LESSONS

31–60

UNIT
2
 UNIT
2

Created by the Simply Good and Beautiful Math Team

Reviewed by
Alia Criddle Brittany Hopper Nicki Savinda
MS in Mathematics MS in Mathematics Education BS in Mathematics with
Deanna Dreher Bailee Neering Secondary Education
PhD in Mathematics BS in Mathematics Education Certification
MS in Mathematics, Minor in Shallin Squire
Electrical Engineering MA in Mathematics Education

© 2024 The Good and the Beautiful, LLC | goodandbeautiful.com

All rights reserved. This book may be printed or copied for use within your home or
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 COURSE BOOK 2

TABLE OF CONTENTS

UNIT 2 OVERVIEW..........................................................................................................................................................................1
Lesson 31: Set Notation................................................................................................................................................................2
Lesson 32: Evaluating Square Roots.........................................................................................................................................8
Lesson 33: Solving Two-Step Equations................................................................................................................................. 14
Lesson 34: Square Roots and Cube Roots........................................................................................................................... 20
Lesson 35: Multi-Step Equations with Negative Coefficients........................................................................................... 25
Lesson 36: Solving Equations Review..................................................................................................................................... 31
Lesson 37: Solving for a Variable in Terms of Other Variables........................................................................................ 34
Lesson 38: Solving and Graphing One-Step Inequalities................................................................................................. 39
Lesson 39: Solving and Graphing Multi-Step Inequalities................................................................................................ 44
Lesson 40: Fractions of a Group.............................................................................................................................................. 50
Lesson 41: Ratios and Proportions.......................................................................................................................................... 56
Lesson 42: Solving Ratio Problems: Part 1.............................................................................................................................. 61
Lesson 43: Solving Ratio Problems: Part 2............................................................................................................................ 66
Lesson 44: Rounding Fractions and Mixed Numbers......................................................................................................... 72
Lesson 45: Logic Lesson 2........................................................................................................................................................ 78
Lesson 46: Percentages............................................................................................................................................................. 82
Lesson 47: Percent Increase..................................................................................................................................................... 87
Lesson 48: Percent Decrease................................................................................................................................................... 93
Lesson 49: Simple Interest........................................................................................................................................................ 99
Lesson 50: Compound Interest...............................................................................................................................................104
Lesson 51: Identifying Unit Rates...........................................................................................................................................109
Lesson 52: Proportions Within Similar Triangles.................................................................................................................115
Lesson 53: Metric and US Customary Units.........................................................................................................................121
Lesson 54: Unit Conversions...................................................................................................................................................128
Lesson 55: Converting Square Units.....................................................................................................................................134
Lesson 56: Operations with Mixed Measures.....................................................................................................................140
Lesson 57: Mixed Review.........................................................................................................................................................146
Lesson 58: Unit 2 Review.........................................................................................................................................................150
Lesson 59: Unit 2 Assessment................................................................................................................................................155
Lesson 60: Enrichment: Graph Theory..................................................................................................................................160

Reference Chart...........................................................................................................................................................................167

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 UNIT 2 OVERVIEW
LESSONS 31–60

CONCEPTS COVERED

Applying inequalities to real-life scenarios Set notation and symbols for set notation
Compound interest formula Simple interest formula
Converting percents to decimals Solving and checking two-step equations
Converting percents to fractions Solving equations with negative coefficients
Converting units in the metric system Solving equations with square and cube roots
Converting units in the US customary system Solving equations with squared and cubed
Determining if ratios form a proportion variables
Evaluating square roots using a calculator Solving for a variable in terms of other
variables
Finding a percent decrease
Solving for missing sides in congruent
Finding a percent given a whole and a part triangles
Finding a percent increase Solving for missing sides in similar triangles
Finding a whole given a percent and a part Solving multi-step inequalities
Finding an original or new amount given a Solving one-step inequalities with negative
percent decrease coefficients
Finding an original or new amount given a Solving proportions using cross products
percent increase
Solving proportions using equivalent ratios
Finding part of a whole given a fraction and
the whole Solving two-step equations with exponents
and roots
Finding the fraction given the whole and a
part Total amount of investments
Finding the percent of a number Unit rates from tables
Finding the whole given a fraction and the Unit rates from word problems
part Using formulas to solve problems
Given a part-to-part ratio, finding a missing Using unit multipliers in word problems
part or whole Using unit multipliers to convert between
Given a part-to-whole ratio, finding a missing systems of measurement
part or whole Using unit multipliers to convert units of area
Graphing inequalities on number lines Using unit multipliers to convert within
Irrational numbers systems of measurement
Multiple ways to solve equations Word problems with two-step equations
Natural numbers, whole numbers, integers, Writing and comparing ratios
rational numbers Writing ratios and proportions for real-life
Perfect squares and cubes scenarios
Performing operations with mixed measures Writing unit multipliers from any conversion
Plotting irrational numbers on a number line factors
Real number system

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 UNIT 2 | LESSON 31

Set Notation

SUPPLIES: colored pencils

WA R M - U P
Draw the correct comparison symbol.
a. 10  14 − 24 b. 14  7 2 c. 121  − 15

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

Rational numbers a group or collection of objects

Real numbers the set of all rational and irrational numbers

Integer numbers that can be written as fractions where

both the numerator and denominator are integers
and the denominator is not zero

Natural numbers numbers that cannot be written as fractions

Whole numbers a number with no fractional or decimal part

Set numbers representing a whole amount (not a

fraction or decimal)

Irrational numbers the numbers we say when we count

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 LESSON 31

⊆ “is an element of” (or “is in”)

∈ “intersect”

∉ “is a subset of”

 “the empty set”

 “is not an element of” (or “is not in”)

∅ “the complement of Set A”

A' “union”

L E S S O N OV E RV I E W
Organizing large groups of things can make them easier to understand. Numbers can be
organized into sets. A set is a group or collection of objects. Number sets describe different
characteristics of numbers. Below is a diagram showing the relationships between different
number sets.

Real Numbers (  ) examples: − 0.5, 7 , 0.4, 0, 546

1 6
Rational Numbers (  ) examples: − , 5.4,
2 7

Integers (  ) {..., − 3, − 2, −1, 0, 1, 2, 3,Irrational

...} Numbers ( I )
Integers (  ) {..., − 3, − 2, −1, 0, 1, 2, 3, ...} Irrational Numbers ( I )
examples: 2 , 35 , − 3 , π
Whole Numbers ( W ) {0, 1, 2, 3, ...}
Whole Numbers ( W ) {0, 1, 2, 3, ...} examples: 2 , 35 , − 3 , π

Natural Numbers (  ) examples:

{1, 2, 3, 4, 2...,} 35 , − 3 , π
Natural Numbers (  ) {1, 2, 3, 4, ...}

Real numbers are the set of all rational and irrational numbers. Any point on the number line
is a real number.
Irrational numbers are numbers that cannot be written as fractions. All real numbers that
are not rational numbers are irrational numbers. When written in decimal form, the decimal
expansion of an irrational number is infinite (it does not end or repeat). Any irrational number
must be rounded to be written as a decimal.

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This chart shows symbols used for set notation. Objects in a set are referred to as elements.

Symbol Meaning Examples in Words Example in Symbols Illustration

“is a subset of” 

The set of natural 
⊆ A subset is a set
numbers is a subset of ⊆
that is entirely 
the set of integers.
within another set.


“is an element of” W
∈ 4 is an element of the
or 4∈W 4
set of whole numbers. 0
“is in” 3


Ι
∉ “is not an element 7 is not in the set of 7∉I
of” or “is not in” irrational numbers.
7

“intersect” A intersect B
S
The intersection or A B
 of sets contains A and B AB
all the numbers or
the sets have in The intersection of
common. A and B.

“union”
A union B S
The union of A B
or
sets contains
 A or B AB
everything
or
included in
The union of A and B.
both sets.

S
“the empty set” If two sets have no A B
∅ The empty set is elements in common, AB= ∅
a set that contains the intersection of sets
no elements. is the empty set.

“the complement S = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}

S
of Set A”
= {1, 2, 3, 4, 5,of6,A7, S
TheScomplement ={{1,
A=9,
8, }2,3,3,4,4}5, 6, 7, 8, 9, 10}A
1,2,
10
The complement
A' contains all elements
not4}in A. A = {{1, 2, 3, 4}
of a set contains = {1,are A ' = 5, 6, 7, 8, 9, 10}
of SAthat 2, 3,
everything NOT
included in the set. A ' = {5, 6, 7, 8, 9, 10} A ' = {5, 6, 7, 8, 9, 10}

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 LESSON 31

PRACTICE
1. Draw a line from each number to the smallest 3. Shade the parts of each Venn diagram that
subset that contains it. correspond to each set. Then write the union or
Remember : Rational numbers have a repeating decimal intersection on the line.
pattern, or they terminate. Any decimal pattern Hint: Complements may be used with unions and
that does NOT repeat or terminate is an intersections.
irrational number.
a. The set of things that are in A and also B
3 Natural numbers

1 A B
2
0.0125 Whole numbers

3
−2
17
0.1011011101111... Integers

–5 ____________________

0 Rational numbers

b. The set of things that are in A but not B

0.142857
A B
Irrational numbers
3.1415926535897...

2. Color the bubbles with a symbol and its

meaning the same color.

intersection

∉  ∅ ____________________

union

is not an c. The set of things that are not in A and also

element not in B
⊆ of
A B
the empty
set
is an is a
element subset
of of

∈

____________________

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4. Complete the Venn diagram for the following 5. Complete the Venn diagram to model the
sets. situation below. Then answer the question.
{ 6, − 5, − 4, − 3, − 2, − 1, 0, 1, 2, 3, 4, 5, 6}
A =− In a town of 8,000 people, 5,400 use
EnviroGreen for trash removal, 4,500 use
B = {all prime numbers less than 40} EnviroGreen for recycling, and 3,900 use
EnviroGreen for both.
A B Hint: To find the number of people who use EnviroGreen
for trash removal only, find 5400 – 3900. To find the
number of people who use EnviroGreen for recycling
only, subtract 4500 – 3900.

Town
EnviroGreen
EnviroGreen
Trash
Recycling
Removal

Using set notation, determine the elements in

the unions and intersections below. Remember
to use curly braces around a set.

a. A  B ___________________________

b. A  B ___________________________ How many people do not

use EnviroGreen’s services? ________________
Hint: Add the three numbers in the Venn diagram and
subtract the sum from 8,000 people.

REVIEW
1. Solve for the variable of each equation. L27 3. Evaluate each expression when g = –3 and
h = 27. L24
a. 2.4d = 12 b. 11.9 + f = –49.1
a. g − 3 h b. 6g + h

_______________ ________________
____________ ____________
2. Write an equation to model each statement. L26
a. Fifteen less than one-eighth of n is equal to
four more than the opposite of p.

________________________ 4. Rewrite each number in scientific notation. L18

b. The product of q and r is nine times s. a. 0.0002009 ____________________

________________________ b. 6,530,000,000 ____________________

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 LESSON 31

5. A garden store is having a 30%-off sale. Saving 30% is equivalent to paying 70% of the original price.
Mentally find the sale price for each item by multiplying the original price by seven and then moving
the decimal point one place to the left.

$50
$12
$3
0

a. A shrub with an original b. A gardening book with c. A large basket of flowers

price of $30 an original price of $12 with an original price of $50

________ ________ ________

6. Fill in each blank with a number that makes

the statement true. L16

a. ( −25 + 31) + 8= ____ + ( 31 + 8 )

b. 23 • ____ = 47 • 23

7. A number is divisible by 4 if the number

formed by its last two digits is divisible by 4.
Circle the numbers that are divisible by 4.

222 554
1 , 12 4 3,780
936 826

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 UNIT 2 | LESSON 32

Evaluating Square Roots

WA R M - U P
Plot the square roots on the number line below.
a. 144 b. 49 c. 100

0 2 4 6 8 10 12 14

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Perfect squares are the product of an ________ multiplied by ________ and are unique
numbers in the set of real numbers.

60 65 70 75 80 85 90

Perfect squares: and

Square roots: and

72 ≈

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 LESSON 32

L E S S O N OV E RV I E W
When performing calculations, square roots are often needed. The square root of a perfect
square can be simplified to a whole number. Perfect squares are the product of an integer
multiplied by itself and are unique numbers in the set of real numbers. Most real numbers are
not perfect squares. Common irrational numbers are the roots of numbers that are not perfect
squares. The values of imperfect squares can be estimated by comparing them to perfect
squares. Find two perfect squares that the imperfect square is between, then use a calculator to
find rounded approximations.

Example 1: Approximate the value of 7 to the nearest hundredth.

7 is between the perfect squares 4 and 9.

4 5 6 7 8 9

4 = 2 and 9 = 3 , so 7 is between 2 and 3.

7 is closer to 9 than to 4, so 7 will be closer to 3 than to 2.

2 3

Using a calculator, we find an approximation of

7 is 2.64575131106459...
Round 7 to the nearest hundredth and graph the
rounded value on a number line.

7 ≈ 2.65

2 2.2 2.4 2.6 2.8 3

The square root

of 7 is an irrational
number because 7 is
not a perfect square.

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Example 2: Approximate the value of 2 to the nearest hundredth.
2 is between the perfect squares 1 and 4.

1 2 3 4

1 = 1 and 4 = 2, so 2 is between 1 and 2.

2 is closer to 1 than it is to 4, so 2 will be closer to 1
than to 2.

1 2

Using a calculator, we find an approximation of 2

is 1.414213562373095...
Round 2 to the nearest hundredth and graph the
rounded value on a number line.

2 ≈ 1.41

1 1.2 1.4 1.6 1.8 2

Example 3: Approximate the value of 48 to the nearest hundredth.

48 is between the perfect squares 36 and 49.

36 38 40 42 44 46 48 50

36 = 6 and 49 = 7, so 48 is between 6 and 7.

48 is closer to 49 than it is to 36, so 48 will be closer
to 7 than to 6.

6 7

Using a calculator, we find an approximation of 48

is 6.928203230275509...
Round 48 to the nearest hundredth and graph the
rounded value on a number line.
48 ≈ 6.93

6 6.2 6.4 6.6 6.8 7

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 LESSON 32

PRACTICE
1. For each row in the table below, estimate the square root by determining which two integers it falls
between and circling the integer it is closer to. Then use a calculator to find the value of the square
root rounded to the nearest hundredth. Finally, plot the rounded value on the number line. An
example is given.

Between
Square
Which Two Integers Approximation Plot on Number Line
Root
(circle closer integer)

17 =16 4=
and 25 5 4.12 4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 5

63

95

130

200

2. A triangular corner garden plot that is 5 meters c. Approximately how much fencing is needed
to fence around the garden plot?
long and 3 meters wide will have a third side
Hint: Find the perimeter of the triangle using the two
that is 34 meters long. given sides and the approximation from Part B.

a. Find two perfect squares that 34 is between.

________ m
______ and ______

Estimate the length of the third side by

finding the square roots of those two perfect
squares.

The third side is between ____ and ____

meters.

b. Using a calculator, find the length of the

third side to the nearest tenth.

____ m

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3. A square room is being remodeled. The 5. If a ball is dropped on the moon from a height
amount of carpet needed for the floor is of 50 meters, it will take approximately 62.5
150 square feet.
seconds to hit the ground.
a. Estimate the length of the room by using Follow the steps below to find approximately
nearby perfect squares and finding two how many seconds it takes the ball to hit the
integers the length is between. ground.
Hint: Since the room is a square, the square root
of the area is the length. a. Estimate how long it takes the ball to hit the
ground by using nearby perfect squares and
The length is between ____ and ____ feet. finding two integers the time is between.

It takes between ____ and ____ seconds to

b. Using a calculator, find the length of hit the ground.
the room to the nearest tenth.
____ ft
b. Using a calculator, find the time it takes
to hit the ground to the nearest tenth of a
second.
4. If a ball is dropped from the roof of a 50-meter-
500
tall building, it will take seconds to hit ____ s
7
the ground.

Follow the steps below to find approximately

how many seconds it takes the ball to hit the
ground.

a. Estimate how long it takes the ball to hit the

ground by using nearby perfect squares for
the square root and finding two integers
the square root is between. Then write each
integer over 7.

It takes between ____ and ____ seconds to

hit the ground.

b. Using a calculator, find the time it takes

to hit the ground to the nearest tenth of a
second.

____ s

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 LESSON 32

REVIEW
1. Simplify each complex fraction. L9 5. Write forty-three thousandths in standard
9 1 form.
−1 3
a. 11 b. 3
5 5 ________
−
8 2
6. Solve for the variable in each equation. L27
________ ________ j 7 1
a. = −8.8 b. k − = 8
4.5 2 3

____________ ____________

2. Convert each decimal to a fraction. L5

a. 4.875 b. 16.232

________ ________

7. Identify the quadrant in which

each point lies. L20
a. ( −2, −2 ) b. ( 2, −2 ) c. ( −2,2 )

____ ____ ____

8. Write and solve an equation for the statement

3. If today is Tuesday, what day was it “Eighty is two-tenths of what number?” Use n
four days ago? for the variable. L26, L27
________________ Equation: ________________ n = ________
4. If today is November 5, what will the
date be two weeks from today?

________________

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 UNIT 2 | LESSON 33

Solving Two-Step Equations

WA R M - U P
Solve each equation.
a. 6w = 42 b. v + 17 = 4

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
To solve equations with multiple operations, perform ________ inverse operation at a time to
isolate the variable. Perform inverse operations in this order:

1. Add or subtract to cancel out the ____________.

2. Multiply or divide to remove the ________________.

d=

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 LESSON 33

L E S S O N OV E RV I E W
Equations can represent many real-world situations. Some equations require more than
one step to solve them. To solve equations with multiple operations, perform one inverse
operation at a time to isolate the variable. Perform inverse operations in this order:

1 Undo any addition or subtraction to cancel the constant.

2 Undo any multiplication or division to remove the coefficient.

5x – 9 = 36
5x – 9 + 9 = 36 + 9 Add 9 to both sides (inverse property of
addition).
5x = 45 Write the resulting equation.
5 x = 45 Divide both sides by 5 (inverse property of
5 5 multiplication).
x= 9 This is the solution.

Check: 5 ( 9 ) − 9 =
?
36 Check the solution by substituting the
?
value of x, which is 9, into the original
45 − 9 =
36 equation in place of x.
36 = 36 ✓

The following problem has a fraction as the coefficient.

2
y+6= 16
3
2
y + 6 − 6 = 16 − 6 Subtract 6 from both sides.
3
2
y = 10 Write the resulting equation.
3
Remember : A number 3 2 3 3 3
multiplied by • y = 10 • Multiply by on both sides. is
its reciprocal 2 3 2 2 2 2
is 1. the reciprocal of .
3
y = 15 This is the solution.

2
( 15 ) + 6 =
?
Check: 16 Substitute 15 in place of y in the
3 original equation.
?
10 + 6 = 16

16 = 16 ✓

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Additional Examples
Here are additional examples of solving two-step equations.

1 1
Example 1: y +1 =4
5 2
1 3 3 8 3 Convert mixed numbers to improper
y+ − = − fractions while solving. Then write the
5 2 2 2 2
final answer as a mixed number.
1 5
y=
5 2 1 1 1 ?
Check:  12  + 1 = 4
1 5 5 2 2
5• y = •5
5 2 1  25  1 ?
Key InformatIon  +1 = 4
25 5 2  2
1 y=
5 • y =1y =y 2 5 1 ?
5 +1 = 4
1 2 2
y = 12
2
4= 4 ✓

Example 2: –18 = 9z – 15
?  1
–18 + 15 = 9z – 15 + 15 Check:
= −18 9  −  − 15
 3
–3 = 9z
− 3 = 9z ?
−18 =− 3 − 15
9
9
1
− =z –18 = –18 ✓
3

Remember to simplify
the final answer!

3 3
( 8) − 5 =
?
Example 3: b−5=1 Check: 1
4 4
3 6 − 5=
1
?
b−5+5= 1+ 5
4
3 1= 1 ✓
b=6
4
4 3 4
• b = 6•
3 4 3
b= 8

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 LESSON 33

Solving Word Problems

The following problem is from Lesson 26. Now solve the equation to find the length of the rectangle.
The perimeter of a rectangle is 60 inches. The width is 12 inches. The formula for the perimeter
of a rectangle is P = 2w + 2l. The given values can be substituted into the formula to write an
equation that can be used to find the length.
60 2 ( 12 ) + 2l
= Simplify the right side of the equation.
60 = 24 + 2l This equation can be used to find the length.
60 – 24 = 24 – 24 + 2l Solve the equation for l.
36 = 2l
36 = 2l
2 2
18 = l The length of the rectangle is 18 inches.

PRACTICE
1. Three values are listed below each equation. d. 3z – 1 = 8 ____________
Circle the value that is a solution to the
equation shown.
3. Write an equation to model each situation, and
a. 2m + 4 = –10 then solve the equation. Use any variable.
a. 5 less than twice a number is 11.
m= 4 m = –7 m= 3
Equation: ____________

1
b. n−1=23
2
n = 48 n = 12 n = 44

2. Solve each equation. Write the solution

Solution: ________
on the line.

a. 6x + 4 = –2 ____________
b. 10 more than a number is equal to 21.
Equation: ____________

b. 5 = 4a – 3 ____________

c. 2.2s – 0.9 = 3.5 ____________ Solution: ________

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 1 2
c. Betsy cuts off 4 of a plank for a e. Jace takes 3 of a chocolate bar he is
woodworking project and then cuts off supposed to share with his brother but
another 3 inches, making the board length then gives his brother 5 extra squares of
24 inches long. How long was the board chocolate. If his brother ended up with 13
initially? squares of chocolate, how many squares
made up the whole chocolate bar?
Hint: Use a variable for the number of inches of the
1 3
original board. If she cuts off 4 of the board, of Hint: Use a variable for the number of squares in a
4 2
the board is left. chocolate bar. If Jace takes of the bar, his brother
1 3
has .
3

Equation: ____________
Equation: ____________

Solution: ________

d. Henry’s age is 7 less than half of his dad’s.

Henry is 12 years old. How old is his dad?
Equation: ____________
Solution: ________

f. Ginny gets paid $5 per hour to deliver

newspapers, plus $0.45 per newspaper.
Determine how many newspapers Ginny
delivered if she made $12.65 in one hour.
Equation: ____________

Solution: ________

Solution: ________

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 LESSON 33

REVIEW
1. Write T for statements that are true and F for 5. Multiply or divide. Write answers in scientific
statements that are false. L31 notation. L19

a. −8 ∈  b. −8 ∈ W c. π∈ 
( ) (
a. 5.3 × 10 5 • 4 × 10 8 )
____ ____ ____ ____________________

2. Write the two whole numbers that each square

root falls between. Then circle the whole
number that the square root is closer to. L32

a. 146 b. 35 c. 90
( 10
) (
b. 2.8 × 10 ÷ 2 × 10
3
)
____&____ ____&____ ____&____

3. Write an expression to represent each ____________________

statement. L25
a. fifty-two increased by the product of two
and g

____________
b. the quotient of h and 3 decreased by 16 6. A bookstore is offering some books at 50% off.
Saving 50% is equivalent to paying 50% of the
____________ original price. Mentally find the sale price of
each book by finding half of the original price.
4. Simplify each expression by combining like
a. A hardcover collection of plays with an
terms. L23
original price of $70
a. 21.7 – 4j – 3.5k + 2.3j – 14.9 – 8.2k
Sale price: ________
____________________

b. A softcover historical fiction book with an

original price of $11
Sale price: ________

1 3 1 1
b. − + m + − m
3 2 9 2
c. A paperback mystery series with an original
____________________ price of $48
Sale price: ________

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 UNIT 2 | LESSON 34

Square Roots and Cube Roots

SUPPLIES: colored pencils

WA R M - U P
Simplify each expression.
b. ( −2 ) d. ( −2 )
2 3
a. 22 c. 23

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

4. ________

5. ________
1. YES NO

6. ________
2. YES NO
7. ________

3. YES NO
8. ________

9. ________

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 LESSON 34

L E S S O N OV E RV I E W
Perfect Squares and Square Roots
One unique type of number is called a perfect square. A perfect square is the product of an
integer multiplied by itself. The table below shows the first 15 perfect squares.

Exponential Form Expanded Form Product

12
1•1 1
22
2•2 4
3 2
3•3 9
4 2
4•4 16
5 2
5•5 25
62 6•6 36
7 2
7•7 49
8 2
8•8 64
9 2
9•9 81
10 2
10 • 10 100
11 2
11 • 11 121
12 2
12 • 12 144
13 2
13 • 13 169
14 2
14 • 14 196
15 2
15 • 15 225

A square root is a factor of a number that, when multiplied by itself, equals the original
number. When finding the square root of a perfect square, determine what number squared
equals the number under the square root symbol.
Example 1: Find 25.
What number multiplied by itself (squared) is equal to 25?
52 = 5 • 5 = 25, so 25 = 5
Note: ( −5 ) is also equal to 25 because a negative times a negative is a positive.
2

However, a square root symbol always implies a non-negative number. This concept will
be discussed more in future math levels.

Example 2: Find 121.

What number multiplied by itself (squared) is equal to 121?
112 = 11 • 11 = 121, so 121 = 11
The square root of a negative number does not exist. There are no perfect squares that are
negative. This is because there is no number squared that results in a negative number.
−49 does not exist.
( −7 ) =−7 • ( −7 ) =49
2

A negative multiplied by a negative always has a positive product.

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Perfect Cubes and Cube Roots
A perfect cube is the product of three of the same integer. The table below shows the first eight
perfect cubes.

Exponential Form Expanded Form Product

13
1•1•1 1
23
2•2•2 8
33
3•3•3 27
43
4•4•4 64
53
5•5•5 125
63
6•6•6 216
73
7•7•7 343
83
8•8•8 512

A cube root is a factor of a number that, when three of that same factor are multiplied
together, equals the original number. When finding the cube root of a perfect cube, determine
what number cubed equals the number under the cube root symbol.

Example 3: Find 3
27.
What number cubed is equal to 27?
33 = 3 • 3 • 3 = 27, so 3
27 = 3

Example 4: Find 3
216 .
What number cubed is equal to 216?
63 = 6 • 6 • 6 = 216, so 3
216 = 6

The cube root of a negative number does exist. Perfect cubes can be negative or positive
because a negative number cubed is a negative number.
3
−8 =−2

( −2 ) =−2 • ( −2 ) • ( −2 ) =−8
3

Key InformatIon
The square root of a negative number does not exist.

The cube root of a negative number does exist.

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 LESSON 34

PRACTICE

1. Circle true or false for each statement.

a. true / false A perfect square may be negative.
b. true / false A perfect cube may be negative.
c. true / false The square root of a negative number does not exist.
d. true / false The cube root of a negative number does not exist.

2. Circle the perfect squares and box the perfect cubes.

Hint: Two numbers are perfect squares AND perfect cubes.

125
4 121
99
8
36 150
57 64

24 6
27
16 15
81
216 1
49

3. Find the following square roots. 4. Find the following cube roots.

a. 100 ________ a. 3
27 ________

b. 4 ________ b. 3 125 ________

c. 64 ________ c.
3
−64 ________

d. 25 ________ d. 3 1 ________

e. 1 ________ e. 3
−1 ________

f. 16 ________ f.
3
−8 ________

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 REVIEW
1. Complete the Venn diagram for Sets A and Expanded notation with exponents: _________
B. Write the elements in each set. Then color
A  B yellow. L31 _________________________________________

A = {factors of 28} B = {factors of 48} _________________________________________

4. Estimate each quotient by using nearby

A B W numbers that divide evenly. L1

a. 158 ÷ 19 ≈ ____ b. 295 ÷ 30 ≈ ____

5. Simplify each expression. L21, L22

2
64 − 11 • 3
a. 3 + ( 16 − 7 ) ÷ 3 b.
1 −44 ÷ 4 + 6 2
3

2. Solve each equation. L33

________ ________
a. –14 + 10s = –44 ____________

b. 9t – 29 = 52 ____________

3. Write the number 49.077 in expanded form,

expanded notation, and expanded notation
6. Convert each fraction to a decimal by dividing.
with exponents. L17
Write answers as exact decimals. L1, L5
Expanded form: ___________________________ 16 6
a. b.
11 22
_________________________________________
________ ________
Expanded notation: ________________________

_________________________________________

_________________________________________

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 UNIT 2 | LESSON 35

Multi-Step Equations
with Negative Coefficients

SUPPLIES: colored pencils

WA R M - U P
Mental Math: Complete the problems below mentally.
1. Evaluate each perfect square or square root.
a. 82 = ____ b. 92 = ____ c. 16 = ____ d. 25 = ____

2. Multiply.
a. 120 • 4 = ____ b. 800 • 12 = ____

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
If multiple terms in an equation have the same ____________, combine the ________
________ before separating the variables from the coefficients.

Like terms can be moved to the other side of an equation by performing ____________
____________.

To eliminate a coefficient, ____________ both sides by the coefficient or multiply both sides
by the ________________ of the coefficient.

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 L E S S O N OV E RV I E W

Negative Coefficients
Terms in an equation can have negative coefficients. When the coefficient of a variable is
negative, the reciprocal of that coefficient is also negative. If multiple terms have the same
variable, combine the like terms before separating the variables from the coefficients. Like
terms can be moved to the other side of an equation by performing inverse operations.

Example 1: 2 42 and 82 are like terms. Move 42 to the other side of

−1 z + 42 =
82
3 the equation.
5
− z + 42 − 42 = 82 − 42 Rewrite the coefficient of z as an improper fraction.
3
5
5 Dividing by − is the same as
− z=
40 3 5
3 multiplying by the reciprocal of − .
3
5 3
3  5   3 The reciprocal of − is − . A negative times a
− •− z =
40 •  −  3 5
5  3   5 negative is a positive, so the coefficient of z is 1.
1z = –24
z = –24

Example 2: –87 + 14t = –15t 14t and –15t are like terms.
–87 + 14t – 14t = –15t –14t Move 14t to the other side of the equation to combine
–87 = –29t like terms.
−87 = −29t Divide by –29.
−29 −29
3= t The solution to an equation is often written with the
t= 3 variable on the left.

Multiple Ways to Solve Equations

There are often several ways to solve an equation. Start by combining all like terms. Get the
variable on one side of the equation and the constant on the other. Then isolate the variable to
find the solution.
The equations on the next page are solved in multiple ways. Solving an equation in a different
way will still produce the same solution.

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 LESSON 35

Example 3: 53 + 12x = 24x

–7 OR 53 + 12x = 24x – 7
53 + 12x + 7
= 24x – 7 + 7 53 + 12x – 53 = 24x – 7 – 53
60 + 12x = 24x
12x = 24x – 60
60 + 12x – 12x
= 24x – 12x KEY INFORMATION 12x – 24x = 24x – 60 – 24x
60 = 12x
Do not divide by a –12x = –60
60 = 12x coefficient until all
terms with variables
− 12 x = − 60

12 12 are combined on −12 −12
one side of the
equation. x 5
=
5= x
Here, the equation was solved by
x= 5 moving all variables to the left side.
This resulted in a negative coefficient
Here, the equation was solved by
of x. Dividing by the negative
moving all variables to the right side. This
coefficient resulted in a positive
resulted in a positive coefficient of x.
variable.

Like terms can be combined in any order, and the solution will still be the same.

Example 4: 109b – 80 = 110b + 14 OR 109b – 80 = 110b + 14

109b – 80 + 80 = 110b + 14 + 80 109b – 80 – 109b = 110b + 14 – 109b
109b = 110b + 94 –80 = b + 14
109b – 110b = 110b + 94 – 110b –80 – 14 = b + 14 – 14
–1b = 94 –94 = b
b = –94
−1b = 94
Here, the equation was solved by
−1 −1 moving all variables to the right side.
This resulted in a positive coefficient
b = –94 of b.
Here, the equation was solved by moving all
variables to the left side. This resulted in a
negative coefficient of b. Dividing by the negative
coefficient resulted in a positive variable.

Even though the equations are solved in different ways, the solution is the
same.

Steps for Solving Multi-Step Equations

1. Add or subtract to get all terms with variables to ONE side of the equation.
2. Add or subtract to get all constants to the other side of the equation.
3. Combine like terms.
4. Multiply or divide to eliminate the coefficient.

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 PRACTICE
Solve the equations. Color the picture according to the solution value. A hint is given for a suggested first
step for each problem, but the problems can be solved in other ways.

Blue Red

1. –3x + 4 = 20 – x Hint: Add x to both sides. 5. 3r – 1 = r + 3 Hint: Subtract r from both sides.

Solution: ________ Solution: ________

Green Blue

2. 3 – 2a + 5 = –12 + 2a Hint: Add 2a to both sides. 6. 4y + 5 = 7 + y – 5 Hint: Combine 7 and –5 on the

right side.
Solution: ________ Solution: ________

Yellow Green

3. 7 – 2b = 1 + b + 5 – 2b Hint: Combine b and –2b on 7. 2 – 3z = z + 2 Hint: Add 3z to both sides.

the right side.
Solution: ________ Solution: ________

Orange Brown

4. 12 + 14s = 72 – 6s Hint: Add 6s to both sides. 8. p – 3= 5 – p Hint: Add p to both sides.

Solution: ________ Solution: ________

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 LESSON 35

–8 –8 –8 –1 –1 –1
–1 –1 5 0 –8 –8

–8 –8 0 5 –1 –1
5 –1 5 0 –8 0

0 –8 –1 5
–8 0 5 –1
5 –1 –8 0

4 4
0 –8 –1 5
5 4 4 0
2 2

0 3 3 5
4 2 2 4
–1 1 1 –8

–8 1 1 –1
4 2 2 4
–1 3 3 –8

–8 3 3 –1
4 2 2 4
–1 1 1 –8

2 2
–8 4 4 –1
0 5 5 0
4 4

5 0 –8 –1 0 5
0 –8 –1 –8 –1 0

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 REVIEW
1. Evaluate each square root. L34 4. To calculate 7% sales tax on an item, multiply
the price of the item by seven and move the
a. 100 b. −100 decimal point two places to the left. Mentally
find the amount of sales tax on each item.
____________ ____________ Then add that amount to the price of the item
to find the total cost.
a. A bag of flour priced at $10

Amount of sales tax: ____________

Total cost: ____________

2. Write an equation to represent each statement.
L26 b. A gallon of milk priced at $4
a. Sherry canned 13 more jars of salsa than jars
of pickles. Use s for jars of salsa and p for Amount of sales tax: ____________
jars of pickles.
Total cost: ____________
________________ c. A bag of rolled oats priced at $6
b. The number of children on a bus is 2.5 times
the number of adults on the bus. Use c for Amount of sales tax: ____________
children and a for adults.
Total cost: ____________
________________
c. On December 1, the average high
temperature in Berlin, Germany, was
37 degrees colder than the average high
temperature in Cape Town, South Africa.
Use B for the temperature in Berlin and C for
the temperature in Cape Town.

________________

3. There are 1,184 pages in Aniyah’s copy of

the Old Testament. She set a goal to read it
from beginning to end in 36 weeks. How
many pages should Aniyah read per day to
complete her goal on time? Round to the
nearest whole number of pages.

________________

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 UNIT 2 | LESSON 36

Solving Equations
Review

There is no video for this lesson. The entire lesson is practice and applications for solving equations.

LADDER TO S UCCESS Solve the problems on each ladder.

1. 2.
a. 3x + 12 = 12
a. 3x = 12

b. 8 = 4a b. 8 = 4a – 4

c. 2c = 5 c. 2c – 4 = 5

d. 3 = 8g d. 3 = 8g – 4

1 3 1 1 3
e. z= e. z+ =
2 4 2 4 4

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31
3. 4.
a. 3x + 12 = 12 + x a. 5 + 3x + 12 = 12 + x – 7

b. 8 – 2a = 4a – 4 b. a + 8 – 2a = 2 + 4a – 4

c. 2c – 4 = 5 – 3c
c. 2c – 4 + c = 5 – 3c + 2

d. 3 + 2g = 8g – 4
d. –3g + 3 + 2g = 8g – 4 – g

1 1 3 1
e. z+ = − z
2 4 4 4 1 1 3 3 1
e. z+ − z= + z
2 4 4 4 4

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 LESSON 36

Write an equation for each situation Joan encounters in her day, and then solve it.

5. Joan and Jen each get x pancakes at breakfast. 7. On her walk home from school, Joan starts
After the pancakes are split up, there is one counting the 4 wheels on each car she passes.
extra. How many pancakes did each girl get if Her goal is to count 100 wheels. How many
there were 15 to begin with? cars would she have to see to reach her goal?

Equation: ________________ Equation: ________________

Answer: ________ pancakes Answer: ____ cars

6. At school this morning, Joan notices that 8. When she gets home, Joan eats 8 slices of
there are 4 more girls than boys in class. How cucumber for a snack, leaving 9 for each of
many girls are in class if there are 26 children her siblings. How many siblings does Joan
altogether? have if there were 35 slices to begin with?
Hint: If g represents the number of girls, g – 4 represents
the number of boys. Equation: ________________

Equation: ________________ Answer: ________ siblings

Answer: ________ girls

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 UNIT 2 | LESSON 37

Solving for a Variable

in Terms of Other Variables

WA R M - U P
Solve each equation.
a. –8x + 5 = 40 – x b. 8 – 9z = z + 8

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

d = rt
Distance Formula

5
C
=
9
( F − 32 )
d
r=
t

Temperature Formula 2A
h=
1 b
A= bh
2

Area of a Triangle Formula 9

d
t=
F
= C + 32 r
5

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 LESSON 37

L E S S O N OV E RV I E W

When using formulas that are written with multiple variables, it is often useful to rewrite the
formula by solving for a specific variable. If one variable is unknown, it may be helpful to
change how the formula is written to find the value of the unknown variable. Some formulas
are shown below.

Distance Formula
Distance traveled can be found with the formula d = rt, where d represents distance, r is rate
of speed, and t is time. This formula is solved for d, meaning it is of the form d =. It can be
rewritten by solving for t.
d = rt
d = rt Divide both sides by r.
r r
d
=t This formula is solved for t.
r
d
t= The formula can also be written with t first.
r
Similarly, the formula d = rt can be solved for r.
d = rt
d = rt
Divide both sides by t.
t t
d
=r This formula is solved for r.
t
d
r= The formula can also be written with r first.
t

Example 1: A truck traveled a distance of 900 miles at a speed of 60 mph. How long did it
take the truck to cover this distance?
Since distance and rate are known, use the formula that is solved for t to find
the time.
d
t=
r
900
t=
60
t = 15
It took the truck 15 hours to travel 900 miles.

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Temperature Formula
9
The formula to convert from degrees Celsius to degrees Fahrenheit is=
F C + 32 .
5
This can be rewritten to convert from degrees Fahrenheit to degrees Celsius.
9
=F C + 32
5
9
F −=32 C + 32 − 32 Subtract 32 from both sides.
5
9 9
F − 32 =C Multiply both sides by the reciprocal of .
5 5
5 9 5 5
• ( F − 32 ) = C • The entire left side is multiplied by .
9 5 9 9
5
9
( F − 32 ) =C This formula is solved for C.
5
= C
9
( F − 32 ) The formula can also be written with C first.

Example 2: The average low temperature in Uganda during July was 63 °F. In Uganda,
temperature is typically given in degrees Celsius. What is the average low
temperature in degrees Celsius? Round to the nearest degree.
Since the Fahrenheit temperature is known, use the formula that is solved
for C.
5
=C
9
( F − 32 )
5
=C
9
( 63 − 32 )
5
C = ( 31)
9
C = 17.2
The average low temperature in July was about 17 °C.

Area Formula
1
To find the area of a triangle, the formula A = bh can be used. This equation can be solved
2
for h if the height needs to be found.
1
A = bh Multiply both sides by 2.
2
2A = bh Divide both sides by b.
2A
=h This formula is solved for h.
b
2A
h= The formula can also be written with h first.
b
If given the area of a triangle and the length of the base, this formula can be used to find the
height.

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 LESSON 37

PRACTICE

1. Circle the formula below that is solved for d. 3. The perimeter P of a rectangle with width w
W W and length l is:
W = Fd F= d= P = 2l + 2w
d F
2. Solve the equations below for the indicated a. Rewrite this formula by solving for l.
variable.
Hint: Subtract 2w from
both sides. Then divide
a. A = lw for w Hint: Divide both sides by l. both sides by 2. The
l = ____________ answer will be a fraction.
Check this answer before
moving on to Part B.
w = _______________

b. Use your formula from Part A to find the

1
b. A = bh for b Hint: Multiply both sides by 2. length of a rectangular sports field with a
2 Then divide both sides by h. perimeter of 140 yd and a width of 25 yd.

l = ________ yd
b = _______________

4. Connect each equation on the left with another form of the equation on the right that has been solved
for a different variable.

2A
a+b= c x=
y

A = xy x= y – b

a+3= b b= c – a

a−c
y= x+b b=
2
A
A 2(x + y)
= =y
x

2b + c = a a= b – 3

1 b−9
A= xy c=
2 4
A
b = 9 + 4c −x=y
2

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37
 REVIEW
1. Round each square root to the nearest 4. Solve for the variable in each equation. L27
hundredth. Then plot it on the number line.
L32 a. z + 40 = 338 b. 2.4a = 4.8
a. 87 ≈ ________ ____________ ____________

9 10

b. 220 ≈ ________

14 15

2. Solve for the variable in each equation. L35

y
a. –12x + 47 = –5x + 68 b. + 12 =
7.2
−10

____________ ____________

5. Compare using < , >, or = .

a. −5  5 b. 0  −12

c. −11  11 d. 4 + 3  −3 − 4

e. 5 − 3  −2 f. −125  115

3. Martin is buying carpet for a 14-foot by 15-foot

room. The carpet costs $3.50 per square foot.
How much will Martin pay for the carpet?

____________

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 UNIT 2 | LESSON 38

Solving and Graphing

One-Step Inequalities

WA R M - U P
Solve each equation.
7 1
a. 9 – 8f = 3 + f + 7 – 8f b. m − 2 =−20 + m
9 9

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

-5 -4 -3 -2 -1 0 1 2 3 4 5

-5 -4 -3 -2 -1 0 1 2 3 4 5

-5 -4 -3 -2 -1 0 1 2 3 4 5

-5 -4 -3 -2 -1 0 1 2 3 4 5

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 L E S S O N OV E RV I E W
A certain type of mathematical representation is called an inequality. An inequality is a
comparison of two expressions that does not use an equal sign. Inequalities can be graphed on
a number line to show the possible values of the variable.
x < 3 is read “x is less than 3,” and the graph looks like this:

The graph has an open circle at 3 and is shaded to the left. The open circle means that x is
not equal to 3. The shading indicates all possible values of x: x can be any number (integer,
decimal, fraction) that is less than 3.
Some possible values of x include 2.999, 0, or –543.
Similarly, x > 3 is read “x is greater than 3,” and the graph looks like this:

x ≤ 3 is read “x is less than or equal to 3,” and the graph looks like this:

This graph has a closed circle on 3, which means x can equal 3.

Likewise, x ≥ 3 is read “x is greater than or equal to 3.” Here is the graph:

Solving One-Step Inequalities

To solve an inequality, perform inverse operations on both sides of the inequality to isolate the
variable. The solution can be graphed on a number line.
Example 1: y+8 >3
y+8 – 8 >3 – 8 Subtract 8 from both sides of the inequality.
y > –5 The solution is graphed below.

To satisfy this inequality, y must be greater than –5. Possible solutions to this inequality
include y = 0, y = 378, and y = –3.2. The following are not solutions to the inequality because
they are not greater than –5: y = –11, y = –100, and y = –5.

Example 2: z − 4 ≥ 23
z − 4 + 4 ≥ 23 + 4 Add 4 to both sides of the inequality.
z ≥ 27 The solution is graphed below.

z = 27 is a possible solution to this inequality because the inequality symbol is a greater than
or equal to sign.

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 LESSON 38

Negative Coefficients
When multiplying or dividing by a negative number, the inequality sign switches directions. The
chart below demonstrates this rule.

Multiplication Division

4 < 12 4 < 12
If both sides are multiplied by 2, the If both sides are divided by 4, the
inequality sign stays the same. inequality sign stays the same.
8 < 24 1 <3
If both sides are multiplied by –2, the If both sides are divided by –4, the
inequality sign switches direction. inequality sign switches direction.
–8 > –24 –1 > –3

Example 3: −6 w ≤ 48
−6 w ≤ 48 Divide by –6 and switch the direction
−6 −6 of the inequality sign.
w ≥ −8 The solution is graphed below.

1
Example 4: − q > 12
2 1
Multiply by the reciprocal of − and switch the direction
 1  2
−2 •  − q  > 12 • ( −2 ) of the inequality sign.
 2 
The solution is graphed below.
q < –24

Inequality Application
Inequalities can be used to describe real-life situations. Suppose each batch of cookies requires
3 cups of flour. One bag of flour contains 16 cups. The following inequality describes the
possibilities for the number of batches (b) of cookies that can be made with one bag of flour.
3b ≤ 16
1 1
• 3b ≤ 16 •
3 3
16
b≤
3
1
b≤5
3
1
One bag of flour can make up to 5 batches of cookies.
3

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 PRACTICE

1. Draw lines connecting possible solutions to the inequalities they satisfy.

Hint: Substitute each value in place of x and see if it results in a true statement. The same value of x may work for more than
one inequality.

3x > 5 x= 2
1
1≤ x −3 x=
2
3x < 10 x = –1
1
−x ≥ x = 4.2
2

2. Solve each inequality. Then match each solution with its graph.
a. x − 1 ≤ 5
Solution: ____________
b. –5x > 15
Solution: ____________
c. –3x < –6
Solution: ____________
d. x + 2 ≥ −4
Solution: ____________

3. Solve and graph each inequality on the number line provided.

a. x – 6 < 5 c. x + 3 ≤ 7

b. 4 > –2x d. 3x ≥ 9

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 LESSON 38

4. Jeremy wants to read at least 100 books this year. He has read 72 books already. At least how many
more books does he need to read to reach his goal? Write and solve an inequality to answer the
question. Then graph the inequality on the number line.

Inequality: ________________
Solution: _____________
Answer: at least ________ more books

REVIEW
1. A physics formula for calculating work is 4. The drive from Denver, Colorado, to Dallas,
w = f • d, where w is work, f is force, and d is Texas, is about 794 miles.
distance. Rewrite the formula by solving for d. a. If your average speed is 65 mph, how long
L37 will the drive take? Write the answer as a
____________ decimal rounded to the nearest tenth.
________________

2. Solve for the variable in each equation. L35

b. Convert the answer from Part A to hours
a. –16.2 + 4b = 8.8 + 9b and minutes.
________________

____________
3
5. If three families share lb of nuts equally, what
4
fraction of a pound will each family get? L9
1 3
b. − c + 15 =
7
9 10 ____________

6. Find 10% of each number by moving the

decimal point one place to the left.
____________
a. 140 b. 370 c. 630
3. Evaluate the expressions when a = 3 and
b = 2.5. L24 ____ ____ ____

a. a 2 + 2b = ____ b. a – b = ____ 7. Find 20% of each number by multiplying the

answers to the previous problem by two.

a. 140 b. 370 c. 630

____ ____ ____

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 UNIT 2 | LESSON 39

Solving and Graphing

Multi-Step Inequalities

SUPPLIES: colored pencils and/or highlighters

WA R M - U P
Solve and graph the inequality.
x – 10 > –3

0 3 6 9 12 15

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

When solving multi-step inequalities, perform inverse operations in the same order as when
solving equations.

1. Add or subtract ____________ to isolate the term with the variable.

2. Divide (or multiply by the reciprocal of) ________________ to isolate the variable
on one side.

Note: Like terms may need to be combined before completing these steps.

4 + 1.5r ≤ 25

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 LESSON 39

L E S S O N OV E RV I E W

As when solving equations, multiple steps may be required to solve an inequality. When
solving multi-step inequalities, perform inverse operations in the same order as when solving
equations. Note that like terms may need to be combined before completing these steps.
1. Add or subtract constants to isolate the term with the variable.
2. Divide (or multiply by the reciprocal of) coefficients to isolate the variable on one side.

KEY INFORMATION
• Any operation done to one side of the inequality
must also be done to the other side of the
inequality.
• When multiplying or dividing by a negative, switch
the direction of the inequality sign.

4
Example 1: x − 16 < −32
3
4
x − 16 + 16 < −32 + 16 Add 16 to both sides.
3
4
x < −16
3
4
3 4 3 Dividing by 3 is the same as multiplying by the
• x < −16 • 4 3
4 3 4 reciprocal. The reciprocal of 3 is 4 .
x < –12 The graph of the inequality has an open circle at
–12 because the inequality is less than, not less than
or equal to, –12. x is any number less than –12.

Example 2: –6p + 25 ≥ 49
–6p + 25 – 25 ≥ 49 – 25 Subtract 25 from both sides.
–6p ≥ 24 Divide both sides by –6.
−6 p ≥ 24
−6 −6
The inequality sign p ≤ –4 The graph has a closed circle at –4 because p is
switches directions less than or equal to –4. p can be any number
when dividing by a less than –4, or p can equal –4.
negative.

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Variables on Both Sides of an Inequality
There are often several ways to solve an inequality. When variables are on both sides of an
inequality, use inverse operations to combine constants on one side of the inequality and
terms with variables on the other side. The inequality below is solved in two different ways.
6z – 2 ≥ 4 + 4z

First, move the constant to the right. First, move the variable term to the right.
6z – 2 + 2 ≥ 4 + 4z + 2 6z – 2 – 6z ≥ 4 + 4z – 6z
Combine the constants on the right. Combine the variable terms on the right.
6z ≥ 6 + 4z –2 ≥ 4 – 2z
Now move the variable term to the left. Now move the constant to the left.
6z – 4z ≥ 6 + 4z – 4z –2 – 4 ≥ 4 – 2z – 4
Combine the variable terms on the left. Combine the constants on the left.
2z ≥ 6 –6 ≥ –2z
Divide both sides by the coefficient of z. Divide both sides by the coefficient of z.
2z ≥ 6 −6 ≥ −2 z
2 2 −2 −2
Simplify. Switch the inequality sign and simplify.
z≥3 3≤z
z is greater than or equal to 3. z≥3
“3 is less than or equal to z” is the same
as “z is greater than or equal to 3.” When
writing an inequality backward, be sure
the inequality sign is still pointing to
the same number. In 3 ≤ z and z ≥ 3, the
inequality sign is pointing to the 3.

Below is the graph for z ≥ 3. Notice there is a closed circle on 3, and numbers greater than 3 are
shaded.

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 LESSON 39

PRACTICE

1. Determine whether the symbols below 3. Write and solve an inequality to model each
correspond to an open circle or a closed circle situation. Then answer the question (include
when graphed. Circle the correct answer. units).
a. < open / closed a. Alexander is saving up for a new computer
that costs $800. He already has $250 saved,
b. ≥ open / closed and he receives $25 per week for mowing
c. ≤ open / closed lawns for neighbors. How soon might he be
able to get the computer?
d. > open / closed
Hint: Let x represent the number of weeks.

2. Solve and graph each inequality.

Inequality: ________________
Hint: Switch the inequality sign when multiplying or
dividing by a negative number.

a. –2x + 5 < 7

Solution: ________

Answer: ________________

b. Mario has 34 minutes before the beginning

of school, which is 7 blocks away. If it takes
him 2.5 minutes to put his shoes on, how
long can Mario take to walk each block and
still get to school early?
b. 2x + 5 < 7
Hint: Let x represent the number of minutes it takes
to walk each block.

Inequality: ________________

Solution: ________

Answer: ________________

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47
4. Begin at the START. Solve the inequality. Then find the number line that shows the solution and
follow that path to the next inequality to solve. Continue following the number line solutions until
you reach the FINISH.

x + 1 > 2x 5 ≥ 2x – 1 3 > 2x – 5 3x + 1 ≥ 2

START
1 − 2x ≥ 4x 2x – 1 ≥ 2 5x + 2 < 3
2x + 1 < –7

2
1 + x > 7x + 2 2 < 1 + 2x 2 + 2x < x – 1 x≥4−x
3

1 1 3
2 x ≥ 14 3 – x>1 FINISH 2 x≤3
3 5 2

x – 7 < –x x– 3≤6 –2x ≥ 2 + 4x 4.2x < 3

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 LESSON 39

REVIEW
1. Solve the inequality. Then graph the solution 4. Complete the Venn diagram for the following
set on the number line. L38 sets. Then, using set notation, determine the
elements in the unions and intersections below.
x + 2 ≥ 7 ________________ Remember to use curly braces around a set. L31

A B

-10 -8 -6 -4 -2 0 2 4 6 8 10

A = {all composite numbers less than 31}

2. According to Newton’s Second Law of Motion, B = {factors of 30}
the formula for calculating force is force equals
mass times acceleration: F = ma. Solve for m
(mass). L37 a. A  B _________________________

________________ b. A  B _________________________

c. A '  B _________________________

5. Bailey read the Bible for 10 minutes each day

in the month of November. How many hours
3. Complete each instruction on the coordinate did she spend reading the Bible that month?
plane given. L20
________________
Highlight or color the x-axis yellow.
Highlight or color the y-axis green.
Draw a blue point at the origin.
Number the quadrants with I, II, III, and IV.
y

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 UNIT 2 | LESSON 40

Fractions of a Group

WA R M - U P
Mental Math: Complete the problems below mentally.
1. Find the absolute value of each number.
1
a. −125 ____ b. 54 ____ c. − ____ d. 0.42 ____
2
2. Complete each problem.
a. 5 + ( −4 ) − 2 + ( −1) − 3 ____ b. 10 − ( −2 ) + 5 − 7 + 4 ____

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Setup Answer

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 LESSON 40

L E S S O N OV E RV I E W
Finding the Part
Fractions can be used to represent part of a whole. When given a fraction, the amount of the
whole represented by that fraction can be found. This amount is referred to as the part. When
finding part of a whole, the word OF indicates multiplication. The part of the whole can be
found by multiplying the fraction by the whole.
fraction • whole = part
5
Example 1: What is of 720?
8
5
The fraction is , and the whole is 720.
8 5 KEY INFORMATION
5
To find of 720, multiply by 720. 720
8 90
8 Since 720 can be written as 1 ,
5
• 720 =5 • 90 =450 the 720 is actually in a numerator.
8 We can cross cancel with 720 and 8.
1

5
of 720 is 450.
8
2
Example 2: In a bouquet of flowers, of the bouquet pieces are greenery.
5
The bouquet has 30 pieces. How many pieces are greenery?
2
The fraction is , and the whole is 30.
5
2
To find the number of pieces in the bouquet that are greenery, find of 30 by
2 5
multiplying by 30.
5 6
2
• 30 = 2 • 6 = 12
5
1
There are 12 pieces of greenery in the bouquet.

Finding the Whole

When finding the whole given a fraction and a part, use the equation below and solve for the
whole.
fraction • whole = part
2
Example 3: 56 is of what number?
7
2
The phrase “of what number” means the whole is unknown. The fraction is ,
and the part is 56. 7
2
•x = 56
7
28
7 2 7
• •x = 56 •
2 7 2
1
x 196
=
2
56 is of 196.
7

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Example 4: Kari’s garden has many kinds of plants. In the garden Kari has 12 rosebushes.
4
The rosebushes make up of Kari’s garden. How many total plants does Kari
9
have in her garden?
4
The fraction is , and the part is 12. The whole is the total number of plants,
9
which is unknown.
4
•x = 12
9
3
9 4 9
• •x =12 •
4 9 4
1
x = 27
There are 27 plants in the garden.

Finding the Fraction

When finding the fraction given the whole and the part, use the equation below and solve for
the fraction.
fraction • whole = part

Example 5: 125 is what fraction of 300?

The part is 125, and the whole is 300. The fraction is unknown.
x • 300 = 125
x • 300 = 125
300 300
125 5
=x =
300 12
5
125 is of 300.
12
Example 6: There are 36 trees in the Anderson orchard. Eight of the trees in the orchard are
peach trees. What fraction of the orchard contains peach trees?
The whole is 36, and the part is 8. The fraction is unknown.
x • 36 = 8
x • 36 = 8
36 36
8 2
x
= =
36 9
2
of the orchard contains peach trees.
9

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 LESSON 40

PRACTICE
Lettuce Iceberg

Peaches om
aine Radishes
R

White Yellow

Carrots
af
Red Le
Endive
Onions
Baby

Apples Na pa Yello
e
Cabbag
w

Green Bagg
ed

Loose

White
Red

Red Yellow Red

Green

1 2
1. If of the peaches are white and there are 51 4. In a basket of onions, of the onions are red
4 7
white peaches, how many peaches are there onions. If there are 56 onions in the basket,
altogether? how many are red onions?
1 2
Hint: 51 is 4
of what number? Hint: What is 7
of 56?

____________ ____________

5
2. There are 30 lb of baby carrots. If baby carrots 5. of the 84 apples are yellow apples. How
3 12
make up of the total pounds of carrots, how many yellow apples are there?
8 5
many pounds of carrots are there? Hint: What is 12
of 84?
3
Hint: 30 is 8
of what number?

____________
____________
3
6. There are 28 heads of lettuce.of the heads
5 4
3. of the cabbage heads are napa cabbage. are iceberg. How many heads of iceberg
6
There are 35 heads of napa cabbage. How lettuce are there?
many total cabbage heads are there? Hint: What is 3
4
of 28?
5
Hint: 35 is 6
of what number?

____________
____________

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 Heirloom
5 lb Small Yellow: Rainbow
Russets: 3 Mix:
5 lb
Red: 2 25 lb 2O lb

7. a. How many pounds of potatoes are there c. What fraction of the potatoes are yellow? Do
altogether? not include the rainbow potatoes as yellow
potatoes.

________
________
d. What fraction of the potatoes are NOT red?
b. What fraction of the potatoes are russets? Do not include the rainbow potatoes as red
potatoes.

________
________

REVIEW
1. Solve the inequality. Then graph the solution 2. The formula for density is density equals mass
set on the number line. L39 m
per unit volume: D = . Solve for m (mass).
V
1.5 < 7 x + 12 ____________ L37

____________

-3 -2 -1 0 1 2 3

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 LESSON 40

3. Find the LCM of 45 and 75. L2 5. Add. Write each answer as a mixed number. L10
1 1 2 2
________ a. 5 + 2 b. 8 + 9
4 8 3 3

________ ________

4. Round each number to the nearest ten

thousandth.
a. 55.88795 b. 91.40997
6. If today is Wednesday, what day was it four
days ago?
____________ ____________
________________

7. What date is two weeks after December 28?

____________________

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 UNIT 2 | LESSON 41

Ratios and Proportions

WA R M - U P
Write each improper fraction as a mixed number.
81 106 54
a. b. c.
36 ______ 9 ______ 8 ______

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
A ____________ is a relationship between two quantities. Ratios show how quantities
____________ to each other.

Ratio in words: Ratio as a fraction: Ratio with a colon:

A ________________ is a statement that shows two ratios are ____________.

Example:

__________ ________________ are products found by multiplying the ____________ and

the ________________ in a proportion.

Proportion: Cross products:

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 LESSON 41

L E S S O N OV E RV I E W
A ratio is a relationship between two quantities. It shows how quantities relate to each other.
For example, suppose a classroom of 20 students has a ratio of two girls to three boys. This
means for every two girls in the classroom, there are three boys. In other words, the classroom can
be divided into groups of two girls and three boys.

A ratio can be written in three different ways.

All the ratios below are read “2 to 3.”
Ratio in words: Ratio as a fraction: Ratio with a colon:
2
2 to 3 2 : 3
3
Proportions
A proportion is a statement that shows two ratios are equal. For example, the ratios 8 : 12 and
8 2
2 : 3 are proportional because the fractions are equivalent. The fraction 12
reduces to 3
.
8 2
=
12 3
This proportion can be read as “8 is to 12 as 2 is to 3.” The relationship between 8 and 12 is the
same as the relationship between 2 and 3.
When determining if ratios form a proportion, write ratios in fraction form and simplify, or
find a common denominator to determine if they are equivalent.
The ratios 5 : 12 and 12 : 5 are NOT proportional because the fractions are not equivalent when
a common denominator is found.
5 25 12 144
= and =
12 60 5 60
5 12
≠
12 5
1 3
Example 1: Compare the ratios 4
and 9
to determine if they form a proportion.
1 9 3 12
= and = Find a common denominator.
4 36 9 36
9 12 The fractions are not equivalent, so the ratios
≠
36 36 do not form a proportion.

3 1 1
Note: The fraction 9 simplifies to
4 3 . When the fractions are both in simplest form, we can see they are not
≠

1 1
equivalent because ≠
4 3 .

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 Cross Products
Cross products are products found by multiplying the means and the extremes in a
proportion. a c
=
b d
In the proportion above, a and d are the extremes, and b and c are the means. The product of the
extremes is equal to the product of the means.
ad = bc
Cross products can be used to determine if ratios form a proportion.

Example 2: Use cross products to determine if the ratios 7 : 20 and 4 : 9 form a proportion.
7 ? 4
= Write the ratios as fractions.
20 9
7 • 9 = 63 Find the product of the extremes, 7 and 9.
20 • 4 = 80 Find the product of the means, 20 and 4.

63 ≠ 80 The cross products are not equal, so the ratios do not form a
proportion.
7 4
≠
20 9
Example 3: Use cross products to determine if the ratios 9 : 15 and 6 : 10 form a proportion.
9 ? 6
= Write the ratios as fractions.
15 10
9 • 10 = 90 Find the product of the extremes.
15 • 6 = 90 Find the product of the means.
90 = 90 The cross products are equal, so the ratios form a proportion.
9 6
=
15 10

PRACTICE
1. Fill in the missing entries in the table to write 2. Use common denominators to determine if the
the ratios in different ways. ratios form a proportion. Write proportional or
not proportional on the line.
In Words As a Fraction With a Colon
4 7
4 to 5 a. and ________________
5 10
2 :7 b. 20 : 30 and 30 : 45 ________________
8
3
5 to 3

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 LESSON 41

3. For each proportion, circle the means and box 6. A scale drawing uses a scale of 1 cm : 2 km.
the extremes. Another scale drawing says it uses a scale of
2.5 cm : 5 km. Are the scales proportional?
2 10 10 5 12 9
a. = b. = c. =
3 15 8 4 16 12 ____________

4. Use cross products to determine if the ratios

form a proportion.
11 ? 2
a. = ____________
32 5

15 ? 6
b. = ____________
25 10

5. Use the method of your choice to determine if

the following ratios form a proportion.
a. 13 : 20 and 4 : 5 ____________

7. Ben and Amy each buy the same chocolate bar.

Ben breaks his bar into 4 pieces and eats 3 of
them, while Amy breaks hers into 10 pieces
and eats 6 of them. Did they eat the same
amount of chocolate?
6 9
b. and ____________
4 6 ____________

c. 12 : 7 and 20 : 12 ____________

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 REVIEW
1. One-third of the contestants in a talent show 5. Draw a line from each situation to the
are dancers. There are 42 contestants. How equation that represents it. L26
many dancers are there? L40
Ariel’s age is half
________________________ b =a + 2
of Bonnie’s age.

Bonnie has half

the number of m 2 ( a + b)
=
picture books
3 that Ariel has.
2. Mentally find of each number by dividing
8
the number by 8 and then multiplying that
answer by 3. At lunch Bonnie
ate two more 1
a= b
celery sticks than 2
a. 32 b. 48 c. 400
Ariel.
________ ________ ________
Ariel and Bonnie
3. Solve the inequality. Then graph the solution are sisters. Their 1
set on the number line. L39 mom’s age is b= a
double the sum 2
25 < –11x – 19 ________________
of their ages.

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

4. Simplify each expression. L21, L22

(
a. 14 − − 3 8 • 9 ) b.
144 + 8 • 6
34 − 13 − 2 4
________ ________

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 UNIT 2 | LESSON 42

Solving Ratio Problems:

Part 1

WA R M - U P
Are the following ratios proportional? Write yes or no on the line.
1 6 8 3
a. and ________ b. and ________
8 48 38 16

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

____ 2 42
=
3 m
5 10
=
13 z ________ = ________

13 • ____ = z

z = ____
m = ____

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 L E S S O N OV E RV I E W
Ratios are useful in comparing amounts and for finding a related unknown amount. Ratios
can compare a part to a part, or a part to a whole. When writing proportions it is important to
write each ratio in the same order, with corresponding pieces in the same position.
part part part part
= or =
part part whole whole
Using Proportions to Find a Missing Part
When given a part-to-part ratio and a corresponding part, find the missing part by writing a
proportion and solving for the unknown.

Example 1: At a pizza shop, a mushroom and olive pizza contains 3 olives for every
mushroom. The pizza Brie ordered has 28 mushrooms. How many olives
should be on Brie’s pizza?
Set up a proportion with a ratio of 3 olives to 1 mushroom equal to s olives to
28 mushrooms. Then solve using equivalent fractions.
3 olives s olives
=
1 mushroom 28 mushrooms
• 28

Since 1
3 s times 28 is
=
1 28 28, multiply
3 by 28 to
• 28 find s.
3 • 28 = 84
s = 84
Brie’s pizza should have 84 olives.
3 84
The resulting proportion is a true statement: =
1 28
Proportions can also be solved using cross products if the relationship between numerators or
denominators is not obvious.

5 90
Example 2: Solve for x in this proportion = using cross products.
6 x
5 90
= Multiply diagonally across the equal sign.
6 x

5x = 6 • 90 Set up an equation using the cross products.

5x = 540 Solve the equation.
5 x = 540
5 5
x = 108

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 LESSON 42

Using Proportions to Find the Whole

When given a part-to-whole ratio and a part, find the missing whole by writing and solving a
proportion. Proportions can be solved in multiple ways.

Example 3: Emily is making three kinds of muffins for the neighborhood bake sale. The
ratio of chocolate chip muffins to total muffins is 2 : 3. There are 42 chocolate
chip muffins. How many total muffins did Emily bake?
Set up a proportion with a ratio of 2 chocolate chip muffins to 3 total muffins
equal to a ratio of 42 chocolate chip muffins to m total muffins. Then solve
using one of the methods shown below.
2 chocolate chip muffins 42 chocolate chip muffins
=
3 total muffins m total muffins
Using equivalent fractions: Using cross products:
• 21

2 42 2 42
= =
3 m 3 m
• 21
2m = 42 • 3
3 • 21 = 63 2m = 126
m = 63 2 m = 126
2 2
m = 63
Emily baked 63 muffins.

Additional Examples
•2

8 16
Example 4: = Since 8 times 2 is 16, multiply 13 by 2 to find z.
13 z
•2

13 • 2 = 26
z = 26

Example 5: 18 y The relationship between denominators is not obvious. Use

=

45 75 cross products to solve for y.

18 • 75 = 45y
1350 = 45y
1350 y = 45 y
45 45
30 = y

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 PRACTICE
1. Write a proportion for each statement below. For Problems 4–7, write and solve a proportion for each
scenario.
a. 3 is to 8 as 9 is to x

4. A pasta recipe calls for flour and eggs in a 3 : 2

ratio. How many pounds of eggs will you need
b. 6 : 8 equals z : 15 if you use 6 lb of flour?

________ lb
5 a
c. is proportional to
3 6

2. Use equivalent fractions to solve for the

unknown in each proportion. 5. The ratio of ounces of flour to ounces of dough
b 4 in a bread recipe is 5 to 8. How much flour
a. = should you use to make 32 oz of dough?
12 3
________ oz

15 5
b. =
21 t

6. A store stocks boxes of elbow macaroni and

bowtie pasta in a ratio of 7 : 2. How many
boxes of elbow macaroni does it stock if there
are 10 boxes of bowtie pasta?
3. Use cross products to solve for the unknown in
each proportion. ________ boxes
6 15
a. =
28 p

7. The ratio of whole wheat bread loaves to total

4
bread loaves in a bakery is 7 . There are 28
c 35
b. = loaves of whole wheat bread. How many total
30 21
loaves does the bakery have?

________ loaves

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 LESSON 42

REVIEW
1. Write = if the ratios are equivalent and ≠ if they 4. Simplify. L9
are not. L41 1 32
2
a.
14
 3
b.
2
 7
c.
5
 10 a. 2 b. 5
42 9 8 28 20 50 9 16
10 3

________ ________

2. Solve the inequality. Then graph the solution

set on the number line. L39

−15 ≥ 10 x + 10
5. At a harvest celebration, there are 9 girls,
11 boys, and 12 adults. L40
a. How many people are at the
celebration? ____
b. What fraction of people at the
celebration are children? ____
c. A family consisting of 2 adults and
2 children just arrived at the
celebration. Now what fraction of
people at the celebration are adults? ____

3. Write the two whole numbers that each square

root falls between. Then circle the whole
number that the square root is closer to. L32

a. 56 b. 93

____ & ____ ____ & ____

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 UNIT 2 | LESSON 43

Solving Ratio Problems:

Part 2

WA R M - U P
Solve for the unknown value.
1 15 1 h
a. = b. =
3 f 2 32

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

part / whole
part / whole

Cost of gold bracelet Cost of silver bracelet

Cost of both bracelets Cost of both bracelets

____________ = ____________

A gold bracelet costs $_____.

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 LESSON 43

L E S S O N OV E RV I E W
Sometimes a calculation must be made with the given information about ratios before a
proportion can be written to solve the problem. If a part-to-part ratio is given, the parts can be
added to find the whole. Then two ratios can be written relating each part to the whole. Use
the ratio needed for the problem.

Find a Part, Given a Total

Example 1: At the zoo Melissa and Addison saw all 238 animals. The ratio of mammals to
nonmammals at the zoo is 2 : 5. How many mammals are at the zoo?
The ratio 2 : 5 is a part : part ratio. Add the parts to write a part : whole ratio.
2+5= 7
Two ratios can be written using the total:
The ratio of mammals to total The ratio of nonmammals
animals at the zoo is 2 : 7. to total animals at the zoo is 5 : 7.

To find the number of mammals at the zoo, write and solve a proportion using
the ratio of mammals to total animals and the given information.
2 mammals m mammals
=
7 animals 238 animals The relationship
between 7 and 238
2 m is not obvious, so
= use cross products.
7 238

7m = 2 • 238
7m = 476
7 m = 476
7 7
m = 68
There are 68 mammals at the zoo.

Example 2: There are 40 monkeys at the zoo. The ratio of spider monkeys to other monkeys
is 2 : 3. How many spider monkeys are there?
The ratio 2 : 3 is a part : part ratio. Add the parts to write a part : whole ratio.
2+3= 5
Two ratios can be written using the total:
The ratio of spider monkeys to The ratio of other monkeys to
total monkeys at the zoo is 2 : 5. total monkeys at the zoo is 3 : 5.

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 To find the number of spider monkeys, write and solve a proportion using the
ratio of spider monkeys to total monkeys and the given information.
2 spider monkeys s spider monkeys
=
5 monkeys 40 monkeys
•8

Since 5 times 8 is 40,

2 s multiply 2 by 8 to find s.
=
5 40
•8

2 • 8 = 16
s = 16
There are 16 spider monkeys at the zoo.

Find a Total, Given a Part

Example 3: The zoo has 42 birds. The ratio of birds to reptiles is 3 : 4. How many total birds
and reptiles does the zoo have?
The ratio 3 : 4 is a part : part ratio. Add the parts to write a part : whole ratio.
3+4= 7
Two ratios can be written using the total. Use the ratio that is needed based on
the context of the problem:
The ratio of birds to total birds and reptiles is 3 : 7.

To find the total number of reptiles and birds at the zoo, write and solve a
proportion using this ratio and the given information.
3 birds 42 birds
=
7 total birds and reptiles t total birds and reptiles
• 14

Since 3 times 14 is 42,

3 42 multiply 7 by 14 to find t.
=
7 t
• 14

7 • 14 = 98
t = 98
There are 98 total birds and reptiles at the zoo.

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 LESSON
LESSON 43
43

Example 4: On Saturday 364 children visited the zoo. The ratio of children to adults visiting
the zoo Saturday was 7 : 3. How many total people visited the zoo on Saturday?
The ratio 7 : 3 is a part : part ratio. Add the parts to write a part : whole ratio.
7 + 3 = 10
The ratio of children to total people is 7 : 10.
7 children 364 children
=
10 total people p total people
The relationship
7 364 between 7 and 364
= may not be obvious,
10 p
so cross multiply.

7p = 10 • 364
7p = 3640
7 p = 3640
7 7
p = 520
There were 520 total people at the zoo that day.

PRACTICE
1. The four biscuit recipes below use only two ingredients. Fill in the table with the missing ratios. An
example is given. Hint: Flour and cream are the two ingredients. The amount of biscuit dough is the total. Add flour and
cream to find the amount of biscuit dough. Subtract one ingredient from the amount of biscuit dough to find the other ingredient.

Ratio of Flour to Cream Ratio of Flour to Biscuit Dough Ratio of Cream to Biscuit Dough

4 cups : 3 cups 4 cups : 7 cups 3 cups : 7 cups

4 oz : 11 oz

2 cups : 3 cups

10 oz : 10 oz

For Problems 2–4, set up and solve a proportion using equivalent fractions. Note: Each problem includes ONLY the
ingredients listed in the recipe. Add the parts to find the whole. Then create a proportion.

2. A strawberry sorbet recipe calls for 3. A flatbread recipe calls for flour and yogurt in
strawberries and honey in a 4 : 1 ratio. How a ratio of 1 : 1. How many pounds of flatbread
many pounds of strawberries should Sarah dough will you get if you use 4 lb of yogurt?
buy if she wants to make 5 lb of sorbet? Hint: Flour and
Hint: Strawberries yogurt are the
and honey are the parts. Flatbread
parts. Sorbet is the dough is the whole.
whole.

________ lb of strawberries ________ lb of flatbread dough

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4. A tomato soup recipe calls for one 24-oz jar 6. A butternut squash soup recipe calls for 5 cups
of marinara for each 8-oz cup of cream. How of squash for every 4 cups of broth. How many
many ounces of cream will you need to make a cups of soup will you get with 15 cups of
gallon (128 oz) of soup? Hint: Marinara and
squash? Hint: Squash and
cream are the parts. broth are the parts.
Tomato soup is the whole. Soup is the whole.

________ oz of cream ________ cups of soup

7. A simple chocolate cake recipe uses just two

For Problems 5–7, set up and solve a proportion using ingredients: 9 ounces of chocolate chips and
cross products. Note: Each problem includes ONLY the 8 ounces of eggs. A hospital cafeteria needs
ingredients listed in the recipe. Add the parts to find the 544 ounces of cake for the day. How many
whole. Then create a proportion.
ounces of chocolate chips does it need?
5. A gnocchi recipe calls for potatoes and flour Hint: Chocolate chips
in a ratio of 500 grams : 115 grams. How many and eggs are the parts.
grams of gnocchi will you get with 5,000 Cake is the whole.
grams of potatoes? Hint: Potatoes and
flour are the parts.
Gnocchi is the whole.

________ ounces of chocolate chips

________ grams of gnocchi

REVIEW

1. Write a proportion to represent each statement. Then solve for the variable in the proportion. L41, L42

a. 16 is to m as 40 is to 30. ____________ b. 5 is to 12 as n is to 156. ____________

m = ____ n = ____

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 LESSON 43

2. If 12 cups of flour are used to make four loaves 5. Noel made a rectangular sign to welcome her
of bread, how many cups of flour are needed grandparents home from a mission trip. The
to make one loaf of bread? L42 area of the sign is 242 in2. The shorter sides are
each 11 inches long.
________________
a. What is the length of a longer side of the
sign?
____________

3. Plot and label the points. L20

L ( −25,15 ) O ( −15,0 ) V ( 0, −5 ) E ( 10, −20 )
b. What is the perimeter of the sign?
____________

c. What is the ratio of the shorter side to the

longer side of the sign? L41
____________

4. Evaluate each expression when n = 1.5 and

m = 8. L24
a. 5n + 6m b. 10n – 8m

________ ________

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 UNIT 2 | LESSON 44

Rounding Fractions
and Mixed Numbers

WA R M - U P
Write the fractions in simplest form.
32 18
a. b.
48 34

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

Round up

5 7
9 6 14
12
5
12

3 3
3 4
4 8
8

Round down

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 LESSON 44

L E S S O N OV E RV I E W
Rounding Fractions and Mixed Numbers
Rounding can help to estimate an answer. Fractions and mixed numbers can be rounded to
the nearest whole number. When rounding to a whole number, round to the ones place.
To round fractions between 0 and 1 to the nearest whole number:
1
If a fraction is greater than or equal to , round up to 1.
1 2
If a fraction is less than , round down to 0.
2
3
Example 1: Round to the nearest whole number.
8
4 1
Half of the denominator 8 is 4. The fraction is equal to .
8 2
3 1
Since 3 < 4, the fraction is less than .
8 2
3
Rounded to the nearest whole number, rounds down to 0.
8
To round mixed numbers to the nearest whole number, look at the fraction part.
1
If the fraction part is greater than or equal to , round up to the nearest whole number.
1 2
If the fraction part is less than , round down to the nearest whole number.
2
9
Example 2: Round 8 to the nearest whole number.
14
9
The mixed number 8 is between 8 and 9.
14
Look at the fraction part. Half of the denominator 14 is 7.
7 1
The fraction is equal to .
14 2
9 1
Since 9 > 7, the fraction is greater than .
14 2
9
Rounded to the nearest whole number, 8 rounds up to 9.
14
Comparing Fractions with Common Denominators
When fractions have a common denominator, they can be compared by comparing the
numerators alone. The fraction with the larger numerator will also be the larger fraction.
11 pieces out of 16 is more than 5 pieces out of 16.
11
16
5
16
11 5
>
16 16

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Comparing Fractions with Common Numerators
When fractions have a common numerator, look at the denominator to compare the fractions.
A greater value in the denominator means the whole is cut into more pieces, which makes the
pieces smaller.
The two rectangles below are the same size. The left rectangle is divided into fourths, and the
right rectangle is divided into eighths. The rectangle divided into fourths has bigger pieces
because there are fewer pieces.

3 3
3 pieces of the left rectangle are bigger than 3 pieces of the right rectangle. Therefore, > .
4 8

Comparing Fractions with Different Numerators and Denominators

When fractions have different numerators and denominators, they can often be compared in
the following ways:
Reduce the fractions. Fractions may have a common numerator or denominator when
reduced.
1
Compare the fractions to .
2
Find a common denominator and compare the numerators.

15 32
Example 3: Compare and .
25 40
15 3 32 4
reduces to . reduces to .
25 5 40 5
3 4 3 4
The fractions and have a common denominator. <
5 5 5 5
15 32
Therefore, < .
25 40

8 2
Example 4: Compare and .
15 5
8 1
The fraction is greater than because half of 15 is 7.5, and 8 > 7.5.
15 2
2 1
The fraction is less than because half of 5 is 2.5, and 2 < 2.5.
5 2
8 1 2 1 8 2
Since is greater than and is less than , > .
15 2 5 2 15 5

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 LESSON 44

5 3
Example 5: Compare and .
6 4
The least common denominator of 6 and 4 is 12.

5 10 3 9
= and =
6 12 4 12
10 9 5 3
Compare the numerators: > . Therefore, > .
12 12 6 4

Ordering Fractions
More than two fractions can be compared using the methods above, and then they can be
placed in order from least to greatest or greatest to least.

3 3 3 3 3
Example 6: Order these fractions from least to greatest: , , , , .
7 4 5 6 2
Since the fractions have a common numerator, compare the denominators.
The fraction with the largest denominator is the smallest fraction.
3 3 3 3 3
, , , ,
7 6 5 4 2

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 PRACTICE
5 5 1
1. Compare the fractions using < , >, or = . b. 2 rounds to ____. 
8 8 2
2 2
a. 
3 5

3 2 2 2 1
b.  c. 5 rounds to ____. 
5 5 7 7 2

3 3
c. 
7 5
1 1 1
d. 13 rounds to ____. 
2 2 2

8 7
d. 
13 12

3. Order from least to greatest.

3 2 6 5 5 6
e.  a. 6 , 5 , 6 , 5
7 6 6 7 ________________
14 9

2. Round each fraction or mixed number to the

nearest integer by comparing the fractional 3 1 4 3
b. , , ,
1 8 2 7 7 ________________
part to .
2
3 3
a. rounds to ____. 1
5 5 2

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 LESSON 44

REVIEW
1. The ratio of male to female math tutors is 4 : 5. 5. In which part of Problem 4 are the parentheses
L42 unnecessary?
a. What fraction of the tutors are male?
____________
________
b. If there are 25 female tutors, how many male
tutors are there?
6. a. How many $10 bills are in $40,000? ________
________

2. Simplify each expression. L16

a. 12 ( 6q + 7 ) b. 20 ( 3 + 6r )

________ ________

b. How many dimes are in $150? ________

3. Evaluate. Write each answer as a fraction. L14

b. ( −5 )
−4
a. 10–5 c. –8–3

________ ________ ________

4. Simplify each expression. L21

a. 5 • (2 – 7) b. (5 • 2) – 7 c. 5 • 2 – 7

________ ________ ________

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 UNIT 2 | LESSON 45

Logic Lesson 2
SUPPLIES: toothpicks (optional)

Greenland is the world’s largest island, and

about 80% of it is covered by a polar ice sheet.
You’ll explore some of the wonders of this
Arctic island as you complete each logic puzzle.
There is no video or review for this lesson.

Fish Sticks
Greenland’s economy is based on fishing. Move just three sticks to reverse the
direction the fish is facing.
Draw arrows to show the position of the new sticks. Then sketch the answer.
Hint: Use sticks or toothpicks to model and solve the problem.

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 LESSON 45

Sled Dog Dilemma

Because there are no roads between settlements in Greenland and few roads within
them, sled dogs have provided vital transportation for thousands of years. The
driver of a dogsled is called a musher.
Suppose that a musher has six sled dogs. The dogs work in pairs, so there are
always three groups of two dogs pulling the sled. For upcoming supply runs, the
musher wants to rotate the dogs so that no dog is next to the same dog twice. How
many trips can he take before the same dogs will be paired together a second time?

Hint: Assign a letter to each dog: A, B, C, D, E, and F. Make an organized list to figure
____ trips out how many unique pairs can be made; note that AB and BA are the same pair of
dogs. Then make groups of three pairs in each group without repeating dogs.

The Midnight Sun

The weeks and months when the sun is visible 24 hours a day are referred to as
the Midnight Sun. In northern Greenland the Midnight Sun occurs from late April
through late August.
In two hours it will be half as long until midnight as it will be in one hour. What
time is it now?
Hint: Choose a time as the current time. See if that time meets the requirements listed above. If not,
choose a new time as the current time and try again.

It is currently ____________.

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 Salik’s Squares
In Greenland the northern lights, or aurora borealis, are best viewed on clear winter nights.
The colorful lights, which are caused by high-energy particles from the sun colliding with
particles in the earth’s upper atmosphere, appear to dance across the sky.
Suppose that you are visiting Greenland and are excitedly waiting to see the northern lights.
A young Greenlander named Salik suggests that you pass the time by solving a puzzle he
created.
Each row, column, and 3x3 square must contain the digits 1 through 9 exactly once. Fill in
the missing numbers in the puzzle.

7 3 4 1 8 6

1 9 3 4

8 5 4 3 2 1 9 7

4 8 1 2 9 5

1 6 3 4

9 3 5 6 7

3 5 7 6 2

2 6 9 8 5 3

7 3 6 5 8 9

Hint: Start with a row, column, or 3x3

square that is mostly filled in. Go through
each number (1 through 9) to see what is
missing and where it could go. Be sure
that writing a number will not cause that
same number to appear in a row, column,
or 3x3 square more than once.

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 LESSON 45

Mascot Mix-Up
Both modern and traditional sports are played in Greenland. Some of the most popular
competitive sports include football (soccer), futsal (an indoor version of football), handball,
and skiing.
Suppose that a town in Greenland has just organized five new competitive sports teams.
Each team has chosen a different mascot and color for its uniform. Use the clues to figure out
the color and mascot for each team.
Hint: Once you know something for certain, put a ✔ in that box and fill in the rest of the row and column of that
5x5 box with ✘s. You may need to go through the clues more than once.

Clues: 4. The handball team chose a narwhal

1. The arctic fox, beluga whale, and or beluga whale as its mascot, and
puffin mascots are not on white it did not choose the color black.
uniforms. (Handball is an indoor sport.)
2. The cross-country skiing team chose 5. The puffins play an indoor sport in
a land mammal with a red uniform. a green uniform.
3. The downhill skiing team chose a 6. Two of the teams chose a mascot
sea animal that is not a bird as its name that starts with the same letter
mascot, along with a color from as the team’s color (for example,
Greenland’s flag (red or white). purple panthers).

Mascot Color
Beluga Whale
Arctic Fox

Reindeer
Narwhal

Green
Puffin

White

Black
Blue

Football Red

Futsal
Sport

Handball

Downhill Skiing

Cross-Country
Skiing

Blue

White
Color

Black

Green

Red

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 UNIT 2 | LESSON 46

Percentages

WA R M - U P
A train conductor counted the passengers on his train and found that there were 6 girls to
every 11 boys.
a. What is the ratio of girls to boys?
b. What is the ratio of girls to passengers?
c. What is the ratio of boys to passengers?

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

3 12
40% of = is what percent of 2? ____ 93 is 6.2% of what number? ____
16 15

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 LESSON 46

L E S S O N OV E RV I E W
Another representation of a part of a whole is a percent. A percent is the number of parts
per hundred. 100% represents a whole. Percents can be written as decimals or fractions, and
fractions and decimals can also be written as percents. Proportions and ratios can be used to
solve problems involving percents.
Percent to Fraction
To write a percent as a fraction, write the percent out of 100 and simplify.
48 12
Example 1: 48% = =
100 25
185 85 17
Example 2: 185%
= = 1= 1
100 100 20
Note: 185% is more than 100%, so the fraction is more than 1 whole.

7.5 75 3
Example 3: 7.5%
= = =
100 1000 40
Note: When converting a decimal percent to a fraction, multiply the numerator and denominator by a power
of 10 to get a whole number in the numerator.

Percent to Decimal
To convert a percent to a decimal, move the decimal point two places to the left.
Example 4: 89.23% = 0.8923
Why does this work?
A percent written as a fraction can also be
Example 5: 548% = 5.48 interpreted as division by 100. When dividing by 100,
the decimal point moves two places to the left.
Example 6: 1.5% = 0.015 67
67%
= = 0.67
100
Finding the Percent of a Number
When finding the percent of a number, rewrite the percent as a fraction or a decimal and
multiply by the number. The word OF means “to multiply.”

Example 7: Find 120% of 97. 120% is 1.20 as a decimal.

1.20 • 97 = 116.4
116.4 is 120% of 97.

Example 8: Find 0.04% of 200. 0.04% is 0.0004 as a decimal.

0.0004 • 200 = 0.08
0.08 is 0.04% of 200.
7
Example 9: Find 50% of
. 50% is
1
as a fraction.
8 2
50 7 1 7 7
• = • =
100 8 2 8 16
Note: When asked for the percent of a fraction, write the percent as a fraction before multiplying.

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Finding a Percent
When given a whole and a part, find the percent by writing an equation and solving for the
unknown. The word OF means “to multiply,” and the word IS means “equals.” Multiply the
solution by 100 to write the decimal as a percent.
Example 10: What percent of 530 is 265?
x • 530 = 265
x • 530 = 265
530 530
x = 0.5
Write 0.5 as a percent. 0.5 • 100 = 50 265 is 50% of 530.

Example 11: 88 is what percent of 22?

88 = y • 22
88 = y • 22
22 22
4= y
Write 4 as a percent. 4 • 100 = 400 88 is 400% of 22.
11
Example 12: is what percent of 3? Round to the nearest tenth of a percent.
12
11
= z•3
12
Multiply by the reciprocal when the number on the
1 11 1
• = z•3• other side of the equation is a fraction.
3 12 3
11
=z
36
Write the fraction as a decimal. Round to the
z ≈ 0.306 nearest thousandth so the percent can be rounded
to the nearest tenth.

11
Write 0.306 as a percent. 0.306 • 100 = 30.6 is 30.6% of 3.
12
Finding a Whole
Given a percent and a part, find the whole by writing and solving an equation to fit the
problem. Remember, the word OF means “to multiply,” and the word IS means “equals.”
Write the percent as a decimal in the equation.
Example 13: 27 is 90% of what number?
27 = 0.9 • a
27 = 0.9 • a
0.9 0.9
30 = a 27 is 90% of 30.

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 LESSON 46

Example 14: 40 is 125% of what number?

40 = 1.25 • b
40 = 1.25 • b
1.25 1.25
32 = b 40 is 125% of 32.

Example 15: 6.5 is 0.5% of what number?

6.5 = 0.005 • c
6.5 = 0.005 • c
0.005 0.005
1300 = c 6.5 is 0.5% of 1,300.

PRACTICE
Remember : The word OF means “to multiply,” and
A calculator may be used for this entire practice section. the word IS means “equals.”

1. Fill in the table to convert each percent to a 3. Find the percent.

decimal number and fraction or mixed number. a. What percent of 325 is 78? ________
Fraction /
Percent Decimal
Mixed Number

64%
b. What percent of 325 is 910? ________

0.3%

285%
4. Find the whole.
2. Find the percent of each number. a. 3 is 6% of what number? ________
a. 35% of 360 ________

b. 552 is 120% of what number? ________

b. 12% of 150 ________

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5. An elementary school has 375 students. 24% of 6. A middle school has 265 students, 106 of
them wear glasses. How many students wear whom bring their lunches from home. What
glasses? percent of students bring lunch from home?
Hint: Find 24% of 375. ________________ Hint: What percent of 265 is 106? ________________

REVIEW
1. The ratio of clear days to cloudy days in 4. If today is Thursday, what day will it be 13
November was 3 : 2. How many clear days days from now?
were there in November? L43
________________
____________
5. Sadie started the week with $200 in her bank
account. She spent $38.90 to fuel up her car
and $46.34 on groceries. How much money is
in her account now? L11

________
5
2. Round 23 to the nearest whole number. L44
8
________ 6. Find the area and the perimeter of the
rectangle. L8, L10

Area: __________ Perimeter: __________

3. Solve for the variable in each equation. L33
3 cm
1 2
a. x − 7 =20 b. –16 = 7y – 2 5
3
________ ________ 1 cm
2
4

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 UNIT 2 | LESSON 47

Percent Increase

WA R M - U P
1. Convert 42.3% to a 2. Convert 0.094 to a 3. Convert 196% to a
decimal. percent. mixed number.

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Find the Percent Increase

1. Find the amount of increase by subtracting the ____________ amount from the
________ amount.

2. ____________ the amount of increase by the original amount. Write this value as a
____________.

Find the New Amount

1. Add the percent ____________ to 100%.

2. Write the percent found in Step 1 as a decimal and ____________ it by the

____________ amount.

Find the Original Amount

• Write and solve a ________________ comparing the relationship between the

percents and the new and original ____________.

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 L E S S O N OV E RV I E W
When a quantity increases, the amount of increase can be written as a percent. This is called a
percent increase. The percent increase tells what percent the original amount increased by.

Find the Percent Increase

If an original amount and a new amount are known, the percent increase can be calculated. To
find a percent increase:
1. Find the amount of increase by subtracting the original amount from the new amount.
2. Divide the amount of increase by the original amount. Write this value as a percent.
Remember : To write a value as a percent, multiply by 100. This moves the decimal point two places to
the right.

Example 1: An item cost $4 last summer. This summer the price is $5. What is the percent
increase of the price?
Find the amount of increase. 5 – 4 = 1
Amount of increase: $1
Find the percent increase. 1 ÷ 4 = 0.25
Percent increase: 25%
The cost of the item increased by 25%.

Example 2: Gracie was 36 inches tall on her 3rd birthday. On her 4th birthday, she was
42 inches tall. By what percent did her height increase? Round the percent to
the nearest whole number.
Find the amount of increase. 42 – 36 = 6
Amount of increase: 6 inches
Find the percent increase. 6 ÷ 36 ≈ 0.17
Percent increase: 17%
Gracie’s height increased by 17%.
Round to the hundredths place
to obtain a percent rounded to
the nearest whole number.
Find the New Amount
If an original amount and a percent increase are known, the new amount can be calculated.
To find the new amount:
1. Add the percent increase to 100%.
2. Write the percent found in Step 1 as a decimal and multiply it by the original amount.
Note: A percent greater than 100% will give an amount greater than the original amount.

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 LESSON 47

Example 3: Natalie is buying a journal to use in her Bible study. The journal is $15.00. Sales
tax is 6.2%. How much will Natalie pay for her new journal?
Add the percent increase to 100%. 6.2% + 100% = 106.2%
The total cost of the journal is 106.2% of $15.00. Key InformatIon
Find the total cost. 15.00 • 1.062 = 15.93 100% of 15 is 15.
Natalie will pay $15.93 for the journal. 106.2% as 106.2% of 15 gives an amount
a decimal that is 6.2% MORE than 15.
is 1.062.

Find the Original Amount

If a new amount and a percent increase are given, write and solve a proportion to find the
original amount. Look at the proportion below.
100 + percent increase original amount + amount of increase
=
100 original amount

Notice that the given new amount is equal to the sum of the original amount and the amount
of increase. new amount = original amount + increase
The relationship between the percents and the new and original amounts is proportional. The
proportion can be written this way:
100 + percent increase new amount
=
100 original amount

Example 4: The population of a small town grew 20% in five years. The new population is
3,120 residents. What was the population five years ago?
100 + percent increase: 100 + 20 = 120
original amount + increase (new amount): 3120
original amount: p
120 3120
=
100 p

6 3120 Fractions can be simplified before cross multiplying

=
5 p so the numbers are smaller.

6 3120
= Solve using cross products.
5 p

3120 • 5 = 6p
15600 = 6p
15600 6 p
=
6 6
p = 2600 The population five years ago was 2,600 residents.

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 PRACTICE
A calculator may be used for this entire practice section.

Finding the Percent Increase

1. Fill in the table with the amount of increase and the percent increase. An example is given.

Original New Amount of Increase Percent Increase

Amount Amount (new amount — original amount) (amount of increase ÷ original amount)

10 13.8 13.8 – 10 = 3.8 3.8 ÷ 10 = 0.38 = 38%

5 7

2.5 3

2. A company sold 25,000 cars 10 years ago and 40,000 cars this year. By what percent did car sales
increase in the last 10 years?

_________

Finding the New Amount

3. Fill in the table with the total percent and the new amount. An example is given.

Original Percent Total Percent as a Decimal New Amount

Amount Increase (percent increase + 100%) (original amount • total percent as decimal)

10 2.3% 2.3% + 100% = 102.3% = 1.023 10 • 1.023 = 10.23

5 25%

2.5 90%

4. The cost of materials to create a product is $6.50. To cover the cost of labor, the item is being sold for
46% more than the cost of materials. How much is the item being sold for?

_________

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 LESSON 47

Finding the Original Amount

5. Fill in the table with the proportion and the original amount. An example is given.

Proportion
New Percent 100 + percent increase new amount Original Amount
Amount Increase = (solve proportion)
100 original amount
125 20 125x = 20 • 100
20 25% =
100 x x = 16

27 8%

82.5 120%

6. A bison herd has 1,426 bison, which is a 15% increase over the last 20 years. How many bison were in
the herd 20 years ago?

_________

REVIEW
1. There are 48 feet in a sounder (group) of pigs. 3. Convert each fraction to a decimal. L5
L43
26 54
a. How many tails are there? ____________ a. b.
5 8
b. How many ears are there? ____________
________ ________

2. Eighty-eight percent of the fans at a basketball

game are wearing the home team’s colors. If
there are 176 fans wearing the home team’s
colors, how many fans are at the game? L46

________________

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4. Mr. and Mrs. Smith’s wedding anniversary 7. Simplify each fraction. L3
is 17 days after Mr. and Mrs. McPhie’s
66 175
wedding anniversary. If the Smiths’ wedding a. b.
anniversary is on January 6, when is the 192 275
McPhies’ wedding anniversary?
________ ________
____________

5. Ellie lives in New Hampshire and wants to

call her friend Alexis in Norway. The time in
Norway is six hours ahead of the time in
New Hampshire. Alexis asks Ellie to call her at
4:00 PM Norway time. What time should Ellie
make the call?

____________

6. Malia puts 65% of the money she earns in

her college savings account. Last month she
earned $142. How much money did she put in
her college savings account? L46

________

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 UNIT 2 | LESSON 48

Percent Decrease

SUPPLIES: colored pencils

WA R M - U P
Convert each to a percent.
42 64 Hint: Evaluate
a. b. 0.065 c.
50 25 the square root first.

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Find the Percent Decrease

1. Find the amount of decrease by ________________ the new amount from the
original amount.

2. ____________ the amount of decrease by the original amount. Write this value as a
percent by multiplying by ________.

Find the New Amount

1. ____________ the percent decrease from ________%.

2. Write the percent found in Step 1 as a ____________ and ____________ it by the

original amount to find the new amount.

Find the Original Amount

• Write and solve a ________________ comparing the relationship between the

percents and the new and original ____________.

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 L E S S O N OV E RV I E W
When a quantity decreases, the amount of decrease can also be written as a percent. This
is called a percent decrease. The percent decrease tells what percent the original amount
decreased by.

Find the Percent Decrease

If an original amount and a new amount are known, the percent decrease can be calculated. To
find a percent decrease:
1. Find the amount of decrease by subtracting the new amount from the original amount.
2. Divide the amount of decrease by the original amount. Write this value as a percent by
multiplying by 100. This moves the decimal point two places to the right.

Example 1: Corey’s dad bought a new car two years ago for $30,000. Now his car is worth
$19,500. Find the percent decrease in the value of the car after two years.
Find the amount of decrease. 30000 – 19500 = 10500
Amount of decrease: $10,500
Find the percent decrease. 10500 ÷ 30000 = 0.35
Percent decrease: 35%
The car’s value decreased by 35% in two years.

Example 2: Sasha sold her old toys to earn money for a charity. She sold her doll for $9. She
had originally paid $12 for the doll. What was the percent decrease in the price
of the doll?
Find the amount of decrease. 12 – 9 = 3
Amount of decrease: $3
Find the percent decrease. 3 ÷ 12 = 0.25
Percent decrease: 25%
The doll’s price decreased by 25%.

Find the New Amount

If an original amount and a percent decrease are known, the new amount can be calculated. To
find the new amount:
1. Subtract the percent decrease from 100%.
2. Write the percent found in Step 1 as a decimal and multiply it by the original amount
to find the new amount.

Example 3: Ezra’s favorite pens are on sale for 18% off. The pens are regularly $5.00 a bag.
What is the sale price of the pens?
Subtract the percent decrease from 100%. 100% – 18% = 82%
The new cost of the pens is 82% of the original cost. Key InformatIon
Find the new cost. 0.82 • 5 = 4.1 Getting 18% off means
you are paying 82%
The sale price of the pens is $4.10. 82% as a of the original price.
decimal is
0.82.

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 LESSON 48

Find the Original Amount

If a new amount and a percent decrease are given, write and solve a proportion to find the
original amount. Look at the proportion below.
100 − percent decrease original amount − amount of decrease
=
100 original amount

Notice that the given new amount is equal to the difference between the original amount and
the amount of decrease. new amount = original amount – amount of decrease
The relationship between the percents and the new and original amounts is proportional. The
proportion can be written this way:
100 − percent decrease new amount
=
100 original amount

Example 4: Taylor’s neighbor sold her a used bike for 25% less than what the neighbor
originally paid for it. Taylor paid her neighbor $48 for the bike. What did
Taylor’s neighbor originally pay for the bike?
100 – percent decrease: 100 – 25 = 75
new amount: 48
original amount: x
75 48
=
100 x
75 48 Solve using cross products.
= Note: Fractions can be simplified before cross multiplying,
100 x or cross multiplying can be done first.

75x = 48 • 100
75x = 4800

75 x = 4800
75 75

x = 64 The bike originally cost $64.00.

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 PRACTICE
A calculator may be used for this entire practice section.

Finding the Percent Decrease

1. Color in the matching bubbles to show which new and original amounts correspond to which
amount of decrease and percent decrease. An example is given.

Amount of
Original: 10 decrease:
3 Original: 5
New: 7.8
New: 2
Amount of
decrease:
2.2
Percent decrease:
60% Percent decrease:
40%
Original: 2.5
New: 1.5
Amount of Percent decrease:
decrease: 22%
1

2. A computer costs $1,200 new but is only worth $570 two years later. Find the percent decrease in the
value of the computer.

______

Finding the New Amount

3. Color in the matching bubbles to show which original amount and percent decrease correspond to
which new amount. An example is given.

Original amount: New amount:

220 88
Percent decrease:
60% Original amount: 12
Percent decrease: 15%
New amount: New amount:
57 10.2

Original amount: 60
New amount: Percent decrease: 5%
Original amount: 500
325
Percent decrease: 35%

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 LESSON 48

4. A company with 560 employees has to decrease its staff by 15% during a recession. How many
employees will it have afterward?

_______________________

Finding the Original Amount

5. Color in the matching bubbles to show which new amount and percent decrease correspond to which
proportion and original amount. An example is given.

Proportion:
New amount: 36
Percent decrease: 20% 55 66
=
100 x
New amount: 127.5
Percent decrease: 15%
Proportion: Proportion:
80 36
85 127.5 =
= 100 p
100 z

Original amount:
45
Original amount:
120

New amount: 66 Original amount:

Percent decrease: 45% 150

6. A dealership advertises that it has dropped prices by 40%. If a car’s sale price is $36,600, what was the
original price of the car?

__________________

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 REVIEW
1. Margo spent 16 hours volunteering at the 4. Multiply. L12
animal shelter last month. This month
she volunteered for 18 hours. What is the a. 12 • 3 b. 1.2 • 0.3 c. 12 • 0.03
percent increase in the hours Margo spent
volunteering at the shelter? L47 ____ ____ ____

________

5. Write the value of the variable that makes each

statement true. L42
24 32 r 3 1 s
a. = b. = c. =
30 q 108 9 5 55

________ ________ ________

2. Solve for the variable in each equation. L27

a. n – 42 = –51 b. 19p = 209

________ ________

6. In December, Hawaii Volcanoes National Park

had 143,141 visitors. Rounded to the nearest
whole number, what was the average number
of visitors per day that month? L4

_________________

3. Thirty percent of the 80 fans watching a soccer

game are the players’ grandparents. How
many of the fans are grandparents of the
players? L46

________________

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 UNIT 2 | LESSON 49

Simple Interest

WA R M - U P
The distance formula is d = rt.
a. Find the distance given a speed (rate) of 9 miles/hour and a time of 7 hours.

b. Find the time given a distance of 16 miles and a speed (rate) of 2 miles/hour.

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Interest: a charge on ____________ money

Principal: the ____________ ____ ________ borrowed or invested

Simple interest: interest paid or earned on only the ___________ amount

Principal: $________

Interest rate: ________ (as a decimal)

Time period: ________quarters

I = ________ • ________ • ________

I = ________

Total cost = ________ + ________

Total cost = ________

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 L E S S O N OV E RV I E W
Specific equations exist for working with money and finances. Interest is a charge on
borrowed money. There are two types of interest: simple interest and compound interest.
When a person has a loan, he or she pays interest to the lender. The money someone invests
earns interest. Interest, or the interest rate, is expressed as a percent. The principal is the
amount of money borrowed or invested.

Simple Interest
Simple interest is interest paid or earned on only the principal amount. The amount of simple
interest earned or paid can be found using this formula:
I = Prt
Multiplying the principal (P) by the interest rate (r) gives the amount of interest for one time
period (usually a year). Multiplying by the time (t) that the investment or loan is earning
interest gives the total amount of interest over the given period of time. (A calculator may be
used to solve these problems.)

Example 1: Find the amount of interest earned on a principal of $1,500 at an interest rate of
3% annually (once a year) for a time period of 5 years.
I = Prt
I = 1500 • 0.03 • 5 3% as a decimal is 0.03.
I = 45 • 5 $45 is the amount of interest earned after 1 year.
I = 225 $225 is the amount of interest earned after 5 years.

Example 2: Angela put $65 into a savings account that earns simple interest at a rate of 5%
annually. How much interest will Angela have earned after 8 years?
I = Prt
I = 65 • 0.05 • 8
I = 26 Angela will have earned $26 in interest after 8 years.

Finding the Total Amount

Interest is often accumulated yearly. If a person withdraws money from a savings account
or pays off a loan early, the interest can be calculated for a portion of a year. To find the total
amount, add the interest paid to the principal.

Example 3: James had a student loan for $2,200 with an annual interest rate of 1.5%. James
paid off his loan after 3.5 years. What was the total amount that James paid on
his loan?
I = Prt
I = 2200 • 0.015 • 3.5
I = 115.5 $115.50 is the amount of interest paid after 3.5 years.
Total = 2200 + 115.5 = 2315.5 James paid a total of $2,315.50.

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 LESSON 49

Interest can also accumulate at other time intervals. If interest accumulates quarterly, that
means it is calculated 4 times a year. Interest can also accumulate monthly (or 12 times a year)
and semiannually (or 2 times a year).
Example 4: Franklin put $400 into a savings account that earns 0.5% simple interest
monthly. How much interest will Franklin have earned in 10 years?
What will be the total amount in Franklin’s savings account in 10 years?
principal = 400 rate = 0.005 time = 10 years • 12 = 120 months
I = Prt Note: 10 years must be converted to months since
I = 400 • 0.005 • 120 interest is earned monthly.

I = 240 Franklin will have earned $240 in interest after 10 years.

Total = 400 + 240 = 640 Franklin will have $640 in his account after 10 years.

PRACTICE
A calculator may be used for this entire practice section.

1. Write what each part of the formula means for c. 2 years, accumulated monthly (12 times a
I = Prt. year)

I is ____________________________ _______

P is ____________________________
d. 5 years, accumulated semiannually
r is ____________________________ (twice a year)
_______
t is ____________________________

3. Find the amount of interest for a principal of

2. Determine how many times the interest is
$1,000, an interest rate of 5% annually, and a
accumulated in each situation.
time period of 7 years.
Hint: This is the t in the simple interest formula I = Prt. _______
a. 3 years, accumulated annually (once a year)
_______

b. 5 years, accumulated quarterly

(4 times a year)
_______

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4. Find the amount of interest for a principal of c. What is the total amount in Ben’s account
$2,500, an interest rate of 4% annually, and a 3
after 5 years?
time period of 3 years. 4
Hint: Add the interest from Part B to the principal.
________
________

5. Ben puts $500 in a savings account that earns

1% interest every month.
3
a. How many months are in 5 years? This
4
is the time, t, since the interest is accrued
monthly.

___________ months

b. How much interest will he have earned in

3
5 years?
4
Hint: The time is the answer from Part A.

________

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 LESSON 49

REVIEW
1. Ten is 2.5% of what number? L46 4. Evaluate. L21

____ a. 24083 + 1790 b. 10 • ( 24083 + 1790 )

________ ____________

2. Order the fractions from least to greatest:

9 9 7 7 Use the information to write an expression.
, , , L44 5.
2 20 2 20 Use n for the variable. L25
a. The sum of 14 and the product
______ < ______ < ______ < ______ of a number and 8 __________

b. Sixteen less than the quotient

of 30 and a number __________

6. A restaurant bill totals $30. Sam wants to leave

a 22% tip. How much will the tip be? L46

3. One can of black beans contains 3.5 servings. ________

Write and solve a proportion to find the
number of cans of black beans Shayla should
buy to serve 105 people. Put “servings” in the
numerator and “cans” in the denominator of
the ratios. L41, L43
7. Divide. Write each answer as an exact
decimal. L1

____________ = ____________ a. 854 ÷ 32 b. 722 ÷ 11

________ ________

____ cans

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 UNIT 2 | LESSON 50

Compound Interest

WA R M - U P
Mental Math: Complete the problems below mentally.

1. Convert each fraction to a percent. 2. Complete each problem.

1 4 7 1 3
a. = ____ b. = ____ c. = ____ a. 3 • =____ b. 4 • =____
25 5 10 3 4

c. 5 • 2 =____
5

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
____________ ____________: interest paid or earned on the principal

________________ ____________: interest paid or earned on the principal amount and on

any previously earned interest

Principal: ________ Interest rate: ________ Time: ________

A = P (1 + r )
t

A ________ ( 1 + ________ )
____
=

A = ________ ( ________ )
____

A ≈ ________ • ________

A≈ ________

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 LESSON 50

L E S S O N OV E RV I E W
Another way for money to accrue is through compound interest. Compound interest is
interest paid or earned on the principal amount and on any previously earned interest. The
new amount of the loan or investment can be found by multiplying the principal by the
sum of 100% and the interest rate. Continuing to multiply by the rate plus 100% finds the
new compounded amount each time. Repeated multiplication can be shown as an exponent,
representing the time over which the interest is accrued.
total amount = principal ( 100% + rate )
time

A = P (1 + r )
t

Example 1: Find the total amount of an investment with a principal of $800 and an interest
rate of 2% compounding annually for a time of 3 years. Round to the nearest
hundredth.
A = P (1 + r )
t
P is 800, r is 2% (0.02 as a decimal), and t is 3.
A = 800 ( 1 + 0.02 )
3
Add inside the parentheses first.
A = 800 ( 1.02 )
3

The work below demonstrates what the exponent does in the formula.
A = 800 • 1.02 • 1.02 • 1.02

A = 816 • 1.02 • 1.02 $816 is the amount in the account after one year.

A = 832.32 • 1.02 $832.32 is the amount in the account after two years.
A = 848.9664 $848.97 is the amount in the account after three years.
It is not necessary to write the problem out in expanded form to solve. A calculator is used to
solve these problems.
A = 800 ( 1 + 0.02 )
3
Add inside the parentheses first.
A = 800 ( 1.02 )
3
Evaluate the exponent.
A = 800 • 1.061208 Keep the full decimal product on the calculator.
A = 848.9664 Multiply by the principal. Round to the nearest
hundredth.
The total amount of the investment after 3 years is $848.97.
Note: The entire problem can be typed into a scientific calculator, and the calculator will evaluate the
exponent before multiplying. Try the above problem on your calculator by typing 800 × (1 + 0.02)3 = to see
if you get the answer above!

Example 2: Avery has a loan of $3,200 with an interest rate of 4.8% compounding annually
for 7 years. What is the total Avery will owe after 7 years?
A = P (1 + r )
t
P is 3200, r is 4.8% (0.048 as a decimal), and t is 7.
A = 3200 ( 1 + 0.048 )
7

A = 3200 ( 1.048 )
7

A ≈ 3200 • 1.38844595
A ≈ 4443.02704 Round dollar amounts to the nearest hundredth.
Avery will owe a total of $4,443.03.

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 Example 3: Rojelio’s grandfather invested $1,000 in a savings account when Rojelio was
born. The account earns interest at a rate of 8%, compounded every year. The
account will be given to Rojelio when he turns 21. How much money will be in
the account when Rojelio gets the money?
A = P (1 + r )
t
P is 1000, r is 8% (0.08 as a decimal), and t is 21.
A = 1000 ( 1 + 0.08 )
21

A = 1000 ( 1.08 )
21

A ≈ 1000 • 5.0338337
A ≈ 5033.8337 There will be $5,033.83 in the account when he
turns 21.

PRACTICE
A calculator may be used for this entire practice section. 2. Ina deposits $300 into an account that earns
5% interest compounded annually. How much
1. Use a calculator to evaluate. Round to the will be in her account after 4 years?
nearest thousandth.
___________________
a. ( 1.035 )
4
___________________

b. ( 1.04 )
7
___________________

3. Rafael has $5,000 in student loans that are

earning 3% interest compounded annually.
What will his balance be in 20 years?
c. ( 1.076 )
11
___________________
___________________

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 LESSON 50

4. Zoe opens two accounts that both earn 6% c. Use the compound interest formula
A = P (1 + r )
t
interest, the first earning simple interest
and the second earning compound interest to determine the total amount in the
annually. She deposits $1,000 into each second account after 30 years.
account.
a. Use the simple interest formula ___________________
I = Prt
to determine how much interest her
first account earns after 30 years.

___________________

d. Compare your answers in Parts B and C.

Which account contains more money? How
much more?
b. Add your answer in Part A to Zoe’s initial
deposit to determine the total amount in the ________________________________________
first account after 30 years.
________________________________________
___________________

REVIEW
1. Sixty is what percent of 150? L46 a. Sleeping: 7.5 hr ________

________
b. Yard work: 3.25 hr ________

c. Reading: 1.5 hr ________

2. Myra tracked the hours she spent one day on

certain activities. Find the percent of the day d. Practicing the violin: 1 hr ________
Myra spent doing each activity. If necessary,
round to the nearest hundredth of a percent.
L46, L1 e. Playing pickleball: 2 hr ________
Hint: To round to the nearest hundredth of a percent,
round the decimal number four places before converting
to a percent.

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3. Write the ratio of legs to tails in a herd of cows. 6. Subtract. L11
L41
a. 71.026 – 153.49 b. 9423 – 86.2
________
________ ________
4. An ice-fishing rod is on sale for 15% off the
original price. If the sale price is $38.25, what
was the original price? L48

________

5. Omar deposited $1,000 in a savings account.

If the account earned 3.5% simple interest 7. Solve each equation. L35
annually, how much money would be in his
account after 7 years? L49 a. –4h + 12 = 3h + 61 ________

________

2 7 3 5
b. i− = − i ________
3 12 4 6

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 UNIT 2 | LESSON 51

Identifying Unit Rates

WA R M - U P
Simplify.
26 12
a. ____ b. ____
32 150

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

Unit rate: a ratio that compares a quantity to ____________ ____________ of another

quantity

____________ per ______________________

__________ ÷ __________ = __________

Unit rate: or __________ / ______________________

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 L E S S O N OV E RV I E W
A specific type of ratio is called a unit rate. A unit rate is a ratio that compares a quantity to
one unit of another quantity. For example, 1 cup of almonds has about 30 grams of protein. A
unit rate can be written as a fraction like this:
30 grams protein
1 cup almonds

Unit rates can also be written with a slash. The ratio of protein to almonds is 30 grams/cup.

Unit Rates in Word Problems

Unit rates can usually be identified in a word problem by the words “per” or “for,” which are
often used to describe relationships between two quantities. Use division to find the unit rate.

Example 1: Maria is an avid journal keeper. She has filled 22 journals and 5,500 pages.
If each journal is the same length, how many pages are there per journal?

To find the unit rate of pages PER journal, DIVIDE the number of pages BY
the number of journals.
250 pages
5500 ÷ 22 = 250 There are 250 pages per journal or .
1 journal
This ratio is a unit rate. The unit rate can be written as
250 pages/journal.

3 1
Example 2: Joseph jogs 4 of a mile in 4 of an hour. How many miles could Joseph jog in
one hour at this speed?

To find the unit rate of miles PER hour, DIVIDE Joseph’s distance BY the
time it takes him to go that distance.
1
3 1 3 4 3 miles
÷ = • =3 Joseph’s speed is 3 miles per hour or .
4 4 4 1 1 hour
1 This unit rate can be written as 3 miles/hour.

Example 3: The cost of a set of seven picture frames is $98.27. What is the unit price of a
picture frame?

To find the unit price (unit rate) of dollars PER picture frame, DIVIDE the
total cost BY the number of picture frames. Round to the nearest hundredth.

$14.04
98.27 ÷ 7 ≈ 14.04 The unit price is $14.04 per frame or .
1 frame
This unit rate can be written as $14.04/frame.

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 LESSON 51

Unit Rates in Tables

Unit rates can be identified in a table of data. Unit rates are typically described with the word
PER. To find a unit rate from a table, divide one set of corresponding data. Any corresponding
set of data can be used, and each should result in the same unit rate.

Example 4: The table below shows the number of beads used for bracelets made at craft
camp.

Bracelets 5 8 10 12 17

Beads 90 144 180 216 306

Find the number of beads PER bracelet by DIVIDING the number of beads BY
the number of bracelets. Any set of corresponding data can be used. Notice that
all data sets result in the same unit rate.

Unit rate: beads ÷ bracelet

90 ÷ 5 = 18 144 ÷ 8 = 18 180 ÷ 10 = 18 216 ÷ 12 = 18 306 ÷ 17 = 18

There are 18 beads per bracelet. The unit rate is 18 beads/bracelet.

Example 5: The table below shows the number of craft sticks used for bridges made at craft
camp.

Craft
132 198 242 308 352
Sticks

Bridges 6 9 11 14 16

Find the number of craft sticks PER bridge by DIVIDING the number of craft
sticks BY the number of bridges. The first data set is shown below, but all
corresponding data sets will result in the same unit rate.

Unit rate: craft sticks ÷ bridges

132 ÷ 6 = 22

There are 22 craft sticks per bridge.

The unit rate is 22 craft sticks/bridge.

Notice that in Example 4, the number to divide by was in the top row (bracelets), and in
Example 5 the number to divide by was in the bottom row (bridges). Pay attention to the
wording of the problem and use units that will result in the correct unit rate.

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 PRACTICE
1. Find the unit cost. 2. Use the tables to find the unit rate specified.
Pay attention to units! The number to divide
a. 4 oz nuts for $5.60 by may be in the top or bottom row.

a.
Games Played 1 2 3

Goals Scored 5 10 15

________ goals per game

Hint: Use a corresponding data set to divide the
number of goals by the number of games.

Unit cost: ________ per oz

b. 2.5 lb mangoes for $7.50

b.
Garden Length 10 20 30
(ft)

Number 4 8 12
of Rows

________ ft per row

Unit cost: ________ per lb

c. 2 L juice for $4.98

c.
Bananas 5 10 20

Fiber (grams) 15 30 60

________ g fiber per banana

Unit cost: ________ per L

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 LESSON 51

1 3
3. A bicyclist traveled 3 2 miles in 5 of an hour. 4. Juan’s pedometer says he took 9,588 steps in 12
Find his unit rate in miles per hour. hours. Find his unit rate in steps per hour.

______________ ______________

REVIEW
1. Hector invests $3,000 in a savings account 4. Jesse is making brown rice for 10 people. One
that earns 3% interest compounded annually. cup of dry rice is four servings. The directions
How much money will be in his account after say to use two cups of water for each cup of
7 years? L50 dry rice.
a. How many cups of dry rice does he need to
________ cook to make 10 servings? L42
________________

2. A fútbol club had 132 members the first year it

was organized. The next year, there were 160 b. How many cups of water should he use? L42
members. What was the percent increase in
the club’s membership? Round to the nearest ________________
percent. L47

________

3. Evan is planning to purchase an art kit that

is marked down 20%. The original price is
$28. He will need to pay 6.25% sales tax. How
much will Evan pay for the art kit? L47, L48
Hint: First, find the discounted price. Then find the tax on
the discounted price. Add the tax to the discounted price.

________

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5. Multiply or divide. Write answers in scientific
notation. L19 Remember, refer to this lesson
( 5
) (
a. 7.2 × 10 ÷ 1.8 × 10
2
)
for a refresher if needed!

____________

( 10
) (
b. 4.28 × 10 • 5.5 × 10
7
) Hint: After multiplying, the decimal point will
need to be moved so that the answer is in
____________ scientific notation.

6. What date is four weeks after October 23?

____________________

7. Simplify each expression. L23

a. 12 + 5x – 18 – x ____________

b. −9 + 33 y + ( −6 ) − 16 y ____________

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 UNIT 2 | LESSON 52

Proportions Within
Similar Triangles

SUPPLIES: colored pencils

WA R M - U P
Solve for x.
14 x
=
17 68 x = _______

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
J S 3
Y s X
R V U

4
5
20
25
T

K L TUV WXY
Q W
 JKL ≅ QRS WY XY
=

∠Q ≅ ∠ ____ LJ ≅ ____
=
∠K ≅ ∠ ____ JK ≅ ____

∠S ≅ ∠ ____ KL ≅ ____ ______ • ______ = ______ • ______

______ = ______

s = ______

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 L E S S O N OV E RV I E W
Congruent Triangles
When figures are congruent, it means they are the exact same shape and size. Corresponding
sides are sides in the same relative position on separate figures. The corresponding parts of
congruent triangles all have the same measure; corresponding sides and angles are congruent.
Look at the triangles below. STU is congruent to XYZ . The symbol ≅ means “is congruent
to,” so the statement above can be written as STU ≅ XYZ . The little triangle symbol is used
when naming a triangle.
X Y The corresponding angles are congruent. The little
symbol in front of each letter means “angle.”
∠S ≅ ∠X ∠T ≅ ∠Y ∠U ≅ ∠Z
U
Z The corresponding sides are congruent. Notice that
side names are listed in the same order. The little line
above each pair of letters is needed when writing
congruence statements.
T S
ST ≅ XY TU ≅ YZ US ≅ ZX

All six statements above are called congruence

statements.

Example 1: Given PQR ≅  JKL , write six congruence statements.

L J
Congruence statements for angles: Q
∠P ≅ ∠J ∠Q ≅ ∠K ∠R ≅ ∠L

Congruence statements for sides:

PQ ≅ JK QR ≅ KL RP ≅ LJ K
P R
Similar Triangles
Ratios and proportions are useful for comparisons in geometric figures. When shapes are
similar, it means they have the same shape but not necessarily the same size. Similar shapes
are proportional. Two of the same type E
of triangle may appear to be similar,
but they are only similar if their side
lengths are proportional. To determine
if figures are similar, determine if
B
their corresponding side lengths
are proportional. All three pairs of 9 cm 12 cm
corresponding sides must be checked
for proportionality to determine if the 6 cm 8 cm
triangles are similar.

A 4 cm C D 6 cm
F

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 LESSON 52

To determine if ABC and DEF are similar triangles, check to see that each ratio of
corresponding sides is equal.
Note: When referring to the length of a segment, the line above the pair of letters is not needed.

AB 6 2 AB and DE are corresponding sides. Write and

= =
DE 9 3 simplify a fraction using the length of each side.

BC 8 2 BC and EF are corresponding sides. Write and

= =
EF 12 3 simplify a fraction using the length of each side.

CA 4 2 CA and FD are corresponding sides. Write and

= =
FD 6 3 simplify a fraction using the length of each side.

AB BC CA
= = The ratios of the corresponding sides are all equal.
DE EF FD
2
Each ratio of corresponding sides is equal to 3 , so ABC 
is similar
DE F toDEF .
ABC
The symbol ~ means “is similar to.” We can say that ABC DEF.
The corresponding angles of two similar triangles are always congruent, or equal. Below are
congruence statements for the corresponding congruent angles in ABCABCand
 DEF .
DEF
∠A ≅ ∠D ∠B ≅ ∠E ∠C ≅ ∠F

Finding a Missing Side Length

When two triangles are similar, proportions can be used to solve for a missing side length.

Example 2: Given PQR STU , find the missing side length.

Q
3 cm S
U
x
10 cm 5 cm
8 cm

P 6 cm R

Write a proportion with corresponding sides to solve for x.

QR PQ QR and TU are corresponding sides. PQ and ST are
= corresponding sides. Note that RP and US may also
TU ST
be used for the first fraction since the ratios are equal
in similar triangles.
10 8
= Substitute the side lengths in the proportion.
5 x
40 = 10x Solve for x using cross products.
40 = 10 x Divide by 10 to isolate the variable.
10 10
4 =x Side ST is 4 cm.

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 PRACTICE
1. Color similar triangles with the same color. Draw a line connecting congruent triangles.
Hint: If triangles are congruent, they are also similar.

2. Draw lines to match the congruent angles and corresponding sides for the similar triangles.
D E
B

A C F
ABC DEF

AB ∠D

∠B ∠F

∠C DE

BC DF

AC ∠E

∠A EF

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 LESSON 52

3. Use ratios to determine if the triangles are 4. Find the missing side lengths for the
similar. Write yes or no on the line. proportional triangles.
Hint: Check the ratios of all three corresponding sides.
a. F
C
a. 3 cm C
2 cm

A 4 cm B x
R
4 cm
6 cm
4 cm

D 4.5 cm E
P 7 cm Q A 3 cm B

______________ ABC DEF

x =________

K
b. C b.
5 in
2 in
H
12 ft
A 5 in B
p
M
4 ft
25 in
3 ft
10 in
M 6 ft L

K L
25 in J 2 ft I

______________ HIJ KLM

p =________

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 REVIEW
1. Kason eats 2,250 calories per day. If he eats 5. Find the GCF and LCM of 32 and 208. L2
5 meals per day, how many calories does he
eat at each meal? L51 GCF: ________ LCM: ________

____________________

2. Complete the Venn diagram for the following

sets. Then, using set notation, determine the
elements in the unions and intersections
below. L31
6. Millie earned $70 for 5 hours of work. At this
Remember : Use curly braces around a set.
rate, how much will she earn if she works for
8 hours? L42
Hint: Write and solve a proportion.
A = {factors of 32}
B = {factors of 48} ________

A B

7. Rose makes pink paint by mixing one cup of

red paint with three cups of white paint. How
much of each color will she need to make one
gallon (16 cups) of pink paint? L43
a. A  B ___________________________ Red paint: ________ White paint: ________
b. A  B ___________________________
c. A  B ' ___________________________

3. Write the square root of each number. L34

a. 196 = ________ b. 6400 = ________

4. Write the cube root of each number. L34

a. 3
−125 = _______ b. 3
−343 = _______

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 UNIT 2 | LESSON 53

Metric and
US Customary Units

SUPPLIES: colored pencils

WA R M - U P
Multiply.

a. 4.32 • 103 __________ b. 0.0087 • 107 __________

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

Relationship to
Prefix Unit Conversion
Base Unit

____________ ____________ kg 103 = 1,000 grams

____________ ____________ hg 102 = 100 grams

____________ ____________ dag 101 = 10 grams

4g 100 = 1 gram

____________ ____________ dg 10–1 = 0.1 grams

____________ ____________ cg 10–2 = 0.01 grams

____________ ____________ mg 10–3 = 0.001 grams

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 L E S S O N OV E RV I E W
Many different units of measurement are used all over the world. It is important to know
what they mean and how they compare to each other.

The Metric System

The metric system is a measurement system based on powers of 10. The three main units in
the metric system are the meter, liter, and gram. Prefixes are used with these base units to
describe a measurement that is bigger or smaller than the base unit by factors of 10. The table
below shows the prefixes used for metric units of length and their relationship to the base
unit, meter.

Unit Relationship to
Prefix
(Abbreviation) Base Unit
“King Henry Doesn’t
kilo- kilometer (km) 103 = 1,000 meters Usually Drink Chocolate
hecto- hectometer (hm) 102 = 100 meters Milk” can be used to
remember the prefixes
deka- dekameter (dam) 101 = 10 meters in the metric system. The
first letter of each word
meter (m) 100 = 1 meter represents a prefix. The
U in Usually stands for
deci- decimeter (dm) 10–1 = 0.1 meters the base UNIT: meter,
liter, or gram.
centi- centimeter (cm) 10–2 = 0.01 meters
milli- millimeter (mm) 10–3 = 0.001 meters

Each row in the table is larger than the one below it by a factor of 10. These prefixes apply to
all units of measure in the metric system. Liters are a measure of capacity and are abbreviated
with a capital L. Grams are a measure of mass and are abbreviated with a lowercase g.

Converting Units in the Metric System

To convert from one unit to another within the metric system, use the table.
• When moving up the table from a smaller unit to a larger unit, divide to convert units.
Dividing by a power of 10 moves the decimal point to the left.
• When moving down the table from a larger unit to a smaller unit, multiply to convert units.
Multiplying by a power of 10 moves the decimal point to the right.

Example 1: Convert 300 meters to dekameters.

300 ÷ 10 = 30 Meters to dekameters is moving up the table from a

smaller unit to a larger unit. Divide by 10 since there are 10
meters in 1 dekameter. Dividing by 10 moves the decimal
point one place to the left.
300.

300 m = 30 dam There are 30 dekameters in 300 meters.

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 LESSON 53

Example 2: Convert 450 grams to milligrams.

450 • 1000 = 450000 Grams to milligrams is moving down the table from a
larger unit to a smaller unit. Multiply by 1,000 since there
are 1,000 milligrams in 1 gram. Multiplying by 1,000
moves the decimal point three places to the right.
450.000

450 g = 450,000 mg There are 450,000 milligrams in 450 grams.

Example 3: How many centimeters are in 8 kilometers?

Kilometers to centimeters is moving down from a larger unit to a smaller unit.
Count the number of steps from kilometers to centimeters.

centimeter decimeter meter dekameter hectometer kilometer

1 2 3 4 5
There are 5 steps, so move the decimal point 5 places to the right. This is the
same as multiplying by 100,000. (There are 100,000 centimeters in 1 kilometer.)
8.00000

8 km = 800,000 cm There are 800,000 centimeters in 8 kilometers.

Example 4: How many hectoliters are in 500 deciliters?

Deciliters to hectoliters is moving up from a smaller unit to a larger unit. Count
the number of steps from deciliters to hectoliters.

deciliter liter dekaliter hectoliter

1 2 3
There are 3 steps, so move the decimal point 3 places to the left. This is the same
as dividing by 1,000. (There are 1,000 deciliters in a hectoliter.)
500.

500 dL = 0.5 hL There are 0.5 hectoliters in 500 deciliters.

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The US Customary System
The US customary system is a measurement system used mainly in the United States. Units
and conversions in this system are shown below. Use the tables to convert between units.

Length

12 inches (in) = 1 foot (ft)

3 feet (ft) = 1 yard (yd)
5,280 feet (ft) = 1 mile (mi)
1,760 yards (yd) = 1 mile (mi)

Weight Volume/Capacity

16 ounces (oz) = 1 pound (lb) 2 cups (c) = 1 pint (pt)

2,000 pounds (lb) = 1 ton (tn) 2 pints (pt) = 1 quart (qt)
4 quarts (qt) = 1 gallon (gal)

Example 5: Find the number of inches in 2 miles.

Convert from miles to feet to inches. Multiply when moving from a

larger unit to a smaller unit.

2 • 5280 = 10560 Multiply 2 miles by 5,280 since there are 5,280 feet in
1 mile.
2 mi = 10,560 ft There are 10,560 feet in 2 miles.

10560 • 12 = 126720 Multiply 10,560 feet by 12 since there are 12 inches in

1 foot.
2 mi = 126,720 in There are 126,720 inches in 2 miles.

Example 6: Find how many pounds are in 50 ounces.

Convert from ounces to pounds. Divide when moving from a smaller unit to
a larger unit.

50 ÷ 16 = 3.125 Divide 50 ounces by 16 since there are 16 ounces in

1 pound.
50 oz = 3.125 lb There are 3.125 pounds in 50 ounces.

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 LESSON 53

PRACTICE
1. Circle the LARGER unit in each row. Then 3. Circle the SMALLER measurement in each
write the corresponding letter on the lines at row.
the bottom to see what type of units these are. Hint: Convert one of the measurements in each row so
that the two measurements are in the same units.
cm mm
M P
2 gal 6 qt
dL L
A E
4 ft 45 in
kg hg
T S

dm dam
T R 50 oz 3 lb

g mg
I E
2 mi 10,000 ft
hL cL
C K

25 c 9 qt

_____ _____ _____ _____ _____ _____

3 tn 3,500 lb

2. Convert metric units to find the missing entries

in each column. Some answers are given for
Part A. 6,500 yd 4 mi
a. b. c.

kiloliters
7 pt 1 gal
hectoliters 0.2 10

dekaliters 2
20 ft 7 yd
liters 20

deciliters 200 0.4

centiliters

milliliters

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 Measurement
Matches
4. Find a pair of boxes that represent the same amount and color them the same color. Use a new color
for each pair. You may stop when you’ve found five matches.

5 km 24 in 3 pt 5 dag 2 yd 0.005 kg

4 pt 1 gal 50 cg 4c 5,280 yd 2c

5,000 dL 1,000 lb 6 pt 1 tn 5,000 m 3 qt

1 qt 2 mi 500 cm 6c 2 ft 0.05 dag

6 ft 5g 3 mi 4 qt 1 pt 0.5 gal

5,000 mm 2,000 lb 500 dg 16,000 oz 5 hL 10,560 ft

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 LESSON 53

REVIEW
2
1. Find of 75 mentally by dividing 75 by 3 and 4. Laundry detergent X costs $28.08 and is
3 enough for 108 loads of laundry. Laundry
then multiplying the result by 2.
detergent Y costs $12.60 for 42 loads. Find the
2 cost per load for each brand and circle the
of 75 is: ________ better buy. L12, L51
3
Detergent X: ________ per load
2. Convert each fraction to an exact decimal. L5
28 54 Detergent Y: ________ per load
a. = ____________ b. = ____________
5 11

3. Cruz washed 9 windows in 2 hours. Enza

washed 6 windows in 1.5 hours. Who washed
at a faster rate? L51 5. Add or subtract. L10
5 3 5 1
________ a. 1 + 2 b. 6 − 3
8 4 6 3

________ ________

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 UNIT 2 | LESSON 54

Unit Conversions

WA R M - U P
Convert 254 grams to each of the following:

a. milligrams b. hectograms c. kilograms

__________ __________ __________

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES

Unit multiplier: a fraction that has ____________________ and is equal to ______________

• • • = =
1

• • = =
1

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 LESSON 54

L E S S O N OV E RV I E W
Converting Units with Unit Multipliers
Because there are so many different types of units, being able to convert from one to another is
essential. A unit multiplier is a fraction that has units and is equal to one. Unit multipliers can
be used to convert from one unit to another using multiplication. Given a unit conversion, two
different unit multipliers can be written by swapping the numerator and denominator. This
works because the unit multiplier is equal to one. Below are two examples of conversions and
unit multipliers.
Conversion: 1 in = 2.54 cm 1 min = 60 sec
1 in 2.54 cm 1 min 60 sec
Unit multipliers: or or
2.54 cm 1 in 60 sec 1 min
Note: Two unit multipliers can be written for any conversion.

The conversion factor 1 in = 2.54 cm allows us to convert between the US customary system
and the metric system.
Example 1: Convert 38.1 cm to inches.
Start with the given measurement, 38.1 cm. Write this 38.1 cm
measurement over 1. 1

Choose a unit multiplier with the given units, cm, in the 1 in

denominator. This will allow the given units to cancel. 2.54 cm

Multiply across the numerators and across the denominators.

The resulting unit is inches. Use a calculator to divide 38.1 by 2.54.
38.1 cm 1 in 38.1 in
• = = 15 in 38.1 cm = 15 in
1 2.54 cm 2.54

More than one unit multiplier can be used within a conversion.

Example 2: Convert 1.5 hours to seconds.
1.5 hr
Start with 1.5 hours and write this measurement over 1.
1
Choose a unit multiplier with hours in the denominator. 60 min
This multiplier will convert hours to minutes. 1 hr
Another unit multiplier can be used to convert from
minutes to seconds. The second unit multiplier should 60 sec
have minutes in the denominator so the minutes in the 1 min
previous fraction can cancel.

After cross canceling, multiply straight across the numerators

and the denominators. The resulting unit is seconds.
1.5 hr 60 min 60 sec 5400 sec
• •= = 5400 sec 1.5 hr = 5,400 sec
1 1 hr 1 min 1

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Example 3: Macie is drawing a floor plan for her ideal family home. Her paper is 25 inches
long. The scale of her drawing needs to be in centimeters. Find the length of her
paper in centimeters to know how she can best fit the floor plan on her paper.

To convert 25 inches to centimeters, use the unit multiplier with

inches in the denominator to cancel out the unit of inches.
25 in 2.54 cm 63.5 cm
• = = 63.5 cm 25 in = 63.5 cm
1 1 in 1

Converting Units Within a System

There are often several methods for converting units. You have previously learned how
to convert measurements within the metric system and within the US customary system.
Unit multipliers can be used for conversions within the metric system and within the US
customary system as well. Simply write unit multipliers for the conversion needed.

Example 4: Use unit multipliers to convert 17 yards to feet.

The conversion 1 yd = 3 ft can be used with yards in the

denominator to cancel the given yards.
17 yd 3 ft
• = 51 ft 17 yd = 51 ft
1 1 yd

Example 5: Use unit multipliers to convert 5,400 milligrams to grams.

The conversion 1 g = 1000 mg can be used instead of using

several unit multipliers. Milligrams must be in the denominator
for that unit to cancel.
5400 mg 1g 5400 g
• = = 5.4 g 5,400 mg = 5.4 g
1 1000 mg 1000

Common Conversion Factors

The table below shows common conversion factors. Remember, two unit multipliers can be
written for any conversion factor. The reciprocal of a unit multiplier is also a unit multiplier.

1 in = 2.54 cm 1 lb = 16 oz 2 c = 1 pt 1 min = 60 sec

1 ft = 12 in 1 tn = 2,000 lb 2 pt = 1 qt 1 hr = 60 min
1 yd = 3 ft 1 g = 1,000 mg 4 qt = 1 gal 1 day = 24 hr*
1 mi = 5,280 ft 1 kg = 1,000 g 1 L = 1,000 mL 1 year = 365 days*
1 mi = 1,760 yd 1 kL = 1,000 L
1 m = 1,000 mm
1 km = 1,000 m

*Note: These two conversions are not exact, but they are commonly used and acceptable for approximating
conversions with days and years.

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 LESSON 54

PRACTICE
1. Match the unit multipliers with the correct 2. Circle the correct unit multiplier to use for each
conversion. conversion.

1 in 1m 100 cm
1 km = 1,000 m a. from cm to m or
2.54 cm 100 cm 1m

3 ft 60 min 1 hr
1 in = 2.54 cm b. from min to hr or
1 yd 1 hr 60 min

1 ft 1 in 2.54 cm
1 gal = 128 oz c. from in to cm or
12 in 2.54 cm 1 in

60 min 16 oz 1 lb
3 ft = 1 yd d. from lb to oz or
1 hr 1 lb 16 oz

1,000 m 2c 1 pt
1 hr = 60 min e. from pt to c or
1 km 1 pt 2c

1 gal
128 oz 1 qt = 4 c

1m
100 cm 12 in = 1 ft

1 day
24 hr 1 lb = 16 oz

4c
1 qt 24 hr = 1 day

16 oz
1 lb 1 m = 100 cm

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3. Fill in the blanks to use unit multipliers for the 4. Use unit multipliers for the following
following conversions. conversions.
a. Convert 56 ounces to pounds. a. Convert 3.5 meters to centimeters.
56 oz 1 lb lb
1 • == lb ________ cm
oz

b. Convert 9,000 seconds to hours.

9000 sec 1 min 1 hr hr

1 • • == hr b. Convert 3.25 gallons to cups.
sec min
________ c

REVIEW
1. Write T for statements that are true and F for 4. Solomon has completed 54 lessons in his math
statements that are false. L52 course. There are 120 lessons in all. What
percent of the lessons has Solomon completed?
a. All similar triangles are also congruent. L46
____
__________
b. All congruent triangles are also similar.
____
c. Only right triangles can be similar to each
other.
5. Solve and graph the inequality. L39
____
7 ≤ 3x – 5 __________
d. All right triangles are similar to each other.
____

2. How many meters are in 1.5 km? L53

__________

3. Melody biked 72 miles in October. In

November, she biked 54 miles. What is the
percent decrease in the number of miles she
biked? L48

__________

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 LESSON 54

6. Rewrite each number in scientific notation. L19

a. 72 × 10–6 __________________

b. 0.088 × 108 __________________

7. Tabitha and Leah ran for math club president.

Twenty-four club members each cast one vote.
Leah received two votes for every one vote
Tabitha received. How many votes did Leah
receive? L42, L43
Hint: Set up and solve a proportion with ratios relating
Leah’s votes to total votes.

__________

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 UNIT 2 | LESSON 55

Converting Square Units

WA R M - U P
Mental Math: Complete the problems below mentally.
Hint: If the decimal numbers have the
1. Convert each decimal to a percent. 2. Divide. same number of places after the decimal
point, divide as if there were no decimal
a. 0.7 = ____ b. 0.3 = ____ points. For example, 1.2 ÷ 0.6 has the
same quotient as 12 ÷ 6.
c. 0.123 = ____
a. 3.2 ÷ 0.8 = ____ b. 2.5 ÷ 0.5 = ____

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Guess Actual

______ ______ 645.16 cm2

______ ______ 395 in2

______ ______ 3.5 ft2

645.16 cm • cm
• • = =
1

3.5 ft • ft
• • = =
1

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 LESSON 55

L E S S O N OV E RV I E W
Recall that unit multipliers can be used to convert from one unit to another. Converting from
feet to inches is converting in one dimension.
Area is a two-dimensional measurement. The square at the right has two
dimensions: length and width. The area can be found by multiplying 3 ft by
3 ft. When a number is multiplied by itself, it equals the number squared.

3 ft
When a unit is multiplied by itself, it equals the unit squared. Therefore,
3 ft • 3 ft = 9 ft2.
When converting units of area, two unit multipliers can be used because 3 ft
area is measured in square units. For example, 9 square feet can also be
written as 9 ft2. Square feet can be written as feet times feet.
9 ft2 = 9 ft • ft
Using unit multipliers, 9 ft2 can be converted to square inches.
9 ft • ft 12 in 12 in 1,296 in • in
• = • = 1,296 in 2
1 1 ft 1 ft 1
Two unit multipliers can
9 ft2 = 1,296 in2 be used to cancel out
both units of feet.

Example 1: Convert 43,560 ft2 to yd2.

Write 43,560 ft2 as 43,560 ft • ft. Use the conversion 1 yd = 3 ft twice.

43,560 ft • ft 1 yd 1 yd 43,560 yd • yd
=• • = 4,840 yd 2
1 3 ft 3 ft 9

43,560 ft2 = 4,840 yd2

Using Unit Multipliers in Word Problems

Unit multipliers can be used to convert units in word problems. There is often more than one
way to solve the same problem.

Example 2: Salam is building a small mosaic to hang on his wall. The board he is building
it on is 3 ft2. The tiles Salam is using have an area of 116.1288 cm2. Convert the
sizes of the board and the tiles to the same unit so Salam can more easily map
out his mosaic.

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 Method 1: Convert 3 ft2 to cm2 so that the sizes of the board and tiles
are in square centimeters.
Convert ft2 to in2.
1 in =
2.54 cm 3 ft • ft 12 in 12 in
• • = 432 in 2
See Reference 1 1 ft 1 ft
Chart for conversion
factors.
Convert in2 to cm2.
432 in • in 2.54 cm 2.54 cm
• • = 2,787.0912 cm 2
1 1 in 1 in

The area of the board is 2,787.0912 cm2.

Now both areas are in square centimeters.

Method 2: Convert 116.1288 cm2 to ft2 so that the sizes of the board
and tiles are in square feet.
Convert cm2 to in2.
116.1288 cm • cm 1 in 1 in 116.1288 in•in
• = • = 18 in 2
1 2.54 cm 2.54 cm 6.4516

Convert in2 to ft2.

18 in • in 1 ft 1 ft 18 ft•ft
• •= = 0.125 ft 2
1 12 in 12 in 144

The area of each tile is 0.125 ft2.

Now both areas are in square feet.

Method 3: Convert both areas to in2. This requires both areas to be

converted, but each conversion requires fewer multipliers.
Convert 3 ft2 to in2.
3 ft • ft 12 in 12 in
• • = 432 in 2
1 1 ft 1 ft
The area of the board is 432 in2.

Convert 116.1288 cm2 to in2.

116.1288 cm • cm 1 in 1 in 116.1288 in•in
• = • = 18 in 2
1 2.54 cm 2.54 cm 6.4516
The area of the tiles is 18 in2.

Now both areas are in square inches.

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 LESSON 55

PRACTICE
A calculator may be used for this entire practice section.

A family collaborated on a blueprint for a garden, but they all used different units! Use unit multipliers
and convert between units to answer the questions below.

ROSES 864 in2

PETUNIAS
3 ft2

TULIPS
1,200 cm2
ORCHIDS 5,400 cm2
GARDENIAS 1 yd2

DAISIES
4 ft2
VINCA
0.5 yd2
CARNATIONS SUNFLOWERS
576 in2 0.5 m2

1. a. Convert the area of the rose bed into 2. a. Convert the area of the vinca bed into
square feet. square feet.

_______________________ _______________________

b. How much more space do the roses have b. Do the petunias or the vinca have more
than the daisies? space? How much more space?

_______________________ _______________________

_______________________

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3. a. Convert the area of the sunflower bed into 4. a. Convert the area of the orchid bed into
square centimeters. square inches. Round to the nearest whole
number.
_______________________
_______________________

b. Rank the tulips, orchids, and sunflowers in

order of which has the most space. b. Is the orchid bed or rose bed larger? How
much larger?
1. _______________________ (most)
_______________________
2. _______________________
_______________________
3. _______________________ (least)

5. The carnations have the same amount of space

as another flower bed. Convert the gardenia
and daisy areas to square inches and circle the
one that matches the carnations.

Gardenias: _______________________

Daisies: _______________________

Garden repeated from previous page for reference:

ROSES 864 in2

PETUNIAS
3 ft2

TULIPS
1,200 cm2
ORCHIDS 5,400 cm2
GARDENIAS 1 yd2

DAISIES
4 ft2
VINCA
0.5 yd2
CARNATIONS SUNFLOWERS
576 in2 0.5 m2

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 LESSON 55

REVIEW
1. Circle the expression that is not equal to 12. 5. Convert 15,620 cm to meters. L53
L13, L20, L32
______________
2
12
−12 34 144
12

2. Krysta tracks the money she earns and spends.

Last month her paycheck was $1,253.54. After 6. Evaluate each expression. L22
giving $140 to a charity, she spent $275 on rent,
$25.87 on utilities, $80.71 on gasoline, $305.48 36 + 2 3 • 6
b. ( −3 + 6 ) − 16
3
on groceries, and $315 on textbooks. She put a.
2
the remaining amount in her savings account.
How much money did Krysta save last month?
__________ __________
__________

2
3. Mentally calculate of 330 by dividing it by
3
three and multiplying the result by two.

2
of 330 __________
3

4. Maurice reads six pages from the Bible each

day. How many pages does he read in three
weeks?
___________________

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 UNIT 2 | LESSON 56
55

Converting
Operations
Square
withUnits
Mixed Measures

WA R M - U P
Circle the greater amount in each pair.

a. 3 lb or 40 oz b. 2 yd or 80 in
Hint: 1 lb = 16 oz
Hint: 1 yd = 3 ft and 1 ft = 12 in

LESSON
Use the app to watch the video lesson. Complete problems when instructed during
the video in the Video Notes section. Optionally, read the Lesson Overview in place
of the video or after the video if more instruction is needed.

VIDEO NOTES
Adding Subtract common _______ hr _______ min _______ sec
Mixed Measures units. _______ min _______ sec
+ _______ hr _______ min _______ sec
Dividing Multiply each unit
_______ hr _______ min _______ sec
Mixed Measures individually.

_______ min _______ sec

Subtracting Add common
Mixed Measures units. _______ hr _______ min
+ _______ min _______ sec
Multiplying Divide one unit at a _______ hr _______ min _______ sec
Mixed Measures time, starting with the
largest unit. Convert
_______ hr _______ min
the remainder to
the smaller unit and
_______ hr _______ sec
combine with the
smaller unit. Divide + _______ hr _______ min
the smaller unit. _______ hr _______ min _______ sec

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 LESSON 56

L E S S O N OV E RV I E W
Measurements that include multiple units can be called mixed measures. For example, a
measurement of 5 feet 2 inches is a mixed measure since the measurement includes two units:
feet and inches. Operations can be performed with mixed measures.

Adding Mixed Measures

When adding mixed measures, add common units and carry if necessary. Note proper
conversion amounts to carry correctly.

Example 1: Add 12 ft 4 in and 15 ft 10 in.

12 ft 4 in
+ 15 ft 10 in
27 ft 14 in 14 inches is MORE than 1 foot. 14 inches can be written as
1 foot 2 inches. Add 1 foot to 27 feet.
The final answer is 28 ft 2 in.

Example 2: Jared is training to run a half-marathon in a few weeks. One day this week,
he ran for 1 hour, 17 minutes, and 28 seconds. A few days later, he ran for
44 minutes and 12 seconds. The next day he ran for 27 minutes and 49 seconds.
How much time did Jared spend running this week?

1 hr 17 min 28 sec
44 min 12 sec
+ 27 min 49 sec
1 hr 88 min 89 sec 89 seconds can be rewritten as 1 min 29 sec.
88 minutes can be rewritten as 1 hr 28 min.

1 hr Add 1 hour to the converted values from the

1 hr 28 min previous step.
+ 1min 29 sec
2 hr 29 min 29 sec Jared ran for 2 hr 29 min 29 sec this week.

Subtracting Mixed Measures

When subtracting mixed measures, subtract common units. At times it will be necessary to
borrow using unit conversions.

Example 3: Subtract 18 lb 12 oz from 23 lb 8 oz.

22 24
23 lb 8 oz 12 oz cannot be subtracted from 8 oz. Borrow 1 lb from
− 18 lb 12 oz 23 lb and add 16 oz to 8 oz. 16 + 8 = 24
4 lb 12 oz Then subtract. Remember : 1 lb = 16 oz
The final answer is 4 lb 12 oz.

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Example 4: Christin has a ribbon that is 8 feet 6 inches long. She cuts off 1 foot 10 inches to
use for wrapping a gift. What is the length of the remaining ribbon?
7 18
8 ft 6 in 10 in cannot be subtracted from 6 in. Borrow 1 ft from 8 ft
− 1 ft 10 in and add 12 in to 6 in. 12 + 6 = 18
6 ft 8 in Then subtract.
Christin has 6 ft 8 in of ribbon remaining.
Multiplying Mixed Measures
When multiplying mixed measures, multiply each unit individually and then carry if necessary.

Example 5: Multiply 53 min 21 sec by 3.

Multiply the minutes by 3 and convert. 53 min • 3 = 159 min 2 hr 39 min
Multiply the seconds by 3 and convert. 21 sec • 3 = 63 sec 1 min 3 sec
Add the two converted amounts. 2 hr 39 min + 1 min 3 sec = 2 hr 40 min 3 sec

Example 6: Matilda is making homemade bagels. The last time she made one dozen bagels,
she used 1 pound 11 ounces of flour. This time she plans to make four dozen
bagels. How much flour will she use this time?
Multiply 1 lb 11 oz by 4.
Multiply the pounds by 4. No converting is necessary. 1 lb • 4 = 4 lb
Multiply the ounces by 4 and convert. 11 oz • 4 = 44 oz 2 lb 12 oz
Add the two amounts. 4 lb + 2 lb 12 oz = 6 lb 12 oz
Matilda needs 6 lb 12 oz of flour.

Dividing Mixed Measures

When dividing mixed measures, divide one unit at a time. Start with the largest unit. If there
is a remainder, convert the remainder to the smaller unit and combine with the smaller unit.
Then divide the smaller unit.

Example 7: Divide 46 ft 9 in by 3.
Divide the feet. 46 ft ÷ 3 = 15 ft R 1 ft
Convert the remainder to inches and add to 9 in. 1 ft = 12 in 12 in + 9 in = 21 in
Divide the inches. 21 in ÷ 3 = 7 in
The final answer is 15 ft 7 in.

Example 8: Levi is cutting wood for a porch sofa. He bought a piece of wood that is 8 feet 6
inches and needs to cut it into 6 equal pieces. How long will each piece be?
Divide the feet. 8 ft ÷ 6 = 1 ft R 2 ft
Convert the remainder to inches and add to 6 in. 2 ft = 24 in 24 in + 6 in = 30 in
Divide the inches. 30 in ÷ 6 = 5 in
Levi will have 6 pieces that are 1 foot 5 inches in length.

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 LESSON 56

PRACTICE
Perform the given operation. Make sure to regroup if needed.

1. 3 hr 45 min 5. 5 lb 5 oz
+ 4 hr 25 min − 2 lb 8 oz

2. 12 min 15 sec 6. 4 mi 2,025 ft ÷ 3 = Remember : 1 mi = 5,280 ft

− 5 min 35 sec
__________________

3. 3 ft 8 in • 4 = 7. 7 yd 2 ft
+ 3 yd 1 ft
__________________

4. 8 min 45 sec ÷ 7 = 8. 2 gal 3 qt • 6 = Remember : 1 gal = 4 qt

__________________ __________________

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9. A soup recipe calls for 1 cup of water at the
beginning and 5 tablespoons of water added
later.
a. How many total tablespoons of water are
needed for the recipe?
Hint: 1 cup = 16 Tbsp

__________________

b. How much total water is needed to

quadruple the recipe? Write the answer in
cups and tablespoons.
Hint: To quadruple means to multiply by 4.

__________________

10. As of September 2022, the world record times

for running a marathon were 2 hr 1 min 9 sec
for men and 2 hr 14 min 4 sec for women. How
much faster is the men’s world record than the
women’s?

__________________

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 LESSON 56

REVIEW
1. A square card table is 36 inches wide and 4. Mateo donates 10% of the money he earns to
36 inches long. his church. Mentally find 10% of each amount
by moving the decimal point one place to the
a. What is the area of the table in square left.
inches?
a. $37.50 b. $156.00 c. $92.80
Hint: Multiply the length by the width.

__________ ________ ________ ________

b. What is the width and the length of the table 5. Gage made $44 babysitting for 8 hours. L51
in feet?
a. How much did he make per hour of
Width: __________ Length: __________ babysitting?
__________

c. What is the area of the table in square feet?

L55
__________
b. At this rate, how much will he make for
babysitting for 14 hours?
__________
2. Which two whole numbers is 45 between?
L32
__________ and __________

6. Divide. Write the answer as a mixed number.

L4
3. The triangles below are similar. Find the value
of x. L52 14240 ÷ 800 = __________
A D

24

B x C

E F
18

x = __________

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 UNIT 2 | LESSON 57

Mixed Review

This lesson is a mixed review. There is no video, practice, or review section.

You may use a calculator for this entire review activity.

Suppose your neighborhood is having a potluck, and your family

SHARPEN YOUR volunteered to bring a pan of enchiladas to the party. It is your

S KILLS! responsibility to buy all the ingredients for the enchiladas and stay
within budget.

Your budget is $35, including sales tax. Tax is 3% of the total cost. Note: Some US states do not charge sales tax
on groceries. For this review activity, suppose
groceries are taxed at 3%.

The lists below show the ingredients you must purchase, as well as optional ingredients.

Required ingredients Optional ingredients

• 12 tortillas • Additional tortillas (Up to
16 tortillas can fit in one pan.)
• 2 lb of meat
• 1–2 lb of extra meat
3 1
• lb of cheese • lb of extra cheese
4 4
• 3 cans of beans • Additional cans of beans

• 3 jars of sauce • Up to 3 cans of chiles

• 1 extra jar of sauce
• Onion
• Sour cream
• Olives

Instructions
• Use the illustration on the following page to choose your ingredients. The illustration page can be
removed from the book if desired. Record your choice for each ingredient variety in the second table.
Record any optional ingredients you choose to include in the rows labeled “extra ingredient.”
• Write the given unit cost of one item in the Unit Cost column. Under Quantity, write how many/much
of each item you plan to buy.
• Multiply the Unit Cost by the Quantity to get the Ingredient Cost.
Unit Cost • Quantity = Ingredient Cost
• Add the Ingredient Costs to get the Subtotal.
• Find 3% of the Subtotal to get the Tax Amount. Multiply the Subtotal by 0.03.
Subtotal • 0.03 = Tax Amount
• When finding the Tax Amount, round to the nearest hundredth. For example,
13.59 • 0.03 = 0.4077. The tax rounded to the nearest hundredth is $0.41.
• Add the Subtotal and the Tax Amount to get the TOTAL. Make sure your TOTAL is less than your
budget of $35. If your total is over budget, eliminate or change ingredients.

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 LESSON 57

Chicken Beef Pork

MEAT
$2.37/lb $4.50/lb $4.25/lb

3
3-Cheese blend
CHEESE $5.78/1 lb

Sour cream
$2.48/16 oz

MILK

Monterey Jack Cheddar NEW

$6.12/1 lb block $5.00/1 lb block PRODUCT

TORTILLAS 2

Precooked Uncooked
Green sauce Refried beans Black beans Chiles corn corn
$2.19/10 oz jar $1.16/can $0.60/can $0.30/can 15 for $2.40 25 for $4.10

Red sauce Olives Pinto beans SPECIAL Precooked Uncooked

$1.78/10 oz
flour flour
jar $1.98/can $0.78/can PRICE 12 for $2.75 18 for $4.00

1
SPECIAL Onions BUY 2,
PRICE $0.65 each NEW TODAY GET 1 FREE

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This page is intentionally left blank for double-sided printing.
 LESSON 57

A sample table with only three ingredients is shown below. Your table should have an ingredient variety
and corresponding information filled out for at least the five required ingredients. You may include as
many optional ingredients as you want without going over budget.

Sample Table

Ingredient Variety Unit Cost Quantity Ingredient Cost

Tortillas Uncooked flour $4.00 1 $4.00

Meat Chicken $2.37 3 $7.11
Extra Ingredient 1 Sour cream $2.48 1 $2.48

Subtotal $13.59

Tax Amount (3%) $0.41

TOTAL $14.00

Your Table

Ingredient Variety Unit Cost Quantity Ingredient Cost

Tortillas

Meat

Cheese

Beans

Sauce

Extra Ingredient 1

Extra Ingredient 2

Extra Ingredient 3

Extra Ingredient 4

Extra Ingredient 5

Subtotal

Tax Amount (3%)

TOTAL

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 UNIT 2 | LESSON 58

Unit 2 Review
Complete this Unit Review to prepare for the Unit Assessment. There is no video,
lesson, or practice. Because Unit Reviews include practice for an entire unit, they may
take longer than regular lessons, and students may decide to take two days to finish.

Chinese New Year is based on a lunisolar calendar and typically begins at the new moon,
which falls between January 21 and February 20. After completing each problem, copy the
word that is underlined onto the line with its problem number at the end of the review.

Venn Diagrams and Set Notation Square and Cube Roots

Lesson 31 Lessons 32, 34

1. For a village gathering, everyone votes 2. Lotus root is commonly eaten during
to have spring rolls with either pork or the new year festival to symbolize
shrimp. There are 63 people who want abundance. Answer these questions
shrimp, 45 people who want pork, and 34 about mathematical roots!
people who want both shrimp and pork.
a. Determine which two perfect squares
a. Create a Venn diagram to model are closest to 33. Circle the one that is
this situation. closer to 33.
Hint: If 63 people want shrimp, this includes
people who want both. ________ and ________

b. Calculate 33 rounded to the

nearest hundredth.
33 ≈ ____

c. Plot the approximate value of 33

on the number line.

b. Use the Venn diagram to determine 5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 6
how many villagers there are.
__________ villagers 3. Find the following roots.
a. 81 ______
c. If A is the set of people who want
shrimp, and B is the set of people who
want pork, use set notation to write b. ______
3
64
the set of people who would like
both pork and shrimp.
____________________ c. 3
−27 ______

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 LESSON 58

Solving Equations Solving and Graphing Inequalities

Lessons 33, 35–37 Lessons 38, 39

4. Fish is considered a lucky food to eat at 7. Firecrackers and fireworks are a

new year celebrations and is a symbol of traditional part of the Chinese New Year
prosperity. Solve the equations below to festival.
find out how much fish was left over in Solve and graph each inequality below
two homes. to determine the height range for two
2 1 firecrackers (in meters).
a. a − 1 = 1
3 3
a. 3x + 1 > x + 5 ________

-1 0 1 2 3 4

a = ______ pieces of fish

b. 1 – 0.7b = – 0.75
b. 2 x − 2 ≤ 6 − 4 x ________

0 1 2

b = ______ pieces of fish

5. A fisherman divides a catch of 37 fish

called mud carp between his family and
four other families and has two mud
carp left over. Fractions and Percents
Lessons 40, 46–48
a. Write an equation to model this
situation. Use m for how many mud
carp each family receives.
8. a. 12 firecrackers is what fraction of
________________________ 18 firecrackers?
________
b. Solve the equation in Part A to find
how many mud carp each family 3
receives. b. What is of 56 firecrackers?
7
________________________ ________

6. The circumference, C, of a large round c. 64 firecrackers is what percent of

serving platter with diameter d is given 200 firecrackers?
by this formula: C = πd
________
Solve for the diameter, d.
d. 128 firecrackers is 40% of how many
firecrackers?
________
________________

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9. Sales of fireworks increased by 35% over Rounding and Mixed Numbers
the last five years. If 4,023 fireworks Lesson 44
were sold this year, how many fireworks
were sold five years ago?
13. Round to the nearest whole number to
____________________
estimate how much each basket weighs.
4 2 6
a. kg b. 3 kg c. 5 kg
7 5 12

10. A small fireworks stand sold 1,200

fireworks last year, but sales this year ________ ________ ________
decreased by 15%. How many fireworks
did the stand sell this year?
____________________
Interest and Unit Rates
Lessons 49–51

Ratios and Proportions

Lessons 41–43 14. Jing receives 2,500 yuan in a red envelope.
She deposits it into a savings account
with an interest rate of 10%.
11. A traditional gift for Chinese New a. Find the balance (total) of the account
Year is citrus, particularly oranges and after five years if the interest is simple
tangerines, as the fruit is thought to interest that is accrued annually.
bring happiness and good luck.
a. Determine if the ratios of oranges to
tangerines are proportional. Circle yes
or no.
3 ? 5 ________ yuan
= yes / no
14 30
b. Find the balance (total) of the account
after five years if the interest is
b. Solve the proportion to determine compound interest that is compounded
how many tangerines should go in a annually. Round to the nearest yuan.
basket.
6 t
=
45 75

________ yuan
________ tangerines
15. A rare type of oolong tea has been sold for
12. The ratio of oranges to tangerines in a 30,000 yuan per 500 grams. Find the unit
basket is 5 : 3. If the basket contains 24 price of the cost per gram of tea.
pieces of fruit, how many oranges are
there?
________ oranges

________ yuan/gram

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 LESSON 58

Similar Triangles
b. A dragon puppet is 114 inches long.
Lesson 52 What is the length in feet?
___________
16. Qianfan is creating a paper dragon out
of triangles to take to the dragon parade
and dance.
a. Determine if the triangles are similar. c. How many seconds long was a parade
Write yes or no on the line. that lasted 1.2 hours?

5 in 5 in ___________
4 in 4 in

6 in 7 in
18. The surface area of a lantern is 600 cm2.
Convert the units of area to square inches.
Round to the nearest tenth.
Hint: Use two unit multipliers.

________ ______________

b. Given that ABC DEF , find the

missing side length.
D 19. The line of lanterns in one town stretches
A 4 miles 900 yards on the west side of town
17 cm
8 cm ? and 1 mile 1,100 yards on the east side of
16 cm
B C town. What is the total length of the lines
15 cm
of lanterns?
E 30 cm
F Hint: There are 1,760 yards in 1 mile.

________ mi ________ yd
________
20. For the lantern festival, a sweet glutinous
rice ball called tangyuan is often eaten
because it represents family unity and a
Units and Conversions
sweet life.
Lessons 53–56
A family makes 7 lb 8 oz of rice balls and
wants to share them equally with five
neighbors. How much will each neighbor
17. The lantern festival marks the close of get?
the Chinese New Year celebration. Find
Hint: The family needs to divide the rice balls
the following conversions. six ways to keep a share for themselves.
a. A lantern is 400 mm wide. What is the
width in centimeters?

___________
________ lb ________ oz

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 Other Fun Facts About the
Chinese New Year and Its Symbols

• The Chinese New Year celebration is also • China is credited with the invention
called the ____________ festival. of _______________. A legend tells
1 9
of a Chinese scientist who invented
_______________ by accident while
• ____________ flowers grow in the mud. 9
2 mixing charcoal, sulfur, and saltpeter.
They are day-blooming flowers. This means
After being pressed into a bamboo tube,
they curl their petals back into the
the mixture exploded!
mud at night.

• The Chinese word for ______________

• Besides fish and ____________ envelopes, 11
14 sounds like “luck,” and the Chinese
other ____________ symbols associated with
4 word for ____________ sounds like
the Chinese New Year are three coins tied 12
“wealth.” Both of these fruits are given as
with a ribbon, bamboo plants, and fruit
gifts and used as decorations during the
blossoms.
Chinese New Year.

• A Chinese saying to wish someone well on

an exam is to say, “A ____________ leaping • More Chinese children tend to be born
5
over the dragon gate!” during the years of the ____________
16
than during other years.

• Chinese families may set off ______________

7 • Another popular tradition is to put a
when opening a door for the first time in
riddle inside a ____________ for others to
a day. It symbolizes good fortune for the 17
solve.
whole year.

• The filling for ____________ usually

20
consists of ground nuts or sesame seeds,
sugar, and lard.

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 UNIT 2 | LESSON 59

Unit 2 Assessment

This assessment covers concepts taught in 3. Write the two integers each square root falls
Unit 2. Problems are designed to assess multiple between. L32
skills. Read the instructions carefully and do not
rush through the problems.
a. 56 ________ and ________
You may use the Reference Chart at the back of
the book for the assessment. Calculators should b. 11 ________ and ________
be used only when noted.

Lesson numbers are given by each problem so 4. Calculate the value of each square root
you can review lessons for any answers that are in Problem 3 (rounded to the nearest
incorrect. hundredth). Then plot the rounded value on
a number line. L32

a. 56 ≈ ________
1. Match the number with the smallest set the
number belongs in. L31
3 rational (  )
b. 11 ≈ ________
0 whole numbers ( W )

–11 irrational ( I )

1 Solve the following equations. L33, L35

natural numbers (  ) 5.
2
a. 5x – 10 = 45 ___________
2 integers (  )

2. Fill in the Venn diagram and find A  B . L31

1 5 1
A : {1,2,3,4,5,6,7,8,9,10} b. z− = ___________
2 6 6

B : {2,4,6,8,10,12,14,16,18,20}

A B
c. a + 5 = 6a ___________

d. 7 – 4c = 8c + 17 ___________
____________________

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6. Determine whether each statement is true or 10. Solve each inequality and graph the solution
false. L34 on the number line. L38, L39
a. It is possible to take the square root of a a. 4t < 16
negative number.

________
________
b. It is possible to take the cube root of a
negative number.
1 2 3 4 5 6 7 8 9 10
________
b. r + 27 ≥ 35

7. Evaluate the roots below. L34

a. 16 = ____ b. 3
27 = ____
________

c. 1 = ____ d.
3
−8 =____ 1 2 3 4 5 6 7 8 9 10

c. –8n ≤ 72
8. Write and solve an equation for the word
problem below. L36
Magdalena has some butterfly stickers. Her
sister Ellenor has
2
the number of stickers ________
3
that Magdalena has. Altogether they have 35
stickers. How many stickers does Magdalena -10 -9 -8 -7 -6 -5 -4 -3 -2 -1

have? d. 85 – q > 100

Equation: ______________________

Solution: ____________
________

-20 -19 -18 -17 -16 -15 -14 -13 -12 -11 -10

9. The formula for the area of a triangle, A,

given the base, b, and height, h, is below. L37
1
A = bh
2
Solve the formula for the base, b.

_____________

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 LESSON 59

11. Betty makes 120 cookies for her family b. The ratio of ties to scarves is 4 : 3. There
3 are 60 ties. How many scarves are in the
reunion. of the cookies are chocolate chip.
5 collection?
How many cookies are chocolate chip? L40

__________________

c. The ratio of adult shirts to total shirts is

2 : 5. There are 140 total shirts. How many
__________ chocolate chip cookies children’s shirts are in the collection?

12. Timothy has 14 blue cars in his model car

7
collection. 12
of his cars are blue. How many
model cars does Timothy have? L40 __________________

15. Compare the fractions using < , >, or = . L44

3 1
a. 
4 2

3 1
__________ cars b. 
7 2

Determine if the ratios are proportional. Fill 3 1

13. c. 
in the blank with ≠ or = . L41 6 2
6 36
a.  16. Order the fractions from least to greatest. L44
7 42
3 3 3 3 3 3 3
, , , , , ,
10 48 4 6 3 7 2 5 8
b. 
11 50

14. A historical reenactment costume collection

contains a variety of items. Answer the
questions. L42, L43 _______________________
a. The ratio of wigs to hats is 3 : 8. There are
88 total wigs and hats. How many hats are
in the collection?
__________________

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17. Solve each percent problem. L46 20. Find the amount of interest earned on a
a. What is 35% of 145? $450 investment after 16 years that earns 2%
simple interest monthly. L49
Hint: Monthly means interest is earned 12 times per
year. Use 12 • 16 for t.

__________

b. What percent of 60 is 24?

__________

__________
21. A principal of $80 was invested at a
compound interest rate of 15% annually.
c. 55 is 110% of what number?
Find the total amount of the investment after
6 years. Round to the nearest cent. L50

__________

18. Fiona bought her house for $250,000. Now

her house is worth $400,000. What is the __________
percent increase on the value of Fiona’s
house? L47
22. Find the unit rate of strawberries per orange
in the fruit salad. L51

Oranges 2 3 4
__________
Strawberries 5 7.5 10
19. Lucia found a designer dress at a yard sale
for $18. The dress was priced at $300 brand
new from the store. What is the percent
decrease of the price of the dress? L48

__________ strawberries/orange
__________

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 LESSON 59

23. Given that CAT DOG , find the length of 27. Convert 2,592 in2 to ft2. L55
side DO. L52 Hint: Use two unit multipliers.
C 4 cm
2 cm A G
7 cm
T 21 cm
6 cm

O _________ ft2
x D

See
28. Perform the operations with Reference
Chart for
mixed measures. L56 conversions.

a. 3 ft 8 in + 8 ft 9 in
x = _________

24. How many hectometers are in 30 kilometers? _____________

L53
b. 15 lb 7 oz – 4 lb 9 oz

_____________
_________ hectometers
c. 6 hr 35 min • 2
25. How many feet are in 4 miles? L53
_____________

d. 80 ft 10 in ÷ 5
_________ feet
_____________
26. Use a unit multiplier to find the number of
inches in 815.34 cm. L54

_________ inches

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 UNIT 2 | LESSON 60

Enrichment:
Graph Theory

This is an enrichment lesson. Mastery is not expected at this level.

There is no video, practice, or review.

SUPPLIES: colored pencils

Modeling with Graph Theory

What do you think of when you hear the word “graph”? Maybe you think of a number line or
coordinate plane? Maybe you think of a bar, line, or circle graph? In graph theory, we study graphs
made out of vertices (singular: one vertex) and edges.
Each of the following is a graph. In graph theory, the vertices are points (or dots), and the edges are
lines connecting those vertices.

Example 1: Example 2: Example 3: Example 4:

vertex
vertex edge
ed
ge
edge

vertex

e
edg
vertex

Graphs can be used to model many things, like relationships and transportation networks. In these
models, the vertices usually represent some kind of object, and the edges represent relationships
between those objects.

Example 5:

Sam Becky
Becky, Emma, and Mona are in the same ballet class.
Becky is also in band with Emma and Sam. Sam and Lara
take French lessons together. On the left is a graph that
represents this situation; edges show the relationship “have
a class together.”
Lara Emma Mona

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 LESSON 60

TRY IT!

1. A bus company wants to create a map of bus stops in a particular neighborhood that shows
which stops have buses connecting them. Here is the information it has:
Stop A connects to B and D.
Stop B connects to A and C.
Stop C connects to B and F.
Stop D connects to A, E, and F.
Stop E connects to D and F.
Stop F connects to C, D, and E.

In the space above, create a graph for the bus stops in this neighborhood with a vertex for each
stop and an edge for each connection.
Note: Since the edges represent bus connections, not individual bus routes, only ONE edge is needed between a pair of
connected vertices. For example, an edge connecting vertices A and B means A is connected to B and B is connected to
A. If specific bus routes were being shown, we would need two edges between vertices.

Vertices are considered adjacent if there’s an edge between them, and the neighbors of a vertex are all
the vertices that are adjacent to it. The degree of a vertex is the number of neighbors it has.
Example 6: This graph has six vertices: A, B, C, D, E, and F.

B The edges are AB, AC, AD, BE, and CE.

Note: The order of the letters when listing the edges does not matter. AB is the same edge
as BA.
C
A The neighbors of A are B, C, and D. B
The degree of A is 3 because A has 3 neighbors. E
F
Since F has no neighbors, the degree of F is zero, and
E D we call F an isolated vertex. Note that the spot at A C
which the edges BE and AC cross is NOT a vertex.

The graph on the right shows the same relationships as the graph to the
left. Graphs can be drawn in different ways while still showing the same F
relationships. Edges can be curved or straight. D

Example 7:
B
The Königsberg Bridge problem is a famous problem in
graph theory about a city on the Pregel River in Prussia.
The city included two islands and some land on both
banks of the river. Seven bridges connected these different
parts of the city. The residents thought it would make a A C
nice walk to leave home and cross every bridge exactly
one time before returning home.

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We can make a graph that represents this information using a vertex for each region of land and an
edge for each bridge. Look at the graph below. Since the edges represent bridges, some vertices (land
regions) have TWO edges between them representing the two bridges.

B Can you find a path from a vertex that crosses all the bridges exactly one time
and returns home? Take no more than two minutes to try!

Each time you cross a bridge to enter a land region and then leave it again
A C
by way of another bridge, you use two bridges. That means there must be
an even number of edges from each vertex. In other words, the degree of
each vertex must be EVEN for this to be possible. Since all the vertices have
D an ODD degree, it is not possible to cross each bridge exactly once and then
return home.
TRY IT!

2. Suppose the graph below represents land regions and bridges between them. Determine the
degree of each vertex.
Hint: Find the number of edges connected to each vertex.

P Q a. The degree of P is ____. b. The degree of Q is ____.

c. The degree of R is ____. d. The degree of S is ____.

R S T e. The degree of T is ____. f. The degree of U is ____.

g. The degree of V is ____.

U V Try to find a path through the graph that covers all the bridges exactly
once and ends where you began. Since all the degrees are even, there
IS a path through!

When is this used in real life? Think of a mail carrier who wants to leave his truck parked somewhere,
walk around the neighborhood delivering mail, and return to his truck. To save time his ideal
situation is to walk each side of a street exactly one time and end up at his truck again.

TRY IT! B
A C
3. Consider the street network at the right,
modeled by the graph on the next page.
Here, the vertices represent intersections,
and the edges represent a sidewalk
between those intersections. Since some D E F
streets have residents that need their mail
delivered on BOTH sides of the street,
there may be two edges between one pair
of vertices.

G I
H

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 LESSON 60

B
Label the edges “1,” “2,” etc., to help the A C
mail carrier find a mail delivery route that
begins and ends at his truck (A) and lets
him deliver mail to all the houses without
having to walk any sidewalk more than E
once. D F

G I
H

Graph Theory and Maps

Another application of graph theory is maps! Think of the maps that you have seen. Neighboring
countries or states are usually colored with different colors to make the borders easy to see. A natural
question when creating a map is how many colors are needed to color a map so that neighboring
regions are always different colors. We consider regions to be neighbors if they actually share part of a
border (not just meeting at corners).
Here are some examples of maps where neighboring regions are colored differently.

Example 8: Example 9: Example 10:

Notice that these examples use many different colors to color the maps.

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Note: You may want to make a copy of this page before completing the next two activities so you can try it multiple times!

TRY IT!
4. Can you color the same map
as in Example 10, but with
FEWER colors, and still have
all neighboring countries be
different colors?
Remember, the game of map
coloring is to use as FEW
colors as possible while
still having neighbors be
different colors.

5. Try coloring the maps below with the FEWEST colors so that neighboring states are always
different colors. Write how many colors you need in each case.
a. _____ b. _____
West West Midwest Midwest
WA WA
ND ND
MT MT
MN MN
OR OR
ID ID SD WISD WI
MI MI
WY WY
IA IA
NE NE
IL OH IL OH
NV NV IN IN
UT UT
CA CA CO CO KS MO KS MO

AZ AZ Note: For this graph, only color states that are labeled. Do
NM NM
not color the upper region of Michigan that is not labeled.

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 LESSON 60

Notice that we can make a graph to represent each of these maps by placing a vertex in each state and
then connecting two vertices if their states are neighbors.

West West Midwest Midwest

WA WA
ND ND
MT MT
MN MN
OR OR
ID ID SD WISD WI
MI MI
WY WY
IA IA
NE NE
OH OH
NV NV IL IN IL IN
UT UT
CA CA CO CO KS MO KS MO

AZ
NM
AZ
NM Note: For the purposes of map coloring, the upper part of
Michigan is not included because the rules of map coloring
deal with connected regions.

The map-coloring question becomes this: What is the fewest number of colors needed to color the
vertices of a graph so that adjacent vertices are always different colors?
You might think that the answer depends on the graph itself, but it turns out that the answer is just
four! Mathematicians in the 1800s were able to prove mathematically that five colors were always
enough, no matter what the map might look like. However, they found that every map they actually
tried to color only required four colors, sometimes fewer. It took mathematicians over a hundred
more years (with the help of some very powerful computers) to finally prove that four colors were
indeed always enough.

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 Reference Chart

Signed Numbers
COMMON CONVERSION FACTORS
Addition
Same Signs Different Signs 1 in = 2.54 cm 1 mi = 5,280 ft
Add the numbers Subtract the numbers. 1 ft = 12 in 1 mi = 1,760 yd
and keep the sign. Use the sign of the
greater absolute value. 1 yd = 3 ft
Subtraction
Add the opposite. Follow the addition rules. 1 lb = 16 oz 1 g = 1,000 mg

Multiplication and Division 1 tn = 2,000 lb 1 kg = 1,000 g

Same Signs Different Signs
2 c = 1 pt 1 L = 1,000 mL
Answer is positive. Answer is negative.
2 pt = 1 qt 1 kL = 1,000 L
Metric Units
4 qt = 1 gal
Unit Relationship to
Prefix 1 min = 60 sec 1 day = 24 hr*
(Abbreviation) Base Unit
kilo- kilometer (km) 103 = 1,000 meters 1 hr = 60 min 1 year = 365 days*
hecto- hectometer (hm) 10 = 100 meters
2
*These two conversions are not
exact, but they are commonly used
deka- dekameter (dam) 10 = 10 meters
1
and acceptable for approximating
conversions with days and years.
meter (m) 100 = 1 meter
deci- decimeter (dm) 10–1 = 0.1 meters
centi- centimeter (cm) 10–2 = 0.01 meters
Divisibility Rules
milli- millimeter (mm) 10-3 = 0.001 meters A number is divisible by . . .
2 5
if the number is if it ends in either
an even number. 0 or 5.
Probability
Number of Desired Outcomes
3 6
P= if the sum of the if it is divisible by
Number of Possible Outcomes digits is divisible both 2 and 3.
by 3.
9
Interest Formulas 4 if the sum of the
if the last two digits is divisible
Simple Interest digits of the by 9.
number are
I = Prt divisible by 4. 10
Compound Interest if the number ends
in 0.
A P (1 + r )
t
=

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 Perfect Squares Area Formulas CIRCLES
and Cubes Square: A = s2 Circumference:
C = 2πr or C = πd
x x2 x3 Circle: A = πr2
1 1 1 1 Area of Semicircle:
Triangle: A = bh
2 4 8 2 A = area of full circle ÷ 2
Rectangle: A = bh
3 9 27
Perimeter of Semicircle:
4 16 64 Parallelogram: A = bh P = circumference ÷ 2 + diameter
1
5 25 125 Trapezoid:=A ( b + b2 ) h
2 1
6 36 216
7 49 343
Volume Formulas
8 64 512
9 81 729 Cube: V = s3 Pyramid: V =
1
Bh
3
10 100 1000
1
Cylinder: V = πr2h Cone: V = Bh
11 121 3
12 144 Rectangular Prism: V = lwh 4 3
Sphere: V= πr
13 169 3
1
Triangular Prism: V = bhl
14 196 2
15 225 Any Prism: V = area of base • height

Percent Increase/Decrease
To find the percent increase/decrease:
new amount – original amount = amount of increase
original amount – new amount = amount of decrease
amount of increase/decrease ÷ original amount = percent increase/decrease

To find the new amount:

percent increase + 100% multiply by original amount
100% – percent decrease multiply by original amount

To find the original amount:

100 + percent increase new amount 100 − percent decrease new amount
= =
100 original amount 100 original amount

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 UNIT
LESSONS

2 31–60

UNIT
2

SKU 588.2