Module 2

Version 03
Section 1-3

Math 8
Module 2
Squares, Integers, and the Pythagorean
Theorem

a2 + b2 = c2
© 2009 by Open School BC

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Section 1: Where in the World...?
Description of Nine Chapters on Mathematical Art
http://en.wikipedia.org/wiki/Nine_Chapters_on_the_Mathematical_Art
Section 3 Lesson A: The Pythagorean Theorem
Fence*, Photo by fotologic
http://www.flickr.com/photos/fotologic/273240525/in/set-72157594245913225/
and a white picket fence*, Photo by neoliminal
http://www.flickr.com/photos/neoliminal/518105915/
Two-story single-family home, Photo by SanjibLemar
http://commons.wikimedia.org/wiki/File:Two-story_single-family_home.jpg
Section 3 Lesson B: Pythagorean Triples
Door numbered 52, Photo by Hans Wolff
http://commons.wikimedia.org/wiki/File:Door_numbered_52.jpg
*Photos released under Creative Commons Attribution 2.0 Generic license
http://creativecommons.org/licenses/by/2.0/deed.en_CA
Additional photos by Christina Teskey
Project Manager: Christina Teskey, Jennifer Riddel (Open School BC)
Planning Team: Dane Allison (School District 8), Sonya Fern (School District 62), Duncan McDougall
(Tutor Find Learning Centre), Shelley Moore (School District 38), Jennifer Riddel (Open School BC),
Christina Teskey (Open School BC), Angela Voll
Writers: Dan Laidlaw (School District 73), Esther Moreno (School District 39), Angela Voll, Rusé
Kampunzi, Clint Surry (School District 63), Christina Teskey (Open School BC)
Course Reviewers: Susan Robinson (School District 64), Clint Surry (School District 63)
Editor: Shannon Mitchell (Paper Hat Editing Services)
Production Technician: Beverly Carstensen
Art: Beverly Carstensen, Cal Jones, Max Licht, Sean Owen, Christine Ramkeesoon
Multimedia
Media Coordinator: Janet Bartz, Christine Ramkeesoon
Media Design: Janet Bartz
Flash Programming: Chris Manuel
Voice Talent: Wendy Webb
Video Scripting: Jennifer Riddel, Christina Teskey
Video Production: Caitlin Flanders, Chris Manuel, Sean Owen
Video Talent: Jennifer Riddel, Jeffrey Chan, Cameron Vieweg, Meghan Vieweg

Print History
Corrected, February 2010
Corrected, September 2009
New: August 2009
Contents
Course Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Module Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Section 1: Multiplying and Dividing Integers. . . . . . . . . . . . . . . . . . . . . . . . . 11
Pretest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson A: Should I Multiply or Divide?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson B: Multiplying and Dividing with Negative Numbers . . . . . . . . . . . . . . 35
Lesson C: Expressions—More Than One Operation. . . . . . . . . . . . . . . . . . . . . 49

Section 2: Squares and Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Pretest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson A: Perfect Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson B: Square Roots of Perfect Squares. . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson C: Estimating Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Lesson D: Calculating Square Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Section 3: The Pythagorean Theorem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Pretest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson A: The Pythagorean Theorem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson B: Pythagorean Triples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Lesson C: Using the Pythagorean Theorem. . . . . . . . . . . . . . . . . . . . . . . . . . 161

Appendix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Templates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Graph Paper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
 Course Overview

Course Overview
Welcome to Mathematics 8!
In this course you will continue your exploration of mathematics. You’ll have a chance
to practice and review the math skills you already have as you learn new concepts and
skills. This course will help you to increase your ability to think mathematically.

Organization of the Course

The Mathematics 8 course is made up of four modules. These modules are:

Module 1: Exploring 2-D and 3-D Connections

Module 2: Squares, Integers, and the Pythagorean Theorem

Module 3: Data, Graphing, and Linear Equations

Module 4: Fractions, Ratios, and Probability

Organization of the Modules

Each module has three sections. The sections have the following features:

Pretest
This is for students who feel they already know the concepts in the section. It is divided
by lesson, so you can get an idea of where you need to focus your attention within the
section.

Lessons
Each section is divided into lessons. Each lesson is made up of the following parts:

Essential Questions
Essential Questions are based on the concepts in each lesson. This activity will help
you organize information and reflect on your learning.

Warm-up
This is a brief drill or review to get ready for the lesson.

Explore
This is the main teaching part of the lesson. Here you will explore new concepts
and learn new skills.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 5

Course Overview

Try it! Activities

These are activities for you to complete to solidify your new skills. You will mark
these using Solutions at the end of each module.

At the end of each module you will find:

Solutions
This contains all of the solutions to the Pretests, Warm-ups and Try it! Activities.

Templates
Templates to pull out, cut, colour, or fold in order to complete specific activities. You
will be directed to these as needed.

Glossary
This is a list of key terms and their definitions.

More about the Pretest

There is a pretest at the beginning of each section. This pretest has questions for each
lesson in the section. Complete this pretest if you think that you already have a strong
grasp of the topics and concepts covered in the section. Mark your answers using
Solutions found at the end of the module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

6 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Course Overview

Thinking Space
The column on the outside edge of most pages is called the Thinking Space. You can
use this space to
• write questions about things you don’t understand
• note things that you want to look at again
• respond to a question in the Thinking Space or the text
• draw pictures that help you understand the math
• identify words that you don’t understand
• connect what you are learning to what you already know
• make your own notes or comments

Materials and Resources

There is no textbook required for this course. All of the necessary materials and
exercises are found in the modules.

In some cases, you will be referred to templates to pull out, cut, colour, or fold. These
templates will always be found near the end of the module, just in front of the answer
key.

You will need a scientific calculator for some of the activities. A geometry set would also
be helpful, although for many activities you can use a straightedge rather than a ruler.
A protractor is available in the Appendix if you don’t have one.

If you have Internet access, you might want to do some exploring online. The
Math 8 Course Website will be a good starting point. Go to http://www.openschool.
bc.ca/courses/math/math8/mod2.html and find the lesson that you’re working on.
You’ll find relevant links to websites with games, activities, and extra practice. .

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 7

Course Overview

Icons
You will see a few icons used on the left-hand side of the page. These icons are used to
signal a change in activity or to bring your attention to important instructions.

Explore Online

Essential Questions

Solutions

Use a Calculator

8 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Module 2 Overview
Module 2 consists of three sections on the multiplication and division of positive and
negative numbers, squares and square roots, and the Pythagorean Theorem.

Section Overviews
Section 2.1: Multiplying and Dividing Integers
In this first section you’ll review multiplication and division and decide which
operation to use in word problems. You’ll also learn to multiply and divide with
positive and negative numbers. Finally, you’ll review the order of operations and use its
principles to calculate the answers to questions that include integer multiplication and
division.

Section 2.2: Squares and Square Roots

In the second section, you’ll learn to recognize and list perfect squares through the use
of a media tool called Shape Shifter. You’ll be able to recognize the square root sign
and use the square root button on your calculator. Using your calculator, you’ll be able
to find the square root of any whole number.

Section 2.3: The Pythagorean Theorem

In the final section, you’ll learn the Pythagorean Theorem and be able to decide if
a triangle is a right triangle. You’ll identify Pythagorean Triples, and then use the
Pythagorean Theorem to find the lengths of missing sides of right triangles.

Course Map
On the following page you’ll find a course map. If you colour in the box for each
section and lesson as you complete it, you’ll easily be able to see how much of the
course you’ve finished, and how much is still left to complete.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 9

 Module 1 Module 2 Module 3 Module 4

Section 1 Section 1 Section 1 Section 1

Nets and Views Multiplying and Dividing Integers Analyzing statistical graphs Multiplying and Dividing Fractions

Lesson A: Visualizing in Three Dimensions Lesson A: Should I Multiply or Divide? Lesson A: Types of Graphs and Data Lesson A: Proper, Improper Fractions, Mixed Numbers

Lesson B: Mult. and Div. with Negative Numbers Lesson B: Adv. and Dis. of Graph Types
Lesson B: Prisms and Cylinders and their Nets Lesson B: Multiplying Fractions

Lesson C: Expressions–More than one Operation Lesson C: Misleading Graphs

Lesson C: Top View, Side View, and Front View Lesson C: Dividing Fractions

Lesson D: Estimating and Solving Problems

Section 2 Section 2
Section 2 Squares and Square Roots Graphing on the Coordinate Plane
Calculations in 2-D and 3-D
Section 2
Lesson A: Perfect Squares Lesson A: Ordered Pairs and Linear Equations
Ratios, Rates and Percents
Lesson A: Total Area of the Net
Lesson B: Tables of Values
Lesson B: Square Roots of Perfect Squares
Lesson B: More about Area in 2-D and 3-D Lesson A: Ratios and Rates in Everyday Life
Lesson C: Relationships and Missing Values
Lesson C: Estimating Square Roots
Lesson C: The Amount of Space Lesson B: Making Sense of Percents

Lesson D: Calculating Square Roots

Lesson C: Solving Problems with Percents

Section 3
Section 3 Linear Equations
Shapes and Design Section 3
The Pythagorean Theorem Lesson A: Algebra Tiles Section 3
Probability
Lesson A: What is a Tessellation Anyways?
Lesson B: Solving Linear Equations Symbolically
Lesson A: The Pythagorean Theorem
Lesson B: Transformations in Tessellations Lesson A: The Probability of Independent Events
Lesson C: More Linear Equations
Lesson B: Pythagorean Triples
Lesson C: Creating a Tessellation Lesson B: Problem Solving with Probability
Lesson C: Using the Pythagorean Theorem
 Section 1
Multiplying and Dividing Integers
In this section you will: For this section you will need:
• learn when to multiply and when • crayon, marker, or coloured
to divide pencil
• multiply and divide with positive
and negative numbers
• review order of operations

Where in the World...?

Mathematicians in China were contemplating the meaning and use of negative
numbers as early as 100 BC.

This image is from the famous Chinese

book the Jiu zhang suanshu or the Nine
Chapters on the Mathematical Art. In
the book there is a description of using
different coloured counting rods—red for
positive numbers and black for negative
numbers.

Many years later in India and in Europe,

negative numbers were used in banking
and trade to represent money lost and
debts owed.

Positive and negative numbers allow us

to give numbers a direction. Temperature
can go up and temperature can go down.
When you’re walking on the sidewalk,
you can go forward or you can go
backward.

But what does it mean to multiply or

divide negative numbers?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 11

12 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC
 Section 1 | Pre-test

Section 1
Pretest

Complete this pretest if you think that you already understand the topics and concepts
covered in this section. Mark your work using Solutions found at the end of the
module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

Lesson A: Should I Multiply or Divide?

1. You have 3 pies and 18 people. How many pieces should you cut each pie into to
guarantee that each person will have at least one piece?

2. You have 320 CDs in your collection. You found a CD case that you like. It holds
40 CDs. How many cases do you need for your collection?

3. A health insurance plan advertises that its plan costs only $6 per day. How much
does the plan cost per month? Assume that a month has 30 days.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 13

Section 1 | Pre-test

Lesson B: Multiplying and Dividing With Negative Numbers

4. a. –6 × 7 =

b. –12 ÷ (–2) =

c. 8 × (–11) =

d. 150 ÷ (–3) =

e. 42 ÷ 6 =

f. –9 × (–8) =

5.
( −3)( 8)( –4 )
=
(6 )( –2 )

Lesson C: Expressions With More Than One Operation

( 4 ) ( −3)
6. a. + ( 3)(7) =
6

b. (–2)(7) – 18 ÷ 6 + 4 × 9 =

c. 42 ÷ (–7) + 9 =

d. –3 + 6 × 9 =

Turn to Solutions at the end of the module and mark your work.

14 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Lesson A
Should I Multiply or Divide?

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 15

 Essential Questions Before the lesson: What I know After the lesson: What I learned

What is multiplication?

16 | MATH 8 eTEXT: MODULE 2

What is division?
Section 1 | Lesson A: Should I Multiply or Divide?

How do I know when to multiply or divide?

© OPEN SCHOOL BC
 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Warm-up

1. 4 × 5 = 11. 30 ÷ 10 =

2. 21 ÷ 7 = 12. 11 × 8 =

3. 3 × 8 = 13. 24 ÷ 3 =

4. 63 ÷ 9 = 14. 7 × 5 =

5. 2 × 7 = 15. 70 ÷ 7 =

6. 18 ÷ 6 = 16. 6 × 6 =

7. 4 × 4 = 17. 4 × 8 =

8. 15 ÷ 5 = 18. 56 ÷ 7 =

9. 6 × 4 = 19. 20 ÷ 4 =

10. 72 ÷ 9 = 20. 5 × 5 =

If you have access to the Internet and want to get more

practice with multiplication and division facts, go to the
Math 8 website http://www.openschool.bc.ca/courses/
math/math8/mod2.html and click on the link under Lesson
2.1A: Should I Multiply or Divide?

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 17

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Explore
Multiplication
You know lots about multiplication already.

If you have 4 groups with 3 items in each group, you can figure out the
total number of items by multiplying.

4 × 3 = 12

There are twelve items all together.

Perhaps in one of the other math courses you’ve taken, you’ve learned
how to do problems like this one.

Example
Susan worked at a tulip farm last spring, packaging bulbs in boxes before
they were sent to the store. She put 15 bulbs in every box. On her most
productive day, she filled 42 boxes. How many bulbs did she pack?

Groups: boxes
Items: bulbs
# of groups: Susan packed 42 boxes.
# of items in one group: There were 15 bulbs in each box.
Total items: We don’t know. Multiply to find out.
42 × 15 = 630
Susan packed 630 bulbs.

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Solving a Multiplication Word Problem.

18 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Use this structure to solve the problem.

Groups:

Items:

# of groups:

# of items in one group:

Total items:

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 19

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space

Try It!
Activity 1

These are all multiplication problems.

1. This question is very similar to the

example. Follow the example if you
need help.

Susan worked at a tulip farm last

spring, packaging bulbs in boxes
before they were sent to the store.
She put 24 bulbs in every box. On
her most productive day, she filled
370 boxes. How many bulbs did she
pack?

Fill in the blanks with the correct

numbers.

Do these questions Groups: boxes

without a calculator. Items: bulbs
# of groups: Susan packed boxes.

# of items in one group: There were bulbs in each box.

Total items: We don’t know. Multiply to find out

× =

Susan packed bulbs.

2. In the winter, Amir feeds his cows four bales of hay every day. Spring
is coming and he thinks that he will be able to put the cows out on
the pasture in 45 days. How many bales of hay does he need?

Fill in the blanks with the correct numbers.

Groups: days
Items: bales of hay
# of groups: Amir needs hay for days.

# of items in one group: He needs bales of hay each

day.

20 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Total items: We don’t know. Multiply to find out.

× =

Amir needs bales of hay.

3. A box of collectible trading cards contains 24 packs. Each pack has 15

trading cards. How many cards are in a box?

Draw a picture that describes this situation.

Fill in the blanks with the correct numbers.

Groups:
packs of trading cards
Items: cards in each pack

# of groups: packs

# of items in one group: cards in each pack

Total items: We don’t know. Multiply to find out.

× =

There are trading cards in a box.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 21

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
4. Alexis got a beading kit for her birthday. The kit contains six pouches
of coloured of beads, and there are 22 beads in each pouch. How
many beads are in the kit?

Draw a picture that describes this situation.

Fill in the blanks with the correct numbers.

Groups:
pouches of beads
Items: beads

# of groups: pouches of beads

# of items in one group: beads in each pouch

Total items: We don’t know. Multiply to find out.

× =

There are beads in the kit.

22 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
5. Chris earns $9 per hour at the Burger Hut. He worked 21 hours last
week. How much money did he make?

Draw a picture that describes this situation.

Fill in the blanks.

Groups:

Items:

# of groups:

# of items in one group:

Total items: We don’t know. Multiply to find out.

× =

Chris earned $ last week.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 23

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
6. Jamie’s band gets paid 5¢ every time someone buys one of their songs
from an Internet music store. Their latest hit has been downloaded
3726 times since it was posted this morning. How much money have
they made?

Think about groups, items, and total when you solve the problem.

Turn to Solutions at the end of the module and mark your

work.

24 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Explore
Division
How did that go? Make sure you have checked your answers before you
move on.

Division is the opposite of multiplication. If you have twelve items in four

equal groups, you can figure out the number of items in each group by
dividing.

12 ÷ 4 = 3

There are three items in each group.

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Solving a Division Word Problem.

When you work on this next set of questions, think about how they are
different from the last set of questions.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 25

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space

Try It!
Activity 2

These are all division problems.

1. One day at the tulip farm, Susan’s

boss bought pizza for everyone.
They packed 60 000 tulips yesterday!
With 24 tulips in each box, how
many boxes did they fill?

Groups: boxes
Items: bulbs

Fill in the blanks with the correct

numbers.

# of groups: We don’t know. Divide to find out.

# of items in one group: There were bulbs in each box.

Total items: There were bulbs altogether.

÷ =

They filled boxes with bulbs.

2. The calendar fundraiser is going well. The class keeps $3 for every
calendar that they sell. They have set a fundraising goal of $465. How
many calendars do they need to sell?

Draw a picture that describes this situation.

26 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Groups: calendars
Items: dollars for each calendar that they sell
# of groups: We don’t know. Divide to find out.

# of items in one group: The class earns $ for each calendar

that they sell.
Total items: The class wants to raise $ .

÷ =

They need to sell calendars to

reach their goal.

3. The landscaper for a housing development

has 585 coleus seedlings ready to be
transplanted.

How many seedlings can she plant at each

one of 13 new houses?

Groups: new houses

Items: seedlings
# of groups: There are new houses.
# of items in one group: We don’t know. Divide to find out.

Total items: There are seedlings.

÷ =

The landscaper can plant coleus

seedlings in each yard.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 27

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
4. Chris needs $648 to buy a new guitar. How many hours does he need
to work at the Burger Hut, where he earns $9 per hour, to make that
much money?

Fill in the blanks.

Groups:

Items:

# of groups: We don’t know. Divide to find out.

# of items in one group:

Total items:

÷ =

Chris needs to work for hours to

earn the money to buy the guitar.

5. Alexis has 56 beads left in her beading kit. She has worked out a
design that she likes for a bracelet with 7 beads. How many bracelets
can she make with the beads that she has left?

Draw a picture that describes this situation.

28 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Fill in the blanks.

Groups:

Items:

# of groups: We don’t know. Divide to find out.

# of items in one group:

Total items:

÷ =

Alexis can make bracelets.

6. Nancy has noticed that she is nearly out of one brand of collectible
trading cards at her store. One box, which contains 24 packs of cards,
costs $18. How much does she pay for each pack of cards?

Think about groups, items, and total when you solve the problem.

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 29

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
Explore
Deciding Whether to Use Multiplication
or Division
How are multiplication questions different from division questions?

Think about groups, items in a group, and total.

If you need to find the total, you’re doing a multiplication question.

If you know the total, you’re doing a division question.

30 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space

Try It!
Activity 3

There are multiplication and division problems here.

1. Amir has 192 bales of hay. If he feeds his cows 4 bales every day, how
many days will his hay last?

Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or
write “We don’t know.”

Groups:

Items:

Total:

÷ =

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 31

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
2. The class has sold 32 calendars so far in this year’s fundraiser. The
calendars sell for $14. How much money have they collected?

Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or
write “We don’t know.”

Groups:

Items:

Total:

÷ =

32 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
3. The 5 members of Jamie’s band are celebrating. They have earned
$700 selling their songs at an internet music store. How much money
do they each get?

Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or
write “We don’t know.”

Groups:

Items:

Total:

÷ =

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 33

Section 1 | Lesson A: Should I Multiply or Divide?

Thinking Space
4. The new housing development is almost finished. There are
13 new houses. The landscaper wants to put a cedar hedge along the
driveway of each new home. She needs 8 plants for each hedge. How
many cedar plants does she need?
Think about groups, items, and total when you solve the problem.

Draw a picture that describes this situation.

Fill in the blanks with the description and the correct number, or
write “We don’t know.”

Groups:

Items:

Total:

÷ =

Turn to Solutions at the end of the module and mark your

work.

You’ve finished Lesson A. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

34 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Lesson B
Multiplying and Dividing with
Negative Numbers

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 35

 Essential Questions Before the lesson: What I know After the lesson: What I learned

When multiplying integers, how do I know if my

answer will be positive or negative?

36 | MATH 8 eTEXT: MODULE 2

What do I do when a question asks me to
multiply and divide more than two numbers?
Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

© OPEN SCHOOL BC
 Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
Warm-up

1. –2 + 3 =
11. 24 ÷ 6 =
2. 6 × 7 =
12. 15 × 3 =
3. 3 – 8 =
13. –2 – 5 =
4. 36 ÷ 4 =
14. 6 + 5 =
5. 7 × 3 =
15. 27 ÷ 9 =
6. 4 – 7 =
16. 12 – 20 =
7. 9 × 2 =
17. 4 × 8 =
8. 12 ÷ 4 =
18. –9 – 2 =
9. –15 + 7 =
19. 35 ÷ 7 =
10. 10 – 6 =
20. –1 + 17 =

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 37

Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
Explore
× and ÷ with a Positive Number and a
Negative Number
There are lots of ways to think about positive and negative numbers.
Perhaps you like thinking about temperature. The temperature can be
+3° C. The temperature can be –4° C. The temperature can go up (move
in a positive direction). The temperature can go down (move in a negative
direction).

Maybe the money analogy is your favourite. You have $10 (that’s +10).
You owe $10 (that’s –10). You earn money (move in a positive direction)
and you spend money (move in a negative direction).

In this lesson we’re going to think about stairs.

Start at 0.

Go up two stairs.

Do that three times.

6
5 Where are you?
4
3
+6
2
1
0 2×3=6
–1
–2 We knew that already.
–3
–4
–5
–6

38 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
Go back to 0.
6
5
4 Go down two stairs.
3
2 Do that three times.
1
0
Where are you?
–1
–2
–3 –6
–4
–5 –2 × 3 = –6
–6

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and watch
Multiplication Steps.

When multiplying or dividing,

if the signs are DIFFERENT (one +, one –)
the answer is NEGATIVE.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 39

Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space

Try It!
Activity 1

1. Remember: If the signs are different, the answer is negative.

a. 4 × (–3) = b. –4 × 3 =

c. 12 ÷ 1 = d. –1 × 12 =

e. 12 ÷ (–4) = f. –12 ÷ 4 =

g. 2 × (–6) = h. –2 × 6 =

i. –12 ÷ 3 = j. 12 ÷ (–3) =

k. 12 ÷ 3 = l. –12 × 1 =

m. 12 × (–1) = n. 12 ÷ 2 =

o. 12 ÷ (–2) = p. 12 ÷ (–6) =

q. –12 ÷ 6 = r. 3 × (–4) =

s. 4 × 3 = t. 6 × 2 =

u. –6 × 2 = v. 6 × (–2) =

40 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
2. Winter is coming and the temperature is dropping. The weather
forecast says to expect the temperature to go down by 3°C every day
for the next 5 days. How much colder will it be on the fifth day than
it is today?

3. Margaret, Halim, and André have decided to close the store that they
owned together. Their company is $900 in debt. They want to split
the debt equally between the three of them. How much does each of
them owe?

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 41

Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
Explore
× and ÷ with Two Negative Numbers
Do you remember doing “fact families”?

2×3=6

3×2=6

6÷2=3

6÷3=2

Let’s look at the fact family that goes with 2 × (-3).

2 × (–3) = –6

(–3) × 2 = –6

–6 ÷ 2 = (–3)

–6 ÷ (–3) = 2

The first three facts in that list follow the rule we just learned. When the
signs are different, the answer is negative.

Can you think Look at the last fact. A negative number divided by a negative number is
of a rule about a positive number.
multiplying two
negative numbers? Multiplication and division of integers have the same rules for signs.

When multiplying or dividing,

if the signs are the SAME (both + or both –)
the answer is POSITIVE.

42 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space

Try It!
Activity 2

When multiplying or dividing,

if the signs are the SAME (both + or both –)
the answer is POSITIVE.

1. 4 × 5 = 2. –4 × (–5) =

3. 4 × (–5) = 4. 20 ÷ 4 =

5. –20 ÷ (–5) = 6. –10 × (–2) =

7. –20 ÷ (–2) = 8. 20 ÷ 2 =

9. –1 × (–20) = 10. 3 × (–8) =

11. –24 ÷ 8 = 12. –4 × 6 =

13. 24 × (–1) = 14. 24 ÷ (–4) =

15. 2 × (–12) = 16. –24 ÷ 3 =

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 43

Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
17. –24 ÷ 1 = 18. (–7 × (–7) =

19. 7 × 7 = 20. 49 ÷ (–7) =

21. 49 ÷ 7 = 22. –5 × (–5) =

23. 5 × 5 = 24. –25 ÷ (–25) =

25. –1 × (–5) = 26. –4 × (–4) =

27. 4 × 4 = 28. 16 ÷ (–4) =

29. –16 ÷ 4 = 30. 4 ÷ 2 =

31. 4 ÷ (–2) = 32. –4 ÷ 2 =

33. –4 ÷ (–2) = 34. 56 ÷ 8 =

Turn to Solutions at the end of the module and mark your

work.

44 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
Explore
× and ÷ with More Than Two Numbers
What about questions with more than two numbers?

12 ( −3)
2 × 3 × ( −4 ) ( 2 ) ( −3) ( −4 )
4

( 3) ( −1) ( −2 ) ( −5)

12 ( −3)( 5) 5 ( −2 ) ( −1)(6 )
( −6 ) ( −15) 15

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Simplifying.

When an expression contains only the operations of multiplication and

division, you can do the operations in any order that you like.

Did you notice anything about how negative signs affect the answer? If
there is an even number of negative signs, the answer is positive. If there is
an odd number of a negative signs, the answer is negative.

Let’s look at a question with more operations.

12 ( −3)( 5)
( −6 ) ( −15) The numerator
is the top of a fraction.
The denominator
is the bottom of a
fraction.

Will this answer be positive or negative? The numerator will be negative

and the denominator will be positive. A negative divided by a positive is
negative. This answer will be negative.

There are a number of different ways to do this question. We’re going to

look at two of them.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 45

Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
12 ( −3)( 5) Multiply everything that is in the numerator.
( −6 ) ( −15) Multiply everything that is in the denominator.

Remember: the fraction bar

means “divided by”.
–180
means -180 ÷ 90.
90

–180
= Divide.
90
= –2

That method works, but sometimes the numbers get pretty big. This time,
let’s simplify by doing some of the division first.

12 ( −3)( 5) There are an odd number of negative signs

( −6 ) ( −15) in the question. We know the answer will be
negative. Take away all the negative signs and
put one in front.
12 ( 3)( 5)
=−

(6 )(15) When you simplify, remember to divide
a number into both the numerator and
denominator.
2
12 ( 3)( 5)
=– 6 divides into 12 twice. 6 divides into 6 once.
1 (6 )(15)

2 ( 3 ) ( 5) 1
=– 5 divides into both 5 and 15.
(1) (15)3

=– 3 divides into both 3 and 3.

2 (1)(1)
=−
(1)(1)
= −2

46 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space

Try It!
Activity 3

These questions will be easier if you simplify first. Go to

http://media.openschool.bc.ca/osbcmedia/ma08/course/
html/math08_ui.html, click on Module 2, and watch the
video Simplifying again if you want to review this.

When multiplying or dividing,

if there are an EVEN number of negative signs, the answer is POSITIVE.
If there are an ODD number of negative signs, the answer is NEGATIVE.

12 ( 3) ( −3) ( −7)
1. 2.
( 3) ( −1)( 2 ) ( −9)

( −16 )( 25) ( −2 )
3. ( 4 )( 5) ( −1) 4.
(10 ) ( −4 )

(6 ) ( −4 )( 2 )
5. ( 2 ) ( −5)(7) ( −2 ) 6.
−12

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 47

Section 1 | Lesson B: Multiplying and Dividing with Negative Numbers

Thinking Space
( 24 ) ( −14 ) ( 8) ( −7)
7. 8.
( −8) ( −7) ( −1) 4 (14 )

( −15)(6 )
9. ( −1) ( 2 ) ( −3)( 4 ) ( −5) 10.
−9

( −21)( 9)
11. ( 5) ( −3)( 2 ) 12.
(7) ( −3)

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Solving Mixed Multiplication and Division to see fully-
worked solutions for some of these questions.

You’ve finished Lesson B. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

48 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson C: Expressions With More Than One Operation

Lesson C
Expressions With More Than One
Operation

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 49

 Essential Questions Before the lesson: What I know After the lesson: What I learned

When there is more than one operation in an

expression, how do I know what to do first?

50 | MATH 8 eTEXT: MODULE 2

Section 1 | Lesson C: Expressions With More Than One Operation

© OPEN SCHOOL BC
 Section 1 | Lesson C: Expressions With More Than One Operation

Thinking Space
Warm-up
Answer the questions. Then look up each answer in the Decoder Table.
Put the letter than matches the answer in the blank beside the questions.

For example: 1. –4 – 3 = –7, which matches A in the Decoder Table. Put

an “A” in the blank beside 1.

A 1. –4 – 3 = –7
Decoder Table
( −5) ( −1) ( −2 ) ( 3)
2. A –7
6
D 48
3. 18 ÷ 3 =
E –1
4. 14 ÷ –7 =
F 7
5. –3 × –4 =
G 9
6. (–6)(–8) =
H –2
7. –3 + 9 =
I 6
8. 4+5+3=
M 5
−21 N 25
9.
−3 O 2
10. –8 + 6 = P –5
18 (7) ( −4 ) S 12
11.
( −14 ) ( 3) T –6
W –25
12. –5 + 30 =

Now unscramble the letters to solve the riddle. The A for question 1 has
already been written in.

What do sea monsters eat?

A
9 3 11 4 1 12 6 5 10 7 2 8

Turn to Solutions at the end of the module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 51

Section 1 | Lesson C: Expressions With More Than One Operation

Thinking Space
Explore
Order of Operations
Something that tells us what to do with a number or numbers is called an
operation.

Addition, subtraction, multiplication, and division are the operations that

you know about already. These are called the basic operations.

You have probably done questions about adding and subtracting more
than two numbers in other math courses.

In Lesson B, you learned about multiplying and dividing with more than
two numbers.

What do you do with a question that involves many different operations?

BEDMAS: More Than Just a Weird Word

(–2)(3) ÷ 6 + 9 – 14 ÷ (9 – 2)

BEDMAS is an acronym that helps you to remember the order of

operations.

BEDMAS
First, work out everything that is in brackets.

(–2)(3) ÷ 6 + 9 – 14 ÷ (9 – 2)
= (–2)(3) ÷ 6 + 9 – 14 ÷ 7

BEDMAS
Next, simplify all of the exponents. (There are no exponents in this
question. You’ll learn more about this in Section 2).

52 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson C: Expressions With More Than One Operation

Thinking Space
BEDMAS
Do all of the division and multiplication in the order they appear from
left to right.

= (–2)(3) ÷ 6 + 9 – 14 ÷ 7
= –6 ÷ 6 + 9 – 14 ÷ 7
= –1 +9– 2

BEDMAS
Finally, do the addition and subtraction.

= –1 + 9 – 2
= 8 – 2
=6

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Using Order of Operations.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 53

Section 1 | Lesson C: Expressions With More Than One Operation

Thinking Space

Try It!
Activity 1

Solve the following.

1. (–3)(7) = 2. 4 × 9 =

3. –13 × 3 = 4. 42 ÷ (–6) =

5. (8)(–1)(–4) = 6. 12 + 6 =

7. 15 ÷ 5 + 7 = 8. 2 – 3 × 4 =

4
9. 3 + = 10. –16 + (4)(3) =
2

11. –5 – (2)(–1)(–18) ÷ 4 = 12. 6 × 5 ÷ 3 =

13. 18 ÷ 2 + 4 = 14. 18 ÷ (2 + 4) =

54 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson C: Expressions With More Than One Operation

Thinking Space
15. 6 × 8 + 12 + 3 × 9 = 16. 3 + 11 × 4 + 12 ÷ 3 =

17. 7 – 3 × 5 = 18. (7 – 3) × 5 =

19. 36 ÷ 9 + 2 + 1 × 9 + 6 – 5 = 20. 6 × 7 ÷ 14 – 3 + 2 × 4 =

21. 5 – 1 + 2 – 4 × 3 ÷ 6 =

22. a. Make up a question that has an answer of 5. Use at least 3

numbers. Use at least 2 different operations.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 55

Section 1 | Lesson C: Expressions With More Than One Operation

Thinking Space
b. Show how to solve your question.

23. a. Make up a question that has an answer of –2. Use at least

4 numbers. Use at least 3 different operations.

b. Show how to solve your question.

24. a. Make up a question that uses all of these symbols exactly once.

1 2 3 4 5 6 7 8 9 + + – – × ÷

For example: 12 ÷ 3 + 4 – 5 × 6 + 7 – 89

b. Show how to solve your question.

56 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 1 | Lesson C: Expressions With More Than One Operation

Thinking Space
Turn to Solutions at the end of the module and mark your
work.

You’ve finished Lesson C. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

Section Summary
Completing this section has helped you to:
• learn when to multiply and when to divide
• multiply and divide with positive and negative numbers
• review order of operations

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 57

58 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC
 Section 2
Squares and Square Roots
In this section you will: For this section you will need:
• recognize and list perfect squares • calculator
• recognize the square root sign √
• calculate the square roots of whole
numbers

Where in the World...?

Designing a house, sewing an outfit, installing new kitchen cabinets—if you know
about squares and right angles, your project will look great.

You will learn the skills to solve problems like these in Section 2.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 59

60 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC
 Section 2 | Pre-test

Section 2
Pretest

Complete this pretest if you think that you already understand the topics and concepts
covered in this section. Mark your work using Solutions found at the end of the
module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

Lesson A: Perfect Squares

1. Circle the perfect squares.

54 18 4

16 27 37

25 81 5

Lesson B: Square Roots of Perfect Squares

2. What is the square root of 36?

3. a. 22 = b. 52 = c. 82 =

4. a. 9 = 2
b. 16 =
2
c. 49 = 2

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 61

Section 2 | Pre-test

5. a. 9 = b. 64 = c.
1 =

6. a. 11 = b. 2 = c. 5 =

7. a. 6 – 22 = b. (–3 + 5)2 + 5 × 3 =

Lesson C: Using the Pythagorean Theorem

8. Match each number on the left to its square on the right.

–2.5 a. 16

b. 9
4
c. 1.21
–7 d. 6.25

e. 49
3
f. 4
1.1

–2

9. Complete each statement with =, <, or >

a. 2 5

b. 3 – 8 8 – 3

c. 32 – 3 6

d. (–2)(–3) 18 ÷ (–3)

10. Is 7 less than 2 or greater than 2? Why?

62 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Pre-test

11. 39 and 43 are bigger than 6 and smaller than 7. List three more square roots
that are between 6 and 7.

Lesson D: Calculating Square Roots

Use your calculator for these questions.

12. Solve.

a. 2162 = b. 3.42 = c. 8.172 =

13. Solve.
Round your answers to the nearest thousandth.

a. 7 = b. 24 = 18 =
c.

Turn to Solutions at the end of the module and mark your work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 63

64 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC
 Section 2 | Lesson A: Perfect Squares

Lesson A
Perfect Squares

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 65

 Essential Questions Before the lesson: What I know After the lesson: What I learned

Why are some numbers called “perfect

squares”?

66 | MATH 8 eTEXT: MODULE 2

Section 2 | Lesson A: Perfect Squares

How do I know when a number is not a perfect

square?

How are square numbers and square shapes

related to each other?

© OPEN SCHOOL BC
 Section 2 | Lesson A: Perfect Squares

Thinking Space
Warm-up
Before you start this lesson about perfect squares, practice some
multiplication facts.

1. 2 × 3 = 2. 3 × 5 =

3. 3 × 3 = 4. 4 × 2 =

5. 4 × 5 = 6. 6 × 6 =

7. 7 × 3 = 8. 7 × 7 =

9. 8 × 4 = 10. 8 × 8 =

11. 9 × 6 = 12. 9 × 9 =

If you think you need some more practice with multiplication

facts, go to the Math 8 website http://www.openschool.
bc.ca/courses/math/math8/mod2.html and click on the
link under Lesson 2.1A: Should I Multiply or Divide?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 67

Section 2 | Lesson A: Perfect Squares

Thinking Space

Area = length x width

length

width

Find the area of these rectangles.

13. 5

14. 4

15. 6

16. Draw two rectangles with an area of 8. Remember to label the length
of each side.

Turn to Solutions at the end of the Module and mark your

work.

68 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson A: Perfect Squares

Thinking Space
Explore
The ShapeShifter Tool
Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0822a1f_shapeshifter.html and open the
Shape Shifter tool.

Click on the Rectangle button. Play with this tool for a while
and discover how it works.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 69

Section 2 | Lesson A: Perfect Squares

Thinking Space

Try It!
Activity 1

1. Make Rectangle show “2 × 3”.

Draw what you see. 16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

2. Make Rectangle show

“3 × 3”. Draw what you see. 16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

70 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson A: Perfect Squares

Thinking Space
3. Make Rectangle show a rect-
angle of area 12. Draw what 16
you see. 15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

4. Make Rectangle show a

rectangle of area 12 in 16
another way. Draw what you 15
see. 14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

5. Are there any other ways to draw a rectangle with an area of 12?

Turn to Solutions at the end of the Module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 71

Section 2 | Lesson A: Perfect Squares

Thinking Space
Explore
Squares

All of these shapes are rectangles. Some of the shapes are special
rectangles called squares. What makes a square special?

All sides of a square are the same length. You probably knew that already.

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0822a1f_shapeshifter.html and open Shape
Shifter.

Click on the Rectangle button and make it show 2 × 2.

The orange shape is a square. The area of the square is 4. The

number 4 is called a perfect square.

Play with Rectangle and find some more perfect squares.

72 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson A: Perfect Squares

Thinking Space

Try It!
Activity 2

1. Make a square with each side 3. Which perfect square did you find?

2. Try to make a square with area 8. Is 8 a perfect square?

3. Try to make a square with area 1. Is 1 a perfect square?

4. Try to make a square with area 7. Is 7 a perfect square?

5. Try to make a square with area 16. Is 16 a perfect square?

Turn to Solutions at the end of the Module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 73

Section 2 | Lesson A: Perfect Squares

Thinking Space
Explore
Perfect Squares
You’ve already been looking at some perfect squares. Maybe you have
a pretty good idea about which numbers are perfect squares and which
numbers aren’t.

A perfect square is a number that is the area of a

square whose sides are whole numbers.

That’s a mouthful! Let’s look at that one piece at a time.

Whole numbers are: 0, 1, 2, 3, . . .

These are squares whose sides are whole numbers:

1 2 3

1
2
3

How can you find the area of a square? Multiply the length by the width.
In a square, the length and the width are the same. We could have said
“multiply the length by the length.”

So, these numbers represent the area of a square whose sides are whole
numbers.

1x1=1
2x2=4
3x3=9

In other words, 1, 4, and 9 are perfect squares.

74 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson A: Perfect Squares

Thinking Space
What are the next three perfect squares? Here are pictures that represent
each one.

4 x 4 = 16
5 x 5 = 25
6 x 6 = 36

Look at the definition again:

Do we need to keep
drawing squares
A perfect square is a number that is the area of a and finding their
square whose sides are whole numbers. areas to find
numbers that are
The area of a square is the length of its side times itself. perfect squares?

0, 1, 2, 3, ... So, we can find perfect squares by taking any

whole number and multiplying it by itself.

2 × 2 = 4 4 is a perfect square.

5 × 5 = 25 25 is a perfect square.

10 × 10 = 100 100 is a perfect square.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 75

Section 2 | Lesson A: Perfect Squares

Thinking Space

Try It!
Activity 3

1. Multiply these numbers to find some more perfect squares.

3×3= 6×6= 1×1=

9×9= 4×4=

2. Circle the perfect squares. Use the numbers you circled to complete
the multiplication facts below.

121 22 100 144

55 16 6 56

25 1 71 12

63 64 49 8

9 81 4 36

1 × 1 = 2×2=

3×3= 4×4=

5×5= 6×6=

7×7= 8×8=

9×9= 10 × 10 =

11 × 11 = 12 × 12 =

76 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson A: Perfect Squares

Thinking Space
Turn to Solutions at the end of the Module and mark your
work.

You’ve finished Lesson A. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 77

78 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC
 Section 2 | Lesson B: Square Roots of Perfect Squares

Lesson B
Square Roots of Perfect Squares

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 79

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How can I find the square of a number?

80 | MATH 8 eTEXT: MODULE 2

What is a square root?
Section 2 | Lesson B: Square Roots of Perfect Squares

How are squares and square roots related?

What does a square root symbol look like, and

what does it mean?

© OPEN SCHOOL BC
 Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
Warm-up
1. What is the area?

3 3

5 3

2. Multiply.

a. 6 × 2 = b. 3 × 4 =

c. 5 × 5 = d. 2 × 3 =

e. 4 × 5 = f. 4 × 4 =

g. 2 × 8 = h. 3 × 5 =

i. 3 × 3 = j. 3 × 12 =

k. 6 × 6 = l. 4 × 9 =

m. 3 × 6 = n. 2 × 9 =

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 81

Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
3. Circle the numbers that are perfect squares.

8 36

4 16

9 12

18 25

6 15

Turn to Solutions at the end of the Module and mark your

work.

82 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
Explore
Squaring a Number
In the last lesson, you learned that if you pick a whole number (say, “3”)
and multiply it by itself, the answer is called a perfect square.

For example: 3 multiplied by itself is 9.

9 is a perfect square.

Another way to write this is:

The little “2” that is written 34 means 3 × 3 × 3 × 3

above the line means “multiply
this number by itself.” When
53 means 5 × 5 × 5
you’re reading an equation, say
“squared.”
27 means 2 × 2 × 2 × 2 × 2 × 2 × 2

That little number is called an

You’ll learn more about this in
exponent.
Grade 9.

32 = 9

Read this as “three squared equals nine.”

42 = 16

Read this as “four squared equals sixteen.”

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 83

Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space

Try It!
Activity 1

Answer these questions without your calculator.

Remember: 32 means the same as 3 × 3.

1. 12 = 2. 22 =

3. 32 = 4. 42 =

5. 52 = 6. 62 =

7. 72 = 8. 82 =

9. 92 = 10. 102 =

11. This picture shows 22.

2x2=4

Draw a picture to show 52.

84 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Using Order of Operations With Squares to see two
worked examples of expressions that involve many different
operations.

12. Solve these expressions.

Remember BEDMAS.
Brackets
Exponents
Division and Multiplication (in order from left to right)
Addition and Subtraction (in order from left to right)

a. 22 + 1 =

b. (–2)(3)2 – 4 =

c. (–4 + 7) + 42 – 18 ÷ 3 =

Turn to Solutions at the end of the Module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 85

Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
Explore
Squares in ShapeShifter
Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0822a1f_shapeshifter.html and open Shape
Shifter.

Click on the Rectangle button. Make as many different-sized

squares as you can.

86 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
Try It!
Activity 2

Draw four different squares in the blank Rectangle screens.

16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 87

Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space

16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Turn to Solutions at the end of the Module and mark your

work.

88 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
Explore
Square Roots
This equation and this diagram represent the same idea.

You already know that the answer when we multiply a whole number
times itself is called a “perfect square.” The other number has a name too.
That other number is the length of one side of the square. We could say
that it is the root of the square. It is called the square root.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 89

Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space

Try It!
Activity 3

1. Use Rectangle to make a square with area 9. How long is the side of
the square?

What is the square root of 9?

2. Use Rectangle to make a square with area 4. How long is the side of
the square?

What is the square root of 4?

3. The area of this square is 25 cm2. How long is each side?

25 cm2

What is the square root of 25?

Turn to Solutions at the end of the Module and mark your

work.

90 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
Explore
The Square Root Symbol
There are many ways to describe the relationship between the square and
the square root.

In this example,
9 is the square
and 3 is the
square root.

9 = 32 Nine is three squared.

32 = 9 Three squared is nine.

9=3 The square root of nine is three.

3= 9 Three is the square root of nine.

This symbol, , means “the square root of.” It is called a square root
symbol.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 91

Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space

Try It!
Activity 4
1. How many perfect squares are there between 1 and 100 (including 1
and 100)?

List all the perfect squares between 1 and 100 (including 1 and 100).

How can you be sure that your list is complete?

2. Draw a diagram to represent this equation:

25 = 5
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

3. a. Four squared equals . 42 =

b. Nine is squared. 9= 2

c. is the square root of four. = 4

d. One is the square root of . 1=

e. The square root of nine is . 9 =

f. is the square root of twenty-five. = 25

92 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson B: Square Roots of Perfect Squares

Thinking Space
4. 12 = 1 =

22 = 4 =

32 = 9 =

42 = 16 =

52 = 25 =

62 = 36 =

72 = 49 =

82 = 64 =

92 = 81 =

102 = 100 =

Turn to Solutions at the end of the Module and mark your

work.

You’ve finished Lesson B. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 93

94 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC
 Section 2 | Lesson C: Estimating Square Roots

Lesson C
Estimating Square Roots

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 95

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How do I estimate the square root of a number

that is not a perfect square?

96 | MATH 8 eTEXT: MODULE 2

Section 2 | Lesson C: Estimating Square Roots

© OPEN SCHOOL BC
 Section 2 | Lesson C: Estimating Square Roots

Thinking Space
Warm-up
1. a. 42 =

b. 62 =

c. 12 =

d. 82 =

e. 52 =

2. a. 9=

b. 81 =

c. 25 =

d. 49 =

e. 4=

3. a. 82 =

2
b. 16 =

c. 25 =

d. 7 =

2
e. 100 =

f. 64 =

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 97

Section 2 | Lesson C: Estimating Square Roots

Thinking Space
4. Draw a picture to represent this example.

2= 4

16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Turn to Solutions at the end of the Module and mark your

work.

98 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson C: Estimating Square Roots

Thinking Space
Explore
Comparison Symbols: <, >, =
Later on in this lesson, you will be using comparison symbols to compare
two numbers.

Let’s review how they are used.

= Equals
You use this symbol all the time. It means that the expression on the left
is equal to the expression on the right.

27 = 27 2+3=5 6 = (–2)(–3) –18 ÷ 3 = –6

< Less Than and > Greater Than

You can use one of these symbols when the expression on the left is not
equal to the expression on the right. The open side (the big side) of the
symbol goes toward the expression that is bigger. The closed side (the
small side) of the symbol goes toward the expression that is smaller.

2<3 8+2>4
2 is less than 3 8 plus 2 is greater than 4

Some people find it helpful to think of a greedy crocodile. Its mouth is

always reaching for the bigger pile of fish!

7 > –2

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 99

Section 2 | Lesson C: Estimating Square Roots

Thinking Space

Try It!
Activity 1

Complete each statement with the correct comparison symbol: =, <, or >.

1. 7 3 + 4 2. –6 5

3. 2 3 4. 16 4

5. 8 32 6. (–4)(–5) 12

7. 3 25 8. –6 + 5 5–6

9. 62 36 10. 5 36

11. –24 ÷ 4 3 – 10 12. 2 22

13. (–15)2 (–15) × (–15) 14. 9 –2 + 5

Turn to Solutions at the end of the Module and mark your

work.

100 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson C: Estimating Square Roots

Thinking Space
Explore
Not All Squares Are Perfect
You can take a line of any length you like and then use that line as the
side of a square.

3.4 cm

3.4 cm

In fact—we can leave out the idea of a square shape and think about
square numbers.

If you pick any number (say, 3.4) and multiply it by itself, the answer is
called its square.

3.42 = 3.4 × 3.4 = 11.56

3.4 squared is 11.56

11.56 is the square of 3.4

Wait a minute! that
means that –3 is a
We could pick a negative number and multiply it by itself.
square root of 9. In
(–3)2 = (–3) × (–3) = 9 fact, every number has
two square roots—one
–3 squared is 9 positive and one
9 is the square of –3 negative. The square
roots of 9 are 3 and –3.
The square roots of 16
are 4 and –4. You’ll
learn more about this
in other math courses
that you take.

Every number can be squared. When you square any

number, positive or
–172 = 17 × 17 = 289 1.72 = 1.7 × 1.7 = 2.89
negative, the answer is
(–17)2 = (–17) × (–17) = 289 (–1.7)2 = (–1.7) × (–1.7) = 2.89 always positive. Why
is that?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 101

Section 2 | Lesson C: Estimating Square Roots

Thinking Space

Try It!
Activity 2

Use your thinking space or some scrap paper to figure out these answers.
You can use your calculator in the next lesson.

Remember: When a whole number is squared, the answer is called a

perfect square.

1. 122 = 2. (–1.2)2 =

3. 5.12 = 4. 0.22 =

5. (–23)2 = 6. 352 =

7. 3.52 = 8. (–0.4)2 =

9. 202 =

Circle the answers that are perfect squares.

Turn to Solutions at the end of the Module and mark your

work.

102 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson C: Estimating Square Roots

Thinking Space
Explore
More Square Roots
We just learned that every number has a square. Does every number have
a square root?

Let’s look at a couple of squares that we already know a lot about. 4 and 9
are both perfect squares.

Think of a square with area 4. Think of a square with area 9.

? ?

? ?

What is the root of this square? What is the root of this square?

In other words, how long is its side? In other words, how long is its side?

The length of the side is 2. The length of the side is 3.

4=2 9=3

The expression 7 asks us to think about a square with area 7. What is

the root of that square? How long is its side?

A square with area 7 is bigger than a square

with area 4, and smaller than a square with 4<7<9
area 9.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 103

Section 2 | Lesson C: Estimating Square Roots

Thinking Space
So, the side length of the 7 square will be longer
than the side of the 4-square. It will be shorter 4< 7< 9
than the side of the 9-square.

The square root of 7 is between 2 and 3. 2< 7<3

Make a number line that shows all integers from 1 to 10.

1 2 3 4 5 6 7 8 9 10

Now write = next to each number and fill in the numbers under the
square root symbols.

1= 2= 3= 4= 5= 6= 7= 8= 9= 10=
1 4 9 16 25 36 49 64 81 100

This is a very useful tool for estimating square roots.

Where would 21 be on the number line?

21

21 is between 16 and 25 16 < 21 < 25

21 is between 16 and 25 16 < 21 < 25
21 is between 4 and 5 4 < 21 < 5

Can you estimate a value for 21 ? We know that 21 is between 4 and

5, so 4.5 would be a good guess.

(4.7)2 = 22.09
Can we make a better guess than that? Is 21 That’s pretty
closer to 4 or closer to 5? Look at the number line close!
again. 21 is closer to 5. So 4.7 is a better guess.

104 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson C: Estimating Square Roots

Thinking Space

Try It!
Activity 3

1. Make a list of the first 10 perfect squares.

12 =

22 =

32 =

42 =

52 =

62 =

72 =

82 =

92 =

102 =

2. Complete this number line.

3. Use the number line you made to answer these questions. The first
one is done for you.

a. 2 < 7 < 3 7 is between 2 and 3

b. 4 < 22 < 22 is between and

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 105

Section 2 | Lesson C: Estimating Square Roots

Thinking Space
c. < 13 < 13 is between and

d. < 61 < 61 is between and

e. < 74 < 74 is between and

f. < 42 < 42 is between and

g. < 5 < 5 is between and

h. < 57 < 57 is between and

i. < 29 < 29 is between and

j. < 3 < 3 is between and

k. < 32 < 32 is between and

l. < 95 < 95 is between and

4. a. Is 7 closer to 2 or closer to 3?

b. Which of these numbers is the best estimate of 7?

2.2 2.5 2.7

Turn to Solutions at the end of the Module and mark your

work.

You’ve finished Lesson C. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

106 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson D: Calculating Square Roots

Lesson D
Calculating Square Roots
For this lesson, you will need:
• calculator

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 107

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How does my calculator’s square root button

work?

108 | MATH 8 eTEXT: MODULE 2

When I take the square root of a number that's
not a perfect square, why is my calculator’s
answer called an approximation?
Section 2 | Lesson D: Calculating Square Roots

© OPEN SCHOOL BC
 Section 2 | Lesson D: Calculating Square Roots

Thinking Space
Warm-up
1. a. 1= b. 4=

c. 9= d. 16 =

e. 25 = f. 36 =

g. 49 = h. 64 =

i. 81 = j. 100 =

Use your calculator.

2. Compute these squares. Remember: 4.72 = 4.7 × 4.7

a. 3862 =

b. 29.42 =

c. 1.892 =

d. 292 =

e. 4.32 =

f. 1.62 =

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 109

Section 2 | Lesson D: Calculating Square Roots

Thinking Space
3. Where should 2 be on this number line?

1 2 3 4

2 is between and

< 2<

4. Practice rounding to the nearest thousandth to get ready for this

lesson.

2.867 31
This is the thousandths place.

2.867 31
Look here for the clue.

3 is less than 5, so keep the 2.867 31 ≈ 2.867

thousandths digit the same and
drop the other ones. (If the next
digit over had been 5 or greater, we
would have changed the 7 to an 8.)

That squiggly equals sign means “is approximately equal to.”

Now it’s your turn. Round these numbers to the nearest thousandth.

a. 1.863 95 ≈

b. 4.217 36 ≈

c. 0.981 6 ≈

d. 93.812 493 7 ≈

110 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson D: Calculating Square Roots

Thinking Space
e. 6.413 51 ≈

f. 15.218 75 ≈

g. 36.246 203 ≈

h. 7.812 84 ≈

i. 63.512 1 ≈

Turn to Solutions at the end of the Module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 111

Section 2 | Lesson D: Calculating Square Roots

Thinking Space
Explore
Irrational Numbers
In the last lesson you learned that 2 is between 1 and 2.

1= 2= 3=
1 4 9
2

But where between 1 and 2? Is it closer to 1.2 or 1.7? Let’s zoom in on

that number line.

Start computing some squares. You can use your

calculator for this.

1.12 = 1.21
1.22 = 1.44
1.32 = 1.69
1.42 = 1.96
1.52 = 2.25

Add these numbers to your number line.

= =
.

2 is between 1.96 and 2.25. So 2 must be somewhere between 1.4 and

1.5.

Let’s try to be more precise. Zoom in on that section of the number line
and start computing squares.

112 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson D: Calculating Square Roots

Thinking Space

1.4 1.41= 1.42= 1.43 1.44 1.45 1.46 1.47 1.48 1.49 1.5
1.9881 2.0164

We didn’t have to go very far that time! 2 must be somewhere between

1.41 and 1.42.

We could keep doing that—getting a more precise answer by zooming in

on the number line and figuring out where 2 is.

1.41 1.411 1.412 1.413 1.414 1.415 1.416 1.417 1.418 1.419 1.42

But we could do it FOREVER and never find a decimal number that was
exactly equal to the square root of 2.

How do we know that we could do this forever? Read about

the proof at the Math 8 website http://www.openschool.
bc.ca/courses/math/math8/mod2.html. Click on the link
under Lesson 2.2D: Calculating Square Roots.

An irrational number is a number that can’t be represented by any

fraction, not even a decimal fraction. If we try to write an irrational
number with decimals, the fractional part would go on forever without a
pattern.

2 is an irrational number.

So are 3 , 5 , 7 , 86 , and 101.

Only perfect squares have “nice” square roots. Their square roots are
whole numbers like 3 or 14 or 648.

All other numbers have irrational square roots.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 113

Section 2 | Lesson D: Calculating Square Roots

Thinking Space

Try It!
Activity 1
Circle the irrational numbers.

Turn to Solutions at the end of the Module and mark your

work.

114 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson D: Calculating Square Roots

Thinking Space
Explore
Calculating Square Roots

Find the square root symbol on your calculator.

Sometimes it has its own button. Sometimes it is an extra function on a

button.

Look in the Appendix to see an example of a square root button on a

calculator.

Every calculator works a little bit

differently, so experiment with yours
until you know how the square root
function works. Test it with some
square roots that you already know.

What happens when you ask your calculator for an irrational number,
like 2 ?

The digits after the decimal point go on forever. Your calculator will
probably show you as many digits as it can fit in the display window.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 115

Section 2 | Lesson D: Calculating Square Roots

Thinking Space

Try It!
Activity 2

You may use your calculator.

1. First, use estimation to check that your calculator is giving you

reasonable answers. Then, write down your calculator’s answers for
these questions. The first one is done for you.

This squiggly line ≈ means “approximately equal to.”

This is a lot of a. 1< 2 <2

digits! How many
digits does your 2 ≈ 1.4142135623730950488016887242097
calculator show?
b. < 7 <

7 ≈

c. < 18 <

18 ≈

d. < 95 <

95 ≈

e. < 34 <

34 ≈

f. < 42 <

42 ≈

g. < 27 <

27 ≈

116 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson D: Calculating Square Roots

Thinking Space
2. Why do you think that the calculator’s answer is called an
approximation?

Turn to Solutions at the end of the Module and mark your

work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 117

Section 2 | Lesson D: Calculating Square Roots

Thinking Space
Explore
Rounding

The calculator’s answer is called an approximation.

No matter how many decimal places your calculator provides, we could

have a more precise answer with just one more decimal place.

But that’s okay. Depending on the application, two or three decimal

places are usually enough.

The calculator gives this approximation for 5.

5 ≈ 2.236068
(2.236068)2 = 5.0000001
That not exactly 5!
This square root is
an approximation.

Round the number to the nearest hundredth. Look in the Warm-up

section if you need to review rounding.

5 ≈ 2.24

Round the number to the nearest thousandth.

5 ≈ 2.236

118 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 2 | Lesson D: Calculating Square Roots

Thinking Space

Try It!
Activity 3

Use your calculator for these questions.

1. Find a decimal approximation for these square roots. Round your

answers to the nearest thousandth.

2. Find a decimal approximation for these square roots. Round your

answers to the nearest hundredth.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 119

Section 2 | Lesson D: Calculating Square Roots

Thinking Space

Turn to Solutions at the end of the Module and mark your

work.

You’ve finished Lesson D. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

Section Summary
Completing this section has helped you to:
• learn how to use the Shape Shifter Rectangle tool
• find the squares of numbers
• recognize perfect squares
• find the square roots of numbers
• learn about the square root symbol

120 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3
The Pythagorean Theorem
In this section you will: For this section you will need:
• learn the Pythagorean Theorem • 2 sheets of graph paper from
• decide if a triangle is a right triangle the Appendix
• identify Pythagorean Triples • coloured pencils
• find the lengths of missing sides of a right • scissors
triangle • calculator

Where in the World...?

Right angles are very important. They’re everywhere!

Many different societies in the ancient world had techniques to build and check for
right angles—the Greeks, the Egyptians, the Babylonians, and the Chinese. It’s possible
that the Mayans and the Aztecs knew how to do calculations for right triangles, but we
don’t know enough about their mathematics to be sure.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 121

Section 3 | The Pythagorean Theorem

122 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Pre-Test

Section 3
Pretest

Complete this pretest if you think that you already understand the topics and concepts
covered in this section. Mark your work using the Solutions found at the end of the
module.

If you get all the answers correct (100%), you may decide that you can omit the lesson
activities.

If you get all the answers correct for one or more lessons, but not for the whole pretest,
you can decide whether you can omit the activities for those lessons.

Lesson A: The Pythagorean Theorem

1. Draw a right triangle.

Label the legs of the triangle ‘a’ and ‘b’.

Label the hypotenuse of the triangle ‘c’.

State the Pythagorean Theorem.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 123

Section 3 | Pre-Test

Lesson B: Pythagorean Triples

2. Is this triangle a right triangle? Why or why not? Prove this using the Pythagorean
Theorem.

2.5 cm
1.5 cm

2 cm

3. Do the numbers 1.5, 2.0, and 2.5 form a Pythagorean Triple? Why or why not?

4. Is 3, 4, 7 a Pythagorean Triple? Why or why not?

5. Is 9, 12, 15 a Pythagorean Triple? Why or why not?

124 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Pre-Test

Lesson C: Using the Pythagorean Theorem

6.

3.2 cm

4.7 cm

Use the Pythagorean Theorem to find the length of the hypotenuse.

Round your answer to the nearest tenth.

7. The length of the hypotenuse of a right triangle is 20 cm. The length of one of the
legs is 12cm. How long is the other leg?

Turn to the Solutions at the end of the module and mark your work.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 125

Section 3 | Pre-Test

126 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson A: The Pythagorean Theorem

Lesson A
The Pythagorean Theorem
For this lesson, you will need:
• 2 sheets of graph paper from the
Appendix
• coloured pencils
• scissors

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 127

 Essential Questions Before the lesson: What I know After the lesson: What I learned

Why are 90° angles important? They have a

special name. What is it?

128 | MATH 8 eTEXT: MODULE 2

What are the names of the sides of a right
triangle?
Section 3 | Lesson A: The Pythagorean Theorem

What does the Pythagorean Theorem say about

right triangles?

© OPEN SCHOOL BC
 Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Warm-up
Review what you learned in Section 1 about the area of squares to get
ready for this lesson.

1. What is the area of this square?

a. 3

b. 6

c. 32

2. What is the area of this square?

a. 62

b. 24

c. 12

3. One side of a square is 5 cm long. What is its area?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 129

Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
4. We don’t know very much about this square. The letter c represents the
length of one side.

Which expression represents the area of this square?

a. 2c

b. c2

c. 4c

d. There isn’t enough information to answer question.

5. Match each square to its area.

a. x2

b. a2

c. 42

d. 9

Turn to Solutions at the end of the Module and mark your

work.

130 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Explore
Right Angles
An angle that measures 90° is called
a right angle.

Why is a 90° angle so important?

Why does it have a special name?

Look at these two fences.

This fence is not going to last much This fence will be up for a long time.
longer. The posts are at right angles to the
ground. The crossbeam forms a right
angle with the posts.

A carpenter who is building a house needs to make sure that the walls
form a right angle with the floor; otherwise the building will fall over.

The corners of this page are right angles.

This symbol is used to mark a right angle.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 131

Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space

Try It!
Activity 1
Use the corner of a piece of paper to help you find the right angles in this
picture. Mark the right angles that you find.

Turn to Solutions at the end of the Module and mark your

work.

132 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Explore
Right Triangles

Do you know which triangle here is a right triangle? Why is it called a

right triangle?

A right triangle is a triangle with one right angle.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 133

Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space

Try It!
Activity 2
Find all of the right triangles. Mark the right angles with this symbol:

One has already been done.

Hint: You can use the corner of a piece of paper to help you find the right
angles.

Turn to Solutions at the end of the Module and mark your

work.

134 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Explore
The Hypotenuse
The sides of a right triangle that form the right angle are called the legs.

There is one side of a right triangle that is not a leg. It’s called the
hypotenuse. It’s always the longest side of a right triangle, and it’s the side
that is opposite the right angle.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 135

Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space

Try It!
Activity 3
Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0822a1f_shapeshifter.html and open the
Shape Shifter tool. Click on the Triangle button. Play with this
tool for a while and discover how it works.

Vertices are the corners

of a triangle. The word
vertices is the plural
of the word vertex.

Move the vertices until you have

made a right triangle.

this symbol
This symbol will appear when you have made a right
triangle.

Record the lengths of each side in the chart.

Shade the box with the longest side.

Repeat with other right triangles until the chart is full.

Leg Leg Hypotenuse

10 8 12.81

Turn to Solutions at the end of the Module and mark your

work.

136 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Explore
Squares and Right Triangles
For this lesson you will need:
• 2 sheets of graph paper from the Appendix
• coloured pencils
• scissors

In this activity you’re going to build a proof of a famous mathematical

theorem.

Step 1: Draw a right triangle. You need to decide how big it will be.

It doesn’t matter how long the legs are. However, this activity will
be easier to follow along with if the legs are of different sizes.

You will be repeating this triangle on your graph paper, so don’t

make your triangle too big. Choose a number between 2 and 6
for each leg of your triangle.

Fill in the blanks:

One leg of my triangle will be units long.

The other leg of my triangle will be units long.

Using the grid on your graph paper as a guide, draw the two legs
of your right triangle in the upper left hand corner of the page.

In this example, one leg is 4 units long and the other is 5 units long. Your triangle
can be different as long as it has a right angle.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 137

Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Step 2: Draw the hypotenuse of your triangle.
Colour the triangle blue.
Label the short leg a.
Label the long leg b.
Label the hypotenuse c.

b
c

Step 3: Using the picture as a guide, draw three copies of your triangle.
Colour them blue. Label the sides as you did in Step 2.

a b

a
b c
c

c
a c b

b a

138 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Examine the large square you have made. Can you see that the
length of each side is a + b?

Look at the smaller white square inside. The length of each side
of this square is c. The area of this square is c2. Write “c2” in the
middle of the square.

Step 4: On another sheet of graph paper, repeat Steps 1 and 2 with the
same size of triangle that you have been using so far.

b
c

Step 5: Using the picture as a guide, draw three copies of your triangle.
Colour them blue. Label the sides.
a

b b
c

b
a

a c a

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 139

Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
Step 6: Using the picture as a guide, draw a square that encloses all of
your triangles.

b b
c

b
a

a c a

Now there are two squares inside your big square. Colour the
smaller one green. Colour the other one purple.

The length of each side of the green square is a. Its area is a2.
Write “a2” in the middle of the green square.

The length of each side of the purple square is b. Its area is b2.
Write “b2” in the middle of the purple square.

Examine the large square you have made. Can you see that the
length of each side is a + b? It is exactly the same size as the first
square you made!

140 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space

c c

b b2

c2

b
a
c c

a2 a

Step 7: Cut out one of your blue triangles. Cut out the squares. Arrange
them as shown in the picture.

c
c

c2
a

c
a2 c
a

b b2

Try that activity again with right triangles of a different size.

Maybe one leg is 3 squares long and the other is 7. Make four
identical right triangles, and do the activity again.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 141

Section 3 | Lesson A: The Pythagorean Theorem

Thinking Space
You have just done a geometric proof of the Pythagorean Theorem!

c b

The Pythagorean Theorem

a2 + b2 = c2

Even though Pythagoras was not the first to understand this property of
right triangles, he was the first (we think) to express it in a general way
that applies to all right triangles. That is why the theorem is named after
him.

If you have internet access, go to the Math 8 website at

http://www.openschool.bc.ca/courses/math/math8/
mod2.html and click on the link under Lesson 2.3A: The
Pythagorean Theorem.

You’ve finished Lesson A. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

142 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Lesson B
Pythagorean Triples

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 143

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How can I use the Pythagorean Theorem to

check that an angle is a right angle?

144 | MATH 8 eTEXT: MODULE 2

What are Pythagorean Triples?
Section 3 | Lesson B: Pythagorean Triples

© OPEN SCHOOL BC
 Section 3 | Lesson B: Pythagorean Triples

Thinking Space
Warm-up

1. State the Pythagorean Theorem.

2. Circle the whole numbers.

1
4 2 7.3
1
5.1 6 3

1.21 23

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 145

Section 3 | Lesson B: Pythagorean Triples

Thinking Space
3. Solve the clues in the crossword puzzle. Write out the answers in
words.

There are no spaces or dashes in crossword puzzle answers. If your

answer is 41, write “FORTYONE” in the puzzle.

1 2

5 6 7

8 9

10

11

12 13

14

Across Down
1. 52 2. 62 – 42
6. 32 3. 22
8. 72 4. 12
10. 92 + 32 5. 42
12. 82 – 12 7. 92
14. 82 + 1 9. 62

11. 32 – 22

13. 32 + 12

Turn to Solutions at the end of the Module and mark your

work.

146 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Thinking Space
Explore
Using the Pythagorean Theorem
We can use the Pythagorean Theorem to check if an angle is a right
angle.

Ken’s Picture Frame

Ken is making picture frames. He has cut the wood for the frame and has
it all clamped together. Before he glues it, he wants to make sure that the
corners are right angles.

First, he measures the legs.

They are 3 inches and 4
inches. Then he measures
the diagonal, which is the
hypotenuse of the right
5
triangle. It is 5 inches. 3

We’ll use the Pythagorean Theorem to find out if that a2 + b2 = c2

corner is a right angle.

Fill in the lengths that Ken measured.

a and b represent the legs of the triangle

c represents the hypotenuse

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 147

Section 3 | Lesson B: Pythagorean Triples

Thinking Space
We don’t know yet if the left side of the equation equals the right side.
Put a ? over the equals sign.

Calculate the square of each number.

That’s true! We don’t need the question mark any more.

Ken knows that corner of his picture frame is a right angle. 25 = 25
He can glue it now.

Alexa’s Door
Alexa is fixing a door. The corners weren’t right angles and it didn’t swing
properly through the door frame.

She’s been sanding the edges for a while now, and she thinks she’s
nearly done. She measures the lengths of the edges and the length of the
diagonal, which is the hypotenuse of the right triangle.

length = 176 cm
width = 73 cm

diagonal = 192 cm

148 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Thinking Space
Use the Pythagorean Theorem to check. a2 + b2 = c2

Fill in the lengths that Alexa measured.

c represents the hypotenuse

We don’t know yet if the left side of the equation equals the right side.

Put a ? over the equals sign.

Use your calculator.

Figure out the square of each number.

That’s not true! You don’t need the question

mark anymore and you can cross out the
equals sign. Alexa knows that corner of her 36 305 ≠ 36 864
door is not a right angle. She still has to do a
bit more sanding.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 149

Section 3 | Lesson B: Pythagorean Triples

Thinking Space

Try It!
Activity 1
Drawings can be deceiving! When there are no right angle markings,
triangles may not always look like right triangles.
Use the Pythagorean Theorem to decide if these are right triangles or not.
1.
10

6 8

Use the Pythagorean Theorem to check. a2 + b2 = c2

Fill in the lengths.

Put a ? over the equals sign.

I know the
longest side is the
hypotenuse.

Figure out the square of each number.

Is that true?

If it’s not true, cross out the equals sign.

Is this triangle a right triangle or not?

If this is a right triangle, which angle is

a right angle?
I know the
Mark the right angle. right angle is opposite
the hypotenuse.

2.

150 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Thinking Space

7
5

Use the Pythagorean Theorem to check.

Fill in the lengths.

Put a ? over the equals sign.

Figure out the square of each number.

Is that true?

If it’s not true, cross out the equals sign.

Is this triangle a right triangle or not?

If this is a right triangle, which angle is

a right angle?

Mark the right angle.

To see fully-worked solutions to the last two problems, go to

http://media.openschool.bc.ca/osbcmedia/ma08/course/
html/math08_ui.html, click on Module 2, and watch Is It a
Right Triangle?
3.

20 15

25

Use the Pythagorean Theorem to check.

Is this triangle a right triangle or not?

If this is a right triangle, which angle is

a right angle?

Mark the right angle.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 151

Section 3 | Lesson B: Pythagorean Triples

Thinking Space
4. Draw a picture of a triangle with sides 13, 5, and 12 cm long. Is this a
right triangle? Use the Pythagorean Theorem to check.

5. Draw a picture of a triangle with sides 11, 14, and 6 cm long. Is this a
right triangle? Use the Pythagorean Theorem to check.

152 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Thinking Space
6. a. Is this triangle a right triangle? Use the Pythagorean Theorem to
check.

4.5 inches
2.7 inches

3.2 inches

b. Does this triangle have a hypotenuse? If not, why not? If so, how
long is it?

7. a. Is this triangle a right triangle? Use the Pythagorean Theorem to

check.

2.8 cm

4.5 cm

5.3 cm

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 153

Section 3 | Lesson B: Pythagorean Triples

Thinking Space
b. Does this triangle have a hypotenuse? If not, why not? If so, how
long is it?

Turn to Solutions at the end of the Module and mark your

work.

154 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Thinking Space
Explore
Pythagorean Triples
Look back at the example of Ken’s picture frame.

“Satisfy” means that

the numbers make
the equation true.

When three whole numbers satisfy the Pythagorean Theorem, these
numbers are called a Pythagorean Triple.

Ken’s picture frame measurements, 3, 4, and 5 inches form a Pythagorean

Triple.

Alexa’s door frame measurements do not satisfy the Pythagorean

Theorem. These numbers are not a Pythagorean Triple.

Can you tell which number in the Pythagorean Triple 3, 4, 5 is the length
of the hypotenuse? The hypotenuse is always the longest side. In this
triple, 3 and 4 are the lengths of the legs. The length of the hypotenuse
is 5.

Look at this triangle. Can we use the Pythagorean

4
Triple 3, 4, 5 to solve this triangle? Could the missing
measurement be 5?
3

No! If the missing measurement is 5, then one of the legs would be the
longest side. The hypotenuse is ALWAYS the longest side.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 155

Section 3 | Lesson B: Pythagorean Triples

Thinking Space

Try It!
Activity 2

1. These are the measurements of the triangles from Activity 1.

6, 8, 10
3, 5, 7
25, 15, 20
13, 5, 12
11, 14, 6
2.7 inches, 3.2 inches, 4.5 inches
2.8 cm, 4.5 cm, 5.3 cm

Pythagorean Triples are whole numbers.

They satisfy the Pythagorean Theorem.
List the three
Pythagorean Triples
you find.

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/ma0822a1f_shapeshifter.html and open the
Shape Shifter tool. Click on the Triangle button.

2. Make a right triangle.

Adjust the vertices so that one leg of your right triangle is 5 units long.

Adjust the other leg until the lengths of both legs and the hypotenuse
are whole numbers. These three numbers are a Pythagorean Triple.

156 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Thinking Space
Draw the triangle
that you made.
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

3. Using the Shape Shifter tool, make a right triangle.

Adjust the vertices so that one leg of your right triangle is 12 units
long.

Find two different Pythagorean Triples that include the number 12.

Draw your first

triangle.
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 157

Section 3 | Lesson B: Pythagorean Triples

Thinking Space
Draw your second
triangle.
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

4. a. In the Pythagorean Triple 5, 12, 13, which number is the length of
the hypotenuse?

b. Which one of these triangles can be solved using the 5, 12, 13

Pythagorean Triple?

Circle your answer. Write in the length of the missing side.

12
5 13
5 13 5

158 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson B: Pythagorean Triples

Thinking Space
Turn to Solutions at the end of the Module and mark your
work.

You’ve finished Lesson B. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 159

160 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC
 Section 3 | Lesson C: Using the Pythagorean Theorem

Lesson C
Using the Pythagorean Theorem
For this lesson you will need:
• calculator

When you turn the page over, you’ll find the Essential Questions for this
lesson. Fill out the first column before you start working on the lesson. This
will help you think about what you already know about the lesson topics.

When you’re finished the lesson, go back to the Essential Questions page and fill in the
second column. Be sure to keep your page in a safe place while you’re working through
the lesson.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 161

 Essential Questions Before the lesson: What I know After the lesson: What I learned

How can I use the Pythagorean Theorem to find

a missing measurement on a right triangle?

162 | MATH 8 eTEXT: MODULE 2

How is finding the length of a missing leg of a
right triangle different from finding the length
of a missing hypotenuse?
Section 3 | Lesson C: Using the Pythagorean Theorem

© OPEN SCHOOL BC
 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Warm-up

Use your calculator to answer these questions.

1. Round your answers to the nearest hundredth.

a. 4.72 =

b. 2942 =

c. 49.6 =

d. 0.25 =

e. 15.32 =

f. 885 =

2. Do not use your calculator. Use your answers from question 1 to

answer these questions.

a. 7.042 =

b. 22.09 =

c. 86 436 =

d. 234.09 =

e. 29.752 =

f. 0.52 =

3. Do you remember how to find the value of a variable?

j + 3 = 7

Subtract 3 from each side.

j+3–3=7–3

j=4

Sometimes you might know the answer without doing the algebra
steps. That’s great! Show your work anyway. It’s important to learn
how to work logically. Then you’ll know exactly what to do when the
questions get more difficult.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 163

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Do these questions without your calculator. Show all the steps.

a. x + 2 = 5 b. 23 + v = 86

c. g + 153 = 2655 d. 14 + m = 39

e. 8 + t = 549 f. d + 350 = 522

4. I’m thinking of a number. If I square my number, the answer is 16.

What number am I thinking of?

Turn to Solutions at the end of the Module and mark your

work.

164 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Explore
Algebra with Squares and Square Roots
The variable in an equation is just a number that you don’t know yet.

x2 = 16

You read this equation by saying “x squared equals 16”.

You can think of the equation like this: “I’m thinking of a number. If I
square the number, the answer is 16. What is the number?”

If you can’t think of the answer, start at the beginning with 1.

What is 12? ......not 16! Because 16 has two square roots,

–4 is also an answer,
but we’ll only work with
What is 22? ......not 16! positive roots here.

What is 32? ......not 16!

What is 42? 16! We found it! If x2 = 16, then x must be 4.

It’s not a bad method, but it only works with perfect squares. What would
you do with this one?

k2 = 15

We need a way to find out what k equals. Is there something that we can
do to k2 that will leave us with k?

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Understanding Squares and Square Roots.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 165

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Take the square root of each side.

Here’s an example of where you might find the square root button on a
calculator.

2ndF

On the calculator shown here, you have to press the 2nd function button
first and then press the square root button.

Use your calculator to find 15 . Round your answer to the nearest

hundredth.

k ≈ 3.87

166 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space

Try It!
Activity 1
For this Activity you will need:
• calculator

Find the value of these variables by taking the square root of both sides of
the equation.

Show all of your steps.

1. You don’t need your calculator to do any of these ones. Why not?

a. x2 = 9 b. b2 = 25

c. k2 = 100 d. a2 = 49

e. j2 = 1 f. n2 = 36

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 167

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Use your calculator for these questions.

2. Round your answers to the nearest hundredth.

a. x2 = 10 b. b2 = 22

c. k2 = 107 d. a2 = 53

e. j2 = 8 f. n2 = 63

Turn to Solutions at the end of the Module and mark your

work.

168 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Explore
Finding the Length of the Hypotenuse

6 cm

8 cm

How long is the hypotenuse of this triangle?

I can see that there

is a right angle,
so I know this
is a right triangle.

We know that this is a right triangle.

The Pythagorean Theorem tells us how the lengths of a2 + b2 = c2

the legs of a right triangle are related to length of the
hypotenuse. If we fill in the two sides that we know, we
can figure out the third.

The lengths of the legs of the triangle are 6 and 8. (6)2 + (8)2 = c2

We don’t know how long the hypotenuse is. 36 + 64 = c2

Don’t think about the variable. Figure out as much as 100 = c2

you can.

Take the square root of both sides. 100 = c 2

The hypotenuse of the triangle is 10 cm long. 10 = c

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 169

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Go to your http://media.openschool.bc.ca/osbcmedia/
ma08/course/html/math08_ui.html, click on Module 2,
and watch Finding the Length of the Hypotenuse.

The SS Minnow left the dock this afternoon. It sailed north for 45
nautical miles, then it sailed east for 32 nautical miles. How far away from
the dock is the SS Minnow? Round your answer to the nearest nautical
mile.

E 32

45 ?

When you travel

north and then
east, your path forms
dock a right angle.

We know that this is a right triangle.

We can use the Pythagorean Theorem to describe a2 + b2 = c2

the relationship of the lengths of the sides.

The lengths of the legs of the triangle are 45 and 32. (45)2 + (32)2 = c2

We don’t know how long the hypotenuse is.

Don’t think about the variable. Figure out as much 2025 + 1024 = c2
as you can.
3049 = c2
Take the square root of both sides. 3049 = c 2
55.218 ≈ c
The SS Minnow is approximately 55 nautical miles
away from the dock.

170 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space

Try It!
Activity 2

1. Find the length of the hypotenuse of this right triangle.

16 feet

30 feet

2. A right triangle has legs that are 27 m and 53 m long.

Draw a picture of this triangle.

How long is the hypotenuse?

Round your final answer to the nearest tenth of a metre.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 171

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
3.
34 cm

43 cm

If these corners are not right angles, the drawer will not slide in and
out of the dresser properly.

Khira measured the width and the length of the drawer. How long
should the hypotenuse be? Round your answer to the neared tenth of
a centimetre.

Turn to Solutions at the end of the Module and mark your

work.

172 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Explore
Finding the Length of a Leg of a Right
Triangle

I can see that

there is a right angle mark,
so I know this is a
right triangle.

5 13

How long is the other leg of this triangle?

We know that this is a right triangle.

The Pythagorean Theorem tells us how a2 + b2 = c2

the lengths of the three sides of a right
triangle are related to each other. If we
fill in the two sides that we know, we can
figure out the third.

The length of one of the legs is 12.

Substitute 12 for a or b. It doesn’t matter
which one. (Here we’ve substituted 12 a2 + (12)2 = (13)2
for b.)

The length of the hypotenuse is 13.

Substitute 13 for c. The hypotenuse is
ALWAYS c.
Don’t think about the variable. Figure out a2 + 144 = 169
as much as you can. a2 + 144 – 144 = 169 – 144
a2 = 169 – 144
a2 = 25

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 173

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Take the square root of both sides.

The length of the other leg is 5.

Go to http://media.openschool.bc.ca/osbcmedia/ma08/
course/html/math08_ui.html, click on Module 2, and
watch Finding the Length of a Right Triangle Leg.

174 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space

Try It!
Activity 3

1. Find the length of the other leg.

51 miles
24 miles

2. A right triangle has a hypotenuse that is 15 cm long. One of its legs is

7 cm long.

Draw a picture of this triangle. Figure out the missing measurement.

Round your answer to the nearest tenth of a centimetre.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 175

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
3. Find the length of the missing side for each of these triangles. All
measurements are in centimeters. Round your answers to the nearest
tenth.

5
a. b.
3

6
7

c. d.
2 2
3

e. f.
4

9
2 5

176 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
4. Find the length of each diagonal. Round your answers to the nearest
hundredth.

4 cm
a. b.
2 cm
3 cm
2 cm

c.

6 cm

2 cm

Turn to Solutions at the end of the Module and mark your

work.

You’ve finished Lesson C. Now it’s time to return to the

Essential Questions from the beginning of the lesson and
complete the final column.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 177

Section 3 | Lesson C: Using the Pythagorean Theorem

Thinking Space
Section Summary
Completing this section has helped you to:
• learn the Pythagorean Theorem
• decide if a triangle is a right triangle
• identify Pythagorean Triples
• find the lengths of missing sides of a right triangle

178 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix

Appendix
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Section 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Section 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Section 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Graph Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 179

Appendix

180 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

Solutions
Section 1
Pretest
Lesson A: Should I Multiply or Divide?

18
1. = 6 Each pie needs to be cut into 6 pieces.
3
320
2. = 8 Eight cases are needed to hold the CD collection.
40

3. 6 × 30 = 180 The health plan costs $180 per month.

Lesson B: Multiplying and Dividing With Negative Numbers

4. a. –6 × 7 = –42
b. –12 ÷ –2 = 6
c. 8 × –11 = –88
d. 150 ÷ –3 = –50
e. 42 ÷ 6 = 7
f. –9 × –8 = 72

5.
( −3)( 8)( –4 )
= −8
(6 )( –2 )

Lesson C: Expressions With More Than One Operation

( 4 ) ( −3)
6. a. + ( 3)(7) = 19
6
b. (–2)(7) – 18 ÷ 6 + 4 × 9 = 19
c. 42 ÷ (–7) + 9 = 3
d. –3 + 6 × 9 = 51

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 181

Appendix | Solutions: Section 1

Lesson A: Should I Multiply or Divide?

Warm-up
1. 4 × 5 = 20 11. 30 ÷ 10 = 3
2. 21 ÷ 7 = 3 12. 11 × 8 = 88
3. 3 × 8 = 24 13. 24 ÷ 3 = 8
4. 63 ÷ 9 = 7 14. 7 × 5 = 35
5. 2 × 7 = 14 15. 70 ÷ 7 = 10
6. 18 ÷ 6 = 3 16. 6 × 6 = 36
7. 4 × 4 = 16 17. 4 × 8 = 32
8. 15 ÷ 5 = 3 18. 56 ÷ 7 = 8
9. 6 × 4 = 24 19. 20 ÷ 4 = 5
10. 72 ÷ 9 = 8 20. 5 × 5 = 25

Try It! Activity 1

1. Groups: boxes
Items: bulbs
# of groups: Susan packed 370 boxes.
# of items in one group: There were 24 bulbs in each box.
370 × 24 = 8880

Susan packed 8880 bulbs.

2. Groups: days
Items:
bales of hay
# of groups: Amir needs hay for 45 days.
# of items in one group: He needs 4 bales of hay each day.
45 × 4 = 180
Amir needs 180 bales of hay.

182 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

3.
Groups:
packs of trading cards
Items: cards in each pack
# of groups: 24 packs
# of items in one group: 15 cards in each pack
24 × 15 = 360

There are 360 trading cards in a box.

4.
Groups:
pouches of beads
Items:
beads
# of groups: 8 pouches of beads
# of items in one group: 22 beads in each pouch
8 × 22 = 132

There are 132 beads in the kit.

5.
Groups: the hours that Chris worked
Items:
the dollars that Chris earned per hour
# of groups: 21
# of items in one group: 9
21 × 9 = 189

Chris earned $189 last week.

6. There are 3726 groups with 5¢ in each group. Multiply to find the total.
3726 × 5¢ = 18 630¢ = $186.30
The band has made $186.30.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 183

Appendix | Solutions: Section 1

Try It! Activity 2

1. Groups: boxes
Items: bulbs
# of items in one group: There were 24 bulbs in each box.
Total items: There were 60 000 bulbs altogether.
60 000 ÷ 24 = 2500

They filled 2500 boxes with bulbs.
2.
Groups: calendars
Items: dollars for each calendar that they sell
# of items in one group: The class earns $3 for each calendar that they sell.
Total items: The class wants to raise $465.
465 ÷ 3 = 155

They need to sell 155 calendars to reach their goal.

3. Groups: new houses

Items: seedlings
# of groups: There are 13 new houses.
Total items: There are 585 seedlings.
585 ÷ 13 = 45

The landscaper can plant 45 coleus seedlings in each yard.

4. Groups: the hours that Chris works

Items:
dollars ($) that Chris earns
# of items in one group: 9
Total items: 648
648 ÷ 9 = 72

Chris needs to work for 72 hours to earn the money to buy
the guitar.

184 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

5.
Groups:
bracelets
Items:
beads
# of items in one group: 7
Total items: 56
56 ÷ 7 = 8

Alexis can make 8 bracelets.

6. The items in this question are dollars. There are $18 in total.

The groups are the packs of cards. There are 24 packs of cards.

Divide to find the number of items in one group (the number of dollars per pack).

18 ÷ 24 = 0.75

Nancy pays $0.75 for each pack of cards.

Try It! Activity 3

1.
Groups: The number of days.
We don’t know.
Divide to find the number of groups.
Items: Bales of hay needed for each day — 4.
Total: 192 bales of hay in total
192 ÷ 4 = 48
Amir has enough hay to feed his cows for 48 days.

2.
Groups: The calendars — 32.
Items: Dollars for each calendar — $14.
Total: Total amount of money they have collected.
(We don’t know. Multiply to find the total.)
32 × 14 = $448
The class has collected $448.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 185

Appendix | Solutions: Section 1

3.
Groups: The band members — 5
Items: D
 ollars ($) each band member gets.
(We don’t know. Divide to find the number of items in
each group.)
Total: Total amount in dollars ($) that the band earned. The total
is 700.
700 ÷ 5 = 140
Each band member gets $140.

4.
Groups: The cedar hedges — 13
Items: Number of plants in each hedge. — 8
Total: Total number of plants needed.
(We don’t know. Multiply to find the total.)
13 x 8 = 104
The landscaper needs 104 cedar plants.

Lesson B: M
 ultiplying and Dividing with Negative
Numbers
Warm-up
1. –2 + 3 = 1 11. 24 ÷ 6 = 4
2. 6 × 7 = 42 12. 15 × 3 = 45
3. 3 – 8 = –5 13. –2 – 5 = –7
4. 36 ÷ 4 = 9 14. 6 + 5 = 11
5. 7 × 3 = 21 15. 27 ÷ 9 = 3
6. 4 – 7 = –3 16. 12 – 20 = –8
7. 9 × 2 = 18 17. 4 × 8 = 32
8. 12 ÷ 4 = 3 18. –9 – 2 = –11
9. –15 + 7 = –8 19. 35 ÷ 7 = 5
10. 10 – 6 = 4 20. –1 + 17 = 16

186 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

Try It! Activity 1

1. a. 4 × –3 = –12 b. –4 × 3 = –12
c. 12 ÷ 1 = 12 d. –1 × 12 = –12
e. 12 ÷ –4 = –3 f. –12 ÷ 4 = –3
g. 2 × –6 = –12 h. –2 × 6 = –12
i. –12 ÷ 3 = –4 j. 12 ÷ –3 = –4
k. 12 ÷ 3 = 4 l. –12 × 1 = –12
m. 12 × –1 = –12 n. 12 ÷ 2 = 6
o. 12 ÷ –2 = –6 p. 12 ÷ –6 = –2
q. –12 ÷ 6 = –2 r. 3 × –4 = –12
s. 4 × 3 = 12 t. 6 × 2 = 12
u. –6 × 2 = –12 v. 6 × –2 = –12
2. –3 × 5 = –15 It will be 15° C colder on the fifth day than it is today.

3. –900 ÷ 3 = –300 Each person owes $300.

Try It! Activity 2

1. 4 × 5 = 20 2. –4 × –5 = 20
3. 4 × –5 = -20 4. 20 ÷ 4 = 5
5. –20 ÷ –5 = 4 6. –10 × –2 = 20
7. –20 ÷ –2 = 10 8. 20 ÷ 2 = 10
9. –1 × –20 = 20 10. 3 × –8 = –24
11. –24 ÷ 8 = –3 12. –4 × 6 = –24
13. 24 × –1 = –24 14. 24 ÷ –4 = –6
15. 2 × –12 = –24 16. –24 ÷ 3 = –8
17. –24 ÷ 1 = –24 18. –7 × –7 = 49
19. 7 × 7 = 49 20. 49 ÷ –7 = –7
21. 49 ÷ 7 = 7 22. –5 × –5 = 25
23. 5 × 5 = 25 24. –25 ÷ –25 = 1
25. –1 × –5 = 5 26. –4 × –4 = 16
27. 4 × 4 = 16 28. 16 ÷ –4 = –4
29. –16 ÷ 4 = –4 30. 4 ÷ 2 = 2
31. 4 ÷ –2 = –2 32. –4 ÷ 2 = –2
33. –4 ÷ –2 = 2 34. 56 ÷ 8 = 7

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 187

Appendix | Solutions: Section 1

Try It! Activity 3

12 ( 3) ( −3) ( −7)
1. = −2 2. = −7
( 3) ( −1)( 2 ) ( −9)
( −16 )( 25) ( −2 )
3. ( 4 )(( 5) ( −1) = −20 4. = −20
(10 ) ( −4 )
(6 ) ( −4 )( 2 )
5. ( 2 ) ( −5)(7) ( −2 ) = 140 6. =4
−12
( 24 ) ( −14 ) ( 8) ( −7)
7. =6 8. = −1
( −8) ( −7) ( −1) 4 (14 )
( −15)(6 )
9. ( −1)( 2 ) ( −3)( 4 ) ( −5) = −120 10. = 10
−9
( −21)( 9)
11. ( 5) ( −3) ( 2 ) = −30 12. =9
(7) ( −3)

Go to http://media.openschool.bc.ca/osbcmedia/ma08/course/html/
math08_ui.html, click on Module 2, and watch Solving Mixed Multiplication
and Division to see fully worked out solutions for some of these questions.

Lesson C: Expressions with More than One Operation

Warm-up

A 1. –4 – 3 = –7
( −5) ( −1) ( −2 ) ( 3) = –5
P 2.
6
I 3. 18 ÷ 3 = 6
H 4. 14 ÷ –7 = –2
S 5. –3 × –4 = 12
D 6. (–6)(–8) = 48
I 7. –3 + 9 = 6
S 8. 4 + 5 + 3 = 12
−21
F 9. =7
−3
What do sea monsters eat?
H 10. –8 + 6 = –2

S 11.
18 (7) ( −4 )
= 12 FISH AND SHIPS
( −14 ) ( 3)
N 12. –5 + 30 = 25

188 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 1

Try It! Activity 1

1. (–3)(7) = –21 2. 4 × 9 = 36

3. –13 × 3 = –39 4. 42 ÷ –6 = –7

5. (8)(–1)(–4) = 32 6. 12 + 6 = 18

7. 15 ÷ 5 + 7 = 10 8. 2 – 3 × 4 = –10
4
9. 3 + = 5 10. –16 + (4)(3) = –4
2
11. –5 – (2)(–1)(–18) ÷ 4 = –14 12. 6 × 5 ÷ 3 = 10

13. 18 ÷ 2 + 4 = 9 + 4 = 13 14. 18 ÷ (2 + 4) = 18 ÷ 6 = 3

15. 6 × 8 + 12 + 3 × 9 = 87 16. 3 + 11 × 4 + 12 ÷ 3 = 51

17. 7 – 3 × 5 = 7 – 15 = –8 18. (7 – 3) × 5 = 4 × 5 = 20

19. 36 ÷ 9 + 2 + 1 × 9 + 6 – 5 = 16 20. 6 × 7 ÷ 14 – 3 + 2 × 4 = 8

21. 5 – 1 + 2 – 4 × 3 ÷ 6 = 4

22. Answers will vary. For example:

3 × 4 –7 or 5 × (4 – 3)
= 12 – 7 =5×1
= 5 = 5

23. Answers will vary. For example:

3 × 4 + 1 – 15 or 2 × (6 – 7)
= 12 + 1 – 15 = 2 × (–1)
= 13 – 15 = –2
= –2

24. a. Answers will vary. Make sure you have used all 9 digits and the required
operations, as in the example provided
b. Answers will vary. Check over your answer to make sure that you have solved it
correctly.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 189

Appendix | Solutions: Section 2

Solutions
Section 2
Pretest
Lesson A: Perfect Squares

1.
54 18 4

16 27 37

25 81 5

Lesson B: Square Roots of Perfect Squares

2. 6
3. a. 22 = 4 b. 52 = 25 c. 82 = 64
4. a. 9 = 32 b. 16 = 42 c. 49 = 72

5. a. 9 =3 b. 64 = 8 c.
1 =1

6. a. 11 = 121 b. 2 = 4 c. 5 = 25

7. a. 6 – 22 = 2 b. (–3 + 5)2 + 5 × 3 = 19

Lesson C: Using the Pythagorean Theorem

8.
d –2.5 a. 16
a 4 b. 9
c. 1.21
e –7
d. 6.25
b 3 e. 49
c 1.1 f. 4
f –2

190 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 2

9. a. 2 < 5
b. 3 – 8 < 8 – 3
c. 32 – 3 = 6
d. (–2)(–3) > 18 ÷ (–3)

10. 7 is greater than 2. 2 = 4 and 7 is bigger than 4 .

11. Any three of: 37, 38, 40 , 41, 42 , 44, 45, 46, 47, 48

Lesson D: Calculating Square Roots

12. a. 2162 = 46 656 b. 3.42 = 11.56 c. 8.172 = 66.7489

13. a. 7 = 2.646 b. 18 = 4.243

24 = 4.899 c.

Lesson A: Perfect Squares

Warm-up

1. 2 × 3 = 6 2. 3 × 5 = 15
3. 3 × 3 = 9 4. 4 × 2 = 8
5. 4 × 5 = 20 6. 6 × 6 = 36
7. 7 × 3 = 21 8. 7 × 7 = 49
9. 8 × 4 = 32 10. 8 × 8 = 64
11. 9 × 6 = 54 12. 9 × 9 = 81

13. Area= 2 × 5 = 10

14. Area = 3 × 4 = 12

15. Area = 6 × 6 = 36

16. Your answer could include any of these. Did you think of any other ones?

8 2 16 1
1 2
4

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 191

Appendix | Solutions: Section 2

Try It! Activity 1

1.

2.

3.

4.

5. Your answers for questions 3, 4, and 5 could be any two of these.

1 x 12 2x6 3x4

4x3 6x2

12 x 1

Try It! Activity 2

1. 9
2. I can’t make a square that has an area of 8. 8 is not a perfect square
3. Yes, a square with sides of length 1 has area 1. 1 is a perfect square.
4. I can’t make a square that has an area of 7. 7 is not a perfect square.
5. Yes, a square with sides of length 4 has area 16. 16 is a perfect square.

192 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 2

Try It! Activity 3

1. 3 × 3 = 9 6 × 6 = 36 1×1=1
9 × 9 = 81 4 × 4 = 16

2.
121 22 100 144

55 16 6 56

25 1 71 12

63 64 49 8

9 81 4 36

1 × 1 = 1 2×2=4
3 × 3 = 9 4 × 4 = 16
5 × 5 = 25 6 × 6 = 36
7 × 7 = 49 8 × 8 = 64
9 × 9 = 81 10 × 10 = 100
11 × 11 = 121 12 × 12 = 144

Lesson B: Square Roots of Perfect Squares

Warm-up

1.

3 Area = 3 Area =
3 x 5 = 15 3x3=9

5 3

2. a. 6 × 2 = 12 b. 3 × 4 = 12

c. 5 × 5 = 25 d. 2 × 3 = 6

e. 4 × 5 = 20 f. 4 × 4 = 16

g. 2 × 8 = 16 h. 3 × 5 = 15

i. 3 × 3 = 9 j. 3 × 12 = 36

k. 6 × 6 = 36 l. 4 × 9 = 36

m. 3 × 6 = 18 n. 2 × 9 = 18

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 193

Appendix | Solutions: Section 2

3.
8 36

4 16

9 12

18 25

6 15

Try It! Activity 1

1. 12 = 1 2. 22 = 4

3. 32 = 9 4. 42 = 16

5. 52 = 25 6. 62 = 36

7. 72 = 49 8. 82 = 64

9. 92 = 81 10. 102 = 100

11.
5 x 5 = 25

12. a. 22 + 1
=4+1
=5
b. (–2)(3)2 – 4
= (–2)(9) – 4
= –18 – 4
= –22
c. (–4 + 7) + 42 – 18 ÷ 3
= 3 + 42 – 18 ÷ 3
= 3 + 16 – 18 ÷ 3
= 3 + 16 – 6
= 13

194 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 2

Try It! Activity 2

Your drawings might be different, but they should all be squares.

Try It! Activity 3

1. The length of the side of the square is 3.
The square root of 9 is 3.

2. The length of the side of the square is 2.

The square root of 4 is 2.
3. Each side is 5 cm long. 5 is the square root of 25.

Try It! Activity 4

1. 10
1, 4, 9, 16, 25, 36, 49, 64, 81, 100

Answers may vary. Your answer might be something similar to this:

I squared all of the integers in order, without skipping any. One squared is one, two
squared is four, etc. When I got to 100, I stopped.
2.

3. a. Four squared equals sixteen. 42 = 16

b. Nine is three squared. 9 = 32

c. Two is the square root of four. 2= 4

d. One is the square root of one. 1= 1

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 195

Appendix | Solutions: Section 2

e. The square root of nine is three. 9 =3

f. Five is the square root of twenty-five. 5= 25

4. 12 = 1 1 =1

22 = 4 4 =2

32 = 9 9 =3

42 = 16 16 = 4

52 = 25 25 = 5

62 = 36 1.36a. = 4
62 = 16

72 = 49 49b.= 7
62 = 36
c. 12 = 1
82 = 64 64 = 8 2
d. 8 = 64
92 = 81 81e. = 9
52 = 25
2. a. 9=3
102 = 100 100 = 10
b. 81 = 9
c. 25 = 5
Lesson C: Estimating Square Roots
d. 49 = 7
Warm-up e. 4=2

1. a. 42 = 16 3. a. 8 = 64
2

b. 62 = 36 b. 16 = 42

c. 12 = 1 c. 25 = 5
d. 82 = 64 d. 7 = 49
e. 5 = 25
2
e. 100 = 10 2
16
2. a1.5 9=3 f. 64 = 8
14
b1.3 81 = 9
12
c1.1 25 = 5
d1.0 49 = 7
9
e.8 4=2
7
3. a.6 8 = 64
2

5
4. b.4 16 = 42
c.3 25 = 5
2
d.1 7 = 49
0
e. 100 = 10 2
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
f. 64 = 8

196 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 2

Try It! Activity 1

1. 7 = 3 + 4 2. –6 < 5
3. 2 < 3 4. 16 = 4
5. 8 < 32 6. (–4)(–5) > 12
7. 3 < 25 8. –6 + 5 = 5 – 6
9. 62 = 36 10. 5 < 36
11. –24 ÷ 4 > 3 – 10 12. 2 < 22
13. (–15)2 = (–15) × (–15) 14. 9 = –2 + 5

Try It! Activity 2

1. 122 = 12 × 12 = 144 2. (–1.2)2 = (–1.2) × (–1.2) = 1.44

3. 5.12 = 5.1 × 5.1 = 26.01 4. 0.22 = 0.2 × 0.2 = 0.04

5. (–23)2 = (–23) × (–23) = 529 6. 352 = 35 × 35 = 1225

7. 3.52 = = 3.5 × 3.5 = 12.25 8. (–0.4)2 = (–0.4) × (–0.4) = 0.16

9. 202 = 20 × 20 = 400

The answers to questions 1, 5, 6, and 9 should be circled.

Try It! Activity 3

1. 12 = 1
22 = 4
32 = 9
42 = 16
52 = 25
62 = 36
72 = 49
82 = 64
92 = 81
102 = 100
2.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 197

Appendix | Solutions: Section 2

3. a. 2 < 7 < 3 7 is between 2 and 3

b. 4 < 22 < 5 22 is between 4 and 5

c. 3< 13 < 4 13 is between 3 and 4

d. 7< 61 < 8 61 is between 7 and 8

e. 8< 74 < 9 74 is between 8 and 9

f. 6< 42 < 7 42 is between 6 and 7

g. 2< 5 < 3 5 is between 2 and 3

h. 7< 57 < 8 57 is between 7 and 8

i. 5< 29 < 6 29 is between 5 and 6

j. 1< 3 < 2 3 is between 1 and 2

k. 5< 32 < 6 32 is between 5 and 6

l. 9< 95 < 10 95 is between 9 and 10

4. a. 7 is closer to 3

b. 2.7 is the best estimate.

Lesson D: Calculating Square Roots

Warm-up

1. a. 1 =1 b. 4=2
c. 9=3 d. 16 = 4
e. 25 = 5 f. 36 = 6
g. 49 = 7 h. 64 = 8
i. 81 = 9 j. 100 = 10

2. a. 3862 = 148 996

b. 29.42 = 864.36
c. 1.892 = 3.5721
d. 292 = 841
e. 4.32 = 18.49
f. 1.62 = 2.56

198 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 2

3.
2

2 is between 1 and 2

1< 2 <2

4. a. 1.863 95 ≈ 1.864

b. 4.217 36 ≈ 4.217

c. 0.981 6 ≈ 0.982

d. 93.812 493 7 ≈ 93.812

e. 6.413 51 ≈ 6.414

f. 15.218 75 ≈ 15.219

g. 36.246 203 ≈ 36.246

h. 7.812 84 ≈ 7.813

i. 63.512 1 ≈ 63.512

Try It! Activity 1

Try It! Activity 2

1. Your calculator probably doesn't show this many decimal places. That's ok. Check to
see that the digits you have are correct.

a. 1< 2 <2 2 ≈ 1.4142135623730950488016887242097

b. 2 < 7 < 3 7 ≈ 2.6457513110645905905016157536393

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 199

Appendix | Solutions: Section 2

c. 4 < 18 < 5 18 ≈ 4.2426406871192851464050661726291

d. 9 < 95 < 10 95 ≈ 9.7467943448089639068384131998996

e. 5 < 34 < 6 34 ≈ 5.8309518948453004708741528775456

f. 6 < 42 < 7 42 ≈ 6.480740698407860230965967436088

g. 5< 27 < 6 27 ≈ 5.1961524227066318805823390245176

2. Answers will vary. A possible answer: Since my calculator can only show a certain
number of digits, it will never be the exact answer.

Try It! Activity 3

1. a. 19 = 4.359
b. 7 = 2.646
c. 24 = 4.899
d. 73 = 8.544
e. 48 = 6.928
f. 51 = 7.141
g. 11 = 3.317
h. 15 = 3.873
i. 41 = 6.403

2. a. 3 = 1.73
b. 48 = 6.93
c. 33 = 5.74
d. 26 = 5.10
e. 12 = 3.46
f. 22 = 4.69
g. 55 = 7.42
h. 93 = 9.64
i. 37 = 6.08

200 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

Solutions
Section 3
Pretest
Lesson A: The Pythagorean Theorem

1.

c
a

Pythagorean Theorem: a2 + b2 = c2

Lesson B: Pythagorean Triples

2.
a2 + b 2 = c 2
?
1.52 + 2.0 2 = 2.52
?
2.25 + 4 = 6.25
6.25 = 6.2 25

Yes, this triangle is a right triangle because the lengths of the sides satisfy the
Pythagorean Theorem.

3. The numbers in a Pythagorean Triple must be whole numbers. The numbers 1.5,
2.0, and 2.5 do not form a Pythagorean Triple even though they satisfy the
Pythagorean Theorem.

4.
32 + 42 =? 72
?
9 + 16 = 49
25 ≠ 49

The numbers do not satisfy the Pythagorean Theorem.

No, 3, 4, 7 is not a Pythagorean Triple.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 201

Appendix | Solutions: Section 3

5.
?
92 + 12 2 = 152
81 + 144 =? 225
225 = 225
The numbers satisfy the Pythagorean Theorem.
The numbers are all whole numbers.
Yes, 9, 12, 15 is a Pythagorean Triple.

Lesson C: Using the Pythagorean Theorem

6.
a2 + b 2 = c 2
3.2 2 + 4.72 = c 2
10.24 + 22.09 = c 2
32.33 = c 2
32.33 = c 2
5.7 = c

7.

a2 + b 2 = c 2 a2 + b 2 = c 2
12 2 + b 2 = 20 2 a2 + 12 2 = 20 2
20 cm 144 + b 2 = 400 a2 + 144 = 400
b 2 = 400 − 144 a2 = 400 − 144
OR
b 2 = 256 a2 = 256

b 2 = 256 a2 = 256
12 cm b = 16 a = 16

Lesson A: The Pythagorean Theorem

Warm-up

1. c. 32

2. a. 62

3. Area = 5 cm × 5 cm = 25 cm2

4. b. c2

202 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

5.
a. x2

b b. a2

c. 42

d. 9

Try It! Activity 1

There are many more right angles in this picture than just the ones shown here. How
many did you find?

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 203

Appendix | Solutions: Section 3

Try It! Activity 2

Try It! Activity 3

This chart shows only a few possible solutions.

Leg Leg Hypotenuse

10 8 12.81
5 8 9.43

14 2 14.14

4 14 14.56

13 11 17.03

8 15 17

6 7 9.22

Although Triangle shows only a limited number of solutions, there is an infinite (yes,
really!) number of correct answers to this question. However, for every line in your
chart, the hypotenuse should be the longest side. The “Hypotenuse” column should be
shaded in for every row in your chart.

Lesson B: Pythagorean Triples

Warm-up

1. a2 + b2 = c2

2.
1
4 2 7.3
1
5.1 6 3

1.21 23

204 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

3.
1 2
T W E N T Y F I V E
W
3
F E
4
O N O
5 6 7
U T S N I N E
8 9
F O R T Y N I N E I
H X G
10
N I N E T Y H
11
F R E T
12 13
S I X T Y T H R E E Y
V E Y N O
E N S N
I E
14
S I X T Y F I V E

Try It! Activity 1

To see fully worked out solutions to questions 1 and 2, go to http://media.
openschool.bc.ca/osbcmedia/ma08/course/html/math08_ui.html,
click on Module 2, and watch Is It a Right Triangle?
1.
Use the Pythagorean Theorem to check. a2 + b2 = c2
I know the
longest side is the
hypotenuse.
Fill in the lengths.
Put a ? over the equals sign.
?
62 + 82 = 10 2

Figure out the square of each number. 36 + 64 =? 100

Is that true?
If it’s not true, cross out the equals sign. 100 = 100
Is this triangle a right triangle or not? Yes, this is a right triangle.

If this is a right triangle, which angle is 10

a right angle?
6 8
Mark the right angle.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 205

Appendix | Solutions: Section 3

2.
Use the Pythagorean Theorem to check. a2 + b2 = c2

?
Fill in the lengths. 52 + 32 = 72
Put a ? over the equals sign.

Figure out the square of each number. ?

25 + 9 = 49

Is that true?

If it’s not true, cross out the equals sign. 34 ≠ 49

Is this triangle a right triangle or not? No, this is not a right triangle.

3.
Use the Pythagorean Theorem to check. a2 + b 2 = c 2
20 2 + 152 =? 252
?
400 + 225 = 625
625 = 625

Is this triangle a right triangle or not? Yes, this is a right triangle.

If this is a right triangle, which angle is

20 15
a right angle?

Mark the right angle.

25

4.
5

13 a2 + b 2 = c 2
12 12 2 + 52 =? 132
144 + 25 =? 169
169 = 169

Is this triangle a right triangle or not? Yes, this is a right triangle.

206 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

5.

14

a2 + b 2 = c 2
11
?
62 + 112 = 142
?
36 + 121 = 196
157 ≠ 196

Is this triangle a right triangle or not? No, this is not a right triangle.

6. a.

4.5 inches a2 + b 2 = c 2
2.7 inches
2.72 + 3.2 2 =? 4.52
7.29 + 10.24 =? 20.25
3.2 inches 17.53 ≠ 20.25

No, this is not a right triangle.

b. A hypotenuse is the longest side of a right triangle. This is not a right triangle, so
this triangle does not have a hypotenuse.

7. a.
2.8 cm
4.5 cm a2 + b 2 = c 2
2.82 + 4.52 =? 5.32
?
5.3 cm 7.84 + 20.25 = 28.09
28.09 = 28.09

Yes, this is a right triangle.

b. This is a right triangle, so this triangle does have a hypotenuse. A hypotenuse is

the longest side of a right triangle.

The hypotenuse is 5.3 cm long.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 207

Appendix | Solutions: Section 3

Try It! Activity 2

1. The triangles in questions 1, 2, 4, and 7 are right triangles, but the lengths of the
sides in question 7 are not whole numbers.

The triangles in questions 1, 2, and 4 have side lengths that form Pythagorean
Triples.

The Pythagorean Triple in question 1 is 6, 8, 10.

The Pythagorean Triple in question 2 is 15, 20, 25.

The Pythagorean Triple in question 4 is 5, 12, 13.

2.

5, 12, 13 is a Pythagorean Triple.

Note: 3, 4, 5 is not the correct answer. The question specifies that one of the legs is 5
units long. In this triple, 5 is the hypotenuse.

3. Your answer should include any two of these Triples.

5, 12, 13 is a Pythagorean Triple.

9, 12, 15 is a Pythagorean Triple.

208 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

12, 16, 20 is a Pythagorean Triple.

4. a. The hypotenuse is the longest side. The length of the hypotenuse is 13.

b.

12
5 13
5 13 5

Lesson C: Using the Pythagorean Theorem

Warm-up
1. a. 4.72 = 22.09
b. 2942 = 86 436
c. 49.6 = 7.04
d. 0.25 = 0.5
e. 15.32 = 234.09
f. 885 = 29.75

2. a. 7.042 = 49.6

b. 22.09 = 4.7

c. 86 436 = 294

d. 234.09 = 15.3

e. 29.752 = 885

f. 0.52 = 0.25

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 209

Appendix | Solutions: Section 3

3. a. x + 2 = 5 b. 23 + v = 86
x + 2 – 2 = 5 – 2 23 + v – 23 = 86 – 23
x = 5 – 2 v = 86 – 23
x = 3 v = 63

c. g + 153 = 2655 d. 14 + m = 39
g + 153 – 153 = 2655 – 153 14 + m – 14 = 39 – 14
g = 2655 – 153 m = 39 – 14
g = 2502 m = 25

e. 8 + t = 549 f. d + 350 = 522

8 + t – 8 = 549 – 8 d + 350 – 350 = 522 – 350
t = 549 – 8 d = 522 – 350
t = 541 d = 172

4. 4 × 4 = 16
(–4) × (–4) = 16

That means 42 = 16 and (–4)2 = 16

The number you are thinking of is either 4 or –4.

Try It! Activity 1

1. Answers will vary. A typical answer might be: It’s possible to think of these
numbers in your head. Note: When you have worked with square numbers for a
while, they are easy to recognize.

a. x2 = 9 b. b 2 = 25
x2 = 9 b 2 = 25
x=3 b=5

c. k 2 = 100 d. a2 = 49
k 2 = 100 a2 = 49
k = 10 a=7

e. j2 = 1 f. n2 = 36
j2 = 1 n2 = 36
j =1 n=6

210 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

2. a. x 2 = 10 b. b 2 = 22
x 2 = 10 b 2 = 22
x = 3.16 b = 4.69

c. k 2 = 107 d. a2 = 53
k 2 = 107 a2 = 53
k = 10.34 a = 7.28

e. j2 = 8 f. n2 = 63
j2 = 8 n2 = 63
j = 2.83 n = 7.94

Try It! Activity 2

1. a2 + b2 = c2

I know that the legs are 16 and 30. In the Pythagorean Theorem, a and b are the legs
of the triangle.
162 + 30 2 = c 2
2562 + 900 2 = c 2
1156 = c 2
1156 = c 2
34 = c The length of the hypotenuse is 34 feet.

2.

27 m

53 m

I know that the legs are 27 and 53. In the Pythagorean Theorem, a and b are the legs
of the triangle.
a2 + b 2 = c 2
272 + 532 = c 2
7292 + 28092 = c 2
3538 = c 2
3538 = c 2
59.481 = c The hypotenuse is 59.5 m long.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 211

Appendix | Solutions: Section 3

3.
a2 + b 2 = c 2
432 + 342 = c 2
18492 + 11562 = c 2
3005 = c 2
3005 = c 2
54.8 = c The hypotenuse should be 54.8 cm long.

Try It! Activity 3

1.
a2 + b 2 = c 2
242 + b 2 = 512
576 + b 2 = 2601
b 2 = 2601 − 576
b 2 = 2025
b 2 = 2025
b = 45 The other leg is 45 miles long.

2.

15 cm
7 cm

a2 + b 2 = c 2
a2 + 72 = 152
a2 + 49 = 225
a2 = 176
a2 = 176
a = 13.3
3 The other leg is 13.3 cm long.

212 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

3. a. The missing side is the hypotenuse. The length of the missing side is 7.8 cm.
a2 + b 2 = c 2
52 + 62 = c 2
25 + 36 = c 2
61 = c 2
61 = c 2
7.8 = c The length of the missing side is 7.8 cm.

b. The missing side is a leg.

a2 + b 2 = c 2
32 + b 2 = 72
9 + b 2 = 49
b 2 = 49 − 9
b 2 = 40
b 2 = 40
b = 6.3 The length of the missing side is 6.3 cm.

c. The missing side is the hypotenuse.

a2 + b 2 = c 2
32 + 32 = c 2
9 + 9 = c2
18 = c 2
18 = c 2
4.2 = c The length of the missing side is 4.2 cm.

d. The missing side is the hypotenuse.

a2 + b 2 = c 2
22 + 22 = c 2
4 + 4 = c2
8 = c2
8 = c2
2.8 = c

The length of the missing side is 2.8 cm.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 213

Appendix | Solutions: Section 3

e. The missing side is a leg.

a2 + b 2 = c 2
4 + b 2 = 81
b 2 = 81 − 4
b 2 = 77
b 2 = 77
b = 8.8 The length of the missing side is 8.8 cm.

f. The missing side is a leg.

a2 + b 2 = c 2
42 + b 2 = 52
16 + b 2 = 25
b 2 = 25 − 16
b2 = 9
b2 = 9
b=3

Did you notice that this triangle could be solved with a Pythagorean Triple? The
length of the missing side is 3 cm.

4. a.
a2 + b 2 = c 2
4 2 + 32 = c 2
16 + 9 = c 2
25 = c 2
25 = c 2
5=c D
 id you see the Pythagorean Triple?
The length of the diagonal is 5 cm.

b.
a2 + b 2 = c 2
22 + 22 = c 2
4 + 4 = c2
8 = c2
8 = c2
2.83 = c The length of the diagonal is 2.83 cm.

214 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Solutions: Section 3

c.
a2 + b 2 = c 2
2 2 + 62 = c 2
4 + 36 = c 2
40 = c 2
40 = c 2
6.32 = c The length of the diagonal is 6.32 cm.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 215

Appendix | Solutions: Section 3

216 | MATH 8 eTEXT: MODULE 2 © OPEN SCHOOL BC

 Appendix | Glossary

Glossary
area
Area is the number of square units that fit inside a 2-D shape.

axis (axes)
The axes are the lines that show the number scale on a graph. The x-axis is horizontal,
and the y-axis is vertical. Axis is singular and axes is plural.

bar graph
A bar graph is a graph that uses vertical or horizontal rectangular bars to show the
quantity being measured. The longer (or higher) the bar, the higher value it represents.

basic operations
Basic operations include addition, subtraction, multiplication, and division.

bias
Bias occurs when a particular outcome is favoured over another.

circle graph/pie chart

A circle graph or pie chart are visual representations of data amounts that together form
a total amount or a single quantity.

circumference
Circumference is the distance around a circle.

coefficient
A coefficient is a number that multiplies a variable in a mathematical expression.
For example, in the expression 3x – 7, the number 3 is a coefficient. In the
x 1
expression + 8 , the coefficient is .
5 5

constant/constant term
A constant or constant term is a number in a mathematical expression that has no
variable attached to it. The number can’t be changed.
x
For example, in the expression 3x – 7, the constant is 7. In the expression + 8 ,
the constant is 8. 5

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 217

Appendix | Glossary

continuous data
Continuous data is data that is part of a set of numbers that can be infinitely divided
into smaller and smaller fractions.
For example, time or distance information can be thought of as continuous because
they exist in units smaller than we can measure.

coordinates
Coordinates are a set of numbers that can be used to describe a location of a point on a
coordinate plane.

coordinate plane or Cartesian plane

A coordinate plane or Cartesian plane is a rectangular area with one or more axes.
The plane is designed to show data in a visual way. It is named after its inventor, René
Descartes.

congruent
Congruent means “equal to.”

cross section
A cross section is a section cut from a prism or a cylinder. The cut is made parallel to
the base.

cylinder
A cylinder is a three-dimensional or 3-D shape which has two circular bases that are
parallel to each other and the same distance apart.

data
Data are numbers that represent measurements. Data may represent money, time,
distances, or any other amounts.

degrees
Degrees are the measurement of the size of an angle or part of a circle. A full circle is
360 degrees, also written as 360°.

denominator
The denominator is the bottom number in a fraction. It represents the total number of
equal parts.
3
For example, in the fraction where 4 is the denominator, an object or group has
4
been divided into 4 equal parts. (See also numerator.)

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 Appendix | Glossary

diameter
In a circle, the diameter is a straight line from one edge of the circle to the other, which
passes through the centre of the circle.

discrete data
Discrete data is data that is grouped into separate categories, with no information
existing between the categories.

distributive property
The distributive property states that if you add two numbers and then multiply the
sum by another number, you’ll get the same result as if you multiply each of the two
numbers by the other number and then add the products.
For example, 4(2 + 5) = (4)(2) + (4)(5).

equation
An equation is a pair of mathematical expressions that are joined by an equals sign
( = ), and so they represent the same amounts. An equation is a mathematical “complete
sentence”.

equilateral triangle
An equilateral triangle is a triangle with three equal sides. In an equilateral triangle,
all of the interior angles are 60°.

equivalent
When two things are equivalent they have the same value.
1 2
For example and are equivalent expressions
2 4

event
An event is a specific outcome from the sample set of all possible outcomes.
For example, drawing a five of hearts from a normal deck of 52 cards is an event.

expression
An expression is a mathematical phrase. An expression is made of terms. Terms are
joined by the mathematical operators plus or minus (+ or – ) into expressions.
For example, 5x – 7 is a two-term expression.

extrapolate
To extrapolate means to estimate quantities or data beyond the last amounts measured;
to extend a graph line beyond the last data point. (See also interpolate.)

favourable outome
A favourable outcome means achieving a desired result in a probability experiment.

© OPEN SCHOOL BC MATH 8 eTEXT: MODULE 2 | 219

Appendix | Glossary

fraction
A fraction is a number that represents part of a whole.
1
For example, represents one part out of a total of two parts.
2
graph
A graph is a visual representation of data using lines, bars, symbols, or areas.

heptagon
A heptagon is a seven-sided closed figure.

hexagon
A hexagon is a six-sided closed figure.

histogram
A histogram is a vertical bar graph.

hypotenuse
1. the side of a right triangle that is not a leg.
2. the longest side of a right triangle.
3. the side of a right triangle that is opposite the right angle.

icon
An icon is a small symbol that represents a quantity of items for a pictograph or in a
graph legend. Usually a picture or line drawing of the item is used as an icon.

improper fraction
An improper fraction is a fraction where the numerator is larger than the denominator.  
7
For example, is an improper fraction.
5
independent event
In a probability experiment, an independent event is when the outcome of one event
does not influence or change the possible outcome of another event.

intercept
The intercept is the location where a line graph intersects an axis.

interior angles 
Interior angles are angles that are inside a figure. For polygons, interior angles are at
each vertex.

interpolate
To interpolate means to estimate the data amounts between data points that were
measured. (See also extrapolate.)

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interval
An interval is the amount between two values; their difference.

irregular polygon
An irregular polygon is a closed figure where all the sides are not equal and all the
angles are not equal. 

isosceles triangle 
An isosceles triangle is one with two equal sides.

legs
Legs refer to:
1. the sides of a right triangle that form the right angle.
2. the parts of the body that the feet are attached to.

line graph
A line graph is a graph using a straight, bent, or curved line to show continuous data.

linear equation/linear relation

A linear equation or linear relation is an equation, table, description or graph that
shows the relationship between two variables and forms a straight-line graph.

misinterpret
To misinterpret means to misunderstand or to gain a false impression from a
conversation, picture, data or text.

misleading information
Misleading information is information (such as a graph) that is technically correct but
would give most viewers an inaccurate impression.

misrepresent
To misrepresent is to present information falsely, visually or in words.

mixed number
A mixed number is a number composed of a whole number and a fraction.
1
For example, 2 is a mixed number.
3

model
1. To model is to create a representation of real-life data.
2. A model is the graph, map, computer program or another item that represents data.

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net
A net is a two-dimensional or 2-D construction of a three-dimensional or 3-D object.

numerator
The numerator is the top number in a fraction. It represents the number of equal parts
you are working with.
3
For example, in the fraction where 3 is the numerator, you are working with only
4
3 of the parts out of 4 total. (See also denominator.)

octagon
An octagon is an eight-sided closed figure.

operations
When we do something with a number or numbers, it is called an operation. Addition,
subtraction, multiplication, and division are basic operations.

ordered pair
An ordered pair is a pair of numbers (x, y) that represent the values that satisfy a
relation and also represent a location on the graph of the relation.

origin
The origin is the point (0,0) on a two-dimensional graph at which the axes intersect.

outcome
The outcome is the result of a single trial or experiment.

pentagon
A pentagon is a five-sided closed figure.

percent
A percent is a fraction of a whole, expressed as a fraction out of 100.

perfect square
A perfect square is a number that represents the area of a square whose sides are whole
numbers.
For example, if a square has sides of length 3, its area is 9, and 9 is a perfect square.

It is also the result when a whole number is multiplied by itself.

For example, 5 × 5 = 25, and 25 is a perfect square.

perspective
Perspective is the viewer’s perception, visually or psychologically.

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pictograph
A pictograph is a graph that uses icons or symbols to represent the amount measured in
each category, instead of using an axis to show the measurements.

pie chart
See circle graph.

plane
A plane is a two-dimensional or 2-D surface.

point
A point is a location on a coordinate plane which can be represented by an ordered pair
(x, y).

polygon
A polygon is a closed geometric shape made of 3 or more line segments.

prism 
A prism has three-dimensional or 3-D shapes that have the same cross section along a
length.

proper fraction
A proper fraction is a fraction whose numerator is less than its denominator.
2
For example, is a proper fraction.
3
probability
Probability is the chance or likelihood that a particular event will occur. Probabilities
3
are often listed as ratios (e.g. 1:2 or 2 to 5), fractions (e.g. ) or percents (e.g. 15%)
5
proportion
A proportion is a pair of equal ratios.

Pythagorean Theorem
The Pythagorean Theorem describes the relationship among the lengths of the three
sides of a right triangle: a2 + b2 = c2

Pythagorean Triple
A Pythagorean Triple is a set of three whole numbers that satisfy the Pythagorean
Theorem.
For example, the numbers 3, 4, and 5 form one Pythagorean Triple. The first two
numbers in a Pythagorean Triple are the measurements of the legs, and the third
(the largest number) is the measurement of the hypotenuse.

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quadrilateral
A quadrilateral is a four-sided closed figure.

radius
In a circle, the radius is the distance from the center to the edge of the circle.

random experiment
A random experiment is a a process leading to at least two outcomes with some
uncertainty about which will occur.

rate
A rate is a comparison of two quantities in which each quantity is measured in different
units. For example $8 per dozen roses (or $8.00/12 roses) is a rate. (See also unit rate.)

ratio
A ratio is a comparison of two or more numbers. Ratios are written with a “:” (e.g. 2:3),

using words (e.g. 2 to 3), or as a fraction (e.g. 2 ).

3

reciprocal
A reciprocal is a number that you multiply a fraction by so that the result equals one. If
you start with a whole number, put it over 1 first. The easiest way to find it is to just flip
the fraction over.
For example, the reciprocal of 4 is 5 .
5 4
rectangular prism
A rectangular prism is a six-sided three-dimensional or 3-D shape made up of
rectangles.

regular polygon
A regular polygon is a closed figure with all sides equal and all angles equal.

right angle
A right angle is an angle that measures 90°.

right triangle
A right triangle has one right angle.

round/round off
To round or round off is to remove unwanted place values at the right end of a number,
adjusting the first remaining place value if necessary. (See also truncate.)

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sample space
A sample space includes all the possible outcomes resulting from a probability
experiment.

satisfy
To satisfy means to replace variables with values that make an equation into a true
statement.

For example, y = 3x can be satisfied with the ordered pair (2, 6), but cannot be
satisfied with (4, 9).

square root
The square root symbol tells us to take the square root of the number that’s inside.
For example, 52 = 25. The square root of 25 is 5.

square root symbol

This symbol tells us to take the square root of the number that’s inside.
For example: 4=2

surface area
Surface area refers to the total area of the net of a three-dimensional or 3-D object. The
units are squared, for example, cm2, m2.

term
A term is an item in an expression that is a constant, or variable, or coefficient-and-
variable combination. (See also expression.)

tessellation
A tessellation is a tiling pattern that covers an entire plane without overlapping or
leaving gaps.

three-dimensional (3-D)
Three-dimensional refers to an object that has length, width and depth, or a
representation of an object that has the appearance of depth.

triangular prism
A triangular prism is a five-sided three-dimensional or 3-D shape with two triangles
that are parallel and equal to each other and joined by rectangles.

truncate
To truncate means to remove unwanted place values at the right end of a number
without adjusting the remaining place value. (See also round/round off.)

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two-dimensional (2-D)
Two-dimensional refers to an object that has length and width, but no depth.

unit rate
A unit rate is a rate where the second term is 1.
For example, wages are often given as a unit rate.
$10.00/hr represents $10.00 earned for every 1 hour worked.

unknown
An unknown is the value(s) that provide the solution to an equation. (See also variable.)

variable
A variable is a value that is unknown or that could change. It is often represented in an
expression by a letter such as x, but could be represented by a word or other symbol.
(See also unknown.)

vertex (vertices)
In a closed figure, the vertex refers to the point where two sides meet. Vertex is singular
and vertices is plural.

view
The view refers to a two-dimensional or 2-D drawing of a three-dimensional or 3-D
object from one particular position—front view, side view, top view, bottom view, etc.

volume
The volume is the amount of space an object takes up. The units are cubed, for
example, cm3, m3.

x-axis
The x-axis is the horizontal axis of a coordinate plane. (See also coordinate plane and
axis.)

y-axis
The y-axis is the vertical axis of a coordinate. See also coordinate plane and axis.)

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 Appendix | Templates

Templates
Section 2 | Lesson D: Calculating Square Roots
Explore
Calculating Square Roots

2ndF

Warm-up

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 Appendix | Templates

Module 2 Project
Dissection Templates

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Appendix | Graph Paper

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