MATH®

DYNAMIC

mm )~=COMPLETE GRADE9 MATH CURRICULUM [MMMM DE-STREAMED

IN THE BOOK:
v) 100% alignment with
provincial curriculum

Y Coding lessons in
the book & Online

~) 100's of practice
questions

Y Preparation for EQAO

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 DYNAMIC
MATH
ONTARIO GRADE 9 MATH

AUTHORS
Alan R. Taylor, B.Sc., Ed.D.
Bill Kokoskin, B.Sc., M.A.
Tyler Huculak, B.Ed., B.Sc.

MATHEMATICS CONSULTANT
Colin Garnham
Math Professor and Coordinator, Academic Upgrading
George Brown College

REVIEWERS

Britney Bamford
Mathematics Teacher
Grand Erie District School Board

Heather Elson
Teacher
York Region District School Board

Beverly Farahani
Head of Mathematics
Kingston Secondary School

Nancy Ellen Holmes

Mathematics/HPE Teacher
Westmount SS HWDSB

Keli Jay
Junior School Faculty
Pickering College

dynamicmath.ca
Project Manager: Yolanda Boyd, B.A.
Cover Design: James Irwin, Deena Anmad
Answer Key Editor: Manpreet Kaur

Dynamic Math Ontario Grade 9 Math

Publisher: Dynamic Classroom

Dynamic Classroom
Suite 207, 8501 162 Street
Surrey, BC V4N 1B2
1.604.592.9309
[email protected]
www.dynamic-classroom.ca

Copyright © 2022 Dynamic Classroom Inc.

All rights reserved.

Reproduction is strictly prohibited.

This resource guide is licensed to the end user for personal use only.
Photocopying for distribution is NOT permitted.

ISBN 978-1-990448-33-1
Printed and bound in Canada.
 Table of Contents
Ontario Grade 9 Math

Introduction

Chapter 1 —- Number Operations

1.1 The Real Number System
1.2 Add and Subtract Integers
1.3 Patterns When Adding and Subtracting Integers
1.4 Multiply and Divide Integers
1.5 Add and Subtract Positive and Negative Fractions
1.6 Multiply and Divide Positive and Negative Fractions
1.7 Working with Mixed Numbers

Chapter 2 — Ratio, Rate, and Percentages

2.1 Ratios
2.2 Rates
2.3 Comparison Shopping: The Better Buy
2.4 Coding Applications
2.5 Proportions
2.6 Solving Problems with Proportions
2.7 Working with Percent
2.8 Applications of Percent

Chapter 3 — Powers and Monomials

3.1 Powers and Exponents
3.2 Multiplying with Powers
3.3 Dividing Powers
3.4 Negative and Zero Exponents
3.5 Raising a Power to a Power
3.6 Raising a Product or a Quotient to a Power
3.7 Exponents with Variables
3.8 Writing Numbers in Scientific Notation
3.9 Monomials
3.10 Adding and Subtracting Monomials

Chapter 4 — Linear and Non-linear Relations

4.1 The Coordinate Grid
4.2 Plotting Points and Making Predictions
4.3 Graphing Relations
4.4 Investigating Straight Lines
4.5 Find the Equation of a Line
4.6 Patterns with Transformations of Lines
4.7 Investigating Equations and Linear Relations

Chapter 5 — Expressions and Equations

5.1 Expressions
5.2 Simplifying Expressions
5.3 Solving One-Step Equations
5.4 Solving Two-Step Equations
5.5 Solving Multi-Step Equations
5.6 Picturing Inequalities
5.7 Solving Inequalities
5.8 Problem Solving
5.9 Coding Applications: Inequalities on a Grid
Chapter 6 — Financial Decisions
Appreciation 178
Depreciation 183
Borrowing Money: Interest 189
Down Payments 194
Credit Cards and Borrowing Money 196
Adjusting a Budget 198
Coding Applications: Budgeting 204
Chapter 7 —- Data Management and Modelling
Gathering Data 214
Collecting Data and Conducting Surveys 221
Analysing Data: Mean, Median, and Mode 225
Displaying Data: 50% Box Plots 231
Scatterplots 236
Making Predictions: Lines of Best Fit 242
Lines of Best Fit and Technology 248
Coding Applications: Sampling 252

Chapter 8 —- Measurement
8.1 Measurement in Two Dimensions 260
Sides of Right Triangles 265
Measurement in Three Dimensions 270
Changing Dimensions 276
Converting Units of Measure 282
Volume of Prisms and Pyramids 286
Volume of Cylinders and Cones 289
Coding Applications: Measurement 292

Chapter 9 — Properties of Triangles and Circles

SF Properties of Triangles 304
ie Parts of a Circle 310
9.3 Angles in Circles 316

Answer Key 326

 INTRODUCTION
For the first time in many years, Grade 9 students will not need to select a
stream, either academic or applied, for their Grade 9 mathematics courses when
they enter high school in Ontario. Like most of Canada, Grade 9 mathematics is
now de-streamed.

Fortunately, there are teachers in Canada who are experienced in teaching

Grade 9 mathematics to students in de-streamed classrooms. Partnering with a
review and consultant team of classroom teachers from Ontario, these teachers
have created this exciting new resource that will help parents/guardians,
teachers, administrators, and especially students successfully implement and
complete the new Grade 9 Ontario curriculum.

This consumable working text, designed specifically to cover 100% of the new
curriculum while keeping the de-streamed classroom in mind, will help all
students stay organized in their thinking and successfully understand the
mathematics presented. To ensure success for every user, there were a number
of considerations the authors, consultants, and reviewers embedded in this
resource. The following are five of the underpinnings that helped envision and
create this resource and make it accessible to everyone.

1. Organization of the Resource

Each chapter in this book consists of mathematical concepts associated with
everyday activities. These concepts are introduced through both inductive and
deductive techniques and followed by everyday applications, with step-by-step
solutions.
e Graded exercises follow each concept at three levels—basic,
intermediate, and advanced—to meet the needs of a wide range of
students.
e Achapter review and chapter test follow each chapter.
e Answers to all exercises, chapter reviews, and chapter tests are included
at the end of the book.

2. NCTM Standards
The Principles and Standards for School Mathematics produced by the National
Council of Teachers of Mathematics form a national vision for mathematics
education in Canada and internationally. You will see all standards embedded in
this resource. In particular, you will see:
e Problem Solving: students will be solving new and exciting problems in
every chapter.
e Reasoning: students are encouraged to develop and use their reasoning
skills to take their mathematics knowledge and understanding to new
heights.
e Communicating: students will be communicating with others orally and in
writing, both mathematically and through paragraphs and short stories.
e Connecting: students will be connecting mathematics to other
mathematical concepts, to other curriculum areas, and to their own
familiar world.

Do not photocopy.
 e Representing: students will be representing mathematical concepts in
many different ways, and connecting them, including with the use of
pictures, graphs, diagrams, and so on.

3. Practice and EQAO Preparation

The Grade 9 Assessment of Mathematics tests the math skills students are
expected to have learned by the end of the Grade 9 mathematics course. To be
prepared for this assessment, this resource has hundreds of questions all
designed to promote student understanding and ensure students are well-
prepared for the provincial assessment.

4. Coding
Technology can be used to extend a student’s understanding of mathematics
and can help students solve more complex real-life problems that may initially be
beyond them. To solve these problems, students first need to learn how to use
code. Learning how computers follow instructions is an important part of coding
in mathematics. It involves writing a specific set of instructions that a computer
understands to get a specific outcome. Students will learn how to program and
code to solve specific problems within many of the chapters of this resource.

5. Social Emotional Learning

Social and emotional learning is important for everyone. Learning can be
stressful and having tools and techniques to help alleviate the stress, even
momentarily, can be very helpful.

This resource attempts to capture this intent of the social emotional learning part
of the curriculum and provides Mindfulness Moments. These Mindfulness
Moments are strategically placed throughout the resource to remind students to
slow down, think about what they are doing or have accomplished, breathe
properly and effectively, and stay in the moment. These moments will help
students:
e decrease the level of stress;
e increase the level of focus; and
e ultimately provide more student success.

Look for the Mindfulness Moment “bubbles” throughout the resource. They may be
necessary for some, but they are good for everyone. You may enjoy them as well!

6. Culturally Responsive and Relevant

Canada is a culturally diverse country. The uniqueness of Canada ensures that
there will be students from many different ethnic and cultural backgrounds in your
class. Research has shown that students achieve best results when they see
themselves in the resource. The development team has taken this to heart. You
will see examples from many different cultures and backgrounds that show how
mathematics can be used and how mathematics may even be able to unite us all.

We hope you enjoy this resource and we are confident that students will be
successful using this resource. Have a great class!

The Authors
(Alan, Bill, Tyler)

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Chapter 1

CHAPTER 1
NUMBER OPERATIONS

The number four is unique in many First Nations cultures in Canada. First
Nations people often see things in a “cycle of four.”

There are four areas on a medicine wheel. The four areas can
represent:
e the four directions of north, south, east and west.
e the four sacred elements of fire, air, water and earth.
e the four sacred colours of yellow, red, black and white.
e the four sacred medicines of tobacco, sage, cedar and sweetgrass all
of which may be used in any smudging ceremony.

Medicine Wheel
A medicine wheel consists of the four sacred colours. The colours are
yellow, red, black, and white, and they appear in that order. These
colours have significance in many First Nations cultures.
e The sun rises in the east and represents a new day being born. It is
represented by the colour yellow.
e The next stage of life is youth and is represented by south on the
medicine wheel. What colour comes after yellow?
e The sun sets in the west as the day ends and is represented by black.
e North is at the top of the medicine wheel and represents the clouds in
the sky and the winter season. What colour represents winter?

Your Turn
A medicine wheel is shown here. It has not been
coloured. Based on the information above:
e Colour the medicine wheel with the correct
colours.
e Write Spring, Summer, Fall, and Winter in
the correct part of the medicine wheel.
e Where might the four sacred medicines
appear on the medicine wheel?
e Where might the four sacred elements
appear?

What Do You Think?

Once you have completed your medicine wheel, research to find out how
accurate you are. Find out the proper protocols to approach an Elder in
your community. Ask them how accurate you are and then learn more
about the number four in a First Nation culture.

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Chapter 1

1.1 The Real Number System

A real number is any number that can be used to measure a distance or a
quantity. This includes all positive numbers, all negative numbers, zero,
and all fractions and decimal numbers.

The set of real numbers contains the following.

e Natural numbers e Whole Numbers

Think of counting numbers. Think of the natural numbers
A Pos 6 See plus the 0.
OF r oes:

e Integers e Rational Numbers

Think of whole numbers plus the Think of numbers that can be
negative values of each. written as fractions or decimal
pcuten = wOk. 2yiay ane numbers.
5=05
e Irrational numbers
Think of numbers that have no pattern when written as a decimal number.
V22, 0.1357421...

The set of real numbers consists of all the above sets. As a Venn diagram, the
real number system is shown below.

REAL NUMBERS
Rational Numbers

Whole
Numbers Irrational
Numbers
Natural
Numbers

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Chapter 1

Examples with Solutions

Identify whether each number is rational or irrational. Give a reason for your
answer.

Number ee a Reason
Irrational?

1: O25 Rational It stops (terminates).

2. 0.6010347... Irrational The decimal doesn’t terminate or repeat the

same pattern.

SOs Rational Repeats the same decimal pattern.

4. 4.018573:% Irrational The decimal doesn’t terminate or repeat the

same pattern.

Ba fo Rational It could be written as =

Exercises 1.1

Identify whether each number is rational or irrational. Give a reason for your
answer.

Number Rational of Reason

Irrational?

1. 0013

1
Pivots) z

3. 7.0900134...

4.) 06667...

5. -10.001

GuOMIZ2 300

Eh OPAVWAA Va

8. 210.0135839...

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Chapter 1

Use a check mark to indicate which set(s) each number belongs to.

Set of Numbers
Number Natural Whole Integers Rational Irrational
9. ORf

10. -45

vals ins
i

|Z 0.13243...

13 Ow,

14. 2

15! As

16. -160

ig 0)

Exciting Extras

18. Is the sum of the following numbers rational or irrational? Give a reason
for your answer.

a) 0.1 + 0.01 + 0.001

b) 0.333 + 0.666 + 0.999

Do not photocopy. 4
Chapter 1

If a set of numbers keeps on going and has no end, we Say that it is

infinite. Think about the set of whole numbers.

Try these questions.

19. Write down the biggest whole number you can think of.

20. Can you add 1 to this number?

21. Can you add 1 to the new number?

22. Work with someone else. How many times do you think you can add
1 to the number?

COCA SRE TASSELS SESSIONS SHEN

SASSER
RSER ESTES LS TS SOE SEIS SITLL TEESE |

| You can keep adding 1 to a number forever and not finish. The set of
whole numbers is infinite because you can always add 1 to a number.
The symbol "co" is used to represent infinity.
DH OSCR ER POT EILEEN SRE ELENIINN OELEEE TAS REISISERIES ESSE LIN EEE SLED SEVERE L EET EE

Now think about the set of integers. Try these questions.

23. Write down the smallest integer you can think of.

24. Can you subtract 1 from this number?

25. Can you subtract 1 from the new number?

26. Work with someone else. How many times do you think you can
subtract 1 from the number?

ce osc RC RSS IESPERIS RTA RI SST SSO LIE SERS ROSE ITI LEE DEED IEDR ELLE EEE LLLELE LESAN AIEEE EELS IAL
Did Yo u Know: ») =
| You can keep subtracting 1 from a number forever and
not finish. The set of integers is infinite because you can |
| always add 1 to any positive integer (the same as whole |
| numbers) and you can always subtract 1 from any / white infinity sign
negative integer. ona
blue background.
OSSETIA OREO RRO NCCT LE RENE OTIS IS TTT, The
infinity symbol
27. Do you think the set of rational numbers is infinite?
Give reasons for your answer.

Attps://w Www. ict

inc.ca/blo g

Do not photocopy. 5
Chapter 1

1.2 Add and Subtract Integers

We can use a number line to help add and subtract integers like (-3) + (+7). It is
like a game. Here are the rules for an expression like (-3) + (+7).
e Place a dot on the number line at the first integer.
e Look at the sign between the two integers.
o If add, move to the right.
o If subtract, move to the left.
e Look at the sign on the second integer.
co If positive, continue in the same direction.
co If negative, turn around and go the other direction.

+ (+7) =+4

A Cea
ib oa a CS

Minus says go to the left. Negative sign says turn around.

4 re re = ar rx a = =

Exercises 1.2

Use the number line to add each expression.

1. (+4) + (+2) =

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Chapter 1

3. (+4) + (-2)=

Use the number line to show how to subtract each expression.

Sa (te)? )Spe eats

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Chapter 1

1.3 Patterns When Adding and Subtracting Integers

Very big or very small integers can be difficult to show on a number line, so
we Can use a pattern to help us understand how to add integers.

|When adding integers where the signs are the same:

| e Ignore the signs and add the numbers.
e Use the sign on the numbers.
0 ME EORNREEN IESSERED WE ECE ES ORE OREN RE LOI PETE ES ORY EEE ETT I LOCALE ATORE I IE ES MI BE CE IRI ERE SENT RS SESE

% ene =+14 €—3+11=14 ae aad 3+11=14

“a sign iE The sign on

each integer Answer is positive. each integer Answer is negative.
is positive. is negative.

= SEAS ETT NETO COSI

_When adding weders where the signs are different:

e Ignore the signs and subtract the numbers.
e Use the sign on the larger number for the answer.
sreugmercnneressets 27ASRSED DAE FOREN PRICE FSBO REN. ACUTE COLOR SSCSTDLEAD ONSET IIEE SIC ESALGAE BaACRESTOIT SLOANE ESE SCBCREIOET SOR SEIOCELEERINSERENE TIENSORIN EPMO. SEES REE BELITTLE NA,

(-5) + (+8) = +34——__ 8-5=3 (+7) + (-9) =-2 9-7=2

8 is bigger than 5. 9 is bigger than x

8 is positive. Answer is positive. 9 is negative. Answer is negative

Patterns can also be used to help us explore how to subtract integers when
integers are too big for a number line.

In the previous lesson, we added these two expressions.

Do not photocopy. 8
Chapter 1

What happens when we subtract?

minus says go to the left negative sign says now turn around
<q —_ =— == = = = =>

How are the expressions alike? How are they different?

To help explore them, we write them one on top of the other.

(-3) [= |(-|7)= +4
(-3) [+ |(j+/7)= +4
The minus sign changed The negative sign changed
to a plus sign. to a positive sign.

poh cansnnensensr iS
SROBSACESC SSI OSORNO EEE LE
ANNISTON
IS LEE ISIE ETEISEEL ENE LEIS LEER ELLIS EEL LETTE LISTS SSIES |

The pattern above shows that when we subtract integers:

| e Change the subtraction sign to an addition sign.
e Change the sign on the integer after the subtraction to its opposite.
e Use the patterns for adding integers to find the answer.
a OEE ORCC CEH EDEL TRIO ORES TI OEE IEE IESE LES HO RR ERODES ETI ESSSERENE TE LTE IIIT

Examples with Solutions

Subtract.
a) (+4) — (+5)
change
to add | changeto change to add change to
opposite sign opposite sign

= (+4) + (-5) signs are not the same Ea ao aia) signs are the same
5-4=1 3+7=10
5 is bigger than 4. Both integers
5 is negative. are negative.
ed The answer is negative. =-10 Answer is negative.

CG) 3) (241)a ae Oe GIg otot2) = 4 7) + (+12)

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Chapter 1

Exercises 1.3

1, In your own words, describe a pattern to add integers when the signs on
both integers are the same.

In your own words, describe a pattern to add integers when the signs on
the integers are different.

How are the patterns in questions 1 and 2 alike? How are they different?

In your own words, describe a pattern to subtract integers when the signs
on both integers are the same.

Circle the correct answer for each addition expression.

5. (-5)
+(-7) 2 249 +12 +2
6. (+12)
+ (+43) +55 -55 +31 -31
7. (+17)
+(-19) -36 +36 =o +2
8. (-32)
+ (+7) +25 -39 +39 -25

9. (-17)
+ (-8) +25 -9 -25 +9
10. (-34) + (+61) ar +27 +95 -95
11. (+44) + (+44) +88 +44 -88 +22

Do not photocopy.
Chapter 1

Circle the correct answer for each subtraction expression.

12. (+12) — (+9) raed +3 -21 -3

13. (+8) — (-22) -14 -16 +14 +30

14. (-12) — (+44) +32 +56 -56 £32

15; (30) (423) +60 =14 -60 +14

Calculate.

163513) (a12) = 17. C17)i+ C44) =

18. (+58) — (-22) = 19. (-28) — (+60) =

20. (-21) + (-76) = Ale GtS0) 6 (F61) =

22. (+22) — (-54) = 23. (-45) + (+6) =

Evaluate each expression.

Hint: Evaluate two integers at a time and work from left to right.

24. (+5) + (+7) + (+12) = 25.3(-4) +2) (FO) 9 wayee

26. (-12) — (-7) + (+4) = 27. (+8) G12)is G21) =

28. (-14) = (+21) — (+8) = 29. (-17) =(4+22) — (411) =

30..(+22) + (-18) + (-24) = 34. (+9) (34) (C17)\=

32. (-43) + (-22) — (-12) + (-16) =

33. (-21) = (+54) + (417) + (-2) =

34. (+22) + (-9) — (-13) + (-2) =

Do not photocopy. 11
Chapter 1

Exciting Extras

Once you have discovered and used patterns for integers, these same |
patterns can be used to evaluate expressions with positive and negative |
decimal numbers. Positive and negative decimal numbers are part of the |
rational number system. i
Se ASSES STE ORD STE TRE EE TEE IES ET NMOL

(-0.5) + (+1.8) = +1.34— 18-0.5=1.3

1.8 is bigger than 0.5.
1.8 is positive. Answer is positive.

(-2.3) — (+0.6)
change to add change to opposite sign

= (-2.3) + (-0.6) signs are now the same

2.3+0.6=2.9
= -2.9 Both numbers are negative so the answer must be negative.

Evaluate each expression.

35. (+2.5) — (-1.2) = 36. (-1.7) + (-7.4) =

37. (+3.8) — (-2.2) = 38. (-1.8) — (+6.3) =

39. (-2.1) + (-4.6) = AO. (+1.5) + (+6.1) =

41, (+2.2) — (-4.5) = 42. (-5.5) + (+1.6) =

43. (+5.1) + (+1.7) + (+4.2) = 44. (-0.4) + (-0.2)+(+0.6)=

45. (-1.2) —(-7.3) + (+2.4)=_ 46. (+5.8) + (-1.2)-(-2.1)=_

AT. (-1.4) — (42.1) — (+4.8) = 48, (-1.7) — (+5.2) — (+1.6) =

49. (+2.9) + (-1.8)+(-4.3)=_ 50. (+9.1) — (-3.4) — (-1.7) =

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Chapter 1

1.4 Multiply and Divide Integers

In previous grades, we explored times tables and seen patterns like these.

7x {4{=/28 11 x|4]=
7x {3/=] 21 11 x] 3]=
7x {2[ =) 14 11 x} 2)=
7xI1/=\ 7 11 x} 1]=
7 x{O{=\0 11 x]O}=

e The pattern in the rectangle shows that the number is decreasing by 1

each time.
e The pattern in the oval shows that the product decreases each time by
the same amount.

What if the numbers in the rectangle continue to decrease? By continuing the

pattern, we might need to evaluate expressions like 4 x (-1) or 7 x (-1). How can
we do this?
Using the patterns above, we can discover the answer when a whole number is
multiplied by an integer. Look at the pattern below. What pattern do you
see?

4x 0= O 7x 0 = 0 VihesOS
4x -1=°-4 1x -1 = <7 Tx! =7 = -14
4x -2= -8 7x -2= -14 11x -2 = -22
4x -3= -12 7x -3= -21 11x -3= -33

_petcotnaconssaransnestonenenooe enesenaninamesne fs RS SESS TET DC EES SASS SSSI ESTEEES ELLE IESE
IEELLE BEETS TEER ESSIELEI SESS ELIT SELIG |

|Multiply a Positive Number Times a Negative Number

|The pattern above shows that to multiply a positive number and a negative number, |
e multiply the digits together.
e apositive number times a negative number gives an answer that is negative.
sweseors OCEAN IER RO REEL SSR DSTO SER NOS ORE LES OSELRT NE CEA REI LES A SESE EEL RSE IESEEEO TERRE A ERE LLL DLL NLE EI,

The pattern in the box shows these expressions to be true.

-4 x|4]= -7x|4|= -11

x}4]=
-4 x|3]= -7 x|3 |= -11
x}3}=
-4 x|2|= -7 x|2|= -11
x}2I=
-4x|1}= -7x/1 |= -14
x}4|=
-4 x] O}= -7 x|0|= -11
x}O}=

e The pattern in the rectangles shows that the number is decreasing by 1

each time.
e The pattern in the ovals shows that the product increases each time by
the same amount.

13
Do not photocopy.
Chapter 1

Once again, what if the numbers in the rectangle continue to decrease? By

continuing the pattern, we might need to evaluate expressions like (-4) x (-1) or
(-7) x (-1). How can we do this?
Using the patterns, we can discover the answer when a whole number is
multiplied by an integer. Look at the pattern below. What pattern do you see?

4x 0= 0 7x 0= 0 11x 0= 0
4x-1=44 7x -1=47 11x -1=411
-4 x -2=48 7x -2=4+14 “11 x-2 5422
4x -3=412 7x -3=+21 -11 x -3 = +33
Fa
seemency Gert RF COS RAE AEE AION RTI IL TIO TIE IAC ARTE OSTEO TN ORE OE RE aN NCL EC ESA 2 COE

Multiply a Negative Number Times a Negative Number

' The pattern above shows that to multiply a negative number and a negative number,
|
e multiply the digits together.
e anegative number times a negative number gives an answer that is positive. |

When multiplying integers:

If the signs are the same, the answer is positive.

If the signs are different, the answer is negative.

Multiplying and dividing numbers are connected. One is just the opposite of the
other. The patterns for multiplying integers can be extended to include dividing
integers, as shown in the boxes below.

Divide a Positive Number by a Negative Number

_To divide a positive number by a negative number,
e divide the digits.
e apositive number divided by a negative number gives a negative answer.

Divide a Negative Number by a Negative Number

To divide a negative number by a negative number,
e divide the digits. |
e anegative number divided by a negative number gives a positive answer. |

When dividing integers:

If the signs are the same, the answer is positive.

If the signs are different, the answer is negative.

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Chapter 1

Exercises 1.4

1. Explain how multiplying integers is like dividing integers. How is it different?

2. Amanpreet said, “When | multiply two negative numbers, | always get a positive
answer.” Is Amanpreet correct? Explain.

Circle the correct answer for each multiplication expression.

35 cb) er) -35 12 +12 +35
4. (+2)
x (+3) +5 -5 +6 -6

5. (+7)
x (-9) -36 +36 -63 +63
6. (-3)
x (+7) +10 som +21 -10
TACT ES +15 -56 -15 +56
8. (-4)
x (+6) -24 +24 -10 +10

9. x (+4)
(+4) +8 +4 -8 +16

Circle the correct answer for each division expression.

10. (+27) = (+9) +26 +3 -18 Fe
11. (+8) = (-2) -4 6 +4 +16
12. (-12) + (+4) +3 +8 -16 a
13. (-35) + (-5) a -A0 -30 eT
14. (-55) = (-11) 11 5 +5 -66
15. (+25) + (+5) +5 +30 +125 +20
16. (-63) + (+9) 9 -54 ‘72 7

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Chapter 1

Multiply.
17. (+15) x (-2) = 18. (-7) x (-44) =
19. (+5) x (-12) = 20. (-12) x (+6) =
21. (-21) x (-3) = 22. (+3) x (+11) =
23. (+2) x (-54) = 24, (-15) x (+6) =
Divide.
25. (+16) = (-2) = 26. (-32) + (-4) =

27. (+58) = (-2) = 28. (-28) + (+7) =

29. (-21) = (-7) = 30. (+35) + (+7) =

31. (+54) = (-6) = 82. (-45) + (+9) =

Evaluate each expression.

Hint: Evaluate two integers at a time in the order they appear and work from
left to right.
33. (+6) x (+7) x (+2) =
34. (-4) x (-2) x (+6) =
35. (-42) + (-7) + (+2) = 36. (+96) + (-12) + (-2) =

37. (-84) + (+21) x (+8) = 38. (-7) x (+12) + (+4) =

39. (+22) x (-1) + (-11) = 40. (+9) x (-4) + (-12) = €

Mindfulness Moment
Don’t rush! To help you slow —~
down, close your eyes. Now
take a deep breath. Hold it
for 3 seconds and then let it
out slowly.

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Chapter 1

1.5 Add and Subtract Positive and Negative Fractions

Remember, to add and subtract fractions, a common denominator is needed.
You then keep the denominator the same and add or subtract the numerators.

Leiablatlaa ede Dexes 3 2 3x3 2x4

ME bobbieGspales as BO3 BARS 2x4
ESS 80 mors
pS eet5 HORE SE:
23 ord
~ 45 rat?

What if :+ = was -= =? Can we still subtract the fractions?

By connecting your work with integers with your work with fractions, you can
work with positive and negative fractions.

Ie ee ARS) First, find the common denominator. In

SOs Ms es mgs this case,
it is 15.
el, Subtract the numerators.
7 15° i 3 — 10 is the same as (+3) — (+10)

Bee 10 (+3)
—(+10) = (+3)
+ (-10)
LS 15 = -7

The math gives us a negative numerator, but what does it mean to have a
negative fraction?

A negative fraction, like a negative decimal number, is a number on a number

line. This one is between 0 and -1 on the left side of the number line. It is about
halfway between 0 and -1.

We can convert a fraction to a decimal by dividing to help us place it on the

number line.
“= -7+15 = -0.46

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Chapter 1

Examples with Solutions

Calculate each of the following. Remember to connect your skills with integers
with your skills with fractions.

al a B5<8) _ oll sed! First, find the common denominator. In

AP eS 4x3 3x4 this case, it is 12.

Remember: (-1) x 4 = -4

Add the numerators.

9 + (-4) is the same as (+9) + (-4)
(+9) + (-4) The signs are different.
= +5 Subtract the digits and
use + as 9 is bigger than 4.

2, -1 Ants -1x4 -2 First, find the common denominator. In

Ti Dae ye this case, it is 12.

LD Remember: (-1) x 4 = -4.

nO
Subtract the numerators.
Gee) -4 — -2 is the same as (-4) — (-2)
iv 12
-2
-4) — (-2)
(-4) + (+2) The signs are different.
12 ae-2
tl Subtract the digits and
use - as 4 is bigger than 2.

Exercises 1.5

1. Four dots are shown on the number line. Label each dot with the letter of the
most accurate fraction. If you need to, you can convert the fraction to a decimal
by dividing.

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Chapter 1

2. Place a dot where each fraction could go on this number line. If you need to,
you can convert the fraction to a decimal by dividing.

Aion B52 er p.-32 E4—

25 2 3 “4 eins S oP

gO RS I a ee © a Sey ae: a: es 2 A

Subtract each of the following. Did you need to find a common denominator
first? Why?

3 ak 1 ee Be 5
Oris cars Siren

Calculate.

3 i 1 -2 1 5

z 5 i -2 a 5
12 ae US henapers 14 eae

-3 -1 -1 -2 -2 -1

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Chapter 1

Exciting Extras

Have you ever shared a chocolate cake with

friends? The cake can be divided into 4 equal
sections, as shown. If you and each friend get
one section, you have 3 friends (4 people in
total).

Each section represents :of the cake.

7 ci 5B i a
A fraction like 7's sometimes called a unit
fraction. A unit fraction has a numerator of one.
From the cake, we can see that
1 a 1 1 4
—-+-+-+4+ -=-
4 4 4 4 4

:is the whole cake or 1 cake.

The unit fraction and a diagram can help you solve problems like this one.

Suppose you baked 3 cakes.

Each person received = of a Friend 1 Friend 3 Friend 5
2
cake. How many friends do you rena Friend 4 You
have?

e Draw 3 cakes.
There are 6 parts when you show >
e Show ;of each cake.
1 cakes.
e Count the number of =
cakes. You have 5 friends.

Write each fraction as the sum of unit fractions. The first one is done for you.

1
4
19,45 20 1 a oe11

21. Seven pumpkin pies were baked for a party. Each person received -of a
pie. How many people were at the party?

22. Eleven cakes were ordered for an event. Each person received = of a cake
for dessert. How many people were at the event?

23. A batch of 100 brownies was made for an order. Each brownie needs = ofa
tablespoon of sugar. How many tablespoons of sugar were needed?

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Chapter 1

1.6 Multiply and Divide Positive and Negative Fractions

When working with adding and subtracting positive and negative fractions, we
connected our knowledge of fractions to our knowledge of integers.

We can do the same to multiply and divide fractions with negative numbers.

Multiply
24 2x4 pare eex (cs) Remember: 2 x (-4) = -8
-—-x=—= -x—

3) 1D) iSeXo 5) 6 3x5

Lime 8
mas as

Before looking at how we can divide, think about the above.

e How are the processes alike?
e How are the processed different?

Divide
eae Be 3 Convert the expression
S iecen 2 into multiplying by:
‘ e changing the x to +
Six 3 mars e writing the reciprocal of
seas x No Spe v4 the fraction to the right
of +
9 £. -9
azy 0 FeO Remember: -3 x 3 = (-3) x (+3)
= -9

Example with Solution

Calculate.
Keep the negative sign in the same place
when you write the reciprocal.

Remember:
-4x 3 =(-4) x (+3) 7 x -25 (+7) x (-2)
=-12 =-14

The fraction bar means divide. Whenever

we have a negative sign in the numerator
and denominator, we are dividing and the
answer is positive.

Simplify the fraction if possible.

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Chapter 1

Exercises 1.6

Multiply each of the following.

lee
1. =X=
5 a

3-4
4. =x=—
poner

4-3
7. =x=
9° 5

Divide each of the following.

4
id. 5

-2 5
14.

-3 -1
A er Aico

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Chapter 1

Exciting Extras
. 1 Zi F F
The fractions s and +35 are shown on the number line is shown below.

Try these questions.

19. Find a fraction between 3 and +35, Put it on the number line.

20. Find another fraction between 3 and the number you put on the number line.
How did you do this?
21. Repeat Question 20 using the fraction you just put on the number line.
22. Work with someone else. How often do you think you could keep repeating
Question 21? Can you always find another fraction?
eR ORS IBESSCASSEROLES ssa soncaneee sCnaNSTONO NESS LN RE RES SSRIS CRISIS DANSEMOR SOTO LES SSS TSOIIE |

| You can repeat question 21 forever and not finish. This set of rational numbers
| (fractions) is dense because another fraction can always be found. There are an
| infinite number of fractions that can be found.
;
RRR RISENREED SESSLER supose ieceestereemiintonsaecaeTen 2 ane SERA SOF CONDE RENE CORPO OES SE SSE CORON 0 ORO NADINE ORV DADE SADIE

On another number line, the numbers -6 and 6 are shown.

te |) 7 fae Ween ont sy ope ars

Try these questions.

23. Find an integer between -6 and +6. Put it on the number line.
24. Find another integer between -6 and the number you put on the number line.
How did you do this?
25. Repeat Question 24 using the integer you just put on the number line.
26. Work with someone else. How often do you think you could keep repeating
Question 25? Can you always find another integer?

Marcel claimed, “The set of integers is not dense because | cannot find an infinite
number of integers between any two integers.”
27. |s this statement correct?

28. Give reasons for your answer.

29. Based on this, will the set of natural number be considered dense? Why?

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Chapter 1

1.7 Working with Mixed Numbers

We have explored adding, subtracting, multiplying and dividing with positive
and negative fractions. These same skills can be used to help you calculate
with mixed numbers. The added skill you will need will be to convert a mixed
number into an improper fraction and an improper fraction into a mixed
number as shown below.

Convert 32 to an improper fraction.

Line 3x54+1 Convert as if the negative sign is not

there.

Write the fraction.

Put the negative sign back in.

-42 /
Convert oe to a mixed number.

42
a means -42 +5 ib Write as 5)42 without 5)42 Write in this form.
the negative sign.
Now look at the division
8
steps. oe
Estimate how many = §)42 ~~How many 5s in 42?
e the whole number is 5s are in 42 and put it
on top on the top.
e the new numerator
is the remainder
Take 8 of the 5s away.
e the denominator Bh Multiply the top by 5
stays the same and subtract from 42. There are 2 left over.
When there is a remainder, the
-42 2 ve Put the negative sign —_remainder is written above the
Slag Back in. number we were dividing by, in
, 2
this case -

These two skills, combined with the skills for negative numbers in fractions,
will help you to calculate with mixed numbers.

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Chapter 1

Examples with Solutions

Calculate each of the following.

eee ag) 1x3+1 Convert to improper fractions first

-3-+1-
4 ae) 4 3 without the negative sign.
1 EG Al 13
L134
Tie Be Then put negative sign back in.

_-13x3 4x4 Now, find a common denominator.

TTA P34 4x3=12.

_ 39 , 16 Remember:
elo -39 + 16 = (-39) + (+16)
=-23

Write any improper fractions as

mixed numbers.

: gi_2x241 3503 +1 Convert to improper fractions first

2 aon UD 3 without the negative sign.
1 2x24 108%
Se eoM
Now find a common denominator.
2x3=6

Remember: 15 — 20 = (+15) — (+20)

=-5

3. 1 2 2 5-b oxo ez, Convert to improper fractions first

Zena + without the negative sign.
3 5 3
oh eee uaetl
rivas oa ws
Then put negative sign back in.

To divide, multiply by reciprocal.

wltxs Remember: 2 x -11 = (+2) x (-11)

~ 5/11) = -22

Cie wee Simplify the fraction and put

SSeS negative sign in numerator.

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Chapter 1

Exercises 1.7

Add.

1. 22S) 44-at 72, ge

1 2
nas Gas3 9

ete5 3
5s “6
3 1
tisa 6. 32+2-
1 il:

7. -35+2
2 3
Seal ate
6
=7 Bc ie6 4

Subtract.

10S
3 5
Rea
4 5
(Pee 4 See3

{2a
5
ae7 ae 4
ae 5 15 Fo
3
36

16.-22-4-
2 1
ts oo aes
1 2
ae
g{sy 5

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Chapter 1

Multiply.

3 ri 1 2 al Zz

iz 1 3 1 1 if

Pst eee
3 5
Deve5 xvi OT tae
6 4

Divide.

26. fae
3 5
Hae), cea
4
he
3
B0r sa
Wi
=
3

eee SPECS 1.452

eat ks Zu 3<yt
33.154
31 ol ae 2s

34. ao oA
ea 35. aaupapaey
: 45 36. bp re
oees
ae

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Chapter 1

Exciting Extras

Do you know how to build a something out of wood? Carpenters often use
fractions to measure lengths. Many carpenters use feet and inches to measure
lengths, and often they need to use fractions. These fractions can make the
difference between two pieces of wood meeting up properly or having a gap
between them.

For example, suppose Trinh was building a table. The finished length of the top
of the table will be 36 inches. If she wants to put a border around the top that is
2° inches wide, how long does she need to cut the board for the top of the
table?

To find the new value, Trinh set up an expression and used her skills from this
lesson to calculate.

il 1
OS Dy 25 Convert to improper fractions first.
> ee ee 5
i804 BAG emt saa ee Med oD
1 2 2
Now, find a common denominator. In
SO: ao this case, 2 is a common
SRO GN ik? denominator.

ASS
Feel LOE Write any improper fractions as
mixed numbers. In this case, there
a re aie are no improper fractions.
2

aie
=> os
37. Oskar cut a piece of wood into two pieces. One was 272 inches long and
the other was 23- inches. How long was the original piece of wood?

38. Samir needed to cut a piece of wood that was 16 = inches long. If the
original piece of wood was 48 inches, what is the length of the piece that is
leftover?

39. Francesca started with a board that was 30- inches long. She added 3
different types of wood as a border around it, with the following widths.
What was the length of the final board with the borders?

Border 1: 1- inches on each end Border 2: 2= inches on each end

Border 3: 3° inches on each end

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Chapter 1

Chapter Review

Operations with Integers

Add or subtract.

1 i) bal (maa ee

3, (-12) + (+14) = 4. (-8)-(-21)=__

5. (+22) + (-9) =

Evaluate each expression.

CESS Ci) a 2 FN 2) es 8. (+17) — (-22) —(-1) =

9. (+2) —(-18) — (-4) = 10. (#4) — 4) 4 (-17) =

41. (-43) — (-12) + (-16) = 12. (+4) + (+17) - (-2)=

Multiply or divide.

13. (+5) x (-2) = (ey 4)

15. (+15) = (-3) = 46. (-12) + (+6) =

18. (+4) x (#6) =k

20. (-18) + (+6) =

22. (-52) + (-4) =

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Chapter 1

Operations with Fractions

Calculate.

23) 1 3 2-2 sti S

jf 4 Reais hmG

26. 1 4 322 1
6 ae 49

29. 3 mz eet 31. aera!

4 9 6 5 eae)

Multiply or divide.

Sy. 2 . 1 12 34. 1-5

ys 3) B Chey)

615), 3
= x
sd
—
3-2 oe cera |
_—-x—

Anas 5 3 5 (4

Calculate.

38. 3 il 39. 40.

1--2- oti peclonte
5 3 Tide ease

41. = 1 42. 33 fe 43.

5 aS fad gh. 5}
Wicd tes Ie

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Chapter 1

Chapter Test
Use a check mark to indicate which set(s) each number belongs to.

Set of Numbers
Number Natural Whole Integers Rational Irrational

1 v755
2 0.47
or Lo:3

4. 0.579485...

By -32

6. 0

Calculate.

fey lt4) > G9)

9. (-32) + (+7) =

41. (+17) + (-29) =

Evaluate each expression.

13. (+15) x (-3) =

15, (+25) + (-5) =

17. (-12) x (-8) = 18. (+7) x (+5) =

19. (-48) + (-4) = 20. (-72) = (+6) =

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Chapter 1

Evaluate each expression.

21. (+5) + (-3) + (-12) = 22. (+7) — (-2) — (+4) =

23, (+23) —(-5) + (417) = 24. (-64) + (+6) — (-23) =

25. (-12) + (+3) + (-4) =

27. (-48) = (+8) x (+3) =

Calculate.

29. pee | ig he Ue 2
5 3 Da3

32. 1 z.3 34. 1 Do

2-+-2-
en 4 3

35 3 1 ote 3 1
35 Xx Ie 2--1-
4 4

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Chapter 2

CHAPTER 2
RATIO, RATE, AND PERCENTAGES

In 1953 and 1955, acting for the Department of Resources and Development,
the RCMP, moved approximately 92 Inuit from Inukjuak in Northern Quebec,
and Mittimatalik in what is now Nunavut to settle two locations on the High
Arctic islands. The Inuit were assured plentiful wildlife, and that families would
not be divided, but they soon discovered that they had been misled. It would be
years before some of these families could be reunited and the Inuit could return
home.

Despite the suffering and hardships caused by colonization, the relocated Inuit
people and their descendants were successful in building vibrant communities.
Living largely in the north, the Inuit population in Canada is over 65 000 people
strong and has provided some of the most interesting and unique cultural icons
that are recognized around the world.

Inuksuk
One icon that you may have seen is the inuksuk. An inuksuk is
show at the right. You may see them everywhere from British
Columbia to Peggy’s Cove in Nova Scotia.

Traditionally, they were used by the Inuit people as directional

markers. An Inuksuk in the shape of a person, like this one,
signifies safety, hope, and friendship.

Your Turn
Look at the picture of the inuksuk shown above. Try and answer
these questions. You may need to come back to this page after
finishing the chapter.
e How many stones are there?

e What percentage of the stones is horizontal? Vertical?

e Write a ratio to compare the number of horizontal

stones to the number of vertical stones.

What Do You Think?

Look up another inuksuk.
e What does it represent?

e Write a paragraph that tells a short story about the

Inuksuk just researched.

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Chapter 2

2.1 Ratios

In a class, there are 12 students who like math best and 9 students who like
science best. We can compare the number of students who like math to the
number of students who like science and say, “The ratio of students who like math
to students who like science best is 12 to 9”.

The word “to” is used to compare two numbers and 12 fo 9 is called a ratio. A ratio
is a comparison of numbers that have the same units.

The ratio 72 to 9 can be written in three ways.

In words as shown. Using a colon. As a fraction.

12 to9 1Z 29 12
2

Often, ratios are written either in fraction form or in colon form. These forms make
it easier to work with and to communicate. This is especially true as ratios, like
fractions, are written in simplest form.

To write the ratio above in simplest form, use your skills with fractions by finding
the lowest common denominator.

12 ) 123 Once simplified, the ratio can be written in the 3

ois different forms.

AOS Of as or =

The order in which the ratio is written is important.

e The ratio above can be interpreted to mean that “for every 4 students who
like math best in the class, there are 3 who like science best.”

e Ifthe ratio had been written as 3 : 4, this would mean that for every 3
students who like math best in the class there are 4 students who like
science best. For the class above, this is not true.

Onn ee Seer rise ores

eee cee re

_ When communicating a ratio:

e write the ratio in the order written
e simplify the ratio
e use only numbers in the final ratio (no units are written)
romero

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Chapter 2

Examples with Solutions

Samir was painting his room. He spent $45 on wall paint, $25 on ceiling paint, and
$9 for brushes. Write a ratio to compare each of the following.

a) cost of wall paint to cost of ceiling paint Write the ratio in each of
the 3 forms.
Always try to write in fraction form to help
simplify the ratio and without units. Words: 9 to 5
Spe i ec Colon: 9: 5
2572545 Fraction: =
9
15
b) cost of ceiling paint to cost of wall paint Notice how the ratio is the
ASW Miers) opposite of the one in a).
45 45+5
5 Words: 5 to 9
ao, Colon: 5 : 9
Fraction: 7

c) cost of wall paint to cost of brushes Words: 5 fo 1

Le) ee ae Colon: 5: 1
Die Fraction:
vee
ia
In part c), the denominator of 1 stayed when writing the fraction form.

The 1 is needed when interpreting the ratio of “cost of wall paint fo cost of brushes
as 5 to 1.” There are two costs being compared and two numbers are needed
when writing the ratio. Without the denominator of 1, the ratio has no meaning. @”

Mindfulness Moment
When you are feeling anxious or
stressed, stop. Breath in for 3
seconds, hold it for 3 seconds,
then breath out for 3 seconds.
Repeat 3 to 5 times. It will help
to calm you.

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Chapter 2

2.1 Exercises

Write each comparison as a ratio in simplest form.

Description Fraction

ili 10 dogs to 20 cats

Zz 75 dollars to 35 dollars

3: 22 sour keys fo 55 jujubes

4. 25 apples to 25 blue
oranges

fi) a Z|
Last month, a family spent $1200 on rent and $250 on food. Write a ratio, in three
different forms, to compare each.

5. the amount spent on rent tothe amount 6. the amount spent on food to the amount
spent on food spent on rent

7. Describe how your work in #5 may have helped simplify your work in #6.

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Chapter 2

There are 8 cooks, 14 servers, and 2 managers working in a busy restaurant. Write
a ratio in 3 different forms to compare each.

8. the number of servers to the number of = 9. the number of managers to the number
managers of cooks

10. the number of managers fo the total 11. the number of cooks and servers to the
number of people working number of managers

In January 2022, the minimum wage in Ontario was $15 per hour. The minimum
wage in Prince Edward Island was $13 per hour.

12. What is the difference between the minimum wages?

13. Write a ratio to compare the minimum wage in Ontario to the minimum wage in
Prince Edward Island.

14. Write a ratio to compare the difference in minimum wages fo the minimum
wage in Ontario.

15. Did you need to simplify your ratios in #13 or #14? Why?

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Chapter 2

Exciting Extras

When working with integers, we saw that

e again of $3 can be written as +3
e again of -$6 can be thought of as a loss of $6 and can be written as -6

How might we compare a gain of $3 toa pane

. -6 -6+3
gain of -$6?
iL
22
You can combine your work with ratios with
your work with integers to write the ratio. The ratio can be written as

(hig 122)

The negative sign stays with the denominator to represent a /oss of $6. Don't let
the negative sign move around the ratio as this will change its meaning.

Write each comparison as a ratio in simplest form.

Words Colon Fraction

a gain of $10 to a gain of

$30

a loss of 45 dollars toa

gain of 35 dollars

a gain of $45 to a loss of

$15

come
19. A loss of $37 to a loss of
$37

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Chapter 2

2.2 Rates

In the previous lesson, we compared quantities that had the same units. We can
also compare quantities that have different units. Some rates will likely be familiar.

e We might run 30 km in 5 hours

e We might spend $90 for 15 kg of vegetables

You can use your skills with ratio to write these comparisons.

Write 30 km in 5 hours as a ratio in Write $90 for 15 kg as a ratio in

simplest form. simplest form.

30km = 30km+5 $90 $90 +15

Shours Shours+5 15ke 15ke+15

pda $6
1 hour re 1kg

The skills we discovered with ratios are used to simplify the above comparisons.
The comparisons are not in the same units, so the units stay with the calculations.

Each example above, when simplified, can be read and interpreted.

e driving 300 km in 5 hours means driving 60 km in 1 hour

e spending $90 for 15 kg of vegetables means spending $6 for 1 kg of

vegetables

When we find how far we can drive in one hour, or how much something costs for
one kilogram, we are finding a unit rate. A unit rate is a simplified ratio with 7 as
the denominator.

preccrwansee COLE HL EISELE ENS ESET TSISMIS EDT TET A SN I RSECESERENS SESS ETEESERIES SESE SELBTISDALE EADIE SEE LED BALLER SEITE |

|When communicating with unit rates, we use the word “per”.

| e 60 kmin 1 hour can be read as “60 km per hour” and written as 60 km/h
| e $6 for 1 kg of vegetables can be read as “$6 per kilogram of vegetables” and
| is written as $6/kg.
er LEONARD AN SOS OEE ESSE ROSOCT SSSLOEEOSOON POTESEE TIED NTIS ESSE SEBNCEE ISO IER SEES ERO EDEL EEO SELENE ELLE ESSEB NEEL

Do not photocopy. 39
Chapter 2

Examples with Solutions

Any comparison can be written as a unit rate. We need to simplify the ratio so that the
denominator is 1.

Write each of the following as a unit rate.

a) Brad earned $173.25 in 9 h of work. How much did he earn per hour?

$173.25 $173.25 +9 To write a comparison as a unit rate:

Qhours 9 hours +9 e write the ratio in fraction form
$19.25 e divide numerator and
- apbetie denominator by the number
Brad earned $19.25 per hour or in the denominator
$19.25/h.

b) Sarita walked 8.75 km in 2.5 h. Write a unit rate to show how far she walked
each hour?

8.75 km si 8.75 km = 2.5

2.5hours 2.5 hours + 2.5
35km Sarita walked 3.5 km in 1h or 3.5
~ 1 hour km/h

Exercises 2.2

Write each expression as a unit rate.

1. 15 toys were made in 3h

2. 250 km were driven in 5h

3. $120 was earned in 5h

4. Darlene typed a 5-page essay in 2 h. Write a unit rate to show how many pages
she typed in one hour.

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Chapter 2

5. Sasha spent 21 h doing homework last month. She has 4 courses and spends the
same amount of time on each course. Write a unit rate to show how much time
she spent doing homework in each course.

As a science experiment, Jasmine recorded the number of times her eyes blinked.
She found she blinked 84 times in 7 minutes. Write a unit rate to

6. show blinks per minute. 7. blinks per second.

Frank works in Saskatchewan and earns minimum wage. Last week, he worked for
32 h and earned $377.92.

8. Write a unit rate to show how much Frank earns each hour.

9. What is minimum wage in Saskatchewan?

10. Giovanni drove 270 km to go fishing. It took him 3.75 h. How far did he drive each
hour?

11. Anna-Maria grew vegetables to sell at her stand. Yesterday, she sold 73
kilograms of broccoli for $330.69. What is her selling price per kilogram for
broccoli?

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Chapter 2

2.3 Comparison Shopping: The Better Buy

Two websites are offering sales on the same product as shown below. Which store
has the better buy?

Website A Website B
5 music downloads for $7.50 8 music downloads $11.50

The work with unit rates can help us make the decision as to which is the better buy.
To do so, find the cost of 1 music download at each website.

Website A Website B
$750 _ — $7.50+5 1150 S110 8
5 downloads 5 downloads +5 8 downloads 8 downloads + 8
is ee
~ 1 download ~ 1 download
Website A sells music downloads for Website B sells music downloads for
$1.50/download. $1.44/download.

By finding the unit rate, we can see that Website B has the better buy because the
price for 1 music download is less expensive in Website B.

2.3 Exercises

Find the unit rate for each store. Then decide which offers the better buy.

Store A Store B

1. 5 bottles of juice for $10 9 bottles of juice for $21

2. 6cans of soup for $3.60 4 cans of soup for $2.75

3. 20 batteries for $14 15 batteries for $9.50

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Chapter 2

Decide which is the better buy between these two stores.

Store A Store B

4. 20.5 g of deli cheese for $12.49 13.5 g of deli cheese for $8.64

D: 12.5 kg of vegetables for $22.50 5.5 kg of vegetables for $8.80

6. 4.5 kg of soap for $7.88 7.5 kg of soap for $11.82

7. 2.4 kg bag of rice for $8.88 4 kg bag of rice for $14.27

8. Phillipe drove a car and used 75 L of gas to drive 675 km. Jean drove a car
and used 90 L of gas to drive 765 km. Which driver had the better gas
mileage?

9. A music group performed in Timmins. They sold 575 tickets and the total cost
of tickets was $4887.50. The same group performed in Niagara Falls. There
they sold 950 tickets and the total cost of tickets was $7837.50. You have a
choice of seeing them in Niagara Falls or Timmins. Where would you go to
watch? Give reasons for your choice.

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Chapter 2

2.4 Coding Applications

Coding is writing out instructions that a computer can understand to produce a

desired result. The set of instructions is called a program. The result the computer
produces is called the output.

When writing computer code, consider the following.

e Instructions need to be exact. A computer will only do exactly what it is
told to do and in the exact order the code is written.
e Provide instructions for all the possible situations.
e Write the least amount of code to produce the output. By doing this, we
create an efficient program.

We can use loops and conditional statements to make the code more efficient. A
loop tells the computer to repeat part of the code a certain number of times.
Conditional statements tell the computer which part of the code to execute based
on whether certain conditions are true or false.

Sometimes we need to use variables. We can set a variable to a certain value

when we are trying to calculate something. Input is the information that we are
giving to the computer.

Get Into the Coding Mindset

Suppose you are working on a project with a partner. You need a recycling bin that
your teacher keeps on the other side of the classroom. You ask your partner to get
the bin while you work at your desk.

Your instructions to your partner might look something like this.

“Please get the recycling bin from the other side of the classroom.”

Your partner would be able to follow these instructions because they would make
the assumptions and decisions needed to complete the task (bringing the recycling
bin back to your desk).

A computer would need more detailed information.

e The computer would need the direction that it would need to move.
e The computer would need the distance it would need to move.
e The computer would need to know what to do if it hit an obstacle like a
desk.
e What else do you think a computer might need to be “told”?

Computers can help solve math problems like those in this chapter.

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Chapter 2

We can compare two different numbers. Which number is bigger: 17 or 23? We

know that 23 > 17, but a computer needs specific instructions to compare the
numbers.

Here is what the code might look like.

Code Explanation

set number 1 = 17 Set the first variable number 1 = 17

set number 2 = 23 Set the second variable number 2 = 23

if number 1 > number 2 say, “Number 1 Compare the numbers

is bigger than number 2.” Our output statement if number 7 is bigger

else say, “Number 2 is bigger than Our output statement if number 2 is bigger
number 1.”

Examples with Solutions

Write a program to solve each of the following problems.

1. Determine which number is bigger from any two different numbers given.

We don’t know what the two numbers are, so we need to first ask for the numbers,
and then we can set our variables (number 1 and number 2) equal to those answers
(the inputs).
ask “what’s the first number?”
set number 1 = answer

ask “what’s the second number?”

set number 2 = answer
if number 1 > number 2 say “number 1 is
bigger than number 2”
else say “number 2 is bigger than number
Gfi
Did You Know?
When working
on your
Code, you shou
ld check
yo ur code ofte
n for bugs
(errors), To
do this, run
your code to
make sure
'T gives you
the expected
output. If i+ does
n't, look
back over your
code s
find the erro
r,

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Chapter 2

2. Calculate the average number of points scored at volleyball games for the season.

First ask how many games were —» ask “how many volleyball games were
played this season. We use this played this season?”
value to determine how many times set total games = answer
our loop will repeat.

We need to set the total score to —-» set total score = 0

zero so that we have a starting
value.

Inside our loop, we add each new —- repeat for total games
score to the current total. ask “what was the score?”
set total score = total score +
answer
move to the next game

After the loop has repeated foreach ——» set average = total score / total
game, we calculate the average games
score and output the result. say “the average score was average”

3. Determine the unit cost if you purchase 12 chocolate bars for $18.60.

We first create a variable named —— set total cost = 18.6

total cost that we set to the total for
all 12 chocolate bars.

We then create another variable — set total units = 12

named total units which we set to
the number of units we’re getting.

Another variable called unit costis —— set unit cost = total cost/ total units
created and set to the value of total
cost divided by fotal units.

We output the result. —> say “the unit cost is unit cost’

Exercises 2.4

1. Write a program to determine if any two numbers are equal.

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Chapter 2

2. Write a program to determine which number is bigger when any two

numbers are given.
Hint: Don’t forget to include code that can handle situations where the two
numbers are the same.

3. You play a game with three of your friends. You all add up your scores for
the round. Write a program that could be used to calculate the average
score of you and your friends.

Write a program to determine which is the better buy and then execute your
code (do the calculations) to solve each problem.

4. 3 oranges for $1.69 or a box 5. 150g of gummy bears for $2.79 or

of 12 oranges for $6.99. 1kg of gummy bears for $19.99.

6. Acar is travelling at a constant speed and covers a distance of 146 km in

2.5 hours. Write the code to find the average speed the car is travelling (in
km/h).

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Chapter 2

2.5 Proportions

When we simplify a ratio, we are creating a proportion.

164, 16+4 4 pei (ene

PG 7 er te eee Min a 2 tg den

Two ratios that are equal is a proportion. Proportions can be created by

multiplying and not just simplifying.

235 5x5 25 Tease 12x3 36

9 is 1 Oncnaess Gaede oiead one

A proportion is said to be “true” if the two ratios are equal. In any true ratio, the
cross products are equal. Look at the proportions above.

Follow the arrows and multiply the numbers.

16 4 16x 7 = 102 28 x 4= 102

28 H Since each product is equal, the proportion is “true”.

Try this with other proportions. What do you notice?

This information can help us find the missing value in a proportion. In the
proportion below, a value is missing. Let’s connect what we know about
proportions above with what we know about solving an equation to find the
missing value.

30 We want to find the value of n. Follow

Taree these steps.
7xn=28%x3 1. Find the cross product.
7x n= 84 2. Multiply the numbers (on the right).
TX BOs 3. Divide both sides by the number
en ane multiplying by n. In this case, 7.
n=12

The missing number can be anywhere in the proportion, but we can find it by
using these same steps.

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Examples with Solutions

Find the missing value in each of the following.

a) b) Cc)
n 15 1A ” 3 15.8 1 8.5
10 20 n 6 45 on
20 xn=10* 15 3xn=6x 12 15.8xn=8.5%x4.5
20 x n= 150 3xn=72 15.8x n= 38.25
20xn_ 150 3X0, 12 15.8xn 38.25
20.1. 26 oe ae 15:85. 15.8
n=7.5 i= oe n=2.42

Exercises 2.5

Write whether each proportion is “true” or “false.” How do you know?

if a 3
45 9 boon Zi
20 4 36.9 6 51

Simplify the ratio on the left in each of the following proportions. Use the
simplified ratio to find the missing value in the ratio at the right.

6.
123

Simplify the ratio on the right in each of the following proportions. Use the
simplified ratio to find the missing value in the ratio at the left.

8.

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Chapter 2

Find the value of n in each proportion.

10. hile 12:

27_3
45on

ee 14.
ik 83
8 48

Solve each proportion. Where needed, round to two decimal places.

16; AZ: 18.

Bien CRS 55 1
ieee
631003

19. 20. Zn.

n ie Oe 4.1
28° 85 3.6 0.3

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Chapter 2

2.6 Solving Problems with Proportions

On night one, an arena sold 550 tickets to a concert and generated $9625 in
sales. On night two, the arena sold 700 tickets. How much was generated in
ticket sales on night two?

|To solve a problem like this one, notice that: :

| e there are 3 numbers in the problem and we need to find a fourth.
e atthe beginning of the problem, we have 2 pieces of information (tickets
sold and money generated).
e then, we have one piece of information (tickets sold) and are asked to
find another (money generated). }
ARREARS SRR SA ISI TEEN LIL TIT LEIS LLL SELLE EEE ELEDIE LEE TELE LEEETEDTI EEL EEIEEE AEE ECDL EE EERE LE EOL LESLS SEEDED TE BEESLEY SETTLES SEE EES STEELE LIEN DEEDES EEL IEEE NE:

The above shows the clues to look for in a problem that can be solved by
setting up a proportion.

Ticket sales on top SS 550. _ 700 Ticket sales on top

Sales generated below ——— > 9625 n Sales generated below
550 x n= 700 x 9625
550 x n= 6 737 500
DDO0 Xn. 6737 500
550) 550.
n= 12 250
The skills you discovered in the previous lesson for solving a proportion are
used here to show that the tickets sales the next night were $12 250.

Example with Solution

1. Atree 2.5 m tall casts a shadow that is 9.5 m long. A second tree casts a
shadow that is 4.75 m long. How tall is the second tree?

Tree height. ————> 2.5 _ on Use these steps to solve the

Shadow length ——————> 9.5 4.75 proportion for n.

9.5xn=4.75* 2.5 1. Find the cross product.

9.5 x n= 11.875 2. Multiply the numbers.
9.5Xn 11.875 3. Divide both sides by the number
95.5 o5 multiplied by n.
n=1.25
The second tree is 1.25 m tall.

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Chapter 2

2. For every 2 cans of dog food a store sells, they sell 7 cans of cat food. Last
month, they sold 5000 cans of dog food. How many cans of cat food did
they sell?

Cans of dog food ——————> 2 _ 5000 Use these steps to solve the
Cans of catfood —————> 7 n proportion for n.

2x n=7 x 5000 1. Find the cross product.

2x n= 35000 2. Multiply the numbers.
2xn_ 35000 3. Divide both sides by the number
Dicsori) ra multiplied by n.
n= 17 500
They sold 17 500 cans of cat food.

Exercises 2.6

A family of 4 went to watch a movie and tickets cost $90. A family of 5 went to
watch the same movie.

1. Circle the proportion that can be used to find how much a family of 5 paid
to watch the movie.

2. Describe why you selected the proportion you did.

3. Solve the proportion. How much did the family of 5 pay?

4. A tree that is 2.5 m tall casts a shadow that is 3.5 m long. A second tree is
10 m high. How long will its shadow be?

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Chapter 2

5. For every 2 blue marbles a manufacturer makes they make 5 red marbles.
Yesterday, they made 14 000 red marbles. How many blue marbles did
they make?

6. Power bars can be bought for $3.95 for 4. A party host wants to have 18
power bars. How much will the power bars cost?

7. Acertain type of chocolate bar, with a mass of 185.2 g costs $0.85. What
would the mass of a chocolate bar be if it cost $10.20?

8. Kim worked for 5.5 hours and was paid $129.69. The next day, she earned
$165.06. How many hours did Kim work the next day?

9. Aplane flying from Halifax to Sudbury travelled at a speed of 750 km/h.

The flight lasted 2.5 h. What is the distance from Halifax to Sudbury?

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Chapter 2

2.7 Working with Percent

Percent means “out of 100.” When we look at a number like 63%, we are looking at
63 parts out of 100. This can be written as the fraction — or as 0.63 as a decimal.

Have you ever seen statements like 50% of 60 is 30?

eee 50% of 60 is 30? ie

percent base amount

There are three numbers in this statement. Each number can be given a name.
e The number called percent is attached to the percent symbol.
e The number called base comes after the word and represents a total
amount.
e the number called amount shows the answer and often comes after the
word “is
SRR

|A proportion that is used to show how percent, base and amount are connected.

percent amount
100 base

|This proportion, and the skills you have discovered to solve a proportion, can be
_used to find the missing value in statements like the one above.
mL RACE LEE EN NRE IAT ONE SOOORIN DENN AEONRENESAS Seca RecA
NRCNN RISE CREB
EIEIO CERNEEE AE MEMRAM
DOEDHENAPRDS DEE EDEDISP AON

What percent of 45 is 15.75? Substitute the letters and numbers for the
words in the proportion.
The number for percent is missing. Use n
to represent the missing number. Bence amount
100 base
percent =n n 15.75
base = 45 (Comes after word “of’) 100. 45
amount = 15.75 45 x n= 100 x 15.75

45 x n= 1575
ASX? Lovo
450 ASS
n= 35
35% of 45 is 15.75.

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Chapter 2

40% of 60 is what number? percent amount

100 base
The number for amount is missing. 40 n
100 60
Use rn to represent the missing number. 100 x n= 60 x 40
100 x n= 2400
percent = 40 (attached to percent
symbol) 100xn 2400
base = 60 (Comes after word “of’) 100. 100
amount =n n= 24
40% of 60 is 24.

60% of what number is 48? percent amount

100 __ base
The number for base is missing because 60 48
the word “what” comes after the word “of”. 100.n
60 x n= 100 x 48
Use rn to represent the missing number.
60 x n= 4800

percent = 60 60xn 4800

base = n (Comes after word “of’) Ae, Van
amount = 48 n= 80
60% of 80 is 48

Exercises 2.7

Write the number for percent, base, and amount for each.

1. 35%.0f 90 is 31.5 2. 22% of 65 is 14.3 3. 8.5% of 21.6 is 1.836

percent percent percent
amount amount amount
base base base

Circle what is missing in each of the following.

4. 8% of what number is 32? percent amount base

5. 12% of 13.5 is what number? percent amount base
6. What percent of 1.6 is 0.25? percent amount base

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Chapter 2

Find the missing percent in each of the following. Remember: Base is always
after the word “of.”

7. What percent
of 25 is 15? 8. 12is what percent
of 40?

Find the missing amount in each of the following.

9. 35% of 70 is what number? 10. What is 2.5% of 65?

Find the missing base in each of the following.

11. 84% of what number is 125? 12. 77.5 is 5.7% of what number?

Find the missing number in each of the following.

13. 35% of 1400 is what number? 14. 45 is what percent of 200?

15. 40% of what number is 360? 16. What is 2.5% of 650?

17. What percent of 3.5 is 2.7? 18. 25.5 is 8.5% of what number?

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Chapter 2

2.8 Applications of Percent

Yuan answered 72% percent of the questions on a test correctly. If the test
was out of 150 questions, how many did she get correct?

To solve problems like these, we can use the same approach as we used
in the previous lesson.

First identify what is given and what percent amount

needs to be calculated. 100 base

UA _ Nn
percent = 72 100 150
(number attached to percent symbol) 100 x n= 150 x 72
base = 150 (base represents a total) 100 x n= 10800
number of correct questions = n 100xn 10800
{O0ue = 100
Now use the proportion from the previous n= 108
lesson as shown at the right.
Yuan got 108 answers correct.

Examples with Solution

1. Emilio’s after school job pays commission. Last month, Emilio sold a
total of $4500 and received a total of $270. What is the percent Emilio
earns as commission?

First identify what is given and what percent amount

needs to be calculated. 100 __ base
men 270
percent =n 100 4500
(we are asked to calculate this) 4500 x n = 100 x 270
base = 4500 4500 x n = 27 000
(base represents total sales)
4500xn 27000
amount = 270 (amount Emilio earned) 4500. 4500
n=6
Emilio earns 6% commission.

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Chapter 2

2. 80% of the class finished their work before lunch. If there were 30
students in the class, how many finished their work?

First identify what is given and what DO SoHE eamount

needs to be calculated. 100 base
80... 7
percent = 80 100 30
(number attached to percent symbol) 100 x n= 80 x 30
base = 30 (base represents a total) 100 x n= 2400

amount ="ft 100xn 2400

100 ~—- 100
Now use the proportion from the previous r= OA
lesson as shown at the right.
24 students finished their work.

Exercises 2.8

For each, identify what is given and what is missing before solving.

1. In asurvey done in 2022, 65% of those surveyed were concerned

about how Covid-19 was closing schools. If 1200 people were
surveyed, how many were worried about closing schools?

percent =

base =

amount =

2. Raul answered 84 questions correctly on a test out of 120. What

percent of the questions did he answer correctly?

percent =

base =

amount =

3. Reese earned a commission of $660.75 on sales of $4405. What was

his rate of commission?

percent =

base =

amount =

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Chapter 2

4. Sandi scored 75% on her quiz. She got 18 questions correct. How
many questions were on the quiz in total?

percent =

base =

amount =

5. In astudy of salmon populations, scientists were able to capture and

measure 55 fish in the Humber River. This number was calculated to be
7.5% of the total number of fish in the river that day. How many fish were
in the river that day?

6. Jenelle set a monthly budget of $1600. In January, she spent $140 on

transit. What percent of her budget did she spend on transit?

7. The minimum wage in Ontario is $15 per hour. This wage is 107.1% of
the previous minimum wage. What was the previous minimum wage?

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Chapter 2

Exciting Extras

In Ontario, whenever an item is bought, there is usually a Harmonized Sales

Tax (HST) of 13% added to the cost. It is a good idea to know what this added
cost will be before taking an item to the cash register.

Suppose Marlena bought a sweater for $39.99.

e How much HST must she pay?

e How much does she pay in total for the sweater?

To calculate the HST, use the same percent 2 amount

proportion. 100 base
ius erie
percent =13 (HST rate in Ontario) 100 39.99
base = 39.99 (cost of item) 100 x n= 39.99 x 13
amount = n (amount of HST added) 100 x n = 519.87
100 xn aj 319.87
100) e100
n= 5.1987
The HST added is $5.20.
The total cost is $39.99 + $5.19 or $45.18.

Jessica bought a pair of shoes for $129.49.

8. How much HST will she pay? 9. What is the total cost of the shoes?

Deandre bought a coat for $179.99.

10. How much HST will he pay? 11. What is the total cost of the coat?

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Chapter 2

Chapter Review

Ratios

Write each comparison as a ratio in simplest form.

Description Words Colon Fraction

1: $15 to $50

a 75 marbles to 35 marbles

3. 57 cards to 19 cards

4. 15 keys to 15 keys

Rates

Write each expression as a unit rate.

5. $75 was made in 3h 6. 555 km was driven in 5h

7. Chelsea cut 35 pieces of drywall in 7 h. Write a unit rate to show how many pieces
of drywall can be cut in one hour.

8. Which is the better buy?

e 7 bottles of an energy drink for $17.50
e 12 bottles of the same energy drink for $28.80?

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Chapter 2

Proportions

Solve each proportion. Where needed, round to two decimal places.

oh 10.
n
ao A60~ 1.7

12. A car can drive 275 km on 15 L of fuel. At this rate, how many litres of fuel are
needed to drive 350 km?

13. A deli counter bought 12 kg of cheese for $79.95. At this rate, how much would
they pay for 20 kg of the same cheese?

Percents

14.35% of what number is 75? 15. What percent of 90 is 55?

A tent was purchased for $299.95.

16. How much HST is charged? 17. What is the total cost of the tent?

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Chapter 2

Chapter Test

1. 27% of 35 is what number? 2. What percent of 15 is 12?

A family spent $250 on food, $80 on internet, and $55 for a phone. Write a ratio for
each of the following.

3. the amount spent on food to the cost of the phone

4. cost of internet to cost of phone

5. total amount spent to cost of internet

6. Which is the better buy?

e 100g of toothpaste for $4.49
e 250g of toothpaste for $11.49

7. Apole is 12.5 m tall. It casts a shadow that is 4.75 m long. A second pole next to it
casts a shadow that 2.5 m long. How tall is the second pole?

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Chapter 2

8. Harena receives a commission of 10.5% for selling shoes. If she earned $96.75 in
commission for one day, what was the total value of the shoes she sold?

9. Omar drove a van from Niagara Falls to Hamilton. The total distance was 78 km
and he used 4.2 L of fuel. The next week, he drove from Niagara Falls to Toronto
which is a total of 118 km. How much fuel did he use?

10. Last week, Harmen worked 32 h and earned $952. How much does he earn in one
hour?

11. A recipe for chocolate chip cookies calls for it to have 44% of its mass as chocolate
chips. A bag of cookies has a mass of 540 g. What is the mass of chocolate chips?

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Chapter 3

CHAPTER 3
POWERS AND MONOMIALS

Mathematics is not just a dry subject that always has a right or wrong answer or
that was made up by people long ago. Mathematicians are real people that had
lives, interests, and even a sense of humour. There are many stories about
mathematics and mathematicians that have been passed down. You might be
surprised by some of theme. Here is one.

Did you know that some mathematicians, the Pythagoreans, were convinced that
every number could be written as a fraction? They believed that since there is an
infinite number of natural numbers, there must be enough to do the job.

Unfortunately for the Pythagoreans, this turned out to not be true. It is claimed
that the geometer Hippasus, in the 5th century BCE, discovered that numbers
like V2 could not be written as a fraction. According to legend, Hippasus was
thrown off a boat and drowned to prevent the truth about some numbers not
being able to be written as a fraction from becoming known.

Your Turn
Mathematics is full of stories and colourful characters that may surprise you.
Research a mathematician and summarize a funny or legendary story about that
mathematician. Some of the mathematicians you research could include:
e John Napier

e Pythagoras

e Paul Erdos
e Ada Byron Lovelace

e Sir Isaac Newton and his “fight” with Gottfried Leibnitz

e adifferent mathematician

What Do You Think?

You have now summarized the funny or legendary story about the
mathematician.

e Could the story be true?

e Do you think the story is true?

Write a short paragraph to describe to someone else whether you believe the
story to be true or not, and explain why.

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Chapter 3

3.1 Powers and Exponents

We use exponents to represent how many

times a number is multiplied by itself. Mindfulness Moment
pitas & Sometimes, math might be stressful. To help
x =
relieve stress, try this: y.
SH) MoS mae
SAGOM3 KeD n= Ot e Gently squeeze the muscles in your hands.
3% GSMSx Berens? e Hold for 5 secomds. Release.
° Repeat a few times.
The number “3” is the base and the
number of times it is multiplied by itself Rac lnel denn nain cela
is called the “power” or “exponent.”

We read 34 as “3 to the fourth power” or “3 to the power of4.” E

5x5x5=5°*——_ Exponent of 3

Base of 5
The base can be a negative integer.
(-3) x (-3) x (-3) x (-3) = (-3) “Exponent of 4

Base of -3

When we use negative bases, brackets can become very important.

(-2)* The base is -2, so: (-5)? The base is -5, so:
(-2)8 = (-2) x (-2) x (-2) x (-2) = +16 (-5)? = (-5) x (-5) x (-5) = -125
-(2*) The base is 2, so: -(5°) The base is 5, so:
-(24)=-(2x2x2x2)=-16 -(5°) = -(5 x 5 x 5) = -125
-2* The base is 2, so: -5° The base is 5, so:
-24=(2x2x2x2)=-16 53 = -(5x 5x5) =-125
PARE RAST TAT SESSTEERED NSB PIRATE TTT TER TO RL IIE PINT RS ITE EE ONES IT TC EET EET SE ESI SSC EASON Ta NRE REIT

_ A Power of 1
_ If the exponent is 1, we get the number itself (For example, 5' = 5). If there is no
_ exponent given, it is understood to be 1 (For example, 12 = 12’).
ere CoRR re WC SERRANO NANT ADO YN YAS ANT HIER DRE NOAM REC CA

Examples with Solutions

1. Represent 7 x 7 x 7 x 7 using a base and exponent.

7 is multiplied by itself4 times.

TXPX ERC ET

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Chapter 3

2. Represent 15 x 15 x 15 x 15 x 15 x 15 x 15 x 15 x 15 using a base and

exponent.

15 is multiplied by itself 9 times.

15 Sox 19% 15 x15 15x 15 < 1515 = 15"

Evaluate each of the following expressions.

3,39=3x3x3x3x3 4.59=5x5x5 5.14 =1%1x1%1

= 243 = 125 = 4
6. (-7)2
=(-7) x(-7) 7.64 =6x6x6x6 8. (-1)? = (-1) x (1) * (-
= 49 = 1296 1)

Exercises 3.1

Represent each of the following as a base written to an exponent.

1.4x4x4 DR Xe MALS LIRR:

B22 Xe hehe Kae AMZ 2k ewele

5. -5*-5
x -5 x -5 x -5 6. -9x -9x -9x -9

Te 8 X SSO
OE GK SOXsS S213 xX 15°18
* 13 15 x5

Evaluate each of these expressions.

9.2% 10. 4° Wxos

1256; 138" 1 And

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Chapter 3

Evaluate each of these expressions.

15, -3° 16. (-5)° 17. (-4)5

18. -(62) 19. (-27) 20. (-9)

Evaluate each of the following expressions. How does the order of operations
ensure you get the correct answer?

218s 4e 42 22. (3 + 4)? PEG ASST De

24. (-4+ 2) 25. (0.03) 26. (2)°(3)2

Exciting Extras

27. Try this investigation and find a pattern. Think about how powers and
exponents can help.
e Fold a piece of paper in half. Open it. How many parts are in the piece of
paper?
e Now fold it again and open it. How many parts are now in the piece of
paper?
e Repeat until you can’t fold the paper anymore. How many times could you
fold the piece of paper?
e Suppose you could fold the paper 21 times (you can’t). How many parts
would the piece of paper have?

28. 729 = 3°. Write 729 as the product of 2 powers of 3, as many ways as
possible.

29. The number 101° is known as a googol. If this number were written out as a
whole number without powers, how many zeros would be in the final answer?
Explain how you know.

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Chapter 3

3.2 Multiplying with Powers

By looking at patterns, we can discover useful relationships for multiplying

powers. Let’s see what happens when we perform certain operations on powers.

Look at what happens when we multiply terms that have the same base.

23 x 24=(2x2x2)x(2x2x
2x 2)
2 is multiplied by itself seven times, so 2° x 24 = 2’.

Let’s look at another example.

35 x 33 = (3x 3x 3x 3x3) x (3x 3x 3)

3 is multiplied by itself eight times, so 3° x 3° = 3°.

Look a little closer at the exponents in each of the above examples.

2° x 24=2’ Looking at the exponents, notice that 3 + 4 = 7.

3° x 3° = 3° Similarly, if we look at the exponents, we get 5+ 3 =8

Does this lead to a pattern when multiplying powers with the same base?
econo RSS RI a PASSES LOREM IISOS NSCS ISISIETLLENA LTE LESSEE LOLI EEL SIE ELEEIEEE LLL OAE |

|| Pattern for Multiplying Powers with the Same Base

| This pattern tells us that when we multiply powers with the same base, we keep
_ the base the same and add the exponents.
oe ee SO SA SIRES ANIONOED PRISE ESTEE SSE
TSE ETLLILO EINES ELLIE EST

Examples with Solutions

Simplify by writing as a base to a single power.

Was ee Deol!
Add the exponents: (5 + 3 = 8) Add the exponents: (6 + 10 = 16)

22 = 26 T5ecc- 15S ABP

Exercises 3.2

Simplify each by writing as a single power.

1ae ee 25° X)5° Bn X04

4.37x 3° SZ Ki2- 6. 9° x 9

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Chapter 3

Simplify each by writing as a single power.

7. (-5)? x (-5)* 8. (-2)° x (-2)? 9. (-8)’ x (-8)*

10. (-7)’ x (-7)° 11. (-4)° x (-4)? 12. (-6)'2 x (-6)°

Use a calculator to evaluate each of the following. Then, simplify each by writing
as a single power. Which seems easier to understand?

i) eesSe £2 ech: Va 22x22"

15. 1047 x 104" 1B79214 5924

Use a calculator to evaluate each of the following. Then, simplify each by writing
as a single power. Which seems easier to understand?

WARP SS i729(2 TB HS2 Ress

Simplify each by writing as a single power.

191,3° x Bliss? DO xa: x2"

Simplify each by writing as a single power.

Hint: If no exponent is given, it means there is an exponent of 1. The first one is
started for you.

21.4’x4=4'x 4! 22a ee Zor eo x2

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Chapter 3

3.3 Dividing Powers

In the previous section, we looked at patterns for multiplying powers with the
same base. We can also find a pattern when we divide powers with the same
base.
53 + 52 = 125+25
= 5 (or 5')

So, 5° + 57 = 5"

Is there a pattern showing between the exponents of 5° + 5? and the answer 5'?
It appears that we kept the base the same and subtracted the exponents.

One example is never enough to see a pattern. Let’s look at two more examples
to see if the same pattern for dividing powers appears.

Be g'B2 85
+ 83
=(3x3x3x3x 3x 3)+(3 x 3) =(8x8x8x 8x 8)+(8x 8 x 8)
=729+9 = 32 768 + 512
= 81 = 64

We also know that 34

= 81. We also know that 82 = 64.

Based on these examples, there is a pattern for dividing powers with the same
base.
SIRE IST ES AEST SSUEEAEE SECSTIDES ENE ESIESCRE BRIS BIO YEE EEE EB EI SEDER IEDOSTTESSE SSIS R ELD EERE EL EESALES LIES SEEBOE TEI EESIE ERE OSS SSE ESTELLE EDEL ITIS LE OTOL IEE:

_ Pattern for Dividing Powers with the Same Base

| This pattern tells us that when we divide powers with the same base, we keep
| the base the same and subtract the exponents.
_9eS0n RRP RNRRERRSNC
RENAE RAR RIRSSNN DT OOS
OSESESI {OSTINATORE RE L LER ESSE ORIEN LONE EEE NEES SEBEL TERE ENE SEIS LSELRRD TEEN ERSELLE LOA EEL SET

Examples with Solutions

Simplify each expression by writing it as a power with a single base.

An Q12 aes 9§ = gi2-5 Os 2482 ot 2419 = 2432-15

= Q’ = 241"

When dividing powers, they can also be written in fraction form. Simplify each
expression. Remember: the fraction bar means divide.

47 58
3.4 Hi= =3
4 —= 5 &8=7
= 4 =5'or5

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Chapter 3

Exercises 3.3

Simplify each by writing as a single power.

Age ees 2a 2Gt On

ANB tac a PAE i 6.9"

+ 9°

Simplify each by writing as a single power.

48 vis 58
Z ie 8.5 9 =

28 38
ey
0 123
1s 12.55

Simplify each by writing as a single power.

13. (-5)8 = (-5)4 14. (-2)8 + (-2) 15. (-8)'

+(-8)4

16. (-7)" = (-7)8 17. (-4)3 + (-4) 18. (-6)'2

=(-6)8

Use a calculator to evaluate each expression.

19. (-8)° or+ (-8)4 20. 3°ches+3 oY 94. —

(-4)?

23. 261° + 2612 24. 462 = 458

22. _

Write each of the expressions in questions 19 to 24 as a single power and

evaluate using a calculator. Was it easier to evaluate before or after you have
simplified?

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Chapter 3

Simplify by writing each as a single power. Remember the order of operations.

The first one is done for you.

25. 36+ 32 x 39= 38-248 26. 47 + 49 x 42

= 36

PMB CDSSTO fe 28. 9% x 94 + 9°

AS othe sisiin ohay 9078" <0" +8"

Simplify. If there is no exponent, put in an exponent of 1 as a placeholder to help

you do the calculation.

3a ai
mA 30 Bs
Pop 33 an
. E

34. 89+ 8 35. (-4)3 = (-4) 36. (-7)? + (-7)

Evaluate each of the following. Did you use a calculator to help you?

Bf. 4345 x 4546 38. 0587 x 9895

SOMAit eae AO. 0867 = 49876

41. In questions 37-40, what did you notice about the value of any power with a
base of 1?

42. In questions 37-40, what did you notice about the value of any power with a
base of 0?

43. How might this observation help you do calculations with powers?

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Chapter 3

3.4 Negative and Zero Exponents

The pattern with dividing powers can also help us explore what a negative
exponent means and what a zero exponent means. Look at these calculations.
What patterns do you see?

Negative Exponent Calculations

4 Die ae These two calculations are correct.

16 22 Thus, 22 = =.
1 2 2
4
ii
22
It is an interesting observation. But, one calculation is not enough to show a
pattern. Does this observation work with other similar calculations? Look at these
two calculations. Do we see the same pattern?

Sil che ae: These two calculations are correct.

36 729 36 Thus, 3°=—.
1 = ox S

5 4 5 51 These two calculations are correct.

55 3125 55 Thus, 54 = —.
5

When working with negative exponents, there is a pattern. We will always write a
negative exponent with a positive exponent as shown above. In your own words,
write the pattern in the box below.
cieieeitanieeieeieieteeetenieetaniaatiaicease tasceaiateceac eee eS TAC LEET TT TPO on SHIR REL REIS ARN REE ONNRNT RTTTRTEOENNS |

Pattern for Writing a Negative Exponent with Positive Exponents |

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Chapter 3

We can also use patterns to explore an exponent of Zero.

Zero Exponent Calculations

the ag These two calculations are correct.

iyo)
nN N
iy) a Thus, 2° = 1.
Sos

Again, an interesting observation. But, one calculation is not enough to show a

pattern. Does this observation work with other similar calculations? Look at these
two calculations. Do we see the same pattern?

32 55729 30 ae These two calculations are correct.

38 729 wh Thus, 3°= 1.
=1 = 3°
AIS
SER REGIST SELLE SESER TETLELETC OL I ERE OE SERIE OOS O ISLESEEL EDEL REEDS SELES AEETE }

_ Pattern for a Zero Exponent |

i

_ In general, any non-zero number raised to an exponent of zero has a value of 1.

‘SORCERY <a SSN EAPO EEDA RESEEOER RPSSORRELL ASE DESLEPC TINE SEES EI SOT TF OBES EO EISELE ORS ISIE ASE NSPISS EET SER COENEN

Examples with Solutions

Rewrite each expression without negative exponents and then evaluate.

“Ape Eons, al
1 oa aes O: SDE SiS Xie

me =-97xi=47
16 25 2

——7 4. 5°= 1

eae yf ay esi ier

(fe

=(x7x7 6. (25 + 84) = 1

= 343

Exercises 3.4

Evaluate each of the following.

V9? 2,

3. 14° 4. (8+ 5-9)

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Chapter 3

Simplify each expression by writing as a power without negative exponents.

5. 23 6. 43

7.5 it
8. 1

9. =34 10. 15°

)

Find the value of each of the following. How did the pattern with negative
exponents help? Did you use a calculator to help you?

1 1
dale a 12. a

{histo toy 14565

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Chapter 3

Simplify each of the following. What do you notice about each answer?
15, (22 x 33)? 6\0
16. (2)

Tes) 18. (42 x 59)

19. 40 20. (-2 x 32)°

eByC 2x 45\9
21. S) 22. (=)

Identify the error(s) in each simplification and give the correct answer.

232 *2ia 24. 22 422

= 2(3 + 2) = 126+5)
= 29 = 428

= 32 = 429 981 696

25. Evaluate: (1.1)° x (1.1)?

1
26. Evaluate: ele fe) x 2*

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Chapter 3

Exciting Extras

Patterns can often help verify observations and help you make conclusions. Look
at the pattern in the following table.

e What patterns do you see?

e How do the patterns you see compare with the work you just did in this
lesson?

ewe

Samir claimed “As the exponents get larger, the number gets 2 times larger. As
the exponents get smaller, the number gets 2 times smaller. This shows the
pattern for a zero exponent and how to work with a negative exponent.”

27. Look at the pattern. Do you agree with Samir? Give reasons for your
answer.

23; Create a similar table of your own using a base other than 2. Does your
table verify Samir’s pattern?

A 900go| is 10100 How

Many zeroes are

ing
9°090I? Also gq
eee iS 10900901
ow Man
ee y zeroes are
'S Number?

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Chapter 3

3.5 Raising a Power to a Power

What happens when we raise a term with an exponent to another exponent?

Can we find a pattern that will help us to find a relationship between powers of
powers?

Let’s write out the expanded form of (3°)*: CRS See kl

We can expand this further:

3° XiOa sao = (6 Oi MiSs OS) * (OG hr aes) KG Xo & OiK 1G.% 3)

5 times 5 times 5 times

Count how many times 3 is multiplied by itself. 3 is multiplied by itself 15

times. We get (3°)° = 3%.

Let’s look at another example. (2°)?

Write this in expanded form:

(2°)? = 26x 22=(2x2x2x2x2x2)x(2x2x2x2x2*x2)

6 times 6 times

Count how many times 2 is multiplied by itself. 2 is multiplied by itself 12

times. We get (2°)? = 2".

Looking at the exponents, we can see the following pattern.

(oy = 35 x3 = 315 (2°) = 26 x2 — p12

|
” This ‘pattern
srn tells us‘that
at when we raise an exponent to an €exponent, we can
_ keep the base the same and multiply the exponent inside the bracket by the one
| outside the bracket.
aR NERA EIST SSO OTS SEIS EISELE SSSSSESSO PSI PSSST IS TICE STE TDN TELE TSS OLN TO ESLER LE ELIE LILLE RSS ILE SB.
ELLEN
IDEE EEE LR I EET

Examples with Solutions

Simplify by writing as a base to a single power.

1. (48)5 = 48*5 2. (114)5=114%5 3. (533)'12

=533* 12
= 480 = 1120 = 5396

4. (2° x 2°\as(2-s *)4 Use the order of operations and evaluate

= (2°) inside the brackets first.
= 95*4
= 920

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Chapter 3

Exercises 3.5

Simplify by writing as a base to a single power.

1(2)3 2a) Se (35)

4. (125)7 5. (6°)2 6. (172)?

Simplify by writing as a base to a single power.

7. ((-3)) 8. ((-2)°) 9. ((-4)")°

10. ((-8)5) 11. ((-6)°)? 12. ((-7)°)°

Simplify by writing each as a base with a single power.

13. (32 x 33)4 14. (7 x 72) 15. ((-6)2 x (-6)2)

16. (8° x 8°) 17. ((-12)'° x (-12)19)8 18. (148 x 1449

19. ((-9)'2 x (-9)2)° 20. (6° x 64)3 21. ((-2)8 x (-2))9

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Chapter 3

Identify the error(s) in each simplification and give the correct answer.

22. (32) 23. (57)

= 32 +3 = 57 +2

= 59

= 1 953 125

25. -(72)8
= (7P"°
= eft

Exciting Extras
Simplify each of the following expressions. The first one is done for you.

2602; 188 2T ooo?

Ds x 82 =- De x (22)6

= oe x 93 %*2

= 26
- DE 0

- 210

235,He pone
oe

30. 93 + 38 31. 4*
x8

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Chapter 3

3.6 Raising a Product or a Quotient to a Power

We can also raise a product or a quotient to a power. Let’s look to see if we

can find patterns so we can simplify the calculations. If we look at the
product of 3 x 2 and raise it to an exponent of 3, we get the following:

(3.x 2)° = (3 x 2)(Sx 2)(3% 2)

Let’s look closer at the expanded product:
(3 x 2)(3 x 2)(3 x 2)=3x2x3x2x3x2
=3x3x3x2x2x2
- 33 x 23

We get (3 x 2)° = 3° x 2°
FOSSRR ROSNER A RSS ENT RS NT LESS ES II SS LE REETRIT ATTN ESS ESETE BESEN TEI SLE ETE EL LE I BELEK

_ Raising a Product to a Power

|This pattern tells us that raising a product to an exponent is the same as raising
_ each factor to the exponent.
oe APARNA
LO BO
RCLRSSTEISEOEIS
SAREES SI IO sam

Look at the quotient of =and raise it to an exponent of 4.

ey
—
ey
=—]x—-x—-x—-=-
————
Gh,
= —
BL Seeocaece _ ee
He eh) eS 5x5x5x5 54
PRSeSRONH RTE CATE RELI. Sr aE AESIROER O SOS MES EASINESS. ASRS EEE ORION RRS ORSINI SSS TG NOE I OT TESAAS SNR INEST SEO

_ Raising a Quotient to a Power

|This pattern tells us that raising a quotient to an exponent is the same as raising
_ both the dividend and the divisor to the exponent.
aeRO ONIN eeee

Examples with Solutions

Simplify each of the following.

‘le (5 x 6)* = 54 x 64 o> (23 x 4)§ = (23)9 x 45

Raise each factor to the same = 2) xiAe

exponent: Raise each factor to the same
exponent:

Simplify each of the following.

iy? 42 5 (42)° _ 420

SGN Ne ica
Raise the dividend and the Raise the dividend and the
divisor to the same exponent. divisor to the same exponent.

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Chapter 3

Exercises 3.6

Simplify each of the following.

1. (42 x 53)? 2. (-2 x 32)

3. (64 x 26)4 Mees

Identify the error(s) in each simplification and give the correct answer.

9) (22x 337 10. (5° x 42)3

= .24 x 36 = 56 x 45

= -16 x 729 = 15 625 x 1024

=-11 664 = 16 000 000

Simplify.

He Cea 12. (34 x 3° x 25)3

4. (GS)

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Chapter 3

3.7 Exponents with Variables

Mindfulness Moment
The same patterns with exponents
You have done a lot of work with powers
apply when the base is a variable
instead of a number. A variable now. How are you feeling? Need to relax?
multiplied by itself can be written as © Gently squeeze the muscles in your
a base to a power. feet and hands.
sag el e Hold for 5 seconds. Release.
° Repeat a few times.
Feel better?

When we multiply terms with the same base, we can add the exponents.

b? x b¢*=(bx bx b)x (bx bx bx b)=b’ > b®?x bt = bS*4

= hb’

lf there are coefficients in front of the variables, multiply the coefficients and
multiply the variables.

5 x 2 = (5 x 2) x (Px P) = 10
When we divide terms with the same base, we can subtract the exponents.
5 5
VRE FO
—- VS Vee V2 eee Oe. GS Va
Oe (53) =
y3 yxyxy y y3 if ig

lf there are coefficients in front of the variables, divide the coefficients and divide
the variables.
Moet
4x*
lyVAD).4 eS)
eek
x4

When we raise a power to a power, we multiply the exponents.

Od = 04) x 0A) a xt4) = x8 or 0d)Pax = xe

When we raise a product to a power, we raise each factor to the power.

(5x)> = (5x) x (5x) x (5x) > | (5x)3= (018 x()

Pee NC 2.9 = 125x3
= Bitar Nd ood)

=125x°

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Chapter 3

When we raise a quotient to a power, we raise both the dividend and the divisor
to the power.

ee CONC eee ee font

3y (3y)(3y)(3¥) 3y Beye
2 4ex8 _ 64x3
= 333 7 27y3

_ 64x7
5: 27y3

Examples with Solutions

Multiply and simplify.

1. (2P)* 45P) 2. (3y*) x (4y’)
(3 x 4)y8*2) = 12y"°
(2 x 5)t5*9)
=108

Divide and simplify.

10y? 10n3
4.
2n2
10
=~?) = 2y" Si = 5n

Simplify.

5. (64)? 6 4x2\3_ 43x(23)

B(1* 2) 3x2) #4*2) = 95/648 : = ~ 33(8x3)

_ Ghee
27y?

Exercises 3.7

Simplify.

4. (3x°)(5x2) 2. (-2xy*)(3x*y)

3. (5x*)(5x) 4. (3r*y°z)(2ryz’)

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Chapter 3

Simplify.

5. (3x9)?

7. (-3a%b*e?)? 8. (3a2b*)* (ab?)

Write in lowest terms.

ON 10. (3x‘y)(2xy)

11. (-2°P2)3 AZ (Zab. i22ab-)

13. (3ab*)(5a%b)

15. (-5ab2)3 16. Ex)

Exciting Extras
a),
17. Simplify: (0.2a°)2(0.2d)° 18. Simplify: ( xy?

19. If (2”)(9)° = 8, find the value of x 20. If (3*)(32) = 27, find x.

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Chapter 3

3.8 Writing Numbers in Scientific Notation

Exponents help us to work with numbers that are very large or very small. The
very large numbers could relate to distances in the solar system. Very small
numbers could relate to the size of a cell or the distance between atoms.

Scientific notation is often used to write either very large or very small numbers.
It is used so that we do not have to count zeros to write or read numbers. Let’s
explore how to convert a number into scientific notation.

We can re-write 5310 as shown.

5310 = 5.31 x 1000 See how the decimal moved 3 places to the
= 5.31 x 10° left and we are now multiplying by 10°?

0.00072 = 7.2 x 0.0 001 See how the decimal moved 4 places to the
Wits! right and we are now multiplying by 10%?
10 000
See ul Os

|decimal place times a power of 10.

ON ETDS
EPO SCTE SE EER SOLE OCNEE SESE ETE SEITE EO ELISE IEEE ESSIME ETESEEES EELLEELESELES EDEL ELE ESE ELEN TELENDELLE EET DEEL LLL ELE SLEPT

Examples with Solutions

Write each number in scientific notation.

1. 3654 839, From lesson 3.1, 1 000 000 = 10°.

= 3654 839x 1000000 +«‘There are 6 zeroes, and we have 10°.
= 3.654 839 x 10° See how the decimal is moved 6 places left when
written in scientific notation?

2. 0.000 004 859 “Move” the decimal until there is one non-zero number
1 before to its right. See how we now multiply by 10°?
=, 4.659: X.————
1000 000
= 4.859 x 10°

Write each number is standard form.

300.1 os 10" The positive exponent means move the decimal

= 975, that many places to the right.
- 575 000 Fill all “blank” spaces with a 0.

4. 2.863 x 10“ The negative exponent means move the exponent

= 0,000,286 3 that many places to the left.
Fill the “blank” spaces with 0.

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Chapter 3

Exercises 3.8

Write each of the following numbers in scientific notation.

1. 25'100 2. 433 000 3. 3 450 000

4. 0.002 79 5. 0.000 625 6. 0.000 003 8

Write each of the following numbers in standard form.

Tata Os OR 8: a2. 102 Oat 35h. 40°

10. 4.789
x 10" i baeaae
Gea(0) 12. 1.093
x 10°

13. The Clostridium perfringens bacteria is one of the most common causes of
food poisoning. If one of these bacteria is 0.0057 mm in size, write the size
in scientific notation.

14. In Toronto the daily deposit of pollutant from cars and factories is about
4.8 x10° g/cm’. Write this number in standard form.

15. The distance from Earth to Jupiter is 866 800 000 kilometres. Write this
number in scientific notation.

16. Some computers and calculators display large numbers as follows:

1 000 000 000 as 1E + 09 or 1 600 000 000 as 1.6E + 09

How might 28 000 000 000 000 be displayed?

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Chapter 3

3.9 Monomials

A monomial is an expression with one term. It can be a number or it can have

variables.

5, 21, and 1943 are examples of monomials that are numbers or constant terms.

Examples of monomials with variables are x, x°, 5y”, and 3x2y’.

3x’ — 5 is not a monomial, as it has more than one term.

An expression like 3x? has different names for its components.

Exponent or power (2)

Coefficient (3) —» 3x?

Variable (x)

If the monomial contains a variable, we can evaluate the monomial when the
variable is equal to a Known value.

Evaluate 7x* when x =2.

We substitute 2 for x and simplify. 7 x 24=7 x 16=112

This is what spreadsheets do when we put a number in a cell and it uses it to

calculate a total or find the answer to a formula.

Examples with Solutions

Evaluate each of the following monomials for x = 5.

1. -5x = -5(5) 20x 3(5)-

= ~-25 =3x 25
=75

3, (4x2)? = 44 (x4) When possible, simplify the expression first.

= 16x4 Simplifying can save time when coding a
= 16 x 54 spreadsheet and causes less errors on the

= 16 x 625 spreadsheet.
= 10 000

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Chapter 3

Exercises 3.9

Write the variable, exponent or power, and coefficient.

1. 2x3 2. -6y 3. 7x2

4. 13y7 5. 5f 6. 23W

Evaluate each monomial when x = -2.

(oe 823%) 9. 4x?

TORTS? iene. 1ZaOxe

Evaluate each monomial when x = -5 and y = 7. The first one is done for you.

13. 2x+ 5y = 2(-5) + 5(7) 14. 5x —2y

= -10 + 35
= 25

15. -4x + By 16. -7x — 5y

17. 2x-11y 18. 9x-y

Evaluate each monomial when x = -2 and y = 3. The first one is done for you.

19. 2x2y3 = 2(-2)(3)8 20. 3x°y4

= 2% (-2)2%(3)°
=2x4x 27
= 216

21. -4x?y Ze VeKy-

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Chapter 3

3.10 Adding and Subtracting Monomials

If two terms have the same variables raised to the same powers, they are called
like terms. We can add or subtract like terms. To add two like terms, you add the
coefficients and keep the variables and exponents the same.

3x + 5x = (3 + 5)x = 8x

To subtract two like terms, you subtract the coefficients and keep the variables
and exponents the same.

5a? — 4a? = (5 — 4)a* = a?

Examples with Solutions

1. Simplify -3x? + 2x?. 2. Simplify 4x*y— (-3x’y).

-3x? + 2x? = (-3 + 2)x? Ax*y— (-3x’y) = 4x*y + 3x’y
Bis == 7x*y
(4+ 3)x’y

Exercises 3.10

Simplify each expression by collecting like terms.

185x ¥2x 2: TX# 8X 3) 46 4a2r

4. 9x° — 2x? 5. 3x — 7x 6. 2x — (-5x)

7. 8x? — (-6x") 8. 7a—(-a) + 2a 9. 6x — (-x) — (-2x)

10. 4x*y— 7x*y 11. -2x*y + 7x*y— 9x*y 12. -4x*y— 5x’y— Oxy

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Chapter 3

Chapter Review

Powers and Exponents

Write each of the following as a base written to an exponent.

ana bi Paulie
ak hveniy 2. (-3) x (-3) x (-3) x (-3) x (-3) x (-3)

3. 15x 15x 15x 15x15 4.4x4x4x4x4x4x4x4x4

Evaluate each of the following expressions.

52! Ga3"

Tans Oa8:

Operations with Exponents

Simplify by writing as a base to a single power.

ON x2 10. (-7)° x (-7)° A 4s 1 ae

1251 82 xe 13212)? (42): 14. 6447 +6°

15a268 NOR 21514

eee 36°
A ees

Evaluate each of the following expressions.

18. -72 19. (-3) 20. -(4°)

Rewrite each of the following expressions using positive exponents.

ZAe6* 22 te Zour

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Chapter 3

Raising a Power to a Power

Simplify by writing as a base to a single power.

24 (G3) 25. ((-5)°)’ 26. (127)

21 (2074* 26. (4** 4°)° 29, (5° x 52)

Raising a Product or a Quotient to a Power

Simplify each of the following.

30. (68 x 3°)? BA. ((-7) x 84)? 20) (6° x 74

Simplify each of the following.

(ty ft (8)! 35. (2)

Exponents with Variables
Simplify.

36. (5n)(3n) 37. (3x2)(-4x°) 38. (-2x)(-3x*)

39. (4n?)? 40. (8a2b)(-2ab2) A1. 3xy(7x2y’)

Divide each of the following.

42. 21y°
—il 43. ie
ey,
ys
44, 27m*
—m

aaiepe= -36c’ 12a®

ANG). 46. 47.
3x2 -12c9 -4q2

Zero Exponent
Simplify each of the following.

0
48. (152
x 163)° 49. (=) 50. (172)°

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Chapter 3

Scientific Notation
Write each of the following numbers in scientific notation.

51. 673 000 000 52. 38 433 000 53. 0.000 006 73

Write each of the following numbers in standard form.

54.°8:316010° 554950 x10"

Monomials
Evaluate each monomial when x = 2.

562 5x" CVG 10.8 58. 12x

Evaluate each monomial when x = -3 and y= 5.

59. 2x23 60. -3x°/ 61. d2xey2

Operations with Monomials

Simplify.

62. Oxt22x 63. Ox'+ Sx 64. 2x + 9x

GOmorr ol 66. 8x-x 67. 13x

— 5x

68. 7x
-—21x 69. 7x — (-9x) 70. 4x — (-13x)

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Chapter 3

Chapter Test
Write each of the following as a base written to an exponent.

1.8x8x8x8x8x8x8 Didi aleduboy apeldahicte(

11.)

Evaluate each of the following expressions.

3. 4° 4. 5°

5. -63 6. (-7)2

Toa Neate
he

Simplify by writing as a base to a single power.

ONS xs 10. (-3)° x (-3)8

16” 5742
le nee 2. 572

ASE Gi2°)) 14. ((-35)?)®

113). (6's)? 16. (7c x Tye

Rewrite each of the following expressions using positive exponents.

Wee TE: 18. (-1)"

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Chapter 3

Simplify each of the following.

19. Gi2Z2 <7.) 20s oe a)s

at\; 132)?
Atle) 22. (=)

Path (Tears CHE aN

24. (=)

Multiply or divide.

25. (4n)(8n) 26. (PONT)

63y’ 32x°y?
PH ap 28 ay

Write each of the following numbers in scientific notation.

29. 57 000 000 000 30. 0.000 09 52

Evaluate each monomial when x = 7 and y = 4.

SI nox SZ Cy”

Simplify.

30) 20X ho2X 34. 7wt+ 4w

oh Mal eet) a 36. 17x — 6x

37. 35x — 4x 38. 11x — (-6x)

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Chapter 4

CHAPTER 4
LINEAR AND NON-LINEAR RELATIONS

Mathematics is not just someone making things up. There is Did You Know?
often a reason. Some of those reasons can seem a little
strange. In this chapter, you are going to be using a René Descartes
is Said
Cartesian coordinate grid. Do you know how this coordinate to have offered
the
grid was discovered? Perhaps its creation can be attributed famous phrase “Tr
to boredom. think, therefor
e T am."
He was Searchin
René Descartes (1596-1650) g for q
Statement that
Reneé Descartes was not expected to survive long after could
not be doubted,
being born. He did survive, but he struggled with his health He
found that he
throughout his life. Descartes died at 53 years of age, but could
he accomplished much in his short life. He was a French: not doubt that
he
e mathematician himself existed,
as he
was the one doin
e philosopher g the
doubting in the first
e soldier
place.
e teacher

According to legend, one time when he was sick and in bed, he watched
a fly crawl across his ceiling. Supposedly, René was staring at the fly on
the ceiling and realized he could describe its position by reference to the
two walls.

Your Turn
Look at where two walls meet and imagine a fly crawling around the
ceiling.
e Pick a spot on the ceiling that a fly might be.
e How might you describe the position of the fly on the ceiling to
someone else?
e Give your description to someone else and ask them to follow
your description. Did the other person find the correct spot?

What Do You Think?

Like Sir Isaac Newton being hit on the head by an apple, whether it is
true or not, this makes a good story.
e Describe the story of Sir Isaac Newton being hit on the head by
an apple.
e What did he supposedly discover because of being hit in the
head?
e Do you think the story of René Descartes and the fly or Sir lsaac
Newton and the apple are true stories? Why?

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Chapter 4

4.1 The Coordinate Grid

Have you ever heard people say, “A picture is worth a thousand words”? In
math, a picture can show relationships. To show a relationship between two
elements, a picture is shown on a Cartesian coordinate grid.

A Cartesian coordinate grid is named after its creator René Descartes and is
often called a grid. A grid is shown below. It is the intersection of two number
lines.
The vertical number line is
called the y-axis.

The horizontal number line is

called the x-axis.

The point where the two

number lines intersect is
called the origin.

Places on the Cartesian coordinate grid can be shown using numbers. Look at
where A is shown on the grid above. The point where A is placed can be
identified by two numbers as shown below.

(3, 5)
number on the x-axis under the A et number on y-axis across from A

Point A is located 3 units to the right of the origin and 5 units up from the
origin.

The single point on the grid, point A, is called an ordered pair because that
one spot can be identified by 2 numbers.

The order pair shown by point B is identified by (-4, -2). The origin is identified
by (0, 0).
aa ee Nae Doar nee

‘Any single point on a Cartesian coordinate grid can be identified by two

‘numbers. The numbers are shown in brackets to communicate that it is an
ordered pair. The ordered pair is always in the form (x, y) where
| e xis the number left or right of 0 on the x-axis.
e yis the number above or below 0 on the y-axis.
e Order is important so x is always first, and y is always second.

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Chapter 4

Examples with Solutions

Plot each point on the grid

shown.

A(4, 3)
e Draw a vertical line that
passes through 4 on the x-
axis.
e Draw a horizontal line that
passes through 3 on the y-
axis.
e The point where the two
lines intersect is the point A.

B(-2, 1) C(-6, -4)

Exercises 4.1

Identify the ordered pair that can

describe each point on the grid.

1. pointA 2. point B

3. point C 4. point D

5. point E 6. point F

7. point G 8. point H

9. point/ 10. point J

Which points are given by these

ordered pairs?
11. (-5, -6) 12. (2, -6)

13. (6, 5) 14. (-6, 1)

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Chapter 4

On the coordinate grid shown,

plot each of the ordered pairs.

152(4i1) 16. (3, -2)

17. (-6, -4) 18.(-5,, 1)

1921.4) 20. (-1,1)

21. (-3, -3) 22. (6, -6) ;

eee egeaeger =} | oo 34 5 6 |x
23. (-2, -2) 24. (-1, -3)
=2
25..(2; 5) 26. (-4, -1) 3
-4
Look at the coordinate grid
shown above. “9
=6
27. Draw a point at the origin.

28. Explain why the origin can be identified by the ordered pair (0, 0).

Point P is shown on the grid. It

sits on the x-axis.

29. Give reasons why the point P

can be identified by the
ordered pair (5, 0).

Write the ordered pair that can

be used to describe each point. 1 1 2 be SGI

Q{ates: 5625 sat)

R (Leet g20GB)
ae Qs

Sn BP AN)

30. Describe how each point is

alike. How are they different?

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Chapter 4

4.2 Plotting Points and Making Predictions

Now that we have plotted points on a grid, we can use the grid to
e plot points
e look for patterns
e make predictions

The points (1, -2), (2, 1), (8, 4) and (4,7) |= The points (0, -3), (1, -2), (2, 1) and
are shown on the grid. (3, 6) are shown on the grid.

Look at the patterns shown by the points on each graph.

e On the graph at the left, the pattern shows the points can all be joined
by a straight line. This shows a linear relation.
e On the graph at the right, the pattern shows that the points cannot be
joined by a straight line. This is called a non-linear relation.

Plotting points are often used to look for

patterns. The linear relation is shown at the
right. A straight line has been drawn
through the points because the pattern
shows it to be a /inear relation.

By following the line, we can predict that

the relation will pass through the point
(0, -5).

Find another point that this line might pass

through. passes through (0, -5)

{SeeRegetees)
y S—

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Chapter 4

Exercises 4.2

Two graphs are shown below.

1. Which graph represents a linear relation? Explain how you know.

2. Which graph represents a non-linear relation? Explain how you know.

3. Predict another point that could be on each of the graphs. How did you
make your prediction?

GraphA (__, __) Explanation

GraphB (__, __) Explanation

4. Khalid claimed that “Graph B shows a shrinking or decreasing pattern.”

What does he mean by this? Do you think Khalid is correct? Why?

5. Khalid also claimed that “Graph A shows a shrinking or decreasing

pattern.” Do you think Khalid is correct? Why?

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Chapter 4

Plot the points shown in each

question on the grid. Use different
colours or marks for each question.

6. (-5, 1) (<5, 3) (-5, 5) (-5, 7)

1. (0, -5) (aere)acl2; ot)

8. (-6, -6) (-4, -5) (-2, -4) (0, -3) Ts i iat >

1
9. (-2,A) fol pI A(On0) o(to ia 2 24) 2

10. Which questions show a linear %

relation? a
=&-

= 1

11. Which questions show a non-

linear relation?

12. For each pattern in questions 6 to 9, predict one more point that could
continue the pattern. Give reasons for your prediction.

Question6 (__, __) Reasons

Question7 (__, _) Reasons

Question8 (__, __) Reasons

Question9 (__, _) Reasons

13. For each of questions 6 to 9:

e decide whether it is a “growing or increasing pattern,” a “shrinking
or decreasing pattern,” or neither.
e Give reasons for your decision.

Question 6 Pattern Reasons

Question 7 Pattern Reasons

Question 8 Pattern Reasons

Question 9 Pattern Reasons

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Chapter 4

4.3 Graphing Relations

Look at the ordered pairs shown below. What pattern is shown by them? What
might the next ordered pair be?
(152) A254 (3, 6) (4,8)
There are different patterns that you might see.
e You might see that each x-value increases by 1 and each y-value
increases by 2. The next ordered pair would then be (5, 10).
e You might see that each y-value is 2 times the x-value. The next x-value
would be 5 and the next y-va/ue would be 2 x 5 or 10. The next ordered
pair would then be (5, 10).

One way to help explore the pattern with these ordered pairs is using a table
of values. A table of values helps to organize information and to see patterns.

x-value (from ordered pair)

y-value (from ordered pair)

The next two ordered pairs of (5, 10) and (6, 12) are shown in grey.

Sometimes, we are given the relationship in a different form, but we still may
wish to see a picture of the relationship. A relationship is described by the
equation y = 2x + 1. We can use a table of values to find ordered pairs and
see the pattern. Use these steps to help you.

A. Create a blank table of values like the one shown above.

|x-value
y-value

B. Select your own x-values to put into the table of values. Try to keep the
numbers small.
aie i ee | o
(vali a a i
C. Complete the table of values by calculating the y-value for each value
of x. Use the skills you learned in chapter 3 to help you. Remember to
use brackets when substituting for x.
x-value

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Chapter 4

D. Write the ordered pairs from yA

the table of values.

(Og Wists B)igl 2 5) (352)

E. Plot the ordered pairs on the y= 2x+4

coordinate grid as shown.

F. Look at the pattern made by Te ay:

the points.
e Ifthe pattern forms a linear
relation, draw a straight line
through the points.
e Ifthe pattern forms a non-
linear relation, draw a
smooth curve through the
points.

POOREST TIA EEOC SETHOTT REARS SPIE TEE ISOTSS TELL ESE SOS LESTER. OTE SINE ETC GEESE EISTEE BENELLI SILISELI SLEDGE LENSES SSE ELSIE ESEIERIESE GELB LILES. DEERE EDEL ELLE SESE TELE LESLIE EL EL LTE

‘When we create a pattern using ordered pairs, like the one shown above, we say that
we are “graphing the equation.”
RORSEL
BEERS
ISAOBERS HSISSISEEREESHSTBSREREISS BIS’ I SESE SIGEDEES SIEEL REE EES EEE II RETO E EEE EEE IES BERLE OE ELEC ET RELEBEL EET LTEEEE EEE DEEL E SEEDSEEDER
EE DIOL IEEE ELE EEE NEEL LEE DEER EE IERIE

Examples with Solutions

1. Graph the equation y = x?.

Use a table of values. Because there is an exponent, use some negative

x-values in the table.

x-value
y-value y=x y=x? y=x? y=x* y=x?
Se): =aeil): =1(0) mil 1) (2)
=A aT =A() i =4

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Chapter 4

A. Write the ordered pairs from the

table of values.

(-2, 4) (-1, 1) (0,0) (1,1) (2, 4)

B. Plot the ordered pairs on the

coordinate grid as shown.

C. Look at the pattern made by the

points.
e lf the pattern forms a linear
relation, draw a straight line
through the points.
e lf the pattern forms a non-
linear relation, draw a smooth
curve through the points.

2. Explore the table of values.

e Fill in the missing values in the table.
e Describe how you know your answer is reasonable.
e Write a possible equation to describe the relationship between the x-values and
the y-values.

x 2 LOR en 8 10 12 14
0 Ase Ea: 36 |
The next three y-va/ues are shown in grey (30, 36, and 42).
We know these values are correct because each y-value is 3 times the x-value. O

10x3=30 12x3=36 14x3=42 Cc

The pattern also makes sense as the y-values are increasing by
6 each time and that pattern continues.

As an equation, we can see that:

Mindfulness Moment
y-value = 3 x x-value There has been a lot of information about
graphing. Need a break? Can you go outside
and take a walk? Take 3 deep breaths and
listen to the sounds around you.
Observing your surroundings can help
you velax and think!

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Chapter 4

Exercises 4.3

Do the following for each table of values.

e Fill in the missing values in the table.
e Describe how you know your answer is reasonable.
e Describe a relationship between the x-va/ues and the y-values.

1. x : 7 ie al 6 8 10
y 50S) 400 150 200 | Leste2

BL

3. x BO a + 22 23 24
Ma Ag 20

A eOOiNae -60 || 7570

ee Verte [nettP2siale ried mer 28a |

Do the following for each table of values.

e Fill in the missing values in the table.
e Describe how you know your answer is reasonable.
e Write a possible equation to describe the relationship between
the x-values and the y-values.

§ xt tt 2 fs fa 8} 8
ve orirreee Pro 28 32 —

(a ee ee 3 4 Saiaw6 @
| -8 -16 -24 -32

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Chapter 4

Do the following for each table of values.

e Fill in the missing values in the table.
e Describe how you know your answer is reasonable.
e Write a possible equation to describe the relationship between the first
line (x-values) and the second line (y-va/ues).

Number of comic
books sold (N
Cost of books (C

9. | Hours worked (h 15 20 25
Amount earned in $ (A 2-4 180 | 270 | 360

10. | Selling price (S 100 | 200 200 |400J800. 800-700 |

Profit (P 20/1140) 860). 80

For each of the following,

e complete the table of values.
e graph the equation.

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Chapter 4

For each of the following,

e complete the table of values.
e graph the equation.

13. y=2x-5 14.

y = 2x?
x K
M y

Sketch each of the following equations. A sketch is less accurate than

graphing on a grid, but it gives you an idea of what the graph looks like.

15. y=2x-7 16. y=x?+2

‘Teva xo 18. y=5x-12

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Chapter 4

4.4 Investigating Straight Lines

The graph of a straight line is shown.

What characteristics of a linear
relation are shown by the graph?

e The graph continues upwards

from left to right without
changing direction or its
steepness.
e The graph crosses the x-axis
at the point (2, 0).
e The graph crosses the y-axis
at the point (0, -4).

There are names that we use to communicate the three observations above.

e The “steepness” of a straight-line graph is called the slope of the line.

e The point where the graph crosses the x-axis is called the x-intercept.
The ordered pair is not usually used for the x-intercept. In this case, we
say, “The x-intercept is 2,” and we mean the point (2, 0).
e The point where the graph crosses the y-axis is called the y-intercept.
The ordered pair is not usually used for the y-intercept. In this case, we
say, “The y-intercept is -4,” and we mean the point (0, -4).

Slope is important in our daily lives.

e lf the slope of a ramp is too steep, wheelchairs could roll down them
too quickly for safety and it may be difficult to roll up the ramp.
e lf the slope of a set of stairs is too steep, people may trip up the stairs.
2S SET IERIE SFSERENE LR EIS STII SOE TR SEO ATEIEEE ID BETS 2 REBT PEER RNY LOE SER SDSS SSD PEN AER ANT TTS CITIES

Because the slope of a straight line is constant, the slope can be found.
rise

a - = = - os - run PRN crane

Pick a point on the line. Find the “rise” by For the graph above, the rise
drawing a line straight up or straight down is 4.
from the line until it reaches the same y-value
as another point on the line. The number of
units you moved up or down is the rise.
e If the “rise” goes up, it is positive.
e If the “rise” goes down, it is negative.

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Chapter 4

From the “rise,” go left or right to intersect the For the graph on the previous
line. The number of units you move to the left page, the run Is 2.
or right is the “run.” slope = “=
e Ifthe “run” goes right, it is positive. a
e Ifthe “rise” goes left, it is negative.

Let’s look at the graph of another line.

e The graph continues downwards from

left to right without changing direction
or its steepness.

e The graph crosses the x-axis at the

point (-2, 0), so the x-intercept is -2.

e The graph crosses the y-axis at the

point (0, -3), so the y-intercept is -3.

What is the slope?

Pick a spot on the line. Draw a line straight up Now go left or right to intersect the line to
or straight down until it reaches the same find the run. The run is 2.
y-value as another point on the line. The rise slope = “©
. run
is -3. og
ao

When finding the rise and run, we started y

at one point on the line and ended at
another point on the line. Look at the
dotted lines on the first graph. Read the
two points where the dotted lines touch the
line.
me
OV
UT
-
hte

(3, 2) and (5, 6)

6-5 26-4 20 1°
These two points can be used to calculate Kz
-3
the slope of the line.

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Chapter 4

rise = change in y-values Slope = DS

=6-2
= run

=A: = -

=2
run = change in x-values
=5-3
=2

We can calculate the slope on the second graph in the same way.

Choose two points: (-6, 6) and (-4, 3)

rise = change in y-values Slope = Eise

= 3 —¥ 6 run

= .3 =-3
ZS

run = change in x-values

= (-4) - (6)
=2

cao
a aR a SSSR CtCIEE SESE SPECS ETE REE STROSS ENE STORCH SASL ESOS FON RERED TS MES SASS DN ANOS TEERESET

_ We can find the slope from any two points, (x1, y,) and (x2,y2).
rise -
slope = —
run
==2—"4
X2—-X4

mena’ Soon emanae RSET I ERSENTERITIS

MSR TTT

Examples with Solutions

Find the slope of the line between the two points given.

1 (S: 2) and (V; 4) slope papas!

2. (3, 1) and (0, 4) slope = 2-4

3. (-2, 5) and (6, -1) slope = cam

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Chapter 4

Exercises 4.4

Look at the graph at the right.

1. Write the y-intercept.

2. Write the x-intercept.

3. Calculate the slope.

Look at the graph at the right.

4. Write the y-intercept.

5. Write the x-intercept.

6. Calculate the slope.

Look at the slope calculations above.

7. Which graph has a positive slope?

8. Which graph has a negative slope?

Look at the direction the lines are pointing and your slopes.

9. In what direction is the top of the line pointing when there is a positive
slope?

10. In what direction is the top of the line pointing when there is a negative
slope?

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Chapter 4

Calculate the slope of the line between each pair of ordered pairs.

11. (2, 5) and (4, 7) 12. (-3, 1) and (4, 6)

13. (5, -4) and (-1, 2) 14. (-7, -1) and (1, -5)

15. (-3, -7) and (-6, -1) 16. (3, 10) and (-5, -5)

17. (-11, 4) and (4, -11) 18. (-2, -9) and (-11, -1)

19. (-22, -11) and (12, -8) 20. (-4, 3) and (6, 3)

21. What do you notice about the slope in question 20? What do you think the
graph of the line would look like?

22. (-5, 7) and (-5, 0)

23. a) What do you notice about the slope in question 22?

b) Why do you think this slope is called undefined?

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Chapter 4

4.5 Find the Equation of a Line

Previously, we explored how to graph a line like y = 3x — 2. We used a table of

values to do so.

value [0]

Once we have found the table of values,

we plotted the points and joined them
with a straight line.

Plot the points from the table of values.

(0,-2) (1,1) (2,4) (3,7)

The line shows the graph of y = 3x — 2.

Let’s connect our skills from the

previous section with the equation and
graph of this straight line.

Find the slope of the line. Because the

slope never changes, use any two
points.

Use (3, 7) and (1, 1).

We can use any two points, so let’s find
the slope if we use (2, 4) and (0, -2).

The slope of the line of y = 3x — 2 is 3.

See the connection between slope and the coefficient of x?

The y-intercept of the line y = 3x —2 is -2.

See the connection between the y-intercept and the equation of the line?

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Chapter 4

pomecoee PET TEE TSE ERB IOI TY el

|In general, any equation of a straight line can be written in the following form.

yo fa

slope y-intercept
eee erecoment ea wRAREMORON “ASR EYRE EE SERENE DIST: SEIS GEC REITER
LEADS T MMT OS NEI MEER

Knowing this form of an equation can help us find the equation of any straight
line when we know two pieces of information about the line.

Examples with Solutions

1. Find the equation of a straight line with a slope of -2 and a y-intercept of 5.

We know the slope and we write Substitute what we know into the general
a=-2, form y = ax + b as shown.

We know the y-intercept and we write y=ax+b

b=5. y=-2x+5

We now have the equation of the line.

2. Find the equation of a straight line with a slope of 3 and passes through the
point (-2, 7).

We know the slope and we write We know the slope and can start
a= 3. building the equation like we did above.

We only have a point. We do not y=axt+b

have the y-intercept. y=3x+b

If we can find the y-intercept, we can Find the y-intercept by substituting the
find the equation like we did above. values from the point into the equation.
The y-intercept can be found as
shown at the right. 7 = 3(-2) +b
7=-6+b
7+6=-6+6+5b
13 =b

We have just found the y-intercept and

can now write the equation.

y=3x+13

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Chapter 4

3. Find the equation of a straight line that passes through (2, 5) and (-1, 8)

We don’t have the slope or the slope==2="4

y-intercept. We can find the slope aed
between any 2 points as shown at the ace
right. = = or ="

y=axtb
Now that we have the slope, wecanuse y=-1x+b
the same steps as we did in question 2.
Find the y-intercept by substituting the
a=-1 values from either point into the equation.

5 =-1(2)+b
=-2+b
D te2peoeit2 te
7=b

We have just found the y-intercept and

can now write the equation.

y=-xt+7

Exercises 4.5

The general form of an equation of a straight line is y = ax + b.

1. The variable a represents

2. The variable b represents

3. Circle the statements that are true.

a) The equation of a line can be found when the slope and y-intercept
are known.
b) The equation of a line can be found when only the slope is known.
c) The equation of a line can be found when two points on the line are
known.
d) The equation of a line can be found when a point and the slope are
known.
e) The equation of a line can be found when only the y-intercept is
known.
f) The equation of a line can be found when the x-intercept and y-
intercept are Known.

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Chapter 4

Find the equation of each of the following lines.

4. slope = -3 and y-intercept = 7 5. slope = 4 and y-intercept = -2

6. slope = -2 and y-intercept = -5 7. slope = 2 and y-intercept = 1

5

4
8. slope = -<and y-intercept = 9. slope = 0 and y-intercept = -1
5

10. Find the equation of a line that has a slope of 3 and passes through (1, 5).

11. Find the equation of a line that has a slope of -2 and passes through (-3, 1).

12. Find the equation of a line that has a slope of 4 and passes through (-2, -4).

13. Find the equation of a line that has a slope of 6 and passes through (0, 0).

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Chapter 4

Find the equation of a line that passes through each pair of points.

14. (4, 1) and (6, 9) 15. (-2, 1) and (-3, 2)

16. (4, -6) and (5, 5) 17. (-3, -2) and (-5, 12)

18. (-1, -3) and (-2, -5) 19. (4, 3) and (16, 19)

20. (16, 8) and (-6, 19) 21. (7, 11) and (-9, -8)

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Chapter 4

Exciting Extras

Amira is paid a base salary plus a commission for selling barbeques. One
week her sales totaled $7200 and she got paid $1220. The next week she
sold $9600 and got paid $1460.

22. From this sentence, two points can be found. Complete the points.

(7200, 1220) (9600, )

23. Use the two points above. Find the slope of the line that represents
Amira’s earnings.

24. Use the slope and one of the points. Find an equation of a line that
represents Amira’s earnings.

Use the equation you have found.

e yrepresents Amira’s earnings
e x represents Amira’s total sales.

25. Substitute the $8000 into the equation for x. Find the value of y. This
shows how much commission Amira will earn if sales total $8000 that
week.

26. Substitute $2000 into the equation for y. Find the value of x. This shows Amira’s total
sales if the commission earned that week was $2000.

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Chapter 4

4.6 Patterns with Transformations of Lines

A transformation is the movement of a figure in a plane. You can slide it

(translation), turn it (rotation), or flip it (reflection).

Translation of a Line
The graph of y = x is shown on the grid. The
dotted line shows y = x after it has been moved
3 spaces down
e What is the equation of the dotted line?
e What pattern do you see?

To find the equation of the dotted line, find two

points on the dotted line. (0, -3) and (3, 0)

BO OSaogs!
slope ae
_ 0-(-3)
i 379
==-or1
3

y=axt+b
y=1x+b

Find the y-intercept by substituting the values from either point into the
equation.
0 = 1(3) +b
O=3+b
0-3=3-3+b
-3=b
We have just found the y-intercept and can now write the equation: y = x — 3.

Reflection of a Line
The graph of y = 2x is shown on the grid. The
dotted line shows the graph when it is “flipped”
over the x-axis.
What is the equation of the dotted line?
What pattern do you see?

To find the equation of the dotted line, find two

points on the dotted line. (0, 0) and (-2, 4)

slope
= 2—*4
X2— Xz
_ 4-0
7 Baw

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Chapter 4

y=ax+b
y=-2x+b

Find the y-intercept by substituting the values from either point into the
equation.

4=-2(-2)+b
4=4+b
4-4=4-4+b5
O=b
We have just found the y-intercept and can now write the equation: y = -2x.

In the exercises, we will explore what happens when we reflect other lines over
the x-axis and over the y-axis.

Rotation
A rotation is a transformation in which a line is turned about a point (called the
centre of rotation). It can be turned either clockwise (CW) or counterclockwise
(CCW).

The graph of y = 2x is shown on the grid. A pin is

put on the graph and the line is rotated 90°
counterclockwise.
e What is the equation of the dotted line?
e What pattern do you see?

To find the equation of the dotted line, find two

points on the dotted line. (0, 0) and (-2, 1)

slope
= 4—4
=
_ 1-0
> =2=0
1 af
=—-2 or--2

y=ax+b
1
=—-x+b

Find the y-intercept by substituting the values from either point into the
equation.

1=-+(-2)+b
WP esaye
1-1=1-1+b
O=b
We have just found the y-intercept and can now write the equation: y = “x.

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Chapter 4

Exercises 4.6

—_ . Graph the equation y = 2x.

2. Translate the graph 2 units up.

3. Find the equation of the new graph.

4. How is the equation of the graph

connected to the equations of the
graph in question 1?

5. Graph the equation y = 2x.

6. Translate the graph 2 units left.

7. Find the equation of the new graph.

oe). How is the equation of the graph

connected to the equation of the
graph in question 5?

ce What do you notice about the two

equations you have just found?

10. What conclusions can you make

about the new equation of a line
after it has been translated? Use
what you have seen in this lesson.

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Chapter 4

Tie Repeat questions 1 through 9 using a linear equation of your own. Did your
observations confirm what you saw in question 10?

. Graph the equation y = 3x.

. lmagine a pin is put at (0, 0). Rotate

the graph 90° clockwise.

. Find the equation of the new graph.

. How is the equation of the graph

connected to the equation of the graph
in question 12?

16. What conclusions can you make about the new equation of a line after it has been rotated?
Use what you have seen in this lesson.

Whe Repeat questions 12 through 15 for

y= x.

18. Did your observations confirm what

you saw in question 16?

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Chapter 4

19. Graph the equation y = 4x.

20. Reflect (flip) the graph over the

y-axis.

Z . Find the equation of the new graph.

—_

ta
4 45 6 Ex

22. How is the equation of the graph

connected to the equation of the
graph in question 19?

23. Graph the equation y = 4x.

24. Reflect (flip) the graph over the

x-axis.

25. Find the equation of the new graph.

26. How are the equations of the graph in

questions 24 and 25 connected to the
graphs and equations in questions 18
and 22?

27. What conclusions can you make about the new equation of a line after a
reflection of the line about the x or y-axes? Use what you have seen in
this lesson.

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Chapter 4

Use your observations from this lesson. Predict the new equation for each of
the following.

28. The equation after y = -2x has been reflected over the x-axis.

29. The equation after y = 5x + 2 has been translated 4 units down.

30. The equation after y = -7x has been rotated 90° counter-clockwise.

31. The equation after y = -2x — 1 has been translated 3 units up.

32. The equation after y = 6x has been rotated 90° clockwise.

33. The equation after y = -2x has been reflected over the y-axis.

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Chapter 4

4.7 Investigating Equations and Linear Relations

We have graphed equations like y = 3x — 2. We graphed it using a table of

values.

Plot the points from the table of values.

(0,-2) (1,1) (2,4) (3, 7)

The line shows the graph of y = 3x — 2.

The graph of y = 4 is also shown on

the grid. For any value of x, the value
of y is always 4. Its graph is a
horizontal line.

At what point do the two lines

intersect?

The two lines intersect at the point

(2,4).

What does the point where the two

graphs intersect represent?

Both equations are written in the form y = ax + b. In this case, they are written
as y=4 and y= 3x-2.

e y=4andy=3x-2,s04=3x-2.
Vie
y=3x-2
Both expressions (4 and 3x — 2) are equal to the same value (y), so
the two expressions must be equal.

e The point where the two lines intersect represents the solution to the
equation 4 = 3x — 2.

e The solution to the equation is the x-value of the point of intersection.

e Inthis case, the solution to 4 = 3x —-2 is x = 2.

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Chapter 4

‘When using a graph to solve an equation c = ax + b, where c is a constant:

;
|
;
e graphy=c
e graph y=axt+b
e the solution to the equation is the x-value of the point of intersection.
oe oman

Example with Solution

Graphically solve the equation 3 = 4x — 5.

First, graph the equation y = 4x — 5. Use a table of values to help you.

x-value
y-value

Plot the points from the table of

values.

(0,-5) (1,-1) (2, 3) (3, 7)

Now graph y = 3 as shown. It is a

horizontal line.

The two lines intersect at the

point (2, 3).

Thus, the solution to 3 = 4x — 5is

eS

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Chapter 4

Exercises 4.7

The graphs of y= x + 1 and y=-2

are shown on the grid.

1. At what point do the two lines

intersect?

2. What is the x-value of the point in

question 1?

ioe). What is the solution to the

equation x + 1 = -2?

4. Graph the equation y = 5x — 3. y

5. Graph the equation y = 2.

6. At what point do the two lines

intersect?

<6 -5.-4 -3 -2 -4
0 Le A Soe ee i
7. Use the point of intersection. Find 1
the solution to the equation -2
5x -3=2. =3
-4
eS
-6

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Chapter 4

8. Graph the equation y = -2x — 7.

9. Graph the equation y = -1.

10. At what point do the two lines

intersect?

11. Use the point of intersection.

Find the solution to the equation
-2x —7 =-1.

12. Graph the equation y = 4x — 1.

13. Graph the equation y = -3.

14. At what point do the two lines

intersect?

15. Use the point of intersection to

find the solution to the equation
4x-1=-3.

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Chapter 4

Using the grids, construct graphs to find the solution to each equation.

1683x228 17. 5x-1=4

ol a Oya ie
-6 5-4-3 -2-1

18. -5x
+2 =-3 19. -3x-1=-2

hee eres 123456 x

Pe

20.4x+2=8 21.-2x-1=6

6-5 -4-3-2-10

=o

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Chapter 4

Chapter Review

On the coordinate grid shown, plot

each ordered pair.

1,04) DAES
3. (6, -4) 4. (0, -1)
5. (-1, -4) CnC tt)
NED SES on, TSE = x

7. (-3, -6) 8. (6, -1)

9. (5, -2) 10. (-1, 0)
11. (0, 0) 12. (-3, 6)

Look at the coordinate grid shown above.

13. Which point shows the origin? Gok ee)

14. Which point shows an x-intercept? (a.
15. Which point shows a y-intercept? ( 3

Plot the points shown in each

question on the grid. Use
different colours or marks for
each question.

16-(0,,-2) (19200246)
17: (0,-3) (18-1) (275)

18. Which question shows a linear

relation?

19. Which question shows a non-

linear relation?

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Chapter 4

For each of the following,

e complete the table of values.
e graph the equation.

£2) 3 4 5 8s L235
4 5 6x

Pa =
-4 -4
=S 5
-6 -6

Calculate the slope of the line between each pair of ordered pairs.

22 5(2-o)iandic2a7) 23. (-4, -1) and (4, 7)

Find the equation of each of the following lines.

24. slope = -2 and y-intercept = 7 25. slope = 4 and y-intercept = -3

26. slope of 2 and passes through (4, 5) 27. slope of -3 and passes through (1, -2)

28. passes through (2, 7) and (1, 4) 29. passes through (-1, 5) and (2, 8)

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Chapter 4

Predict the new equation for each of the following.

30. The equation after y = -3x has been reflected over the x-axis.

31. The equation after y = 2x — 9 has been translated 4 units up.

32. The equation after y = 11x has been rotated 90° counterclockwise.

33. Graph the equation y = 5x — 3.

34. Graph the equation y = -2.

35. At what point do the two lines

intersect?

36. Use the point of intersection.

Find the solution to the equation
5x — 3 = -2.

Using the grid below each equation, construct graphs to find the solution to
each equation.

Bi ea Xirted Safi 38. -2x—

1 = -2
A

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Chapter 4

Chapter Test

1. Plot these points on the

coordinate grid.

A(OM1)' VBGHAL .C(2,.3)

Find the slope of the line between

2. points A and B.

3. points A and C.

4. points B and C.

5. What do you notice about each slope?

6. Do the points show a linear relation or a non-linear relation?

7. Use what you have seen so far. What do you notice about the slope between
any two points in the type of relation you selected in question 6?

8. Find the equation of a line with a slope of -5 and a y-intercept = -2

9. Find the equation of a line with slope of 3 and passes through (-4, 5).

10. Find the equation of a line that passes through the points (4, -1) and (2, -3).

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Chapter 4

For each of the following,

e complete the table of values.
e graph the equation.

11. y=x-4 12. y=-3x-1

Predict the new equation for each of the following.

13. The equation after y = -7x has been reflected over the x-axis.

14. The equation after y = -2x — 3 has been translated 4 units down.

15. The equation after y = 2.5x has been rotated 90° counterclockwise.

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Chapter 5

CHAPTER 5
EXPRESSIONS AND EQUATIONS

“Eureka! I’ve got it!”

This phrase has been attributed to the Greek

mathematician Archimedes. “Eureka” is an
expression ofjoy at having discovered something.
He reportedly yelled it after he had stepped into a
bath and noticed that the water level rose.

This led Archimedes to understand that the volume

of water displaced must be equal to the volume of
the part of his body he had submerged. He is said to
have been so eager to share his discovery that he
leapt out of his bathtub and ran naked through the
streets of Syracuse.

The Gold Crown Problem

Archimedes used this knowledge to help the king of Syracuse, Hiero ll,
determine whether a gift in the shape of a crown was pure gold. Hiero II
thought it was while Archimedes thought it was not. The request was for
Archimedes to determine whether it was pure gold.

Your Turn
Research more about Archimedes and the crown. There are many websites
from which to choose.
e Why did Hiero II want to know whether the crown was pure gold?
e What did Archimedes discover about the crown?
e Explain how Archimedes determined the answer to the problem.
e Write a short paragraph that describes how Archimedes might have
told Hiero Il what he discovered.

What Do You Think?

Greece has long been considered a society that has contributed a lot to
mathematics and continues to do so. Before you start the chapter:
e Think of a famous pattern or theorem you might know.
e Do you think this pattern or theorem is attributed to a Greek
mathematician?

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Chapter 5

5.1 Expressions

The first number in a pattern is 7 and each subsequent number is 3 more.

What is the third number in the pattern?

(letras 3 t'3. 10. You can easily write the numbers.

Pfs KO FatFeo}.

Suppose you wanted to know the 148'" number in the pattern. It would take
time to write out all the numbers.

An expression can be used to find the 148" term. We would need to know the
expression. Here is an expression like you saw in chapter 3.

4 + 3x where x is the term you wish to find.

To find the 148" term, substitute 148 into 4 + 3x.

4 + 3(148)
=4+3 x148
=4+444
= 448

In chapter 3, we explored how to evaluate monomials like -5x when we know

that x = 3.
-5x = -5(3)
=-15

We can write an expression to represent a situation or relationship.

The cost to rent an internet stick is $4 deposit plus $2 for each day. How @®
much will it cost to rent the game for 11 days?

An expression can be created and used

to solve this problem. Look at how the Mindfulness Moment
sentence is translated into math when d
is used for the number of days. Guessing an answer and checking it
pies will likely give you the correct
The cost to rent an internet stick is
$4 deposit plus $2 for each day. answer. That is one way to solve

1
4 + 2 x number
of days
some problems. Try other methods
for solving problems when you need
4+ 2d to or want to. There is more than
one way to solve math problems.
The total cost is 4 + 2(11) = $26

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Chapter 5

Examples with Solutions

1. Write an expression for “seven times a number plus 9”.

Tee
pillre nO,

IXY

Write an expression for each and answer the question.

2. The monthly cost to rent an apartment is $1250 plus $5 for water each day.
How much was the rent in January which has 31 days.

$1250 plus $5 for water each day

12005 tO aX. 0, d represents number of days in a month

1250 5d

The total cost of rent for January is 1250 + 5(31) or $1405.

3. Eileen earns $3000 each month /ess $4.40 per hour for taxes. How much did
she take home for February when she worked 152 h?

$3000 each hour /ess $4.40 per hour for taxes

f
3000 - 440 «x h h represents hours worked

Eileen earned 3000 — 4.40(152) or $2331.20.

4. During a thunderstorm, for every 3 seconds counted between seeing a flash of

lightening and hearing thunder, a person is 1 km away from the eye of the
storm. Harena counted to 12 seconds from the time lightning struck to hearing
thunder. How far away is the eye of the storm?

1 km away for every 3 seconds

Did You Know?
)
The city of Windso
r,
; = “ d represents distance in kilometres Ontario, sees the
most thunderstorm
s
annually in Canada.
The storm is ~ or 4 km away. Windsor has an
average of 33 days
with thunderstorm
s
every year.

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Chapter 5

Exercises 5.1

Write an expression for each sentence.

1. Seven times a number plus 2. 2. Five times a number minus 12.

3. A number divided by 5. 4. Anumber divided by 3 less 9.

Write an expression for each sentence. Then answer the question. Did you use a
guess and check strategy?

5. An iPhone call from Toronto to Boston costs $2.00 plus a charge of $0.25
for each minute. The call lasted 10 min. How much did the call cost?

6. The cost of renting a bike downtown is $3 plus $0.05 per kilometre ridden.
The bike was ridden 45 km. How much did it cost to rent the bike?

7. The cost for Sam to rent a bike is $3 plus $0.15 per hour. If Sam paid
$4.05 in total for the rental, how many hours did Sam rent the bike?

8. Last month, at a server job, Rebecca earned $2750 less $3 per day for
meals. Rebecca worked 22 days last month. How much did Rebecca
earn?

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Chapter 5

Solve each of the following problems. Did you use an expression?

Q; The total cost to print a book is $4.75 plus $0.06 per page. If a book is 352
pages long, how much will it cost to print the book?

10. Breanne’s Bakery makes delicious cakes. The profit on a cake is the price
of a cake less the cost to make the cake. It costs the bakery $8.75 to make
one cake, and it sells a cake for $12.50. Find the profit that would be
earned if Breanne’s Bakery sold 32 cakes.

1 os. The profit earned for The Print Shop to print a book is $8.40 less a cost of
$0.01 per page. A diary that has 224 pages was printed. How much profit
did The Print Shop make printing the diary?

APs A sequence of numbers starts at 5. Each number is 8 more than the

previous number.

a) Start writing the sequence of numbers until you get to the 6" term.

b) Write an expression that can be used to find each term.

c) What is the 328" term? How did the expression help?

13. A sequence of numbers starts at 12. The next number is always 4 less
than the previous number. What is the 312" number?

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Chapter 5

5.2 Simplifying Expressions

Expressions are often entered onto spreadsheets. To keep the amount of

coding you need to do on a spreadsheet as small as possible, expressions
sometimes need to be simplified.

Previously, expressions like 7y — 3y and 3x? + 5x? were simplified.

7y-3y =(7-3)y Oxo FOX =o aXe
= 4y =X

What if those two expressions were combined to be 3x? + 7y + 5x? — 3y? Can
the new expression be simplified?

To simplify the expression, think about rearranging the terms and combining
like terms as shown below.

SCD Geese See the operation to the left of the term?

Follow the circles and arrows.

= 3x°Ct 5x G Ty) C By D When rewriting the expression, the
[ek SC eRe
eya operation sign to the left moves as well.

Then simplify the expression by adding and

subtracting like terms.
eH LESTER STEALER IEEE EE SSSR MOTTE EPS NETIP:RIOISBSOIESS SEER NEES SIPS SESELSETE SIESE IETSPLN IT RESELL SE IE NT ICSE OCIS IEIOSCEE TREE

' Remember the following to add and subtract like terms.

e The variable and the exponent must be the same.
e If they are not the same, do not add or subtract them!
fore reAnONE REECE NDA "022 PEEBLES
OED ERE EEDA SMES EP SOOO RBIS TEEN ROE ESE EE EEE NEP TEST
EEE MS EARN IE SITET ET SOOT IIS SI LN RCO

Examples with Solutions

Simplify each of these expressions by gathering like terms.

1. 3x + 5y—74
8x Always use the operation that is to the left of
the term when simplifying.
= Bx tox + OV = 7)
ae 3x
+ 8x = 11x +5y—7y=-2y
Sch peavey

2. 4x? — 3x + 11 — 5x? -8x-2 Rewrite the expression so the like terms are
= 4x? — 5x? -3x-—8x+11-—2 together.
= -x*- 11x +9 Then, add and subtract like terms.

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Chapter 5

Exercises 5.2

Simplify each of these expressions.

TeX Fax Cy 2.3m—2m+5n

3.6m+2n+4m+
12n 4.2a+5b—4a+6b

5. -3x 4+ 12:+.5x
+ 20 6. 7p +22-5p-9

7. 5x + 3y—20+ 6x—-8y-5 8. -2m+5n-9-3m—2n-11

9. 3x? +12 + 6x2 + 23 10. 5y2 + 6y — 2y? - By

11. 3x?-9x+1+5x?+7x+2 12. 4x2 + 15x + 21 — 2x*-

8x -—12

13. 7x? —9x +1 + 2x? -4x—41 14, 2x? + 5x -—1-—x?-—5x

+3

15. -2x? + 8x +6 + 5x?-9x+2 169-x* = 5x —33x*

=x -—5

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Chapter 5

Exciting Extras

Quilts are made from a series of squares that

have designs in them. Here is the design from a
quilt.

17. How many triangles are there?

18. Write an expression for the number of triangles

you see in this one square of a quilt.

Alice Olsen Williams is known for her unique quilts that blend expressions of
Anishinaabe beliefs and ideology with reflections on contemporary social
issues. Suppose Alice made a quilt with 40 squares like this as a community
blanket.

19. How many triangles would there be?

20. Did you use an expression to find the number of triangles?

A Starblanket for Healing was commissioned for

a Native women's shelter in Toronto and is a
source of healing for First Nations peoples. The
design is shown here.

21. How many square shapes are there?

22. Write an expression for the number of squares

you see in this one square of a quilt.

Suppose a community blanket was created using

this pattern. 52 people created the exact same
pattern.

23. How many squares would there be on the blanket?

24. Did you use an expression to answer the question?

The three flames in the centre of the star represent the Three Fires Society
that is important to Anishinaabe history.
25. Create a question of your own around the three flames.

26. Have someone answer your question.

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Chapter 5

5.3 Solving One-Step Equations

Previously we used a table of values and a graph to solve an equation like

x + 2 =-3. First, we graphed y = x + 2.

x-value 0
y-value Ya=xr2
=0+2
=2

Plot the points from the table of values.

(O52)eeG. 3), (2, 4)) (3, 9)

The line shows the graph of y = x + 2.

The graph of y = -3 is also shown here. It

is a horizontal line.

The two lines intersect at (-5, -3).

The solution to x + 2 = -3 is the

x-value of the point of intersection.

x=-5

This process works well when the numbers are small and the point of
intersection is a whole number. Sometimes we need processes for finding
the solution to an equation when graphing is not practical.

When solving any equation, the goal is to find the value of the unknown.
There are processes that can be used to isolate the x-value. To do so, think
of opposite operations.

Solve. x + 2 = -3 without using a To solve this equation, we need to “eliminate

graph. the +2” on the left side. The opposite
operation of “+2” is “-2” and 2 — 2 = 0.
x+2-2=-3-2 An equation is like a scale balance. Balance
x=-5 must be kept.
Promise yourself that whatever |do to one
This is the solution we found when side of an equation, | will do the same to
graphing so it must be correct. the other side at the same time. See how
we subtracted 2 from both sides?

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Chapter 5

Examples with Solutions

Solve each equation. How do you know you are correct?

1. Solve
y+ 5= 13 The opposite operation of add (+) is subtract (-).
Subtract 5 from both sides because 5 — 5 = 0.

y+5=173 To Know you are correct, check your answer. Substitute

your answer in the original equation. If both sides are
y+5-5=13-5
the same, you are correct!
y=8
Left Side =y+5 Right Side = 13
=8+5
= 13
Since Left Side = Right side, the answer is correct.

2. Solve x — 25 = 33 The opposite operation of subtract (-) is add (+). Add 25

to both sides because -25 + 25 = 0.
x-—25=33
Check: Left Side = x — 25 Right Side = 33
X= 20 +1200
#20 = 58-25
x = 58 = 33
Left Side = Right Side, so the answer is correct.

3. Solve 0.86 = 40 Remember 0.86 means 0.8 * b.

The opposite operation of multiply (x) is divide (shown
0.8b
= 40 by a fraction bar).
0.8b
_ 40 Divide both sides by 0.8 because 0.8 + 0.8 = 1. We want
08 08 to know the value of one b.
b = 50
Check: Left Side = 0.8b Right Side = 40
= 0.8 x 50
= 40
Left Side = Right Side, so the answer is correct.

4. Solve == 51 The opposite operation of divide (shown by the fraction

bar) is multiply (x). Multiply both sides by 7.
~= 51
vf

=x 7= 51 7 Check: Left Side = = Right Side = 51

X= S57 Baus
3
Aun
= 51

Left Side = Right Side, so the answer is correct.

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Chapter 5

Exercises 5.3

Solve each equation.

1. x +32
= 100 2.y-13
=38

3.m+21=75 4.n-19=-12

5.p-17=-41 6.a+12=-14

7. 3x=15 8.5m=75

9.2k=75 10. -4b = 52

11. -7n
= -49 12. 3.5w = 26.25

13.-3.7b = 9.99 14. -0.5y = -57.25

159-22 16. = 13
wuld

18. ah:== 5,2

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 Chapter 5

5.4 Solving Two-Step Equations

In the previous lesson, we explored how to solve equations with one step

There were two thoughts to solving an equation:

e Use the “opposite operation” to /so/ate the variable.
Whatever is done to one side of the equation, the exact same is done
to the other side of the equation.

These same thoughts can be used when solving equations that require more
than one step.

Solve. 2x + 3 = 13 The first step is to “eliminate” numbers around the

Dy ede variable. In this case, the “+ 3”.

Ud Go cule ert Ke Pea

i) The opposite operation of “+ 3” is “— 3”.
2x=10 Subtract 3 from both sides and simplify.

payee 2AM) : eas:

i The opposite operation of multiply (x) is divide
a - (shown by a fraction bar). The second step is to
x=5 divide both sides by 2 on the new equation.
sos nyse pene SDESSODA REC SOSDEENA ELIS SSRIS ASSESRASTA 5 SSCA ITSSOSES
SSOP STEELER OOS SES ITEDIETSATSISSIES

When solving equations that have a number added to or subtracted froma

_ variable, the first step is to “eliminate” the number using an operation. This will
give an equation like the ones in the previous lesson.
PONS COE MO IRATE OME RRNPSE ETT BIOSENSORS SNC ESSERE PEC SEES TIO
ELSES: SONAR SOLENT

Examples with Solutions

Solve each equation. How do you know you are correct?

1. Solve. -5y-—7 = 23 The opposite operation of “— 7” is “+ 7”.

-5y-7+7=23+7 Add 7 to both sides and simplify.
-5y = 30
a “Sy _ 30 Now, divide both sides of the new equation by -5.
Did You Know: eG
Gy 3
y=-6
The most famous Simplify and check as in the previous section.
the world
equation in
Check: Left Side =-5y-—7 Right Side = 30
might be E = mc. It
was discovere d by = -5(-6) —7
Albert Einstein in =\30 —7
1905. It means, = 23
“Energy equals mass
Left Side = Right Side, so the answer is correct.
times the speed of
light square d."
@
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Chapter 5

2. Solve. 0.3k-2.5=4.1 The opposite operation of “— 2.5” is “+ 2.5”.

0.3k=254+25=414+25 Add 2.5 to both sides and simplify.

0.3k = 6.6 Now, divide both sides by 0.3 on the new

O8k)966 equation.
Ose POS
y=22 Simplify and check as in the previous section.

Check: Left Side =0.3k-2.5 Right Side = 4.1

= 0.3(22) - 2.5
=6.6-2.5
=4.1
Left Side = Right Side, so the answer is correct.

Exercises 5.4

Solve each equation. Round answers to 2 decimals places when needed.

1. 2x+3=11 DUBV
= 10 = 21

3.6m +2 = 20 4, 3n=-19'=2

5, 4p—7 =-23 6. 13a+12=-14

T3945 8.-2m+12=-6

Oue2k—41= 25 10. -4b + 12 = 52

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Chapter 5

11. -3n-17=-5 12. 1.5w—

1.5 = 26.25

ASe2. AD GaAeS 819 14. -0.5y + 3.6 = -5.8

15. 2.6m — 9.8 = 2.42 16. -1.8p — 3.5 = 0.1

17. -4.3z + 3.7 = 35.06 18. -11.2k — 2.78 = 85.7

19. 12.58q + 16 = 22.998

Mindfulness Moment
We do not always get a correct answer the first
time we solve equations. That's okay! Take a deep
breath, hold it for 4 seconds, and release it.
Remember what basketball player Michael Jordan
said: “I’ve missed more than 7000 shots in my
career. I’ve lost B00 games. 26 times, I’ve been
trusted to take the game winning shot and
missed. I’ve failed over and over again in
wy life. And that is why | succeed.” Keep
trying. You will succeed.

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Chapter 5

Exciting Extras

All great athletes must train in order to react to changes with which they may
be challenged when they are competing. So, they practice. It is the same with
equations. The variable is not always in the same spot. When the variable
changes position, the process for solving the equation does not change.

Solve. 13 -3y= 28 The opposite operation of “13” is “— 13”.

13-13 —3y = 28-13 Subtract 13 both sides and simplify.

-3y = 15 Now, divide both sides for the new equation by -3.
eSye SES
ow rc Simplify and check as in the previous section.

y=-5 : : satay
Check: Left Side = 13 — 3y Right Side = 28
= 13 - 3(-5)
= 13415
= 28
Left Side = Right Side, so the answer is correct.

Solve each equation. Make sure your answer is correct.

20. 11 + 2x = 43 21.5+2y=27

22.7-9a=65 23.4-8m=60

24. -3 + 6k = 27 25. -14+

7n = 49

26. -4 — 12b = -64 27. -58 = -3 —11¢c

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Chapter 5

5.5 Solving Multi-Step Equations

In section 5.4, a number was first added or subtracted from the left side of the
equation before dividing. Adding or subtracting a number made the new
equation look like ones from section 5.3.

Now, we will solve equations with a variable on both sides of the equal sign.
To do so, think about what can be done to make the equation look like one in
section 5.4.

Solve. 5x — 7 = 2x + 29
First, subtract the variable 2x from the right side
Sx —-7=2x+29
of the equal sign.
5X — 2x — 7 = 2x — 2x + 29
Then simplify by combining like terms.
3x-7=29
3Xx-f+7=29+7 The new equation looks like one from section 5.4.

3x
= 36
Now, use your understanding from section 5.4 to
3x 36 find x. Don’t forget to check your answer!
) 3)
Check: Left Side =5x-—7 Right Side = 2x + 29
x= 12
= 5(12)-7 = 2(12)+29
=60—-7 = 24 +29
= 53 = 53
Left Side = Right Side, so the answer is correct.

Examples with Solutions

Solve each equation. Check that the answer is correct.

1. Solve. 3x + 4 = -5x + 28 First, add the variable 5x to the right side of the
equal sign. The opposite of -5x is +5x.
3X + 4 = -5x + 28
3x + 5x +4 = -5x + 5x + 28 Then simplify by combining like terms.
8x +4=28 The new equation looks like one from section 5.4.
8x+4-4=28-4 Now, use your understanding from section 5.4 to
find x. Don’t forget to check your answer!
8x
= 24
8x 24 Check: Left Side =3x+4 _ Right Side = -5x + 28
oneal = 3(3) +4 = -5(3) +28
x=3 =9+4 = -15 +28
=13 =13
Left Side = Right Side, so the answer is correct.

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Chapter 5

2. Solve. -x + 14 = -6x — 11 First, add the variable 6x to the right side of the
equal sign. The opposite of -6x is +6x.
-x+14=-6x-11
Then simplify by combining like terms. Don’t forget
-X + 6X + 14 = -6x + 6x — 11
the minus sign when you see -6x + 6x = 0.
5x + 14=-11
The new equation looks like one from section 5.4.
5x + 14-14=-11-14
Now, use your understanding from section 5.4 to
5X
= -25 find x. Don’t forget to check your answer!
Sx 0225 Check:
be 665 Left Side =-x +14 Right Side = -6x- 11
x=-5
= -(-5) #44 =.6(-5)- 11
=19 = 30-11
= 13 =19
Left Side = Right Side, so the answer is correct.

Exercises 5.5

Solve each equation. Gather like terms first.

le PCR BS IS 2.6wt+ 3w=-18

3. 4x — 9x = 35 Asn
n= 9421

5. 8x—x+t2=51 6. 2x -—7x-7= 13

7. -4m + 2m — 21 = 37 8.-3y-—7y+25=75

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Chapter 5

Solve each equation. Check your answer.

9.3x+5=14x-6 10. 5x-3=4x-2

41.2),
9.= sy 72 iP 2p-—11=5p+7

13. -4a+ 21 =3a+49 14. -7b-6=3b+44

15. -9k — 12 = 6k - 32 16: -29+

16 =3q+ 1

17. -8d + 26 = -4d+ 38 18. -5r+16=3r+8

19. -2x -12 =-5x-9 20. -7y-—15=-9y-41

21. 3.2x + 19.2 = -5.2x + 44.4 Paes 0.2x — 0.4 = -0.5x + 0.6

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Chapter 5

Exciting Extras

One way to really understand equations is to look at someone else’s work. If

you find an error, and correct it, you understand how to solve equations. Look
at the solutions to each equation. Find and correct the error. Explain to a
friend how to correct the error.

Zo 5x + 6=71 24. -2m+12=-14

5x+6-6=71-6 -2m+12-—12 =-14-12
5x = 65 -2mM =2
5x-5=65-5 2m 2
x= 60 BP
m=-1

25. -3x+6=12x-9 26. 4x-—21=-2x+9

12x —3x+6 =12x-12x-9 4x —-2x —21 = -2x-2x+9
9x+6 =-9 2x-21=9
9x+6-6 =-9-6 2x—-21+21=9+21
9x =-15 2x
= 30
gx -15 2x 30
9 9 7 2
= -1.6 x=15

Which one of these solutions has an error? Find and correct the error. How
did you know which equation had the error?

27. 5x-7= 2x-—28 28. -x-4=-6+x

5x — 2x — 7 = 2x — 2x — 28 -x+x-4=-6+x+x
3x -—7 =-28 -2x= -6
3x-7+7 =-28+7 2x -6
3x = -21 sos ed
3x -21 Kae
3 3
x=-7

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Chapter 5

5.6 Picturing Inequalities

When a person creates a budget, they want to have the amount being earned
the same as the amount being spent. This can be written as an equation:
e money earned = money spent

In this case, an equal sign was used. This shows an equation.

Unfortunately, sometimes there is ess money earned than spent. This can be
shown by an inequality like
e money earned < money spent

Other times, there might be more money earned than is needed. This can be
shown by an inequality like
e money earned > money spent

In each expression, a different sign is being used. Inequality signs are shown
below.

e <means /ess than. 5 <8 is read “5 is less than 8”

e >means greaterthan. 15> 8 is read “15 is greater than 8”

e <means /ess than or equal to. 9 <9 is read “9 is Jess than or equal to 9”

e 2means greater than or equal to. 7 25 is read “7 is greater than or

equal to 5”

Each statement written above is true. Read each sentence out loud. How does
it sound? Does it sound true?

Sometimes, an expression can be written as an inequality. It will look a lot like

an equation. A number line is used to show the inequality. Two number lines
are shown.

XESEO Sg

Grae) 2 13. ee Gs EGS) SO“ a eS el A UGC

The open circle around 5 means that 5 is The open circle around -3 means that -3
not included. The arrow going to the left is not included. The arrow going to the
shows that x can be any of the numbers right shows that x can be any of the
covered except 5. numbers covered except -3.

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Chapter 5

xs3 xXx2-6

mete ey 4 6 ECE al ale Ge ye oe

The shaded circle around 3 means that is The shaded circle around -6 means that
included. The arrow going to the left -6 is included. The arrow going to the
shows that x can be any of the numbers right shows that x can be any of the
covered including 3. numbers covered including -6.

Exercises 5.6

Circle the true inequalities.

Ve 4 2-12 9 3. -15 < -20 4. 22 < -34

S62 .16 6.-12 <-12 7 t5jS5 8. -12 2-12

Write one value for x that makes each of these inequalities true.

9, xX>:6 102%.<.15 Aix 223 12.x<-9

A value for x is given for each inequality. Write whether each is true or false.

1Sex S92) PAZ 14.x2-15_ 15 15.x2-8_ -8 16.x<-9_ -3

Write the inequality that is shown by each of these number lines.

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Chapter 5

Use the number line to show each inequality.

Pa Got & 26.

x > -4

29.x<7 30), Ee

+—+—_+—_+—_+—_+—_
+" +—_ +--+ +_-+—_+—- +--+ +> ++ + + + HH YH HH HH
& 2 tt 46 1 2 S. A 3) 6 i 7 -6 5 -4 3 -2 1 D 4

31.x2-4 32)
xX 5-3

Draw a number line of your own. Use it to graph each inequality.

33. a<-15 34.ms21

35. p 2 -28 36.

k > -18

37. Look at the number lines you constructed above. Write 3 numbers that
make each inequality true.

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Chapter 5

5.7 Solving Inequalities

The inequalities that were graphed in the previous section all had the variable
alone. What if the variable is not alone in an inequality?

In this chapter, a toolbox of skills that can be used to solve equations has
been developing. We can reach into this toolbox and use those skills to solve
inequalities.

For example, we can graph all solutions to 3x +2 <5.

Solve. 3x +2<5 Treat the inequality like an equal sign.

CP OARS) The first step is to “eliminate” the “+2”.

3x+2-2<5-2 The opposite operation of “+2” is “-2”.

1B) GES Subtract 2 from both sides and

By! 3 simplify.

co . 3 The opposite operation of multiply (x) is

divide. The second step is to divide both
sides by 3 on the new inequality.

Now sketch the inequality.

psnemissnessanconmspoassonsseoneemaizsio DERSLER EET ILE ILSSL RLS LLLP LEE ES IEEE IEEE IRSA LSE GEISLER ERE ELE LESS

When solving inequalities, you can tr 1e ‘inequality liklike zan

n equal sign. In
‘each step, keep ensuring that the inequality is true.
‘SERS RSE PS A SEE SSS SSRI PRTG TIED SEENON ISP EPI
OBOROLBSOCTET ORL ISOCDEERIE EEL EEE EEE EE ILEE SECO IAL SILTLL ZIADELE DI

Patterns When Solving Inequalities

Patterns are used to help explore math. Look at the table below. What pattern
is being shown? What appears to happen when we divide both sides of an
inequality by a negative number?

True or True or
Statement Calculation Statement Calculation
False False

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Chapter 5

/When multiplying or dividing both sides of an inequality by a negative number,

‘the inequality sign must turn around for the inequality to be true.

| 3<5 5>-9 20 > 10 15.425

(3% (-2)>5*(-2) 8x (-3)S-9x
(3) 2010 Sistine
| -6>-10 15 <27 Ts eG
Hee) B24
‘prcroasoectcae
Sonn RGOOSNEHAS Ee:SBOESHANNEN NRE AH WINDCREST CREO SD OAS 8 YIU HAART PS RTE TOES

Examples with Solutions

1. Solve. x-—6>-8 Treat the inequality like an equal sign.

x-6>-8 The first step is to “eliminate” the “-6”.

x-6+6>-8+6 The opposite operation of “-6” is “+6”.

X>-2 Add 6 both sides and simplify.
Now sketch the inequality.

2. Solve. 2x -—3<-7 Treat the inequality like an equal sign.

2x-3<-7 The first step is to “eliminate” the “-3”.

2X 343
<-f 43 The opposite operation of “-3” is “+3”.
2x
< -4 Add 3 to both sides and simplify.
Die zy The opposite operation of multiply (x) S)
<<
2 Zi divide. Divide both sides by 2 on the
x<-2 new inequality.
Now sketch the inequality.

3. Solve. 3x-— 12-10 Treat the inequality like an equal sign.

3x-— 12-10 The first step is to “eliminate” the “-1”.

SX= 1 ead The opposite operation of “-1” is “+1”.

3x 2-9 Add 1 to both sides and simplify.

3x
ae
et ee
2-9 The opposite operation of multiply (x) is
Ww divide. Divide both sides by 3 on the
x>- 3 new inequality.
Now sketch the inequality.
? 6 a 4 rT oO al 2 9) 4 boi

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Chapter 5

4. Solve. -2x <8 Treat the inequality like an equal sign.

-2X% _ 8 The opposite operation of multiply (x) is
-2 —2 divide. Divide both sides by -2.
x>-4 Remember: only when dividing by a
negative number, the inequality sign
switches.
Now sketch the inequality.

5. Solve. -3x + 22-10 Treat the inequality like an equal sign.

-3x+22-10 The first step is to “eliminate” the “+2”.

-3x+2-22-10-—2 The opposite operation of “+2” is “-2”.

Subtract 2 from both sides and

=3x 2-12
simplify.
eho oily The opposite operation of multiply (x) is
a c< ——

-3 -3 divide. Divide both sides by -3.

xs4 Remember: only when dividing by a
negative number, the inequality sign
switches.
J 6 -55 4 $$ 2 -] & 1 OS eas Se 6 oi
Now sketch the inequality.

Exercises 5.7

Solve each inequality and graph its solution on the number line given.

ile. Care) 2.xX-5<-7

HEX OSD 4.x-22-3

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Chapter 5

S) Sess 12 60X15

7. 7X 2-49 8. 3x <-18

OF OX O12 10. 5x—7

> -22

11. 3x -—12 2 -48 1224x12'5.0

Draw a number line of your own. Solve and graph each equation

13. 3x-7 2-37 14.8x-—19s-51

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Chapter 5

Write the inequality that makes each statement true. Then calculate to write
the final inequality. The first one is done for you.

15, digas 16.724

eK (-2) Pad * (-2) (PA) a BSE)
-6 > -10

17) esi5 18.

-6 <-3
“15 X(-5) 5, (-5) -6x(-8)__—-3 x (-8)

Without calculating, write the inequality that makes each statement true.

19.-25<5 20. -16 <-13

-25 x (-7) 5 x (-7) -16 x (-8) -13 x (-8)

Solve and graph each inequality.

Zee Xe ae 22. -3x 2-15

a
eeer ee

23. -7x 2 -28 24. -9x >0

<< tH HH SS > St + HHH

25. -3x-7 <-11 26. -4x + 8 > 20

—_t_ +++ +_ + + +++ + 4+ SS St Yt

27. -2x+ 62-2 28. -4x + 12<0

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Chapter 5

5.8 Problem Solving

In this chapter, we have learned how to simplify expressions, solve

equations, and solve inequalities. The problems in this lesson can be set up
and solved using an equation or an inequality.

There are many problem-solving

strategies that can be used. These
Mindfulness Moment
include: When solving problems, use the strategy
e drawing a picture that is most comfortable for you. Don’t
e using a table feel like you have to use the strategy
e making a list
presented in the lesson. Relax: There are
e looking for a pattern
lots of strategies and you know
e solving an easier example or
problem many! If the strategy you choose
e drawing a graph doesn’t work, try another one.

Many of these strategies have been explored in

previous years. However, there are other problem-solving
strategies and they are just as powerful. One powerful strategy is to guess a
solution and check to see if it fits the known facts. Here is the first one. We
will use two strategies to solve it.

Jack is 8 years older than Nancy. The sum of their ages is 42. Find their ages.

Use an Equation Guess and Check

Let Nancy’s age be n. You can make a reasonable guess and
This means Jack’s age is n+ 8. then modify once you have checked.
Together, their ages add to 42.
Suppose Nancy is 20 years old.
n+n+8=42
Jack would be 20 + 8 or 28 years old.
2n + 8= 42 Together, their ages would be 20 + 28 or
2n+8-8= 42-8 48. This is too high.

2n= 34 Lower Nancy’s age.

2n
Z
_ 34
2
Try Nancy’s age as 17. 17 < 20
Jack’s would be 17 + 8 or 25 years old.
n=17 Since 17 + 25 = 42, Nancy’s age is correct.
Since nis Nancy’s age, Nancy is 17
years old and Jack is n + 8, which is This means Nancy is 17 and Jack is 25.
17 + 8 or 25 years old.

Ay mentioned
Ww the Mindfulness Moment, there
are afferent
strategies
you caw use. Pick the one that w best for you.

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Chapter 5

Examples with Solutions

1. Numbers increase by one in the natural number pattern each time. Two
consecutive natural numbers have a sum of 155. What are the numbers?

Use an Equation Guess and Check

Let the smaller number be n. Guess the smaller number as 70.
The next number will be n + 1. The larger number will be 70 + 1 or 71.
Together, they add to be 155. Together, the numbers add to be
70 + 71 = 141. The guess was too small.
Tet
a1 55.
2n+1=155 Guess the smaller number as 80.
2n+1-1= 155-1 The larger number will be 80 + 1 or 81.
Together, the numbers add to be
2n= 154 80 + 81 = 161. The guess was foo big.

an
Z
_ 154Z Next guess will be between 70 and 80.

n=77 Guess the smaller number as 77.

The smaller number is 77. The larger number will be 77 + 1 or 78.
Together, the numbers add to be
The larger number is n + 1 or
77 + 78 = 155. The guess was correct.
77+1= 78.

2. Saul and Ali are the leading scorers on the school soccer team this season.
Saul has scored 4 goals less than Ali. The team has scored 24 goals this
season. How many goals might Ali have scored?

Use an Inequality Guess and Check

Let the number of goals Ali scored be x. Guess the number of goals for Ali as 18.
The number of goals for Saul will be
The number of goals Saul scored is
18-4 or 14.
x —4.
Together, this is 18 + 14 or 32 goals. The
The total can be no more than 24 goals.
guess was too high.
xt+x-4s
24
Guess the number of goals for Ali as 10.
2x-4<24
The number of goals for Saul will be
2x-4+4<524+4 10-4or6.
2x
< 28 Together, this is 10 + 6 or 16 goals. The
se) WX} guess was too low.
—_—< —

2 2 Guess the number of goals for Ali as 14.

xes 14
The number of goals for Saul will be
14-40r 10.
The most goals Ali has scored is 14.
Together, this is 14 + 10 or 24 goals. The
guess is correct.

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Chapter 5

Exercises 5.8

Solve each problem. Identify the method you used to solve an equation: guess
and check, or one of your own (such as those listed at the beginning of this
lesson).

dz The sum of two consecutive natural numbers is 469. What are the
numbers?

The sum of two numbers is 133. The bigger number is 7 more than the
smaller. What are the numbers?

Keli is twice as old as Luk. Together, their ages add up to 36. What is
Keli’s age?

The sum of three numbers is 40. The second number is 4 times the first
number. The third number is 10 more than the first number. What are the
numbers?

At the end of the season, Saul and Ali were the leading scorers on the
school soccer team. Saul scored 2 more goals than Ali. The team has
scored 44 goals this season. How many goals might Saul have scored?

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Chapter 5

6. Find the values of x that give this rectangle an area of less than 100 cm*?.

a) 20 cm

xcm

b) Does x have a minimum value? How do you know?

The sum of three numbers is 85. The second number is 5 more than the first,
and the third is three times the second. Find the three numbers.

The mass of a jaguar can be up to 125 kg. This mass is 22 kg more than 5
times the greatest known mass of a household cat. Find the mass of
household cats.

The length of a rectangle is 10 cm longer than the width. The perimeter is

72 cm. Find the length and width of the rectangle. Hint: Draw and label a
diagram of the rectangle.

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Chapter 5

5.9 Coding Applications: Inequalities on a Grid

In the previous lesson, we explored inequalities on a number line. Inequalities

can also be shown on a coordinate grid. The following graphs show
inequalities on a grid. The grey shading shows the area of the inequalities.

y <2.
'
i
i
{
i
i
i
I
i
i
4
1
I
I
'
t
i
'
j
i

We can write a program to plot points on a coordinate grid to show the

inequality x > 3.

Code Reason for Each Line of Code

repeat forever This program shows a loop which repeats
until the program is stopped.

set x = a random number The first two lines pick random numbers for
set y = a random number the x and y coordinates.

inxXs3 This line “if x > 3” is a conditional statement.

go to the coordinate x,y If the random number chosen for x is greater
plot the point on the graph than 3, then the next two lines of code will
execute to plot the point on the coordinate
grid.

How could we alter the code above to show y < 2?

Alerted Code Reason for Altered Lines of Code

repeat forever
set x = a random number
set y = a random number

ify <2 We only need to adjust the part of the code

go to the coordinate x,y that is dealing with the inequality.
plot the point on the graph

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Chapter 5

One benefit of learning to code is that it can extend your understanding of a

topic quickly and visually. The following shows the mBlock coding blocks for
plotting x + y< 4. You have not seen an inequality like this yet. Coding allows
you to see it quickly.

Reason for Each Code Block

e A loop that runs forever.
e Set the x-value to a random number
between -7 and 7.

e Set the y-value to a random number

between -7 and 7.

e Aconditional statement to check

whether x + y < 4.
e Two lines of code that will plot the
point when the “if” statement is true.

When picking random numbers, we need to set a range of numbers to pick

from. In the example above, we chose -7 to 7 for both x and y.

Examples with Solution

For each graph below, write a program that will continually plot points only
within the shaded area of each graph.

repeat forever repeat forever

set x = anumber from -7 to 7 set x = a number from -7 to 7
set y = anumber from -7 to 7 set y = a number from -7 to 7
ifx-y>2 ifx>2andy<-3
go to the coordinate (x, y) go to the coordinate (x, y)
plot the point on the graph plot the point on the graph

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Chapter 5

One way to check your code is to use block-based coding platforms such as |
Scratch or mBlock. You can find lots of coding activities on our website at
dynamicmath.ca/coding. Check them out! |

Exercises 5.9

1. Use the code below and shade in the graph so that all plotted points will
be within the shaded area.

6 -5-4-3-2-15% 1
123456 x

“2

Predict what would happen if the conditional statement (the “if statement”) in
question 1 was replaced with each of the following. Graph the new result.

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Chapter 5

toa
eS & x

For each graph below, write a program that will continually plot points only
within the shaded area of each graph.

4. .

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Chapter 5

6. Examine the code below. On the coordinate plane, indicate where the
points will be plotted, and what colour they will be. (Hint: the word
“costume” is used to represent the appearance—in this case colour—of
the point being plotted).

123456

switch costumeto Blue ¥

switch costumeto Red ©

Mindfulness Moment
It can be difficult to concentrate for long
periods of time. IF you need a break, do
one of the following if you can:
e Take 3 to S deep breaths
e Listen to some music
e Take a short walk
e Do something that helps you
relax.

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Chapter 5

Chapter Review

Simplify each expression.

1.-4x —-2-5x+ 12 NO 2222 p49

3. 5x + 3y— 10-3x-8y-15 .m+n—-4-—-3m—-2n+ 1

BEOXG Ft 22xa3 Soave are)

Solve each equation. Check your answer.

7.m—-11=5 n+9=-2

9.p-4=-1 10 .at+7=-4

11.
3x = 18 .-om=5

13. 2k = -22 14. -4b=2

15. -3x
-6 = 27 16. -4m+2=-6

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Chapter 5

17.-2k-1=8 18. -3b — 22 = 53

19. 9k — 12 = 6k — 33 20. 2q+6=3q+ 1

21. -6d +6 =-4d- 18 22. -5r— 26 = 3r+6

Solve each inequality and graph its solution on the number line given.

23. 4x 2 -20 24. 2x <-8

—
ttt ei eS
emcee Sieh Nea wee =) D4) 2 Br 4S 6 7 4 1

Zot ox +4 <4 26. 5x -7>-3

27. -3x -—4 < -13 28. -2x +8 >-6

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Chapter 5

Solve each problem. Write the problem-solving strategy you used.

29. The sum of Maria’s and Doug’s ages totals 25 years. Maria is 3 years older
than Doug. How old is each person?

30. Dorie’s mass is three times that of her younger brother Ralph. If the sum of
their mass is 88 kg, what is each person’s mass?

31. The maximum number of litres of milk that a container can hold is 80 L. Ifa
pail of milk holds 8 L of milk, what is the maximum amount of milk that can be
added to the container after 2 pails are emptied into it?

32. A 24 m tree is cut into two pieces. The shorter piece is one-third the length of
the longer one. Find the length of the two pieces.

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Chapter 5

Chapter Test

Simplify each expression.

Ve 3Xi— 2X 2. 2y°-4y-y-y

Solve each equation. Show that your answer is correct.

3.p—124=-1 A ae

5. 4x
= 24 6. -9m= -45

7. -3x-—16
= 26 8.-4m+12=-6

9. 3k-—2 = 6k-— 34 10. -2q +6 =3q-4

11n3x—6 =<-24 12.-2x+1>1

13. Two consecutive whole numbers have a sum of 181. What are the
numbers?

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Chapter 6

CHAPTER 6
FINANCIAL DECISIONS

Did you know that items that were once considered worthless can now be
valuable? The Antiques Roadshow has shown that some items that are in homes
can be worth a lot of money. Other items that some think of as valuable have
less value than anyone thinks.
Did You Know?
Items You Think Should Have Value But May Not
e model train sets A recent Study
e ceramic or porcelain dolls Suggests that cel]
Phones cand
e vintage toys from the 1970s €preciate
e research and add two more items to this list
by 78%

Items You Think Should Not Have Value But May

e sneakers
month. Thi
e maps chapter wil
help you :
e board games discover what that
e research and add two more items to this list means,

What Do You Think?

Select one of the areas above and choose an item you think may have some
value. Include the items that you have added to the list.
e Find out how much it is worth today.
e Do you have the money to purchase the item?
e Write a paragraph to describe how surprised you were when you found
the value of the item.

Your Turn
Suppose you wanted to purchase the item above. You need to raise the money.
You need to decide how to raise the money.
e How much money do you need to raise?
e Think of how you might be able to raise some money. Some things to try
might be a podcast, lawn mowing business, snow shoveling business,
and so on. Pick one.
e As you complete the chapter, think of ways to get your idea started and
how it will earn money. Be creative! We will revisit the idea as the chapter
progresses. You may be surprised by some of the items shown in this
chapter.

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Chapter 6

6.1 Appreciation

A collectable action figure recently sold for $300 and will get more valuable over
time. Appreciation is an increase in the value of something over a time period.
How much will it be worth in 8 years?

Simple Appreciation
Let’s look at what happens to the value of the action figure over time if it
increases in value by 5% each year. This 5% is calculated only on the initial
value.

After one year: 300 + (300 x 0.05)

= 300 + 15 = 315
After two years: 300 + (300 x 0.05) + (300 x 0.05)
= 300 + 2 x (300 x 0.05)
= 300 + 2(15) = 330
After three years: | 300 + (300 x 0.05) + (300 x 0.05) + (300 x 0.05)
= 300 + 3 x (300 x 0.05)
= 300 + 45 = 345
We can see that the value of the action figure is growing by $15 each year.

We can put these amounts into a table of values. Once we have a table of
values, we can graph the points.

Number of Value of Action

years (x) Figure (y)
0 300
315
330
345
360
=>
NM]
OW!)
BR}
Or] 375

Looking at the graph, what do you notice?

There is a linear relationship between the
number of years and the amount of money
in the account. We can also see that the
value is increasing. Following the pattern,
after 8 years, this action figure will be Lipa, 6 7 8 9 10
worth $420. Time in Years

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Chapter 6

Compound Appreciation
Suppose the action figure increased in value each year by 5%. However, the 5%
increase in value is added each year. How much will the collectible action figure
be worth each year? How much will it be worth after 8 years?

The appreciation on $300 is calculated and added each year as shown below.

After one year: 300 + (300 x 0.05)

= 300 + 15 = 315

After two years: 315 + (S1520105)

= 315 + 15.75 = 330.75

After three years: 330.75 + (330.75 x 0.05)

= 330.75 + 16.54 = 347.29

We can see that the value is growing faster than with simple appreciation.

We can put these amounts into a table of values to graph the points.

Number of Value of Action

years (x) Figure (y)
0 300
1 Pe a
2 330.75
3
4
a

Dollars
in
Value

This is not a linear equation. We can see that

Me oa A St Oy eo LO
the graph of the points does not show a
straight line. We can’t use a straight-line Time
in Years
pattern to find the value in 8 years.

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Chapter 6

There is a relationship between the terms. We can find the ratio between any two
consecutive terms.

=300 = 1.05 <2

sls)
= 1.05
We can use this ratio to calculate the next terms in the pattern.

After 6 years: 382.88 x 1.05 = 402.02

After 7 years: 402.02 x 1.05 = 422.12
After 8 years: 422.12 x 1.05 = 443.23

After 8 years, there will be $442.23 in the account.

Exercises 6.1

A 1906 Canadian quarter can be worth at least $1000. Suppose one has just
been purchased. You assume it increases in value by 8% in simple appreciation.

1. What is the value after 1 year?

2. What is the value after 2 years?

3. What is the value after 3 years?

4. Complete the table and then graph the

points. Is the data linear?
Dollars
in
Value
Number of Value of Coin
years (x) (y)

ope oa Ss) 6 7.78 9°10

Time
in Years

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Chapter 6

5. How much do you think the coin would be worth in 10 years? You can extend
the graph to make a prediction.

Suppose you assume that the coin increases according to compound appreciation.

6. What is the new value after 1 year? 7. What is the new value after 2 years?

8. What is the new value after 3 years?

9. Complete the table. Is the data linear?

Value of the Coin (y)

10. Predict the value after 10 years.

11. Find the ratio between consecutive terms.

12. Calculate the value after 10 years. Was your prediction in question 10
correct?

ssn a IN NORRIS ORO SRC INT NE RATS 9S I SIS EST ITSSSIES IRSESSLS NOTE ISON LL ERE EER I TSAIRE ESTEE
RIERAL NER ET TLS

Your Turn
Look at the item you have chosen on page 1 of the chapter.
e How much did it appreciate this year?
|
e How much will it be worth next year?
e Do you need to change how much you need for your business?
BRET ICO. PERE I COIR EYE TERETE CBEST IPN ORE REOPEN IESE CN IAT BAM LIN EOE EC IEE TSEESSIS PIE EEEAE REED EI OEEE PSE PS A TSENG EEE IEIEPICT IE ETT IE MCN

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Chapter 6

Exciting Extras

Finding and purchasing valuable objects that will increase in value over time is
one way to save and invest money. Collecting items that have value can be fun.
However, you must have the money to be able to do so.

e These types of items can be called non-essential items when creating a

budget.
e Essential items are items that you need to survive each month. Items like
food, rent, heat, and so on are essential items.

Brainstorm with someone else.

13. Make a list of 3 other essential items that you or your family may need.

14. List 3 items that are non-essential to you or your family.

A prop from a television show from the 1960s series recently sold at auction for
$231 000.

15. Is this an essential family item? Give reasons for your answer.

16. Suppose it increases in value each year by 10% and it is compound

appreciation. How much will it be worth in 15 years? Hint: 10% can be written
10
as — or 0.10.
100

17. Based on your answer to the previous question, will you have enough money
to buy a home where you live?

18. Where in Ontario might you be able to buy a home by selling the prop in ten
years?

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Chapter 6

6.2 Depreciation

When you purchase a collectable item like in the previous section, you risk the
value of the item decreasing. Depreciation is a decrease in the value of
something over time. Many of the things that we buy decrease in value over time.
This includes cars, phones, and gaming systems. Depreciation can be calculated
the same way as appreciation except we are subtracting instead of adding.

Simple Depreciation
Zanoya bought a smartphone for $950. The phone loses 10% of its original value
each year. The 10% is calculated only on the original value of the phone. What is
the smartphone’s value after 8 years? Hint: 10% can be written as — or 0.10.

After one year: 950 — (950 x 0.1)

= 950 — 95 = 855

After two years: 950 — (950 x 0.1) — (950 x 0.1)

= 855 — 95 = 760

After three years: 950 — (950 x 0.1) — (950 x 0.1) — (950 x 0.1)
= 760 — 95 = 665

The value of the smartphone decreases

by $95 each year. We can put these
amounts into a table of values. Once we
have a table of values, we can graph the
points to show a linear relationship that
is decreasing at a steady constant rate.

Number of Value of
years (x) Smartphone (y)
950
855
760
665
570 Dollars
in
Value
475

Continuing the pattern, after 8 years, the

smartphone will have a value of $190.

tae ea See Gs on EL
Time
in Years

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Chapter 6

Compound Depreciation
What happens if the 10% loss is calculated on the previous year’s value instead
of the original value?

After one year: After two years:

950 — (950 x 0.1) = 855 855 — (855 x 0.1) = 769.50

After three years:

769.50 — (769.50 x 0.1) = 692.55

The value is decreasing slower than when the loss of value was just calculated
on the original value. Put these values into a table of values and plot the points.

Number of Value of
Years (x) | Smartphone (y)

This is not a linear equation. The graph

does not follow a straight line.

Find the ratio between any two

consecutive terms. Dollars
in
Value

This ratio shows that we are actually

keeping 90% of the value of the
smartphone each year.

We can use this ratio to calculate the

next terms in the pattern. te Puce VS GE FS Oo «10
in Years
Time
After 6 years: 560.97 x 0.9 = 504.87
After 7 years: 504.87 x 0.9 = 454.38
After 8 years: 454.94 x 0.9 = 408.94

After 8 years, the phone will have a value of $408.94.

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Chapter 6

Exercises 6.2

You bought a game system for $800. The system loses 10% of its original value
each year based on simple depreciation.

1. What is the value after 1 year?

cel: Ce HM BD 1 LW
Rieietc)
leer (ted
2. What is the value after 2 years? 750

3. What is the value after 3 years? ”n—

Nn9)—]

x
Pe)
QO
=
4. Complete the table and then graph ®
the points. Is the data linear? =
©
> -&na
wo&oO
S&S

Number of Value of 300

years (x) System (y)

Lae Ss Sasa Gs OS 8 10
Time
in Years
5. What do you think the value would be
after 8 years? Extend the graph to make your prediction.

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Chapter 6

Your friend bought a game system for $1200. The system loses 15% of its
Original value each year based on simple depreciation.

6. What is the value after 1 year? Ba

pip
7. What is the value after 2 years? —)
1100
1050
1000
8. What is the value after 3 years? 950
900
850
wm 800
S 750
9. Complete the table and then graph 4 700
the points. Is the data linear? c 650
® 600
Number of Value of S 550
years (x) System (y) > 500
450
400
350
2 300
3 250
200
‘ - 150
5 100
50
10. What do you think the value would
be after 8 years? You might extend Leetonia oo.) 9 10
the graph to find the answer. Time in Years

— Your Turn
_ Whenever you purchase an item, depreciation is a risk you take. Look at the item
_ you wish to purchase. |
| e Onascale of 1 to 10, with 10 being the highest, how likely is it that your
| item will depreciate? Give reasons for your answer.
| e Will this change how you look at how you are trying to make money? If |
so, how?
a OLSEN
RR EN

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Chapter 6

Your older sibling is about to buy a used car to start a ride-hailing business.
When the car was brand new, the value of the car was $25 000. It is now 12
years old and our sibling can buy it for $5000. The value of the car is based on
compound depreciation.
e Each year it has lost 10% of its value the previous year.
e Complete the following to see if it is a good purchase.

11. What was the value after 1 year? 12. What was the value after 2 years?

13. What was the value after 3 years?

14. Complete the table of values. Is the data linear?

Number of Years (x) | |

Value of Car (y) | |

15. Based on your table of values, predict the value of the car after 12 years.

16. Find the ratio between consecutive terms.

17. Use the ratio to predict the value of the car after 12 years. Would you
recommend your sibling buy the car to start the business?

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 Chapter 6

18. Will the car described for the ride-hailing business ever have a value of 0? If
so, when will it be worth $0?

19. How does your answer to the previous question connect to the non-linear
data?

You have an old tablet that you want to sell. You will use the money to put
towards a new one.
e The one you want is $900.
e You paid $600 for the old one 3 years ago and it has lost 8% of its original
value every year based on compound depreciation.

20. What is the current value of your old tablet? You can use a table of values or
a graph to help you answer the question.

21. If you sold your old tablet for its indfulness Moment
current value, how much more Remember to STOP when you need to reset.
would you need to buy the new S: Stop whatever you are doing.
one?
T: Take a breath. Take 3 to 5 deep breaths.
O: Observe. Notice what is happening inside
you, and outside of you. Where has your mind
gone? What do you feel?
P: Proceed. Continue doing what you were
doing, or use the information gained during
this check-in to change course.

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 Chapter 6

6.3 Borrowing Money: Interest

Sneha wants to start a Tik Tok business that shows how to play and win video
games online. She needs $400 to get started. Monali agrees to lend the money,
but wants to be paid interest on the loan. Monali wants to make money as well.
How much will Sneha pay back?

Interest is paid by a person taking a loan from whomever lends the money. There
are two types of interest:
e simple interest
e compound interest

Simple Interest
Sneha agrees to pay the money back when the business is going strong. Sneha
says that will happen in 3 years. How much will she pay in total if Monali wants to
earn 6% simple interest?

We can break this down each year.

After 1 year, you will owe:

Principal + 1 year of interest = 400 + (400 x 0.06) = 400 + 24 = 424

After 2 years: 400 + (400 x 0.06) + (400 x 0.06)

= 400 + 2 x (400 x 0.06)
= 400 + 2 x 24 = 448

After 3 years: 400 + (400 x 0.06) + (400 x 0.06) + (400 x 0.06)

= 400 + 3 x (400 x 0.06)
= 400 +3 x 24=472

If you pay back the money after 3 years, you will pay a total of $472.

Did you notice that the calculation was the same as the one we used for simple
appreciation?

Let’s look a little closer at the calculation above.

After 3 years: 400 + di x 0.06)

Principal Time (in years) (Principal x interest rate (as a decimal))

(amount borrowed)

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 Chapter 6

‘Simple Interest _
A relationship for calculating the amount owed after a simple interest calculation
‘is shown below.

Amount = Principal + Principal x Rate x Time or A=P+Px Rx T,

j
SoS Re EERIE
TER SOOT ERROR STUN RRR LOLI
IONSEEM st a REPO README
STRESS DRM DEC I DEOESAEES NRG7 EHEC IRENOTE LERENOEES SEY PSOE RES PLN RAANIA LS INENLAMM STRESS NARS BEA

Compound Interest
The above calculation for simple interest assumes that interest is calculated at
the end of 3 years. What if the interest is calculated at the end of each year and
added to the total?

After 1 year, Sneha will owe:

Principal + 1 year of interest 400 + (400 x 0.06) = 400 + 24 = 424

After 2 years:
New principal + 1 year of interest 424 + (424 x 0.06) = 449.44

After 3 years:
New principal + 1 year of interest 449.44 + (449.44 x 0.06) = 476.41

Under compound interest, Sneha will pay back $476.41.

psnrnonner aero RRONT SISOS REERIS SERS IOICBRONE RIVET OERURSA IE RSAC IE STR NCE EEKCNSR SPEIER SOR EIT CIES ISL TL ELIS TESTES IEA LET IPSSRO IIE ELLE EEL IEEEEL A TELN DE.

Compound Interest
A relationship for calculating the amount owed after a simple interest calculation
is shown below.

Amount = Principal x (1 + eee orA=Px(1+/r)i.

Principal interest rate as a decimal number number of years

(amount borrowed)
see goncen no RYE MOCO COOTER TARTS CRUON EH ORR ROE ODE SAE ORE PEWI CHOILED SET SS RSE LSD IETRIEIED DEE TEE ELON ISIE LELENSES LIE MLE EE TEE I EE SEE IEE TE

Before moving on, stop here and think for a moment.

e which scenario is best for Sneha?
e which scenario is best for Monali?

When making money decisions, examine from the borrower's side and the
lender’s side. You are likely to be one of them!

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 Chapter 6

Making Decisions
Jayda wants to borrow money to buy a classic gaming system. She has $200,
but she needs $500 more. She has two options.

Option A: Jayda can borrow the money from a brother, who will charge 10%
simple interest.

Option B: Jayda can borrow the money from a niece, who will charge 8%
compound interest.

If Jayda borrows the money for 2 years, which option will cost less?

Option A Option B

Calculate simple interest using Calculate compound interest using

A=P+PxRxT, A=Px(1+r)

A = 500 + 500 x 0.1 x 2 A=Px(1+n)

= 500 + 100 = 500 x (1 + 0.08)?
= 600 = 500 x (1.08)
= 500 x 1.1664
Jayda will pay $600 for option A. = 583.20

Jayda will pay $583.20 for option B.

Option B will cost less and is likely to be the more economical approach.

Exercises 6.3

You want $600 to burn a CD with your music on it. You are going to sell the CDs
to promote your music and make some money. You have two options for
borrowing $600.
e OptionA 8% simple interest for 5 years.
e Option B 5% simple interest for 8 years.

1. Before doing any calculations, circle the option that you think you would
choose above. Give reasons why you made that choice.

2. Calculate the amount you would pay back in each option.

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 Chapter 6

3. Now that you have made the calculations, does your choice of option
change? Give reasons for your answer.

Matt wants $1000 to buy a new television set. He has two options:
e Option A borrow for 3 years at 6% simple interest
e Option B borrow for 5 years at 3% simple interest.
Which option should he choose?

4. How much will be paid back in 5. How much will be paid back in
Option A? Option B?

6. Which is the more economical choice in terms of amount of money that

needs to be paid back? What else might Matt consider when making the
decision on which is the better option?

Eva wants to borrow $300 for a set of noise cancelling headphones. Eva has two
options.
e OptionA borrowing the money for 2 years at 4% compound interest
e Option B borrowing for 4 years at 8% simple interest.

7. How much will be paid back in 8. How much will be paid back in
Option A? Option B?

9. Suppose you had to make the decision for Eva. Which option would you
choose? Write a short paragraph to explain to Eva why you have made the
decision you did.

10. Compare your paragraph with others.

e Did you make the same recommendations?
e How are your explanations alike? How are they different?
e Which explanations might you include in your paragraph now?

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 Chapter 6

Exciting Extras

We can use the equation for simple interest to calculate any of the values, as
long as we have the other amounts. For example, we can calculate the interest
rate if we have the total amount, the principal, and the length of time. Here’s one
that is done for you.

If you paid a total of $1825.05 after 3 years with a rate of 15% simple interest,
what was the principal amount that you borrowed?

A=P+PxRxT
1825.05 = P+Px0.15*x 3
1825.05 = P+ 0.45P
1825.05 = 1.45P
1825.05 1.45P
145 et
1258.66 = P The amount borrowed was $1258.66.

11. You borrowed $650 for 7 years and paid a total of $1014. If you were charged
simple interest, what was the interest rate as a percentage?

Did Yo now?

The average rate of

12. You borrowed $325 with a simple interest rate of interest on credit
2%. If you paid $351 in total, for how many years did card debt is about
you borrow the money? 19%. Many are as
high as 29.99%. That
means for every
dollar you don't pay
13. If you paid a total of $1326 after 3 years with a rate off on your credit
of 12% simple interest, what was the principal card, you could be
amount that you borrowed? charged an extra
$0.30.

RESERPINE
ee SSRIS
OSSDSS LITO IESLITE ISILLITE LADLE ELLIE
SESSLER LLL ELE LET LISELI TO
5 atROL RSS

Your Turn
‘To start your small business to make money, you may need to borrow money
from somewhere.
| e Where might you get the money?
e How much might you need to pay back?
© Do you know what love money is? Could you get love money?
-sereseontenonar sone" 092iMBSRRMRCAEN NEED 62008: MDA IESERIE IED RENEESOO AAA A OTTERS

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 Chapter 6

6.4 Down Payments

Sometimes when we buy something, we can pay some of the money right away
and then pay the rest later. The money that is paid at the time of purchase is
called a down payment.

Let’s look at what happens when we make a down payment on something.

Nafas and a friend are looking to buy a computer to edit videos for a YouTube
set up. They have $750, but the computer is $2300. They have two options.

Option A: Use the $750 as a down payment and get a loan for the rest at
10% compound interest for 2 years.

Option B: Use $500 as a down payment and get a loan for the rest at 5%
compound interest for 3 years.

Which option is most economical?

Option A Option B

Usernge Fea tion): Use A =P x (1 +r)!

P = 2300 — 750 = 1550 P = 2300 — 500 = 1800

A=Px(1+r) A=Px(1 +r)!

= 1550 x (1 + 0.1)? = 1800x (1 + 0.05)?
= 1550 x (1.1)? = 1800x (1.05)?
= 1550x 1.21 = 1800 x 1.157625
= 1875.50 = 2083.73

Nafas will pay $1875.50 for option A. = Nafas will pay $2083.73 for option B.

Nafas could choose option A, as they will save $208.23.

eee cence a aT

_ Your Turn
|Time to think about borrowing money.
e ls the amount of money you pay back all you need to consider when
borrowing money?
e List reasons why you might take a longer time to pay money back even
though you pay more money in total?
SORES
ASO AOSeeLnCTI caRenda enaNeaC HoreYaa

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 Chapter 6

Exercises 6.4

Your uncle has a used car that he has agreed to sell you when you get your
license. He will charge you $4500 for the car and you have $1500 you could use
as a down payment.

1. If you use the $1500 for the down payment, how much more will you pay if he
charges you 4.5% simple interest for 5 years?

2. You decide to only pay $1000 for the down payment. How much more will
you pay if he charges you 4.5% simple interest for 5 years?

3. By the time you get your license, you have earned an additional $500 online
showing how to play a popular video game. You decide to use $2000 for the
down payment. How much will you pay if your uncle charges you 4.5% simple
interest for 5 years?

4. You are buying a used car.

e Would you put all the Mindfulness Moment
money you have as a
down payment?
Spending money can be worrying. Before you
e What other expenses make a purchase, stop and think about all the
might you have that would reasons why you are making the purchase.
require you to have money e Write two reasons to purchase the item
and not use all your
you thought about at the beginning of the
money as a down
payment?
chapter.
e Write two reasons you should not
buy it.
Second thoughts are very common.

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 Chapter 6

6.5 Credit Cards and Borrowing Money

Earlier, it was mentioned that credit cards can charge as much 29.99% interest
on money that is owed. What is a credit card? Why is so much interest charged?
If the interest rate is so high, why use a credit card? Can these interest rates get
someone into financial difficulty?

What is a Credit Card?

A credit card is like a debit card. It allows the owner of the card to borrow money
instantly.
e There are no credit checks when the card is used.
e |t allows the owner to borrow more money than they might have.
e There is a certain level of “trust” that the owner will pay the money back.

Why is so much interest charged?

A mortgage is money borrowed to purchase a home. If the owner of the home
does not pay the money back, the institution that lent the money can take the
home and sell it to get their money back. A mortgage will have the lowest interest
rate like 3% or 4%.

A loan is money borrowed to make a purchase that is smaller than a home.

When buying a car or starting a business, someone may need to borrow money.
lf the owner of the car or small business does not pay the money back, the
institution that lent the money can take the car or the small business and sell it to
get their money back. A /oan will have a middle interest rate like 6% or 8%.

Sometimes a purchase on a credit card cannot be taken back. For example, if

someone buys a tank of gas for a car and used a credit card, the tank of gas will
be used quickly. Because the tank of gas cannot be taken back and sold, the
interest on a credit card is high. A credit card will charge an interest rate like 19%
or 29%.

Advantages of a Credit Card

A credit card does offer the user some advantages. Here are two. What others
can you think of?
e The money is instantly there to be used whenever needed.
e If the owner pays the money back within 21 days, no interest is charged.

On the next page are some questions around credit cards. As you complete the
questions, think about whether it is best for you to use a credit card.

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 Chapter 6

Exercises 6.5

A credit card charges a customer a yearly interest rate of 24% on all outstanding
balances. This is 2% simple interest for each month an outstanding balance is
not paid. Josephine purchases a top-of-the-line drone for $1275. She purchases
the drone on a credit card.

1. $300 is paid after 21 days. How much is still owed on the credit card?
Remember: No interest is charged for the first 21 days.

One month after the payment, Josephine receives a bill plus interest.

2. How much interest does she need to pay? Assume simple interest.

3. How much does she need to pay in total?

Josephine decides to make a payment of $100 when she gets the bill.

4. How much will she now owe?

5. How much will she owe one month later? Don’t forget to include the interest.

Josephine decides to pay $150 each month until she doesn’t owe any more
money.

6. Set up a table or chart to show how much Josephine will owe each month.
Don't forget to include the 2% simple interest each month. Can technology like
a spreadsheet help?

7. How long does it take to “pay off’ the credit card? How much interest does she
pay in all?

8. In this situation, would you have used a credit card to purchase the drone?
Why?

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 Chapter 6

6.6 Adjusting a Budget

Once we have a budget for a family, or even a small business like you may have,
the budget doesn’t stay fixed. You have to make changes when situations
change. For example, you might get a raise, or your expenses might increase in
one or more areas. When these events occur, you need to adjust your budget to
reflect the changes.

Your Turn
‘The following shows what a budget may look like for a family. As you go through
the budget, think about your own family. Keep a list of:
_ fixed expenses that you may need to add. Remember: fixed expenses are
ones that cannot change each month.
e variable expenses that you may wish to add. Remember: variable
expenses are ones that can change each month.
Cr ROC EE ONES ERNE IBIS SI EE SCNT OIE IE TERS SEIN TRE NEDSS SECRET I TNS A ST PBISNORE EOE MSNA ESE SIRT SS NER ERS SEN MEN Con essence

Artin lives in Sudbury, Ontario. Artin takes home $2150.00 per month from a job
and has created the following budget for the family monthly expenses.

Expense Amount

Fixed Expenses: Rent $1000

Car payment $200
Car Insurance $200
Cell Phone $85
Variable Expenses: Savings $25

Utilities $150

Food $290
Entertainment $150
Personal Expenses $50
TOTAL $2150

Did you see how all the money was put somewhere in the budget so that it
balances at the end of the month?

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 Chapter 6

After 5 months, Artin gets a raise at work and now takes home $2400.00 per
month. The budget was adjusted as shown below.

Expense Amount

Fixed Expenses: Rent $1000

Car payment $200
Car Insurance $200
Cell Phone $85
Variable Expenses: = Savings SO gee a one
Utilities $150 Into Savings.
Food $290
Entertainment $150
Personal Expenses $50
TOTAL $2400

ee i ane ee ee
| Your Turn
|
|
/
j
Look at how Artin adjusted the budget. All the extra money went into savings.
i
e Why didn’t any of the fixed expenses change?
e Would you have done what Artin did and put all the extra money in
: savings? Why?
e Suppose you had to pay back a loan that you made from the previous
|
lesson. Would you have used some of this extra money to pay back the
loan? Give reasons for your answer.
LCSESSION
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ONO OT SSR

Artin looked at the details of the budget. A revised budget is shown on the next
page next to the original budget. Look at both budgets.
e List the expenses that have changed and by how much.
e Explain why only variable expenses were changed on Artin’s budget.
e Do you think that anything may be missing from Artin’s budget? If so, is it
a fixed expense or a variable expense?

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 Chapter 6

Expense Original Amount Adjusted Amount

Fixed Expenses: Rent $1000 $1000
Car payment $200 $200
Car Insurance $200 $200
Cell Phone $85 $85
Variable Expenses: Savings $25 $120
Utilities $150 $150

Food $290 $325

Entertainment $150 $275
Personal Expenses $50 $180
TOTAL $2150 $2400
When making adjustments, you need to consider your goals.
e Do you want to save enough to buy a car?
e Are you saving money to go to university, college or trade school?
e Do you want to rent your own apartment?

Ask yourself questions about what is important to you now and for the future. If you
spend money now, you may not have the money you need for your future goals.

Example with Solution

Last month, Stefan’s take-home pay of $2012 per month increased by 5% and
his total budgeted expenses of $1765 increased by 8%. He puts the difference
between his new take-home pay and his expenses into his savings. How much is
he saving each month?

Stefan’s take-home pay increased by 5% His expenses increased by 8%.

2012 + 2012 x 5% 1765 + 1765 x 8%
= 2012 + 2012 x 0.05 = 1765 + 1765 x 0.08
= 2012 + 100.60 = 1765 + 141.20
= 2112.60 = 1906.20

Take-home pay is $2112.60 per month. Expenses are $1906.20.

Stefan is now saving $2112.60 — $1906.20 or $206.40 each month.

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 Chapter 6

Exercises 6.6

Rion’s take-home pay was $1995 per month and expenses were $1995 per
month.

1. Last month, Rion’s take-home pay increased by 3%. What is the new income
amount?

2. At the same time, Rion’s expenses decreased by 4%. What is the new total
for their expenses?

3. Rion decided to put the difference after the changes into a bank account.
How much was deposited each month?

Mae Li plays piano and sells her own CDs to make money. Last month she made
$1555 per month and her expenses were $1449.

4. This month, fewer CDs were sold, and Mae Li’s income decreased by 6%.
What is her new income?

5. The monthly expenses for creating new CDs increased by 4%. What is the
new total for her expenses?

6. After these changes, does Mae Li have any money left after expenses this
month? If not, what may be done to balance the budget? Be creative!

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 Chapter 6

Your small business of finding and selling classic sneakers is doing well. Your
monthly income of $2005 increased by 8%. Your expenses also changed as
follows:
Internet decreased by $20
Delivery charges increased by $62
Transportation increased by $22
Shipping Expenses decreased by $55

7. What is your new income?

8. Complete the budget below with the adjusted amounts.

Expense Original Adjusted

Amount Amount
Fixed Expenses: Rent $950
Transportation $75
Cell Phone $85
Internet $155
Savings $60
Variable Expenses: Utilities $100
Delivery Charges $310
Entertainment $120
Shipping Expenses $150
TOTAL $2005

9. Do your expenses for selling the sneakers increase or decrease? By

how much?

10. Do your savings for the business increase or decrease? By how much?

For the following questions, think about a way to make money like shovelling
driveways in the winter or mowing lawns in the summer. This business is owned
and operated by Maya and Mitchell.

11. They were able to put $222 into savings in March. If the income was
$1455, how much were the expenses?

12. In October, Maya had a deficit of $215. If the income was $1580, how
much were the expenses?

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 Chapter 6

13. Their monthly income increased by $25 and their budgeted expenses of
$1525 decreased by $125. After these changes they had a surplus of
$215. How much is their income now?

Last month, the family income from giving online piano and singing lessons
decreased by 3%. Below is the balanced budget before the cut.

Expense Original Adjusted

Amount Amount

Fixed Expenses: Rent $825

Transportation $60
Cell Phone $70
Internet $120
Savings $150
Variable Expenses: Utilities $125
Food $340
Entertainment $130
Personal Expenses $85
TOTAL $1905

14. What is the income after the decrease?

15. Adjust the budget with the new income so that it balances. Explain why
you made the cuts you did.

LRAT DE
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OLDEEEE TEELEIS ELAS EAE ISTO IIIT

Your Turn
Imagine that you have the money you need to start a small business. You:
:are still trying to purchase the item you found on the first page of the
|chapter.
| e Create a budget that lists all of the fixed expenses you will have.
e Create a budget that will list all of the variable expenses you will
have.
e The budgets in this lesson are budgets for a family. Does your
budget look like this? Why do you think this is so?
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 Chapter 6

6.7 Coding Applications: Budgeting

Below is a screenshot from the mBlock coding platform. It is a program that asks
you to enter your total monthly income and expenses. It outputs a statement to
let you know whether you saved money, broken even, or were short for the
month.

Explore the code. There are four variables set to values based on either inputs or
calculations. We will refer to this program throughout this section.

We start by setting all of our

variables to zero. >

The program asks for the

monthly income and expenses
(called inputs), and sets the —
variables to the answers.

This is a conditional statement

with another conditional
statement nested inside. If the
first “if? statement is true, then
this month!
the savings variable is set to
the value of your expenses
subtracted from your income. +
The output is a statement that
“You saved $savings this
Say
month!”

If the “if? statement is false,

then the code within the “else”
bracket executes instead. Be You were short $ deficit

Inside the “else” bracket is

another if/else statement. As
with all if/else statements, only
one of them will execute.

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 Chapter 6

The program asked you to enter your total monthly income and expenses. The
program needs these totals to determine if you will have enough money each
month, but it would be useful if you could enter each individual income and
expense amount without having to first find the totals.

To do so, we can create smaller programs, called sub-programs, that find the
totals and then get imported into our main program.

The following is a sub-program for adding expenses.

set expenses = 0
ask “Do you have expenses to enter? (yes or no)”
set ask expenses = answer
repeat until ask expenses = no
ask “Enter an expense”
set expenses = expenses + answer
ask “Do you have more expenses to enter? (yes or no)”
set ask expenses = answer

In the sub-program, we have a loop that will repeat until the user answers “no”.
The loop then sets the value of the expenses variable equal to its current value
plus the newly inputted expense. When this sub-program has finished running,
the expenses variable will be equal to the total expenses.

Examples with Solutions

Examine the program code in this section and answer the following.

1. If your total monthly income is $2150 and your total expenses for the month
are $2365, what will the program output?

Since your total expenses are greater than your total income, it will be the
nested “else” statement that executes.
“You were short $215 this month!”

2. Suppose you wanted to buy a new video game that costs $90. What code
could you add to the program to output a statement that said whether you
could afford the game or not.

To purchase a video game for $90, you would need to have savings of $90 or
more for the month. Here is the code you could use.

if savings > 90, then “YES you can afford the game!”
else “NO you cannot afford the game this month”

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 Chapter 6

3. Where might this sub-program be added in the program?

You need to add a new conditional statement at the end of your code, or
nested inside the first “if statement.

Exercises 6.7

Write a program that asks the user to input the following.

1. Total monthly income, total monthly expenses, current savings.

2. Modify the program to determine whether the user can cover their monthly
expenses.

3. Modify the program so that it now outputs the new savings total at the end of
the month. Include code to handle situations where the savings total is
negative.

4. Modify the program to ask the user if there is any extra income or expenses
and then include these amounts in the totals.

Refer to the program at the start of this section.

5. Suppose you wanted the program to output the percentage you would need
your income to increase in order to cover your expenses. Where might you
put that code in the program? Give reasons for your answer.

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 Chapter 6

6. Modify the program to include the code that will output the percentage you
would need your income to increase in order to cover your expenses each
month.

Refer to the program at the start of this section.

7. The conditional statement is the part of the program that does the
calculations to decide whether there is enough income to cover expenses.
Modify the conditional statement to include code that will output your
projected total annual savings.

8. Modify the conditional statement to include code that will output the projected
total annual deficit.

9. Modify the program to ask the user to input current savings at the start of the
month, as well as the cost of a bigger purchase. The program needs to output
a statement that tells the user if there will be enough savings after 12 months
for the bigger purchase.

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{

{
Interested in seeing more? There are additional coding activities, including
an extension that helps create a budget within Google Sheets. Find them at
dynamicmath.ca/coding.
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 Chapter 6

Chapter Review
Appreciation
One share in a company that is designing a new spaceship to travel to the space
station costs $2000. The value of the share increases at 15% per year. Because
this is new technology, this is compound appreciation.

1. What is the value of a share after 1 ;

year?

2. Predict the value of a share after 7

years.

3. Look at the graph. Is this a linear

relation or a non-linear relation?

4. Calculate the value of a share after 7

years.

Dollars
in
Value

5. Complete the table.

Number of Value of a
years (x) Share (y)

3 {aoes AS: 6 77 8 9-10

4 | Time in Years

Depreciation
You bought a new smartphone for $925. The phone loses 17% of its original
value each year. This is a simple depreciation.

6. What is the value of the 7. What is the value of the

smartphone after 1 year? smartphone after 2 years?

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 Chapter 6

8. Complete the table and then graph the points.

Number of Value of
years (x) Smartphone (y)

9. Predict the value of the smartphone

after 8 years. You can extend the graph
to find the answer.
in
Value
Dollars

10. Calculate the value after 8 years. Was

your prediction in question 9 correct?

11. Do you think you would still have the

smartphone after 8 years? Why?
ets eS 67s. 8-10
Time
in Years

Money Decisions

You want to borrow $500 to buy a snow blower so you can make money cleaning
driveways this winter. You have two options.
e optionA 3% simple interest for 5 years
e option B 5% simple interest for 3 years

12. Which option would you choose?

13. Why did you choose that option? Write a short paragraph to justify your
choice.

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 Chapter 6

Matt wants to borrow $250 for a set of noise cancelling headphones.

e optionA borrow the money for 2 years at 3% compound interest
e optionB borrow the money for 3 years at 4% simple interest.

14. Write a short paragraph to describe which option should be chosen.

Adjusting a Budget

This month, your income of $1755 increased by 2% as you delivered more

podcasts. A budget is shown below and your expenses also changed:
Internet decreased by $10
Food increased by $35
Transportation decreased by $10
Cell Phone decreased by $5

15. What is your new income?

16. Complete the budget below with the new, adjusted amounts.

Expense Original Amount Adjusted Amount

Fixed Expenses: Rent $825

Transportation $85
Cell Phone $95
Internet $120
Savings $45
Variable Expenses: _ Utilities $75
Food $280
Entertainment $80
Personal Expenses $150
TOTAL $1755

17. Do your expenses increase or decrease, and by how much?

18. Do your savings increase or decrease, and by how much?

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 Chapter 6

Chapter Test

1. What is appreciation?

2. What is depreciation?

You have $1000 to put into a savings account.

e OptionA simple interest of 8% each year
e Option B compound interest of 5% each year
You want to invest the money for 3 years.

3. What will be the total for 4. What will be the total for
Option A after 3 years? Option B after 3 years?

Number of Amount in Number of Amount in

years (x) Account (y) years (x) Account (y)
0 0
1 1

2 2

3 3

5. Which account will give you the largest balance after 3 years?

Mila wants to borrow money to buy a gaming system. She needs $1200. She has
two options.

Option A: Mila can borrow the money from her mom, who will charge 5%
simple interest.

Option B: Mila can borrow the money from the bank, which will charge her
6% compound interest.

6. If Mila borrows the money for 3 years, which option will cost her less?

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 Chapter 6

7. Mila has $400 saved. If she uses this money as a down payment, how much
could she save on option B?

Oskar’s take-home pay was $2265 per month and their expenses were $2175.

8. Oskar’s income increased by 6%. What is their new income?

9. Their expenses increased by 8%. What is the new total for their expenses?

10. After these changes, does Oskar have any money left after they pay their
expenses each month?
e If so, how much is left?
e If not, how much more is needed each month?
e What might be done to balance the budget?

Mindfulness Moment
When you approach a problem, you
can take things slow. Read the
problem a couple of time. Highlight
the information that is given. What
question does it want you to answer?
Ask yourself what you know about
this kind of question.

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Chapter 7

CHAPTER 7
DATA MANAGEMENT AND MODELLING

Social media has created a world in which information can be sent immediately.
Some of the information that you receive will be accurate. Some of it will not be
accurate. How can we tell which information is accurate and which is not?

Every time you read something on the internet, social media, or wherever it is
found, you are a digital citizen. You will need to determine for yourself what to
believe and what not to believe. Making these decisions makes you a good
digital citizen.

The years 2020, 2021, and 2022 were challenging. In Canada, we experienced
e the Indigenous Lives Matter movement:
e the discovery of unmarked graves of Indigenous children at residential
schools;
e the Russian invasion of Ukraine; and
e healthcare and housing crises.

Your Turn
To be a good digital citizen, it will be your responsibility to reflect on the data and
determine whether the conclusions being presented are reasonable. You may
even be in a position where you can gather data and draw conclusions of your
own. Before you start this chapter:

e select one of the topics above or a topic of interest of your own to gather
data about.

e create a question you might like to answer about the topic. For example:
o Should Canada have a national holiday to respect the finding of
unmarked graves of Indigenous children?
o What else might Canada be able to do to help Ukraine?

What Do You Think?

Predict what conclusion you think you will get once your research is complete.
Keep your thoughts with you in a journal and compare what you find by the end
of the chapter with what you predicted.

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Chapter 7

7.1 Gathering Data

The first step in answering the question you created is to gather data.
There are two types of data.

Primary Data Secondary Data

Data you collect yourself. You might Data that has already been collected
ask a group of friends what their and published. A reporter might have
favourite streaming service is. asked part of Ontario what their
favourite streaming service. You read
the results online.

| Your Turn
_ Write another example for primary data and secondary data below.

_ Primary Data Secondary Data

_ Give one way each method is alike and one way each is different. Compare your
_ answers with others in the class. Modify based on other answers.

| Alike Different

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In each case above, the entire population was not asked their opinion. It would
not be reasonable to ask everyone in Ontario about their favourite streaming
service. In the space below, give one reason why everyone in the province might
not be asked their favourite streaming service.

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Chapter 7

When an entire population cannot be asked a question, a sample or part of the

population is asked. The sample must be random and unbiased to make
reliable conclusions about the population.

e Forasample to be random, each member of the population must have

an equal chance of being chosen.

e For asample to be unbiased all groups of the population must be fairly

represented.
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|Your T urn
Before reading about the different ways a sample can be gathered, think about
|your school. You want to know whether a movie night would be wanted by
|students in the school. You wish to ask 10% of the students in the school.

e How many students are in your school?

e How many students will you interview?
e Do you think this is enough students to draw a conclusion? Give reasons ©
for your answer.

e Describe how you might decide which students in your school to

interview.

e Now read the different ways that a sample can be gathered that are
shown on the next page. Circle the sample you used. Why did you circle
the selection you did?

Simple random sample

Systematic Sample

Cluster Sample

Stratified Random Sample

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Chapter 7

Simple random sample Systematic Sample

Individuals or items that become part of Systematically select people from a
the sample are randomly selected. To population. To select a sample from your
ensure something is random, we might class, every 4° name might be selected
e draw names from the entire population from a Class list.
from a hat
e use arandom number generator
e use a spinner to pick names

Cluster Sample Stratified Random Sample

Divide a population into smaller groups Break the population into equal
known as clusters. Then randomly select groups and randomly select from
from these clusters. each group.

e If we wanted to know the favourite

streaming service of only grade 9
students, we may randomly select
high schools in Ontario.

Examples with Solutions

A manufacturer wants to select a sample of smartphones to test the quality. The

manufacturer looks up a random number from a table to determine the serial
number on the product that will get tested.

1. What type of sample is this?

This is a simple random sample.

2. ls this an appropriate sample?

It is appropriate as long as the random number table can be matched to the
serial numbers of the product that the manufacturer has made.

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Chapter 7

You would like to find out how students in your school district feel about whether
Ontario is ready for another pandemic. You select four schools in the district and
then survey each student in those schools.

3. What type of sample is this?

This is a cluster sample.

4. Is this an appropriate sample?

It is appropriate as long as the four schools are randomly selected.

The president of the school council is responsible for deciding whether a lunch
time tutoring program is wanted in the school.

The school has 140 Grade 9 students, 160 Grade 10 students, 180 Grade 11
students and 200 Grade 12 students. The president randomly selects 14 Grade 9
students, 16 Grade 10 students, 18 Grade 11 students and 20 Grade 12
students.

5. What type of survey is this?

This is a stratified random sample.

6. Is this an appropriate sample?

Each grade is represented proportionally, and it is a fair form of representing

the total school population.

Exercises 7.1

Name the type of survey used in each of the following and if it is appropriate.
Give reasons for each answer.

1. A school has 1200 students. Each student is assigned a different number

from 1 to 1200. Technology generates a list of 120 random numbers between
1 and 1200. The sample of 120 students is obtained.

Type of sample:

Is it appropriate:

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Chapter 7

a There are 1200 students in a school. Each student is assigned a different

number from 1 to 1200. Every 10" student on the list from 1 to 1200 is
selected. The sample of 120 students is obtained.

Type of sample:

Is it appropriate:

There are1450 in a school. The principal wants to find out if the students find
this book helpful. Three grade 9 classes are selected at random from the
Grade 9 math classes and surveyed.

Type of sample:

Is it appropriate:

. Amanufacturer of hockey gloves wants player’s opinions about their new

gloves. Circle the population from which the sample should be selected.

A. people entering a shopping mall

B. hockey players

C. people subscribing to a sports magazine

D. people at an ice hockey arena

5. Give reasons why you selected the group you did in question 4.

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Chapter 7

Last week, 1500 people watched the release of the latest movie at the local
theatre. There were 800 adults, 400 teenagers, and 300 children. The manager
wants to survey 150 customers. The manager decides to use a stratified random
sample and calculates the number of adults to survey as shown.

Step 1 150 is what percent of Step 2 To find the number of adults

1500? to survey, find 10% of 800.
percent amount percent amount
100 ~ +base- “100. ~base-
n 150 10 n
100 1500 100 800
1500 X n = 150 x 100 100 x n = 800 x 10

1500 x n= 15 000 100 x n = 8000

1500 xn 15000 100 xn _ 8000

1500 1500 100 100
n= 10 n= 80

80 adults were surveyed.

The above process was first introduced in chapter 2.

6. Use the method above. How many teenagers would be surveyed?

7. Use the method above. How many children were surveyed?

8. In your opinion, should the manager survey children? Give reasons

for your answer.

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Chapter 7

9. A telephone survey is done by contacting randomly selected telephone

numbers from a phone book. Give reasons why this is not a random sample
of the population.

Identify the part of the population who would strongly bias a survey on:

10. gun control Did You Know?

: 2
The first Survey
was
done by the Baby
lonians
in 3800 BC. T+
was aq
census that coun
ted all
citizens, livest
ock and
goods.
11. the minimum driving age

12. Give reasons why you selected the part of the population you did in the
previous two questions.

RA ASSESRV HET SONSIESE NORECOOL ERNE A RSENS

SESBESEIESNC ESSE ARLES SEES ETSE TE IY PSSES IENAESD.IT
OSE ESEISELE
DEL MLE ET EIST EE IELTS LITELD BIELEER ES LE AT REEETOEB

Your Turn
Before you go onto the next section, return to the question you selected on the
opening page of this chapter. Keep a journal of your work.

|e What type of sampling technique might you use to gather data?

|e
|
Why did you select this method?

|e Could you use second hand data?

|
I
Raa Ors wens) AGNES NAD SODIEEE
ESOS OTORORY OYOLE LESIONS
A OEE NR

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Chapter 7

7.2 Collecting Data and Conducting Surveys

To answer your particular question, there are a number of factors that need to be
considered. Some of these are shown below.

1. The Question

When making up the question be careful to make sure that:

e there is no bias in the question
e the language is simple and the question is clear
e the question is culturally appropriate, and
e the question is not offensive.

— Your Turn
_ Look at your question from the previous section. Based on the cautions above, is
ita good question?
gsionor
a cman OHNO ESL
EAN Se RBOSERIES LUBE OE TEES TSEC SESS SSES CECETOE I ENS ELE LESTE ELECTR LELEELEDER LEE EL IISA
EES DIL SED IED TEDOLE

Mindfulness Moment
When reviewing the question you have done, it may
be stressful to think you need to change it. It is okay
to change!

To help slow your mind down, go for a walk. Notice

how change might be good.
Notice the air and wind. How does the change in
temperature make you feel? How does just closing
your eyes change your breathing or focus?
“ l

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Chapter 7

2. Collecting the Data

There are a number of ways you can collect data to help answer your question.
Some of these are shown below. You may have seen these in previous grades.
Two strengths and two weaknesses have been given for each type.

Add at least one more strength and weakness of your own for each method in
the space given in the table. If possible, compare your strengths and
weaknesses with others.

Personal Interviews
Strengths Weaknesses
- high response rate - time consuming
- possible to sample small areas - results take time to summarise and
accurately interpret

Paper Survey
Strengths Weaknesses
- low cost - low response rate
- easy to do - no chance to clarify questions
once developed

Online Survey
Strengths Weaknesses
- high quality data - low response rate
- easy to do - excludes those without phones or
with unlisted numbers

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Chapter 7

Exercises 7.2

Decide whether a personal interview, paper survey or online survey would be the
most appropriate method of collecting data. Give reasons for each decision.

1. Preference of rate plans for smartphones

2. All parents in your school about their satisfaction with the school’s
communication

3. What people believe about the origins of Covid-19

4. You wish to collect information about what types of shows students in your
school watch. List 3 pieces of information that should be collected.

You are running for school president.

5. What 3 questions might you ask to see if you believe you will win the
election?

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Chapter 7

6. How might you collect the data?

You have been elected as student council president and are helping the principal
of the school. The principal wants to find out which program students feel is most
important to the school.

e adding a nutrition program

e adding students to discussions of social justice issues at teacher

meetings

e no tests or assignments due on Orange Shirt Day (September 30) as it is

the National Day for Truth and Reconciliation

7. What questions might you ask to find out which would be most popular? Write
no more than 3 questions. Give reasons why you think each is a good
question.

8. Describe how you might collect the data.

CEM ARE NE API YD TEST LE SEN COL EET TOC » OOS . ARNE TNT OHA

|Your Turn
Create a survey that you might be able to use to gather the data. As you
complete the next lesson, start gathering your data.
hen uncenraneeneesoeent

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Chapter 7

7.3 Analysing Data: Mean, Median, and Mode

Have you ever asked your teacher “What is my average in this course?”

Have you ever heard someone say, “I can find the average amount of money that
| can make working in a business like McDonald’s”?

Has anyone ever said to you, “I can start a small business on a social media
platform right now and, on average, I'll make a lot of money?”

The word “average” is used in each situation. There are three types of “average”.

Mean
The mean is sometimes called the arithmetic average of a set of data. It is
found by adding individual pieces of data and dividing by the total number of
pieces of data.
. - 3 @

150 cm 165 cm 140 cm 155 cm 155 cm

The mean is used when the values in the data set are quite close together.

150-65 + T4405 155 +155

Mean = witetl Ss @istel. wi 53 em

Median
The median is the middle value when the pieces of data are written in order
from smallest to largest.

|
140 cm 150 cm 155 cm 155 cm 245 cm

The median is 155 cm.

The median is used when there is one piece of data that seems so far away from
the others. The value that is far away from the others is called an outlier.

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Chapter 7

Mode
The mode is the number in a data set that repeats most often.

: id @ &

150 cm 165 cm 140 cm 155 cm 155 cm

The mode is 155 cm.

The mode is used when you are exploring average for data that cannot or should
not be combined, such as:
e the colours of people’s eyes in a large setting
e the number of bedrooms in a home in a certain area

Examples with Solutions

The minimum hourly wage for 2021 for each province and territory is shown in
the table.

Province Minimum Province Minimum

Wage Wage
Alberta British Columbia
Manitoba $11.95 New Brunswick $11.75
Newfoundland and Labrador S127 5 Northwest Territories $15.20
Nova Scotia Nunavut
Ontario
|
Quebec Saskatchewan $11.81
Yukon $15.20

1. Find the mean minimum wage in Canada.

15+ 15220)-+-:11.95 + 11 eh 12:75 1520 + 12.95 + ee 15 4+ 13 + 13.50 + 11.81+ 15.20

13

179/32
= 13 = $13.7
$13.79

The mean minimum wage in Canada is $13.79 per hour.

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Chapter 7

2. Find the median minimum wage in Canada.

First, write the minimum wages in order from smallest to largest.

V10S, 11084, 11SON de AON IZ SS ID SISO) 15100; 4 5200) 115.20, 215.20)

15.20, 16.00

This is the middle value.

The middle value is the median. The median minimum wage in Canada is $13.50
per hour.

3. Find the mode for the minimum wages in Canada.

The mode is the hourly wage that appears most often. In this case, the mode is
$15.20 per hour.

Each one of the calculations gives a different answer, but they are all correct! It
will be your decision as to which one to use, as we will explore in the exercises.
How you might make this decision is also explored in the exercises.

Exercises 7.3

Kerry and his friends spent the following numbers of minutes doing homework.
ZU poh S202) OO, 4.5, 40, 00 m02, 00, (1

1. Find the mean for the time spent doing homework.

2. Find the median for the time spent doing homework.

3. Find the mode for the time spent doing homework.

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Chapter 7

Sometimes, there is an even number of values when calculating the median.

When calculating the median, find the mean of the two middle values.

The hourly wages in a fast-food restaurant for the morning shift are shown below.
$15.68, $16.12, $17.48, $15.68, $19.22, $15.68, $18.65, $17.22

4. Find the mean for the hourly wages.

5. Find the median for the hourly wages.

6. Find the mode for the hourly wages.

7. Which measure. do you think most accurately reflects the “average” hourly
wage at this fast-food restaurant? Give reasons for your answer.

Suppose the president of the fast-food chain restaurant walks into the restaurant.
The president earns about $800 per hour. When added to the other hourly
wages, the president’s hourly wage is called an outlier because it is so much
different than anyone else’s.

8. Now find the mean for the hourly wages.

9. Now find the median for the hourly wages.

10. Now find the mode for the hourly wages.

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Chapter 7

11. What did you notice about your calculations?

12. Which measure might you now think most accurately reflects the “average”
hourly wage at this fast-food restaurant? Give reasons for your answer.

13. Can the president’s hourly wage be considered an outlier? Why do you think
so?

The population of each province and territory in 2020 is shown in the chart below.

Province Population Province Population

Alberta 4 442 879 | British Columbia 5 214 805
Manitoba 1 383 765 | New Brunswick —
789 225
Newfoundland and Labrador 520 533 | Northwest Territories
Nova Scotia 992 055 | Nunavut
Ontario 14 826 276 | PEI 164 318
Quebec 8 604 495 | Saskatchewan 1179 844
Yukon 42 986

14. Find the mean population of Canada.

15. Find the median population of Canada.

16. Find the mode population of Canada.

17. Which measure of “average” do you think best represents the population of
Canada? Give reason for your answer.

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Chapter 7

Exciting Extras

Francesca was bouncing a basketball. Each time the ball hit the floor, the height
of the bounce was measured and recorded as shown below.

1.5m, 1.28 m, 1.35 m; 1.5'm, 1.62 m, 0:14 m, 1.44.m; 1:39'm,1.5 m, 1.41 m

18. Find the mean, median, and mode of the bounce heights.

19. Which of the mean, median, or mode do you think best represents the
bounce height of the basketball? Give reasons for you answer.

20. Did your answer to the previous question include the word “outlier’? Do you
think there is an outlier in the data?

21. What do you think may have happened to cause the outlier?

Francesca said, “When | was bouncing the ball, it hit my foot and it only
went up 0.14 m. That piece of data should be ignored.” Francesca’s
teacher said, “All data pieces count. It cannot be ignored and must be
included.”

22. Who do you think is correct: Francesca or the teacher?

23. Based on your answer to the previous question, write a short

paragraph to try and convince the teacher that Francesca is correct
or to convince Francesca that the teacher is correct.

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Chapter 7

7.4 Displaying Data: 50% Box Plots

In previous grades, you have explored Mindfulness Moment

many different ways to display data
Befove we move on with this lesson, take a few
once it has been collected. You have
used: minutes and be grateful. Think about one thing
e tally charts that you have learned that you are grateful
e stem and leaf plots for. Now, try to connect it to something that
e circle graphs always makes you feel happy. The touch of a
e pictographs
puppy’s fur, perhaps? How do you feel? How
e line graphs
did just thinking about a puppy’s fur
These were all used in different make you feel?
situations. |
‘
Now, we will explore another popular way
to display data.

50% Box Plots

A way to display large data sets. It is designed to display a summary of data
rather than each individual score and to visually show patterns in the data. They
can also be used to quickly and visually compare two data sets.

50% Box plots, sometimes called box and whisker plots,

e show the middle value (median) of the data set
e display the extreme values of the data set (end points)
e give the hinges (values one-quarter and three quarters of the of the way
along a set of numbers that are organised by increasing value) within
which 50% of all the values in the data set sit

Constructing a 50% Box Plot

The height that a new ball bounces was measured as an experiment and posted
on social media. The heights in inches are shown below.

28, 29, 3/, 33, 34, 36, 28, 24, 27, 34

There are five steps to constructing a 50% box plot. Each one is used to find a
different number. These steps are shown on the next page.

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Chapter 7

Step 1 Write the data in order from smallest to largest.

DA, 21, 20,25, 29) 3on54, 34, 36, 3/

Step 2 Now, find the median of the data set.

The median will be =< or 31”.

Step 3 Find the median of the first half of the data. This is the data to the
left of the median. This is called the lower quartile.
24, 27, 28, 28, 29 The median is 28”.

Step 4 Find the median of the second half of the data. This is the data to
the right of the median. This is called the upper quartile.
33, 34504; 36N3i% The median is 34”.

Step 5 Find the smallest and largest numbers in the set.

The minimum value is 24”. The maximum value is 37”.

These five values are used to construct the box plot. First, draw a number line
that shows the five values (24, 28, 31, 34, 37) that we have found. Look where
the values appear.

minimum lower median upper maximum

value quartile quartile value

24 26 28 30 32 34 = 336 38 40
PesTES oc CSPOTONE EN NT CA ARERR ESD ERNE STORES EEO ST ESI) TESS IN ACEC ET SAPARD

Your Turn
Look at the box plot above.
e Which values are between the lower quartile of 28 and the upper
quartile of 34?

e How many values did you write?

e What percent of the original values are in the “box” created by the
lower quartile of 28 and the upper quartile of 34?

Se rn nnn eetAn0SSRR ge RENEE A EN

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Chapter 7

Examples with Solutions

Look at the 50% box plot.

1. What percentage of the ball bounces are 28” or higher?

The box represents 50% of the data.

The “whisker” to the right of the box represents 25% of the data.
The left side of the box is at 28.
Thus, 50% + 25% or 75% of the bounces are 28” or higher.

2. What percent of the data is between the median and the upper quartile?

The median breaks the box into two equal parts.

The box shows 50% of the data.
Thus 50% + 2, or 25%, of the data is between the median and the upper
quartile.

Exercises 7.4

The 50% box plot shows the distribution of heights in inches on the school
soccer team.

wibaigphitid
45
ster ak anamaoee sieey
54 61 68 at

1. What is the shortest height on the team?

2. What is the tallest height on the team?

3. What percent of the heights are at or less than 68?

4. 75% of the heights on the team lie between which two values?

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Chapter 7

The number of hits recorded each day for a video posted on a social media
platform is shown below.
45, 70, 23, 60, 58, 44, 37

Answer these questions to construct a 50% box plot for this data.

5. Find the median number of hits.

6. Find the median of the first half of the data. This is called the Jower quartile.

7. Find the median for the second half of the data. This is called the upper
quartile.

8. Write the values you have found on this box plot. Explain why this box plot
shows a 50% box plot.

ema
a alos: ok
The following shows the annual salaries of part-time workers.

$38 500 $39 500 $32 000 $30 500 $26 800 $29
200
$28 300 $27 900 $37 000 $33 500 $34 600 $33
800

9. Find the median salary.

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 Chapter 7

10. Find the lower quartile.

11. Find the upper quartile.

12. Use your calculations to construct a 50% box plot.

The following shows the cost of a new smartphone at different outlets.

$800 $650 $500 $730 $560 $900
$750 $875 $635 $700 $690 $999

13. Construct a 50% box plot for this data.

PRS SBE ICIS NOT PTT TRIE NE I NBC

Your Turn
|You should have collected some data to try and answer your question.
| e Display your data.
e Can you use mean, median or mode to describe your data? If so, which
measure is better for you to use? Why?
enema DEI RES SORTRIESTE SAR SE SOE ND EST RC OT SEER EIST REDE ASO EE

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Chapter 7

7.5 Scatterplots

Previously, we explored how to plot points on a coordinate grid. We can plot

many points on a coordinate grid. Sometimes, when we gather data, we are
looking to see if there is a pattern between two variables. When we are looking
for a pattern between the two variables by plotting points, we are creating a
scatterplot.

Suppose you thought there was a connection between the height of a junior
basketball player and their mass. You hypothesise that the taller a player is, the
greater the mass. You gathered this data.

Dud

50

It is hard to see if there is a

pattern by just looking at the
individual values in the table.

The table shows data that can be

written as ordered pairs (height,
mass). Graph these ordered
pairs.

(153598) (1.5, 40)

(132538) (1.6, 45)
(1.4, 42) (1.7, 40)
(2:27'50) @Teneies
(2.0, 42)
Height (m)

When the points are plotted on the scatterplot, it looks like there is a pattern. The
pattern suggests that the taller the player is, the more the mass of the player is
likely to be.

Scatterplots work very well when looking for a pattern in some data.

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Chapter 7

Examples with Solutions

Weiyu suspects that there is a pattern between the number of clicks a website
gets and the cost of advertising on the site. The greater the number of clicks the
greater the cost to advertise on the site. Different websites were investigated and
the following data was discovered.

Cost per
Click ($)
Hits

1. Construct a scatterplot to show

the data.
5000 e
Plot these points from the table.
(O°58,'1500)" (1-22-2200) C 4000 °
(121541700) (8.25; 3000) | ee
(5.00, 5000) (4.00, 3500) i 3000 °
(3.50, 4000) (3.50, 3500) c
k 2000
2. Based on the scatterplot, is Ss e °
Weiyu’s hypothesis correct? 1000

By looking at the pattern on the 1.00 2.00 3.00 4.00 5.00

scatterplot, it appears that
Weiyu’s hypothesis is correct. Cost per Click ($)

Exercises 7.5

A scatterplot is shown at the right.

Mass
1. What hypothesis do you think of 50 id 3
was being tested by getting this Pears e
data? Picked 40 e@ ©
(kg) oe
2. Based on the data, what 30 e
conclusions can you make?
20

10

ORUOmesee oO 25
Height of a Tree (m)

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Chapter 7

The National Hockey League records the number of shots a player takes and the
number of goals scored. Here is a chart from the 2018-2019 NHL season (the
last full season before the COVID-19 pandemic).

Goals Scored Shots Taken

Alex Ovechkin
Leon Draisaitl
John Tavares 47
Steven Stamkos 45 234
Patrick Kane 44 341
Nathan MacKinnon 41 365
Cam Atkinson 41 295
Nikita Kucherov 41 246
Connor McDavid Pies 240
Alex DeBrincat [at 220
3. Create a hypothesis. Does it appear that the more shots a player takes the
more goals are scored?

4. Create a scatterplot to show goals scored and shots taken.

5. Based on the scatterplot, does your hypothesis from Question 3 appear to be

correct?

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Chapter 7

mountain.
A mountain climber measured the air temperature as they scaled the
Here is the data that was found.

Height Above Sea level (m)

Air Temperature (°C)

mountain the
6. Create a hypothesis. Does it appear that the higher up the
warmer the air temperature? If not, what pattern might you see in the data?

temperature.
7. Create a scatterplot to show height above sea level and the air

(Did You Know?> C

Did Y

The first scatterplot

appeared in 1833. It
was created by
English scientist John
Frederick W.
Herschel. Herschel
8. Based on the scatterplot, does your hypothesis from was studying the
orbit of stars. What
Question 6 appear to be correct?
two variables do you
think Herschel was
comparing? Now look
it up. Were you
correct?

Ce a ; ARN CES LOE

SECTS EELS OOD
ELSE DEORE ES PTO ED

‘Based on the data you have collected so far for your question,
e Can the data be displayed in a scatterplot?
any patterns
e |fso, do you see any patterns based on the data? Describe
you see.
you have
Have you started to make any conclusions based on the data
collected so far?
in the future
Can you now make any predictions about what will happen
based on the data you have collected? nn
——E
nl

239
Do not photocopy.
Chapter 7

Data was collected on the number of ounces of diet cola a student drinks and
their math mark. The results are shown below.

OMe eee 15 |40 |30 |10 |12 | 12 |22 | 33

Math Mark 52158 Vli(0L, |6oe ho meno 2.1208

9. Clara believed that the more diet cola was drunk, the lower a person’s math
mark. Based on the data, do you think this is true? Give reasons for your
answer.

10. Create a scatterplot to show the ounces of diet cola drank and the math
mark.

11. Based on the data in the scatterplot, does Clara’s hypothesis seem correct?
Explain.

12. Based on your answer in the previous question, what hypothesis might you
make about the amount of diet cola a student drinks and their math mark?

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Chapter 7

Exciting Extras

When you were completing the exercises, you were looking for a pattern in the
data. These patterns have names.

Sometimes, the data looked like it Sometimes, the data looked like it was
was going up to the right in what is going down to the right in what is close
close to a straight line. This is called a to a straight line. This is called a
positive linear correlation. negative linear correlation.
Cs)

Sometimes, there is no linear

correlation at all, but there still can
be a pattern. Look at the scatterplot at
the right.
e Why do you think it has no
linear correlation?
e What pattern do you see?

Look at the scatterplots in this lesson including the ones that you have created.

13. Which scatterplots have a positive linear correlation?

14. Which scatterplots have a negative linear correlation?

15. Conrad said, “There is a positive linear correlation between the age of your
favourite entertainer and the number of hairs on your head.” Do you think this
can be true? Why?

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Chapter 7

7.6 Making Predictions: Line of Best Fit

In the previous section, we were modeling situations mathematically.

e we Started with a scenario or a problem
e we made an assumption that we could test (called a hypothesis)
e we constructed a model (scatterplot) to visualise data
e we interpreted the resulting scatterplot to arrive at a conclusion

Sometimes, when modeling a scenario or a problem mathematically, we want to

be able to make predictions about what will happen in the future.

When working with scatterplots, we can do more than just notice a positive or
negative linear correlation. We can draw a line through the points, called a line
of best fit, find its equation, and then use the equation to predict what might
happen in the future.

Scientists are recording the mean global temperature each year to measure
climate change. Here are some results.

eS) 14.04 |13.08 |13.09 |14.00 |14.18 [14.31 [1457 |14.63”

A scatterplot can be created for this data and is shown below. There appears to
be a positive linear correlation that shows the temperature is increasing every ten
years.

T eo
5S
m
p
e
r 14
a
t
u
r
&
(Chains
T |
1940 1950 1960 1970 1980 1990 2000 2010 2020
Year

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Chapter 7

To make predictions, scientists might first place a straight line through the points.
To do so, a scientist will estimate where the line goes by having as many points
above the line as below. One possible line is shown on the scatterplot below.

7 15
e
m
p
&
r 14
a
t
u
r
S
Ry Pale
: 7 7 :
1940 1950 1960 1970 1980 1990 2000 2010 2020

For this line, there are three points above the line and three points below. It is a
reasonable estimate. It also appears to pass through (1980, 14.18) and (1990,
14.31). Using what we explored in chapter 4, we can find the equation of this line.

Find the slope between the points slope = Y27 Yi

(1980, 14.18) and (1990, 14.31). a er
~ 1990-1980
= **
10
or 0.013
Now that we have the slope, remember y=mxt+b
that y= mx +b. y=0.013x+b

m= 0.013 Find the y-intercept by substituting the

values from either point into the
equation.

Mindfulness Moment 14.31 = 0.013(1990) + b

14.31 = 25.87 +b
These calculations may take a bit of
14.31 — 25.87 = 25.87 - 25.87 +b
time to complete. That is okay. Use 11,56 =b
your calculator to help you and take
them one step at time. Relax The equation is y = 0.013x— 11.56.

and keep trying. You'll get there!

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Chapter 7

In the equation y = 0.013x — 11.56, y represents the temperature and x

is the year. This can be used to make predictions.
Did
Global warming refers
to the increase in the
1. Predict the mean global temperature in 2030.
mean average
temperature around
Substitute 2030 into the equation. the world.
y = 0.013x— 11.56
y = 0.013(2030) — 11.56 Climate change refers
y = 14.83 to global warming but
also to the world-wide
The temperature in 2020 is predicted to be 14.83 °C. climate changes caused
by global warming.
2. Predict the mean global temperature in 2055.

Substitute 2055 into the equation.

y = 0.013x— 11.56
y = 0.013(2055) — 11.56
y = 15.155

The temperature in 2055 is predicted to be 15.155 °C.

3. Based on this equation, in what year will the mean global temperature reach
Ti Ce
y = 0.013x— 11.56
17 = 0.013x— 11.56
17 + 11.56 = 0.013x — 11.56 + 11.56
28.56 = 0.013x
28.56 0.013x
0.013 0.013
2197 =x

The mean global temperature is predicted to be 17°C in the year 2197.

note that yourline andsomeone else’s might not be exactly the

tant
“itisimporto
|same. The line drawn is an estimate only. Your answers and someone else's
| might not be the same. That is okay and expected! Trust your work.
|
'
|
|

enemas aoaPahONCAS ONO

TTT TT

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Chapter 7

Exercises 7.6

1. Use the equation on the previous page to predict global temperature in 2020.
Do an internet search. Is the calculation exact? Why do you think this is the
case?

2. The mean global temperature for the year 2055 was predicted above. Can you
check to see if it is accurate? Why?

3. Why is it important for scientists to try and predict the mean global temperature
for many years into the future?

The number of hours studying and the results on a test are shown below.

Test Score (%) [ig 54 |62 |79 85 |90 |

Hours Studying 1 4 3 5 |5 |

4. Ascatterplot is shown at the | Hours

right. Plot this data on the Studying 5
scatterplot.
4

5. Ils there a pattern shown by 3

the scatterplot? If so, what
pattern is suggested? 2

BQ Ove? One B80! 90-100

Test Score (%)

6. Estimate a /ine of best fit through your data points.

7. Find the equation of the line of best fit.

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Chapter 7

8. Use your equation to predict the test score of a student who studies for 1.5 h.

9. Predict how many hours a student needs to study to get 100%.

The African elephant population has been declining for many years. The chart
below shows the estimated elephant population world-wide for different years.

Year 1900 1950 1970 1996 2021

Population feiekeleeneee |5 000 000 |1400 000 | 540 000 415 000 |

10. Show this data on a scatterplot.

11. Predict the population in 2050.

Claire said, “I can substitute 0 for y in my equation and that will tell me when the
African elephant population will be gone.”

12. Do you think Claire is correct with her statement? Why?

13. Substitute 0 into your equation and solve it. If nothing is done to protect the
animals, in what year can you predict the African elephant population to be
zero?

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Chapter 7

Exciting Extras

A number between -1 and 1 can be used to measure how closely a line of best fit
matches the data points. This number is called the correlation coefficient.

“+1” indicates a perfect “0” indicates there is no “=1” indicates a perfect

positive relationship correlation at all negative relationship

e )
pes ° e
r)
© °

Decide what value you might assign as the correlation coefficient for each
scenario shown below. Give reasons for the number you select.

14. The number of hours you sleep each night and global warming.

15. The number of “mad scientists” found in movies and your mark in this
class.

Mindfulness Moment

16. The shark population and the Bes Meee ae Eo UA:

number of indoor cats in the world. Laughing can help you relax and
understand concepts more. Laughte
be “the best medicine.”

Your Turn |
|You should be finished your research around your question. Make sure you have
‘recorded and displayed all your data.
| e Use your data to write your conclusions.
: e Use what you have learned in the chapter to defend your conclusions.
e Compare your conclusion to what you thought on the opener of the
chapter. What did you find?

CMTS ROSIER IBIS ROE PR TRIN MER ANSE REE SE: ANE! OES BE 8 ODE RE TREE AMET OM EB BEE EA MRE MRNA NH

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Chapter 7

7.7 Lines of Best Fit and Technology

In the previous two sections, we have been exploring

e scatterplots
e aline of best fit
e an equation of the line of best fit.
e making predictions based on the line of best fit.

We estimated where the line of best fit would be based on our own “visual” look
at the data on the scatterplot and then calculated an equation for the line using
skills we explored earlier.

Using Technology to Find the Line of Best Fit and Its Equation
There are many websites that will be able to analyze data and give you an
equation for the line of best fit. All you need to do is enter the data. Here is one
such website.

https://www.graphpad.com/quickcalcs/linear1/

If possible, go to this website now. It will ask you to enter data. Here is some data
from global warming that we explored before.

Year 1940) 1900" 11960) | a OvOm 1960) Ge1990 2000) 12010

Mi eleciicemegeg] 14.04 | 13.98 | 13.99 14.18 | 14.31 | 14.51 | 14.63

Enter the data in the table shown on the website. Here are some hints to help
you.
e Enter “Year” for x. This will give you your x-axis.
e Enter “temperature (°C) for y. This will give you your y-axis.
e Enter the years in the x column.
e Enter the temperatures in the y column.

Once you have entered the data, select “Calculate Now” shown in orange. You
will see a scatterplot, a line of best fit, and much other data. See it?

Although there is a lot of information shown below the graph, we will be

interested in two pieces only.
1. The equation at the bottom of the page. It is y = 0.009429x— 4.416.
2. The R-square value of 0.8271.

On the next page, we will explore these two pieces of information further. All
other information is relevant, but not needed now.

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Chapter 7

The equation of y = 0.009429x— 4.416

The program gives us an equation that is different than the one we found by
“eye.” That is okay. This equation gets used the same way as we used the one
we calculated previously.

The R-square value of 0.8271

In the previous lesson, the Exciting Extras showed the following.

“+1” indicates a perfect “0” indicates there is no “-1” indicates a perfect

Eapaeaes:
positive relationship correlation at all negative relationship

Not all relationships are “perfect.” The closer the R-square value is to 1 or to -1,
the stronger the correlation.

The value 0.8271 indicates a correlation that is closer to 1 than 0 and we can
say, “The data shows a strong linear correlation.”

Exercise 7.7

For each question, enter the data into the table on website
https://www.graphpad.com/quickcalcs/linear1/ . Use the output from the website
to answer each question.

The distance walked and the number of calories burned is shown in the table
below.

Distance waked (cm) i oi

Calories burned 87 104 152 |iz
8
616

1. Write the equation that is given by the program.

2. Write the R-square value that is given.

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Chapter 7

3. Based on the R-square value, circle the statement that is the most reasonable.

There is a strong positive correlation in the data

There is a strong negative correlation in the data

There is no correlation in the data

4. Suppose you walked 10 km. Based on this data, how many calories would you
expect to burn?

On . Write a short paragraph to describe how confident you are in your prediction.
Use the R-square value, in your paragraph.

The mass of a newborn baby and age in months are shown in the table below.

Age (in months)

Mass (kg) 35 4.9 Sif 6.4 7.0 7.6 8.2 8.6 9.1

6. Write the equation that is given by the program.

7. Write the R-square value that is given.

8. Based on the R-square value, circle the statement that is the most reasonable.

There is a strong positive correlation in the data

There is a strong negative correlation in the data

There is no correlation in the data

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Chapter 7

9. Suppose the child is now 2 years old. Based on the equation, what mass
should the baby now have?

10. Go online and research what mass a child who is 2 years old should have.
How accurate was your prediction?

11. Do you think this data can accurately predict the mass of the baby as an
adult who is 33 years old? Give reasons for your answer.

The sea levels around the world have been rising. The table shows an estimate
of the cumulative rise of the sea level in inches after different years.

Year 1999 |2001 |2003 |2005 |2007

| 2009
Rise (inches) 0.13: | 0.376 0.655 0295 1.Ats dehO |1.89 |2.34

12. Write the equation that is given by the program.

13. Write the R-square value that is given.

14. Predict how much the sea level will have risen in 2122.

15. Write a short paragraph to explain what problems may be faced in 2122
should this trend continue.

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Chapter 7

7.8 Coding Applications: Sampling

Suppose we have a bag that contains 20 balls numbered from 1 to 20. They are
not in order in the bag. If you wanted to select one ball at random, you would just
reach in and pull out one ball. We can simulate this using code. The following
code would select one ball at random from the bag and then state the result.

set ball number = a random number from 1 — 20

say “The ball chosen was ball #ba// number’

There are only two lines of code.

e The first line sets the variable ball number equal
to arandom number from 1 to 20. This simulates
the picking of a ball from the bag.
e The second line gives the result. The entire
statement in the quotation marks is the output,
where the value of the variable ball number is
inserted directly after the number sign.

Suppose we wanted a larger sample. What code can select three balls at random
instead of one?
set ball 1 = a random number from 1 — 20
set ball 2 = a random number from 1 — 20
set ball 3 = a random number from 1 — 20
say “The balls chosen were balls #ball 1, #ball 2, #ball 3”

This code sets three variables to random numbers for the three balls being
selected and then states the output. It is possible that more than one ball has the
same number because each variable is set to a random number between 1 and
20. The following corrects this problem.

set ball 1 = a random number from 1 — 20

set ball 2 = a random number from 1 — 20
repeat until ball 2 is not equal to ball 1
set ball 2 = a random number from 1 — 20
set ball 3 = a random number from 1 — 20
repeat until ball 3 is not equal to ball 1 or ball 3 is not equal to ball 2
set ball 3 = a random number from 1 — 20
say “The balls chosen were balls #ball 1, #ball 2, #ball 3”

To account for more than one ball having the same number, /oops were added
that will continuously execute the code inside the block until the criteria is met.
e The first loop shows that ball 2 is not equal to ball 7.
e The second loop shows that ball 3 is not equal to ball 7 or ball 2.

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Chapter 7

Examples with Solutions

Three bags are shown. The yellow bag has 20 yellow balls, the red bag has 20
red balls, and the green bag has 20 green balls.

Yellow Red Green

20 balls 20 balls 20 balls

1. Write a program that will select one random ball from each bag and output a
statement that says which colour and numbers was selected.

Since we are only selecting one ball from each bag, we don’t need to consider
two balls with the same colour and number.
set yellow ball = a random number from 1 — 20
set red ball = a random number from 1 — 20
set green ball = a random number from 1 — 20
say “The balls chosen were Yellow ball #yellow ball, Red ball
#red ball, and Green ball #green ball’

2. Modify the code to select two balls from each bag and output a statement that
says which balls were selected.

Since we are selecting two balls from each bag, we can’t have two balls with
the same colour and number.
set yellow ball 1 = a random number from 1 — 20
set yellow ball 2 = a random number from 1 — 20
repeat until yellow ball 2 is not equal to yellow ball 1
set yellow ball 2 = a random number from 1 — 20
set red ball 1 = a random number from 1 — 20
set red ball 2 = a random number from 1 — 20
repeat until red ball 2 is not equal to red ball 1
set red ball 2 = a random number from 1 — 20
set green ball 1 = a random number from 1 — 20
set green ball 2 = a random number from 1 — 20
repeat until green ball 2 is not equal to green ball 1
set green ball 2 = a random number from 1 — 20
say “The balls chosen were Yellow balls #yellow ball 1 and #yellow
ball 2, Red balls #red ball 1 and #red ball 2, and Green balls
#green ball 1 and #green ball 2”

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Chapter 7

Exercises 7.8

There are three coloured bags, each containing balls of the same colour. The
yellow bag has 30 balls numbered 1-30, the red bag has 20 balls numbered 1-20
and the green bag has 10 balls numbered 1-10.

Yellow Red Green

30 balls 20 balls 10 balls

1. Write a program that simulates selecting one ball from each bag and then
stating the result.

2. Modify your code so that you are selecting a total of 6 balls, but each colour
needs to be proportionally represented in your result.

This diagram illustrates the seating chart for a

hockey game. The seating is divided into sections
(A to H), and each section has 15 rows of seating
with 25 seats in each row.

3. Write the code that will select two random spectators to take part in a puck
shooting contest during intermission. Your code needs to output the section,
row #, and seat # of each selected spectator.

4. Modify your code so that it won’t select both spectators from the same
section.

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Chapter 7

Chapter Review

1. A manufacturer of running shoes wants people’s opinions about their

preference in running shoes. From which population should a sample be
selected? Give reasons for your selection.
e people in a shopping mall
e people who belong to sports clubs
e people in the library on a Saturday morning
e people attending movies on a weekend

Which type of survey (a paper survey or questionnaire, personal interview, or

telephone interview) would be the most appropriate method of data collection for
each of the following types of information? Explain why.

2. Determine what the future plans are of students right after they graduate from
school.

3. To collect information on the opinions of people about spreading information

on social media.

The number of people who contracted COVID-19 in each province as of March,

2022 is shown in the chart.

Province Number of Province Number

Cases of Cases
Alberta 531 000 | British Columbia 352 000
Manitoba 133 000 | New Brunswick 41 512
Newfoundland and Labrador 29 365 |Northwest Territories | 9514|
Nova Scotia 48 471 | Nunavut 3265
1 400 000 | PEI 19 703
936 000 |Saskatchewan 129 000
Yukon 3555

4. Find the mean, median and mode for Canada.

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Chapter 7

5. Why do you think there is such a wide range in the number of cases? Give at
least two reasons.

The box plot below shows the distribution of scores on a math test.

31
5
pea ae ge 54 60 79 96

6. What is the lowest score on the test?

7. What is the highest score on the test?

8. What percentage of the scores are less than or equal to 60?

9. The highest 75 percent of the scores lie between what values?

In the 1970’s, manatee was listed as an endangered species. The population

over 10 years is shown below.

Year 2009 |2010 |2011 |2014 |2015

oc 2802 |5077 |4834
10. Do you see any patterns in the data shown here? What might they be?

11. Plot the data from the table on a scatterplot.

12. Put a line of best fit on the scatterplot.

13. Find the equation of your line of best fit.

14. Use your equation to find the manatee population in 2075.

15. Based on your work here, do you think the manatee is still an endangered
species? Explain your answer.

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Chapter 7

Chapter Test

Suppose there are 1275 students in a high school. The principal wants to survey
parents to find out what they feel is needed to make student learning easier.

1. What type of sample might the principal use to survey parents? Give reasons
for your selection.

2. Circle the type of survey the principal might best use to get the information.
Give at least one reason for your selection.
e paper survey
e online survey
e personal interview

3. Regardless of the type of survey you selected in Question 2, questions will

need to be asked. Write two questions that the principal might ask when
gathering data.

The ten highest paying jobs in Canada in 2021 are shown in the chart below.

Career Annual Career Annual

Salary Salary
Doctor $150 000 | Lawyer $135 000
Engineering Manager $106 000 | Government director | $110 000
Power Systems $86 000 | Research Manager $106 000
Electrician
Utility Manager $114 000 | Miner $77 000
Construction Manager $83 000 | Pipefitting Supervisor $81 000

4. Find the mean, median and mode for the “average” of the top ten paying jobs
in Canada for 2021.

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Chapter 7

An amateur botanist knew the ages of different Manitoba maple trees. The
Manitoba maple tree, although native to Manitoba, is considered an invasive
species throughout Ontario. She then went and measured the height of each
tree. The age of the maple tree and its height are shown in the table below.

Age
Height (cm) [ee
374 4
100
tA
172
9
203
10
244
12
303

5. Do you see a pattern in this data? If so, what is it?

6. Show the data on a scatterplot.

7. Estimate where a line of best fit might be placed.

8. Find the equation for your line of best fit.

9. Use your equation. Find the height of a Manitoba maple tree that is
estimated to be 37 years old.

Did You Know?

10. Use your equation. The tallest maple tree known is
The Manitoba
about 20 m tall. How old is this maple tree estimated to maple
tree is native
be? Hint: You may need to convert 20 m to centimetres to the
Prairies of Ca
before trying the calculation. nada but
'S Considered
an
invasive Specie
s in
Ontario. What
is an
invasive species?
Why
's the Manitoba
maple
considered in
vasive in
Ontario?

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Chapter 8

CHAPTER 8
MEASUREMENT

Water is necessary for survival on Earth. Without water, there would be no life at
all. We need to treat our water with respect and avoid polluting it for future
generations.

In some parts of Canada, people have to boil water before using it. This can be
common in First Nations communities. In 2022, there were more than
700 drinking water advisories in place for First Nations’ communities across
Canada, according to the federal government and the First Nations Health
Authority.
e What do you think causes these advisories?

® How might this be avoided?

Water and Ice

Canada can have some very cold winters and water will turn to ice. Did you know
that when water freezes it gets bigger? The same mass of water is in the ice, but
ice has more volume than the water used to create the ice. This makes ice less
dense than water and, as a result, ice floats on water.

Your Turn
Try this experiment at some point while going through the chapter. This is a fun
way to make instant ice. You can do this with things you have at home.
1. Put a partially filled water bottle in the freezer for up to 30 minutes, or until it is
close to freezing but not quite there. Note: the freezing temperature of water is
OC:
2. Remove the water bottle from the freezer before it starts to freeze. If you
waited too long, let it thaw until the ice is gone.
3. Place a bowl upside down on a flat surface. If possible, do this outside so that
water doesn’t end up on your floor.
4. Put an ice cube on the bowl.
5. As slowly as you can, pour the water from the bottle onto the ice cube.
Observe and record what happens.

What Do You Think?

Cold winters will ensure that all lakes and rivers will freeze and ice will form on
them. However, the ice will be at the top of the lake or river.

Imagine this is not the case. Before beginning the chapter, write a short
paragraph to describe what would happen to all the life in lakes and rivers if ice
did not float.

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Chapter 8

8.1 Measurement in Two Dimensions

Measurements in two dimensions include perimeter, area, and circumference.

The perimeter of a shape or figure is the distance around it. Perimeter is given in
units of length.
The perimeter of the rectangle below is 2 cm + 2cm+6cm+6cm= 16cm.
The perimeter of the triangle below is 4 cm + 4cm + 7 cm = 15cm.

6 cm 4cm 4cm

6 cm 7cm

Area is the amount of space inside a shape. Area is given in square units.
The area of the rectangle shown above is 2 cm x 6 cm = 12 cm’.
The area of the triangle shown above is :x7 cmixscm' = 10:5 cms.

Circumference is the distance around a circle. We will look closer at circles in

Chapter 9.

Below is a review of the equations to use to find the perimeter, area, and
circumference of common figures.

Geometric Shape Perimeter Area

i ieRRS aE ORES Caer ELEY, ak ee Se as eas er ee

Triangle
P=a+btc A=:bh
ve

a Cc

Square
Ss P=stst+sts A=sxs
= 4s = s?

Ss Ss

s
L

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Chapter 8

Geometric Shape Perimeter Area

Rectangle P=/+wt/+w A=I/w

= 2/+ 2w
= 2(/+w)
Ww

eo ;

Parallelogram P=atat+b+)D A=bh

=2a+ 2b
= 2(a
+ b)

Trapezoid Pia
tb 4 Cad A= (a+ b)h
a

Circle

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Chapter 8

Examples with Solutions

Find the area and the perimeter or circumference of the following figures.

65 mm
40 mm 13cm

22cm
61 mm
Perimeter = 2(a + b)
Perimeter=a+b+c = 2(13 + 22)
= 40 + 65 + 61 =70cm
= 166 mm
Area=bh

Area==>xbxh =22 x 11

z x 61 x 35 = 247 cm
2
1 067.5 mm?

18m

Perimeter = 2(/ + w)
= 2(18 + 12)
Circumference = 2zr
= 60cm
=2x3.14x9Q9
= 56.52 cm
Area
= /1w
=18x 12 Area = mr?
= 3. 14ax 9?
= AGinic
= 3.14 x 81
= 254.34 cm

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Chapter 8

Exercises 8.1

Find the perimeter or circumference of the following figures.

1. a

19m
— 1e2 Gin

ie
25m 11.2cm

3 4.

7m

12m

Find the area of the following figures.

5. 6.

19m
ram 11.2cm

a
25m 11.2cm

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Chapter 8

fe 8.

de
12m

9. Find the area and perimeter of the figure shown below.

6m

20m

10. A rectangle has a width of 13.5 cm and an area of 453 cm?. Find the length of
the rectangle.

11. A square has an area of 676 cm*. Find the perimeter of the square.

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Chapter 8

8.2 Sides of Right Triangles

Pythagoras was a Greek mathematician who discovered that in any right triangle
there is a special relationship between the sides. This relationship is shown in the
illustration below.

In a right triangle, the area defined

by the square of the longest side is
equal to the sum of the areas
defined by the squares of the other
two sides. The longest side is the
side opposite the right angle, and it
is called the hypotenuse.

This relationship is usually shown

as

(hypotenuse)? = (side a)* + (side b)?

OR

2 = at+ b?

In a right triangle, the square of the longest side (hypotenuse) equals the sum of
the squares of the other two sides (legs).

This relationship is true only if the triangle has a right

angle.

We can use this relationship between the sides of a right

triangle to find the value of a side with a missing length.

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Chapter 8

Examples with Solutions

1. State the relationship between the sides of the following right triangle.

f2=y2+w2

Ww

Find the unknown side length in each right triangle. Answer to the nearest tenth.

1. D, 12

4 8 1S Za

132 = 72+
122
Laat " 169
=22+ 144
cA 169 — 144 = 2?
= 100 2 ae=

x = 100
= 10 z=V25=5

Exercises 8.2

Identify the hypotenuse for each of the following right triangles.

13 Ze

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Chapter 8

State the relationship between the sides of each right triangle.

oS 4.
m

a ¢

p n

What is the area of the square marked x?

5. 6.

Use the Pythagorean theorem to find the unknown side length in each triangle. If
the answer is not exact, give the answer to one decimal place.

If 8.
23 cm
x

14cm t
/ 35 cm

4cm

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Chapter 8

9 10.
22m
44m Iai
13m
V
P

41. {|2.
m n

6cm

18cm 11m 41m

1%
38 cm

75cm
p

Mindfulness Moment
When you feel that something is
challenging, it can help to tell
14 yourself something positive. Pick one
of the following statements and
71 a .d vepeat it to yourself S times.
el! am amazing and powerful.
e | don’t need to worry. | can
94mm try again.
e | can do more than | believe.

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Chapter 8

15, 16.

124 mm

34 cm
53 cm

62 mm

Exciting Extras

Solve the following problems. You can draw a diagram to help find the answer.

17. Mary hiked 9 km north and 12 km 18. A rectangular field measures 430 m
east. How far was she from her by 350 m. What is the length of its
starting point? diagonal? Find the answer to one
decimal place.

19. If the base of the ladder is 2.7 m

away from the wall, how far will a
5.2 m ladder reach up the wall? Find
the answer to one decimal place.

20. Find the perimeter and area of the following figure.

a) Perimeter =

b) Area =

12m

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Chapter 8

8.3 Measurement in Three Dimensions

A solid is an object with three dimensions. For example, a cube has length,
width, and height. Solids have surface areas (the area of the outside surfaces of
the object) and volumes (the amount of space inside the object).

Measurements in three dimensions include surface area and volume.

Surface area is the amount of space covering the outside of a three-dimensional

shape. We find the surface area by adding the areas of all the faces of a 3-D
object. Surface area is given in square units.

Volume is the amount of space inside a three-dimensional object. We find the

volume by multiplying the base times the height or depth of the object. Volume is
given in cubed units.

Below is a review of the equations to use to find the surface area and volume of
common 3-D objects.

Geometric Object Surface Area it Volume |

Cube
A = 6b? V = (Abase) (height)

= b?

Rectangular Prism
A = 2(wh + Iw + Ih) V = (Abase)(height)
= /wh

Pass

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Chapter 8

Geometric Object Volume

Triangular prism Abase = =bl V= (Abase)(height)

;

Avectangles =ah+bh+ch

Atotal = 2Abase + Avectangles

= bl + ah+bh+ch

Abase =/w V= (Abase) (height)

3
ul 1
Atriangles = 3/s a5 3Ws sig

Atotal = Abase + 2A triangles

=/lwt+i/ls+ws

Cylinder Abase = ae

A\ateral surface = 27rh

Atotal = 2Abase ateA\ateral surface

=2ar- + 20Krh

Cone _ (Abase) (height)

Abase = ee V
3
Berner
A\ateral surface = TTS 3

Atotal = Abase + A\ateral surface

=0r- + 17Ts

Note: s is called the slant height. It

is the distance along the curved
surface from the top to a point on
the circumference of the circle at
the base.

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Chapter 8

Examples with Solutions

Find the surface area and volume of the following objects.

ie De

5em 24m

4cm

3cm
Surface Area: Surface Area:

Front & Back: 2(3 x 5) = 30 Base: +x 15x 6=45

2

eek: Ieee2 a Rectangles: (12 x 24) + (15 x 24) + (9 x 24)

TwoEnds: 2(3x4)=24 = 288 + 360 + 216
Total Surface area = 30 + 40 + 24 5 SOs
= 94 cm? Total Surface area = 45 + 45 + 864
= 954 m?
Volume =5x 4x3 Volume
=2x 15x 6 x 24
= 60 cm? _
= 1080 m®

3. 4

Surface area: Surface area:

Base: 16.7 x 12.8 = 213.76 Base: m x 47 = 50.24
Triangles: 5(16.7 x 11.5) + =(12.8 x 11.5) Lateral surface: m x 4 x 7 = 87.92
= 96.025 + 73.6 Total Surface area = 50.24 + 87.92
= 169.625 = 138.16 m
Total Surface area = 213.76 + 2 x 169.625
= 553.01 cm?
Volume = 2" Volume = =*=**
ae me x 12.8 x 8.6 = 83.73 m° (to 2 decimal places)
3
= 612.78 cm® (to 2 decimal places)

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Chapter 8

Exercises 8.3

Find the surface area of the following objects.

A Zz

12cm

42 cm

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 Chapter 8

Find the volume of the following objects.

12cm

42 cm

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Chapter 8

1k 12,

FAST
7.3m

13. Find the surface area and the volume of the following figure.

Mindfulness Moment
If you can, take a break to
actively listen to music for a few
minutes. This can help you
return to your work in a more
positive, peaceful, and productive
rame of mind.

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Chapter 8

8.4 Changing Dimensions

Sometimes the size of a shape or object changes. For example, you may decide
to double the length of the dimensions of the garden you are planning. With the
change, you will have to figure out the volume of the soil you will need to place in
the garden. You could calculate the volume based on the new dimensions, or
you could use the scale factor to calculate the new volume.

Scale Factor

The scale factor tells us the amount of change in the size and dimensions. If the
figure is either enlarged or reduced in size, the amount of this change is the
scale factor.

A rectangle, with sides 10 and 8, is reduced by a scale factor of - How has the
perimeter changed?

Original rectangle Reduced triangle

2D
10
Perimeter =5+4+5+4=18
Perimeter = 10 +8+10+8=
36

The perimeter of the reduced rectangle is half of the perimeter of the original
rectangle. The perimeter was reduced by the scale factor of 7

What happens if we were to enlarge the dimensions of the rectangle by a scale

factor of 2? The dimensions of the enlarged rectangle would be 16 x 20.

The perimeter of the enlarged rectangle would be 16 + 20 + 16 + 20 = 72. The

perimeter increased by a scale factor of 2.

When the dimensions of a shape are changed by a scale factor, the perimeter of
the shape is changed by the same scale factor.

Next, we will look at what happens to the area when a shape is changed by a
scale factor.

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Chapter 8

The dimensions of a rectangle with sides 10 and 8 is reduced by a scale factor of

How has the area changed?

Original rectangle Reduced triangle

10 y
Area = 8 x 10 = 80 ACE et a A
The area of the reduced rectangle is -of the area of the original rectangle. The
2
area was reduced by the scale factor of 7 which is equal to =x ;or (5) ;

When the dimensions of a shape are changed by a scale factor, the area of the
shape is changed by the square of the scale factor.

What do you think happens when we look at how scale factor affects the volume
of an object? Let’s check if you were correct.

The dimensions of a rectangular prism with dimensions 10 x 8 x 4 is reduced by

a scale factor of How does the volume change?

Original prism Reduced prism

2
4 5
10
Volume
= 5 x 4 x 2= 40
Volume
= 10 x 8 x 4 = 320

The volume of the reduced prism is ;of the volume of the original prism. The
3
‘i 3 5 1 if af al
volume was reduced by the scale factor of n which is equal to Bel (5) :

When the dimensions of an object are changed by a scale factor, the volume of
the object is changed by the cube of the scale factor.

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Chapter 8

The scale factor can also affect the surface area of an object.

Based on the pattern shown with the other measurements, we can guess what
will happen to the surface area. Surface area is calculated by adding the areas of
the different faces of an object. As we are dealing with area, we can guess that
the scale factor of the surface area of the new object will be the square of the
surface area ofthe original object.

We can check to see if our guess was correct.

A box has dimensions 5 x 4 x 2. Each dimension is enlarged by a factor of 2.

How much does the surface area change?

Original prism Enlarged prism

4 8
2
us 4
10

Surface area: Surface area:

Top
& bottom: 2x2x5=20 Top
& bottom: 2x 4x 10=80

Sides: 2x2x4=16 Sides: 2x4x8=64

Front & back: 2X xX At= 4 (0 Front

& back: 2x10x8=160

Total surface area = 20 + 16 + 40 Total surface area = 80 + 64 + 160

=76 = 304

The surface area was enlarged by a factor of 2 x 2 = 4. As 4 = 27, we can see

that our guess was correct.

When the dimensions of an object are changed by a scale factor, the surface
area of the object is changed by the square of the scale factor.

Did You Know?

Architects use
Standard scale
factor
when they create
their
designs. For exam
ple, it
'S Common practi
ce to
Produce floor pl
ans at a
scale factor of
1/100.

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Chapter 8

Exercises 8.4

A square has a side length of 5 cm.

1. What is the perimeter of the square?

2. What is the area of the square?

3. If the length of the sides of the square is doubled, what is the perimeter of the
enlarged square?

4. What is the area of the enlarged square?

5. What is the scale factor of the perimeter?

6. What is the scale factor of the area?

A rectangular prism has dimensions 6 cm x 8 cm x 15. cm.

7. What is the volume of the prism?

8. What is the surface area of the prism?

9. If the dimensions of the prism are changed by a scale factor of 3, what is the
volume of the enlarged prism?

10. What is the surface area of the enlarged prism?

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Chapter 8

Reese is planning to build a circular deck with a radius

Ohsims

11. What will be the circumference of the deck?

12. What will be the area of the deck?

13. If Reese decides to double the radius of the deck,

what will be the circumference of the enlarged deck?

14. What will be the area of the enlarged deck?

A rectangle has a length of 15 cm and a width of 12 cm.

15. If both the length and the width are divided by 3, how many times smaller is
the area of the resulting rectangle?

16. If both the length and the width of the original rectangle are multiplied by 4,
how many times is the area of the resulting rectangle?

A large outdoor banner made of a woven fabric will be installed at the stadium.
Kim is in charge of making the following model.

Model If the actual banner is 9 times the size of the

model, how much fabric is needed for
0.75m
17. The model

2oum
18. The banner itself

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Chapter 8

19. The volume of a rectangular prism is 84 cm‘. If the prism is

enlarged and the resulting volume is 10 500 cm, what was
the scale factor?

20. The surface area of a cylinder is 300 m*. If the cylinder is reduced by a scale
factor of 4, what is the resulting surface area?

21. The perimeter of a triangle is 120 cm. If the triangle is reduced by a scale
factor of 3, what is the resulting perimeter?

22. The area of a parallelogram is 136 cm?. If the parallelogram is enlarged by a

scale factor of 2, what is the resulting area?

23. The circumference of a circle is 64 cm. If the circle is enlarged by a scale

factor of 7, what is the resulting circumference?

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Chapter 8

8.5 Converting Units of Measure

Systems of Measurement

The official system of measurement used in Canada and most of the world is the
metric system. This system uses the metre as the base unit for length, the litre
as the base unit for volume, and the gram as the base unit for weight. To
measure larger or smaller amounts, we use units that are based on these units.
For example, for smaller lengths, we use centimetres and millimetres. For longer
lengths, we use kilometres.

Until the 1970s, Canada used the imperial system of measurement. Only three
countries still have the imperial system as their official system: the United States,
Liberia, and Myanmar. In this system, the most common measures for length are
the inch, foot, and mile. Mass or weight is most often measured in ounces,
pounds, and tons. Liquid measures for volume include the cup, quart, and gallon.

Converting Units of Length Within Each System

The metric system is based on place values of 10, so we begin with a metre and
either multiply or divide by powers of 10 to get other units of length.

1 kilometre (1 km) = 1000 metres (1000 m)

1 metre (1 m) = 100 centimetres (100 cm)
1 centimetre (1 cm) = 10 millimetres (10 mm)

To go from metres to centimetres multiply by 100 S5m=5 x 100=500 cm

23 m = 23 x 100 = 2300 cm
1.2m = 1.2 x 100 = 120 cm

To go from centimetres to metres, divide by 100 650 cm = 650 + 100 = 6.5 m

12 cm = 12 + 100 = 0.12 m
7.8 cm = 7.8 + 100 = 0.078 m

To go from kilometres to metres multiply by 1000 7 km=7 x 1000 = 7000m

2.5 km = 2.5 x 1000 = 2500 m
0.6 km = 0.6 x 1000 = 600 m

To go from metres to kilometres, divide by 1000 25000 m = 25 km

1300 m= 1.3 km
425 m = 0.425 km

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Chapter 8

For the imperial system, we need to use different relationships between different
measures. The following chart shows the relationships among the most common
linear measures:

1 foot = 12 inches 1760 yards = 1 mile

3 feet = 1 yard 5280 feet = 1 mile

Converting Measures Between Systems

Sometimes it is necessary to convert from one system to another. For example,

you may have used feet and inches to measure a room to install carpet and then
found out that the carpet was sold in metres.

The following chart shows the relationships between the most common
measures in the two systems.

Metric to Imperial System Imperial to Metric System

Length 1 m = 39.37 inches 1 inch = 2.54 cm

1 km = 0.621 miles 1 mile = 1609.3 m

Capacity 1 L = 1.0567 quarts (liquid) 1 gallon = 3.7853 L (liquid)

1 L = 0.9081 quarts (dry) 1 quart = 1.1012 L (dry)

Volume 1 m? = 35.314 ft? 1 cord = 3.626 m°

Mass 1 kg = 2.2046 Ibs 1 Ib = 453.69 g

1 metric ton 1 ton = 907.18 kg
= 2204.6 Ibs

Land measure 1 hectare = 2.471 acres 1 acre = 405.08 m?

Square measure 1m? = 1.196 yards? 1 square foot = 929.0304 cm?

Examples with Solutions

Convert each of the following.

1 LOM = oon
Each metre is equal to 100 cm, so 7.5 m = 7.5 x 100 = 750 cm.

2. 5feet=__ inches
1 foot equals 12 inches, so 5 ft = 5 x 12 = 60 inches

3. 48inches=___ feet

1 inch = = feet, so 48 inches = 48 + 12 = 4 feet

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Chapter 8

1.2miles=___ yards
1 mile = 1760 yards, so 1.2 miles = 1.2 x 1760 = 2112 yards

16 368 feet=__ miles

1 foot = on miles, so 16 368 feet = 16 368 + 5280 = 3.1 miles

Fen measured her room, which was 10 ft x 12 ft. She wanted to purchase
carpet, which costs $42 per square metre installed. How much did she pay
for the carpet and installation?

Her room = 10ft x 12 ft = 120

sq ft
1 ft? = 929.0304 cm?
120 ft? = 120 x 929.0304 cm?
_ 120x 929.0304
100 x 100
= 11.148 m?
The carpet costs $42 per m?.
She paid $42 x 11.148 = $468.22 for the carpet and installation.

16 Maxim cut down a tree and chopped up the wood. He stacked it up neatly
and created a pile that was 4 m x 6.3 m x 1.4 m. How many cords of wood
did he have?

His pile
= 4m x 6.3m x 1.4 m = 35.28 m°
1 cord = 3.626 m*°

He had 2222
3.626
= 9.73 cords.

Exercises 8.5

Convert each of the following units of length.

1. 3km=_ om 2a tae CN

3. 200cm=_ m 4. 500m=___
km

5. 810m=___km 6. 0.015km=_ sm

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Chapter 8

Change each of the following lengths.

7. 3feet=___inches 8.2.5 yards=__ inches

9.2.5 yards=__ feet 10.42 inches=__ feet

11. 12feet=_—_—sryards 12.72inches=____ yards

13. 3520 yards=__—_—similes 24.15 840feet=_——i miles

21. The distance around a track is 440 yards. How many feet is this?

22. It is 3.5 miles from Olivio’s house to the shopping mall. How many yards
away is the mall from his house?

The length of Ayisha’s garden is 12 paces and the width is 5 paces. Each pace is
30 inches in length.

23. How many inches long is the garden?

24. How many feet wide is the garden?

25. How many yards long is the garden?

26. Noah and Zoey bought a small farm measuring 0.16 hectares. Their parents
wanted to know how many acres it was. What is the answer to their question?

27. \Ingrid went grocery shopping to buy her husband, Hans, a roast that cost
$12.99 a pound. She bought a 0.68 kg roast. How much did she pay for the
roast?

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Chapter 8

8.6 Volume of Prisms and Pyramids

Volume of a Prism

A solid, with 2 bases and all other faces consisting of polygons is called a prism.
A prism is classified by the number of sides each base has.

ae
~~ mr. oe

A triangular prism has a A rectangular prism has a A pentagonal prism has a

base with 3 sides. base with 4 sides. base with 5 sides.

Volume of a prism = the area of the base x height

Volume of a Pyramid

A pyramid is a solid with a base that is a polygon. The other faces are triangles
with a common vertex.

A triangular pyramid has a Arectangular pyramid has A pentagonal pyramid has

triangle as the base and 3 a rectangle as the base a pentagon as the base
other triangular faces. and 4 triangular faces. and 5 triangular faces.

The volume of a pyramid is given by the equation:

4
A
\V == R
area of base x height of pyramid or V = :Abase(h) = ae
oS

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Chapter 8

Volume of Prisms and Pyramids

We can compare the volume of a prism with the volume of a pyramid with the
same base and height.

Volume of Prism = (area of base) x (height)

Volume of Pyramid = ;x (area of base) x (height)

The volume of the pyramid is one third the volume of the prism.

Exercises 8.6

Find the volume of the following objects.

di a

13m

3. Describe the relationship between the volume of a prism and the volume of a
pyramid with the same base shape and the same height.

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Chapter 8

4. Inthe diagram below, the volume of the rectangular prism is 540 cm°. What is
the volume of the pyramid if both objects have the same base and height?

5. Inthe diagram below, the pyramid has a volume of 22.6 m°. What is the
volume of the prism if both objects have the same base and height?

6. Arectangular prism has a volume of 425 cm°. What is the volume of the
pyramid that has the same base and height as the prism? Give your answer
to one decimal place.

7. Asquare based pyramid has a volume of 127 cm*. What is the volume of the
rectangular prism with the same base and height?

8. The shape of a box used to pack cookies is a pentagonal prism. The box has
a volume of 2202.2 cm?. The company is looking at an option to use a
pentagonal pyramid to pack candies. If the pyramid has the same base and
height as the prism, what is the volume of the pyramid?

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Chapter 8

8.7 Volume of Cylinders and Cones

Volume of a Cylinder

A cylinder is an object with 2 circular bases and a lateral surface. If you were to
unroll the lateral surface, you would see that it is a rectangle. Toilet paper rolls
and soup cans are examples of cylinders.

Circular base

Lateral surface

Circular base
__§_ =

The volume of a cylinder is given by the equation:

Volume = the area of the base x height

The base is a circle, so the area of the base is mr”.

Substituting, we get V = mr2h.

Volume of a Cone

A cone is an object with a circular base that narrows to a point called the apex or
vertex.

A cone is a three-dimensional shape in geometry that narrows smoothly from a

flat base (usually circular base) to a point (which forms an axis to the centre of
base) called the apex or vertex.

Vertex A igionh
»
+, +————Slant Height S
Lateral? == — ;
surface Height

Radius of circular base a ‘ Point B on circular base

:

The Volume of a cone is given by the equation:

V= ;x area of base x height or V = ;(xr?) xh= :mr?h

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Chapter 8

Volume of Cylinders and Cones

We can compare the volume of a cylinder with the volume of a cone with the
same base and height.

Volume of Cylinder = mr7h

al
Volume of Cone = ; mr?h

The volume of the cone is one third the volume of the

cylinder.

Exercises 8.7

Find the volume of the following objects.

Ae

3. Describe the relationship between the volume of a cylinder and the volume of
a cone with the same base circle and height.

4. The volume of the cone below is 61.1 cm°. What is the

volume of a cylinder with a radius of 3.2 cm and a height
of 5.7 cm?

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Chapter 8

5. The volume of the cylinder below is 44 848.62 cm°. What is the

volume of a cone with a radius of 23 cm and a height of 27 cm?

6. Acylinder has a volume of 684 cm°. What is the volume of the cone
that has the same circular base and height? Give your answer to one decimal
place.

7. Acone has a volume of 297 cm. What is the volume of the cylinder with the
same base and height?

8. Jayda is in a play and part of her costume is a conical princess

hat, as pictured. The hat has a volume of 1538.6 cm®. The hat
is stored in a cylindrical storage case, in which it fits perfectly.
What is the volume of the case?

9. The volume of a cone is 186.13 cm® and its radius is 4.6 cm. What is the
height?

10. What is the volume of a cylinder with the same base and height as the above
cone?

11. Find the volume of the following figure.

15.5cm

30.6 cm

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Chapter 8

8.8 Coding Applications: Measurement

In this section, you will be applying your knowledge of perimeter, area, scale
factors, and Pythagorean’s Theorem as you write code to solve problems.

Let’s start with a basic problem. If you wanted to solve for the area of a rectangle,
you would simply multiply the length by the width (A= /ength x width). The code
for such a program might look like the following.

ask "What is the length?" > This line gets the user’s input for length
set Jength = answer > This line sets the length variable to the input
ask "what is the width?" > This line gets the user’s input for width
set width = answer > This line sets the width variable to the input
set area = length x width > This line sets the area variable to the result
say "The area is area" > This line outputs a statement with the area

The program above only has 6 lines of code because its only functions is to
calculate the area of a rectangle. We might want our program to also calculate
the perimeter of that rectangle. We could also expand the program to compare
the perimeter and area of two rectangles.

The code could get very long (and less efficient) if we continue to include lines of
code to calculate the area and perimeter every time we need it. The most
efficient way to write a program is to remove the code for tasks that repeat (like
calculating area and perimeter) and place that code into smaller programs called
sub-programs. You can then call those sub-programs whenever you need to
execute that part of the program.

The following is a modification of our first program. We are now calculating the
area and the perimeter, but the area and perimeter calculations are each handled
by sub-programs.

ask "what is the length?" AREA

set length = answer set a = length x width

ask "what is the width?"

PERIMETER
set width = answer
set p = 2(length) + 2(width)
execute AREA
execute PERIMETER
say "The perimeter is p
and the area is a"

You will notice the lines of code that say “execute AREA” and “execute
PERIMETER.” When the program is run and it hits these statements, the sub-
programs for AREA and PERIMETER will run.

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Chapter 8

In the AREA sub-program, the variable a is being set to the calculated result for
area. In the PERIMETER sub-program, the variable p is being set to the
calculated result for perimeter. The values of a and p are then inserted into the
output which states the area and perimeter.

Examples with Solutions

1. Write a program that gets the user to input the length and width of two
rectangles and outputs the values of area and perimeter for each rectangle.
Your program needs to make use of sub-programs for area and perimeter.

ask "what is the length of the first rectangle?" AREA

set length = answer set a = length x width
ask "what is the width of the first rectangle?"
PERIMETER
cat ES set p = 2(length) + 2(width)
execute AREA
setal=a
execute PERIMETER
set p1=p
ask "what is the length of the second rectangle?"
set length = answer
ask "what is the width of the second rectangle?"
set width = answer
execute AREA
seta2=a
execute PERIMETER
set p2=p
say "The perimeter of the first rectangle is p17
and the area of the first rectangle is a7"
say "The perimeter of the second rectangle is
p2 and the area of the second rectangle is a2"

The solution above highlights something very important to remember when

coding. Whenever you set the value of a variable, the program will remember
that value until some other part of the program sets it to something else.

When our sub-programs run for the first rectangle, the values of a and p are
stored in the program, but they will be overwritten by new values when the sub-
programs run again for the second rectangle.

To preserve the values of area and perimeter for each rectangle, we set those
values to new variables (p71 & a1, and p2 & a2), which we can then recall later
and output.

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Chapter 8

2. Modify your code so that instead of asking for the length and width of the
second rectangle, it asks for the scale factor and then uses this to output the
factor by which the perimeter and area of the second rectangle is either
enlarged, reduced, or the same. Your program needs to use sub-programs
for perimeter and area.

ask "what is the length of the first rectangle?" AREA

set length = answer set a = length x width

ask "what is the width of the first rectangle?"

PERIMETER
set width = answer set p = 2(length) + 2(width)
execute AREA
setal=a
execute PERIMETER
set p1=p
ask "what is the scale factor of the second
rectangle?"
set scale = answer
set width = width x scale
set length = length x scale
execute AREA
set a2=a
execute PERIMETER
set p2=p

if p71 = p2
say "The perimeter of both rectangles is the same"
if p2> p71
say "The perimeter of the second rectangle was enlarged by a factor of p2/ p1"
else
say "The perimeter of the second rectangle was reduced by a factor of p2/ p1"

ifat1=a2
say "The area of both rectangles is the same"
ifa2>at
say "The area of the second rectangle was enlarged by a factor of a2/ a1"
else
say "The area of the second rectangle was reduced by a factor of a2/ a1"

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Chapter 8

3. A right triangle is shown below. Write a program that will calculate and output
the length of side c.

ask "what is the length of side a?"

set a = answer
gd ask "what is the length of side b?"
set b = answer
set c = square root of [(a x a) + (b x b)]
h say "the length of side c is c"

Exercises 8.8

1. The diagram below shows a triangle, rectangle, and circle. Write a program
that can output the area of the shape regardless of which of these shapes the
user chooses. Your program is not allowed to ask the user, “Is the shape a
triangle?” etc., so you will need to use some other way to determine the
shape.
|

TAX prs “3
b

The diagram below shows two rectangles. The second rectangle is an

enlargement of the first rectangle.

10 | o rae ,

2. Write a program that compares the perimeter of the two rectangles, and then
calculates and outputs the scale factor.

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Chapter 8

3. Modify your program in question 2 so that it compares the area of the two
rectangles, and then calculates and outputs the scale factor.

Simone paints buildings for a living and has several different ladders on her truck
to reach the top of the buildings she paints. She is given the height of each
building and is always careful to set her ladder 3 m from the base of the building
for safety and stability.

4. Write a program that will calculate the minimum length of ladder that Simone
will need to reach the roof of the building that she is painting.

5. Peter is also a painter, but he only takes one ladder. Peter also sets his
ladder 3 m from the base of the building. Write a program that Peter can use
to determine if the building is too tall for the length of ladder that he has with
him.

Mindfulness Moment
Have you been sitting for a long
time? You might have to wait
until the end of class, but when
you can, stand up, stretch your
muscles, and move around for a
few minutes. Think of it as
pushing the reset button on
your body.

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Chapter 8

Chapter Review
Calculations In Two Dimensions

Find the perimeter and the area of each figure.

Ui 2:

82cm

&
12.7 cm

14m
3. A square has an area of 874 cm. Find the perimeter of the square to one decimal
point.

Sides of Right Triangles

4. What is the area of the square marked x?

as
oo,

256 cm?

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Chapter 8

Use the Pythagorean theorem to find the unknown side length in each triangle. If
the answer is not exact, give the answer to one decimal place.

5: 6.

2/7 cm

8cm

7. Markus biked 12 km west and then 20 km south. How far was he from his starting
point?

Calculations In Three Dimensions

Find the surface area and volume of the following objects.

8. 2h

32m

r=18mM

14cm

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Chapter 8

Changing Dimensions

11. The volume of a rectangular prism is 84 cm‘®. If the prism is reduced by a

scale factor of 7 what is the resulting volume?

12. The surface area of a cylinder is 267 m2. If the cylinder is enlarged by a scale
factor of 4, what is the resulting surface area?

13. The perimeter of a triangle is 963 cm. If the triangle is reduced by a scale
factor of = what is the resulting perimeter?

14. The area of a parallelogram is 59 cm’. If the parallelogram is enlarged by a

scale factor of 5, what is the resulting area?

Converting Units of Measure

Convert each of the following units of length.

15. 20cm=_ mm 16 . 25m=___ mm

17. 2500 m=___ km 18 . 12 ime tom

19. imile=__inches . 8feet and 2inches=____inches

21. 42inches=___ feet . 2.5miles=__ feet

23. 3.5miles=___yards 24 . 10 feet and 24 inches =____ yards

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Chapter 8

25. The height of a set of steps is 1.8 m. How many inches high is it?

26. It is 3.5 miles from Malik’s house to the shopping mall. How many yards
away is the mall from their house?

27. Ana imported a car from the United States into Canada. The odometer reads
75 432 miles. How many kilometres does the car have on the odometer?

Volume of Prisms and Pyramids

28. The volume of a rectangular prism is 708 cm%.

What is the volume of a rectangular pyramid if
both objects have the same base and height?

29. A pyramid has a volume of 66.4 m?. What is the

volume of the prism if both objects have the
same base and height?

Volume of Cylinders and Cones

30. The volume of a cone is 782.49 cm. What is the volume of the cylinder with
the same base and height?

31. The volume of a cylinder is 7942.77 cm°. What is the volume of the cone with
the same base and height?

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Chapter 8

Chapter Test

Find the perimeter and area of each of the following shapes.

1. Ze
42 cm

27cm
15cm

i) Hie:

35cm 114 cm

Find the volume of each prism.

40 cm

A rectangle is enlarged by a scale factor of 3.

5. How is the perimeter affected?

6. How is the area affected?

A triangular prism is reduced by a scale factor of 2.

7. How is the surface area affected?

8. How is the volume affected?

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Chapter 8

9. Over a period of 3 days, Thunder Bay had 156 mm of rain from an

“atmospheric river’ storm. How many inches of rain fell during this 3-day
period?

10. Enzo is selling his car and is putting together an ad. He is wondering if he
should post the odometer reading in kilometres or miles. Which number
would be smaller?

11. Tennyson is filling out a form and needs to give his weight in pounds. He
knows he weighs 57.6 kilograms. How much does he weigh in pounds?

12. Find the volume of the following pyramid.

13. What is the volume of a prism with the same base and height as the pyramid
in question 12?

14. Find the volume of the following cylinder.

16.6 cm

15. What is the volume of a cone with the same base and height as the cylinder
in question 14?

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Chapter 9

CHAPTER 9
PROPERTIES OF TRIANGLES
AND CIRCLES

In many First Nations cultures, the circle is a symbol of equality. No person is

more prominent than any other person. Circle meetings ensure that all people
are allowed to speak and the words spoken are accepted and respected equally.
These circles can sometimes be called sharing circles.

In a circle, everyone is equal, as well as interconnected, building a strong sense

of “community.” Sharing, communication, and decision making are well facilitated
in a circle. A circle around a First Nation symbol signifies family ties, closeness,
and protection.

Developing a Sharing Circle

You can construct your own sharing circle. Here are the steps.

1. Have all participants sit in a circle where you can see each other’s eyes
by turning to the right or left. Because participants are facing one another
equally in an interconnected circle, all aspects of the human being (mind,
body, heart, and spirit) are activated and learning and sharing has more
meaning and authenticity.
2. Have a talking stick. You can only speak when holding the stick.
Otherwise, you must listen. Once a person is finished, pass the stick to
someone else.
3. Begin the circle by having each person introduce themselves and then
pass the stick to someone else.

Your Turn
Try building a sharing circle and explore some of the math in this chapter. Once
you have finished the chapter, gather again in the sharing circle.
e Discuss how effective the sharing circle was for you and for others in the
circle.
e How might a sharing circle be more effective next time it is used? Give
one specific example once the chapter has been completed.

What Do You Think?

Before you try the sharing circle, keep an open mind. Write your own thoughts.
e What do you think are advantages of a sharing circle in your school? In
math? What disadvantages might there be?
e How might it help you explore and learn math more effectively?

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Chapter 9

9.1 Properties of Triangles

We have worked with triangles in previous years, and in Chapter 8, we looked at
the Pythagorean Theorem and the relationship between the sides of a right
triangle. In this section, we will look at some other properties of triangles. Some
you may have seen before, and some are new.

Before discussing the properties of triangles, let’s review some types of triangles.

Scalene Triangle: None of the sides or angles are equal

Isosceles Triangle: It has two sides of equal length, and the angles opposite
these equal sides are equal.
Equilateral Triangle: All the sides are equal length, and the three angles are
each equal to 60°
Acute-angled Triangle: A triangle with all its angles less than 90°
Right-angled Triangle: A triangle with one of the three angles exactly 90°
Obtuse-angled Triangle: A triangle with one of the three angles more than 90°

A triangle is a shape that has three sides, three

angles, and three vertices.

Look at the triangle on the right.

Three sides: AB, BC, and AC
Three angles: a, b, c
Three vertices: A, B, and C

Angles can be named in three ways. If we look at the C

angle a, we can also call it ZA or ZBAC (the middle
point must be the vertex at the angle).

The sum of all internal angles in a triangle is always equal to 180°.

a+b+c= 180°

If we take the angles in the triangle and place them beside each other, we can
see that they form a straight line (which is a 180° angle).

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Chapter 9

There are special line segments within triangles. They are called medians,
altitudes, and perpendicular bisectors. Let’s look at each one.

Median

A median is a line segment that joins a

vertex to the mid-point of the opposite side.
Each triangle has 3 medians.

The point where the 3 medians meet is

called the centroid.

Perpendicular Bisector

A perpendicular bisector is a line that

passes perpendicularly through the mid-
point of one of the sides. It is perpendicular
to the side, and it bisects the side (cuts the
side in half). Each triangle has 3
perpendicular bisectors.

The point where the 3 perpendicular

bisectors meet is called the circumcentre.

Altitude

An altitude is a line segment that joins a

vertex to the opposite side in such a way
that the line segment is perpendicular to the
other side. Each triangle has 3 altitudes.

Altitudes can match a side of a triangle in

right triangles.

sevtecersvrresterrscevecsescrcseresersse

An altitude can meet an extended side

outside the triangle in obtuse triangles. altitude

The altitude is often called the height of a

triangle.

The point where the 3 altitudes meet is

called the orthocentre.

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Chapter 9

Drawing a perpendicular line

To draw a perpendicular bisector or an altitude, you will need to draw a

perpendicular line. To do this, you will need a protractor.

Place the bottom of the protractor on the

side of the triangle for which you are finding
the perpendicular line.

Perpendicular Bisector
Place the centre of the bottom of the
protractor on the mid-point of the side.
Put a mark on the paper at 90°.
Remove the protractor and draw the line
from the mid-point to the mark you
made.

Altitude
Place the protractor so that the 90°-mark lines up with the opposite vertex.
Put a mark on the paper where the centre of the bottom of the protractor
meets the opposite side.
Remove the protractor and draw the line from the mark on the side to the
opposite vertex.

Exercises 9.1

Find the missing angle in each triangle below.

fe

Did You Know?

Triangles are th
e Strongest
2-dimensional sh
apes.
Because of this,
triangles
are used by engi
neers to
make trusses. Tr
usses are
used in Many st
ructures
such as roofs, bu
ildings de
bridges, includin
g the
Alexandra Bridge
that
Spans the Ottawa
River.

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Chapter 9

For each line segment below, determine if it is a median, altitude, or

perpendicular bisector.

3. 4.

7. Use aruler to find the mid-points of each side and then draw the three
medians in the triangle below.

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 Chapter 9

8. Use a ruler to find the mid-points of each side. Then use a protractor to draw
the three perpendicular bisectors in the triangle below.

9. Use a protractor to draw the three altitudes in the triangle below.

Mindfulness Moment
Sometimes life can get serious. Take
time in your day to laugh. It gives
you a mental break that can help
you to enjoy your day from a my
relaxed, positive, and joyful
perspective.

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Chapter 9

Exciting Extras

10. The city is planning a new community garden. The garden will be in the
shape of an isosceles triangle. A diagram of the lot is shown below. They
want to place a gazebo approximately in the centre of the garden. Should
they use the medians, the altitudes, or the perpendicular bisectors to find the
best spot to put the gazebo? Give reasons for your answer. Use the diagrams
below to determine which line segments they should use. Use a ruler and
protractor where needed.

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Chapter 9

9.2 Parts of a Circle

Circles are used to symbolize harmony and unity. In the study of geometry, they
are used to represent a constant distance from a given point. Circles are
everywhere. They can be found in the shape of a pie or pizza, the face of a clock,
and a wheel on a bicycle or car.

A circle is the set of all points that are a fixed distance from a fixed point (the
centre).

The distance around the circle is called

the circumference.
diameter'

The distance from one side of the circle to Centre = ae

the other that passes through the centre ; Fadius
is called the diameter.

The distance from the centre to the

circumference
circumference is called the radius. The
radius equals half the diameter (d = 2r).
The plural of radius is radii.

An arc is any part of the circumference.

sector . ; :
Ys A sector is any slice of a circle that
includes two radii and the arc between
them.

A chord is a straight line joining any

two points on the circumference of a
circle. The diameter of a circle is the
longest chord of a circle. Chords that
are the same distance from the centre
are equal in length.

A tangent is a line that intersects the circumference of a circle at only one point.

A secant is a line that cuts the circle at two distinct points.

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Chapter 9

Circumference and Area

In chapter 8, we looked at the circumference and area of circles. Remember the

following.

The circumference (C) of a circle is equal to zr (pi) times its diameter (C = 7d).

As d = 2r, we also use C = 27r.

The area of a circle is equal to 7 times the square of the radius, or A = mr”.
Pi (zc) is the ratio of the circumference of a circle to its diameter. In other words, z
equals the circumference divided by the diameter. z is a constant that is an
irrational number.

The first 50 decimal digits of 7 are:

3.141592653589793238462643383279502884 197 16939937510

We will use 3.14 as the value of z in this chapter.

Examples with Solutions

1. Find the circumference of a circle with a diameter of 5 cm.

Circumference = 2zr

=2x3.14x2.5

= 15.7 cm

2. What is the area of a circle with a radius of 4 cm?

A=3.14 x 4?
okmeune Did You Know? ©
= 50.24 cm? Mathematicians are
interested in
calculating pi to as
many digits as
possible. The record
for reciting the most
digits of pi belongs to
Suresh Kumar Sharma
of India, who recited
pi to 70 030 decimal
places in 2015.

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Chapter 9

Tangents to Circles

A tangent to a circle is a straight line that touches the

circle at only one point. It doesn’t cross the circle. It
just touches it. The tangent forms a right angle with the
circle's radius, at the point of contact.

The tangent to a circle is perpendicular to the aaa

radius at the point of contact. ie

The point where the tangent touches the circle is

called the point of tangency.

If two tangents meet at an

external point, the
(7
> distance from the point of
tangency for each point to
the external point is the
p same.

PA is a tangent and PB is
a tangent, so PA = PB.
ws

Examples with Solutions

1. Acircle has a radius of 9 cm. A tangent to the circle is 22 cm long. Find the
length of OC.

AC is a tangent, so ZOAC = 90°

and AOAC is a right triangle.
We can use the Pythagorean
theorem to find the length of OC.
OA? + AC? = OC?
OCGA 8-122.
A tangent “ oC = 9? +222
OC = 565. ~ 23.77 cm

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Chapter 9

2. PA and PB are tangents to the circle with centre O and a radius of 9 cm. If
OP = 20, find AP and PB.
A

Join OA and OB.

PA and PB are tangents from the
same point, so PA = PB.
Also ZOAP = 90°, so
AP? = 20?— 9?
AP = ¥319
AP = 17.86

Exercises 9.2

Use m = 3.14

A circle has a diameter of 30 cm.

1. Find the radius. 2. Find the circumference.

3. Acircle has a circumference of 25 cm. What is its diameter?

4. Acircle has a circumference of 23.55 cm. How far is a point on the circle from
the centre?

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Chapter 9

5. \facircle has a radius of 6 cm, what is its area?

6. The circular figure on the right represents a pizza. If its

diameter is 32 cm, what is the area of the top?

Jeanie baked a pie with a diameter of 12 cm.

7. What was the circumference of the pie?

8. If she decided to cut the pie into 6 equal pieces, cutting through the centre on
each cut, what would be the perimeter of each piece?

9. While he was on a vacation, Blake stayed in a motel that had a circular

swimming pool with a circular deck. The diameter of the pool and the deck
was 15 m. A fence around the outside of the deck cost $80 per metre to build.
How much did the fence cost?

Did You Know?

The Greeks considered
the Egyptians as the
10. Sammy has a circular garden with a diameter of 12.5 inventors of geometry,
m. If he wants to build a fence to enclose all sides of
the branch of
half the garden, about how long would the fence be?
mathematics that deals
with points, lines, angles,
surfaces, and solids.
In 1650 BC, the Rhind
Papyrus proposed a
method to find the area
of acircle,

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Chapter 9

The minute hand (long hand) on the clock on the right goes
from the centre to the outer edge of its face. If the minute
hand is 8.5 cm long, find the following.

11. What is the diameter of the clock’s face?

12. To the nearest centimetre, what is the circumference of the clock’s face?

Find the unknown values in the diagrams below

13. 14.

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Chapter 9

9.3 Angles in Circles

Angles Subtended on Chords

Look at the image below.

C The line segment AB is a chord of the circle. The

angle C is opposite to the chord. We say that angle C
(ZC) is subtended on the chord. ZD is also
subtended on AB.

The following is also true.

ZCAB is subtended on the chord BC.

A
ZCBA is subtended on the chord AC.

As all of the vertices are on the circle, we say that AABC is inscribed on the
circle.

If two chords are of equal length, the chords subtend

equal angles at the centre.

AB =CD, so ZE = ZF.

If two chords are of equal length, the chords subtend

equal angles inscribed on the circle.

AB = CD, so ZE = ZF.

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Chapter 9

When a chord subtends one angle at the centre and

another angle inscribed on the circle, the measure
of the angle at the centre is twice the measure of
the angle inscribed on the circle.

JAS =P 8 JAS

Chord Bisector

A radius that is perpendicular to a chord bisects the

chord.

Semi-Circle Property

An inscribed angle that is subtended on a diameter is a right angle.

AC is a diameter of the circle with centre O.

So 4B is a right angle.

Cyclic Quadrilateral

Opposite angles of an inscribed quadrilateral are

supplementary, meaning that their sum is 180°.

In the diagram on the right, the quadrilateral is inscribed

on the circle. That means that opposite angles sum to
180°.

x + y= 180° Sites
We can use these properties to find missing angles.

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Chapter 9

Examples with Solutions

1aFind'x.

ZA+ ZB + ZC = 180°

ZA = 90° (inscribed Z in a semi-circle)

90 + x + 3x = 180°
4x = 90°
X = 22.5°

2. If ZA= 77° and ZB = 80°, find ZC and 2D.

A ZA + ZC = 180°
ZA =T7T°, so ZC = 180 — 77 = 103°

ZB + ZD = 180°
ZB = 80°, so ZD = 180
— 80 = 100°

Mindfulness Moment
Is your head spinning in circles?
Stop what you are doing and take
S deep breaths. Breathe in fon 3
seconds. Hold it for 3 seconds.
Breathe out for 3 seconds.

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Chapter 9

Exercises 9.3

1. Find the value of x. ParindsAG:

ia mea

pS Ge 6

3. Find the values of x and y. 4. Find the values of x and y.

D

Find the value of x.

5. 6.

SS
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Chapter 9
Chapter 9

Chapter Review

Properties of Triangles

For each image below, does it show the medians, altitudes, or perpendicular
bisectors for the triangle.

4. Use a ruler to find the mid-points 5. Use a protractor to draw the altitudes in
of each side and then draw the the triangle below
medians in the triangle below.

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Chapter 9

Parts of a Circle

The radius of a circle is 2.6 cm.

6. Find the diameter. 7. Find the circumference.

8. A wheel has a radius of 50 cm. What is the

circumference of the wheel?

9. The Earth’s diameter is approximately 12 400 km. What is the distance

around the equator?

Find the area of each circle with the given dimensions.

10. radius of 3 cm 11. diameter of 18 cm

12. A circular jar lid has a radius of 4.5 cm. What is the area of the top?

13. A circle has a radius of 6 cm. The tangent to the circle as shown below is 8
cm long. What is the length of OC?

A tangent

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Chapter 9

Angles in Circles

14. If AC is a diameter of the circle below, what is the measure of 2B?

ES

15. Find the value of x.

16. Find the value of x.

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Chapter 9

Chapter Test
1. Find the value of x.

2. Below are three images of the same equilateral triangle. Using a ruler and/or
a protractor, draw the medians, the altitudes, and the perpendicular bisectors.

Medians Perpendicular Bisectors

Altitudes
3. What do you notice about the lines you drew in question 2?

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Chapter 9

A circle has a radius of 9.5 cm.

4. Find its diameter. 5. Find its circumference.

6. Acircular pool is to be surrounded by a circular deck and then a circular

fence. If the radius of the pool plus the deck is 17.5 m, how many metres of
fence are needed?

7. The diameter of a toonie is 2.6 cm. 8. Find the values of x and y.

What is its area?

9. Find the values of x, y, and z.

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Answer Key

ANSWER KEY

CHAPTER 1 smaller in magnitude. The difference of 2 negative

integers is positive when the number subtracted is of
Exercises 1.1 (page 3) greater magnitude. 5.-12 6.+55 7.-2 8.-25
1. Rational; It can be written as — 2. Rational; It OF -257 105427 113-68 12:43: 13,430 142-56
; Bia 0 4
15.-14 16.27 17.-61 18.80 19.-88 20. -97
can be written as a 3. Irrational; The decimal 21.96 22.76 23.-39 24.24 25.0 26. -1
doesn't terminate or repeat the same pattern. 27.17 28.-43 29.-50 30.-20 31.60 32. -69
4. Rational; It is a repeating decimal. 5. Rational; It 350-0004. 24 (oon 100.-9. 1 of. 6 38. -Gr1
:
can be written as
—10 001
a
c :
6. Irrational; The decimal 39.-6.7 40.7.6 41.6.7 42.-3.9 43.11 44.0
45.8.5 46.6.7 47.-8.3 48.-8.5 49. -3.2
doesn't terminate or repeat the same pattern.
50. 14.2
7. Rational; It is a repeating decimal. 8. Rational:
The decimal doesn’t terminate or repeat the same Exercises 1.4 (page 15)
attern. 1. Rules for signs (positives and negatives) are the
Set of Numbers same whether multiplying or dividing integers.
No. N ae
| W | | Ral Answers differ in that in division the divisor is
inverted first before finding the product. 2. Yes. The
product of two negatives is a positive. 3.+35 4.+6

: [4
5.-63 G.22ie i toomoreceeno. +16. 10.43
110-4 122-S iS 14545215. +5 16..-7
17, -30: 8) 308) 192-60" 20.-72 21.+63 22. +33
0.13243... V 23.-108 24.-90 25.-8 26.+8 27.-29 28. -4
29.:+3 30.45 231. -9° 32:-5 33.+84 34. +48
35.43.56. 4°37. -o2eece.-21' 39.42 40.43
41.+8 42.+9 43.-12

Exercises 1.5 (page 18)

1;
B D A Cc

18. a) Sum = 0.111. This is a terminating decimal, so a

if eo ee soe se | OP eee PS IR Vy
itis rational. b) Sum = 1.998. This is a terminating
decimal, so it is rational. 19. Answers will vary. 2.
20. Yes 21. Yes 22. An infinite number of times DA Cc IB} |=
23. Answers will vary. 24. Yes 25. Yes +—+— + + ++ O0-+ +--+ SH HH OHHH HH
26. The set of rational numbers is infinite. We can foe oS eee =P ee Sa SH
always add another number that is smaller or larger 4 1 4 2 3 4 19 -1 at
than a given rational number. 3. = ae 5.5 Bee, (ites 8. 9. = 10. — Urs

Exercises 1.2 (page 6)

12s a te 5 16. 47,

We eRe iea
aa 1 rm 1 oR, e4 He aE si
126 e221 oie 42-5) 5,2° Gxoe- 7. -O.ne--1

Exercises 1.3 (page 10) eS

a ee ee
1. The sum of 2 positive integers is positive and the PYE PRS PEYACPS PLAN'S
sum of 2 negative integers is negative. 2. The sum
of a positive integer and a negative integer is Exercises 1.6 (page 22)
positive if the magnitude of the positive integer is chee35 pe
"45
ee27 Ree35 5. = 6227 Te
15 21
greater. The sum is negative if the magnitude of the
OSpo, 40228 Ade6 12)20 13,25 14 8 15.is
negative integer is greater. 3. The sum of 2
integers is positive if both are positive or the positive 16.- 17.- 18. = 19. Answers will vary.
integer has a greater magnitude than the negative 20. Answers will vary. 21. Answers will vary.
integer. The sum is negative when the magnitude of 22. An infinite number of times; yes
the negative integer is greater than the positive 23. Answers will vary. 24. Answers will vary.
integer it is added to. 4. The difference of 2 positive 25. Answers will vary. 26. No (There are no
integers is positive when the number subtracted is integers between two consecutive integers.)

Do not photocopy. 326

Answer Key

27. Yes 28. There are no integers between two CHAPTER 2

consecutive integers, so the number of integers
between any two integers is finite. Exercises 2.1 (page 36)
29. No. As with integers, there are no natural Words Colon Fraction
numbers between two consecutive natural numbers, 1. 10to20 10:20 ;
so the number of natural numbers between any two
natural numbers is finite.
2. 75to35 75:35 =
3. 22to55 22:55 <
Exercises 1.7 (page 26)
Ro35 2.a5 3, seye4, =
angie gach63
4. 25to25 25:25 -
9 9 15 ahs} 24
5. 1200 to 250; 1200:250; = 6.250 to 1200;
re Aea[hss de42 OgEE 2,
a 155ate Ee 20a ee 12
250:1200; = 7. The ratio of food to rent is the
Ase 14 A 20 15.21,6 16.7620 17-1 6
inverse of rent to food. 8.14 to 2; 14:2; 2
fopet 3 19a15 1200 -a321247 Ze 2 5
2AeG 63= 42510)15 26M35 27 724 28.12
20 3
9.2 to 8; 2:8;= 10. 2 to 24; 2:24; —
OG elie32 830, elk49aid 1395 328 33)19 eeyA
11. 22 to 2;.22:2;) 12.$2/h 13: 14.—
148
15. No, there were no common factors in the
35. 5 36. 5 37. The original piece was 51- numerator and denominator.
inches long. 38. The length of the piece left over Words Colon Fraction
was 31 inches long. 39. The length of the final 16. 10to30 10:30
board was 45- inches long. 17. -45to 35 -45:35
18. 45to-15 45:-15
Chapter 1 Review (page 29)
da-onw 2-20 3a2 4213 55.13) 6ici1a7. 16 19. -37 to-37 -37:-37
|eN|owlrr
be
A)
8.40 9.24 10.-9 11.-47 12.23 13.-10
44,26) 15.-5 016.-2 17: 13, 18.24 ¢19..7 Exercises 2.2 (page 40)
204-3
25
21;29 #22).43123,2829 Dae’15 top eaeing2 1.5 toys/hour 2.50 km/hour 3. $24/hour
12 15
4.2.5 pages/hour 5.5.25 hours/course
A eet Br 20036ae3098330 1 12
bsa5 333-5Z 6. 12 blinks/minute 7. 0.2 blinks/second
8.$11.81/hour 9. $11.81/hour 10. 72 km/hour
11. $4.53/kg

Exercises 2.3 (page 42)

1.StoreA 2.StoreA 3.StoreB 4. StoreA
5.StoreB 6.StoreB 7.StoreB 8. Phillipe had
better gas mileage. 9. Answers will vary. At Niagara
Falls, the tickets are $0.25 cheaper, but if Timmins is
closer, there is not enough difference in price to go
to Niagara Falls.

Exercises 2.4 (page 46)

1. ask “what’s the first number?”
set number 1 = answer
ask “what's the second number?”
set number 2 = answer
7. 1365-12719; -25, 10,.-9 11, -12 12.9 43..45 if number 1 = number 2
14.45 15.-5 16.-7 17.96 18.35 19.12 say “the numbers are equal”
20.-12 21.710 22:5 23.11 24.-35 25. 1 else say “the numbers are not equal”
2. ask “what's the first number?”
EATO, 275-18). \26060 +29.15 302-2310 =
12, 4 set number 1 = answer
BO20 S95 20 aA32 ThA10 6 tee, 15
37.is2 ask “what’s the second number?”
set number 2 = answer
if number 1 = number 2
say “the numbers are equal”
if number 1 > number 2
say “number 1 is bigger than number 2”
else say “number 2 is bigger than number 1”

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Answer Key

3. set total games = 0 Exercises 2.8 (page 58)

set total score = 0 1. percent = 65; amount = x; base = 1200; 780
repeat for 4 people 2. percent = n; base = 120; amount = 84;
ask “what was your score?” 70% 3. percent =n, base = 4405; amount =
set total score = total score + answer 660.75; 15% 4. percent = 75; base =n, amount =
move to the next player 18; 24 questions 5.733 fish 6. 8.75% 7. $14.01
set average = total score / 4 8. $16.83 9.$146.32 10. $23.40 11. $203.39
say “the average score was average”
4. set unit cost 1=1.69/3 Chapter 2 Review (page 61)
set unit cost 2 = 6.99/12 Words’ Colon _ Fraction
if unit cost 1 = unit cost 2 15to50 15:50 =
say “the unit costs are equal”
if unit cost 1 > unit cost 2
75to35 75:35 =
say “the box of 12 oranges is the better 57to19 57:19
buy with a unit cost of $unit cost 2” 3RwN
> totO 1 19519
else say “the better buy is 3 oranges for won|
BIR}

$1.69 with a unit cost of $unit cost 1” 5.$25 perhour 6.111 km/hour 7.5 pieces/hour
5. set unit cost 1 = 2.79 / 150 8. 12 bottles for $28.80 9.30 10.1.6 11. 7.85
set unit cost 2 = 19.99 / 1000 12. 19S 1359133:25 145214229 “15; 61211%
if unit cost 1 = unit cost 2 16. $38.99 17. $338.94
say “the unit costs are equal”
Chapter Test (page 63)
if unit cost 1 > unit cost 2 50 16 77
say “the 1kg bag is the better buy with a 1.9.45 2. 80% 3.— 4.—, §.— /6.100.g for
11 11 16
unit cost of $unit cost 2 per gram” $4.49 7.6.58m 8. $921.43 9.6.35L 10. $29.75
else say “the better buy is the 150g bag 11. 237.6
for $2.79 with a unit cost of $unit cost
1 per gram” CHAPTER 3
6. set distance = 146
set time = 2.5 Exercises 3.1 (page 67)
set average speed = 146 / 2.5 Wa eee See, 4, 42> 15. (-5)° Gs (29)e) fan”
say “the car was travelling at an average speed Sano Oona ONO4e ie 2 51242 1Onnoeon 2
of average speed km/h” 14.49 15.-27 16.-125 17.-1024 18. -36
19.-128 20.81 21.25 22.49 23.20 24.4
Exercises 2.5 (page 49) 25.0.0009 26.72 27. 2; 4; Answers will vary;
1. True. Cross products are equal. 2. Not true. 2097 152 28. 39x 3& 31x 35: 32 x 34: 33 x 38 34x
Cross products are not equal. 3. True. Cross 32; 3°x 31; 36x 32 29. 100
products are equal. 4.=;n=5 oO: on=1
Exercises 3.2 (page 69)
Gna
Uf
Neste
20 al
ae OMnS15 Vi 2ere Oo Oi A. ob ad oe 6. Oi geTal-5)!
NOsSe GIeo 4 Pale 13. = 14.50 15. 441 8. (-2)° 9. (-8)'1 10. (-7)'2 11. (-4)5 12. (-6)5
16.2.86 17.0.26 18.49.3 19.0.56 20. 49.2 3613) 14..22570 15.10429 516. 92°68 17. (2.7.)e°
21. 7.93 AGu( 2) FaOuc 20m2-" 24,4a 22.2: 25.u

Exercises 3.3 (page 72)

Exercises 2.6 (page 52)
Ae 20 SOF ano One (0, Oe 7. 4° 18. fe
2 = = = 2. The ratio of the number of people to
On oP eet de 2 ote 3137-542)"
cost on the left is equal to the number of people to 15. (-8)> 16. (-7)* 17. (-4)' 18. (-6)9
cost on the right. 3.$112.50 4.14m 5.5600 19. (-8)5 = -32 768 20.3'=3 21. (-4)® = 4096
blue marbles 6.$17.78 7.2222.4g 8.7 hours 22.150 = (0:859'3/75'823.'261° = 17 779581
9. 1875 km 24.44 = 256. °25:3° 26.44 27.7’ 28.92
29751 = SIeSOL ONS 13th 4s 2e74B S3N8" (34.18%
Exercises 2.7 (page 55) 35. (-4)* 36. (-7)'=-7 37.1 38.0 39.1 40.0
1. percent = 35; amount = 31.5; base = 90 41. It is equal to 1. 42. When a base of 0 is raised
2. percent = 22; amount = 14.3; base = 65 to a positive power, it is equal to 0. When a base of
3. percent = 8.5; amount = 1.836; base = 21.6 0 is raised to a negative power, it is undefined.
4.base 5.amount 6. percent 7.60% 8.30% 43. You can quickly evaluate any power with a base
9:24.51541079:625 11.948561) 192. 1359165 of 0.
13.490 14.22.5 15.900 16.16.25 17.77.14
18. 300

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Answer Key

Exercises 3.4 (page 75) . Variable: x; exponent: 12; coefficient: 7

4) ye Ones 54% 5.5 6.5 7.52 8.63 . Variable: y; exponent: 7; coefficient: 13
. variable: t; exponent: 8; coefficient: 5
9.23
10.415
11.64=1296 12. 2°= 256 - variable: w; exponent: 9; coefficient: 23
13 fe gee6 eee 6 tz 18) 4 .-64 8.48
oO
NO 9.16 10.-120 11.-224 12.-2
5 25 216
13.25) 145-39.15376) 16.08 172-87 18).-52
cE] Be ey Fs MeiertsPek eA AR: 19.216 20.-1944 21.-48 22. -3456
24, 129-5.= 42
a144 25. (1:1)?
= 1.831, 26,3
27. Yes. The pattern is shown in the table. Exercises 3.10 (page 91)
Ta X sealXba ds Ole AA 5 =AXs, Bn XaOX
Saat 2x 8x3 127 8.10a 9.9x 10.-3x*y 11.-4x*y 12. -18x2y
32. 1x33 9
get x'3 3 Chapter 3 Review (page 92)
a 1 Ay 107-42, (S/o 2S.415> 4.49 25 2026 167243
1217288; 4096.9; 2° 40.467)" 34.327
St M13 =3 92719) 13812614. 6> 15426) 0162215°) A706"
32 1+ 3? -9 48.249. 199-278 205-1024 246° 22712 2301
33° 1+33 =Paid Yes 24. 621 25, (-5)5 26.1214 27.208 28, 430= 250
29.522 30.215 x3 31. 49(8)° 32.6°x78 33,4
Exercises 3.5 (page 80)
D210 2s 3145-3539 4,122°) 5.67" | (6. 1p? 17%, (-3)° 34,22 35, = = 29085
625 “88 16777216
36.152 37. -12%8
8. (-2)'° 9. (-4)'2 10. (-8)'5 11. (-6)'® 12. (-7)9 38. 6x® 39.16n* 40.-16a°b? 41.21x°V7 42. 7y°
W323°) 14.77 15,,Ceyetn 16962-21412 43. 3y 44.-3m° 45. -6x° 46. 3c? 47.-3a° 48.1
Ba 219.(-O) 20, 6-9 124. -2)-* 49.1. .50.,151..6, (3%, 10° (52. 3.843 3 x, 107
Bziror = SORT 290123. 6G* == 514 = 6103 515.625 53. 6.73 x 10° 54.8310000 55. 0.000 000 970
Zao? Bi 600-25. -(7.)2*9& =7OR.26, 21° 56.80 57.96 58.96 5952250 60..501625
Bi Sh OF O° KOs SO eos te 2 2 61.-72 900 62.37x 63.14x 64.11x 65. 11f
Ba Lo MD = OP XX HF.= 52 30. 9° x 3% = 3° x Go = 66. 7x 67.8x 68.-14x 69.16x 70. 17x
Sal al. 2 ee = 21%
Chapter 3 Test (page 95)
Exercises 3.6 (page 83) 1260 Ze COOL ae (2s Sue. Ourode
te So 22s XO” Aon Ole i 2 Aa a 7. 2401 8. = 9.819 40. (-3)'3 11. 163= 272
S=5 6 7. 8.5521 9.16 x729=
62 22 54 38 421
12. 5739 13.124 14. (-35)'8 15.699 16. 730
11664 10. 5° x 46 = 1 953 125 x 4096 47a!
tof:
118: (-1)2
. =-1 19.1212x724 20.716 24, 1156
2+
=8 000000000 114.4°=1048576 12. 321 x219
22. a 230 ee 4in |e Celle 20. 49X, 2h. SV"
13.218 14, 5— 14
324
28,4 x88 129. 15:71 019 30.19.52: x 10° 31.147
32,8849: 330 D2K e154: LAW 9352138 :36.41X
Exercises 3.7 (page 85) SIOUX OO EX
Wertax 2. OXVt o. COX eee ea OX
6.2x° 7. Qatpic’s = 22 8. 81a" 9. 2/3 CHAPTER 4
10. 6x5y5 11.-87° 12. 16a%b° 13.15a‘b* Exercises 4.1 (page 99)
14.2 x2y 15.-125a%b® 16.2 xy 17. 0.00032d° 1.A(3,6) 2.B(6,1) 3.C(6,-4) 4. D(1, -2)
18. 212x9y'2 19. x=3 20.x=1 5. E(-4, 5) 6. F(-6,3) 7. G(-2,-2) 8. H(-6,-3)
9.12.3), 10sJ(2,1)8 TA.Mi2,N 1320
Exercises 3.8 (page 88) 14. K
Bere 10") 294.35 * 10° S.i3:45 x 10°
a2 Xx AD? 5, 6.25 x 104 '6..3.8.x 10°
7.710000 8.0.0021 9. 0.000 003 5
10. 478 900 000 000 11.220 000
12. 0.000 000 001 093 13.5.7 x 10% mm
14. 0.000 004 8 g/cm? 15. 8.668 x 108 km
16, 2.8E +13

Exercises 3.9 (page 90)

1. variable: x; exponent: 3; coefficient: 2
2. variable: y; exponent: 4: coefficient: -6

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Answer Key
15.foi2G 10. #6,#7,#8 11.#9 12. #6 (-5, -3); lies on the
same straight line; #7 (3, 1); when x increases by 1,
y increases by 2; #8 (2, -2); when x increases by 2, y
increases 1; #9 (3, 9); y is equal to the square of x
13. #6 increasing; the y-values are getting larger; #7
increasing; the y-values are getting larger; #8
increasing; the y-values are getting bigger; #9 both
increasing and decreasing; the y-values are
decreasing until x = 0, and then the y-values start
increasing.

Exercises 4.3 (page 107

cel a ee a
50 | 100 | 150 | 200 | 250 | 300 | 350
Each value of y is 25 times x.
y = 25x
2 eS ee 2 Ee
28. (0, 0) describes the location at the origin since it BOL Ee ee
Each value of y is 2 more than x.
is the distance from 0 to the left or right, and the
y=x+2
distance from 0 up or down on the grid. 29. Point P
can be identified by (5, 0) since it is located 5 units
3. PAG 2m 298 24a |S 26
right of the origin and 0 units above or below it. Q(0, iy a7 AeA] 19 "20 5|¥21 122) 23%]
5); R(-5, 0); S(O, -5). 30. They are alike because Each value of y is 3 less than x.
they are the same distance from the origin. They are
different because they are in opposite directions
from the origin.
Each value of y is 2the value of x.
Exercises 4.2 (page 102) = +y
1. Graph B represents a linear relation because a y 5
straight line can be drawn through all of the points. 5. ole ee a
2. Graph A is non-linear since a straight line cannot | y | 8 | 16 | 24 | 32 | 40 | 48 |56 |
be drawn through all of the points. 3. On Graph A, Each value of y is 8 times x.
(-2, 3) appears to lie between two of the other y = 8x
points. On Graph B, (0, 5-) lies on the straight line
determined by the other points. 4. Khalid is correct. | y | -8| -16 |-24 |-32 |-40 | -48 |-56 |
It is a shrinking pattern since, as the value of x Each value of y is -8 times x.
increases, the value of y decreases. 5. Khalid is y = -8x
correct since as the value of x increases, the value Tap (ae aan ears Oe cl 10 lat ile? |
of y decreases. | y | 20 |40 |60 | 80 |100 | 120 |140 |
6.@ 7.0 .@ 9 Each value of y is 10 times x.
y = 10x
8.
Number books
sold (N)
Costin$(C) | 15 | 30 | 45 | 60 | 75 | 90 |105 |
Cost in $ is 15 times the number of books sold.
C = 15N
9
AS ee. ea. TL, |
Hours (H) | 5 | 10 15. W206 250/030 9] 35
Amount 90 | 180 630
earned (A)
O Amount earned is 18 times the hours worked.
A= 18h
10.
Sales (S) [| 100 300 | 400 | 200|600| ie
Profit (P) 20 | 40 | 60 | 80 | 100 | 120 | 140
Profit (P) is =of Sales. P==S

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Answer Key

8
7
6
§
a
3
2
"i

BTHSAB244112345678
mi

15. y=2x-7

16. y=x?+2

17. y=x°
7B SASH,

7 8 54-3 2

18. y=5x—12

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Answer Key

Exercises 4.4 (page 113) 7. y=2x+4 8. The slopes are the same and the y-
intercepts different. 9. The slopes are the same
Ae=2 5204 3.- Ammon 2 6. = 7. Graph
in #3 8.
and the y-intercepts different. 10. The slopes are
Graph in#6 9.tothe right 10. tothe left 11.1 the same and the y-intercepts different. 11. Yes
12.2 13.-1 14.-5 15,-2 16.2 17.-1 18.= 12. and 13.
¥
19. = 20. Slope is 0. 21. The graph will be a
horizontal line. 22. Undefined 23. a) Undefined
b) It is not a rational number since you can’t divide
by 0.

Exercises 4.5 (page 117)

1.slope 2. y-intercept 3.a,c,d,f 4. y=-3x+7
5.y=4x-2 6.y=-2x-5 7.y==xe1
B.y=—x+tl By=-1 10.y=3x+2
11.y=-2x-5 12.y=4x+4 13. y=6x
14.y=4x-15 15. y=-x-1 16.y=11x-50
17a Vx es Assy = 19. y==x-=
14. y= “=x 15. The slope is the negative reciprocal
20. y=-2x+16 24.y=—x+= 22. (7200,1220),
43

of the slope of 3x. 16. The slope is the negative

(9600,1460) 23.4 24.y=—x+480 25. $1280 reciprocal of the slope of the original graph.
26. $15 200 Ad:

Exercises 4.6 (page 123)

1. and 2.

18. Yes; y= -=x

-

3. y=2x+2 4. The slopes are the same and the y-

intercepts different. For the second equation, the
values of y are 2 more than the values of yfor the
first equation, for the same value of x.
5. and 6.

Do not photocopy. 332

Answer Key
19. and 20. 8. and 9.

~7 -6 -5 -4 -3 -2

21. y=-4x 22. The slope is the negative of the

10. (30-1) *192% ='3
original one.
12. and 13.
y
23. and 24.

14. (-, -3) 15. x= -= 16. x= 20 Agia

25. y=-4x 26. When flipping over the axis, the 18.x=1 19. x =: 20. x =: 21. x= --
slope is the negative of the original. When rotating
90° clockwise, the slope is the negative reciprocal of Chapter 4 Review (page 132)
the original. 27. When flipping the graph, the slope An tOntZ.
is the negative of the original. 28. y = 2x
29. y=5x-2 30.y=-x 34. y=-2x+2
32. y= “=x 33. y = 2x

Exercises 4.7 (page 129)

1. (-3,-2) 2.-3 3. x=-3
4. and 5.

13. (0,0) 14.(-1,0) 15. (0, -1)

6. (1,2) ‘7x=1

Do not photocopy. aa0

Answer Key

16. @and17. Hf 33. and 34.

x

-T 6 -5 ~4 -3 -2 -1,

18. Question #16 19. Question #17 35. (2, +2) 36.x== 37.x=1 38.x=-
20. y= 3x-2
Chapter 4 Test (page 135)
Ai

2.-2 3.-2 4.-2 5. The slopes are all equal.

6. linear relation 7. The slopes between any 2
points in the relation are the same.
8.y=-5x-2 9. y=3xt+17 10.y=x-5
11.y=x-4
ag ae 0 Fe es ea ae
2 i el ee ee ee
¥

22.-3 23.1 24. y=-2x+7 25.y=4x-3

26. y=2x-3 27.y=-3x+1 28. y=3x+1
29.y=x+6 30.y=3x 31. y=2x-5
32. y=-—x

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Answer Key

25. -12x — 3x +6 =-9 26. 4x + 2x —-21=9

-15x +6 =-9 6x= 30
-15x =-15 x=5
x=1
27. correct 28. -x-x-4=-6
w>nwer
Om
&
-2x-4=-6
-2x= -2
sels «i SS eS Bie“Shee 7 2 146 5 ¢ F%
x=1

Exercises 5.6 (page 157)

1.Yes 2.No 3.No 4.No 5. Yes 6. Yes
7. Yes 8. Yes 9. Any number larger than 6
10. Any number less than 15 11. Any number
greater than -3 12. Any number less than -9
MBq =O Ay
= 2x7 15. y=-=x 13. true 14. true 15.true 16.false 17.x<-1
Sox>=2192 o> Or 205X <3" 215x560) 22h eid
CHAPTER 5 23X50 245% 22
25.
Exercises 5.1 (page 140)
Dei Xcki2 252 3.2 or =x 4.-—-9 §.The
call cost $4.50. 6. The bike rental cost was $5.25.
7. Sam rented the bike for 7 hours. 8. Rebecca
earned $2684. 9. It cost $25.87 to print the book.
10. The profit was $120. 11. The profit was $6.16.
12. a) 5, 13, 21, 29,37 b)t=5+8(n—-1) c) 2621
13. -1232

Exercises 5.2 (page 143)

1.9x+6y 2.m+5n 3.10m+14n 4.-2a+11b
§.2x+ 32 6.2p+13 7.11x-—5y-25
8.-5m+ 3n-20 9. 9x?+35 10. 3y?- 2y
Bek — 2X tO 12. 2Xo TIX TO LoL Ox 1x
14x + 2. 15,3%°—X + 8. 10,-4X*— OX 6 11.0
18. 8t 19.320 20. yes; 8f;t=40 21.52 22.52s
23.2704 24. yes; 52s;s=52 25. Answers will
vary. 26. Answers will vary.

Exercises 5.3 (page 147)

TOO 2Ot S04 So 24 O20. 1d
JTL CY ASRS |UMEI She'si li ellie Rayfelsohlea bs a70 (
14.1145 15.88 16.65 17.-48 18.57.2

Exercises 5.4 (page 149)

g240 2.8.3.3 457 5, A622 07548829
OF OmtOs-10) An.4) 012) 16cm SHO 4a Ono
fo. 4.7 16.-2. 17, -7.29 18..-7.97 1950.56
ZOMON 24s. lp e22s-0:44.82on-7 “240m Zon9
Z20i0) 21:0

Exercises 5.5 (page 153)

aoe 2 =r sn- 4.5 15.176 62-4 19. -29° S225
Bat dOate4d.-41 12.-6 13,-4914.5 15. —
16.3 17.-3 18.1 19.1 20.-13 21.3 22. — 36.
23. 5x = 65 24. -2m = -26
hed 65
SSS m= 13
5 5
x=13 37. Answers will vary.

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Answer Key

Exercises 5.7 (page 161)

ik, Oea 74

wl

-3

Exercises 5.8 (page 166)

1. Use an equation. x + x + 1 = 469; x = 234. The
numbers are 234 and 235. 2. Use an equation. x +
X + 7 = 133; x = 63. The numbers are 63 and 70.
3. Use an equation. x + 2x = 36; x = 12.
Keli is 2x = 24 years old. 4. Use an equation.
x + 4x + x + 10; x = 5. The numbers are 5, 20, and
15. 5. Use an inequality. x + x + 2< 44; x<21 and
x + 2 < 23. Saul scored 23 or less goals. 6. a) Use
an inequality. 20x < 100; x < 5. The length is 20 cm
and the width is less than 5 cm. b) No. It can be
any positive number less than 5. 7. Use an
equation. x + x + 5 + 3(x + 5) = 85; x = 13. The
numbers are 13, 18 and 54. 8. Use an inequality.
5x + 22 < 125; x s 20.6. The mass of a household
cat is less than or equal to 20.6 kg. 9. Use an
equation. 2w + 2(w + 10) = 72; w= 13. The width is
13 cm and the length is 23 cm.

Exercises 5.9 (page 170)

1.

-4
15.>:-6>-10 16. <;-21<-12 17.2;752-25
18.>;48>24 19.> 20.>
21.x>-6
-6
22.X35

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Answer Key
Chapter 5 Review (page 173)
1.-9x+10 2.-3p+3 3.2x-—5y—25
4.-4m-—n-3 5.x*-11 6.4y7+5y 7.16 8.-11
ORS 1OPdliahls Orr teed 1S.In 14. - 15. -11
9
16.2 Vlas a6. -ZotnGs-( 20.9 21,1222. -4
23.x2-5

4. repeat forever 7
set x = a number from -7 to 7 29. Use an equation. x + x + 3 = 25; x = 11. Doug is
set y = a number from -7 to 7 11 years old and Maria is 14. 30. Use an equation.
ifx<-3andy>2 X + 3x = 88; x = 22. Ralph has a mass of 22 kg and
go to the coordinate (x, y) Dorie a mass of 66 kg. 31. Use an inequality.
plot the point on the graph 16 + x < 80; x < 64. The maximum amount of milk
5. repeat forever that can be added to the container is 64 L. 32. Use
set x = a number from -7 to 7 an equation. x + :x = 24; x = 18. The short piece is
set y = a number from -7 to 7
6 m long and the long piece is 18 m long.
ifx<-3o0rx>4
go to the coordinate (x, y)
Chapter5 Test (page 176)
plot the point on the graph
1.-2x+5 2.y—-5y 3.p=123 4.a=-3 5.x=6
6. The Blue points will be plotted to the left/below the “) SZ
dotted line as shown. The Blue points will not be 6.m=5 7.x=-14 8.m=-— ol tae 10.g=2
plotted along the dotted line. The Red points will be 11.
x < -6
plotted to the right/above the dotted line and
includes the values along the dotted line. -6
122 X=)

0
13. x+x+1= 181; x = 90. The numbers are 90
and 91.

CHAPTER 6

Exercises 6.1 (page 180)

1.$1080 2.$1160 3.$1240,

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Answer Key
4. ¥
Number of Value of Coin
years (x) (y)

in
Value
Dollars

Let eers. (hue Oy aes 6G

Time
in Years
5. $160 6.$1020 7.$840 8. $660
9.
5 1300 Number of _ Value of System
6 1250 years (x) (y)
S 1200 0 1200
2 1150 1 1020
> 2 840

1050 4 480
1000 5 300
950 ——— y
606 debt eet :

:CMa er)
L223" 45a 6s 79 40
Time in Years
5.$1800 6.$1080 7.$1166.40 8.$1259.71
9.
Years 0 1 NPS TNS
Value 1000 1166 | 1259 | 1360 | 1469
10.$3000 11.1.08 12. $2158.92; Yes wn
13. Answers will vary. 14. Answers will vary. 2
15. No. It does not have a useful purpose. =
16. $964 944.33 17. Likely, in a non-urban area, ec
based on current prices 18. Perhaps, in a remote s
area

Exercises 6.2 (page 185)

1.$720 2.$640 3. $560
4.
Number of Value of
years (x) System (y)

2 640 ;
3 560 12 3 a5. 65785 16
m 480 Time in Years
5 400 10. Ithas no value. 11.$22500 12. $20 250
13. $18 225

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Answer Key
14. 9. Expenses increased by $9. 10. Savings
Lveareipn
0 Tf.St PRZARASR [AMMO] NG
25000 | 22500 | 20250 | 18225 | 16402 | 14762
increased by $151.40. 11.$1233 12. $1795
13.$1615 14.$1847.85 15.$57.15
15. $7000 16.0.9 17. $7060.74 .yes, .The value
after 12 years is more than the $5000 asking Exercises 6.7 (page 206)
price.18. it will never have a value of 0 based on the 1. set expenses = 0
pattern. 19. The pattern approches, but never set income = 0
reachs zero. 20. $467.21 21. $432.79 set savings = 0
ask “what's your total monthly expenses?”
set expenses = answer
Exercises 6.3 (page 191)
ask “what’s your total monthly income?”
1. Option A to pay it off sooner 2. Option A $840
set income = answer
and Option B $840 3. Same choice Option A, to get
ask “what’s your current savings?”
out of debt sooner. (Could be Option B if money is
set savings = answer
tight.) 4.$1180 5.$1150 6. Opion B costs $30
2. set expenses = 0
less but takes longer to pay back. 7. $324.48
set income = 0
8.$396 9. Option A is cheaper and would be paid
set savings = 0
back 2 years sooner. 10. Answers will vary.
ask “what’s your total monthly expenses?”
11.8% 12.4 years 13. $975
set expenses = answer
ask “what’s your total monthly income?”
Exercises 6.4 (page 195)
set income = answer
1.$3675 2.$4287.50 3. $3062.50
ask “what’s your current savings?”
4. Answers will vary.
set savings = answer
if income + savings = expenses
Exercises 6.5 (page 197)
say “you have just enough to cover your
1.$975 2.$19.50 3.$994.50 4. $894.50
expenses this month”
5. $912.39 6. Yes
if income + savings > expenses
Number of Amount
say “you can cover your expenses for this
Months Owed
month”
0 975
if income + savings < expenses
994 say “you don’t have enough to cover your
912 expenses for this month”
Mila 3. To output the new savings at the end of the
640 month, the following needs to be added to the end of
500 your program:
356 set savings = savings + income — expenses
211 if savings < 0
62 say “You have a negative savings balance. Your
&]
Or)
OO)
NJ]
0O|
©}
Po]—
| 0 debt is $savings’”
7. It cost $87.30 in interest and was paid off after 8 if savings = 0
months. 8. Answers will vary. say “Your savings is $0 at the end of this month”
else say “Your new savings total is $savings”
Exercises 6.6 (page 201) set total score = 0
1.$2054.85 2.$1915.20 3.$139.65 4.$1461.70 repeat for 4
5.$1506.96 6. No. Answers will vary. 7. $2165.40 ask “what was your score?”
8. set total score = total score + answer
Expense Adjusted move to the next player
Amount set average = total score / 4
Rent 950 say “the average score was average”
Transportation 97 4. After setting the expenses value, add the
Cell Phone 85 following:
Internet 135 ask “Do you have any extra expenses to add? (yes
Savings 60 or no)”
Utilities 100 set ask expenses = answer
Delivery Charges 372 repeat until ask expenses = no
Entertainment 120 ask “Enter an expense”
Shipping Expenses 95 set expenses = expenses + answer
TOTAL $2014

Do not photocopy. 339

Answer Key

ask “Do you have any more expenses to add? (yes else
or no)” if income — expenses = 0
set ask expenses = answer say “Phew! You just made it this month!”
After setting the income value, add the following: else
ask “Do you have any extra income to add? (yes or set deficit = expenses — income
no)” say “You were short $deficit this month!”
set ask Income = answer if total annual savings — big purchase < 0
repeat until ask income = no say “You will not have enough saved to make your
ask “Enter an income amount” big purchase this year”
set income = income + answer else say “You will have saved enough to make your
ask “Do you have any more income amounts to big purchase!”
add? (yes or no)”
set ask income = answer Chapter 6 Review (page 208)
5. The most efficient place for the code would be 1.$2300 2. $5000 (Answers will vary.)
inside the second (nested) else statement where 3. Non-linear 4. $5320.04
you are dealing with situations where expenses Number of Value of the
exceed income. years (x) Shares (y)
6. The part that you are modifying is the second else
0 2000
statement. You need to place your code after the
part where you are setting the deficit variable 2300
because you need that value for the “income 2645
increase” calculation. The following is the code you 3041.75
need to add:
set income increase = deficit /income * 100
say “You need to increase your income by income
increase% in order to cover your monthly expenses”
7. You would add the following code right after
setting the savings variable and stating the amount Number of Value of
saved this month. years (x) Smartphone (y)
set total annual savings = savings * 12
say “Your projected annual savings is $total annual
savings”
8. You would add the following code right after
setting the deficit variable and stating the amount
you were short this month.
set total annual deficit = deficit * 12
say “Your projected annual deficit is $total annual
deficit’
9. This is what the fully modified program might look
like. Your answer may differ slightly.
set income = 0
set expenses = 0
set savings = 0
set deficit = 0
set big purchase = 0
ask “What is your total monthly income?”
set income = answer
ask “What is your total monthly expenses?”
set expenses = answer
Value
Dollars
in
ask “What is your current savings amount?”
set savings = answer
ask “What is the cost of a big purchase you would
like to make this year?”
set big purchase = answer
if income — expenses > 0
set savings = income — expenses
set total annual savings = savings * 12
say “You saved $savings this month!” 123435 6 7 8 9 36
Time
in Years

Do not photocopy. 340

Answer Key

9.$0 10.$0; yes 11. No. It is worthless. they are familiar with hockey gloves and would have
12. Option A 13. Both options cost the same an opinion that relates to the features of the gloves.
amount, but Option A allows 2 more years to pay it 6.40 teenagers 7.30 children 8. Yes. Children
would have an opinion about the film that could
off. 14. Option A costs less and it can be paid off 1
impact how many matinees should be scheduled.
year earlier. 15.$1790.10 16.
9. Only a select group have phone numbers listed in
Expense Adjusted the telephone book. Cellphone users and those
Amount without a number listed in the book would be
Rent $825 excluded. 10. Members of gun clubs and hunting
Transportation US groups. 11. Young teenagers 12. They wouldn’t
Cell Phone 90 be representative of the population since they have
Internet 110 a particular interest or involvement in the question.
Savings 45
Utilities 75 Exercises 7.2 (page 223)
Food B15 1. An online survey. It would provide a wide
Entertainment 80 coverage for a reasonable cost. 2. A paper survey.
Personal Expenses 150 It would provide a broad coverage of the population
TOTAL $1765 of interest and since the question is of interest return
17. Increase by $10 18. Savings increase by rates would be reasonably high. 3. Personal
$25.10. interview. This method would ensure a high rate of
involvement and be very accurate. 4. Classify types
Chapter 6 Test (page 211) of shows, sample to obtain results from girls and
1. Appreciation is an increase in the value of an item boys as well as grade level. 5. What are the most
over a time period. 2. Depreciation is a decrease in important issues for students? What is most
the value of an item over a time period. important for boys and girls? What is most important
3. $1240 for students in different grades? 6. Use a Survey.
Number of Amount in 7. Answers will vary. Which topics should be
included in a nutrition program? Should tests and
years (x) Account (y)
ia iaFa i A A000
assignments be postponed on Orange Shirt Day?

1080
8. Use a survey for broader issues and personal
interviews with students at different grade levels to
2 get more detail.
| 3 | 1240 |
Exercises 7.3 (page 227)
4. $1157.63
1.43 minutes 2.43 minutes 3.32 minutes
Number of Amount in
4.$16.97 5.$16.67 6.$15.68 7. Use the mean
years (x) Account (y) since there are no outliers. 8.$103.97 9.$17.22
1000.00 10. $15.68 11. There was little or no change in the
1050.00 median and mode but significant change in the
mean. 12. Probably the median if salaries of
executives and managers are included with workers.
13. Yes. The salary of the president is significantly
5. Option A 6. Option A will cost $49.22 less. different than all of the other salaries.
7. $76.41 8.$2400.90 9.$2349 10. $51.90 is 14.2942 006.77 15.992055 16. None
left. Answers will vary on how to balance the budget. 17. The average should be of populations of only the
provinces. PEI could be excluded as an outlier.
CHAPTER 7 18. Mean = 1.31 m, median = 1.43 m, mode = 1.5m
19. The median best represents the data. It isn’t
Exercises 7.1 (page 217) affected as much as the mean by the outlier of 0.14
1. This is a simple random sample. It is appropriate if m. 20. Yes. The value 0.14 is a definite outlier
you want to know, what students in the school think since it is very different from the other data. 21. It
about some issue or practice. 2. This isa could have been a dropped ball or a missed bounce.
systematic sample. It is appropriate if you want to 22. Francesca. 23. Francesca is correct since the
know, what students in the school think about some outlier of 0.14 is less than 1 metre from the other
issue or practice. 3. This is a cluster sample. It is data which only vary less than 0.5 metres from each
appropriate as long as the classes are randomly other.
selected from among Math 9 classes. 4. B (hockey
players) 5. Hockey players were selected since

Do not photocopy. 341

Answer Key:
Exercises 7.4 (page 233) 150
1.45 inches 2.77 inches 3.75% 4.45 and 68
inches or 54 and 77 inches 5.45 6.37 7.60
100
8.

50
(%)
Mark
Math
23 of 45 60 70
9.$32 750 10.$28750 11. $35 800
12: ) 10 20 30 40 50
Ounces Drank
11. Her hypothesis doesn’t appear correct since
26 800 28750 32 750 35 800 39500 there is no correlation between ounces drank and
13. math mark. 12. There is no correlation between
ounces drank and mark in math. 13. None
14. Temperature to distance below sea level.
15. Possibly since evidence shows that as people
500 642.5 719 837.9). 8999 age they lose more of their hair.
Exercises 7.5 (page 237) Exercises 7.6 (page 245)
1. To examine what the relationship is between the (Answers may vary based on points selected.)
height of a pear tree and the mass of pears it 1. y= 0.013x— 11.6; Temperature = 14.7 °C. The
produces. 2. In general, the higher a pear tree is calculation may not be exact due to too many
the greater the mass of pears it produces. variables. 2.Wecan only use the pattern to predict
3. The more shots on goal a player takes the more the temperature in the future. It can be checked for
goals are scored. accuracy after the data is completed. 3. To get
4. direction for change in activities now to prevent
future problems.
4. and 6.
6

Taken
Shots BS

35 40 45 50 55 NO

Goals Scored
Studying
Hours

5. The hypothesis in question #3 doesn’t appear to

be correct. 6. The higher the altitude the lower the 50 60 70 80 90 100
temperature. Test Score (%)
The 5. There is a general pattern showing that as hours
spent studying increase so do test scores.
7. y = 5.5x + 60 (depends on the points selected)
8.68.3 9. A student needs to study for 7.3 hours to
get 100%.
10.

-10 -5 0 5 10 15
Temperature (Celsius)) wo a =3

Population
8. Yes 9. No. Ounces drank have no relation to
mark.
10.
-5.0x10°
11. The population in 2050 predicted to be 0.

Do not photocopy. 342

Answer Key
12. Yes. When y = 0 the population is extinct, based set section =A
onthe graph. 13. y=0 when x is slightly greater if section select = 2
than 2000. So shortly after the year 2000 the set section = B
elephant population will be 0. 14. The correlation is if section select = 3
0. There is no apparent relationship between the set section = C
number of hours you sleep each night and global if section select = 4
warming. 15. There is no apparent correlation set section = D
between the number of “mad scientists” found in if section select = 5
movies and your mark in this class. 16. There is no set section = E
apparent correlation between the shark population if section select = 6
and the number of indoor cars in the world. set section = F
if section select = 7
Exercises 7.7 (page 249) set section = G
1. y=92.07x—160.9 2.0.9588 3. Thereisa if section select = 8
strong positive correlation in the data. 4. 759.8 set section =H
calories 5.1! am relatively confident in my prediction set row = arandom number from 1 — 15
since the R? value of 0.9588 shows a strong positive set seat = a random number from 1 — 25
correlation. 6. y=0.661x+3.8 7.0.9716 if spectator = 1
8. There is a strong positive correlation in the data. say “The first spectator selected is in section
9.19.66 kg 10. According to the World Health section, row #row, seat #seat’
Organization the average mass of a 2-year-old is if spectator = 2
around 12.3 kg. 11. No. The extension to 33 years say “The second spectator selected is in section
(396 months) generates a huge mass (269 kg). section, row #row, seat #seaf’
12. y = 0.1345x — 267.9 13.0.9939 14. 17.51 set spectator = 2
inches 15. Land and settlements currently near sea 4. First add a line of code at the very start:
level would be under water. This would result in set first section = 0
mass migration and huge infrastructure issues. Then, add an extra line of code inside the repeat
block at the end:
Exercises 7.8 (page 254) set first section = section select
1. set yellow ball = a random number from 1 — 30 Finally, insert the following nested repeat right after
set red ball = a random number from 1 — 20 the first line of the repeat block and before all of the
set green ball = a random number from 1 — 10 “if statements:
say “The balls chosen were Yellow ball #yellow ball, repeat until section select is not equal to first
Red ball section
#red ball, and Green ball #green ball’ set section select = a random number from 1 — 8
2. set yellow ball 1 = a random number from 1 — 30
set yellow ball 2 = a random number from 1 — 30 Chapter 7 Review (page 255)
repeat until yellow ball 2 is not equal to yellow ball 1. Circle “people who belong to sports clubs.”
1 Reasons include that all/most of these people use
set yellow ball 2 = a random number from 1 — 30 the product they are most likely to have valid
set yellow ball 3 = a random number from 1 — 30 opinions. 2. Use a paper survey. You can involve
repeat until yellow ball 3 is not equal to yellow ball large numbers for reasonable cost. 3. Use personal
1 or yellow ball 2 interviews. You can get more detailed information
set yellow ball 3 = a random number from 1 — 30 and a high response rate. 4. Mean = 279 722;
set red ball 1 = a random number from 1 — 20 Median = 48 471; Mode = none_ 5. The wide range
set red ball 2 = a random number from 1 — 20 in number of cases is largely to do with the wide
repeat until red ball 2 is not equal to red ball 1 range of populations. Different procedures used in
set red ball 2 = a random number from 1 — 20 each jurisdiction and population densities also had
set green ball = a random number from 1 — 10 impact. 6.31 7.96 8.50% 9.54 and 96
say “The balls chosen were Yellow balls #yellow 10. Population is gradually increasing,
ball 1, #yellow ball 2 and #yellow
ball 3, Red balls #red ball 1 and #red ball 2,
and Green ball #green ball’
3. Answers may vary. This is one possible solution.
set spectator = 1
repeat 2 times
set section select = a random number from 1 — 8
if section select = 1

Do not photocopy. 343

Answer Key

11. and 12. Exercises 8.3 (page 273)

7000 1. 268 m2 2.234cm? 3. 9388.6 cm?
4.621.72 m2 5. 84.76 cm? 6.319.7 m? 7.264 m®
6000 8.108 cm? 9.69 764.5cm? 10. 932.58 m?
11.612.78 cm? 12. 389.017 m* 13. Surface area =
5000 555.96 m2; Volume = 760 m?
Population
4000 Exercises 8.4 (page 279)
4°20 emi 2.25 cm2'3..40. cm -4::100:cm+
3000 5. Scale factor 2 6. Scale factor 4 7.720 cm?
1900 1950 2000 2050 2100 2150
8.516 cm? 9.19440 cm? 10. 4644 cm?
Year
11. 18:84 cm 12: 28:26 m2 13) 37:86m
13. y= 205.3x —-407 986 14.18011 15. Even
though their populations are increasing steadily, they 14. 113.04 m? 15. It will be >as large. 16. It will be
are still endangered because they are few in 16 times as large. 17. 1.875 m? 18. 151.875 m?
number. 19. scale factor5 20.18.75 m2 21.40cm
22.544 cm? 23.448 cm
Chapter 7 Test (page 257)
1. Cluster sample. The principal can then find out Exercises 8.5 (page 284)
needs for students in each grade. 2. Paper survey. 1.3000 m 2.500cm 3.2m 4.0.5 km
All parents have an opportunity for input. Relatively 5.0.81 km 6.15m 7.36 inches 8.90 inches
inexpensive in cost and time. 3. Rank the following 9.7.5 feet 10.3.5 feet 11.4 yards 12. 2 yards
services in terms of which would be most helpful to 13.2 miles 14.3 miles 15.1320 feet 16.6160
your child/children. What grade level(s) is/are your yards 17.360 inches 18.12.5 feet 19.10 yards
child/children? 4. Mean = $104 800; 20.0.39 acres 21. $19.47
Median = $106 000; Mode = $106 000 5. Height
increases with age. Exercises 8.6 (page 287)
1.624 m° 2.208 m° 3. The volume of a pyramid is
one third that of a prism with the same base shape
and height. 4.180 cm? 5.67.8m? 6. 141.7 cm?
7. 381 cm? 8. 734.07 cm®

Exercises 8.7 (page 290)

1.3768 cm? 2.1256 cm? 3. The volume of a
cylinder is 3 times the volume of a cone with the
same base and height. 4. 183.3 cm$
i?) 5 10 15
Age
5. 14 949.54 cm? 6. 228.0 cm? 7. 891 cm?
8. 4615.8 cm? 9.8.4cm 10. 558.39 cm?
8. y= 24.25x + 1.310 9.898.56cm 10. 82.4 years 11. 7389.7 cms
old
Exercises 8.8 (page 295)
CHAPTER 8 1. Your answer requires questions to identify the
shape, and conditional statements to then execute
Exercises 8.1 (page 263) the area calculation. Answers may vary.
1.56m 2.44.8cm 3.37.68cm 4.38m ask “does the shape have 4 sides? (yes or no)”
5.100 m2 6.125.44 cm? 7.113.04cm? 8.60 m2 if answer = yes
9. Perimeter = 66 m; Area = 148 m2 ask “what is the length?”
10. Length = 33.56 cm 11. Perimeter = 104 cm set length = answer
ask “what is the width?”
Exercises 8.2 (page 266) set width = answer
1. hypotenuse =n 2. hypotenuse = t set area = length * width
3. c? = a2+ b? 4.n?=m?+p? §. 100 cm? else ask “does the shape have 3 sides? (yes or no)”
6.135 cm? 7.14.6cm 8.26.4cm 9.17.0m if answer = yes
10.25.6m 11.17.0cm 12.15.6m 13. 84.1 cm ask “what is the length of the base?”
14.61.6mm 15.40.7cm 16.107.4mm_ 17. Mary set base = answer
was 15 km from her starting point. 18. The diagonal ask “what is the height?”
is 554.4 mlong. 19. The ladder reaches 4.4 m up set height = answer
the wall. 20.a)42m_ b) 84 m? set area = base* height* 0.5
else ask “what is the radius”

Do not photocopy. 344

Answer Key

set radius = answer Chapter 8 Test (page 301)

set area = 3.14 * radius * radius 1. Perimeter = 77 cm; Area = 157.5 cm?
say “the area is area” 2. Perimeter = 246 cm; Area = 1872 cm?
2. ask "what is the length of the first rectangle?" 3.1920 cm? 4. 2344.64 cm? 5. It is enlarged by a
set length = answer scale factor of 3. 6. It is enlarged by a scale factor
ask "what is the width of the first rectangle?” of 9. 7. It is decreased by a scale factor of 2
set width = answer
set p71 = 2(length) + 2(width) 8. It is decreased by a scale factor of =
ask "what is the length of the second rectangle?" 9.6.14 inches 10. miles 11. 126.98 pounds
set length = answer 12. 230.2 cm? 13.690.6 cm? 14. 10 808.43 cm®
ask "what is the width of the second rectangle?" 1545002.5)' Cm=>
set width = answer
set p2 = 2(length) + 2(width) CHAPTER 9
say "The perimeter of the second rectangle was
enlarged by a factor of p2/ p1" Exercises 9.1 (page 306)
3. ask "what is the length of the first rectangle?" 1.x =53° 2.x=68° 3. altitude 4. perpendicular
set length = answer bisector 5.median 6. altitude
ask "what is the width of the first rectangle?" fe
set width = answer
set a7 = length * width
ask "what is the length of the second rectangle?"
set length = answer
ask "what is the width of the second rectangle?"
set width = answer
set a2 = length * width
say "The area of the second rectangle was enlarged
by a factor of a2/ a1"
4. ask "what is the height of the building in metres?"
set a = answer
set b=3
set c¢ = square root of [(a x a) + (b x b)]
say "the minimum length of ladder for this building is
c metres"
5. ask "what is the height of the building in metres?"
set a = answer
set b=3
set c = square root of [(a x a) + (b x b)]
ask "what is the length of the ladder in metres?"
set ladder = answer
if c > ladder
say "the building is too tall for this ladder"
else say "this ladder is long enough for this building"

Chapter 8 Review (page 297) 10. The best approach would be to use medians.
1. Perimeter = 41.8 cm; Area = 67.31 cm? The other measures would place the gazebo outside
2. Perimeter = 41 m; Area = 105 m? 3.118.3cm of the triangle.
4.192 cm? 5.28.2cm 6.29.2m 7.23.3 km
8. Surface Area = 5652 m2; Volume = 32 555.52 ms Exercises 9.2 (page 313)
9. Surface Area = 217.2 cm?; Volume = 149.62 cm? 1.15¢em 2.94.2cm 3.7.96cm 4.3.75cm
10. Surface Area = 262 cm?; Volume = 168 cm? 5. 113.04 cm? 6. 803.84 cm? 7. 37.68cm
Shalit qVvaCnRIpine 7RESVal Gig 8.18.28cm 9.$3768 10.32.13m 11.17 cm
14.1475 cm? 15.200mm 16.25 000 mm 12253 cis. = 10°14, x= 51>. 15. x = 16.6;
17.2.5km 18.7200m_ 19.63 360 inches y = 16.6
20. 98 inches 21.3.5 feet 22.13 200 feet
23.6160 yards 24.4 yards 25. 70.87 inches Exercises 9.3 (page 319)
26.6160 yards 27.121 468.59 km 28. 236 cm? (eX 03. 72.G-00. 3.x=62"; y= 70:
29. 199.2 m° 30. 2347.47 cm? 31. 2647.59 cm? 4.X%= O94 )= 00 -9.xX= 102° 6.x%='32°
inX=S2 6.X%=46° 9.x=75° 10.x=37°

Do not photocopy. 345

Answer Key
11.x=7m 12.
x = 34°

Chapter 9 Review (page 321)

1. altitudes 2. perpendicular bisectors 3. medians
4.

6.5.2cm 7.16.328cm 8.314cm 9.38 936 km

10. 28.26 cm? 11. 254.34 cm? 12. 63.59 cm?
13.10cm 14.90° 15.a) x=96° b) x= 48°
16. x = 36°

Chapter 9 Test (page 324)

1.x =65°
2. Medians Perpendicular Bisectors

Altitudes

3. They are allthe same. 4.19cm 5.59.66 cm

6.109.9m 7.5.31cm? 8.x=y=12.6m
9.x = 56> Y= 2077 = 28"

Do not photocopy. 346

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