt to be made of identical squares must measure 150 cm by 210 cm. a) What different sizes of squares are possible so that each size completely covers the surface?
b) What is the largest size of squares that can be used to cover the surface exactly?
35. Two rectangles share a common side. The area of one rectangle is 4ab and the area of the second rectangle is 6ab. a) Draw a diagram showing the attached rectangles and label their dimensions.
21. 18xyz, 24x2y 22. 12c, 16d 23. 6st2, 8s2t 24. 4p2q2, 6p3q3
91
b) Are other dimensions possible? If so, draw and label the diagrams.
Name
Like Terms
Like terms have the same variable raised to the same exponent. r, 4r, 101r Unlike terms have different variables or the same variable, but different exponents. 7b, 3a, x2, x 1. List the like terms. 4r r2 r
3
Simplify. r r 101r 2r3 5r r3 2

2
21. 2c + 3 + 4d c + d 22. m 2 + 2n + 5 n 23. 2 + 2z + (3w) + 4 + z 24. 3 + 4x2 + y2 + x2 1
(r)2
2. a) State the number of terms in the expression x2 + 5x 2xy + 3. b) State the coefficients and the constant term in the expression. Simplify. 3. 11t t 5. 12y y 7. 5p + (2p) Simplify. 9. 2x + 3x x 11. 0.4d + 0.5d + 0.1d 12. t2 2t2 3t2 + t2 + 6t2 Simplify. 13. 8y 2z + 7y 15. 3a2 + 2b2 + 3a2 14. 2r + 3s 6r 16. 5e3 + 2e3 e2 10. 5y + 2y 9y 4. 10b2 + 3b2 6. 11m + 10m 8. c2 + c2
3 3
Write an expression for each perimeter in 2 different ways. 25.

2r 3r
26.
1.5s
0.5s
Using the given information, write a problem. 27. Monique travelled p kilometres the first day, (p + 6) kilometres the second day, and 2p kilometres the third day. 28. Jared read n pages each day for 3 days. 29. The number of cubes in a large box is (8c2 2), and in a small box is 4c2. 30. A giraffe is (z + 0.8) metres tall. An elephant is (2z 0.1) metres tall. 31. For each problem in questions 2730, write and simplify the algebraic expression.
Simplify, and then evaluate. 17. 4s 2s for s = 1 18. a2 + 2a2 + a2 for a = 2 19. 2t + 3t 3 for t = 0.5 20. k + (3k) 2k + 2 for k = 3
92
Name
Polynomials
A monomial is a polynomial of one term. The degree of a monomial is the sum of the exponents of its variables. For example, 4a2b3 has degree 5. A binomial is a polynomial of two terms, and a trinomial has three terms. The degree of a polynomial in one variable is the highest power of the variable. For example, 2x3 7x has degree 3. The degree of a polynomial in two or more variables is the greatest sum of the exponents in any one term. For example, 5m3n + m2n mn2 has degree 4. Identify as a monomial, a binomial, or a trinomial. 1. 3 + 4k 4 3. x2y 5 5. 0 2. r s + 6 3 4. a + b c 4 6. 3a t 5a
2 4 3
Arrange the terms in each polynomial in ascending powers of y. 26. y3 + xy2 + y + 2 27. 2x2y + 3xy3 + x3 3 28. y + y3 y6 4 Arrange the terms in each polynomial in descending powers of x. 29. 6x + x4 + 2x3 10 30. 0.2mx4 1.3x5 + 0.4m2 + 2.1x3 2 31. 4b + bx + b3x2 + x4 3 32. a + x Draw and label a figure that shows the perimeter. 33. s + t + w
State the degree of each monomial. 7. 2xy2z 10. 7 8. 14k 11. 5xst3 9. 4ab 12. 36wz4
State the degree of each polynomial. 13. 9t + 8s 15. n 2p3 17. 2a2b3 ab + b6 14. 22x2 + 22y 16. 11wxyz 9w4 18. 3kmn + 11k2m 10kn3
State the degree of each monomial. 19. The circumference of a circle is d. 20. The area of a circle is r .
2
34. 2m + 2n
21. The volume of a cylinder is r2h. 1 22. The volume of a cone is r2h. 3 Simplify each expression. Then, classify the resulting polynomial and state the degree. 23. n + n + 1 + n + 2 1 24. bh bh 2 25. r2 + r2 + 2rh
35. 4k
36. a) Write an expression for the perimeter of the triangle.

2x 2 + 3x 7 3x 2 8x + 5 x 2 + 5x 3
b) Is the degree of the polynomial for the perimeter the same as the degree of the polynomial for each of the sides? Explain.
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Name
Slope I
(Using Points)
To find the direction of a line and how steep it is, find the slope using the coordinates of any two points on the line, (x1, y1) and (x2, y2). y 2 y1 (change in y-values is the rise) y (slope) m = , or m = x2 x1 (change in x-values is the run) x 1. Calculate the slope of each line segment, where possible.
B y
4
11. One point of a line is in the first quadrant and another point of the line is in the second quadrant. If the slope of the line is positive, name two points on the line. 12. The coordinates of point A are (1, 5). If the 2 slope of the line is , name the coordinates of 3 another point on the line.
G A E
4 2
I L H
F
2 0 2
6 x
D J
Find the slope of the line passing through each pair of points. 2. (4, 5) and (0, 0) 3. (2, 6) and (7, 1) 4. (3, 2) and (6, 5) 5. (3.7, 5.1) and (1.5, 1.2) 6. (1, 5) and (3, 5) 7. (2, 7) and (2, 4) 1 . The line passes 2 through (4, 1). Name the coordinates of two other points on the line. 8. The slope of a line is Given a point on the line and the slope, draw the graph of each line. 1 9. (3, 1), m = 3 10. (2, 5), m = 2
y
2
13. Given the equation of each line, find two points on the line and calculate the slope. a) y = 2x 5
b) x y = 8
14. The slope of a line is 2. The line passes through (1, c), (0, 4), and (d, 4). Find the values of c and d.
15. A ladder is leaning against a wall. The base of the ladder is 1.5 m from the base of the wall. The top of the ladder touches the wall at a point 4 m above the ground. What is the slope of the ladder?
a) Use slopes to determine whether each set of points is collinear or non-collinear. b) If the points are collinear, find the slope. 16. A(2, 1), B(1, 2), C(4, 2) 17. M(1, 3), N(2, 5), P(3, 4) 18. W(3, 1), X(9, 8), Z(5, 5)
y
0 2 2 4
0 2
2 x
94
Name
Slope II
(Linear Equations: Slope and y-Intercept Form)
When an equation is written in slope and y-intercept form, y = mx + b, m gives the direction and amount of slope of the line, and b gives the y-intercept, which is the y-coordinate of the point on the y-axis, (0, b). Find the slope and y-intercept of each line. 1. y = 2x 5 1 2. y = x + 2 3 4. x 5 = 2y
4 2 0 2 2 x 2 0 2 2
Find the slope and y-intercept of each line. Then, write an equation of the line. 16.
y
2
17.
y
2
3. x + y 1 = 0
Find the slope and y-intercept of each line.

4 4
5. 3x + y = 2
6. 4x 3y = 9 18. An equation of a line is y = x + b. Find the value of b if the line passes through the point (1, 3). What is the value of m? 19. The equation 35n t + 50 = 0 relates t, the total cost, in dollars, of boarding a dog in a kennel, with the number of nights, n, the dog is boarded, and the cost of medical insurance. a) Write the equation in the form y = mx + b. b) Graph the total cost versus the number of nights of boarding.
300
7. 2x + y = 4
8. y = 5
Given the slope and y-intercept, write an equation of the line in the slope and y-intercept form. Then, write the equation in standard form. 9. m = 5; b = 2 1 10. m = 1; b = 2 1 1 12. m = ; b = 4 3
2 11. m = ; b = 1 3
200
13. Find the slope and y-intercept of the line through the points (2, 11) and (10, 7). Draw the graph of each line. 14. y = 3x + 1
y
4 2 2 2 2 0 2 2 0 2
100
1 15. y = x 1 2
y
c) What is the total cost to board a dog at the kennel for 7 nights? d) What is the slope of the line? e) What does the slope represent? f) What is the cost of medical insurance?
x
4
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Name
Slope III
(Parallel and Perpendicular Lines)
All vertical lines never meet, so they are parallel. Also, two non-vertical lines are parallel if they have the same slope. A vertical line forms a right angle with a horizontal line, so they are perpendicular. Also, two lines that are not vertical or horizontal are perpendicular if the product of their slopes is 1. Given the slopes of two lines, determine whether the lines are parallel, perpendicular, or neither. 1. m1 = 2, m2 = 3 6 2 2.4 2. m1 = , m2 = 3 3.6 2 4. m1 = , m2 = 1.5 3 Identify whether each pair of lines is parallel, perpendicular, or neither. 1 13. 3x + y 2 = 0 and y = x + 2 3 14. 5x y + 2 = 0 and 10x 2y 17 = 0 15. x + 2y 2 = 0 and 2x y + 3 = 0 Find the slope of a line perpendicular to a line with the given slope. 1 5. 2 6. 3 7. undefined
3. m1 = 5, m2 = 5
16. Determine an equation for the line passing through (3, 2) and perpendicular to 2x 3y = 3.
State the slope of a line a) parallel to each line b) perpendicular to each line 8. y = 3x 1 9. x + 4y = 5 10. 2x 6y 3 = 0
17. Determine an equation for the line parallel to 3x + y 2 = 0 and having the same x-intercept as x 2y + 5 = 0.
Plot and join the points in order. Classify each figure as a square, a rectangle, a parallelogram, or a trapezoid. 18. C(3, 3), D(1, 5), 19. K(2, 4), L(2, 3), E(3, 6), and F(3, 0) M(1, 1), and N(5, 2)
y y
4 4 2 2 4 4 2 0 2 2 0 2 x 6
11. The coordinates of six points are given. A(2, 3), B(3, 3), C(3, 1), D(0, 1), E(2, 1), F(5, 1) Which points are the vertices of a) a rectangle? b) a parallelogram?
12. The slopes of two parallel lines are 3 and m . Find the value of m. 5
96
20. The equation of the path of a passenger ship is given by 3x + y 2 = 0. The equation of the path of a cargo ship is given by 6x + 2y + 10 = 0. If the ships remain on their given paths, are they likely to collide? Explain.
Name
Solving Equations I
(Using Addition and Subtraction)
An equation is like a balanced scale. By adding or subtracting the same amount from each side of a balanced scale or an equation, the equality is maintained. To solve an equation, isolate the variable on one side of the equation by adding or subtracting the same amount from both sides of the equation. To represent x as a variable, draw to represent an x-tile and colour it green. To represent +1, draw and colour it red. To represent 1, draw and leave it uncoloured. On each of the following scales, draw the tiles to represent each equation. 1. x 2 = 6
=
Solve. 17. m + 3 = 9 18. x 4 = 11
19. 4 = 3 + y
20. 14 = k 7
21. 2 + x = 5
22. 8 = a 6
2. x + 3 = 5
23. 12 = 12 + e 25. y 1 27. 1 =7 2
24. 1 = 4 + r 11 2 =b+ 12 3 7 1 = 8 4
3. 4 = x 3
26.
4. 5 = 4 + x
1 +s=0 3
28. z
Solve and check. What number must be added to both sides of the equation to solve it? 5. b 11 = 25 7. 5 = 2 + k 9. t 1 =5 2 6. r 3 = 8 8. x 6 = 3 33. t 1.4 = 4.1 10. 1.3 = d 1.4 34. g 3.4 = 1.6 29. 2.2 + y = 6.2 30. 9.3 = a 2.5
31. x + 4.3 = 5.8
32. 6.2 = k 4.8
What number must be subtracted from both sides of the equation to solve it? 11. c + 6 = 14 13. 7 = 3 + q 15. 6 + p = 11 12. 3 = x + 3 14. 8 = 2 + k 16. 0.6 = s + 0.4
35. At one Winter Olympics, Canada won 2 gold medals. In the same year, Canada won 4 more gold medals in the Summer games than it did in the Winter games. Solve the equation x 4 = 2 to determine the number of gold medals won in the Summer games.
97
Name
Solving Equations II
(Using Division and Multiplication)
To solve an equation, isolate the variable on one side of the equation by multiplying or dividing by the same amount on both sides of the equation. To represent x as a variable, draw to represent an x-tile and colour it green. To represent +1, draw and colour it red. To represent 1, draw and leave it uncoloured. On each of the following scales, draw the tiles to represent each equation. 1. 2x = 4
=
Solve. 14. 5t = 30 15. 3c = 24
16. 9r = 36
p 5 k 15
17. 56n = 8
m = 3 3 s 7
18. 5 = 2. 3x = 6
=
19.
20. 10 =
21. 12 =
3. 4 =
x 2
22. 8 = y
23.
x = 10 5
By what number must you divide both sides to solve each equation? 4. 6x = 60 6. 15 = 5t 5. 3y = 21 7. 36 = 9k
Solve and check. 24. 3x = 4.8

p = 2.4 3
25.
s = 1.5 4
26.
27. 2.5r = 7.5
By what number must you multiply both sides to solve each equation? x k 8. 9. =5 = 2 5 7 y a 10. 8 = 11. 3 = 4 8 Find the missing number. Then, check. m y = 23 13. 12. =8 4 y (1) = 23 (1) m =8 y= 4 m (4) = 4 8 4 m=
Estimate. Then, use a calculator to solve. c 28. 291n = 20 661 29. = 11 725
30. Circle the equation that represents the number of five-dollar bills in a pile that totals $60. x x a) 60 = b) = 5 c) 5x = 60 d) 60x = 5 5 60
98
Name
Solving Equations III

(Multi-Step Equations)
To solve equations involving more than one step, follow the process shown in the flow chart.
Start Equation Simplify both sides of the equation. Add or Subtract the same value from both sides of the equation. Multiply or Divide both sides of the equation by the same value to isolate the variable. Stop Solution
Draw a flow chart to show the solution steps for each equation. 1. 3x + 4 = 25
Solve. x 16. =6+4 2 18. 20.

t 3=1 4 1 m 2 + = 5 5 5
17.
y = 11 3 4 k = 2 3
19. 5 + 21.
2. 4y 3 = 21
n 3 1 = 2 4 4
Solve and check. 22. 3x + 2x + 3 = 13 3. 5 x = 11 23. 6a 3a + 5 = 14 24. 6 3c = 10 7 Solve. 4. 4t 6 = 10 5. 5r = 9 + 6 25. 3b + 2b b = 15 7 + 4 26. 3r + r + 2r 6 = 11 + 2 7 6. 8m + 2m = 30 7. 4w + 3w = 28 Solve. 27. 3x + 1.2 = 3.9 8. 3 = 2 x 9. 5 y = 6 29. 4 3.2d = 13.6 Solve and check. 10. 4b 6b = 12 11. 5 + 2n = 15 33. In 1992, the first year the Toronto Blue Jays won the World Series, the Jays played 162 regular-season games and 12 championship games. They won 34 more games than they lost. Solve the equation x + (x + 34) = 162 + 12 to find the number of games the Jays won and lost. 31. 6.3 = 0.1 n 30. 0.6g 1.6 = 0.8 32. 12 2.4a = 2.4 28. 4k 2.5 = 1.5
12. 4 + 8 = 3m
13. 3p 7 = 14
14. 14 = 4y + 3y
15. 8a 3a = 15
99
Name
Solving Equations IV
(With the Variable on Both Sides)
To solve equations with the variable on both sides, follow the process shown in the flow chart. Start Equation Simplify both sides of the equation. Add or Subtract the same value from both sides of the equation. Multiply or Divide both sides of the equation by the same value to isolate the variable. Stop Solution
To represent x as a variable, draw to represent an x-tile and colour it green. To represent +1, draw and colour it red. To represent 1, draw and leave it uncoloured. On each of the following scales, draw the tiles to represent each equation. 1. 3x = x + 4
=
Solve. 16. 2a = 15.9 8.7 3a
17. 3q 1.5q = 12 4.5q
18. 5k + 1 = 3k + k 3.8
2. 2 + 3x = 6 + 4x
19. 12 + 7j = 14.2 + 9j + 1.8
3. 3 + 2x = 3x 4
Solve. 4. 5x = 4x 4 5. 2y = 2 + 4y
20. Washing a car for 20 min uses x kilojoules of energy. Doing yard work for 20 min uses approximately 2x kilojoules of energy. The number of kilojoules used doing yard work is equal to the number used washing a car plus 65. Solve the equation x + 65 = 2x to find the number of kilojoules of energy used to perform each activity.
6. 8r = 4r 12
7. 5m = 10 5m 21. Seven times a number is the same as 12 more than 3 times the number. a) Write an equation to show this relationship.
8. 3b = 0.64 2b
9. 4k = 2k + 1.38
Solve and check. 10. 3x + x = 5x 6 11. 2t 5t = t + 8 12. 3y + 2y = 3y + 6 13. 4k 6k = 6 k 14. 7m + 8m = 10 + 5m 15. 12 = 6b + 2b 4

100
Appendix A: Review of Prerequisite Skills Copyright 2001 McGraw-Hill Ryerson Limited
b) Find the number.
22. Six more than 5 times a number is the same as 9 less than twice the number. a) Write an equation to show this relationship. b) Find the number.
Name
Solving Equations V
(With Brackets)
To solve equations with brackets, follow the process shown in the flow chart. Simplify both sides of the equation starting with the brackets. Add or Subtract the same value from both sides of the equation. Multiply or Divide both sides of the equation by the same value to isolate the variable.
Start Equation
Stop Solution
Solve. 1. 3(x + 1) = 24 2. 2(x 2) = 8
Solve. 19. 4(x + 2) 3(x + 1) = 2(x + 2)
3. 4(y + 3) = 16
4. 10 = 5(t + 2)
20. 3(n 5) (2n + 2) = 2(n 1)
5. 2(z 3) = 12
6. 15 = 3(k + 3)
21. 2(a 4) 3(a 2) = 4(a + 1) + 4
Solve and check. 7. 4(2x 2) = 16 8. 15 = 3(2y 3) 9. 2(2k + 4) = 14 10. 12 = 3(2k + 2) Solve. 11. 3(x + 2) = 9 2x
22. 5(c + 4) = 4(2c 3) 7
23. The largest flag in the world was presented to the city of Kao-hsiung, Taiwan, by the Republic of China. The diagram shows the dimensions of the flag. The equation 2(2x + 70) + 2(9x + 63) = 420 represents the perimeter of the flag, in centimetres.
9x + 63
P = 420 cm
2x + 70
12. 12 + 2(k + 3) = 3k 6 13. 8 3y = 2(2y 3) 14. 3(n 2) 19 = 5 + 2(n + 5) Solve and check. 15. 3(x + 2) = 9 + 2(x + 4) 16. 7 + 2(b 3) = b + 4 17. 3(2 2z) = 1 z 18. 3(4k 1) + 2(5 3k) = 7k 24. The sides of a triangle, in centimetres, are given by the expressions 3(n 2), 4(n + 3), and 2(n + 4). The perimeter of the triangle is 140 cm. Find the length of each side.
a) Solve the equation.
b) What are the dimensions of the flag?
101
Name
Solving Equations VI
(With Fractions and Decimals)
To solve equations with fractions and decimals, follow the process shown in the flow chart. Multiply each term of an equation with a) decimals by a power of 10. b) fractions by the lowest common denominator.
Start Equation
Add or Subtract the same value from both sides of the equation.
Multiply or Divide both sides of the equation by the same value to isolate the variable.
Stop Solution
Solve. 1. x + 0.4 = 0.6 2. k 1.2 = 1.8
Solve and check. x x 19. = +1 4 2 20. 21. 2t t = 1 3 2 3a 2a 5 = +a 4 3 6
3. 1.3 + n = 2.4
4. 1.5 = a 1.8
5. 2.6 z = 1.2
6. g 3.4 = 1.65 22.
(b + 1) = (b 2)
2 5
7. 0.5x = 1.5
8. 2.4s = 4.8
23. 24.
( 3 k ) = ( k + 3)
4 2
9. 2 = 0.5d
10. 1.6y = 6.4
(x + 1) x = 2
6 3 c+3 c+1 4 2
25. 4 = Solve and check. 11. 5x + 0.8 = 1.2 12. 1.6 = 2 0.4y 13. 0.5a 1 = 2 + 0.6a 14. 1.2 + 1.4y = 1.5y + 0.63 Solve. x 1 15. = 6 2 17. 2 k = 5 2 26.
1 z z + 1 = 1 5 2
27. The mass of a snapping turtle is given by the expression (3x + 1.7) kg, while the mass of the case used to ship the turtle is given by the expression (x + 5.2) kg. The total mass of the turtle and the case is 39.9 kg. a) Find the mass of the turtle. b) Find the mass of the shipping case.
16.
y 1 = 5 10 x 1 = 2 3
18.
102
Name
Solving Proportions
Ratios that make the same comparison are equivalent ratios or equal ratios. A statement that ratios are equal is a proportion.
For each ratio, write two equivalent ratios. 1. 1:4 3. 10 4 2. 6 to 3 4. 3:7 0.2 0.5
20. The length of the shadow of a tree measures 6.2 m, and the shadow of a fence post measures 2.8 m. If the fence post is 1.4 m tall, how tall is the tree?
5. 1.5 to 4.5
6.
21. The ratio of uncooked rice to cooked rice, by volume, is 2 to 7. Complete the table. 9:15 5:7 Uncooked Rice 1L 500 mL 250 mL Cooked Rice
Write = or in each 2 4 7. 3 6 9. 5 to 2 10 to 5
to make each statement true. 8. 3:5 10. 14:10
Solve. y 1 11. = 16 4 13. 4:a = 2:5 15. 1.5 0.9 = d 1.8
12.
3 75 = 4 x
280 mL 1.4 L 2.45 L
14. 6:2 = c:6 16. 5 2 = 4.5 t 22. About 3 out of every 5 Canadians are far-sighted, while about 3 out of every 10 are near-sighted, and the rest have 20/20 vision. a) Write the ratio of Canadians who have 20/20 vision to those who do not.
17. To make concrete, 6 bags of cement are mixed with 4 bags of sand. How many bags of cement are needed to mix with 12 bags of sand? 18. Scientists estimate that 8 out of every 9 people are right-handed. In a school of 360 students, how many students would you expect to be right-handed? left-handed? 19. A basketball player makes 1 basket for every 2 shots missed. a) Write the ratio of baskets made to shots taken. b) How many baskets would you expect the player to make out of 138 shots?
b) How many more times likely is a Canadian to be far-sighted than near-sighted?
c) Using the number of students in your class, how many can be expected to be far-sighted? near-sighted? to have 20/20 vision?
23. Create and solve a proportion problem using the following data: 8 out of 10 dentists recommend sugarless gum.
103
Name
Subtracting Polynomials
To subtract polynomials, add the opposite of the polynomial that is being subtracted. Subtract expression B from expression A, represented by the algebra tiles. 1.
A B
Subtract. 11. (b + 5) (b + 2)
12. (2c 3) (c 3)
13. (2k 4) (k 2) 2.
A B
14. (n2 + 3n + 2) (n2 + 2n + 1)
15. (3w2 w 4) (w2 3) Write the opposite of each polynomial. 3. 5ab + 6 16. e2 + 4e + 6 e2 2e 2 17. 5f 2 2fg g2 f 2 + fg + g2
4. z2 z 4 18. 5. 2c + 3d + e 3d2 + 4d 2 2d2 d + 2 19. 2y2 5y 4 y2 3y 2
6. 4s2 s + 5 20. a) Write an expression for the perimeter of this parking lot.
5m + 8
Model the expressions using algebra tiles or drawings on grid paper. Then, subtract. 7. (x + 4) (x + 2)
3m 1 7m 1
3m + 7
8. (x2 + 3x + 2) (x2 + x + 1) b) Find the difference in length for each pair of opposite sides.
9. (2x2 3x 2) (x2 2x 1)
10. (2x2 2x 4) (x2 x 3)
104
Name
Transformations I
(Translations)
A translation, or slide, is a motion that is described by length and direction. XYZ has been translated 3 units right and 2 units down (3R, 2D). XYZ is the translation image of XYZ. The translation can be described mathematically as the ordered pair [3, 2] or as the following mapping. (x, y) (x + 3, y 2) The lengths of line segments and the sizes of angles do not change in a translation. The original figure and its image have the same sense.
y
6
X X
Z Y Z
6 8 x
Draw an arrow on the grid to show each translation. 1. 3. 5. 7. 9. [4, 1] 2. (x, y) (x 2, y + 1) 3 units right 4. [0, 2] 5 units left 6. (x, y) (x + 1, y) [2, 2] 8. (x, y) (x 3, y 1) 2 units right, 2 units down
14. a) ____________________________________ b) _______________ c) ________________
15. a) ____________________________________ b) _______________ Complete the table. Original Point 16. (2, 3) Translation (x, y) (x, y 2) 4 units up (x, y) (x 2, y + 3) [3, 0] Image Point c) ________________
For questions 1015, refer to the grid to a) describe each translation in words b) write the ordered pair that describes each translation c) write each translation as a mapping 10. 12. 14. 13. 15. 11.
17. (1, 0) 18. (5, 0) 19. (3, 4)
Complete the table. Original Point 20. (4, 2) 21. (5, 3) 22. (3, 2) 23. (0, 0) Image Point (1, 3) (5, 5) (3, 1) (1, 3) Translation
10. a) ____________________________________ b) _______________ c) ________________
11. a) ____________________________________ b) _______________ c) ________________
24. ABC has vertices A(2, 2), B(4, 2), and C(5, 5). Draw ABC on the grid. Draw and label each translation image. a) [4, 3] b) (x, y) (x, y 3)
y
12. a) ____________________________________ b) _______________ c) ________________
13. a) ____________________________________ b) _______________ c) ________________
105
Name
Transformations II
(Reflections)
A reflection is a transformation in which a figure is reflected or flipped over a mirror line or reflection line. XYZ has been reflected over the mirror line l. XYZ is the reflection image. The lengths of line segments and the sizes of angles do not change in a reflection. The sense of a reflection image is the reverse of the sense of the original figure. Circle the pairs of figures that are reflections. Draw the reflection line for each pair.
y
6
X
2
Z
0 2 4
Y H 6
Y
8
Z
10
11. Draw and label the reflection image of figure ABCD in each reflection line.
k A l B D C m n
12. a) Draw the reflection image of each line segment in the x-axis. b) Use a dotted line to draw the reflection image of each line segment in the y-axis.
y C
2
D A B
F 4
E
2
13. Write the coordinates of the image of each point after a reflection in each axis. Reflection Line Point a) b) c)
106
x-axis
y-axis b) Write 3 other words that have a horizontal reflection line.
(2, 3) (3, 1) (0, 3)

6. F F
7. F F
8.
1. F F
2. F F
3. F
4. F
5.
FF
Draw and label the reflection images for each figure in the reflection lines l and m. 14. 15. Z y y
m m R
9. F
F
6
S
0
10. FF
X
l
Y
0
16. a) DEF has vertices D(3, 1), E(0, 4), and F(2, 3). Draw DEF on the grid.
y l
b) Reflect
DEF in the line l.
17. RST is reflected in the x-axis. The coordinates of the image RST are R(2, 2), S(4, 3), and T(3, 4). Write the coordinates of the original figure.
18. The word MOM has a vertical reflection line. The word BED has a horizontal reflection line. a) Write 3 other words that have a vertical reflection line.
Name
Transformations III
(Dilatations)
A dilatation is a transformation that changes the size of an object. Dilatations are called enlargements or reductions, depending on the way in which the size is changed. Line m is a dilatation of line n with dilatation centre (0, 0) and a scale factor of 2. This dilatation is described mathematically as the mapping (x, y) (2x, 2y). In a dilatation, the image and the original figure are similar. They have the same shape, but not the same size. 1. a) Write the coordinates of each line segment and its image in the following diagram.
D E y A A B G
0
y
6
(2, 6)
m
(1, 3)
2
(6, 2) (3, 1)
10
3. A rectangle has vertices P(3, 2), Q(1, 2), R(1, 1), and S(3, 1). Write the coordinates of the vertices of the image of rectangle PQRS under the mapping (x, y) (3x, 3y).
B K
4 6
E D
6 4 2
K 2 J
H H J
4. Draw ABC with vertices A(1, 2), B(1, 1), and C(2, 2). Draw the image ABC with vertices A(2, 4), B(2, 2), and C(4, 4).
y
AB DE
______________ ______________
AB ___________ DE ___________ GH JK __________ ___________ a) What is the scale factor?

0
GH ______________ JK _______________
b) What is the scale factor for each dilatation? AB _____ DE _____ GH _____ JK _____ b) How do the lengths of the sides of the original and the image compare? c) How do the measures of the angles of the original and the image compare?
2. Draw and label each dilatation image of XYZ. a) with dilatation centre (0, 0) and scale factor 3 b) under the mapping ( x , y ) 1 x , 1 y
2 2
y
5. Draw the image of each figure after a dilatation by the given scale factor. a) scale factor 2 b) scale factor 1
3
107
Answers
1. 5x2 + 6x + 3 4. 3x2 + 3x + 3 7. 3x2 2x 2 10. 5ab + 5bc
APPENDIX A: Review of Prerequisite Skills

6. Answers will vary. r = 105, q = 105, p = 105 3. x2 2x 2 7. s = 100, r = 130 9. d = 65, e = 65, f = 50 10. a = 122, b = 58, c = 122, d = 58 11. v = 50, w = 70, x = 60, y = 70, z = 60 12. RST = 120, SRU = 60, RUT = 120, STU = 60, RVW = SVW = UWV = TWV = 90 8. x = 40, y = 30, z = 110 2. 2x2 x + 5
Adding Polynomials
5. 3x2 + 3x 2 6. x2 3x 3 8. x2 4x + 1 9. 5y + 3z + 2
11. 2k2 4kj 13. 6a + 3b 3 15. 4r2 10r + 9 17. 2k2 + k 2 19. 4z3x z + 4 b) 50 cm
12. s2 + 3s + 2t3 + t + 7 14. 5m2 + 6mn + 3n2 16. 4c2 + 2ac + 10 + a2 18. 4x3 2y + 2 20. a) 6x + 2
Common Factoring
1. 3 2. 3b 3. 2a2
Angle Properties I
1. acute scalene; x = 58 3. obtuse isosceles; z = 130 4. obtuse scalene; a = 120 5. w = 40, x = 108, y = 40, z = 68 6. d = 35, e = 110, f = 145 7. h = 40, j = 50, k = 50, m = 130, n = 80, p = 100, q = 80 8. m = 72, n = 116, p = 64 9. k = 128 10. r = 90, s = 72, t = 121, u = 77, v = 103 11. c = 60, d = 125, e = 50 180o DBC 12. BCD = ; 2 ACB = ABC = 180 DBC; DCA = BCD + ACB 360o 90o S 13. QRS = 2 2. right isosceles; y = 45 4. 5. 6. 7. 8.
Polynomial x2 + 2x
6y 9y 8xy 3x y
2 2 2
GCF of Both Terms

x 3y xy 2mn 3a
Other Factor
x+2 2y 3 8 3xy m 2n 2a + 3a 4 11. 2t2(2t 3)
2
2m2n 4mn2 6a + 9a 12a

2 2
9. 2(2y + 5) 12. p2q2r(3pr 4)
10. 3m(2m + 3)
13. n is also a common factor. 4n(n 3) 14. 4 is not the greatest common factor of the coefficients. 8y2z(2z + 3) 15. When multiplying powers, add the exponents. 5x2(5x4 1) 16. 5(a2 + 2ab 3b2) 18. 2st(s2t 4st2 + 2) 20. 4c3(3cd + 2 4d) 21. a) x, 3 + 5y 22. a) l + l + w + w b) x(3 + 5y) b) 2l + 2w b) 2(x + 2y) b) 471 cm2 c) r(r + 2h) c) 2(l + w) 17. 3xy(3x2 + y + 5) 19. 3y(2y 3x + 4x2y)
Angle Properties II
1. EDG = FGD, CDG = HGD 2. BGH = GDE, ADE = DGH, ADC = DGF, CDG = FGB 3. CDG and FGD, EDG and HGD 4. a = 126, b = 54, r = 54, s = 126 5. a = 120, b = 60, w = 120, x = 120
23. a) 2x + 4y 24. a) 2r(r + h)
Congruent Triangles
1. AB = DE, AC = DF, BC = EF, A = D, B = E, C = F 2. XZ = SR, XY = ST, YZ = TR, X = S, Y = T, Z = R
109
3. LM = PQ, LN = PR, MN = QR, L = P, M = Q, N = R 4. ST = XY, SV = XZ, TV = YZ, S = X, T = Y, V = Z 5. 1 side 6. 1 side or the angle between the two sides 7. the side between the two angles 8. BC = 5 m, EF = 4 m, FD = 3 m 9. KLM = 95, JGH = 32, MKL = 53 10. TVS = 74, XYZ = 65, ZXY = 74 11. SAS, X = A, Y = B, Z = C, XY = AB, XZ = AC, YZ = BC 12. SSS, D = F, DEG = FEG, DGE = FGE, DE = FE, DG = FG, EG = EG 13. ASA, H = M, J = L, HKJ = MKL, HJ = ML, JK = LK, HK = MK 14. SAS, QPR = SPR, Q = S, QRP = SRP, PQ = PS, QR = SR, PR = PR
16. a) 14.5 17. a) 9.9 18. a) 1.5n
b) 2.8 b) 28.86 b) $12.00
19. a) 6h, where h represents the height of a jump on Earth b) 16.8 m 20. a) 18 + 4g, where g represents the number of games rented b) $30.00 21. a) 1 l + 20, where l represents the length of the 2 field in metres b) width 75 m, perimeter 370 m
Evaluating Expressions II
1. a) 9 b) 10 c) 2 c) 1 c) 4 d) 12 d) 8 d) 3 d) 16 m 2 1 0 1 2 8. a 2 1 0 1 2 e) 2 f) 3 2. a) 6 b) 8 3. a) 3 b) 4 4. a) 4 5. x 2 1 0 e) 17 f) 10 e) 7 e) 1 3 + 2m 7 5 3 1 1 a2 2a 1 1 2 1 2 7 f) 6 f) 6
b) 12 c) 6 2x 2 2 0 2 4 6 s2 + 2s 8 3 0 1 0 6.
Evaluating Expressions I
1. 12 + 7 6. m v 2. x + 10 7. q + 8 3. 9 12 8. t 9 4. 5y 9. 2r 7. 12. 5. ab
1 2 s 2 1 0 1 2 9. a) 85
1 10. d or 0.5d 2
11.
s 6 2 1 4 9 0 10 30
3s 18 6 3 12 27 0 30 90 3t 4 5 2 11 2.9 8.3 19.4 20.9 b) 21 c) 8
x 0 1 3 10 1.5 6.2 8.3
4x + 5 5 9 17 45 11 29.8 38.2
b) (4 2(3))2 + 5(3) = (4 + 6)2 15 = 102 15 = 100 15 = 85 b) 142 m c) 47 m
10. a) 422 m 14. r 3 0 2 1.1 0.8 y 4 1 5 3.2 0.9 2r+y 3 3 5 4.1 2.1 11. a) 99 m; 75 m
13.
t 3 2 5 2.3 4.1 7.8 8.3
b) 0 m; rocket hits the ground
Evaluating Expressions III

1. a) 77.1 kg 2. a) 192 b) 102.9 kg c) Answers will vary. b) 1.4 m/s b) 8 3. a) 8.9 m/s
4. 0.25q = 0.05n 5. a) $212.18 d) 15 e) 32 f) 2

b) $689.79
c) $1276.28
15. a) 3
110
6.
a 5 cm 11 cm 8.4 m 1.5 m
b 7 cm 19 cm 3.6 m 1.5 m
c 8 cm 20 cm 6m 2.1 m
s 10 cm 25 cm 9m 2.55 m
A 17.3 cm2 102.5 cm2 9.4 m

2
b) $12 400 5. a) x 0 1 4 9 y 0 31.8 47.7 63.6 79.5 95.4 15.9
c) 48% b)
100 90 80
Speed (km/h)
1.12 m2
70 60 50 40 30 20 10 0 10 20 30 40 50
Evaluating Expressions IV
1. a) y = x 2 x 0 1 1 2 2 3 3 b)
y
6 8
2
2. a) y = x + 0.5 y 2 1 1 2 2 7 7 b) x 0 1 1 2 2 3 3
y
16 25 y 0.5 1.5 1.5 4.5 4.5 9.5 9.5 36
c) about 70 km/h
Skid Length (m)
Evaluating Radicals
1. 8, 8 5. 1.5, 1.5 9. 0.7 13. 10.49 17. 40.62 2. 5, 5 3. 11, 11 7. 4 11. 7.87 15. 53.18 19. 0.71 23. F 27. F 31. 2.45 c) 1.2 m b) 141.4 cm b) 7.14 m c) 6 m d) 13.0 cm 4. 0.9, 0.9 8. 10 12. 6.16 16. 204.94 20. 0.82 24. T 28. F 32. 10 d) 1.5 m 6. 0.2, 0.2 10. 0.3 14. 31.05 18. 65.67 22. 0.04 26. T 30. 5 b) 7 cm
21. 0.06 25. F 29. 6.36 33. a) 20 cm
0 2
34. a) 100 cm 35. a) 5 cm
3. a)
20
b) 9.6 cm2 c) 3.6 cm
Expanding and Simplifying Expressions I

Area (cm2)
10
1. The length is (x + 3); the width is 2; and the area is 2(x + 3) or 2x + 6. 2. 2x + 4 3. 3x + 9 4. 4x + 2 8. 0.3x + 1.5 11. L 15. T 5. 6x + 6 9. 8x + 4 12. A 16. H 19. 13x 6 23. 4 9k 26. 3y 8 29. x2 7x
6. 4x + 8 7. 5x 15 2 3x 10. x 1 or 1 3 2 13. L 14. G 17. R 18. I
Diameter (cm)
ALL RIGHT 22. 12
4. a)
Cost ($1000s)
18 16 14 12 10 8 6 4 2 0 10 20 30 40 50 60 70 80
20. 15 12n 24. 8u + 2 27. 3t2 10t 5 30. a) 5x
21. 8h 3
25. 5x2 + 4x + 11 28. 4e + 20
b) 2x2 + 5x
Percent of Pollutants Removed
111
Expanding and Simplifying Expressions II

1. a + 3a 5. 6x + x2 9. 6x 2x
2 2
2. s 5s 6. k2 + 3k
3. y 2y 7. 4r2 + 12r
4. 4b b
8. 6m2 12m
2
7. 8. 9. 10.
Exponential Form (3)2 (3)2 ( 4)3 (5)

3
Repeated Standard Multiplication Form (3) (3) (3) (3) 81 (4) (4) ( 4) (5) (5) (5)
( 4) ( 4) ( 4) ( 4) ( +5) ( +5) ( +5) ( +5) ( +5) ( +5) ( +5) ( +5) ( +5) ( +5) ( +5)
( 3) ( 3) ( 3) ( 3) ( 3) ( 3) ( 3)
64 125 16 25 5 27 2 18. 104.8576 22. 20.25 26. 0.36 30. T 34. 54 38. 26
10. 15y 3y b) n n + 1 13. n 16. 2n 17. 4n2 20. 6a + 8a

2 2
11. a) n(n + 1) 12. 6n 15. 5n2 + n 19. n
( 4)3 ( 4)1 (+5)4 (+5)2 (+5)3 (+5)2 (3)5 (3)2 (2)2 (2)1 16. 32 20. 9 24. 7 28. F 32. F 36. 9
14. n 3n + 4 18. 2n2 + 8n 21. r 13r 24. 5x2 6x 12. 13. 14.
2
11.
A RHOMBUS
22. 3k2 5k 25. a2 + 4a 20 27. y3 y2 2
23. 3d2 + 7d
26. 3x3 + 6x2 26x + 2 28. r2 19r
29. a) 3n(n) = 3n2, n(2n 3) = 2n2 3n, 3n(2n 3) = 6n2 9n; 2(3n2) + 2(2n2 3n) + 2(6n2 9n) = 22n2 24n b) 4.2x(x) = 4.2x2, x(2x + 3) = 2x2 + 3x, 4.2x(2x + 3) = 8.4x2 + 12.6x; 2(4.2x2) + 2(2x2 + 3x) + 2(8.4x2 + 12.6x) = 29.2x2 + 31.2x
( 2) ( 2) ( 2)
15. 243 19. y6 23. 9 27. F
17. 78 125 21. 1024 25. 1.44 29. T 33. 8 37. 18 Area (cm2) 314.2 78.5 19.6 5.3 120.8
Exponent Rules I
1. 25 7. x7 13. 1 19. 43 25. p2 31. 2 2. 38 8. y6 14. 3 20. 3 26. a 32. 7 3. 46 9. z5 15. 4 21. 93 27. 2 33. 4 39. 56 45. 2 51. 3 4. 104 10. 2 5. 97 11. 3 6. 85 12. 2 18. 52 24. m2 30. 4 36. 28 42. s4 48. 3
31. T 35. 23
16. 10 17. 1 22. 7 28. 2 34. 8 23. 22 29. 6 35. 36
39. Radius (cm) 10 5 2.5 1.3 6.2
37. 712 38. 68 43. r10 49. 3 44. 3 50. 4
40. 415 41. x9 46. 4 47. 4
5263. PERFECT*WORK
40. Negative bases that are multiplied an odd number of times give a negative answer. 41. a) (2)4 = (2)(2)(2)(2), which equals 16. 24 = (2)(2)(2)(2), which equals 16. b) ((3)2)3 = (3)2(3)2(3)2 or (3)6, which equals 729. 36 = (3)(3)(3)(3)(3)(3), which equals 729.
Exponent Rules II
Exponential Form (2)3 31 5 (3)3 (2)5 7
2
1. 2. 3. 4. 5. 6.
Base 2 3 5 3 2 7
Exponent 3 1 1 3 5 2
Standard Form 8 3 5 27 32 49
Exponent Rules III

1. a) Multiply the coefficients and add the exponents of the variable, for example, (5n)(2n2) = 10n3. b) Multiply the coefficients and combine like variables using the exponent laws, for example, (2yz)(3y3) = 6y4z. 2. 2x2 6. 8vw 3. 6n2 7. 10st 4. yz 8. 12a2b 5. 4ak 9. 20fg2
112
10. 8xyz
11. 12cde
12. 6az3 16. 6ab2m2 19. 10r3s3t3 22. 8k3m2n5
13. 16r2s 17. 5u2t2 20. 60xyz 23. 0.75s2
13. 2a2b2 17.
14. 2q
15. 2x3y2
2 18. c 4 d 5 3 3 22. s 5 t 4 2 8s 2t = 2s2t 4
16. 2wx3 19. 2km2 23.

3 2 ef 2
14. 20cde 15. 6x2y2 18. 6a2b4c3d 21. 18d2e 24. 2x(2x) + x(4x) = 8x2
3 2 3 f g h 2
20. 2a3b 24. 5 d 3 f 3 27. 2r3s2
21. 4x2y2 25.
26. 2x
25. x(x) + x(3x + 3x + x) = 8x2 26. a) (2b)(2b) = 4b2 c) (2b)(2b)(2b) = 8b3 27. a) 2n(n) = 2n2, 2n(4n) = 8n2, n(4n) = 4n2 b) 2(2n2) + 2(8n2) + 2(4n2) =28n2 28.
2a 3a a 4c
b) 6 4b2 = 24b2
28. 2a2b2
29. The length is 6xy and the width is 4xy. 30. front and back: 2x 2y; two sides: 2x 4xz2; top and bottom: 2y 4xz2
c) n(2n)(4n) = 8n3
4c 4c
29.
Graphing Equations I
1. y = 2x + 5 x 2 1 0 1 2 y 9 7 5 3 1
y
8 2
2. 2x + y = 0 x 2 1 0 1 2 y 4 2 0 2 4
y
4
volume = 6a3
volume = 64c3
Exponent Rules IV
1. a) Find the power of the coefficient, for example, (12), and the power of the variable, for example, (a3)2, b) (a)3(a)3 = a6 a6. 2. y
2
3. x
4. s
5. c
6. m15 10. c2d4

6 4
7. f 18 11. y2z2
8. s4t4 12. r3s3 15. 9t y

2 2
9. x6y3 13. a6b6
6 2 4 0 2 2 4
9
14. f g ; FORTY WINKS 17. 8a6b3 21. y z

5 3
16. 8x z
3 3
18. 9r6s2 22. 2a b

3 3
19. 25k6m4 23. 25s t 26. 32a5b6c6

5 5
20. 27q6r6 24. 128k m

7
25. 18r4s4t3 28. a) (xy2)2 = x2y4
27. 3m6n8p8 3. y = 2x + 1
y
b) (xy2)3 = x3y6 b) (2a2bc3)3 = 8a6b3c9
4. y = x 3
y
29. a) (2a2bc3)2 = 4a4b2c6
30. The exponents are added, but should be multiplied. a6 31. The exponent of g is squared, but should be multiplied by 2. f 2g6 32. The square of a negative number is positive. 4x4y4
2
2 2
0 2
0 2
x
4
Exponent Rules V
1. 2r 5. 4 9. 3 2. 2s 6. 4 10. 2c 3. a 7. 2b 11. 3 4. 5 8. 2klm 12. 4
113
5. x + y = 1
y
2
6. 2x y = 3
y
2
5.
y
2
6.
y
2 2 0 2 4 2 4 6 8
2 2 0 2 2
0 2
4 x
0 2
y + 1 = 2x
x + 4y = 8
7. x-intercept 5; y-intercept 5; slope 1

y=x+5
y
4
7. y = x + 4 8. y = 3x 1 9. y = x ; the domain is R 2
Depth of Heavy Wet Snow (cm)
10. a), b)
500 400 300 200 100
8. x-intercept 4; y-intercept 10; 5 slope 2
y
2 4 2 0 2 4 6 8 10 2 4 6 8 x
5x + 2y = 20
10
15
20
25
Depth of Water (cm)
9. 5x + 4y 20 = 0
10. 4x 7y + 28 = 0
The points can be joined because the measurements are continuous. c) 240 cm d) 18 cm
11. Answers may vary. For example, y = x 1, y = x 2, y = x 3 12. Answers may vary. For example, y = x, y = 2x, 1 1 y = x, y = x 2 3
Graphing Equations II
1.
y
2
2.
2x + 3y = 6
2
y
0 2 2 4 x
13. slope 0; y-intercept 3; x-intercept none 14. slope undefined; y-intercept none; x-intercept 5
Number of Heartbeats
0 2
4 x 4
15. a)
4x y = 4
60 50 40 30 20 10 0 10 20 30
3.
y
4
4.
3x + 5y 15 = 0
2
0 2
Time (s)
x+y+2=0
4
b) slope 1.4; The slope represents the rate at which the heart beats. c) y = 1.4x d) 84 heartbeats per minute
114
Graphing Equations III

1. (1, 3) 4.
y
2
y
4
(4, 1)
2. (5, 4)
4 4 , 3 3
2
3. (4, 1)
2
0 2
0 2
x
4
5. (2, 0) 6.
y
2
(3, 1)
10. If x = 0 for both planes as seen on the screen, then at x = 1, both planes will be at the point (1, 2) if the speeds allow. This assumes the plane y = 4 2x is going faster than the other. Diversionary tactics are immediately necessary to avoid a collision.
0 2
Greatest Common Factors

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Number 20 30 18 54 150 252 Expression 6x2 30st2 12a2bc3 10a2b3 24x2y2z Prime Factors 225 235 233 2333 2355 22337 Prime Factors 23xx 235stt 223aabccc 25aabbb 2223xxyyz 13. 3 17 a a 15. 4 19. 5a 23. 2st 27. 4 31. 4xyz 16. 15 20. 3x2 24. 2p2q2 28. 5 32. 7c
7. a)
x 0 5 13
y 5 10 18 y 1 3 1
b)
x 0 5 13 x 0 y 3 2 1
y 8 2 18
(13, 18)
8.
x 0 1 1
y
4
1 2
(2, 5)
12. 2 3 m m n n 14. 2 2 19 r r s 17. 6 18. 27 22. 4 26. 9 30. s2t2
0 2
21. 6xy 25. 3 29. a
9.
x 0 1 2
y 7 5 3
x 0 5
y 5 0
33. 15 cm 34. a) 1 cm, 2 cm, 3 cm, 5 cm, 6 cm, 10 cm, 15 cm, 30 cm b) 30 cm 35. a) any of the diagrams shown in part b)
115
b)
ab 2b 4 6 2 2ab 2a 2b 3b a 4b b 4a 6a 2 3 6b 2ab 3ab 2a 3a
30. 1.3x5 + 0.2mx4 + 2.1x3 + 0.4m2 2 31. x 4 + b 3 x 2 + bx + 4b 32. x + a 3 3335. Answers will vary. 36. a) 6x2 5 b) Yes; each has a degree of 2.
Slope I
1. mAB =
1 , mCD is undefined, mEF = 0, mGH = 1, 2
5 2 mIJ = , mKL = 3 3
2.
5 4 3 4
3. 1 6. 0
4.
7 9
Like Terms
1. 4r, r, 101r, r; and 5r2, r2, (r2); and r3, 2. a) 4 3. 10t 7. 3p 11. d 15. 2b2
r , 2r3 2
3
5.
7. undefined
b) coefficients 1, 5, 2; constant 3 4. 7b2 8. 2c2 12. t2 5. 13y 9. 4x 13. 15y 2z 6. 21m3 10. 12y 14. 8r + 3s 18. 4a2, 16 21. c + 5d + 3 24. 2 + 5x2 + y2
8. Answers may vary. For example, (0, 3), (2, 2), (6, 0), (8, 1) 9.
y
2
10.
y
0 2 2 4
0 2
2 x
16. 7e3 e2 17. 2s, 2 20. 6k + 2, 20 23. 2 + 3z 3w
19. 5t 3, 0.5 22. m + n + 3
25. 3r + 2r + 2r, 7r, or 2 2r + 3r 26. 1.5s + 0.5s + 1.5s + 0.5s, 4s 2731. Answers will vary. 11. Answers may vary. For example, (1, 2) and (3, 5); (2, 4) and (7, 11) 12. Answers may vary. For example, (4, 3), (7, 1), (2, 7) 13. Answers may vary. For example, 2. trinomial 5. monomial 3. monomial 6. binomial a) (0, 5) and (3, 1); slope is 2 b) (0, 8) and (8, 0); slope is 1 14. c = 6, d = 4 16. non-collinear 18. collinear; m =
3 4 1 2. m = , b = 2 3 8 3
Polynomials
1. binomial 4. trinomial
712. Find the sum of the exponents of its variables. 7. 4 8. 1 9. 2 10. 0 11. 5 12. 5
15.
1318. Find the greatest sum of the exponents in any one term. 13. 1 19. 1 14. 2 20. 2 15. 3 21. 3 16. 4 22. 3
1 bh, monomial, 2 24. 2
17. non-collinear
17. 6
18. 4
Slope II
1. m = 2, b = 5 3. m = 1, b = 1
23. 3n + 3, binomial, 1 25. 2r2 + 2rh, binomial, 2 26. 2 + y + xy2 + y3 3 y + y3 y6 28. 4
4. m = 6. m =
27. x3 2x2y + 3xy3 29. x4 + 2x3 6x 10 5. m = 3, b = 2
1 5 , b= 2 2 4 , b = 3 3
116
7. m = 2, b = 4
8. m = 0, b = 5
4. perpendicular 7. 0 9. a) 10. a)
1 4 1 3
5. 2 8. a) 3 b) 4 b) 3
6.
9. y = 5x + 2, 5x y + 2 = 0 1 10. y = x + , 2x + 2y 1 = 0 2
2 11. y = x 1, 2x 3y 3 = 0 3 1 1 12. y = x , 3x + 12y + 4 = 0 4 3 3 13. m = ; b = 8 2
1 3 1 3
b)
11. a) A, B, C, E 12. m = 15 15. perpendicular 17. 3x + y + 15 = 0
b) A, B, D, F or A, B, C, E 13. neither 14. parallel
16. 3x + 2y + 13 = 0
14.
y
4
y = 3x + 1
2
18. trapezoid
D
y
6
0 2
4 x
C
2
15.
2
y F
0 2 2 2 0 2
19. parallelogram
1 y = x 1 2
y
4
N M
2
16. m =
3 1 3 1 ; b = ; y = x + ; 3x 4y + 2 = 0 4 2 4 2
2 x
1 1 17. m = ; b = 2; y = x 2; x + 3y + 6 = 0 3 3 18. b = 2, m = 1
20. No. The paths are parallel.
19. a) t = 35n + 50 b)
300
Solving Equations I
1.
G = R R R R R R
Total Cost ($)
200
2.
G
100
R R R
R R R R R
3.
= G
Nights
c) $295
d) 35 f) $50 4.
= R R R R G
e) the cost per night to board the dog
Slope III
1. perpendicular 2. parallel 3. neither 5. 11 10. 1.4
6. 3 11. 6
7. 2 12. 3
8. 6 13. 3
9.
1 2
14. 2
117
15. 6 20. 7
1 25. 8 2
16. 0.4 21. 7

1 26. 4
17. 6 22. 2
1 27. 3
18. 15 23. 0
5 28. 8
19. 7 24. 3 29. 4.0 34. 1.8
Solving Equations IV
1.
G G G = G R R R R
30. 11.8 35. 6
31. 1.5
32. 1.4
33. 5.5
2.
R R
G G G
R R R R R R
G G G G
Solving Equations II
1.
G G = R R R R
3.
G G
G G G
2.
G G G
4. 4
=
5. 1 10. 6 15. 2
6. 1 11. 2 16. 1.44
7. 1 12. 3 17. 2
8. 0.128 13. 6 18. 4.8
9. 0.69 14. 1
3.
4. 6 9. 7 14. 6 19. 9 24. 1.6 29. 7975
5. 3 10. 4 15. 8 20. 150 25. 6
6. 5 11. 8 16. 4 21. 84 26. 7.2
7. 9 12. 23
1 17. 7
8. 5 13. 32 18. 25 23. 50 28. 71
19. 2 20. yard work: 130 kJ; washing car: 65 kJ 21. a) 7x = 3x + 12 b) 3 22. a) 5x + 6 = 2x 9 b) 5
Solving Equations V
1. 7 6. 8 11. 3 16. 3 21. 2 2. 6 7. 1 12. 24 17. 1 22. 13 b) length = 126 cm, width = 84 cm 3. 1 8. 4 13. 2 18. 7 4. 0 9. 1.5 14. 40 19. 1 5. 3 10. 3 15. 11 20. 15
22. 8 27. 3
30. c) 5x = 60
Solving Equations III

1. 2. 3. START Divide by 3 START Divide by 4 START Subtract 11 3x + 4 x 4y 3 y 5x x Subtract 4 STOP Add 3 STOP Add x STOP, or
23. a) x = 7
24. 36 cm, 68 cm, 36 cm
Solving Equations VI
1. 0.2 6. 5.05 11. 0.08 8. 1 13. 7 18. 16 23. 3 28. 1 16. 21. 26. 1
1 2
2. 3.0 7. 3 12. 9 17.

4 5
3. 1.1 8. 2 13. 30 18.

2 3
4. 0.3 9. 4 14. 5.7 19. 4
5. 3.8 10. 4 15. 3 20. 6
START 5x Multiply or divide by 1 4. 1 9. 11 14. 2 19. 21 24. 1 29. 3 5. 3 10. 6 15. 3 20. 3 25. 3 30. 4 6. 3 11. 10 16. 20 21. 1 26. 2 31. 6.2
Subtract 5 x STOP 7. 4 12. 4 17. 32 22. 2 27. 0.9 32. 4
10 11
22. 3
23. 1
24. 11 25. 17 b) 13.45 kg
27. a) 26.45 kg
Solving Proportions
16. Answers may vary. 2. 2 to 1, 4 to 2 1. 2:8, 3:12 20 30 6 30 , , 3. 4. 8 12 14 70
33. won 104, lost 70
118
5. 1 to 3, 15 to 45 7. = 8. = 9.
6.
2 20 , 5 50
c) (x, y) (x + 2, y + 1) 13. a) 3 units up 11. y = 4 14. c = 18 17. 18 c) (x, y) (x, y + 3) 14. a) 4 units right, 2 units down c) (x, y) (x + 4, y 2) 15. a) 2 units left, 3 units down 20. 3.1 m c) (x, y) (x 2, y 3) Original Point (2, 3) (1, 0) (5, 0) (3, 4) Original Point (4, 2) (5, 3) (3, 2) (0, 0) Image Point (2, 5) (1, 4) (7, 3) (0, 4) Translation (x, y) (x 5, y 5) (x, y) (x, y 2) (x, y) (x, y + 3) (x, y) (x 1, y + 3)
y
4
b) [0, 3]
10.
12. x = 100 15. d = 3.0
13. a = 10 16. t = 1.8
b) [4, 2]
18. right-handed: 320, left-handed: 40 19. a) 1:3 b) 46 Cooked Rice 3.5 L 1.75 L 875 mL 280 mL 1.4 L 2.45 L b) twice
b) [2, 3]
21. Uncooked Rice 1L 500 mL 250 mL 80 mL 0.4 L 0.7 L 22. a) 1:10 c) Answers will vary. 23. Answers will vary.
16. 17. 18. 19.
Translation (x, y) (x, y 2) 4 units up (x, y) (x 2, y + 3) [3, 0] Image Point (1, 3) (5, 5) (3, 1) (1, 3)
20. 21. 22. 23. 4. z2 + z + 4 24.
Subtracting Polynomials
1. 2x + 1 2. x 7 3. 5ab 6 5. 2c 3d e 7. 2 11. 3 8. 2x + 1 12. c 6. 4s2 + s 5 9. x2 x 1 13. k 2 16. 6e + 8 18. d2 + 5d 4 10. x2 x 1 14. n + 1
C A
2
C B
4 6
15. 2w2 w 1 17. 6f 2 3fg 2g2 19. 3y 2y 2 20. a) 18m + 13

2
0 2
B A
Transformations II
Transformations I
1. 4. 5. 7. 8. 2. 3.
11.
D 6. 9. C
A A B B
l
10. a) 3 units left, 1 unit up c) (x, y) (x 3, y + 1) 11. a) 4 units right c) (x, y) (x + 4, y) 12. a) 2 units right, 1 unit up
b) [3, 1]
b) [4, 0]
b) [2, 1]
b) For the long sides, the difference is 2m 9; for the short sides, the difference is 8.
1.
FF
3.
F
B A k D D
5.
FF
6.
FF
C
n
A C
m
D A C B
B A
IV
CIV
IV
IV
119
12.
H G B
6 4
D
y
D A C F F B
0 2 4
Transformations III
1. AB: (1, 2), (3, 1); AB: (2, 4), (6, 2); 2 DE: (8, 4), (4, 4); DE: (2, 1), (1, 1);
6
A C E
2
E C
E A H D
B G
1 4 1 2
GH: (2, 2), (2, 4); GH: (1, 1), (1, 2); JK: (0, 1), (1, 0); JK: (0, 4), (4, 0); 4 2.
y
13. a) b) c) Point (2, 3) (3, 1) (0, 3)
Reflection Line x-axis y-axis (2, 3) (2, 3) (3, 1) (3, 1) (0, 3) (0, 3)
Y Y X X X Z Z
x
14.
X
l
X
x
Z X Y
3. P(9, 6), Q(3, 6), R(3, 3), S(9, 3) 4.

y y
A A
15.
R S
R S T B
x
0
R T T S
C C
a) 2
l m
b) Images are twice as long as originals. c) same

y
16.
F
l E
E F
5. a)
b)
D
x
17. R(2, 2), S(4, 3), T(3, 4) 18. a) Answers may vary. MUM, TOT, TAT, TOOT, WOW b) BOX, HIDE, CODE, BIKE, HIKE
120

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MATHPOWER 10

ONTARIO EDITION Practice Masters

Contributing Writer Janice Nixon

McGraw-Hill Ryerson Limited

Tips for Learning Math

CHAPTER 4 Quadratic Functions CHAPTER 1 Linear Systems

CHAPTER 2 Analytic Geometry

CHAPTER 5 Quadratic Equations

APPENDIX A: Review of Prerequisite Skills

95 96 97 98 99 100 101 102 103 104 105 106 107 109

Review of Prerequisite Skills

Copyright 2001 McGraw-Hill Ryerson Limited

Copyright 2001 McGraw-Hill Ryerson Limited

What I like the least about Math is

What I like the most about Math is

In my last Math course, my mark was c) about the same as

about the same as

Something that I would like to change about my attitude to Math is

Copyright 2001 McGraw-Hill Ryerson Limited

Tips for Learning Math

Know Your Textbook and How to Use It

Tips for Learning Math

Copyright 2001 McGraw-Hill Ryerson Limited

Copyright 2001 McGraw-Hill Ryerson Limited

Tips for Learning Math

homework is 4. My distractions include

I can avoid by doing this

Tips for Learning Math

Copyright 2001 McGraw-Hill Ryerson Limited

Copyright 2001 McGraw-Hill Ryerson Limited

Tips for Learning Math

Preparing for Tests and Exams

Tips for Learning Math

Copyright 2001 McGraw-Hill Ryerson Limited

Writing Tests and Exams

Copyright 2001 McGraw-Hill Ryerson Limited

Tips for Learning Math

Problem Solving Skills

Understand the Problem

Carry Out the Plan

Tips for Learning Math

Copyright 2001 McGraw-Hill Ryerson Limited

Solving Word Problems

Substitute the value for x into each expression for distance.

Copyright 2001 McGraw-Hill Ryerson Limited

Tips for Learning Math

Tips for Learning Math

Copyright 2001 McGraw-Hill Ryerson Limited

Investigation: Ordered Pairs and Solutions

, 0), (1, ), (1,

Copyright 2001 McGraw-Hill Ryerson Limited

Solving Linear Systems Graphically

12x + 8y + 4 = 0 15x + 10y = 5

b) infinitely many solutions k) 3.74x y = 2 x= 5

c) one solution, (3, 1)

Copyright 2001 McGraw-Hill Ryerson Limited

Solving Linear Systems by Substitution

b) 2(x 1) (y 7) = 13 4(x + 2) + 3(y + 1) = 37 c) p + 6q = 11 4p q = 6 d) 5m 4n = 11 3m = n + 15

Copyright 2001 McGraw-Hill Ryerson Limited

Investigation: Equivalent Equations

2. Write three equivalent equations for each given equation. a) x + y = 0.4 b) 4x 3y = 7 1 x 4y = 8 3

Copyright 2001 McGraw-Hill Ryerson Limited

Solving Linear Systems by Elimination