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~ Creative Publications

,........,
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Digitized by Coogle
~ Creative Publications

THEMES

TOOLS

Anita Wah
Henri Picciotto

Creative Publications Th.i.e One

Mountain View, California

IIIII 1111 Ill Ill/IIIIIIII/IIIII1111 IllIIIIIII/I Ill
KJSP-3UB-3 , Q>7
Digitized by 00gle
 ACKNOWLEDGEMENTS
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·~· ... , .... ~, ..... ••0' • ·ci-.•,~'o;~' '•'· 'H .,• , , ~:"• •"• • o' .. _~,,.,.~

Page Credit

Cover (girl on bicycle) Lori Adamski Peek!fony Stone Worldwide

Cover (aircraft in flight) Randy Jolly/Comstock
Cover (planet earth) Terje Kveen/The Image Bank
Cover (money symbol) Michel Tcherevkoff/The Image Bank
2 Linda Dufurrena/Grant Heilman Photography, Inc.
42 ©Comstock, Inc.
80 Science Source • Division of Photo Researchers
122 James H. Carmichael/The Image Bank
164 Garry Gay/The Image Bank West
204 Peter Grumann/The Image Bank West
244 Chris Bjomberg/Science Source • Division of
Photo Researchers
284 Barry Runk, Stan Schoenberger/
Grant Heilman Photography, Inc.
326 ©W. Cody/West Light
366 Don Landwehrle/The Image Bank West
396 ©Jim Zuckerman/West Light
424 Gabriel Covian/The Image Bank West
456 Chris Collins/The Stock Market
482 Michael Sciulli/The Image Bank West

Text excerpt "When Mrs. Frederick C. Little's second son ... cigarette box,"
from Stuart Little by E. B. White. Copyright 1945 by E. B. White. Text copy-
right renewed(©) 1973 by E. B. White. Selection reprinted by permission of
HarperCollins Publishers.

Managing Editor • George William Bratton III

Project Editor • Ann Roper
Project Art Director and Graphic Designer • Hyru Gau
Production Manager • Vickie Self
Art Director • JoAnne K. Hammer
Math Content Editor • Lyn Savage
Solutions Editor • Terry Whittier
Technical Illustrator for Solutions • Joseph Parenteau
Indexer • Steven Sorensen
Cover Design • Hyru Gau
Composition and Prepress • GTS Graphics, Inc.

1300 Villa Street

Mountain View, California 94041-1197
© 1994 Creative Publications
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher. Printed in the United States of America.
Creative Publications and Algebra Lab Gear are registered trademarks of
Creative Publications.
ISBN: 1-56107-251-6
2 3 4 5 6 7 8 9 10 K 99 98 97 96 95 94 93

Digitized by Coogle
 AUTHORS
·.-. . ··.
Anita Wah received her Bachelor's Degree in Mathematics from Oberlin
College and a Master's Degree in Biostatistics from Harvard. She attended and
taught as a master teacher at the Woodrow Wilson Algebra Institute and has
over ten years of teaching experience at the high school and college levels. She
has been involved as a curriculum consultant and staff development trainer for
the State of California.

Henri Picciotto has been teaching mathematics for over twenty years at every
level from counting to calculus. He has developed curriculum for the Lawrence
Hall of Science at the University of California and has consulted for many
schools, districts, and university departments of education across the country.
He received his Bachelor's Degree, as well as his Master's Degree in
Mathematics from the University of California at Berkeley. He is currently the
mathematics coordinator for The Urban School of San Francisco, California.

A Word From the Authors

We would like to acknowledge the many people without whom this book would
not have been possible.

These math teachers and authors had a significant influence on our teaching
or on the ideas that led to this book: Abraham Arcavi, Richard Brown, G.D.
Chakerian, Calvin Crabill. Zoltan Dienes, Lew Douglas, Martin Flashman,
Paul Foerster, Donna Gaarder, Martin Gardner, Harold Jacobs, Mary
Laycock, Sidney Rachlin, Peter Rasmussen, Sherman Stein, Daniel Teague,
Joel Teller, Zalman Usiskin.
We also learned a lot from the following curriculum development projects:
Change from Within, the Hawaii Algebra Learning Project, the Interactive
Math Project, the Lane County Mathematics Project, the Shell Centre for
Mathematical Education, and the Quantitative Literacy Project.
We received valuable suggestions from Phil Mallinson, Neil Picciotto, and
especially Lyn Savage.
These teachers used the preliminary version of this book in their classes,
and helped us iron out the difficulties: Alan Fishman, Mark Gordon,
Richard Lautze, Kern Morehead, Hoang Nguyen, and Beau Leonhart. We
are grateful to have had their enthusiastic support as the course was being
developed.
And of course, our spouses: Alan Fishman and Irva Hertz-Picciotto.

Heartfelt thanks to all!

Digitized by Coogle
 .. .... -..
DEDICATION
""
.. ..
This book is dedicated to our
students and colleagues at The
Urban School of San Francisco,
a great place for involvement,
collaboration, and challenge . ~

Digitized by Coogle
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Dear Parent,

This book is different from the book you used if you took algebra. It certainly is different from
the books we used. We have taught from many algebra textbooks over the years, and are well
acquainted with the traditional algebra course. The course had many problems: there were
many Ds and Fs, and even students who got good grades often did not really understand what
they were doing. In addition, the development of calculator and computer technology has made
it imperative to change the emphasis of the course. Moreover, as a profession, math teachers
now have a better understanding of how students learn.

This book is based on three big ideas, which have been guiding principles in our teaching:

• In order to learn to reason flexibly and independently about the abstract concepts of algebra,
students need tools to think with. These tools should be designed to support students' work
with the main ideas of algebra: variables, operations, equations, functions, and so on. We
use manipulative, electronic, and old-fashioned pencil-and-paper tools.

• Learning mathematics should be based on solving interesting problems. Students' skills

develop best if they are given an interesting context to practice them in. Look through the
book at the wide variety of problems we address: air travel, get-rich-quick schemes, tele-
phone billing plans, children's growth rates, making cranberry-apple juice, car and bicycle
trips, and on and on.

• Most students will not remember concepts if they are explained once or twice by a teacher
and practiced in isolation over a short period of time. Students must be involved in their
own learning, and have experience with ideas in many forms and formats over an extended
period of time. They must experiment, conjecture, discover, and write about what they are
thinking. In this book, important ideas are returned to over and over, and much work is
expected of the student - hard work, but work that is more varied and interesting than the
traditional drill and practice.

After using this book, your child will be exceptionally well prepared for future courses,
because we have made a point of giving extra emphasis to the areas that are most important to
the rest of secondary school math and science: square roots, proportions, scientific notation,
functions, and symbol sense. In addition, the emphasis on thinking, communication, and writ-
ing skill will help across the whole curriculum.

If you have any questions about this course, we are sure your student's teacher will be glad to
help answer them. The biggest help you can provide is to make sure that your student does
algebra homework every day.

Sincerely,

Anita Wah and Henri Picciotto

••: _, __ , _l, ) _ . ..

Digitized by Coogle
...- .. .. .... .....
. .
... - ..
. . ·-. .. .. .
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,

Dear Student,

In arithmetic you have learned to work with numbers. Algebra is an extension of arithmetic,
where you learn to work with symbols. It is the language of all of mathematics and science,
and a tool for solving problems in business and engineering.

In the future more and more algebra will be done by computer. But what good would it do you
to have a computer ready to do the algebra for you if you didn't understand what algebra is? It
would be as useful as a calculator to someone who didn't know the meaning of numbers.

Algebra is difficult to learn, but it is the key to so many possibilities in your life that it is worth
the effort. You cannot learn algebra just by listening to your teacher. You need to be much
more involved: do your homework every day, read the book carefully, and if necessary, get
help from your teacher. Good work habits are essential if you want to succeed in this class.

Most importantly, be ready to discuss difficult problems with your classmates, sometimes to
help them, and sometimes to get help from them. Talking is the best way to sort out what you
understand from what you don't understand, and explaining is the best way to improve your
understanding. While learning math and problem solving, you will also be improving your
ability to communicate with other people.

You may be surprised at how much writing will be expected from you. Almost every lesson
requires you to explain something, and you will have to write reports on a regular basis. This is
difficult at first, but it will help you in the long run, by making you not only a better mathe-
matician, but also a better thinker, and a better writer.

Good work habits, communicating, thinking, and writing will help you no matter what you do
in the future. But of course, as math teachers, we would like you to stick with it, and take many
more math classes. To convince you of this, we have tried to write a book that you will find
interesting and that puts you, the student, in the center of the action.

Sincerely,

Anita Wah and Henri Picciotto

Digitized by Coogle
 CONTENTS
·· ~ ..
.;.,-·

CHAPTE:"f(PERIMETER AND AREA PAITERNS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 2

1.1 Polyominoes ............................................... 4 Making Figures ........................................ 22

Discovering Polyominoes ........................... 4 Pentomino Strips ....................................... 23
Area and Perimeter .................................... .4 Polyomino Area and Perimeter ................. 23
Preview: Dimensions ................................. 5 1.8 Window Shopping................................... 24
1.2 Perimeter of Polyominoes ........................ 6 Discovery: A Domino Problem ............... 25
Shortest and Longest Perimeter .................. 6 1.8 THINKING/WRITING:
Making Predictions ..................................... 6 Drapes ...................................................... 26
Making a Graph .......................................... 6
Interpreting the Graph ................................ 7 1.9 Adding and Multipl~·ing ......................... 27
Preview: Units and Dimensions ................. 8 Addition .................................................... 27
Multiplication ........................................... 27
1.3 Introduction to the Lab Gear · ................. 9 Order of Operations .................................. 28
The Yellow Blocks ..................................... 9 The Same or Different? ............................ 29
The Blue Blocks ......................................... 9
Discovery: Handshakes ............................ tO 1.10 Three Dimensions ................................... 30
Volume ..................................................... 30
1.4 Variables and Constants ........................ )) Make a Box ............................................... 30
Substituting ............................................... II Surface Area ............................................. 30
Evaluating ................................................. II Discovery: Polycubes ............................... 31
Finding x ................................................... 12 Discovery: More on Polycubes ................ 32
The Substitution Rule ............................... 12 Review: Perimeter .................................... 32
l.A THINKING/WRITING: 1.11 Word Figures .......................................... 33
Graphing Rectangle Areas .••.••••••••••.•••••• I4 Word Triangles ......................................... 33
1.5 Din1ensions .............................................. 15 Word Ladders ........................................... 33
Dimensions and the Lab Gear4 ................. 15 Putting It Together .................................... 34
Faces ofthe Lab Gear4 ............................. 15 Polyomino Puzzles ................................... 34
Make a Rectangle ..................................... 16 Polyomino Area and Perimeter................. 34
Make a Square .......................................... 17 Word Squares ........................................... 35
Preview: The Zero Monster ..................... 17 1.12 Area on the Geoboard ............................ 36
1.6 Coming to Terms .................................... 18 Triangles ................................................... 36
Degree ....................................................... l8 Vertices ..................................................... 36
Higher Degree ........................................... 19 Area Techniques ....................................... 36
Combining Like Terms ............................. 19 l.C THINKING/WRITING:
I. 7 Perimeter ................................................. 21 More Window Prices .............................. 38
Perimeter of Lab Gear4 Blocks ................. 21 Essential Ideas ................................................... 39
Perimeter of Lab Gear4 Figures ............... 22

CHAPTE:"f(OPERATIONS AND FUNCTIONS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 42

2.1 Minus and Opposites .............................. 44 2.2 Adding and Subtracting ......................... 47
Three Meanings of Minus ......................... 44 Associative and Commutative Laws ........ 47
Upstairs ..................................................... 44 Upstairs Blocks in the Minus Area ........... 48
The Minus Area ........................................ 45 Subtraction ................................................ 49
Removing Opposites ................................. 45 Review: Minus Puzzle ............................. .49
Adding Zero .............................................. 46
Minus Puzzles ........................................... 46

Contents

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•
 2.J l\lultiplying .............................................. 511 Function Diagrams .. ................................. 61
Three Dimensions ..................................... 50 I See Where You're Coming From ........... 62
Associative and Commutative Laws ........ 50 Ups and Downs ......................................... 63
How Many Terms? ................................... 50 Discovery: Surface Area of a Box ........... 63
Make a Rectangle ..................................... 51 2.N Tinll'. Distance. Spt•ed ............................ 6..
2A The Distrihutiw l.aw .............................. 52 Motion Pictures ......................................... 64
Linear Addition and Subtraction .............. 52 The Ball ...................................... ............ .. 65
The Uncovered Rectangle ........................ 52 2.B THINKING/WRITING:
The Distributive Law ................................ 52 The Car Trip ........................................... 66
Related Products ....................................... 53
Review: Unlike Terms ............................. 54 2.9 Oprrations and Funl'lion I>iagrams ...... 67
Addition ................ .................................... 67
2.A THINKING/WRITING: Multiplication ................ ....... .................... 67
Operations ............................................... 55 Mirror Image Diagrams ............................ 68
'-
_,;, Powers ...................................................... 56
Doing Dishes ............................................ 56
2. 11l Periml'lt•r and Surfal'l' Area Functions 69
Perimeter ................................................... 69
Exponential Notation ................................ 56 Surface Area ............................................. 70
Chain Letter .............................................. 57 More Surface Area .................................... 70
Getting Help ............................................. 57 Game: Sprouts ......................................... 71
2.6 Finding Pattrrns ..................................... 5N 2.11 J>olymnino Functions .............................. 72
Parking Rates ............................................ 58 Polyomino Eyes ........................................ 72
Fibonacci Sequences ................................. 59 A Graph Paper Spiral... ................ ............. 72
Missing Numbers ........................ .............. 59
Using Variables ........................................ 60 2.12 (;eohoard Triangles ................................ 7..
Fibonacci Puzzle .................. ..................... 60 Horizontal and Vertical Sides ................... 74
Discovery: Perimeter Arrangements ........ 60 One Horizontal or Vertical Side ............... 74
Review: Missing Terms ........................... 60 No Horizontal or Vertical Sides ............... 75
Puzzle: Magic Triangle ............................ 60 2.C THINKING/WRITING:
2.7 Functions and Function Diagrams ........ 61 Towns, Roads, and Zones ....................... 76
Functions From In-Out Tables ................. 61 Essential Ideas ................................................... 7N

CHAPTE~ WORKING BACKWARDS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 80

J.l Instant Riches .......................................... N2 JA Algehra \lagit· ......................................... 911

Amazing Opportunity ............................... 82 Magic Tricks ............................................. 90
Running Out of Money ............................. 82 Lab Gear4 Magic .... .................................. 90
Gaining and Losing .................................. 82 Revising Magic Tricks .......... .................... 91
J.2 Two Negati\'es ......................................... N.. Inventing Magic Tricks ............................ 91
Subtraction ................................................ 84 3.A THINKING/WRITING:
The Cartesian Coordinate System ............ 84 Secret Codes ............................................ 92
Multiplication ........................................... 85 J.5 lntrodurtion to Inequalities ................... 9J
Multiplying by -1 ...................................... 86 Which is Greater? ..................................... 93
J.J More on 1\'linus ........................................ N7 Can You Tell? ........................................... 94
Minus and the Distributive Law ............... 87 Testing Values of x ................................... 95
Adding the Opposite ................................. 88 Discovery: More Codes ........................... 96
Review: Area and Multiplication ............. 88 Discovery: Summing Up ........ .................. 96
Discovery: A Substitution Code .............. 89
Preview: Make a Rectangle ..................... 89

.. Digitized by Coogle
Contents
 3.6 l\lultiplication and Dh ision ................... 97 Writing Equations ................................... 106
One Multiplication, Two Divisions .......... 97 Solving Equations ................................... 106
Division in the Comer Piece ..................... 97 Review: Dividing by Zero ...................... 108
Multiplication Without the Lab Geru4 ...... 99 Discovery: Be Productive ...................... 108
Multiplication Puzzles .............................. 99 J.lll Cmnhining Functions ........................... 1119
Review: What's Your Sign? ..................... 99 Diagrams of Combined Functions .......... I09
3.7 Reciprocals ............................................ I flO Inverse Actions ....................................... II 0
A Model for Multiplication .................... I00 Inverse Functions .................................... 110
A Multiplication Shortcut... .................... I00 .lll \lath on Another t•lanet ....................... 112
Reciprocals on the Calculator ................. 10 I Small Pockets ......................................... 112
A Model for Division ............................. 10 I A Long Month ........................................ 113
A Division Shortcut ................................ I 02
Small Numbers ....................................... 102 J.l2 Similar Figures ...................................... liS
Equivalent Fractions ............................... 115
3.8 A Hot DaY .............................................. IOJ Enlarging Without Distortion ................. 115
Temperat~re Variation ............................ 103 Similar Rectangles .................................. 116
Comparing Temperature Scales .............. 103 Review: The Commutative and
Converting Celsius to Fahrenheit ........... 104 Associative Laws ............................... 117
Converting Fahrenheit to Celsius ........... I04 Discovery: Clock Math .......................... 117
3.B THINKINGIWRITING: 3.C THINKINGIWRITING:
Opposites and Reciprocals ................... 105 More Banking ....................................... 118
J.9 Equations and the Essential )(It-as ................................................. 119
Cnwr-Up \let hod ............................ 1116
PRACTICE ....................................................... l2l

cHAPT E :"ff· NT ERPRETI NG G •• PHS••••••••••••••••••• ••••• •••••••••••••••••••••••••••••••••••• ••••• •••••••••••••••••••••••••••• 122

4.1 A HIO-!\lile Trip .................................... 124 4.A THINKINGIWRITING:

Time vs. Speed ....................................... 124 The Bicycle Trip.................................... 133
Distance vs. Time ................................... 125 4.5 Lines Through the Origin .................... I J4
Distance vs. Speed .................................. 126 Ratio ........................................................ l34
Speed by Graphs and Formulas .............. 126 Speed ...................................................... 135
Discovery: Framing Photographs .......... 126 Discovery: Happy Numbers ................... 136
4.2 Points. Graphs. and Equations ............ 127 In the l.ah .............................................. l.'\7
Patterns from Points ................................ 127 A Mystery Liquid ................................... 137
Graphs from Patterns .............................. 127 The Mystery Grows ................................ 138
Equations from Patterns .......................... 127 Direct Variation ...................................... 138
Equations from Graphs ........................... 128 Other Substances .................................... 139
Points and Equations .............................. 128
4.7 Rml Numhers and Estimation ............. 1411
4.J PolYnomial Functions ........................... 129 Measurement Error ................................. 140
Order of Operations ................................ 129 Estimating Temperature ......................... 140
Degree ..................................................... l29 Estimating a Tip ...................................... 14l
The Effect of Degree .............................. 130
Review: Possible or Impossible? ........... 130 4.8 .Jarring Disnneries ............................... l42
Flat Science ............................................. 142
4.4 Graphs .Through Points ........................ IJ I Jar Lids: Circumference .......................... 144
Intercepts ................................................ 131 Jar Lids: Area .......................................... 144
Points On and Off Graphs ...................... 131 Review: Dividing on a Calculator .......... l45
Find an Equation ... .................................. 132
Graphs Through the Origin ..................... 132

Contents

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•
 4.B THJNKINGIWRITING: Step Functions ........................................ 154
Direct Variation .................................... 146 Horizontal and Vertical Lines ................. l54
Points on Lines ....................................... 146 Inequalities .............................................. 155
Area Functions ........................................ 146 Distance vs. Time, Again ....................... 156
4.9 RulesoftheRoad .................................. l48 Cost of Mailing a Letter.......................... l56
Unit Conversion ...................................... l48 4.12 Complicated Areas ............................... 157
Stopping Distance ................................... 148 Discovering an Area Formula ................. 157
Safe Distance .......................................... 149 Discovery: Patterns and Functions ......... 158
Discovery: Rounding ............................. 150 4.C THINKINGIWRITING:
-l.IO Up in the Air .......................................... l51 Letter Strings ........................................ 159
Multiple Meanings .................................. l51 The YZ Game ......................................... 159
Discrete and Continuous Graphs ............ 152 The yz Game ........................................... l59
Your Own Graphs ................................... 153 Essential Ideas ................................................. 160
4.11 Horizontal and Vertical Lines ............. 154 PRACTJCE ....................................................... 163

CHAPTE:ySuMs AN o PRooucrs ···························································································-•li4

5.1 Constant Sums ...................................... 166 Puzzles: Making Change ........................ 179
At the Gas Station ................................... 166 Preview: Zeroing In ............................... 179
Function Diagrams from Rulers ............. 166 Puzzle: Square Sums .............................. l79
Graphs of Constant Sums ....................... 167 5.6 Factors ................................................... 180
5.2 Constant Products ................................ 169 Same Area, Different Perimeter ............. 180
Miles Per Gallon ..................................... 169 Recognizing Factors ................ ............... 181
Connecting the Dots ............................... 169 Common Factors ..................................... 181
Other Graphs ........................................... 170 Factoring Completely ............................. 181
5.3 The Distributive Law ............................ 172 5.7 Minus and the Distributive Law .......... 182
How Many Terms? ................................. 172 Review: Order of Operations ................. 182
Division and the Distributive Law .......... l72 Using the Comer Piece ........................... 182
Distributive Law Practice ....................... 173 Using Variables ...................................... 183
Multiplying Binomials ............................ l73 Discovery: Make a Square ..................... 185
5.4 Factoring Trinomials ............................ l74 Review: Solving Equations .................... 185
Lab Gear4' Rectangles ............................. 174 Review: Function Diagrams for
Factors and Products ............................... 174 Constant Products .............................. 185
The Third Degree .................................... 175 5.8 Building-Block Numbers ...................... 186
Plus and Minus ....................................... 175 Food for Thought.. .................................. 186
Missing Terms ........................................ 175 Two Building Blocks .............................. 186
Factoring by Trial and Error ................... 175 A Strategy ............................................... 186
What's Your Problem? ........................... 175 Discovery: Holiday Math ....................... 187
5.A THINKJNGIWRITJNG: Preview: Coin Problems ........................ 187
Analyzing Graphs ................................. 176 Discovery: Negative Stamps .................. l88
Constant Products ................................... 176 Discovery: Page Numbers ...................... 188
Constant Sums ........................................ 176 5.B THINKINGIWRJTJNG:
5.5 Graphing Parabolas ............................. 177 Distributing ........................................... 189
Finding Intercepts and the Vertex .......... 177 Inside and Outside Products ................... 189
Smiles and Frowns .................................. 178 More Distributive Laws? ........................ 189
How Many x-Intercepts? ........................ 178

4 Contents

Digitized by Coogle
 5.9 Staircase Sums ...................................... 190 5.11 Averages and Sums ............................... 195
One Step at a Time ................................. 190 Means and Medians ................................ 195
Sums from Rectangles ............................ 190 Means and Sums ..................................... 195
Gauss's Method ...................................... 191 Theater Seats ........................................... 196
Variable Staircases ................................. 191 5.12 Smooth Moves ....................................... l97
5.10 Sequences ............................................... l92 Flips and Turns ....................................... 197
Graphs of Sequences .............................. 192 The Algebra of Moves .......... .................. 198
Getting Even ............ ............................... 192 Discovery: Magic Carpets ...................... 199
That's Odd! ............................................. l92 5.C THINKING/WRITING:
Arithmetic Sequences ............................. 193 Sequences as Functions .•....•..•••..•...••.•.• 200
Preview: Equations ................................ 194
Preview: Another Odd Triangle ............. 194 Essential Ideas ................................................. 20 I
PRACTICE ....................................................... 203

CHAPTE~ MAKING COMPARISONS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 204

6.1 Comparing Car Rentals ....................... 206 Review/Preview: Division and

Using Tables ........................................... 206 the Distributive Law .... ......... ... .......... 219
Using Graphs ............ ............ .................. 207 Discovery: Weighted Averages ............. 220
Using Equations ...................................... 208 6.6 Solving Techniques:
Discovery: Grade Averages ................... 208 Addition and Subtraction ............... 221
6.2 Which is Greater'? ................................. 209 Using the Lab Gea~ ............................... 221
Using the Lab Gea~ ............................... 209 Savings Plans .......................................... 222
Using Tables .................. ......................... 209 More Equation Solving ........................... 223
Solving Inequalities .. ............... ............... 210 Discovery: Harder Factoring .................. 223
Discovery: Squares on a Chessboard ..... 21 0 6.7 How Much More Than'?
6.3 Solving Linear Equations ..................... 211 How Many Times as Much'? ........... 224
Using the Lab Ge~ ............................... 211 Comparing Ages ..................................... 224
More Equations ....................................... 213 Comparing Numbers .................. ............. 224
Discovery: Using Variables ................... 214 Comparing Algebraic Expressions ......... 225
Puzzles: Magic Squares ......................... 214 Applications ............................................ 225
Discovery: Grading Policies .................. 214 Discovery: Tournaments .............. .......... 226
6.4 Equations and Identities ...................... 215 6.8 Solving Techniques:
Using the Lab Ge~ ............................... 215 Multiplication and Division ............ 227
Using Graphs and Tables ........................ 215 Using the Lab Gea~ ............................... 227
Always, Sometimes, Never .................... 215 Using Reciprocals ................................... 227
Review: Which is Greater? .................... 216 Solving for y ........................................... 228
Review/Preview: Make a Square ........... 216 Equivalent Equations .............................. 228
6.A THINKING/WRITING: Puzzles: Age Riddles ............................. 229
Money Matters ...................................... 217 Research: Famous Mathematicians ....... 229
Discounts ................................................ 217 6.8 THINKING/WRITING:
Payments .................................. ........ ....... 217 Constant Differences,
6.5 Graphical Solutions .............................. 218 Constant Ratios ............................... 230
A Graphical Analysis .............................. 218 Constant Difference Graphs ................... 230
Finding Solutions .................................... 218 Constant Ratio Graphs ............................ 230
More Equations and Inequalities ............ 219 Parameters ........ ...................................... 230
Review: Substitution .............................. 219

Contents ...
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 6.9 Rational Expressions ............................ 231 Other Stories ........................................... 237
Comparing Rational Expressions ........... 231 Review: Solving Equations ......... ... ........ 237
Equivalent Rational Expressions ....... ..... 231 6.12 Geoboard Squares ................................ 238
Solving Equations Involving Ratios ....... 232 Find the Area .......................................... 238
Review: Equation Solving ...................... 233 Find the Side ........................................... 239
Puzzles: Order of Operations ................. 233 Discovery: Chunking ............................. 239
6.10 Improving Your Average ..................... 234 Discovery: Inequality Rules ......... .......... 239
Free Throws ....................... .................... . 234 Review: Solving Inequalities ................. 240
Grades ............................................ .. ..... .. 235 Discovery: Can Tara Make a B? ............ 240
Review: Equation Solving ............. ......... 235 6.C THINKING/WRITING:
6.11 Stuart Little and Alice .......................... 236 Group Theory ....................................... 241
Stuart Little ........... .............. .................... 236 Mod Clocks ....... .. .................................... 241
Alice ........................................................ 236 Groups .................................................... 241
The Big Friendly Giant.. ......................... 237 Essential Ideas ................................................. 242
Your Own Story .......... .......... .................. 237

CHAPTE~ PRODUCTS AND POWERS ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 244

7.1 Squares and Cubes ............................... 246 7.5 Remarkable Identities .......................... 258
How Many Squares? ............................... 246 Review: Multiplying Patterns ................ 258
How Many Cubes? ......... ........................ 247 Three Identities ....... .. .......... .................... 258
Making Squares from Cubes ........... .. ..... 248 A Case of Mistaken Identity ................... 259
Review: Cubing With a Table ................ 248 Factoring ................................................. 259
7.2 Square Windows ................................... 249 Squaring Trinomials ............................... 260
Three Types of Panes ............................. 249 Cubes of Sums ........................................ 260
Square Windows ..................................... 249 Puzzle: Sum of Squares ......................... 260
Comparing Sizes ..................................... 250 Review/Preview: Always. Sometimes,
Making the Most of Inventory ................ 250 or Never True? ................................... 260
Preview: Bigger Windows ........ ............. 250 7.6 How Many Solutions'? .......................... 261
7.3 Squares of Sums .................................... 251 Linear Equations .. .... ............................... 261
Missing Terms ........................................ 251 Quadratic Equations ... ............ ........... ..... 261
Terms and Coefficients ........................... 251 How Many Intersections? .. .. ..... .............. 262
Recognizing Perfect Squares .................. 252 Which Graph Should You Use? ............. 262
Preview: How Many Terms? ... .............. 253 Discovery: Last Digits ........................... 263
Review: Lab Gea~ Multiplication ......... 253 7.7 Equations With Squares ...................... 264
Discovery: Constrained Numbers .......... 253 Graphical Solutions ......................... ....... 264
7.4 Differences of Squares .......................... 254 Equal Squares ......................... ................ 265
Cutting a Square Out of a Square .... ....... 254 Comparing Methods ............................... 266
Using Variables ......... ........................... .. 254 Review: Factoring Practice ........ ............ 266
Factoring a Difference of Squares .......... 255 Review: Multiplication Practice ............. 266
Review: The Lab Ge~ Model ........... ... 255 7.8 Power Play ............................................. 267
Review: Solving Equations .............. ...... 256 Raffle Tickets ......................................... 267
7.A THINKING/WRITING: The Exponent Zero ........................ ......... 267
Cube Problems ...................................... 257 A Better Plan .......................................... 268
The Painted Cube .. .......................... ........ 257 Review: Which is Greater? .................... 269
Cubes in Cubes ....... ......................... ....... 257 Review: A Commutative Law? .............. 269
Review/Preview: Chunking .. ................. 269

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 7.8 THINKING/WRITING: Preview: Multiplication and Exponents. 276
Graphing Inequalities .........•................. 270 Review: Perfect Square Trinomials ....... 276
Compound Inequalities ........................... 270 7.11 Using Largl' Numhers .......................... 277
Quadratic Inequalities ............................. 270 Traveling in the Solar System ................ 277
7.9 Powers and Lar~e Numbers ................ 272 Scale Models ........................................... 277
Approximating Large Numbers .............. 272 Down to Earth ......................................... 278
Closer Approximations ........................... 272 7.12 As thl' Crow Flies .................................. 279
Names for Large Numbers ..................... 273 Square Roots ........................................... 279
Scientific Notation .. ................................ 273 Distance on the Geoboard ....................... 279
Review: Prime Numbers ........................ 274 Discovery: Sums of Perfect Squares ...... 280
7. 10 Using Scientific Notation ...................... 275 Discovery: Sums of Powers ................... 280
With a Calculator .................................... 275 7.C THINKING/WRITING:
How Much Farther? One Googol Zeroes ............................•.. 281
How Many Times as Far? .................. 275
Without a Calculator ............................... 276 Essential Ideas ................................................. 2X2

CHAPTE~ GROWTH AND CHANGE ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 284

8. 1 Height and W l'ight ................................ 2Xfl X.5 Ideal Population Gnmth ...................... Jill
Height as a Function of Age ................... 286 Mathematical Models ............................. 301
Weight as a Function of Age .................. 287 A Doubling Population ........................... 30 I
Weight as a Function of Height .............. 287 How Much More Than?
Boys and Girls .... .................................... 288 How Many Times as Much? .............. 301
8.2 Focus on Function Dia~rams ............... 2X9 A Tripling Population ............................. 302
Review: Parallel-Line Diagrams ............ 289 Multiplying and Dividing Powers .......... 302
The Focus ............................................... 289 X.fl Comparing Populations ..................... .. JIL\
Magnification .... ...................................... 289 Exponential Growth ................................ 303
The m Parameter ............................... ...... 291 Same Population, Different Time ........... 304
Rate of Change ....................................... 291 Different Populations, Same Time ......... 304
The b Parameter ...................................... 291 Different Populations, Different Times .. 304
y =rnx + b ............................................... 292 Population Projections ............................ 305
Review: Binomial Multiplication ........... 292 Review: Factoring Completely .............. 305
8.3 Slope ....................................................... 293 8. 7 Pen:ent I ncreaSl' .................................... JOfl
Grade and Slope .... .................................. 293 An Algebra Tutor's Salary ..................... 306
Geoboard Slope ...................................... 293 Equations With Percents ......................... 307
Slopes From Coordinates ........................ 294 Equations and the Price of Widgets .. ...... 307
Roller Coasters ....................................... 294 Review: Solving Equations .................... 308
Discovery: Slumber Theory ................... 295 Review: Equations and Inequalities ....... 308
XA Linear Funl.'tinns ................................... 21J6 X.X Pen·l.'nt Decrease ................................... .'tit)
The Slope of a Line ................................ 296 A Cashier's Quandary ............................ 309
They-Intercept of a Line .............. .......... 297 Late Paper Policies ................................. 309
Slope andy-Intercept .............................. 297 Discounter Introduces Reductions! ........ 310
Preview: What's the Function? .............. 298 Review: Rate of Change ......................... 311
8.A THINKING/WRITING: 8.8 THINKING/WRITING:
Slope-Intercept Form ........................... 299 Simple and Compound lnterest ........... 312
Horizontal and Vertical Lines ................. 299
Finding m and b ...................................... 299

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 8.9 Equal Powers ......................................... 313 Ratio of Powers ...................................... 318
Powers of 3 and 9 ................................... 313 Opposites ................................................ 318
Powers of 2, 4, 6, and 8 .......................... 313 Early Papers ............................................ 319
Writing Powers Using Different Bases .. 313 Review: Which is Greater? .................... 319
A Power of a Power ................................ 314 Review: Equation Solving ...................... 319
8.10 Working With Monomials ................... 315 Review: What's the Function? ............... 319
Product of Powers ................................... 315 8.12 Small and Large Numbers ................... 320
Power of a Product ................................. 315 Small Numbers in Scientific Notation .... 320
Power of a Ratio ..................................... 316 Reciprocals ............................................. 320
Ratios of Monomials .............................. 316 Units and Reciprocals ............................. 320
Solving Equations ................................... 316 Units in the Metric System ..................... 321
8.11 Negative Bases, Negative Exponents ... 317 8.C THINKING/WRITING:
Reciprocals ............................................. 317 Applying the Laws of Exponents ••.•.•..• 322
More on Exponential Growth ................. 317 Essential Ideas ................................................. 323

CHAPTE~ MEASUREMENT AND SQUARE ROOTS ........................................................................ 3U

9.1 Distance .................................................. 328 Discovery: Walking Distance ................ 343

Taxicab Distance .................................... 328 9.6 Midpoints ............................................... 344
Taxicab vs. Euclidean Distance .......... .... 328 Meeting Halfway .................................... 344
Absolute Value ....................................... 329 Finding a Formula .................................. 344
Review: Surface Area of Buildings ........ 330 The Midpoint of Linear Growth ............. 345
Preview: Mixtures .................................. 330 Midpoint of a Line Segment. .................. 345
9.2 The Pythagorean Theorem .................. 331 Preview: Surface Area Sequences ......... 345
Right Triangles ....................................... 331 9.7 Halfway Measures ................................ 346
Finding Distances from Coordinates ...... 332 Two Accounts ......................................... 346
An Old Problem ........ .............................. 333 The Midpoint of Exponential Growth .... 346
Review: More Surface Area ................... 333 Linear or Exponential? ........ ................... 346
9.3 Radicals .................................................. 334 Using an Equation ........................... ....... 347
Squares and Roots .................................. 334 Review/Preview:
Rectangles and Roots .............................. 334 Calculator Predictions ........................ 347
Multiplying Square Roots ....................... 335 9.8 The Exponent 1/2 .................................. 348
Simple Radical Form .............................. 335 The Halfway Growth Factor ................... 348
Geoboard Lengths ................................... 336 A Fractional Exponent.. .......................... 348
9.4 Radical Operations ............................... 337 Laws of Exponents and Radical Rules ... 349
Multiplication ......................................... 337 Square Roots of Powers .......................... 349
Division .................................................. 337 Challenge: Estimating Population ......... 349
More on Simple Radical Form ............... 338 9.B THINKING/WRITING:
Addition and Subtraction ......... ............... 338 Skidding Distance ................................. 350
9.A THINKING/WRITING: 9.9 Radical Expressions .............................. 351
Geoboard Distances .............................. 339 Making Radical Gear .............................. 351
9.5 The Square Root Function ................... 340 Applying the Distributive Law ............... 351
Roots of Numbers < 1............................. 340 Disappearing Radicals ............................ 351
Diagrams for Squares and Roots ............ 340 Fractions and Radicals ............. ............... 352
Graphs for Squares and Roots ................ 342 Review: Calculator Experiments ............ 352
More Square Root Graphs ...................... 343 Review: Geoboard Puzzles .................... 352
Puzzles: Packing Squares ....................... 343

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 9.10 Blowups .................................................. 353 Baking Brownies ...................... ........ ...... 358
Bigger Boxes .......................................... 353 Puzzles: More Polyomino Tilings .......... 359
Stretching Polyominoes ........................ .. 353 Review: A Square Number of Squares .. 359
Perimeter ................................................. 354 9.12 Similar Figures ...................................... 360
Area ........................................................ 354 Ratio of Similarity .................................. 360
Back to Work .......................................... 355 Area, Perimeter ....................................... 360
Review: Scientific Notation ................... 355 Volume, Surface Area .. .......................... 361
Review: What's YourSign? ................... 355 Train Sets ................................................ 361
Review: The Chessboard ........................ 356
Discovery: Decimal Exponents .............. 356 9.C THINKING/WRITING:
Review: Equal Ratios ............................. 356 SuperTangramsTM, Midpoints ............. 362
Review: Distributive Law Practice ........ 356 SuperTangramsTM .. .. .... .. ......................... 362
Midpoints ........ .. .... .... .. ............................ 363
9.11 Let's Eat! ............................................... 357
Pizza Prices ............................................. 357 Essential Ideas ................................................. 364

CHAPTE:ffSATISFYING CONSTRAINTS •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 366

I 0.1 The Van Pool ......................................... 368 Discovery: Differences of

Sharing Costs .......................................... 368 Perfect Squares ........................ .......... 383
Negotiations ............................. ............... 368 Review: Sides of Squares ....................... 383
Inflation .................................................. 369 10.6 Line Intersections ................................. 384
Review/Preview: Recipes ...................... 370 Points on Lines ............ .................... ....... 384
Review: Exponents ................................. 370 How Many Intersections? ...... .. .. ........ .. ... 384
10.2 How Much of Each Kind? .................... 371 How Many Solutions? ............................ 384
At the Laundromat®.... ........................ .... 371 Adding Lines .......................................... 385
Cranberry-Apple Juice ............................ 372 More Mind Reading ...................... .......... 385
10.3 Two Variables, Two Equations ........... 373 Review: Slope-Intercept Form ............ .. . 386
Mystery Containers ............................. .... 373 I 0. 7 Using Simultaneous Equations ............ 387
One Equation, One Constraint.. .............. 373 Writing Equations .......... ............ ............ . 387
Simultaneous Equations .............. ...... ..... 374 Gadgets and Widgets ...................... .. ...... 387
Mind Reading ......................................... 374 Mozart .......................... .. .. .......... ........... .. 387
Review/Preview: Evaluating ..... ............ 374 College Applications .................... .... .. .... 388
Review/Preview: Solving for y .............. 374 Mexican Food .... .... ............ ..................... 388
Discovery: Consecutive Numbers ..... ..... 375 Chemistry ..................................... .. ......... 388
Discovery: Nine Factors ........................ 375 Geometry .. .............................. ................ 388
10.4 Solving Systems ..................................... 376 Problematic Problems .................. ........... 388
Solving Techniques: Substitution ........... 376 I 0.8 Lines Through Points ........................... 389
Solving Techniques: Finding Coordinates ............................... 389
Linear Combinations .................. ....... 378 Lines Through a Point ............................ 389
Systematic Practice .......................... .. ..... 379 Finding the Equation of a Line .... ........... 389
lO.A THINKING/WRITING: Celsius-Fahrenheit Conversion ............... 390
Juice Experiments ................................. 380 Adding Points .. .......... .......... .......... .... ..... 391
Discovery: Real Word Problem ............. 391
10.5 Standard Form ...................................... 381
Intercepts .................... ............................ 381 10.B THINKING/WRITING:
The Case When A = 8 ............................. 381 Fitting a Line ......................................... 392
Varying A ................................................ 382 Discovery: Beyond Square Roots .. .. ...... 393
Varying B.................................. ......... ..... 382 Essential Ideas ................................................. 394
Varying C ............................ ................... 382

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CHAPTE~I NTERPRETI NG RATIOS •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 3%

II. I Sums of Geometric Sequences ............. 398 Two Games ........... ............ ...................... 409
The Bouncing Ball .................................. 398 Two-Dice Sums ...................................... 409
Using Symbolic Notation ....................... 398 Outcomes and Events ............................ .409
Finding the Sum ...................................... 399 Create Dice Games ................................ .411
Other Bounce Ratios ..................... .. ........ 399 Discovery: Three Quantities,
Discovery: Four Numbers ..................... .400 Three Constraints .............................. .411
11.2 Decimals and Fractions ........................ 40 I 11.6 What is Probabilit)•'! ............................. 412
Writing Fractions as Decimals .............. .401 Relative Frequency ................................ .412
Writing Decimals as Fractions .............. .401 Equally Likely Outcomes ...................... .413
Rational Numbers ................................... 402 Theoretical vs. Observed Probability ..... 413
11.3 Stairs and Squares ................................ 403 Subjective Probability ............................. 414
Stair Safety ............................................. 403 11.7 Random Walks ...................................... 415
Stairs on Lines ....................................... .403 A Four-Coin Experiment. ...................... .415
Lattice Points and Fractions .................. .404 The Mad Probabilist ............................... 416
Geoboard Diagonals ...... .........................404 Making a Map ......................................... 416
Discovery: Slope Relationships ............ .405 Discovery: Pascal Patterns ..................... 417
11.4 Irrational Numbers ............................... 406 11.8 Unit Conversion .................................... 418
Prime Factorization ................................. 406 Two Rulers ............................................. 418
The Square Root of Two ....................... .406 Multiplying by One ................................ 419
Discovery: Sum Fractions ...................... 407 Two-Step Conversions ........................... 419
Discovery: Comparing Coupons ............ 407 Review: Solving Systems ....................... 420
ll.A THINKING/WRITING: ll.B THINKING/WRITING:
Nested Squares ...................................... 408 Calibrating a Speedometer .................. 421
11.5 Dice Games ............................................ ..J09 Essential Ideas ................................................. 422

CHAPTER .. MATHEMATICAL MODELING ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 424

12.1 The U.S. Population, 1890-1990 ......... .-'26 12.-' Mathematical Models in Science ......... 435
Examining Data ...................................... 426 Heating and Cooling Gases .................... 435
Making Predictions ................................. 426 Stretching It ........................................... .436
Estimating Missing Data ...... ................. .427 Dependence and Independence .............. 436
Examining Assumptions ......................... 427 Your Own Experiments .......................... 437
Review: Line Through Two Points ........ 428 12.A THINKING/WRITING:
12.2 The Median-Median Line .................... ..J29 Equations from Data ............................ 438
Fitting a Line .......................................... 429 11.5 Modeling Motion ................................... 439
Examining the Model ......................... .... 430 Average Speed .... ....... ...................... ....... 439
Using the Model ..................................... 431 Relay Race .............................................. 439
Extending the Model .............................. 431 Catch Up and Meet. ................................ 440
Your Own Data ....................................... 431 Saving Time ............................................ 441
12.3 Safe Driving ........................................... 432 12.6 (;earing Up ............................................ 442
A Formula ........................................ ....... 432 Big Wheels .. ........................................... 442
Graphing BAC vs. Alcohol .................... 432 How Gears Work .................................... 442
Graphing BAC vs. Weight... ................... 433 Gear ................. ....................................... 443
The Effect of Time ................................ . 433 Cadence .................................................. 443
Safe Driving Guidelines ......................... 433 Design a Bike .......................................... 444
Review: Comparing Fractions ................ 434

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 12.7 Iterating Linear Functions ................... 445 Focus on Simultaneous Equations .......... 449
Tree Harvesting ........ ................. ............. 445 Families of Functions ............................ . 449
Drugs .... .............. ... ..... ..... .................. ..... 445 12.8 THINKING/WRITING:
Savings ......... .............................. ............. 446 V-Shaped Graphs ................................. 451
The Fixed Point ......... .................... ......... 446 The Square Root of x' ....................... ...... 451
Analyzing the Sequences ........................ 446 Absolute Value ................ ....................... 451
Discovery: Two Rulers .......................... 44 7 A Round Trip .......................................... 451
12.8 Representing Functions ........................ 448 Review: Like Terms ............................... 452
Points and Lines ................... ................... 448 Essential Ideas ................................................. 453

CHAPTE~MAKING DECISIONS •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 456

13.1 Rectangular Pens: Maximum Profit ........................ ....... ... ... 468
Constant Perimeter .......................... 458 Minimum Cost .. .................... .............. .... 468
Width as a Function of Length ..... .... ...... 458 13.5 Packing and Mailing ............................. 469
Area as a Function of Length .................459 Maximizing Volume ........................... .... 469
Parabolas Through the Origin ......... .... ....459 Storing Cubes ..... .. ............... ..... .......... .... 469
Review: Fixed Points .... ......................... 460 Postal Regulations ........ ..... ..................... 470
13.2 Advanced Penmanship ......................... 461 13.6 Solving with Squares ............................ 471
Pen Partitions .......................................... 461 Equal Squares ......................................... 4 71
Graphs of Area Functions ....... ................461 Completing the Square ........................... 471
Different Forms .. .................................... 462 Square Practice ................................ .......472
Maximizing Area .................................... 462 Quadratic Equations Checkpoint.. ......... .472
13.3 The Zero Product Property ................. 463 13.7 Finding the Vertex ................................ 473
Zero Products .......................................... 463 Translating a Parabola ........................... .473
Solving Quadratic Equations ................. .464 Vertex Forrn .... ........................................ 473
Symmetry ................................................ 464 Sitting on the x-Axis ............................... 474
Vertex and Intercepts ............................. . 465 Straddling they-Axis .............................. 475
Discovery: Two Definitions ............. ...... 465
13.8 Quadratic Equations:
13.4 Rectangular Pens: Constant Area ...... -466 x' + bx + c = 0 ................................ 476
Width as a Function of Length ... ...... ...... 466 Finding the x-lntercepts .......................... 476
Perimeter Lines .................. ..................... 466 Solving Quadratic Equations .. .............. .. 477
Perimeter as a Function of Length ......... .467 Quadratic Equations Checkpoint ...... ...... 4 77
Number Puzzles .............. ........................ 467
13.8 THINKING/WRITING:
13.A THINKING/WRITING: Find the Dimensions ............................. 479
Business Applications ........................... 468
Essential Ideas ................................................. 480

CHAPTE~RAnos AND Roors••••.•••.•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 482

14.1 Rectangle Ratios ................................... 484 14.2 Simplifying Algebraic Fractions .......... 487
Half Rectangles .................................... ... 484 Adding or Subtracting
The International Paper Standard .......... .485 Equal Amounts ......... ......................... 487
Dynamic Rectangles ...... .. ... .................... 485 Common Dimensions and Division .. ...... 487
Discovery: Interesting Numbers ......... ...486 Simplifying Fractions ................ ............. 488
Review: Numbers and Zero in the Denominator. ....................... .489
Their Reciprocals ............. .. ................ 486 Always, Sometimes, Never ......... ........... 489

Contents

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 14.3 Fractions and Equations ...................... ..J90 14.6 Translations of y = ax' ......................... 499
Complicating Fractions ........................... 490 Vertex Form ............................................ 499
Common Denominators .......................... 490 More on Equal Squares ........................... 499
From Quadratics to Fractions ................. 491 Completing the Square ........................... 500
From Fractions to Quadratics ................. 491 The Quadratic Formula, Again ............... 500
14.4 Finding the Vertex ................................ 492 Discovery: Egyptian Fractions ............... 501
Different Shapes ...................... .............. .492 I..J.7 Equations and Numbers ....................... 502
Intercept Form ....................................... .492 How Many x-Intercepts? ........... ............. 502
Standard Form ........................................493 How Many Solutions? ............................ 502
Finding H and V............. ........................ .493 Sum and Product of the Solutions .......... 503
Same Shape ............................................. 494 Kinds ofNumbers .................. ................. 503
14.A THINKING/WRITING: 14.8 The Golden Ratio .................................. 504
In the Gutter•.•..•.•....•..•....•.•...........•....•.. 495 The Golden Rectangle ............................ 504
14.5 A Famous Formula .............................. A96 A Special Sequence ................................ 505
Standard Form of a Quadratic ................ 496 Golden Windows .................................... 505
Finding the x-Intercepts ................ .......... 496 14.8 THINKING/WRITING:
Solving Quadratic Equations .................. 497 Up and Down Stream ...•....••.....•........•.• 506
The Quadratic Formula ........ ................... 497 Boats and Currents .................................. 506
Discovery: A Tough Inequality ............ .498 Airplanes and Winds ........ ...................... 506
Review: Rectangles ................................ 498 Your Own Problem ................................. 506
Essential Ideas ................................................. 507

GLOSSARY .......................................................................................................................................509

INDEX ...............................................................................................................................................513

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Contents
~ Creative Publications

CONCEPTS

TOOLS

Anita Wah
Henri Picciotto

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CHAPTER
.,., """~ ...!.; ·_ ·; ~·· _·••";· :. ,

The spiral shape of a ram's horn

Coming in this chapter:

IJi.it.iijiit.Jil If you draw a closed shape by following the lines
on graph paper, you can find its area and perimeter by counting.
For a given area, what perimeters are possible?

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PERIMETER AND AREA PATTERNS

1.1 Polyominoes
1.2 Perimeter of Polyominoes
1.3 Introduction to the Lab Gear
1.4 Variables and Constants
1.A THINKING/WRITING:
Graphing Rectangle Areas
1.5 Dimensions
1.6 Coming to Terms
1.7 Perimeter
1.8 Window-Shopping
1.8 THINKING/WRITING:
Drapes
1.9 Adding and Multiplying
1.10 Three Dimensions
1.11 Word Figures
1.12 Area on the Geoboard
1.( THINKING/WRITING:
More Window Prices

• Essential Ideas

Digitized by Go
 Polyominoes
- --- ....~ , ~~ .._ ....&. ~ #-, .,_ '' ':.. ,, ._ _ . . .'" ,. ,-, --- ..:~ ~ ,..,
- C"" - ..... - " - c - ' -

You will need: •••••••••••••••••••••• AREA AND PERIMETER

••
••
•••
graph paper EHE
.................................... .. l::i±::::i;l
••
••
Large polyominoes may have holes in them, as
in this 11-omino (i.e. polyomino of area 11 ).
••• ••••• •••• ••••• ••••• ••••• •••• •••

I Definition: Polyominoes are shapes that are

made by joining squares edge-to-edge. The
best known example is the domino. In this book, we will not discuss polyominoes

I
with holes.

Using three squares, you can find two different Definitions: The area of a two-dimensional
trominoes, the straight one and the bent one. figure is the number of unit squares it would
take to cover it. The perimeter of a figure is
the distance around it.
For example, the area of the domino is 2, and
There are only two trominoes. The bent one is its perimeter is 6.
shown in different positions.
In this book, area and perimeter will provide
you with many opportunities to discover and
apply algebra concepts.

The following shapes are not polyominoes. 5. Here is a 10-omino. What is its area?
What is its perimeter?

1. What part of the definition do they violate?

DISCOVERING POL YOM I NOES

6. Draw some 10-ominoes, and find the
2. Tetrominoes are made up of four squares. perimeter of each one. It would take too
There are five different tetrominoes. Find long to find all of the I 0-ominoes, but try
all of them. to find every possible 10-omino perimeter.
3. Guess how many squares make up a pen- 7. Repeat problem 6 for 16-ominoes.
tomino. Find all twelve pentominoes.
Make sure you do not "find" the same one 8. Draw as many polyominoes as you can
more than once! having 10 units of perimeter, and find the
area of each one.
4. C) Find as many hexominoes as you can.
9. Find some polyominoes having perimeter
16. It would take too long to find all of
them, but try to find every possible area.

,4.4 Chapter I Perimeter and Area Patterns

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 1.1.

1o.IFII!,!,@j Describe any patterns you 12. hi.!!§91 The words polyomino, tetromino,
noticed when working on this lesson. pentomino, hexomino all end the same
way, but they start with different prefixes.
11. ~ Have you found any polyominoes a. Find other words (not just from mathe-
having an odd-number perimeter? If you matics) that start with the prefixes
have, check your work. If you haven't, poly-, tetr-, pent-, and hex-. Tell the
explain why. meaning of each word.
Area and perimeter of polyominoes are related. b. What are the prefixes for 7, 8, 9, and
It is not a simple relationship: for a given area, 10? Find words that begin with those
there may be more than one perimeter possi- prefixes. Tell the meaning of each
ble. For a given perimeter, there may be more word.
than one area. c. Write a story using as many of the
words you found as possible.

PREVIEW DIMENSIONS d. a piece of paper

e. a piece of string
• The following are one-dimensional: a line, f. an algebra student
the boundary of a soccer field.
g. Mickey Mouse
• The following are two-dimensional: the
h. the boundary of a county
surface of a lake, the paper wrapped
around a present. i. the water in a glass
• The following are three-dimensional: an j. the paint on a house
apple, a person. 14. Name three objects of each kind.
An object like a sheet, while it does have a. one-dimensional
some thickness and therefore is three-dimen- b. two-dimensional
sional, can be thought of as a model of a two- c. three-dimensional
dimensional surface with no thickness.
Getting comfortable with the concept of
Similarly, a wire or even a pencil can be
dimension will help you with some of the
thought of as a model of a one-dimensional
algebra concepts that you will study later in
line.
this course.
13. Divide the following into three groups:
one-, two-, or three-dimensional. 15. Draw a picture that incorporates several
a. a book of your objects of different dimensions.
b. a lake 16. Write a short paragraph explaining what
c. a map 3-D glasses are used for.

1.1 Polyominoes

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 Perimeter of Polyominoes

You will need:

•••••••••••••••••••••• area 4, the minimum perimeter is 8, and
•
•• ••
•• . . . . . . . . . . . . . . . . . . . HH3
graph paper
w •
•
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
the maximum is 10. Is it possible to have
a perimeter of 9?)
5. What perimeters are possible for area 9?
SHORTEST AND LONGEST PERIMETER

For polyominoes with a given area, there may MAKING PREDICTIONS

be more than one perimeter. In this section, Mathematics is the science of patterns.
you will try to find the shortest and the longest Discovering a pattern can help you make
perimeter for each given area. predictions.
1. Copy this table, extend it to area 24, and 6. Predict the longest possible perimeters for
fill it out. (A few rows have been done for polyominoes having these areas. If the
you.) Experiment on graph paper as much number is not too big, experiment on
as you need to, and look for patterns. graph paper to test your predictions.
a. 36 b. 40 c. 100
Perimeter
d. 99 e. 101 f. 1000
Area Shortest Longest
7. . _ Explain your method for answering
I 4 4 problem 6.
8. Predict the shortest possible perimeters for
2 6 6
polyominoes having these areas. If the
3 number is not too big, experiment on
graph paper to test your predictions.
4 8 10 a. 36 b. 40 c. 100
5
d. 99 e. 101 f. 1000
9. . _ Explain your method for answering
... problem 8 .
2. . _ What patterns do you notice in the MAKING A GRAPH
table? Explain.
10. On graph paper, draw a horizontal axis and
3. () Describe the pattern for the perimeter a vertical axis. Label the horizontal axis
of a polyomino of area A, having: Area and the vertical axis Perimeter, as in
a. the longest perimeter; the following graph. Extend them as far as
you can, to at least 25 units for area and 55
b. the shortest perimeter.
units for perimeter.
4. For a polyomino having a given area,
what perimeters are possible between the
shortest and longest? (For example, for

Chapter I Perimeter and Area Patterns

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 1.2.

13. Using the same axes, repeat problem I

with the numbers for area and shortest
perimeter. One dot would be at (4, 8).
14. Describe what the graph looks like.

• INTERPRETING THE GRAPH

15. Explain why the first set of points is

higher on the graph than the second set.
16. As the area grows, which grows faster, the
longest perimeter or the shortest perime-
ter? What happens to the gap between
the two?
17. Use the graph to figure out how many dif-
5 10 15 ferent perimeters are possible for an area
Area
of 25. Explain how you did it.
I Definition: The point where the axes meet
is called the origin. 18. Use the table you made in problem I to
answer problem 17. Explain how you
For the following problems, you will need the did it.
numbers you found in the table in problem I.
19. Use the graph to check whether there is
11. For each area, there is one number for a polyomino having area 15 units and
the longest perimeter. For example, the perimeter 20. Explain how you did it.
longest perimeter for an area of 4 is I 0.
This gives us the number pair (4, I 0). Put 20. Use the table you made in problem I to
a dot on the graph at the corresponding answer problem 19. Explain how you
point. (Count 4 spaces to the right of the did it.
origin, and 10 spaces up.) Do this for all In this lesson you used patterns, tables, and
the area and longest perimeter points on graphs to help you think about a problem. This
the table. is an important skill which you will develop
12. Describe what the graph looks like. throughout this course.

1.2 Perimeter of Polyominoes

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.1.2

PREVIEW UNITS AND DIMENSIONS

21. Divide the following units into three
groups according to what they measure:
Length is measured in linear units, such as the length, area, or volume.
inch (in.) or centimeter (em). Length refers to a. acre b. fluid ounce
one dimension. c. foot d. gallon
e. kilometer f. liter
g. meter h. mile
Area is measured in square units, such as the
square inch (in. 2, or sq in.) or square centime- i. pint j. quart
ter (cm2). Area refers to two dimensions. k. yard
22. For each unit listed in problem 21, name
something that might be measured with it.

D For example, for (a), the area of a farm

could be measured in acres.

Volume is measured in cubic units, such as the

cubic inch (in. 3, or cu in.) or cubic centimeter
(cm3, or cc). Volume refers to three
dimensions.

4 8 Chapter I Perimeter and Area Patterns

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 Introduction to the Lab Gear

You will need: •••••••••••••••••••••• THE BLUE BLOC I<S

•
••• •• The blue blocks represent variables.
the Lab Gear -.li?'t
...................................... ~ •
•• •• All the Lab Gear variables are related to these

-
••••••• ••••• •••• •••• •••••••••••••• two blocks .
The Lab Gear blocks come in two colors,
yellow and blue. X y

THE YELLOW BLOCKS Variables are usually named by letters. Since

the names x and y are used most often in alge-
The yellow blocks represent whole numbers,
bra, they have been chosen to name the vari-
such as l, 5, or 25.
ables in the Lab Gear.
4. Write a way to remember which block is x
and which block is y.
1. Use the Lab Gear to represent these quan-
tities. Write down what blocks you used.
a. 13 b. 21 5x
2. Find as many different numbers as possi- This block represents 5 • x (which is usually
ble that can be represented by using written as 5x). The reason it is 5x can be seen
exactly three yellow blocks. by counting the number of x's that make it.
Another way to see it is to notice that it is a
3. ~ Write some numbers that cannot be rectangle. In a rectangle, the area is equal to
represented by the Lab Gear. Explain why the length times the width. Using the corner
you believe this to be true. piece, we can measure the 5x block, and see
You will soon learn to use the Lab Gear for that its dimensions are 5 and x, and its area is
negative numbers. Later, you will use the Lab 5x square units.
Gear to work with fractions.
<( 5 )o

~$$$~
. I I I I I
Notice that the block that represents 25 is a
5-by-5 square.
Notation: In algebra, the multiplication 5
times 5 is written 5 • 5 = 25, or 5(5) = 25.
Do not use x to indicate multiplication-it
could be confused with the letter x. When
handwriting, use a dot, and when typing
or using a computer, use an asterisk:
5 * 5 = 25. In this book, we will use the dot.

1.3 Introduction to the Lab Gear

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.1.3
5. Using the corner piece, find the measure- 8. In algebra the quantity x • x • x is read x
ments of each of these blocks in terms of x cubed, or the cube of x. Why do you think
andy. Sketch each block. Label each one it is called that?
with its dimensions and area.
9. Use the corner piece to find the length,
width, and height of each of the remaining
blocks in terms of x andy.

Notation: In algebra, 5 · x is written 5x, and

x · y is written xy. (When no operation is
indicated, multiplication is understood.)
x ·xis abbreviated x 2, and read x squared,
or the square of x.
to.@ih,!ufiiN Sketch each Lab Gear block,
6. Explain why x 2 is read the square of x. and label it with its name. Keep these
The following figure shows x · x · x in the labeled sketches in your notebook for
corner piece. There is a block whose measure- future reference. (However, if you forget
ments in three dimensions (length, width, the name of a block, you don't need to
height) match those shown. look it up. Just measure it, using the
corner piece.)

11. Sketch what each of the following would

look like with the Lab Gear. If an expres-
sion is impossible to show with the Lab
Gear, explain why.
a. x 2 + x 2 + 3
7. Which block would fit in the corner piece b. x 2y + xy
with those measurements? What shape c. x + x 2 + x 3
is it? d. x 3 + x 4

DISCOVERY HANDSHAKES (Hint: You may use sketches to help you

solve the problem. A good approach is to
12. There are nine teachers at a math depart- start out by counting the handshakes if
ment meeting. They decide to shake there are two, three, four, five people at
hands with each other before starting the the meeting, and by looking for a pattern.)
meeting. Each teacher is to shake hands
exactly once with each other teacher.
How many handshakes does it take?
Explain your answer and how you arrived
at it.

Chapter I Perimeter and Area Patterns

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 Variables and Constants

You will need: •••••••••••••••••••••• 1. Sketch what x + 2 looks like modeled

• with the Lab Gear. Then sketch what it
• •
.••• the Lab Gear ~
..................................... .•
•
• looks like if the following substitution
is done.
••••••••••••••••••••••••••••••••••
Variables are one of the most important con- a. x = 5 b. X= I
cepts of algebra. A variable can stand for dif- C. X= 3 d. X= 0
ferent numbers at different times. For example, 2. Repeat problem 1 for x 2 .
x could be a positive or a negative number or
0. It could be greater than y, less than y, or 3. Repeat problem I for x 3.
equal toy. 4. Repeat problem 1 for 3x.
Because they do not change, numbers are An expression that involves x can have many
called constants. different values, depending on the value of x.

SUBSTITUTING SUISTITUTING

I Definition: Replacing a variable by a con-

stant amount is called substitution. I Definition: To evaluate an expression

I
means to find its value for a particular value
of x.
Example: The figure shows how the Lab
Gear can be used to show the substitution Looking back at the figure in the previous sec-
x = 2 for the expressions x, x + 2, 3x, x 2 , tion, you can see the value of each expression
when x = 2. The figure shows that x + 2 = 4,

-
and x 3•
3x = 6, x 2 = 4, and x 3 = 8.
x:
In the following problems:
• Put out blocks to match each figure.
-IEIIEI • Replace the variables (represented by
X+ 2: IEIIEIIEIIEI blue blocks) with the given constants

--
(represented by yellow blocks).

3x:

- IEIIEIIEIIEI
IE!IE!
5.
• Evaluate each expression by counting
what you have.
Evaluate for :
x2:
- • a. y = 1; b. y = 2; c. y = 0.

~
x3:

1.4 Variables and Constants 114

Digitized byGoogle
.1.4
THE SUBSTITUTION RULE

In the following equations, there are two

place-holders, a diamond and a triangle.
The substitution rule is that, within one
expression or equation, the same number is
placed in all the diamonds, and the same num-
7. Evaluate for: ber is placed in all the triangles. (The number
a. x = 5 and y = 4 in the diamonds may or may not equal the
b. x = 4 and y = 0 number in the triangles.)
For example, in the equation
0+0+0+~=~+~

if you place 2 in the 0 and 3 in the ~. you get

2 + 2 + 2 + 3 = 3 + 3.
Evaluate these expressions without using the
Lab Gear. You may want to use your calculator. Note that even though the diamond and trian-
gle were replaced according to the rule, the
8. l + 5y + 3 if y = 1.3 resulting equation is not true.
9. l + xy + 5x + y + 5 if x = ~ and y = 4 t2J:mil@i!!·lr1 The equation
Evaluating expressions is important in many 0+0+0+~=~+~
walks of life, from science and engineering to is not true with 2 in the 0 and 3 in the~.
business and finance. It is usually done with Find as many pairs of numbers as possible
the help of calculators and computers. In this that can be put in the 0 and in the ~ to
course you will learn some of the ideas that are make the equation true. For example, 0 in
built into calculators and computers. both the ~ and 0 makes it true. Arrange
FINDING X
your answers in a table like this:

Use trial and error for these problems. 0 d

10. lf x + 2 = 18, what is x? 0 0

11. What is x if
... ...
a. 3x = 18? b. x 2 = 64?
c. x 3 = 64? Describe any pattern you notice. Explain
In a sense, finding xis the reverse of substitut- why the pattern holds.
ing. In future chapters you will learn many
methods for finding the value of a variable.

Chapter 1 Perimeter and Area Patterns

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 1.4.

For the following equations, experiment with 22.l;i§.I.Iel Say that 0 is x and ~ is y. For each
various numbers for 0 and ~- (Remember the equation above, show both sides with a
substitution rule.) For each equation, try to sketch of Lab Gear blocks. In some cases,
give three examples of values that make it true. the sketches may help you explain
If you can give only one, or none, explain why. whether the equations are always true or
not. For example, for problem 13 both
13. 0 + 0 + 0 = 3.0

---
sides would look like this.
14. 0 + 0 + 0 = 4.0
15. +~ +~= 3.~
~
But, for problem 14 the right side would
16. 0 + 0 + 2 = 3 • 0 look like this. Write an illustrated report

--
17. 0 + 0 + 2 = 2. 0 about what you did.

18. 0.
19. 0. ~ =
~ = ~.

~ +0
0

20. 0 . 0 . 0 = 3 . 0
21. 0 . 0 . ~ = 0 + 0 + ~
--

1.4 Variables and Constants

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~ll@iiji@~
WRITING
1 • A Graphing Rectangle Areas

How does the area of a rectangle change if you 6. On the same axes, graph the data you
vary either the length or the width and leave obtained for 2-by-x, 3-by-x, and x-by-x
the other dimension unchanged? How does the rectangles. For more accuracy on the last
area of a rectangle change if you vary both the one, you may use your calculator to find
length and the width? Tables and graphs will points for x = 0.5, 1.5, and so on. Label
help you investigate these questions and notice your graphs 2 by x, 3 by x ....
patterns.
7. l;iq.I·lel Write about the four graphs.
1. What is the area of a rectangle having the Describe them and compare them . Your
following dimensions? report should reflect what you learned in
a. I by 9 b. 2 by 9 the above investigation. It should consist
c. 3 by 9 d. 9 by 9 of three parts: a problem statement, a
detailed explanation, and a conclusion.
2. What is the area of a rectangle having the
It should include, but not be limited to,
following dimensions, if x = I 0?
answers to the following questions.
a. I by x b. 2 by x
• What is the shape of each graph?
C. 3 by X d. X by X
• Which ones are alike? Different? Why?
3. Make a table like this, extending it to • How do the first three graphs differ from
X= 6. each other? What is the meaning of that
difference?
Area of rectangle having • What is special about the fourth? Why?
dimensions:
• Do the graphs ever intersect each other?
X 1 byx 2 byx 3byx xbyx What is the meaning of the points of
intersection?
I I 2 3 I
• Where do they cross the vertical axis,
2 ... ... ... ... and what is the meaning of that point?
• Where does the fourth one cross the
4. Draw axes, with x on the horizontal axis, others, and what are the meanings of
and area on the vertical axis. Plot the those points?
points you obtained in problem 3 for the • Which area grows the fastest? Why?
area of 1-by-x rectangles. For example,
(I, I) will be on the graph.
5. Does it make sense to connect the points
you plotted? What would be the meaning
of points on the line, in between the ones
you got from your table? Label your graph
1 byx.

Chapter 1 Perimeter and Area Patterns

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 Dimensions

You will neetl: •••••••••••••••••••••• 6. Sketch the following:

•
• • a. four x-blocks arranged to model a one-
:• ~~:. ~~?.. ~.~·~·~···· ....-..:J :• dimensional line segment;
• •
•••••••••••••••••••••••••••••••••• b. four x-blocks arranged to model a two-
dimensional rectangle;
DIMENSIONS AND THE LAB GEAR
c. four x-blocks arranged to model a
Of course, all the Lab Gear blocks are three- three-dimensional box.
dimensional, (as are all objects in the real
world). However, we sometimes use the 7. Sketch the following :
x-block, or the 5-block as a model of a one- r
a. three -blocks arranged to represent a
dimensional object. That is, as a model of a two-dimensional rectangle;
line segment of length x, or 5. Similarly, we b. three x 2-blocks arranged to represent a
can use the x 2- or xy-blocks as models of two- three-dimensional box.
dimensional, flat objects.
FACES OF THE LAB GEAR
1. Some blocks, such as the x3, cannot be
used as models of one- or two-dimensional The x 2-block, as seen from the side, looks just
objects. Make a list of these blocks, which like the x-block seen from the side, since in
we will call the 3-D blocks. either case you see an x-by-1 rectangle.

When making sketches of the Lab Gear, if 3-D 8. a. Make an x-by-1 rectangle by tracing an
blocks or three-dimensional arrangements are x-block.
not involved, it is much more convenient to b. Place the x 2-block on the rectangle you
work with two-dimensional sketches of the traced. For it to fit, you will have to
blocks as seen from above. stand it on edge.
c. Which other two blocks can be placed
2. Which blocks do these figures represent?
on the rectangle?
9. a. Using a block, trace another rectangle
(or square).
b. Find all the blocks that fit on it.
3. Make a 2-D sketch of each of the ten "flat" 10. Repeat problem 9, until you have found
blocks as seen from above. five more groups of blocks. List each
4. On your sketch, write I on the blocks that group. Some blocks will appear on more
model one-dimensional line segments, than one list.
and 2 on the blocks that model two- In the next sections, when putting blocks next
dimensional figures. to each other, join them along matching faces.
5. Which block can be thought of as a model
of a zero-dimensional point?

1.5 Dimensions

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.1.5

MAKE A RKT ANGLE

11. 1 5:J.I!.!FI!!•],I Build each shape and sketch it,

showing which blocks you used.
a. Use only blue blocks; make a rectangle
that is not a square.
b. Use both yellow and blue blocks; make
a rectangle that is not a square.
c. Use both yellow and blue blocks; make
a square.
d. Use only blue blocks; make a square.

12. Use 1-blocks to make as many different

rectangles as you can, having area: 14. There is another rectangular arrangement
a. 12 b. 13 c. 14 of the same blocks which has different
dimensions. Find it.
d. 30 e. 31 f. 32
For each problem:
13. Make and sketch as many Lab Gear rec-
tangles as you can having area: a. Arrange the given blocks into a rectan-
gle in the comer piece.
a. 8x b. 6xy
b. Sketch it (as seen from above).
You can rearrange the blocks 2x2 + 12x into a c. Write the length, width, and area.
rectangle like this.
Find two different solutions for problem 17.
15.

16.
-
17.

By now you should be able to find the length,

The length and width of this rectangle are
width, and area of any Lab Gear rectangle.
x + 6 and 2x, which can be seen better if you
This will be a useful skill throughout this
organize the blocks logically and use the cor-
course.
ner piece, as shown. (Notice that you could
also tum the rectangle so that the length and
width are exchanged. This is considered to be
the same rectangle.) The area of the rectangle
2x2 + 12x can be found by just counting the
blocks.

Chapter I Perimeter and Area Patterns

Digitized byGoogle
 1.5.
For each problem, the area of a rectangle is MAKE A SQUARE
given. For each problem, the area of a square is
a. Get the blocks that are named. given.
b. Make the rectangle. a. Get the blocks.
c. Write the length and width. b. Make the square.
One problem is impossible. Explain why. c. Write the side length.
18. 3r + 9x 19. 3xy + 2x + r One problem is impossible. Explain why.
20. 4x2 + 9y 21. r + 5x 22. 36 23. 49
24. 40 25. 4x2
26. 9r 21. r + 2x + 1

PREVIEW THE ZERO MONSTER 28. Find out how many zeroes the Zero
Monster ate. What was left after it finished
The Zero Monster eats zeroes. However, all I eating? Fill in the blanks.
have to feed it are cups (U), and caps (n). It a. 9U + 6n =
will not eat cups or caps, but it can put one U b. 9U + 6U =
together with one n to create a zero, which it eats.
c. 9n + 6n =

no
d. 9n + 6U =
29. Fill in the blanks.
a. 4U +
U zero
b. 4U +
= 8n
= 8U
c. 4n + = sn
d. 4n + = su
30. Fill in the blanks.
a. 7U + = ln
b. 7U + = lU
c. 7n + = tn
d. 7n + = lU
For example, if there are three cups and five
caps, it will make and eat three zeroes, leaving 2n and 2U are examples of opposites, because
two caps. This can be written like this: when you add them, you get zero. The concept
of opposite is important in algebra, and we will
uuu + nnnnn = nn return to it in Chapter 2.
or like this:
3u + sn = 2n

1.5 Dimensions

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 Coming to Terms

You will need:

•••••••••••••••••••••• Of course, x 3 cannot be shown in less than
•
• • three dimensions, so its degree is 3.
• ••
•
• • 3. Write the degree of each blue block .
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
The degree of a constant expression (any com-
1. Name a Lab Gear block that can be used bination of yellow blocks) is considered to be
as a model for an object with: 0. The reason for this is that the yellow blocks
a. three dimensions; can be separated into 1-blocks, which model
b. two dimensions; zero-dimensional points, with no length,
c. one dimension; width, or height. See the figure below, which
d. zero dimensions. shows how the number 8 can be shown in
three ways.
Definitions: In the expression
Three dimensions
x 3 + 2xy - 3x + 4,
four quantities are added or subtracted, so ~ or
we say that there are four terms: x 3, 2xy, 3x,
and 4. Note that a term is a product of num- Two dimensions
bers and variables. The sum or difference of
one or more terms is called a polynomial.
Note that polynomials do not involve division
by variables. For example, (1/x) + x is not a One dimension
• s s s s s s s '
polynomial. ~ I I I I I I II

DEGREE Zero dimensions

The degree of an expression, in terms of the
Lab Gear, is the lowest dimension in which
you can arrange the blocks. For example,
take the expression 3x. These blocks can be 4. What is the degree of these terms?
arranged in a rectangle (two dimensions) or a. 4y b. 5x2
in a line (one dimension).

-
c. 2xy2 d. 7
The degree of a polynomial can be found in
the same way. For example, the figures below
The lowest dimension is one, so the degree of show how the blocks x 2 and y can be arranged
3x is one. in figures of two or three dimensions.
However note that they cannot be arranged
2. Show how the term 2xy could be arranged
into figures of zero or one dimension.
as a box (three dimensions) or as a rectan-
gle (two dimensions). What is the degree
of2xy?

Chapter I Perimeter and Area Patterns

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 1.6.

Three dimensions 13. Which of these expressions cannot be

shown with the blocks? Explain.
2 5
a. 5~ b. as c. r d. .r

COMBINING liKE TERMS

Two dimensions There are many ways you can write an expres-
sion that names a collection of Lab Gear
blocks. When you put blocks of the same size
and shape together and name them according
5. What is the degree of x 2 + y? to the arrangement, you are combining like
6. What is the degree of these polynomials? terms. Look at these examples.
a. 4y + 3 b. x 3 + 5x2 This quantity is written x + x + x,

I
c. 2xy2 + x 2 d. xy + 7
Definition: The 2 in the term 2xy is called
the coefficient. A term like x 3 has an invisi-
ble coefficient, a 1, since lx3 is usually writ-
---
or 3x, after combining like terms.
This quantity is written y + x + y,
ten just x 3•

7. G§.l§ZiltJii!.],b If two terms differ only by

their coefficients (like 2x and 5x) what can
you say about their degrees?
8. ..... How can you find the degree of a
term without using the Lab Gear? Explain,
using examples.
9. ..... How can you find the degree of a or x + 2y, after combining like terms.
polynomial without using the Lab Gear? This quantity is written
Explain, using examples. x 2 + 5 +X+ x 2 +X+ x 2,

HIGHER DEGREE

10. Why is it impossible to show x 2 • ~ with

the Lab Gear?
11. What is the product of~ and ~?
12. Even though there are only three dimen-
sions in space, terms can be of degree 4.
Write as many different terms of degree 4
as you can, using 1 for the coefficient and or 3x 2 + 2x + 5, after combining like terms.
x and y for the variables.

1.6 Coming to Terms

Digitized by Coogle
.1.6
Of course, a 5x-block, when combining like 20.
terms, is equivalent to 5 separate x-blocks. For
example, it can be combined with two x-blocks
to make 7x.
For each example, show the figure with your
blocks, combine like terms, then write the
quantity the short way.
14.

21. What terms are missing? (More than one

term is missing in each problem.)
15. a. 3x 2 + 4x + = 9r + Sx + 7

16.

17. - - b. x 2y + 6xy + _ = 9ry + Sxy

22••i 11uh@fl Explain, with examples, the

words degree, coefficient, polynomial, and
like terms. Use sketches of the Lab Gear
as well as explanations in words and
symbols.
18.

19.

,4.20 Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 Perimeter

Yeu will need:

•••••••••••••••••••• 3. r--

••
••
••
•••
• graph paper EE83
······································ ~
•••••••••••••••••••••••••••••••••
1--
PERIMETER OF LAB CEAR BLOCKS ...._

When we discuss the perimeter and area of To determine the area and perimeter of the
the Lab Gear blocks, we will be thinking of the blue blocks, we will not use the actual
tops of the "flat" blocks, which are two-dimen- measurements. Instead, we will consider their
sional figures. For example, if you look at the dimensions in terms of x andy.
5-block from above, you would see this figure.
For example, this figure, the top of an x-block,
Its area is 5 cm2, and its perimeter is 12 em.
is a 1-by-x rectangle. So its area is x (since
~5~
Area: 5 cm2 1 • x = x), and its perimeter is
Perimeter:
I I I I I II 5 +1+5 + 1 = 12 em x+l+x+l
which, by combining like terms, can be written
Find and write the area and perimeter of these 2x + 2.
figures, which are the top faces of groups of
yellow blocks.
1. r-

r--
r---
1- +-X~

Find and write the area and perimeter of the

following rectangles, which are the top faces
r--- of blue blocks. Be careful when combining
r--
like terms.
r---
4.

5.
2. -

1.7 Perimeter 21,4

Digitized by Coogle
.1.7
6. 12.

7.

13.

8.

14.

9.

15.

PERIMETER OF LAB GEAR FIGURES

In these problems, assume that x and y are pos-

itive. In fact, assume that x is between 1 and 5,
and y is between 5 and 10.
Find the perimeter of these figures.
X
10. MAKING FIGURES

Use an .xy-block and a 5-block to make figures

X
having these perimeters. (These can be any
1 shape. They do not have to be rectangles.)
X X
Sketch the figure in each case.
11. 16. 2x + 2y + 2
17. 2x + 2y + 10
18. 2y + 12
19. Repeat the last three problems using a
y-block and a 5x-block.

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
20. Q 24. Explain how you would find the perim-
a. Use another combination of blocks to eter of a 100-L strip without drawing it.
get a perimeter of 2.x + 2y + 2. 25. How many L's were used if the perimeter
b. Use another combination of blocks to was 92?
get a perimeter of 2.x + 2y + I 0.
c. Use another combination of blocks to
get a perimeter of 2y + 12.

PENTOMINO STRIPS
26. Repeat problems 22-25 for an arrange-
ment like the one above.
27. ~You can use graphs to compare the
perimeter patterns for the two pentomino
strip arrangements.
21. What is the perimeter of the L a. Draw a pair of axes. Label the horizon-
pentomino? tal axis Number of L s and the vertical
axis Perimeter.
b. Graph all the number pairs from your
first table. For example, since the 2-L
strip has a perimeter of 16, you would
plot the point (2, 16).
c. On the same pair of axes, graph all the
22. Draw a strip of L pentominoes, as shown number pairs from your second table.
in the figure above. What is the perimeter d. Compare the graphs. How are they the
if you've used 3 L's? same? How are they different?
23. Make a table like this, extending it to 28. Repeat problems 22-25 using another
7 rows. pentomino.
L's Perimeter
POL YOMINO AREA AND PI RIMEHR
I ...
29. Arrange three blocks so that the perimeter
2 16 of the resulting figure is 6x + 2y. Find all
3 ... the solutions you can.
30. Arrange four blocks so that the perimeter
of the resulting figure is 8x + 18. Find all
the solutions you can.
31. Arrange five blocks so that the perimeter
of the resulting figure is 2y + 2.x + 12.
Find all the solutions you can.

1. 7 Perimeter

Digitized by Coogle
 Window-Shopping

On weekends, Lara works at the A.B. GLARE

window store. One day a customer, Mr. Alvin $29
Cutterball, asked for an explanation of how the
prices were chosen. Lara did not know. Later $56
she asked her supervisor. The supervisor
looked very busy and told her not to worry
about it. Lara concluded that he probably
didn't know and decided she would figure it
out herself.

$72

$66

$40 $33 $96

$50 $47

The figures show some of the windows. They

are scale drawings, with one centimeter repre-
senting one foot.

Chapter I Perimeter and Area Patterns

Digitized by Coogle
 1.8 '¥

1. 1=tfi1!.!@1·!.1 The price of almost all the 2. One window is on sale and priced below
windows was calculated by following the what the system would indicate. Which
same principle. Figure out how it was one is it? How much does it cost when not
done. on sale?

Important hints: 3. Draw scale models of windows that would

cost the amounts below. Explain how you
• Work with other students.
got your answers.
• Think about what numbers might affect
a. $32 b. $84
pricing. (Some possibilities: length,
width, area of glass, perimeter of
4. l;i§.J.!il Summarize your solutions to prob-
window, number of panes, etc .... )
lems 1, 2, and 3 by writing an explanation
• Keep an organized record of the of how window prices are calculated.
numbers you come across in your explo- Make it so clear that even Lara's supervi-
ration. sor could understand it. Explain how you
• Keep a record of ideas you try, even if figured out the pricing system, showing
they end up not working. tables, lists, calculations, diagrams, or
anything else that helped you solve the
problem.

DISCOVERY A DOMINO PROBLEM

Length Number of ways to
The figure shows all the ways to cover a two- of cover it with
by-four strip with dominoes. strip dominoes

0 1

1 1

2 ...
5. Find out how many ways there are to 3 ...
cover a two-by-five strip with dominoes.
Sketch each way, making sure that you do 4 5
not show the same way more than once.
5 ...
6. Make a table like this one about strips of
width 2, extending it to length 8. Note 7. Look for the pattern in the numbers in the
that there is only one way to cover a strip second column. Use the pattern to extend
of length zero, and that is not to cover it! the table to length 10.

1.8 Window-Shopping

Digitized by Coogle
~liili~i~~
WRITING
1 • B Drapes

The A.B. GLARE window store also sells 1. Figure out the smallest amount Ms. Tall
drapes. They stock full-length drapes that go could spend, assuming that all the
down to the floor, as well as window-length undecided windows are covered with
drapes that just cover the window. window-length drapes. (Hint: First find the
total area. Drawing sketches might help.)
One day a customer, Ms. Phoebe Tall, came
in with a list of the windows for which she 2. Figure out the largest amount she could
needed drapes. spend, assuming that all the undecided
windows are covered with full-length
drapes.
Window-len6th drapee:
3. If she were planning to spend no more
three 2-by-3-ft windows
than $800, how many of the undecided
two 3-by-3-ft windows
windows could she cover with full-length
drapes?
Full-len6th drapee:
two 3-by-7-ft door-windows 4. l;i§.j.ijl Write a full explanation of the
results of your investigation. Include
Undeolded: sketches that Lara could use to explain the
four 3-by-4-ft windows options to Ms. Tall. Your report should
six 3-by-5-ft windows consist of three parts: a problem statement,
a detailed explanation, and a conclusion.
(The second number
represents the height.)
5. 1Qi.!i491 Find out how drapes are actually
sold, and answer Ms. Tall's questions with
information from a store in your area.
The material Ms. Tall selected is priced at $3
per square foot. All her windows (except the
door-windows, of course) are 3 feet above
the floor.
She asked Lara to help her figure out what the
cost of various options would be. She wanted
to know the smallest amount she could spend.
She also wanted to know how much it would
cost if she used full-length drapes for all the
"undecided" windows. After listening to
Lara's explanations, she revealed that she was
planning to spend no more than $800. Figure
out what Lara should advise her to do.

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 Adding and Multiplying

You will need:

•••••••••••••••••••••• The other way is to use the corner piece. First
• set up the factors (3 and 2.x + 1) on the
•• ••
• • outside .
•• •
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
ADDITION

Using the Lab Gear, the addition y + 5 can be

modeled in two ways. You can show two col-
lections of blocks, y and 5. Or you can line up
the blocks to get a figure that has lengthy + 5.
Both methods are shown here.
y+5
........
•••••
~,., ...:
or Then make a rectangle having those
~o(---,...~ ....,..,,_______.,~~ dimensions.
y 5
1. Sketch this addition both ways, 3x + 2.

MUl TIPUCATION

The multiplication 3 · (2x + 1) can be

modeled in two ways. One way is to show
three collections of 2.x + 1.

~~ The rectangle represents the product. Again

~)
you see that 3 · (2x + 1) = 6x + 3. This is the
familiar length • width = area formula for a

---00
rectangle.

---0
As you can see in the figure,
3 • (2x + 1) = 6x + 3.
2. Sketch this multiplication two ways,
2 · (x + 3).
a. Use collections of blocks.
b. Use the corner piece.
3. What were the length, width, and area of
the rectangle in problem 2?

1.9 Adding and Multiplying

Digitized by Coogle
T1.9
With any factors of degree 0 or 1, you can Understanding the area model of multipli-
model the multiplication in the corner piece. cation will help you avoid many common
algebra errors.
4. What multiplication is shown in this
figure? ORDFR OF OPERA TIOr-.:S

The figure above showed a multiplication.

Some students write it like this: x + 1 • x + y.
Unfortunately, someone else might read it as
add the three terms: x, 1 • x, and y. Simplified,
this would be x + x + y, or 2x + y. But the
intended meaning was equivalent to
~ + xy + x + y, as you can see on the
figure. To avoid this kind of confusion,
mathematicians have agreed on the
following rule.
5. ._Multiplying the x by the x gave~.
What other multiplications do you see in Rule: When the operations of multiplication
the figure above? and addition (or subtraction) appear in the
same expression, multiplication should be
6. Multiply with the corner piece.
performed first. If we want to change this
a. 3x • 2 b. 3 · 2x order, we have to use parentheses.
c. 2x. 3 d. 2x. 3y
7. Multiply with the corner piece. This means that one correct way to write the
multiplication in the figure is (x + 1)(x + y),
a. 5(x + 1) b. x(x + 3)
which can mean only multiply x + 1 by x + y .
8. Find the area of a rectangle having the
11. a. Show 2 • x + 5 with the Lab Gear.
sides given below. For each write an
Sketch.
equation of the form length times
width = area. b. Next to your sketch show 2 • (x + 5)
with the Lab Gear. Sketch it. Keep
a. 5 andx + 3
the blocks on the table for the next
b. x and 2x + 5 problem.
9. Find the sides of a rectangle having the 12. a. Copy both collections of blocks from
given area. Each problem has at least two problem 11, substituting 1 for x. What
solutions. Find as many of them as you is each expression equal to?
can and write an equation for each.
b. Repeat, using 5 for x.
a. 6x b. 6~ + 3x
c. Repeat, using 0 for x.
10. These equations are of the form length
13. Can you find a value of x for which
times width =area. Use the Lab Gear to
2 • x + 5 = 2 • (x + 5)? If so, what is the
help you fill in the blanks.
value? If not, why can't you find a value?
a. y • _ _ = l + xy
b. (x + 2) · _ _ = 3x + 6
c. (_ _ + 3) • x = 2xy + 3x

Chapter I Perimeter and Area Patterns

Digitized by Coogle
14Jd'(.!bl!!.lrlInsert parentheses in each 17. For most values of x, 3x does not equal
expression, so as to get many different val- 3 + x. In fact there is only one number
ues. What are the greatest and smallest you can substitute for x that will make
values you can find for each one? 3 + x equal to 3x. Use trial and error to
find this number.
a. 0 • 1 + 2 • 3 + 4 • 5 + 6 · 7 + 8 · 9
b. 0 + 1 • 2 + 3 . 4 + 5 . 6 + 7 • 8 + 9 18. Build these expressions with the Lab Gear.
Sketch. Which two are the same?
THE SAME OR DIFFERENT? a. 6xy b. 2x + 3y
Students sometimes confuse 3 + x with 3x. c. 2x • 3y d. 5xy
With the Lab Gear, it is easy to see the differ- 19. Build and sketch these two expressions
ence. 3 + x involves addition. with the Lab Gear.
a. 2x + 3y b. 2xy + 3

or 20. Use trial and error to find a pair of values

of x and y that will make the two expres-
sions in problem 19 have the same value.
3x involves multiplication. 21. Use the Lab Gear to show each
expression. Sketch.
or- a. 5 + x + y b. 5 + xy
c. 5x + y d. 5xy
15. Find the value of 3 + x when:
22. Choose values for x and y so that all four
a. X= 0 b. X= 5
expressions in problem 21 have different
C. X= 0.5 values.
16. Find the value of 3x when :
a. X= 0 b. X= 5
C. X= 0.5

1.9 Adding and Multiplying

Digitized by Coogle
 Three Dimensions
~
- ' -
-,..:.c~
- ,/11;;
...
- .... .c:-;. .,.;,
....
-.:~~ ,,,
- -,.~:::-:.
'
.-;-,
- --...::;:~
.....
~~~
-
•••••••••••••••••••••
You will need: •• MAKE A BOX
•
:•
•
.~~.~...~~~.. ~.:.~.~··· ~
•

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
:• I Example: This box has volume
l l
+ xy2 + + xy, lengthy + x, width y,
and height y + 1.

I Definition: The volume of a solid is the

number of unit cubes it would take to
build it.
1. What is the volume of this box? Explain
how you got your answer.

For each problem, the volume of a box is

You can find the volume of a Lab Gear build- given.
ing by just adding the volume of each block. a. Get the blocks.
For example, both of these buildings have b. Use them to make a box.
volume x 3 + x 2• c. Write the length, width, and height.
3. 3xy + x 2y + xy2

or 4. xy2 + 2/
5. x 2y + 2xy + y
2. What is the volume of each of these
buildings? 6. x 2y + xy 2 + xy + l
b 7. l
+ l + xy2
8. x 3 + ry
+ 2x2 + xy + X
We will return to the volume of boxes in a
future chapter.

SURFACE t\RE!\

I Definition: The surface area of a solid is

the number of unit squares it would take to
cover all its faces (including the bottom).

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 1.10.
In simple cases, to figure out the surface area ~y~

it helps to think of a paper jacket that would 1

cover the whole block. The area of such a
jacket is the surface area of the block.
For example, the surface area of the 5-block is
22 cm2 • Its volume, of course, is 5 cm 3 • The surface area of the blue blocks can also
be figured out by thinking of their jackets .
• \iii>
I I I 1J For example, the y-block has a surface area
of4y + 2.
I I
10. Find the surface area of each of the other
blue Lab Gear blocks.
9. Find the surface area of the 25-block.

~ · ': 't , •• • - ~ ' • • ~· • ~ •

DISCOVERY POLYCUBES 14. Were any of your surface areas odd num-

I
bers? If yes, check your work. If no,
Definition: Polycubes are obtained by join- explain why not.
ing cubes together face-to-face. They are
15. .,.._ For a given number of cubes, how
the three-dimensional equivalent of
would you assemble them to get the
polyominoes. Here is a tetracube.
largest surface area? The smallest?
16. What would the largest possible surface
area be for a po1ycube having volume
100?
There is just one monocube, and one dicube.
There are two tricubes and eight tetracubes. 17. .,.._ Explain in words how you would find
the largest possible surface area for a
All of these polycubes look just like the corre-
given volume.
sponding polyominoes, except three of the
tetracubes, which are really three-dimensional. 18. For each of the following volumes, find
the smallest possible surface area.
11. Find all the polycubes, monocube to eight
tetracubes, with your blocks and try to a. 12 b. 18 c. 20
sketch them. Hint: Two of the three- d. 24 e. 27 f. 30
dimensional tetracubes are mirror images 19. \) Explain in words how you would find
of each other. the smallest possible surface area for a
12. Find the surface area of the polycubes you given volume.
found in problem 11 .
13. Find polycubes having volume 8 and as
many different surface areas as possible.
There are five different solutions.

1.10 Three Dimensions

Digitized by Coogle
.1.10

MORE ON POL YCUBES 23.

20. Find all the polycubes having volume less

than 5. Put aside all the ones that are box-
shaped. The remaining pieces should have
a total volume of 27. Using wooden cubes
and glue, make a set of puzzle pieces out
of these polycubes. Assemble them into a
3-by-3-by-3 cube. (This classic puzzle is
called the Soma® Cube.)
21. \) There are 29 pentacubes. Twelve look
like the pentominoes, and 17 are "truly"
three-dimensional. Find them all and 24.
sketch them.

fjlijliii PERIMETER
Find the perimeter of each figure.
22.

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 Word Figures

WORD TRIANGLES WORD LADDERS

Imagine you have a supply of letter tiles, and

you use them to make word triangles like
this one.
I Rules: From one row to the next, change
one letter only. It's OK to scramble the
letters.
For example:

I Rules: Each row contains the letters of the

previous one, plus one more. It's OK to
scramble the letters from one row to the
next. 7. Make up a word ladder with your own
letters. Choose your word length, and use
1. Extend this word triangle. as many rows as you need. It's fun to
2. Make a word triangle with your own choose related words for the beginning
letters. and end of the ladder, like CAR and BUS.

3. How many letter tiles are used in a five- The above example, from REAL to FOOD,
row word triangle? took four steps (and five rows). It is an exam-
ple of a perfect word ladder. For a word lad-
4. Make a table like this, extending it to der to be called perfect, two things must be
ten rows. true:
Rows Tiles a. Every letter from the original word
must be changed in the final word.
I I b. If the word has n letters, the ladder
must take exactly n steps.
2 3
For a five-letter word, a perfect ladder would
3 6 take five steps (one per letter) and therefore
six rows.
4 ...
8. How many tiles would a five-letter per-
5. The numbers you found in problem 4 fect word ladder require?
( 1, 3, 6, ... ) are called the triangular num- 9. Make a table of the number of tiles
bers. Explain how they are calculated. required for perfect word ladders,
6. Q Extend the above word triangle up to extended to word length 10.
ARGUABLE. (Along the way, you might
use ALGEBRA.)

1.11 Word Figures

Digitized by Coogle
.1.11

15.....
Word Tiles
Length a. Explain how to calculate triangular
numbers by first calculating rectangu-
I 2 lar numbers.
b. Calculate the 1OOth triangular number.
2 6
POL YOMINO PUZZLES
3 12

4 ... 16. Using graph paper and scissors, or inter-

locking cubes, make a set of polyominoes
10. The numbers you found in problem 9 (1 , having area greater than 1 and less than 5.
6, 12, ... ) are called the rectangular num- You should have one domino, two tromi-
bers. Explain how they can be calculated. noes, and five tetrominoes, for a total of
11. QMake up a word ladder from MATH to eight puzzle pieces with no duplicates.·
GAME. 17. Using the same unit as you used for the
puzzle pieces, draw staircases with base 3,
PUTTING IT TOGETHER 4, 5, 6, and 7. The first one is shown here.

12. This figure shows the third triangular

number.

D Now cover each staircase in tum with

DO some of your puzzle pieces. Record your
DOD solutions on graph paper. For the last stair-
Draw a sketch of two copies of this case, you will need all of your pieces.
triangle, arranged together to make a 18. Make a list of all the rectangles, including ·
rectangle. squares, having area 28 or less. Their
13. This figure shows the fourth rectangular dimensions (length and width) should be
number. whole numbers greater than 1. (In other
words, the shortest sides should be 2.)
DODD There are 25 such rectangles.
DODD 19. Draw these rectangles, and use the puzzle
DODD pieces to cover them. Record your solu-
DODD tions on graph paper. (It is impossible to
DODD cover one of the rectangles.)
Show how you could divide it into two
equal triangular numbers. POL YOMINO AREA AND PERIMEl ER

14.fii!,!.. fi!ii Describe the relationship Think of the monomino. Its area is 1 and its
between triangular numbers and rectangu- perimeter is 4. Think of the domino. Its area is
lar numbers. 2 and its perimeter is 6.

Chapter I Perimeter and Area Patterns

Digitized by Coogle
 1.11.

20J#:i.!(.!f!!!·l•i
Is the number representing the 23. Make a table showing the number of tiles
perimeter of a given polyomino always required for word squares, extended to
greater than the number representing its word length 10.
area, or can it be equal to it, or even
smaller? Look over your notes and Word Length Tiles
sketches from Lesson 2, and experiment
I I
some more on graph paper if you need to.
Then write a paragraph to answer this 2 4
question fully, with examples and graph
paper illustrations. 3 9

21. Find out if there are polyominoes having 4 ...

both area and perimeter equal to
a. 14 b. 15 c. 16 24. The numbers you found in problem 11 ( 1,
d. 17 e. 18 f. 20 4, 9, ... ) are called the square numbers.
Explain how they can be calculated.
WORD L .• DE~S 25. There is an interesting pattern based on
adding pairs of consecutive triangular
This is a word square. numbers ( 1 + 3, 3 + 6, ... ) Explain it.
a b c d 26. Draw a sketch of the third triangular num-
a[Ml[A][!J[HJ ber put together with the fourth triangular
b[A]@J(B]OO number (upside down) to show a square
c[!J[B]0000 number.
d[HJ0000~
27. What do you think the 1OOth triangular
Note that the words can be read across or number and the 101 51 triangular number
down. The largest word square in the English add up to?
language took years of hard work to discover.
It is made up of obscure ten-letter words.
28. Q Make a word square using these clues.
The answer words are all four letters long
22. How many letter tiles are used in the word and can be read both across and down.
square above? a. Made to be played.
b. You learned about it in this chapter.
c. Don't make one!
d. A piece of cake.

1.11 Word Figures

Digitized by Coogle
 Area on the Geoboard

You will need:

•••••••••••••••••••• 3. Repeat problem 2 for these conditions.
••
•
••
••
..... .... . . . . . D
geoboard

dot paper
• ••
::•
a. Two sides are of equal length, one hori-
zontal and the other vertical.
b. Two sides are of equal length, but nei-
• .................................................... ther is horizontal or vertical.
••
•••• ••••• •••• •••• ••••• •••• ••••• ••
SURFA< E AIUA
This geoboard shape has area 18.
• • • • • • • • • •
• • • • • • • • • •
•
•
I Definition: The corners of geometric figures
such as triangles and rectangles are called
vertices. (Singular: vertex.)
• • • • • 4. Make a figure on the geoboard having
• • • • • • • • • vertices in order at (4, 6), (7, 5), (8, 3),
(8, 2), (6, 0), (2, 0), (0, 2), (0, 3), (1' 5).
5. Do not remove the rubber band from prob-
lem 4. Using another rubber band, make a
figure having vertices in order at (2, 2),
• • • • • • • • • • • (6, 2), (5, 1), (3, 1).
• • • • • • • • • • •
6. Add eyes to the face. What are the coordi-
• • • • • • • • • • • nates of their vertices?
• • • • • • • • • • •
AREA TECHNIQUES
1. l!$t.Jfiit·1,1 Find as many geoboard shapes
7. Make a triangle having vertices at (0, 0),
having area 18 as you can. They do not
(0, 10), and (10, 0). What is its area?
need to be rectangles. You are allowed to
Explain how you figured it out.
stretch the rubber band in any direction
whatsoever, including diagonals. Sketch 8. Make a triangle having vertices at (0, 10),
each shape on dot paper. (0, 6), and (3, 6).
a. With another rubber band, make a rec-
SURFA< E AIUA tangle that shares three of its vertices
2. On your geoboard make three triangles, with the triangle. What are the coordi-
each one satisfying one of the following nates of the fourth vertex of the
conditions. Sketch each triangle on dot rectangle?
paper. b. What is the area of the rectangle?
a. One side is horizontal, and one is c. What is the area of the triangle?
vertical. 9. Find the area of a triangle having vertices
b. One side is horizontal, no side is at (0, 10), (0, 5), and (7, 5).
vertical.
c. No side is horizontal or vertical.

.4,36 Chapter I Perimeter and Area Patterns

Digitized by Coogle
 1.12.
10. On your geoboard, make two different- a. With another rubber band, divide the
shaped triangles that satisfy these condi- triangle into two smaller triangles, such
tions: one horizontal and one vertical side, that they each have one horizontal and
and area I 0. Record your solutions on one vertical side. Find the area of all
dot paper. three triangles.
11. Repeat problem 10 for area 9. b. With another rubber band, make the
smallest rectangle that covers the origi-
12. .... Copy these figures on your geoboard nal triangle. What is the area of the
(or on dot paper). Find the area of each rectangle?
one. Explain how you did it.
14. Find the area of the triangle having
• • • • vertices at (0, 0), (0, 7), and (3, 5) .
• 15. Record your solutions on dot paper.
• a. Make five triangles having a horizontal
• side of length 6 and area 15 .
• b. Make five triangles having a horizontal
side of length other than 6 and area 15 .
• • • • •
c. Make five triangles having a vertical
• • • • • side of length 7 and area I 0.5.
QFind the area of the triangle having ver-

P.
16.
• • • • • • • tices at (0, 0), (0, 5), and (3, 7) .
• • • • • • •
• • • • • • • • • • 17.fii!u!,F!ij Explain how one finds the area
of a geoboard triangle having one horizon-
13. On your geoboard, make the triangle hav-
tal or vertical side.
ing vertices at (0, I 0), (0, 4 ), and (3, 6).

1.12 Area on the Geoboard 374

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~11!@$1~
_WR.ITIN~
1 .C More Window Prices

In Lesson 8 you figured out how window 2. Use the code to figure out the dimensions
prices were determined in an imaginary store. of the windows. Make a table showing the
Real prices are probably not determined code, the dimensions, and the price. You
this way. may also want to include other measure-
ments, like the perimeter or area.
Window manufacturers use a special four-
number code for describing the size of 3. Experiment to figure out how the prices
standard two-pane windows like those shown were determined. (The formula is not the
below. The first two numbers give the width in same as the one used by the A.B. GLARE
feet and inches, and the last two numbers give window store.) Try to find a pattern.
the height. For example, the code 2636 means According to your pattern, what should a
that the window is 2 feet 6 inches wide and 3 3050 window cost?
feet 6 inches high.
4. l;i§oi•lrl Write a report about this problem.
• First, clearly state the problem you are
solving.
• Next, explain the results of your investi-
gation. Include the table you made and
explain how you used it to find a
formula relating the code to the price.
Include sketches and show your calcula-
tions in a systematic way. Give a couple
2636 1640 of examples to illustrate that your
formula really works. Explain why the
The prices for some windows are given below. order of the numbers in the code is
You will investigate how the price depends on important. For example, compare the
the dimensions of the window. cost of a 3050 window with the cost of
a 5030 window. Make another price list
Code Price showing what some other windows
should cost.
3030 $108.00 • Write a brief conclusion commenting on
4030
your results. Explain why this method
$135.00
of pricing makes sense. Would it still
3040 $130.50 make sense for very large or very small
windows? If you do not think so, can
4040 $162.00 you think of a better way?

1. What are the dimensions of a 1640

window?

Chapter I Perimeter and Area Patterns

Digitized by Coogle
 ~ Essential Ideas

VARIABlES AND CONSTANTS 2.

1. Explain, with examples, how to figure out
the names of the other blue blocks by
using 5-blocks, x-blocks, y-blocks, and the
corner piece.
If x = 5 and y = 3, we can use the Lab Gear to 3.

-
think of xy, x 2y, xy 2•
• s s ss >
I I II I

Combine like terms.

4.

5. ~
Here is x 3 + x2 + 3x + 5, if x = 2.

6.

7.

• sss s >
For each problem, write what the. blocks show I I I I I
in terms of the variables x andy, then use sub-
stitution to evaluate them for: 8.
a. x = 0 and y = 2;
b. x = 5 and y = 1;
c. x = 2 andy = 3.

+ Essential Ideas
Digitized by Coogle
••
9. ADDL~(, A:"'JD MULTII'l'\'1:\:(,

13. Use the Lab Gear to show each

expression. Sketch.
a. 2 + x + y
b. 2 + xy
10.
c. 2x + y
d. 2xy
14. a. Find values for x andy so that all four
expressions in problem 13 have differ-
ent values.
b. Find values for x and y so that as many
as possible of the given expressions are
equal to each other.
15. Use the Lab Gear to show each expres-
11. sion. Sketch. (Hint: Use the corner piece
for the last one.)
a. x+ l
b.~+ y
c. x2 + l
d. (x + y) 2
16. Find values for x and y so that all four
expressions in problem 15 have different
values.

ORDER Of OPERA TIO,~S

17. Use the Lab Gear to show 2 + 5y and

(2 + 5)y. Sketch each one.
SURFA< E AIUA
18. a. Use trial and error to find a value of y
12. My student AI doesn't like terms. He such that 2 + 5y = (2 + 5)y.
missed every problem on the Algebra
b. If y = 0, which is greater, 2 + 5y or
Quiz. Please help poor AI with his algebra.
(2 + 5)y?
For each problem, give the correct answer
and explain what AI did wrong. Use Lab c. If y = 2, which is greater, 2 + 5y or
Gear sketches when possible. (2 + 5)y?
a. x2 + x = x3
b. 3x + x = 3~
c. x2 + x 2 + ~ + x2 = x8
d. y. 6 = l
e. 2x + 3y = 5xy

Chapter 1 Perimeter and Area Patterns

Digitized by Coogle
 AREA AND MULTIPLICATION
••
22. Use the Lab Gear to build all the rectan-
Use the comer piece for problems 19-21 . gles (or squares) you can find having the
following perimeters. For each one, sketch
19. Find the area of a rectangle having the your answer and write the length, width,
sides given below. For each problem write and area.
a multiplication of the form length times a. 8x
width = area.
b. 6x + 2y
a. 3 and 5 b. 3 and x
c. 4x + 4y
c. 3 andx + 5 d. x andx +:)
20. Find the sides of a rectangle having the 23. What is the area of the triangle in the
following areas. Each problem has at least figure if
two solutions. Find as many of them as

·~
you can and write an equation for each.
a. 4x b. 4x2 + 8x
c. 3xy + 6r+ 9x b
21. These equations are of the form length a. a = 7 and b = 9?
times width =area. Use the blocks to help b. a = 4x and b = y?
you fill in the blanks.
a. x • _ _ = x2 + xy
b. (y + 1). - - = 5y + 5
c. (_ _ + 3) • y = 2xy + 3y
d. 2x • _ _ = 4x + 2xy + 6r

+ Essential Ideas

Digitized by Coogle
CHAPTER

The equiangular spiral of a nautilus shell

Coming in this chapter:

lli.Jtn;m.J.M 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377 ...
There are many patterns in this sequence of numbers. Find as
many as you can, using addition, subtraction, multiplication,
and division.

Digitized by Coogle
OPERATIONS AND fUNCTIONS

2.1 Minus and Opposites

2.2 Adding and Subtracting
2.3 Multiplying
2.4 The Distributive Law
2.A THINKING/WRITING:
Operations
2.5 Powers
2.6 Finding Patterns
2.7 Functions and Function Diagrams
2.8 Time, Distance, Speed
2.8 THINKING/WRITING:
The Car Trip
2.9 Operations and Function Diagrams
2.10 Perimeter and Surface Area Functions
2.11 Polyomino Functions
2.12 Geoboard Triangles
2.( THINKING/WRITING:
Towns, Roads, and Zones

• Essential Ideas

Digitized by Go
 Minus and Opposites

You will need: •••••••••••••••••••••• There are two ways of showing minus with the
•• Lab Gear: upstairs and the minus area.
.
••
•
•
the Lab Gear .--.rJ
..................................... .
••
• UPSTAIRS
••••••••••••••••••••••••••••••••••
THREE MEANINGS OF MINUS I Rule: Any blocks placed on top of other
blocks are preceded by a minus sign.
The minus sign can mean three different This figure shows 5 - 2. Notice that the
things, depending on the context. uncovered part of the bottom block equals 3. If
• It can mean negative. In front of a positive you remove matching upstairs and downstairs
number, and only there, it means negative. blocks, you will be left with three downstairs
Example: -2 can mean negative 2. blocks. This is how we show 5 - 2 = 3 with
• It can mean opposite. The opposite of a upstairs and downstairs blocks.
number is what you add to it to get zero.
Example: -2 can mean the opposite of 2,
which is negative 2, since 2 + -2 = 0.
Likewise, -x means the opposite of x, and
x + -x = 0.
• It can mean subtract. Between two
expressions, it means subtract the second
This figure shows 2 - 5. If you mentally
expression from the first one. For exam-
remove matching blocks downstairs and
ple, x - 3 means subtract 3 from x.
upstairs, you are left with 3 upstairs blocks,
1. For each of the following, write an expla- or -3. We can only do this mentally, however,
nation of what the minus sign means. since blocks cannot float in mid-air.
a. y- 5 b. -(5x + 1)
c. -2 d. -x 2- 5 = -3

2. Write the value of -x if: Do not stack Lab Gear blocks more than two
a. X= 2; b. X= -3. levels high. Two levels are enough to illustrate
many ideas of algebra and will keep things
3. \) True or False? (Explain your answers.) clear. More would be confusing.
a. -xis always negative.
Subtraction with variables is shown in the
b. -x can be positive.
same way. The amount being subtracted must
Notation: In this book, the minus sign be placed upstairs. Note that upstairs blocks
meaning negative or opposite will be are shaded in the 2-D sketch.
smaller than the one for subtract. In hand-
writing, this is not necessary. However some
calculators use different keys for the two
meanings: EJ
for subtraction, and I<-)I or
l+t-1 for negative or opposite.

,4.44 Chapter 2 Operations and Functions

Digitized by Coogle
 2.1.
The upstairs method of showing minus is REMOVING OPPOSITES
important and useful, but it is limited; it cannot When the quantities inside and outside the
easily be used to show minus when it means minus area are the same, they add up to zero
negative or opposite. and can be removed. For example, the figure
shows that 5 + x + 1 - (x + 1) = 5.
THE MINUS AREA

Look at your workmat. The rectangles with

rounded comers represent the minus areas.
The whole collection of blocks inside the
minus area is preceded by a minus sign. For
example, 2 - 5 can be shown this way. (Here
the minus sign means subtract.)

.ssss>
I I I I I

Similarly, matching upstairs and downstairs

• ssss'
I II I I quantities add up to zero, and can be removed.
6. Two of these four figures represent the
same quantity. Which two? Explain.
If you remove the matching blocks inside and
outside the minus area, you will be left with
three blocks inside the minus area, or -3. (Here
a·-------.. b·-------.. . .

--
the minus sign means negative.)
4. Sketch how you would show each quantity
on the workmat. You may need to use
upstairs in some of the problems. .ssss>
I II I I
a. 5- X b. X - 5
c. -(x + 5) d. -(5 - x)
e. -5
d.~----....
5. Jii!rrlrrF'fJ
a. Explain, using examples, how the
minus area can show all three meanings
of minus.
b. Which of the three meanings does the
upstairs method show best? Explain.
c. Put some blocks in the minus area,
including some blocks upstairs. Sketch.
What quantity does this arrangement
represent?

2.1 Minus and Opposites

Digitized by Coogle
.2.1
ADDING ZERO 8. Sketch or explain how to show -9 with:
The number 2 can be shown most simply with a. three blocks; b. five blocks;
two 1-blocks outside the minus area. However, c. seven blocks.
sometimes it is useful to show the number 2
9. Sketch or explain how you would show
using more blocks.
5 with:
For example, after adding a five-block in the a. 3 blocks; b. II blocks.
minus area and a five-block outside, the figure
still shows 2. Since 5 and -5 are opposites, 10. QCan you show 5 with any number of
their sum is zero, so we really added zero. blocks? Can you show it with 100 blocks?
The technique of adding zero is useful in many With I 0 I blocks? Explain your answers.
situations. 11. a. Show x - I in at least three different
ways. Sketch or explain.
b. Show I - x in at least three different
ways. Sketch or explain.
• s s s s '"
I I I I] MINUS PUZZLES

12. Nineteen numbers can be shown with

~~~~~SSSS'­
'U'U IIIII exactly two yellow blocks. What are they?
13. Find three ways to show -4 using only a
5-block and a 1-block. Sketch or explain.
14. Find four ways to show 3 with three
blocks. Sketch or explain.
15. Find four ways to show -8 with four
blocks. Sketch or explain.
16. Make up a puzzle like the above for a
7. Sketch two other ways to show the classmate. Solve a classmate's puzzle.
number 2.

Chapter 2 Operations and Functions

Digitized by Coogle
 ••••••••••••••••••••• 1. After simplifying these expressions, one
You will need: •
•
•
• will be different from the rest. Which one?
•
•• the Lab Gear .....-.tJ •
• Explain .
•
• •
•••••••••••••••••••••••••••••••••• a· .-----~

ASSOCIATIVE AND COMMUTATIVE LAWS

As you know, addition can be modeled with
the Lab Gear by putting together collections of
blocks on the workmat. For example, x + 5
means put together x and 5 and (x + 5) + -I
means put together x + 5 and -1. This expres- ~ .\SS$>

~·····
sion can be simplified by removing opposites,
which would give us x + 4.

Add these polynomials. (In other words,

Note that the same figure could have been remove opposites and combine like terms.)
used to represent x + (5 + -I). This is It may help to use the Lab Gear.
because, in an addition, quantities can be 2. (xy + 3x + I) + (2x + 3)
grouped in any way. This is called the
associative law for addition. 3. (xy - 3x + I ) + (-2x - 3)

The same figure could have been used to 4. (xy + 3x - I ) + (-2x + 3)

represent -I + (x + 5), or (5 + x) + -1. This 5. (3 - 2x + xy) + (3x- 1)
is because in an addition, you can change
the order of the terms. This is called the 6. ..... What do you notice about problems
commutative law for addition. 4 and 5? Explain.

Finally, because of the commutative and asso-

ciative properties, the -1 could have been
shown upstairs on top of the x, or on top of the
5, instead of in the minus area. In every case,
the expression would simplify to x + 4.

2.2 Adding and Subtracting

Digitized byGoogle
T2.2
UPSTAIRS BLOCKS IN THE MINUS AREA • The simplified form is-/ + y. All the
Here is a useful technique. To simplify upstairs blocks are downstairs.
blocks in the minus area, you can add zero,
then remove opposites. For example, this fig-
ure shows how to simplify
-<i- y).

When working with the Lab Gear on the work-

mat, simplifying usually means
• removing opposites;
• Add zero by adding y inside and outside • combining like terms; and
the minus area.
• getting everything downstairs.
7. Model each expression using the Lab
Gear. You will have to use both the minus
area and upstairs blocks. Then simplify.
a. -(5 - x) b. -(x - 5)
c. 3 - (x - 2) d. (x - 2) - 3
For problems 8-ll below:
• Build the first expression with the Lab
Gear on the left side of the workmat.
• Remove opposites, the matching blocks • Next, compare each of the expressions a,
upstairs and downstairs. b, c, and d to the original expression. (To
make the comparison, build the expression
on the right side of the workmat and sim-
plify as needed.)
8. Which of these expressions are equivalent
to -(x + y)?
a. -x + (-y) b. -x- y
c. -x + y d. y- X
9. Which of these expressions are equivalent
to -(x- y)?
a. -x + y b. -x- y
c. -(y- x) d. y- X

Chapter 2 Operations and Functions

Digitized by Coogle
 2.2.
10. Which of these expressions are equivalent 15. Simplify, with or without the Lab Gear.
to -(y- x)? a. (6x + 2)
- (3x + I)
a. x- y b. -x + y b. (3x - 2) - (6x + I)
C. -y +X d. -y- X c. (6x - I) - (3x - 2)
11. Which of these expressions are equivalent d. (3x - 2) - (6x - I)
to -(-x + y)? 16. In (a-c) find the missing expression. It
a. -x + y b. -y- X may help to use the Lab Gear.
C. X - y d. y- X a. -3x- = -4x
b. -3y- - - = -6y
12.G§.!§M$i!l.!,l For each expression below,
c. -3y- - - = -2x- 4y
write an equivalent one without parenthe-
ses. Do not use the Lab Gear. 17.fi 1hlht6'fl
a. -(a + b) b. -(a- b) a. Write a subtraction problem that you
c. -(-a+ b) could model with the Lab Gear by
putting blocks upstairs in the minus
SlJIHRACliON area.
The figure shows the subtraction b. Simplify this subtraction without using
(x + 5 - 1) - (5x - 2). the Lab Gear. Explain the rule you are
using.

18. \) How could you show the subtraction

y- -x
with the Lab Gear? (Hint: Remember
about adding zero.) What would it look
like after it is simplified? What is a rule
you could use without the blocks to sim-
plify this kind of expression?
19. \) Simplify without the blocks, -(-a - b).
13. Use what you learned in the previous sec- Explain your answer.
tion to simplify it.
14. Simplify, using the Lab Gear.
a. x - (5x + 2) b. x - (5x - 2)

..' "'
'\'
.. ... ' '\ " ' '
'
- " "' -' ,,
'\
' . ' - . -' '' ' . ' '
f;/jllii. MINUS PUZZLE
20. a. Using the Lab Gear, show -4 in five
different ways.
b. What numbers of blocks can and cannot
be used to show -4?

2.2 Adding and Subtracting

Digitized by Coogle
 Multiplying

•••••••••••••••••••••
You will need: •• ASSOCIATIVE AND COMMUTATIVE lAWS
•• • In a multiplication the factors can be grouped
the Lab Gear ••
•• •• in any way. For example, (-2 · 3) · 4 =
•
•••••••••••••••••••••••••••••••••• -2 · (3 · 4). This is called the associative law
for multiplication.
THREE DIMENSIONS

Just as we used the area of a rectangle to help In a multiplication the factors can be multi-
us model multiplication of two factors, we can plied in any order. For example, 5 · (-6) =
use the volume of a box to help us model mul- (-6) · 5. This is called the commutative law for
tiplication of three factors . multiplication.

For example, 5 • x • y can be shown like this. 2. Using six xy-blocks, it is possible to make
a rectangle in four different ways. Find all
four rectangles, and write a multiplication
equation for each.
3. Using six xy-blocks, it is also possible to
make a three-dimensional box. There are
many such boxes. Find five, and write at
least two multiplications for each one.

4. fii!u!.Jtilfl Explain how problems 2-3

about 6xy provide examples of the
associative and commutative laws for
multiplication.

HOW MANY TERMS?

5. 1tfi1!.16"1·!.1 After combining like terms,

But another way to show it could be: how many terms does the product have
for each of the following multiplications?
Is there a pattern? You may use the
Lab Gear.
a. 2x • 3x
b. 2(x + 3)
c. 2x(x + 3x)
d. (3 + x)(x + 2)
1. .... Use the Lab Gear to show how x 2y
can be seen as a product of:
a. three factors;
b. two factors;
c. two factors in another way.

4so Chapter 2 Operations and Functions

Digitized by Coogle
 2.3.

The figure shows (x + 3)(x + 5). 9. Repeat problem 7 for

(x + y + 3)(x + y + 5).
10. . _ Use the Lab Gear to model a multi-
plication problem that has four terms in
the final answer. Sketch the blocks and
write the multiplication.

MAKE A RECTANGLE

Take blocks for each expression.

a. Arrange them into a rectangle.
The resulting rectangle is made up of four b. Write a multiplication equation of the
smaller rectangles. The area of each one is form length times width equals area.
shown in the figure.
11. xy + 5y 12. xy + 7x
6. a. Which two rectangles are made up of
the same kind of block? 13. 7y + 7x 14. x 2 + 7x
b. What is the answer to the multiplication 15. x 2 + 7x + xy
(x + 3)(x + 5)? Combine like terms in
16. . _ Do not use the Lab Gear for this
your answer. How many terms are in
problem. Write the addition
your final answer?
l + 2xy + 3y
7. a. Use the comer piece to model the mul- as a multiplication. Explain how you
tiplication 3x(x + 5). Sketch it, show- solved the problem.
ing the resulting rectangle.
b. On your sketch, write the area of each In problems 17 and I 8, take blocks for each
of the smaller rectangles that make up expression.
the larger rectangle. a. Arrange them into a rectangle.
c. Write the result of the multiplication b. Write a multiplication equation of the
3x(x + 5). Combine like terms. form length times width equals area.
d. How many terms are in your final 17. Qx 2 + 7x + 6
answer?
18. Qx 2 + 7x + 10
8. Repeat problem 7 for
(x + 3)(x + y + 5).

2.3 Multiplying

Digitized by Coogle
 The Distributive Law

liNEAR ADOITION ANI1 SUBTRACTION Remember that the shaded blocks are upstairs.
In the case of x, y, and constant blocks - in Look at the part of the downstairs blocks that
other words quantities of degree I or 0 - you are not covered by upstairs blocks. The answer
can think of adding as putting together blocks to the multiplication is represented by the
end-to-end in a line. For example, 2x + 5 is uncovered rectangle with dimensions 5 and
shown by connecting the two x-blocks and the 5 - 2. Of course, the product is 5 times 3, or
5-block on their 1-by-1 faces. 15, which is the answer you get when you sim-
plify upstairs and downstairs blocks .

•••••
Similarly, subtraction of quantities of degree 0
THE DISTRIBUTIVE LAW

Find these products, using the Lab Gear.

and I can be shown linearly, by making sure
that the uncovered area models a single line Remember to use upstairs for minus.
segment. The figure shows y- 5. 3. x(5 + y) 4. (5 - x)y
5. 5(x + y) 6. (y- 5)x
7. y(5 + x) 8. (y- x)5
This representation is based on a length model
of addition and subtraction. 9. Jii!,!,b'fl Explain how you can correctly
1. Sketch these sums, showing length. remove parentheses from an algebraic
a. y + 2 b. 3x + I expression when they are preceded or fol-
lowed by a multiplication, and when there
2. Sketch these differences, showing length. is more than one term in the parentheses.
a. y - 2 b. 3x - I
10. ....... Remove the parentheses.
THE UNCOVEREI1 RECTANGLE a. a(b +c) b. (a - b)c
It is possible to use the corner piece for
The rule you have discovered in this section is
multiplication when minus signs are involved.
called the distributive law of multiplication
For example, this figure shows the
over addition and subtraction.
multiplication 5(5 - 2).
Use the distributive law to multiply. You may
use the Lab Gear to check your work.
11. a. 2x(x + I) b. 2x(x- I)
12. a. 2x(x + y + 5)
b. 2x(x + y - 5)
c. 2x(-x + y + 5)
d. 2x(x - y + 5)

Chapter 2 Operations and Functions

Digitized by Coogle
 2.4.

For problems 13- 18: Notice that, inside the comer piece, the
a. Show the quantity with the Lab Gear, uncovered rectangle has dimensions 3x + I
using upstairs to show minus. and 2x - I. These are the original factors.
b. Arrange the blocks so the uncovered This tells you that we did the multiplication
part is a rectangle. correctly. But the product can be simplified, as
shown below.
c. Write a multiplication of the type,
length times width = area for the ~
uncovered rectangle.
13. xy- 2y 14. xy- 2x
15. xy- ?- 16. xy +X- J!-
17.l + xy- 5y 18.l- xy- y
19. \) Explain how someone might have done
problem I8 without the Lab Gear.
20. \) Write x 2 - xy - x as a multiplication of
• ~

the type, length times width = area, for

the uncovered rectangle. 22. a. Explain what was done to the blocks in
problem 2I after using the comer piece.
RELATED PRODUCTS Which blocks were removed, and why?
21. Use the comer piece to show b. Write the final answer, combining like
(3x + I)(2x- I). terms.
This figure shows the product (3x + I )(2x - 1). 23. Use the Lab Gear to find the product:
(3x - I )(2x + I). Sketch the process as
lJ ~
was done for problem 2I.
24. a. Show the multiplication
::::::1 (3x + 2)(2x + 5) with the Lab Gear.
Write the product.
::::::1
b. Write two more multiplications, both
involving minus, that use the same
blocks as (3x + 2)(2x + 5). In each

• ~ case write the product.

2.4 The Distributive lAw

Digitized by Coogle
.2.4

2S.Jilirrlrrfild You can use the same blocks to 26. QYou will learn how to model
show all three of these products with the (2.x - 3)(3x - 5)
Lab Gear. Explain why the products are with the Lab Gear in a later chapter. Try
different, even though the same blocks are to find a way to do this without looking
used. Include sketches as part of your ahead in the book.
explanation.
a. (2x + 3)(3x + 5)
b. (2x + 3)(3x - 5)
c. (2x - 3)(3x + 5)

•' ,. ... ·. ' ,,, . . ''' ' ' ' ,, ........ ...' , . ''
f;lilfiii UNLIKE TERMS
27. AI still doesn't like terms. For each prob-
lem, give the correct answer, if possible,
and explain what AI did wrong. Use Lab
Gear sketches or substitute numbers.
a. x2 - x = x
b. 3x- x = 3
c. 9x - 4y = 5(x - y)

Chapter 2 Operations and Functions

Digitized by Coogle
~lli!@iiji@~
WRITING
2 •A Operations

The teacher had just returned the math test, Then the teacher did an unusual thing. He
and no one was looking very happy. Martin handed out these instructions:
had missed all the problems.
Free Points!
Test Name: Martin P.
You can get extra points on
Operations the Operations test if you
can correct your mistakes.
This is what you need to do:
2. 3x+ x= 3l a. For each problem, explain
3. 2K- J1 =X your mistake. Try to figure
out what you were thinking.
4. 5- 2x= 3x Most of your mistakes have
to do with operations.
5. 4 - 2 · 6x = 12x
6. (2x - 3) - (x - 2) = x +5 b. Show me you now know how
to do the problem correctly.
7. 6x- (K- 4x) = 2x- x2 Use sketches of the Lab
Gear or explain a rule you
a. -Cv - >1) = -l - x 2
have learned. Don't just
give me the answer.
9. (2x + 1)(3x - 5) = 6l - 5

10. 2x(-y + 5) = 2x - y +5 c. Finally, write the correct

answer to the problem.
11 . 2y + 3x = 5xy
12. 6 - 2(x + 3) = 4x + 12
What should Martin write to get his free
points? Write out the corrections for him.

"I hate math tests," Martin groaned. "I'd rather

have my teeth pulled out." Mary would not
show her test to anyone, but she looked miser-
able, too. "I' II need a brain transplant to pass
this course," she moaned. Lew, the math whiz,
grimaced at his test score and glared at his
crutches. He was used to getting everything
right, but he had just had an operation on his
knee after an injury on the playing field. Math
had been the last thing on his mind when he
took the test.

2.A Operations ss4

Digitized by Coogle
 Powers

DOING DISHES • You are already familiar with squaring and

Abe agreed to do the dishes daily in exchange cubing, which are special cases of expo-
for one cent on April I st, two cents on April nentiation in the case of raising to the sec-
2nd, four cents on April 3rd, and so on, dou- ond and third powers.
bling the amount every day. • The numbers in the Cents column in the
above table are called the powers of 2,
1. To find out how much money Abe was because they can be obtained by raising 2
earning, make a table like this one, for at to different powers.
least the first ten days.
Notation:
Day# Cents Total • On calculators, it is not possible to use this
notation. Instead, 25 is entered as 2 ~ 5,
I I I
2 ~ 5, or 2 EJ 5.
2 2 3 • On computers, most word processors
allow the user to type exponents (called
3 4 7 superscripts).
• Computer programming languages use
4 ... ...
2"5, 2**5, or POWER 2 5 .
2. How are the numbers in the Cents column 5. lrl§.!§@fJ1!!.!.1
calculated? a. How much money did Abe make on the
3. How much money did Abe get paid on n1h day of April? (Watch out.)
April 30? Explain how you figured out the b. What is the number in the Total column
answer. Do you think you could talk your on day n? Explain.
parents into an arrangement like this?
EXPONENTIAL NOTATION
4. a. Study the table, looking for a pattern in
the Total column. Describe the pattern. The number 64 can be written in exponential
b. How much money did Abe make alto- notation as 26 or 82• (Check this with your cal-
gether during the month of April? culator or by mental multiplication.)
Definitions: Exponents 6. Find another way to write 64 in exponen-
Exponentiation, or raising to a power, is the tial notation.
operation of multiplying a number by itself 7. Write each of these numbers in exponen-
repeatedly. The number that is multiplied is tial notation. Do not use 1 as an exponent.
called the base. The number of factors is If possible, find more than one way. It may

I
called the exponent. help to use your calculator.
Examples: a. 81 b. I
• The expression 2 · 2 · 2 · 2 · 2 is written c. 1024 d. 625
25, where 2 is the base and 5 is the e. 6561 f. Q -512
exponent.

Chapter 2 Operations and Functions

Digitized by Coogle
 2.5.
CHAIN LETTER 9. How many weeks until the number of let-
Lara received this letter. ters received that week is greater than the
population of the United States?

Dear Lara, 10. How many letters were received in the

nth week?
Send copies of this letter to five 11. If each person made six copies of the letter
people, or the most terrible bad instead of five, how would your answer to
luck will afflict you. One man problem I 0 change?
broke the chain, and a flower-pot
fell on his head, giving him a 12. Do you think that the chain was started in
terrible headache which 1919? Explain why or why not.
continues to this day. 13. How do the assumptions we made to solve
this problem compare with what happens
Don't look a gift-horse in the eye. in the real world with chain letters?
Rome was not built in a pond.
Don't cry over spilt tears. CHAIN LETTE~

Please do not break the chain! Assume Lara gave a copy of the letter to
It was started in 1919 by a Lea and they each sent five copies in the
psychic. first week.
14. If everything continues as in the previous
Bea
section, how many people receive the let-
ter? Make a table like the following for the
Assume that the chain is not broken, and that first five weeks.
each person who receives it takes a week to
send out five copies. Letters Total number
Week# received received
8. After one week, five people receive Lara's this week so far
letter. After another week, how many peo-
ple receive the letter? Make a table like the I 10 10
following for the first ten weeks.
2 50 60

Letters Total number 3 ... ...

Week# received received
this week so far
15. QWrite the number of letters received
I 5 5 in the loth week as an expression using
exponents.
2 25 30
16. Q How many letters were received in the
3 ... ... nth week?
17. QIf each person asked a friend to help in
the same way, how would your answers to
problems 14-16 change?

2.5 Powers

Digitized by Coogle
 Finding Patterns

••••••••••••••••••••• 3. Lara notices that for the amount of time

You will need: ••
•• • she is planning to park, the cost difference
•• graph paper ffi33
................................... ~
••
between the two garages is less than a
• ••
•••••••••••••••••••••••••••••••••• quarter. How long is she planning to park?

PARKI~G RATES
4. The parking fees at the Bear Garage
mostly fit a pattern. Describe the pattern
Two downtown parking garages charge differ- in words. Where does it break down?
ent amounts, as shown by the following signs.
5. The parking fees at the Ball Garage fit a
Ball Garage Bear Garage more complicated pattern. Describe the
pattern in words. Why might the owner of
up to: ·u· pay: up to: fee : Ball Garage have chosen a complicated
pattern?
1/2 hour 35 cents I hour $1 .05
Analyzing numbers can be useful in making
I hour 70 cents 2 hours $2.10 intelligent decisions. Here is an example.
I 1/2 hr $1 .05 3 hours $3.15 6. Zalman owns an empty lot. He decides to
convert it to a parking garage. He wants to
2 hours $1.40 4 hours $4.20 charge a fee that is not too expensive. He
3 hours $2.65 5 hours $5.25
decides on these rules:
• The fee should increase by a constant
4 hours $3.90 6 hours $6.30 amount for each half-hour.
• For parking times from a half-hour to
5 hours $5. 15 all day $7.25
nine hours, the fee should never be more
6 hours $6.40 than 25 cents higher than either Ball's or
Bear's fee.
7 hours $7.65 • The fee should be the highest possible
fee that satisfies these rules.
all day $8.90
a. Explain why Zalman might have cho-
1. If you park for two hours and five minutes, sen each rule.
you have to pay the three-hour fee. How b. What rate should he choose? (For con-
much is that at each garage? venience in making change, it should be
a multiple of 5 cents.) Explain.
2. People who work downtown tend to use
one of the garages, and people who shop 7. QGraph the parking fees for all three
there tend to use the other. Explain why, garages. Put time on the horizontal axis,
with examples. and cost on the vertical axis.

Chapter 2 Operations and Functions

Digitized by Coogle
 2.6.

FIBONACCI SEQUENCES 12. Look for odd/even patterns in Fibonacci-

like sequences including the original one,
The following numbers are called Fibonacci the Lucas sequence, and three named after
numbers after the Italian mathematician who students in your class. Explain.
first studied them:
I, I, 2, 3, 5, 8, 13, 21... 13. Extend the Fibonacci and Lucas sequences
to the left. In other words, what number
8. Describe the pattern. Then give the next should come before the first number?
five Fibonacci numbers. (As a hint, if you What number should come before that,
have not yet discovered the pattern, look at and so on? Describe the resulting patterns.
the Lucas numbers - named after another
mathematician - which follow the same
MISSING NLJMBFRS
principle: 1, 3, 4, 7, 11, 18, 29, 47, 76, 123 ...)

9. ltfi'(.jfiil·hi Look for patterns in the The following Fibonacci-like sequence frag-
Fibonacci numbers. You may use addition, ments have numbers missing. Copy the
subtraction, or multiplication. sequences and fill in the blanks.
14. a. 0.5, 1.1,_,_,_
I Definition: A sequence is an ordered list of
numbers or expressions.
b. 5,-4,_, _ , _
c. -6,-7,_,_,_
10. You can create your own Fibonacci-like
15. a. _ , _ , _ , 11 , 20
sequence. Choose any two numbers, and
use them as the starting values for a b. 2,_, 7,_, _
sequence like the ones described in prob- c. _ , 3 , _ , 9 , _
lem 8. Name the sequence after yourself. You may need to use trial and error for these.
Have a classmate check that your
sequence is correct. 16. 0 a. 1,_,_, 11,_
b. 12,_,_, 13,_
11. a. Find the first ten terms in a new
sequence by adding the Fibonacci and c. _,8,_,_, 10
the Lucas numbers. (The sequence 17. Oa. 1,_,_,_, 11
should start: 2, 4, 6, 10, 16... ) Is the b. 1,_,_,_,20
resulting sequence a Fibonacci-like
c. 2,_,_,_, 19
sequence? (Does it follow the same
rule?) 18.0 a. 3 , _, _ , _ , _ , 2 9
b. Find the first ten terms in a new b. 5 , _ , _ , _ , _ , _ , 17
sequence by subtracting the Fibonacci
numbers from the Lucas numbers.
Compare your answer to the one in (a).
c. Find the first ten terms in a new
sequence by dividing the sequence in
(b) by 2. The result should be familiar.

2.6 Finding Patterns

Digitized by Coogle
.2.6

P'A~KI.~G ~A IES
23. Extend the sequence you started in prob-
lem 20. Look for patterns.
19. Look at problem 17. Describe the
relationship between the middle number
FIBONACCI PUZZLE
and the outer numbers.
20. Create a five-term Fibonacci-like sequence 24. How many Fibonacci-like sequences can
in which the first two terms are x andy. you find that involve only positive whole
21. Check whether the pattern you noticed in numbers and include your age in fourth
problem 19 works for the sequence you place or later? How about your teacher's
just created. Explain. age, or the age of a parent or adult friend?

22. Fill in the blanks for this Fibonacci-like

sequence. -123, _ , _ , _ , 456

,.
_' ....... ' ' , , ,' ·''• ' ,,,,- . . ',' '· ' '
DISCOVERY PERIMETER ARRANGEMENTS frlitljii MISSING TERMS

2sJffli.JFI!!.],j Make sketches of some differ- 28. What terms are missing? More than one
ent ways that you could put together an term may be missing in each problem.
r
x-block and an -block in two dimensions. a. 3x2 - 4x + = -9x2 + 8x + 7
(They have to touch each other, but they b. -x2y + 6xy + _ = 9ry + By
don't have to make a rectangle.) Use your c. 3x2 - 4x - ( _ ) = -9x2 + 8x + 7
imagination. There are more than two d. -x2y + 6xy - ( _ ) = 9x2y + 8y
arrangements possible. Is it possible to
sketch all the arrangements you think up? fijk#..ifi MAGIC TRIANGLE
26. Find the perimeters of the arrangements 29. Put an integer from -4 to 4 in each circle
you sketched in problem 19. Write each to get equal sums along each side of the
perimeter next to the sketch. Make sure triangle. Find as many different sums as
you have found the largest and smallest you can.
perimeters possible.
27. () Find two arrangements that have the
same perimeter, but look as different from
each other as possible.

Chapter 2 Operations and Functions

Digitized by Coogle
 LESSON

Functions and Function Diagrams

... ' " " ' ' . ' ' " ". " . " - . . ' ' " ' " "
'\ '\ '\

You will need: •••••••••••••••••••• 4. Q 5. Q 6. Q

••
•• graph paper EfE3
~~~~;;:~
. . . . . ...... . .~i~~r~per
X y X y X y
••
••
•• . . .... . . . ... . . . . . . ....rpl
•••••••••••••••••••••••••••••••••
w 7 40 3 8 5 15

I 16 4 13 2 -6

FUNCTIONS FROM IN-OUT TABLES

-2 4 I -2 -I -9

I Definition: The following tables are called

input-output tables, or in-out tables. -5 7 6

The number that is put in is x, andy is the -12 20 54

number that comes out. Each table has a rule
that allows you to get y from x. For example, 7. l:rnl[.j&!!i•lrl Find as many functions as pos-
the rule for the table in problem 1 is to get y,
sible that assign they value 4 to the x
add three to x. We say that y can be written as
value I.
a function of x: y = x + 3.

I Definition: Afunction is a rule that assigns

a single output to each input.
FUNCTION DIAGRAMS

For each of the following problems: 20 20

a. Copy the table.
b. Describe the rule that allows you to get
y fromx.
10 10
c. Use the rule to find the missing
numbers. (In some cases, the missing
numbers may be difficult to find; use
trial and error and a calculator to make 0 0
it easier.)
X ---~y
d. Write y as a function of x.
1. 2. 3. The figure above shows a function diagram for
this table.
X y X y X y
X y
-5 -2 7 3.8 5 20
2 0
7 10 10 6.8 3 12
5 6
5 0 I
8 12
-7 10 -I
II 18

2. 7 Functions and Function Diagrams 614

Digitized by Coogle
.2.7
8. What is the function illustrated in the pre- I SEE WHERE YOU'RE COMING FROM
vious function diagram?
For each function in problems 9-12: 15 15
a. Make a table, using at least five in-out
pairs.
b. Make a function diagram, using the
scale shown below. 5 5

-5 -5

X------:~ y
The following problems are about the above
function diagram. Assume that more in-out
lines could be added, following the same
pattern.

X y 14. Find the output when the input is:

a. 0 b. 5 c. -5
9. y =X +2 10. y =X - 2
15. Find the output when the input is:
11. y = 2x 12. y = x/2
a. 99 b. - 100 c. 1000
13. Make a function diagram for each of the
16. Find the output when the input is:
tables in problems I, 2, and 3. You will
a. 1/2 b. 1/3 c. l/6
have to decide what scale to use on the x-
and y-number lines. (For each problem, For the following problem, you may need to
use the same scale on both number lines.) use trial and error.
Function diagrams are an important way of 17. Find the input when the output is:
understanding functions. We will use them a. 0 b. 5 c. -5
throughout this course. d. 99 e. -100 f. 1000

Chapter 2 Operations and Functions

Digitized by Coogle
 UPS AND DOWNS 20. Find a point that moves
a. up 3 units; b. down 3 units;
Each line in a function diagram connects an
c. up 6 units; d. down 4 units.
input point on the x-number line to its output
point on the y-number line. We use the nota- 21. 0 Use trial and error to find a point that
tion (x, y) to refer to such a line. Notice that in moves
the previous diagram some of the lines go up, a. up 99 units;
and some go down. For example: (5, 12) goes b. down l 00 units.
up, and (0, -3) goes down.
18. If you were to draw additional lines in
22. 0 G§.I§Eiifjiit.!,l If you know of a point
that moves up n units in the previous
the function diagram, could you correctly
diagram, how would you find a point
draw one that goes neither up nor down?
that moves down n units? Write a full
Where would it start?
explanation.
19. In describing the diagram, one might say
5 goes to 12, "moving" up 7 units. Which
point "moves" down 5 units?

'
~..
,, ... ... ' ' ' _, ...
' '... _'\ ' . ~ - - -. ~
.. '.. ~
'
---

DISCOVERY SURFACE AREA OF A BOX

The volume of a box is given by the formula

volume = length • width • height.
23. Write the surface area of a box as a func-
tion of length, width, and height. Compare
your function with the ones found by some
of your classmates.

2. 7 Functions and Function Diagrams

Digitized by Coogle
 Time, Distance, Speed

MOTION PICTURES The above function diagrams represent the

motion of three living creatures: a fast roller
minutes miles
skater; a cheetah (one of the world's fastest
mammals, it's a large, wild cat that lives in
Africa); and a white-throated needletail (one of
the world's fastest birds, it lives in Australia).
The diagrams assume that the three creatures
ran a one-hour race, and were able to maintain
their top speed for the full hour. (This is not
realistic, but then neither is the idea of a roller
skater racing with a cheetah and a bird.)
time - distance Each diagram shows minutes on the x-number
Roller Skater line, and miles on they-number line.
1. Use the diagrams to estimate how far each
minutes miles
went in an hour.
2. After thirty minutes, approximately
a. how far is the needletail ahead of the
cheetah?
b. how far is the cheetah ahead of the
skater?
3. Estimate each speed
a. in miles per hour;
b. in miles per minute.
time - distance
Cheetah 4. . . . Explain how time-distance function
diagrams allow you to compare speeds.
minutes miles Time is on the x-number line, distance is
on they-number line. Where is speed?
hours miles

time - distance
Needletail
time - distance
Sloth
Chapter 2 Operations and Functions

Digitized by Coogle
 2.8.
5. The preceding diagram shows the On the function diagram, follow the motion of
hypothetical progress of a sloth. The the ball with your finger on the y-number line,
x-number line represents time in hours, second by second.
and the y-number line represents distance
7. During which one-second interval(s) did
in miles. Compare the sloth's motion to
the ball move the fastest? The slowest?
the motion of the skater, cheetah, and
needletail. How fast is it going per hour? 8. At what time did the ball change
Per minute? direction?
6. Explain why someone comparing the 9. Make a table like this one, showing the
sloth's speed to the needletail's might height of the ball at one-second intervals.
make a mistake and take the diagrams to Extend the table until you have included
mean the sloth is almost as fast as the all the information given on the function
needletail. diagram.

THE BAll Time Height

In a physics experiment, a ball is launched (seconds) (meters)
straight up by some device, and its height
0 0
above the ground is recorded at one-second
intervals. The resulting information is I 25
displayed in the function diagram below,
where the x-number line represents time in 2 ...
seconds, and the y-number line represents dis-
tance from the ground at that time in meters.
10. Estimate the times when the ball was at
seconds meters the following heights. (Give two times for
each part, one on the way up, and one on
the way down.)
a. 40 m b. 30m
c. 20m d. lOrn

time - distance
Ball

2.8 Time, Distance, Speed

Digitized by Coogle
~1111~1~
WRITING
2 • 8 The Car Trip

• What time did the trip start?

• What happened from 12 to 1? Where
did it happen?
• When did the family drive faster than
A family is traveling by car from City A, in the speed limit? How fast were they
Cool County, towards City E. On this diagram, going then?
the x-number line represents the time of day, • How could you explain the changes in
with 9 A.M. near the bottom, and 7 P.M. near the speed that are evident from the diagram?
top; the y-number line represents distance from • What time did they arrive at their
City A in miles. destination?
miles • How far is City E from City A?

400 2. 0 liji.]l§dl
a. Using real towns and distances (perhaps
taken from a road map), draw a map
3 P.M. and a function diagram for another
200 car trip.
b. Get the map and function diagram that
noon
one of your classmates made in part (a).
Write a paragraph describing the trip
shown. Discuss your description with
the person who made the map and dia-
time _ ____,)lo~ distance gram. Do you agree on what the figures
Car Trip convey? If you disagree, is one of you
misinterpreting the figures? Or are both
1. 1;1§·!.1 11 Describe the trip as best you can interpretations correct?
from the information on the function dia-
gram. In your paragraph, make clear what
you get from the diagram and where you
are making guesses to interpret the infor-
mation. Your paragraph should include
answers to the following questions, but
should not be limited to them.

Chapter 2 Operations and Functions

Digitized by Coogle
 ••••••••••••••••••••• The two function diagrams you just drew both
•••
You will need:
•• represented functions of the form y = mx,
•• graph paper EHE ••

~~~~ti:~~i~~r~per rpl
• where m is a constant. In the first case, m
•• •• was 2. In the second case, m was 3.
•• •
• ................................................................ ~ •• 6. Draw three other function diagrams of the
• •
•••••••••••••••••••••••••••••••••• form y = mx. Be sure to try at least one
ADDITION
negative value of m and one value of m
between 0 and I.
1. Draw a function diagram to represent each
of these functions . 7. The function y = x, for which you
a. y = X + 6 b. y = X + 3 already have a diagram, is also of the
form y = mx. What is m?
c. Compare the two diagrams. How are
they alike? How are they different? 8. The function diagrams you just drew rep-
resent multiplication. In each case, to get
The two function diagrams you just drew both
the value of y you multiplied x by a num-
represented functions of the form y = x + b,
ber. How are all of these diagrams the
where b is a constant. In the first case, b was 6.
same? How are they different?
In the second case, b was 3.
9. . _ Look at your multiplication diagrams.
2. Draw three other function diagrams of the
For each one, as the value of x increases
form y = x + b. Be sure to try at least one
from the bottom of its number line, follow
negative value of b.
the value of yon its number line with
3. a. Draw a function diagram for the func- your finger.
tion y = x. a. For what values of m does the value of
b. The function y = x is also of the form y go up? Down?
y = x + b. What is b? b. Is there a value of m for which y goes
4. . _ The function diagrams you drew in neither up nor down, but remains
problems 1-3 represent addition. In ea~h unchanged?
case, to get the value of y, you added the c. For what values of m does the value of
number b to x. How are all of these y change faster than x? More slowly?
diagrams alike? How are they different? d. Is there a value of m for which y
How does the value of b affect the changes at the same rate as x?
diagram?

MULTIPLICATION

5. Draw a function diagram to represent each

of these functions.
a. y = 2x b. y = 3x
c. Compare the two diagrams. How are
they alike? How are they different?

2.9 Operations and Function Diagrams

Digitized by Coogle
T2.9
MIRROR IMAGE DIAGRAMS 16.';1§-!.1•1 Write a report summarizing what
you learned in this lesson. Illustrate your
report with examples of function dia-
grams. Your report should include, but not
be limited to, answers to the following
questions:
• Addition can be represented by
functions of the form y = x + b. What
do their function diagrams look like if
b = 0? What if b is greater than 0?
Less than 0?
• Subtraction can be represented by func-
X ----~y X -------:~ y tions of the form y = x - b. How do
their function diagrams compare with
The two function diagrams above are mirror those of addition?
images of each other.
• Multiplication can be represented by
10. Explain how to draw the mirror image of a functions of the form y = m.x. What do
function diagram. their function diagrams look like if m is
negative? If m is positive? What if m is a
For each of the following functions:
number between 0 and I?
a. Draw the function diagram, using the
• Division can be represented by functions
same scale on the x- and y-number
of the form y = x/m. How do their func-
lines.
tion diagrams compare with those of
b. Draw the mirror image diagram. multiplication? What if m is positive?
c. Find the function corresponding to the Negative? What if m is a number
mirror image. between 0 and I ?
11. y =X+ 3 12. y = 4x
17. QCompare function diagrams of the
13. y =X- 4 14. y = x/3 form y = b - x with those of the form
y =X- b.
15..... Explain the relationship between the
function corresponding to the mirror
image and the original function.

Chapter 2 Operations and Functions

Digitized by Coogle
 You will neetl: •••••••••••••••••••••• 4. r--
• r- -
.
•
: the Lab Gear
..................................... --.tJ •
.
:
•••••••••••••••••••••••••••••••••••
•

THE IALL
- r-
1. Look at this sequence of block figures. .__
Think about how it would continue, 5.
following the pattern. Then:
a. Sketch the next figure in the sequence.
b. Copy and complete the table below.
c. Describe the pattern in words.

0 ITJ I I I I
Figure# Perimeter

I 4

2 6 6.
3 8

4 ...

10 ...

100 ...

II ...
If you have trouble answering questions 7-8 by
trial and error, try making graphs from the data
Repeat problem I for each of these sequences.
in your tables, with the figure number (n) on
2. the horizontal axis and the perimeter on the
vertical axis.
7. In problem I, which figure would have
perimeter 50?
3. 8. Is it possible to have perimeter 50 for any
of the patterns in problems 2-6?

2.10 Perimeter and Surface Area Functions

Digitized by Coogle
.2.10
9. Look at the x-block.
a. What is the perimeter of its top face? Figure# Surface Area
b. What is its perimeter if x = 1, 2, 3, 4, I 6
10? Make a table like the ones above.
c. Compare your table with those in prob- 2 10
lems 1-6. It should be the same as one
3 14
of them. Which one? Explain why you
think this works. 4 ...

10 ...
10. a. This figure represents the tops of five
x-blocks. What is its perimeter? 100 ...
b. What is its perimeter if x = I, 2, 3, 4,
10? Make a table like the ones above. n ...
c. This figure is related to one of problems Repeat problem 13 for each of these
2-6. Which one? Explain. sequences.
Note that in problems 9 and I 0, just one figure
represents a whole infinite sequence of figures,
14• • ,I ,I \I \I ,11
~~r,, ,,~:
) 111! , :::
' ' 1>
II I I I
because of the use of variables.
15• (')
V
• s sss >
I I I I I
11. Find the blue block that is related to prob-
lem 3. Explain.
12. QFor each of problems 4-6, build a
16. · · · · 1· 'ts's's'~
Q '· 5111) . _Ill. ~,¢)~
'[Ill~
related figure made of blue blocks. Check
your answer by making a table.
17. Q For each of problems 13-16, build a
related figure made of blue blocks. Check
your answers by making a table.

MORE SURFACE AREA

13. Look at the sequence of cube figures.
Think about how it would continue,
following the pattern. Then: 18. Look at the sequence. Think about how it
continues, following the pattern. Then:
a. Sketch the next figure in the sequence.
a. Sketch the next figure.
b. Copy and complete the following table.
b. Make a table like the following one.
c. Describe the pattern in words.

Chapter 2 Operations and Functions

Digitized by Coogle
 2.10.

-- F igure#

I
Surface Area

4x +2
Repeat problem 18 for each of these
sequences.

19.- ~

20.
2 8x +2

3 12x +2 21.
4 ...

10 ... 22. Make a figure out of blue blocks such that

100 ... by substituting I, 2, 3, .. . for y in its sur-
face area you get the same sequence as
n ... you did in problem 19. Check your work
by making a table.
c. Describe the pattern in words.

,,. ·' '

' '
• , , , ' · ' " '\' ' '\
,, . . . ' ,' , , '\
'\

eMf• SPROUTS The winner is the last person able to make a

legal move.
This is a game for two players. Start with
three dots on a piece of paper. These represent 23. Play the game with a classmate.
towns. Players take turns. To make a move: 24. What is the maximum number of moves
• Join a town to itself or to another town possible in a game?
with a road (a line).
• Place another town somewhere on the
road you just created.
Rules:
• A road cannot cross itself, another road,
or an existing town.
• No town can have more than three roads
coming out of it.

2.10 Perimeter and Surface Area Functions

Digitized by Coogle
 Polyomino Functions
·.' , , ,' ·''• '' ' , '·' '
. , - - - ,'

You will need: ••••••••••••••••••••••

• •• Figure Eyes Area Perimeter
•• graph paper EHB •
•• ...................................... l:±±::i;' ••
a 0 12 ...
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
b ... ... ...
POL YOMINO EYES

I Definition: The points of intersection of

the grid lines inside a polyomino are
called eyes.
4. Fill out a similar table for another area.
Write a formula for the perimeter as a
function of the number of eyes for
your area.
5. If you know that a polyomino has 0 eyes,
and area I 00, how could you get its
perimeter?
1. IM!.lfll!·ul Any polyomino has an area, a 6. Answer question 5 using area I 00 and
perimeter, and a number of eyes. Is there a 10 eyes.
relationship between the three numbers?
Can you express the perimeter as a func- 7. Write a formula for the
tion of the area and the number of eyes? perimeter p of a polyomino having area a
(Hint: To find out, draw several polyomi- and e eyes. (This formula is a function of
noes that have the same area, but different two variables, a and e.)
perimeters. For each one, write the number
of eyes and the perimeter. As the number 8. \) For a given area, what is the maximum
of eyes increases, does the perimeter get number of eyes? Find a pattern by experi-
longer or shorter? Repeat the process for a menting with areas 4 and greater.
different area.) Write a paragraph telling
what you discover. A CRAPH l'i\I'FR SPIRAl

2. Complete the table shown at the top of the

9. Make a polyomino spiral on your graph
next column. Use data from these figures.
paper by shading in one square at a time.
3. Write a formula for the perimeter of a See the figure below.
polyomino having area 12 and e eyes.

5 4 3 J
6 1 2 I
7 8 9 10
~lc!~~j~!~1 ld l I j I 1
IIII ~---~

1 1
e l llll llfHlEI §IE
g

Chapter 2 Operations and Functions

Digitized by Coogle
 2.11.

Every time you shade a square, write the

Rectangle# Area Perimeter
perimeter of the figure in a table like the
following. Continue until you see a pattern. 1 2 6

Area Perimeter 2 6 10

I 4 3 ... ...
2 6
12. Describe the patterns you see in each
3 8 column.

... ... 13. What will the area and perimeter be for
square # 100?
10. Describe the pattern you see. 14. Write a function for:
11. Now make a new spiral the same way. a. the area of square #x;
This time record only the areas of squares b. the perimeter of square #x.
and rectangles that you get along the way, 15. What will the area and perimeter be for
in two tables like those below, continuing rectangle #I 00?
until you see a pattern in all the columns.
: I
16. Write a function for:
~---+
i
I
a. the area of rectangle #x;
!i I: ! I I I
'
I
I l! l b. the perimeter of rectangle #x.
: __ _ J_-1-1"-+----+--+-
-1 1 2
17J;i§.(.lel What do you know about the
--+- relationship between area and perimeter of
polyominoes? You may draw information
! i I from this lesson, as well as from Chapter
I, Lessons 1 and 2. Use graphs and
4 3-
i-- illustrations.
1 2

Square# Area Perimeter

I I 4

2 4 8

3 ... ...

2.11 Polyomino Functions

Digitized by Coogle
 Geoboard Triangles

You will need: •••••••••••••••••••• b. Explain how you could find the area of
••
••
•• · · ···· · ······· ·
geoboards

dot paper
D a triangle having horizontal side 6 and
vertical side I 00.
c. Express the area as a function of the
•• ................................................... . vertical side .
••
•• • ••• • •• • ••• • ••• • •••• •••• •••• ••• 4. Repeat problem 3 for a horizontal side of
1. 1tfi11.JE!!!.!.i If many triangles have one length 9.
vertical side in common, how is their area
ONE HORIZONTAl OR VERTICAL SIDE
related to the position of the third vertex?
To find out, make many triangles having 5. Make a triangle having vertices at (0, 0)
vertices at (0, 0) and (0, 8). For each one, and (0, 7) and the third vertex at (I, 4 ).
keep a record of the coordinates of the What is its area?
third vertex and the area. Look for 6. Make a table like the following for trian-
patterns. Write a paragraph explaining gles having vertices at (0, 0) and (0, 7) and
what you found out. Use sketches. the third vertex as indicated. Extend the
table all the way to vertex (7, 4 ).
HORIZONTAl AND VERTICAl SIDES

2. Make a triangle having a horizontal side of 3n1 Vertex Area

length 6 and a vertical side of length 4.
(0.4) ...
What is its area?
3. In this problem, use triangles having a hor- (1. 4) ...
izontal side of 6.
(2, 4) ...
a. Make a table like the following. All tri-
angles should have a horizontal side of ... ...
length 6, but the length of the vertical
side will vary. Extend the table all the 7. Write the area as a function of the x-coor-
way to vertical side of length I 0. dinate of the third vertex.

Vertical Side Area

8. a. Make the triangle having vertices (0, 0),
(0, 7), and (9, 4). Guess its area.
0 ... b. With another rubber band, make the
smallest rectangle that covers the trian-
I ... gle. If you did it correctly, you should
2 6
now see two new triangles. Find the
area of the rectangle and the area of the
... ... two new triangles .
c. Find the area of the original triangle.
This should match your guess from
part (a).

Chapter 2 Operations and Functions

Digitized by Coogle
 2.12 ...

9. . _ How would you find the area of the NO HORIZONTAl OR VERTICAl SIDES
triangle having vertices at ( 1, 0), (6, 0),
and (9, 9)? Find it and explain what you 13J:m1(.jfi!!·lei What is the area of the triangle
did, using a sketch and a paragraph. having vertices (0, 6), (7, 8), and (6, 1)?
Explain how you arrive at the answer. Use
sketches on dot paper.
10. a. Make triangles having vertices at (0, 0)
and (0, 6) and the third vertex at (x, 9), 14. What is the area of the four-sided shape
where x takes each of the whole num- having vertices at (0, 7), (2, 10), ( 10, 5),
ber values from 0 to l 0. Make a table (5, 0)? Hint: First find the area of the
of values to show the area as a function whole geoboard, then use subtraction.
of x.
15. Make a triangle having no horizontal or
b. Make triangles having vertices at (0, 0) vertical sides and having vertices on the
and (0, 6) and the third vertex at (9, y), outside edges of the geoboard. Use
where y takes each of the whole number subtraction to find its area.
values from 0 to 10. Make a table of
values to show the area as a function 16. Repeat problem 15 on another triangle.
ofy. 17. What is the area of the triangle having ver-
c. How do the answers to (a) and tices at (1, 8), (2, 4), and (9, 3)? Hint: You
(b) differ? may use the triangles having these
11. a. Make at least three triangles having vertices.
vertices at (0, 1) and (0, 6) and the third (1, 8), (1, 3), (9, 3)
vertex at (x, y), where x andy take (2, 4), (l' 3), (9, 3)
whole number values from 1 to 8. (l' 8), (2, 4), (l' 3)
Sketch each one and find its area.
b. Explain how you would find the area 18J;i§.l.lel Write an illustrated report on how
of a triangle having vertices at (0, I), to find the area of any geoboard triangle.
(0, 6), and (99, 99) without drawing a Give examples of the different techniques.
picture. Make sure you include examples of using
division by two, addition, and subtraction.
12. VExplain how you would find the area of
a triangle having vertices at (0, 0), (b, 0),
and (x, h), where band hare nonnegative.

2.12 Geoboard Triangles 75,4,

Digitized by Coogle
~ll@iijl@r~
~RITIN£ 2 •C Towns, Roads, an d Zones

1. l@1!.!fi!!·i•l Make many different "maps"

like the ones above. Keep track of the
number of roads, towns, and zones in a
table. Try to find a pattern in the relation-
ship of the three numbers. (If you cannot
find a relationship between all three num-
bers, keep one of the numbers constant
Ouargla
and look for a relationship between the
This is a simplified road map of part of other two.)
Algeria. It shows 7 towns and I 0 roads. For
the purposes of this lesson we will call any 2. Make at least six different three-town
area completely surrounded by roads, (and not maps. What is the relationship between the
crossed by any road,) a zone. As you can see, number of roads and the number of zones?
there are 4 zones on this map. Express it in words, and writer (the num-
ber of roads) as a function of z (the num-
Rules: Each town is connected to all the others ber of zones).
by roads (not necessarily a direct connection);
all roads begin and end at a town. It is possible 3. Make at least six different four-town
for a road to connect a town to itself. It is pos- maps. What is the relationship between the
sible for more than one road to connect two number of roads and the number of zones?
towns. Express it in words and write a function.
In maps like this one there is a relationship 4. Make at least six different five-road maps.
between the number of towns, roads, and What is the relationship between the num-
zones. Your goal in this lesson is to find it. ber of towns and the number of zones?
The relationship was discovered by the Swiss Express it in words and write a function.
mathematician and astronomer Leonhard
Euler. It is part of a branch of geometry called
topology, which he created.

Chapter 2 Operations and Functions

Digitized by Coogle
 2.cT
5. Make at least six different six-road maps. • If there are t towns and r roads, how
What is the relation hip between the num- many zones are there?
ber of towns and the number of zones? • If there are t towns and z zones, how
Express it in words and write a function. many roads are there?
6. Make at least six different four-zone maps. • If there are r roads and z zones, how
What is the relationship between the num- many towns are there?
ber of roads and the number of towns?
Express it in words and write a function. 8. l§i.JI49' Euler
Find out about Leonhard Euler and/or the
7. l;ig.I•1el
Write an illu trated report describ- Koenigsberg Bridge Problem. Prepare an
ing what you have learned about towns, oral presentation or a bulletin board
road , and zones. Give examples. Your display.
report should an wer the following ques-
tions, but not be limited to them:

2.C Towns, Roads, and Zones

Digitized by Coogle
 ~ Essential Ideas
..' " ,, ... .. ' ' " ' " ' . " " " ' ' ' . ' - . . ' '' '\ . ' '
THREE MEANINGS OF MINUS 8. Choose two of the three multiplications
1. For each of the following, write an expla- in problem 7. Make a sketch of what
nation of what the minus sign means. they look like when modeled with the
Lab Gear.
a. -2 b. -(2 + 2x)
C. X - 2 d. -y EXPONENTIAL NOTATION

OPPOSITES
9. Write each of these numbers in exponen-
tial notation. If possible, find more
2. Find the opposite of each quantity. than one way. It may help to use your
Remember: A quantity and its opposite calculator.
add up to zero.
a. 32 b. 64 c. 256
a. x b. 2
d. 4096 e. I f. 6561
c. -2 d. -x
e. x + 2 f. X - 2 FUNCTIONS AND FUNCTION DIAGRAMS

For each of the following problems:

AlJDING AND SUBTRACTING
a. Copy the table.
In problems 3-4 you may want to make
b. Describe the rule that allows you to get
sketches or use the Lab Gear.
y fromx.
3. Simplify. (Add and combine like terms.) c. Use the rule to find the missing
a. {y2 + x 2 - 3y) + (y + 3x2 - x 2) numbers. (In some cases, the missing
b. x + (25 - yx - /) + (xy - y - x ) numbers may be difficult to find; use
trial and error and a calculator to make
4. Simplify. (Subtract; combine like terms.) it easier.)
a. (4- x 2 - 5x)- 3x- 2 d. Write y as a function of x.
b. (4- x 2 + 5x) - (3x- 2)
c. (4 + x 2 - 5x) - (3x + 2)
10. 11. 12.
d. (-4- x 2 - 5x) - (-3x + 2) X y X y X y

el"l"aSITES -I -7 2
3 4 5
In problems 5-8 you may want to make
sketches or use the Lab Gear. 4 28 12 I 4

5. Multiply. 0 6 2 I
a. 2x • 4x b. 5x • 6y
7 5 -I
c. 3xy. 10
6. The quantity 36xy can be written as the 13. a. Make a function diagram in which the
product 9x • 4y. Write 36xy as a product in output (y) is always 4 more than the
at least four other ways. input (x) .
b. Write a rule (function) for your function
7. Multiply.
diagram.
a. 2(x + y- 5) b. x(x + y + 5)
c. x(-x + y + 5)

Chapter 2 Operations and Functions

Digitized by Coogle
14. a. Make a function diagram in which 18.
....
the output (y) is always 4 times the
input (x).
b. Write a rule (function) for your function
diagram.
15. Make a function diagram with time on the 19.
x-number line (show one hour from the
bottom to the top), and distance on the y-
number line, to represent the motion of a
cyclist riding at a constant speed of 15 20.
miles per hour. Your diagram should have
five in-out lines.

PATTERNS AND FUNCTIONS

16. Look at the sequence of figures. Think 21. In problem 16, what figure would have a
about how it would continue, following perimeter of 88x + 2? Use trial and error
the pattern. Then: if necessary.
a. Sketch the next figure in the sequence. 22. Which sequence in problems 17-20, if any,
b. Copy and complete a table like the one contains a perimeter of
below. a. 2x + 100?

-
c. Describe the pattern in words.

Figure#

I
Perimeter

...
b. lOOx + 2?
c. lOOx + 100?
23. \) Look at the xy-block.
a. What is the perimeter of its top face?
b. What is its perimeter if y = I, 2, 3, 4,
I 0? (Do not substitute a number for x.)
2 ... Arrange your answers in a table .
3 ... c. Compare your table with those in prob-
lems 16-20. It should be the same as
4 ... one of them. Which one? Explain.

10 ... 24. V Use blue blocks to make a figure.

Substitute I, 2, 3, ... for y in its perimeter
100 ... to get the same sequence as problem 18.
Check your work; make a table.
ll ...
GEOBOARD TRIANGLES

17.--
Repeat problem 16 for these sequences. 25. On dot paper, sketch triangles having area
18, and having
a. one horizontal and one vertical side;
b. one horizontal side, no vertical side;
c. no horizontal or vertical side.

+ Essential ideas

Digitized by Coogle
CHAPTER

The double helix of a DNA molecule

Coming in this chapter:

ltmt.lZiltml Algebank offers to double your money every
month, in exchange for a monthly fee. Is this a good deal? Does
the answer depend on the fee, on the amount of money you have
to invest, or on both?

Digitized by Coogle
 WORKING BACKWARDS

3.1 Instant Riches

3.2 Two Negatives
3.3 More on Minus
3.4 Algebra Magic
3.A THINKING/WRITING:
Sec ret Codes
3.5 Introduction to Inequalities
r
3.6 Multiplication and Division ~~
3.7 Reciprocals I ~'
3.8 A Hot Day
3.8 THINKING/WRITING:
Opposites and Reciprocals
3.9 Equations and the Cover-Up Method
3.10 Combining Functions
3.11 Math on Another Planet
3.12 Similar Figures
3.( THINKING/WRITING:
More Banking

• Essential Ideas
• PRACTICE
 Instant Riches

AMAZING OPPORTUNITY! 3. a. Use arrows in this way to show what

The following ad appeared in the school paper. happened to Lara's, Gabe's, and Earl's
investments for the first five months.
b. Give advice to each of these students.
Amazing investment opportunity
at Algebank! Double your money RUNNING OUT OF MONEY
instantly! Invest any amount! No 4. Bea joined the plan, but discovered after
amount is too small. Our bank one month that she had an account balance
will double the amount of money of exactly $0. How much money had she
in your account every month. invested?
Watch your money grow!
5. Lea discovered that she had an account
A service charge of $100 will be balance of exactly $0 after two months.
deducted from your account at the end What was her initial investment?
of every month.
6. Rea had an account balance of exactly $0
after three months. How much money did
she start out with?
1. l:mli.JE!!I.!.I Do you think this is a good
7. Summarize your answers to problems 4-6
deal? Why or why not? Use some calcula- by making a table like the one below. Then
tions to back up your opinion. extend the table to show up to at least ten
2. Reg was interested in this investment. months.
After calling to make sure that the $1 00 Months to Reach
fee would be deducted after his money a Zero-Dollar Balance
was doubled, he decided to join. However,
after his service charge was deducted at Months Amount Invested
the end of the fourth month, he discovered
I
that his bank balance was exactly $0! How
much money did he start out with? Explain 2
your answer.
...
Three other students invested their money.
Gabe started with $45, Earl with $60, and Lara
with $200. The figure shows a way to keep 8. Describe the pattern in your table.
track of what happened to Lara's investment. GAINING AND LOSING
Month: 9. Mr. Lear joined the plan, but discovered
0 that at the end of every month he had
~~400-100 ~·2 exactly the same amount of money as
~ ~~600 ...
when he started. How much money is it?
Explain how that happened.

Chapter 3 Working Backwards

Digitized by Coogle
 3.1.
10. Algebank sends its customers statements benefit from the plan? Who will lose in the
quarterly (every three months). Several long run? Explain, giving some examples.
students were comparing their statements Make your article interesting, eye-catch-
at the end of the first quarter. One had $50, ing, and readable.
another had $100, and a third had $150 in
the account. 13.Fi§.!§fl@ili·l,l Use what you have learned
a. What will happen to each student? Will in this lesson to answer the following
all of them eventually gain money? questions about plans with similar
What will their next quarterly policies, but different numbers.
statements look like? Explain. a. Give advice to people wanting to join
b. Explain how you can figure out how a plan, if their money is tripled every
much money each of them started with. month and the service charge is $100.
11. \) Find two initial investment amounts b. Give advice to people wanting to join
that differ by $1, such that one of them a plan if their money is doubled every
will make money in this plan, and the month but the service charge is $200.
other will lose money. How far apart will
the amounts be in six months? Explain.
14. \) Suppose Algebank were to deduct the
service charge before doubling the money.
How would this change your answers to
problems 12 and 13b?
15. Describe another possible investment
school paper. Write an article giving gen- scheme and give advice to people about
eral advice to people wanting to join this who should join and who should not.
plan. Describe the plan clearly and explain
the pros and cons of joining it. Who will

3.1 Instant Riches

Digitized by Coogle
 Two Negatives

You will need:

•••••••••••••••••••• 5. Copy the function diagram. Extend the
table and the function diagram for nega-
••• graph paper EEEf3
• ~:::±±::~;' tive values of x .
••
lfTI
• ••••••••• 0 •••••••••••••••• 0 ••• ••• •

6. . _ If you know the values of b and x,

•• .. .. . . . . . . . . . . . . ... . . ....... . . .. . . .. . l.J....b'
function diagram paper
•• how can you calculate b - x by using
•••• •••• •••••••••••• •••• •••• ••••• addition? Explain, using examples.
l=tfflt.Jti!f.J.I
1• - - · ..... ... M any peop1e have heard the THE CARTESIAN COORDINATE SYSTEM
rule that two negatives make a positive.
Investigate to decide whether this rule is When you draw horizontal and vertical axes
always, sometimes, or never true when and plot points you are using a Cartesian coor-
you add two negative numbers. Explain, dinate system. It is named after the
giving examples. Then repeat your investi- French mathematician and philosopher Rene
gation for subtracting, multiplying, and Descartes. He is credited with bringing
dividing two negative numbers. Write a together algebra and geometry by using graphs
brief summary explaining your to make geometric representations of algebraic
conclusions. equations.
An important skill in algebra is predicting
2. What does not unilliterate mean? What what the graph will look like from the
about not uninteresting? Look up irregard- equation, or what the equation will be from
less in a dictionary. the graph.

SUBTRACTION
You should know the vocabulary of the
Cartesian coordinate system.
3. This function diagram represents a func-
• The horizontal number line is the x-axis.
tion of the type y = b - x. What is the
value of b? • The vertical number line is they-axis.
• The numbers (x, y) associated with a point
5 5 are the coordinates of the point.
• The axes divide the coordinate system into
four parts, called quadrants.
• The quadrants are numbered counter-
0 0 clockwise, as shown. In the first quadrant,
the coordinates of every point are both
positive.
• The point where the axes cross is called
-5 -5 the origin. The coordinates of the origin
are (0, 0).
X y
4. Make an in-out table for the in-out lines
shown on the function diagram.

Chapter 3 Working Backwards

Digitized by Coogle
 3.2.

MULTIPLICATION

The graph below shows the function y = 3x.

They-coordinate is always three times the
. . • (2, 4) x-coordinate. Three points are labeled .
y y = 3x

IV

7. In which two quadrants does a graph lie if

a. the second coordinate is always
positive?
b. the first coordinate is always positive?
c. the two coordinates always have the
same sign (both positive or both
negative)?
12. a. List three more (x, y) pairs that would
8. What can you say about the signs of x
be on the graph above, including at
and/or y if you know that (x, y) is in either
least one negative and one fractional
a. the third or the fourth quadrant? value for x.
b. the second or the fourth quadrant? b. In which two quadrants does the
c. the second or the third quadrant? graph lie?
9. If a point is on the x-axis, what is its c. In each (x, y) pair, how are the signs of
y-coordinate? If a point is on they-axis, the x-coordinate and the y-coordinate
what is its x-coordinate? related?

I Important: Zero, 0, is neither positive nor

negative.
13. This problem is about the function
y = -3x.
a. Make a table of at least six (x, y) values
10. Make a Cartesian graph for the function
for this function . Use negative numbers
from problem 3, using the in-out table you
and fractions as well as positive whole
made in problems 4 and 5.
numbers.
11. .._ Look at the part of the graph where b. Write the multiplication fact that is rep-
they-values are greater than 5. What are resented by each (x, y) pair in your table.
the x-values there? Explain what this says c. Use your table to make a graph of the
about two negatives. function y = -3x.

3.2 Two Negatives 854

Digitized by Coogle
.3.2

d. In which two quadrants does the 18.

graph lie? 5
e. In each (x, y) pair in your table, how
are the signs of the x-coordinate and
they-coordinate related?
0
14. a. Make a function diagram for the func-
tiony = -3x.
b. On the diagram, see how the signs of x
and -3x are related. When xis negative,
-5
what can you say about - 3x?
15. ._What is the sign of the answer (posi- X y
tive or negative) when you
19.
a. multiply a negative number and a posi-
tive number?
b. multiply two negative numbers?
c. multiply three negative numbers?
16. What is the sign of the answer? (You do
not need to find the answer.)
a. (-5)(-4 )(-3 )(-2)(-1)(0)(1 )(2)(3 )( 4 )(5)
b. (-9)(-87)(-7.65)(-43210)
c. (-9) 9 d. (-99) 99
X y
MULTIPLYING BY 1

Match each function diagram 17-19 with one 20. Multiplying x by- 1 is the same as taking
or more functions from this list. the opposite of x. Explain.
a. y = 0 b. y = x 21. CiJ§.!§flj$!1.],1 Explain each step of this
c. y = X + 0 d. y = I . X calculation.
e. y = -x f. y = -1 • x a. (-x)(-y) = (-l)(x)(-l)(y)
g. Y = 0 · x h. y = 0 · x 2 b. = (-1 )(-1 )(x)(y)
17. c. = (l )(x)(y) = xy
5 5
22 • ._Simplify (-a)(b)(-c)(-d) by the same
method.
23. Find each product.
0 0
a. -3 · 5y(-x)
b. (-2y)(-3x)(-4)(12xy)
c. (-1.3x)(-7x2 )
-5 -5 d. (-3x) 2
e. (-3x) 3
X y

.4,86 Chapter 3 Working Backwards

Digitized by Coogle
 LESSON

More on Minus

You will need: •••••••••••••••••••••• 6. Q 6x - (-3 - x)

•
• • a. 6x- 3 + x b. 6x +3 +x
••
•••
•
• •
c. 6x- 3- x d. 6x + 3- x
••••••••••••••••••••••••••••••••••
7. Write an equivalent expression without
1. l@'t.JE!I!.!,I Choose several numbers and parentheses.
investigate the following questions. Write a. 2x2 - (4 - x- x 2)
an explanation, using variables, of what b. (2x 2 -
4) - (x - x 2)
you discover. What is the result when you
c. (y - 5) - 3x - 2
a. add a number to its opposite?
d. y - 5 - (3x - 2)
b. subtract a number from its opposite?
c. multiply a number by its opposite? 8. Write an expression containing at least one
pair of parentheses that is equivalent to the
d. divide a number by its opposite?
given expression. (Do not put parentheses
around the whole expression, or around a
MINUS ANO THE DISTRIBUTIVE LAW
single term.)
For each problem below: 3x3 - 6x + 2 - 5y
• Use the Lab Gear to model the first
expression on the left side of the workmat. 9. Compare your answers to problem 8 with
your classmates. Try to find several differ-
• If possible, simplify the expression by
ent correct answers.
adding zero and removing matching
blocks. Get all blocks downstairs. A minus sign preceding parentheses tells you
• Then decide which of the expressions a, to subtract or take the opposite of everything
b, c, or dis equal to the given expression. in the parentheses. Writing an equivalent
Setting up each one in turn on the right expression without parentheses is called
side of the workmat may help. Explain distributing the minus sign.
your answers.
10.fii!,l,fld Explain how to distribute a
2. X- (5 + 2x) minus sign. Use examples.
a. x- 5 + 2x b. X- 5- 2x
C. X+ 5 + 2x d. X+ 5- 2x 11. Write an equivalent expression without
parentheses.
3. 2x- (-4 + 3x) a. -(r + s) b. -(-r + s)
a. 2x-4 + 3x b. 2x- 4- 3x c. -(r- s) d. -(-r- s)
c. 2x + 4 + 3x d. 2x + 4- 3x
12. Write an equivalent expression without
4. 3y + (5- 2y) parentheses.
a. 3y- 5 + 2y b. 3y- 5- 2y a. -l(r + s) b. -1(-r + s)
c. 3y + 5 + 2y d. 3y + 5- 2y c. -I(r- s) d. -1(-r- s)
5. X- (7- 2y) You can see from these problems that distrib-
a. x- 7 + 2y b. X- 7- 2y uting a minus sign is really just distributing -1.
C. X+ 7 + 2y d. X+ 7- 2y

3.3 More on Minus

Digitized by Coogle
.3.3
ADDINC. THE OPPOSITE b. y- X

Find the expression that must be added or sub- C. -y- X

tracted. It may help to use the Lab Gear.

18. Find the sign of the answer. (You do not
13. a. 3x2 + (-5x) + _ = -(5x + x 2) need to find the answer.)
b. 3x2 + (-5x)- (_) = -(5x + x 2) a. 1646- (-2459)
14. a. -2xy + x + _ = 6xy- 2x b. -2459 - 1646
b. -2xy +X-(_)= 6xy- 2x c. -1646- (-2459)
d. 2459- (-1646)
15. a. -12 + 4yx + _ = 7xy- 15
e. -1646 - (2459)
b. -12 + 4yx- (_) = 7xy- 15
19. Simplify each expression.
16. ~Compare your answers to parts (a)
a. 6- (-5)
and (b) in problems 13-15. How are they
related? Explain. b. -5- (-7)
c. -21 - (-3x) + 15
17. G§.!§fl@lll•!,l Problems 13-15 illustrated d. -2x- (-12x)- 5xy
the following fact: Subtracting is the same
as adding the opposite. For each subtrac- 20. Find each difference.
tion, write an equivalent addition. a. 2y- 7y b. 3xy- (-2xy)
a. y- (-x) c. -r-
4r d. 2xy- 2x

f;/ijliij AREA AND MULTIPLICATION 22. x · _ _ = xy-x2

21. What is the other side of a rectangle, if one 23. (y - 2) • _ _ = 5y - I 0
side is x and the area is 24. (_ _ - 3) · x = 2xy - 3x
a. 5x?
25. 2x · _ _ = 2xy + 4x2 - lOx
b. x 2?
c. x 2 + 2xy? Use the Lab Gear for these.
d. x 2 + 2xy + 5x? 26. (x + __ )(y-5) = xy + 5y- 5x- 25
The following equations are of the form length 27. (y- 1) · _ _ = xy + 5y- x- 5
times width =area of the rectangle. Fill in the
blanks. You may use the Lab Gear to help you. 28. (y + 2)(y - 1) = - -
If you do, remember to use upstairs for minus (Simplify.)
and to build a figure with an uncovered 29. C) (y - 1) • - - = l
+ 4y - 5
rectangle of the required dimensions in the (Hint: Study problem 28.)
comer piece .

..4-.8;;;;..8;;,..__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _C_'h_a.:....pt_er_3_lV_orking Backwards

Digitized by Coogle
 3.3T

DISCOVERY A SUBSTITUTION CODE 30. \) Try to break the code. (Copy the
message carefully, leaving blank space
This message has been coded by a simple between the lines. If you have a guess for
substitution code. a letter, enter it every place that letter
appears. For clarity, use lower-case letters
Rules:
for your solution, and capitals for the
• Each letter is always replaced by the same coded message. Use a pencil and an eraser.
letter throughout the message. Hint: The first word is a very common
• No letter is ever replaced by itself. three-letter word.)
QEB NRIB CLN QEFP GFKA LC TLAB FP
QEHQ BHTE IBQQBN FP HISHUP NBMI- PREVIEW MAKE A RECTANGLE
HTBA OU QEB PHJB IBQQBN
QENLRDELRQ QEB JBPPHDB. 31. \) For each problem make a Lab Gear
rectangle having the given area. Write a
multiplication equation.
a. x 2 + 9x + 8
b. x 2 + 6x + 8

3.3 More on Minus

Digitized by Coogle
 Algebra Magic
r

You will need: •••••••••••••••••••••• LAB GEAR MAGIC

•• •
••
•• the Lab Gear ....-JE:1 •
The following trick has been modeled with the

-
• •• Lab Gear.
• •••••• ••••• •••• •••• ••• • • ••• • • • • • •
MAGIC TRICKS
I) Think of a number.
1. l@i!.Jf!!!·j,l A magician asked everyone in
the audience to think of a number. "Don't
tell your number to anyone," she said.
"Now do the following things to your
number. 2) Add 6 more than the original number to
Step I : Add the number to one more the number.
than the number.
Step 2: Add 7 to the result.
Step 3: Divide by 2.
Step 4: Subtract the original number.
Step 5: Divide by 4.
3) Divide by 2.
When you are finished, you should all 4) Subtract 2.
have the same number"
What was the number, and how did the
magician know it would be the same for
everyone?

2. Try the following algebra magic problem.

Record your result and compare it with
others in your group. Do you all get the
same answer, or does your answer depend
on the number you started with?
1) Think of a number. 4. a. In this magic trick, do you think every-
one should end up with the same or dif-
2) Multiply the number by 3.
ferent answers? Explain.
3) Add 8 more than the original number.
b. How will a person's answer be related
4) Divide by 4. to his or her original number? Explain.
5) Subtract the original number.
3. Do the same trick, but change the final
step to subtract 2. Compare answers with
your group members again. Are they the
same or different? Explain.

Chapter 3 Working Backwards

Digitized by Coogle
 3.4.
5. Do the following magic trick with the Lab INVENTING MAGIC TRICKS
Gear. Start with an x-block, which repre- The following trick has one step missing.
sents the number a person chose. Sketch
I) Think of a number.
each step and write it algebraically.
2) Take its opposite.
1) Start with any number.
3) Multiply by 2.
2) Multiply the number by 4.
4) Subtract 2.
3) Add 5.
5) Divide by 2.
4) Subtract 1.
6) ?????
5) Divide by 4.
6) Subtract one more than the original 10. Use the Lab Gear to model the first five
number. steps of this trick. Use y to represent the
original number. Then translate each step
Should everyone have the same result? If into an algebraic expression. Compare
yes, what is it? your result after step (5) with your class-
REVISING MAGIC TRICKS
mates' answers.

6. Change the magic trick in problem 5 by 11. Decide what step (6) should be, so that the
reversing the order of Steps (3) and (4). given condition is satisfied.
Do you get the same answer as you did a. The final result is one more than the
before? Explain. original number.
b. The final result is the opposite of the
7. Change the magic trick in problem 5 by
reversing the order of Steps (2) and (3). original number.
Was this harder or easier than reversing c. The final result is always zero.
Steps (3) and (4)? Explain. d. The final result is always -1.
8. Change the last step in problem 5 so that 12. For each of these conditions, (a-d), make
everyone ends up with the number they up an algebra magic trick with at least
started out with. five steps.
a. The final result is the original number.
9. Do the following algebraic magic trick.
Which steps can you reverse without b. The final result is 2, regardless of what
changing the result? Why? the original number was.
I) Think of a number. c. The final result is the same, whether
you do the steps backward or forward.
2) Subtract 7.
d. The trick uses all four operations
3) Add 3 more than the number.
(multiplication, division, addition,
4) Add 4. subtraction).
5) Multiply by 3.
6) Divide by 6. 13•fll!rrlrrfiliL'JII Ch oose one of the tnc
· ks you
wrote in problem 12. Test your trick with
You should end up with the original
three numbers, including a negative num-
number.
ber and a fraction . Show your work. Use
algebra to explain the trick.

3.4 Algebra Magic

Digitized by Coogle
~llil@l$l@~
WRITING
3 •A Secret Codes

First we will use functions to create codes. 2. Use y = 7 + x to encode the words
Later we will use functions to break codes. smile, juggle, dance, puzzle.
Assign a number to each letter of the alphabet.
3. Choose a number, b, and use y = b + x to
A is I, B is 2, and so on.
encode a message for a classmate. (Let the
classmate know the value of b so he or she
A 1 H 8 0 15 v 22
will be able to decode the message
B 2 I 9 p 16 w 23 quickly.)
4. Decode the following message, which has
c 3 J 10 Q 17 X 24
been encoded withy= 10 + x.
D 4 K 11 R 18 y 25 ORSC COXOOXMO ECOC RKVP ORO
VOOOOBC SX ORO KVZRKLOO.
E 5 L 12 s 19 z 26
5. Find the function that would decode the
F 6 M 13 T 20 message in problem 4. Check your answer
by actually using it on ORSC, and making
G 7 N 14 u 21 sure it gives the expected plaintext.

I Definition: The text of a message, before it

is encoded, is called the plaintext.
6. a. Use the function y = 27 - x to encode
these names.
Bernard, Carol, Ellen, Peter
The easiest code works by replacing each letter b. Describe in words the code obtained
by one that follows it at a certain distance in from this function.
the alphabet. For example, A (letter I) is
replaced with H (letter 8), B (2) is replaced 7. a. Encode your name withy= 30- x.
with I (9), and so on. The function used in this b. Now take the answer to (a) and encode
example is y = 7 + x, where x is the number it with y = 30 - x again.
of the plaintext letter, and y is the number of c. Comment on the result in (b).
the coded letter.
8. a. Encode the word bilingual with
If the number of the coded letter is greater than y = 8 - x and then with y = x - 8.
26, subtract 26 from it. For example, V's num- Do you get the same answer? Explain.
ber is 22, 22 + 7 = 29, 29 - 26 = 3, so the b. Find a decoding function for each func-
code letter for V is C. tion in part (a).
1. Copy and complete this table to show the
y = 7 + xcode.
9. 1;1§-I·lel In this lesson you learned about two
kinds of coding functions. Some look like
Plaintext Code y = 7 + x, and others look like y = 8 - x.
Write a report on how to decode messages
A H coded by each kind of function and also by
functions like y = x- 8. Give examples
B I using other numbers for each of the three
kinds of functions. Mention any special
c ...
numbers. (For example, what happens
wheny = x + 26?)

Chapter 3 Working Backwards

Digitized by Coogle
 Introduction to Inequalities
r

You will need: •••••••••••••••••••••• 2. Put out blocks to match the figure.
• Simplify both sides. Write an expression
• •
.••••••••••••••••••••••••••••••••••
:
•
the Lab Gear ~
······································· .• : for the blocks that remain on the left side.
Write an expression for the blocks on the
right side. Which side is greater? Show
WHICH IS GREATER? your answer by writing the correct
You can tell which of two numbers is greater inequality sign between the two
by their positions on the number line. · expressions.
-7 -s -s -4 -3 -2 -1 o 1 2 3 4 s 6 7 For each problem, put out blocks to match the
I I I I I I I I I I I I I I I figure, and
The number that is greater is farther to the a. write the two expressions;
right. The number that is less is farther to b. simplify both sides on the workmat;
the left. c. decide which side is greater or whether

I Notation: The symbol for less than is <. For

example, -5 < 3, 0 < 7, and -6 < -2. The
symbol for greater than is >. For example,
6 > 3, 0 > -2, and -5 > -9.
3.
they are equal, and write the correct
sign between the expressions.

'\iii'
1. Use the correct symbol. I I I II
a. -5 ? -7 b. -5 ? -1
This workmat shows two expressions.
x +4- 5- (x + 5) and 10 + 2x - I - (2x - 1)

4.

,,,,,)
A~,,
,SSS$>1111]
t]t]t]t] I I I II

Which is greater? The question mark shows

. _ _ -fmr,
that this is unknown.

3.5 Introduction to Inequalities

Digitized by Coogle
.3.5
5. Your workmat should look like this.

-- I sI sI)< 1
...
'SiS'>
I 1J I I

-- --
' 5

~t)

6.
Both sides include 2x, but the right side is
greater, as it also includes 7 more units. So we
' sI i I sI sI]
... can write
2x < 2x + 7.
Now compare these expressions.

CAN YOU TELL?

To compare 2x- x + 5 - (5 - x) with

5 + 3x- 1 - (x- 3), first show the two
expressions with the Lab Gear.

8. Write both expressions as they are shown

in this figure.
9. Simplify both sides, then arrange the
blocks in a logical manner to determine
which side is greater.

- -
'.\ l
ilii
l>lj --...Fl..
. _....

s s 5 s >
•
. II I I I
7. Simplify both sides, then arrange the
blocks in a logical manner to determine
which side is greater.

Chapter 3 Working Backwards

Digitized by Coogle
 3.5.
Your workmat should look like this. 12.

--
- ffi

In this case, it is impossible to tell which side

is greater, because we do not know whether x
13.

is greater or less than 2.

For problems 10-13, write both expressions
as they are given. Then simplify, using your
blocks, and write the expressions in simplified
form. Decide which side is greater, whether
they are equal, or whether it is impossible to
tell. Write the correct symbol or?.
10. TESTING VALUES OF \'
Look at these two expressions.
2x- 5 -3x + 6
Which is greater? The answer depends on the
value of x.
14. a. Substitute -1 for x in both expressions
and tell which is greater.
b. Substitute 3 for x in both expressions
and tell which is greater.
c. Find another value for x which makes
11. 2x - 5 greater.
d. Find another value for x which makes
-3x + 6 greater.
15. For each of the following pairs of expres-
sions, find two values of x, one that makes
the first expression greater and one that
makes the second expression greater.
Show all your calculations.
a. 7x- 4 3x- 2
b. -2x + 6 8x- 4
C. X -x

3.5 Introduction to Inequalities

Digitized by Coogle
.3.5
For each pair of expressions, write 19. 7x- 1 -7x- 1
A if the expression in column A is greater;
20. 7x +1 -7x- 1
8 if the expression in column B is greater;
? if you would have to know the value of 21. 7x2 - I 7x- I
x in order to know which is greater. 22. Compare your answers to problems 16-21
Remember that x can have negative and frac- with other students' answers. Discuss your
tional values. It may help to think about the disagreements. If you disagree with
Lab Gear. In each case explain your answer, another student, try to find an example to
giving test values of x if it helps your show which answer is not correct.
explanation. 23. Write an expression containing x, that is
A 8 less than 4 when xis less than 9.

16. 7x 7x- 1 24. Write an expression containing x, that is

less than 4 when xis more than 9.
17. 7x + 1 -7x + 1
25. Q Write an expression containing x, that is
18. 7x + 1 7x - 1 less than 4 for all values of x.

DISCOVERY MORE CODES of the plaintext and coded alphabet.

HD NPJ JRNPN NPRBN. DPN PDT
If the coding function is of the form y = mx, it FBB XDP NJXX TPBN'L JRNPN?
is more difficult to encode and decode. (For b. What makes y = 2x a difficult code
the letter values, see Thinking/Writing 3.A.) to crack?
26. a. Encode the word extra using y = 3x. DISCOVERY SUMMING UP
b. What did you do when 3x was larger
than 26? Say that the sum of a word is the sum of the
numbers corresponding to its letters. (For the
27. Decode the following sentence which was
letter values, see Thinking/Writing 3.A.) For
encoded withy= 3x. It may help to make
example, the word topic has value
a table showing the matching of the plain-
text and coded alphabet. 20 + 15 + 16 + 9 + 3 = 63.
APIBOCEO HXO VOCIO. 30. What is the sum of the word algebra?
28. Encode the word multiplication with: 31. Find as many words as possible having
a. y = x; b. y = 2x; sum 100.
c. y = 13x; d. y = 26x.
29. Q
a. Decode the following message, which
was encoded withy = 2x. It may help
to make a table showing the matching

Chapter 3 Working Backwards

Digitized by Coogle
 Multiplication and Division

You will need: •••••••••••••••••••••• 1. Write the multiplication equation that is

•
•• •• shown by the figure .
• the Lab Gear ~ •
•• • 2. Write the two division equations that are
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• shown by the figure .
Notation: In algebra, the symbol ...;- is not 3. You could use the comer piece to set up
used, perhaps because it looks too much like several different divisions having numera-
a+ sign. To show division, use the format tor 12. For each, write the division equa-
of a fraction. tion and the corresponding multiplication
6_
--3
2
equation.

Or, if you're using a typewriter or computer, 4. Explain why it is impossible to set up the
write it with a slash, 6/2 = 3. division 12/0 with the Lab Gear.

In this book we will write division both 5. .,_ Some algebra students believe that
ways. 12/0 = 0. Explain why they are wrong by
discussing the multiplication that would
ONE MULTIPLICATION, TWO DIVISIONS correspond to this division.
For most multiplication equations, there are 6. a. Using the comer piece, multiply
two division equations. For example, (x + 4)(x + 3).
corresponding to 7 · 3 = 21, we have b. Write two division equations related to
2117 = 3 and 21 /3 = 7. the multiplication.
With the Lab Gear, you can use a rectangle to
DIVISION IN THE CORNER PIECE
model multiplication and division.
Here is an example of dividing in the comer
Arrange your comer piece and blocks to match piece.
this figure.

nn J
f-- f-- r--
~ ~ r--
f-- f-- r--
~ 1-- ~

L__ L__ '-----

.... numerator
denominator

3.6 Multiplication and Division 974

Digitized by Coogle
T3.6
• Put the denominator to the left of the
corner piece.
• Make a rectangle out of the numerator
and place it inside the corner piece so that 0
one side of the rectangle matches the
denominator.
0
0 D

remainder: 0
0

• Finally, to get the answer, figure out

what blocks go along the top of the
corner piece.
7. Write the division equation shown by 8. What are the numerator, denominator,
the figure. quotient, and remainder in the above
The denominator was a factor of the numera- division?
tor, and a rectangle was formed with no pieces
left over. However, in some cases, there will
be a remainder. Here is an example.

,4.98 Chapter 3 Working Backwards

Digitized by Coogle
 3.6.
9. Divide. (x + 2)(3y - 4x + 5) =
a. 6x2 + 3x b. 9x + 3 3xy - 4x 2 - 3x + 6y + I 0
3x 3
c. x2 + x + xy + y d. xy + 2x + x2 Use this method for the following products.
x+y x+y
e. 2x2 + 6x + 4 f. 3x2 + lOx+ 5 12. x(2x + 3xy + /)
x+2 x+3
13. (2x - y)(x + 3y)
10. For each division in problem 9, write the
14. (2x - y)(x - 3y)
related multiplication equation.
15. (2x + y)(x - 3y)
11. Q
a. Divide. Y2X + x 2y + 2xy + x 2 + y2 + x + y 16. (2x + y)(x + 3y)
x+l
17. (x + xy + 2yx)(y + 2 + x)
b. Write four multiplications having the
product This method for multiplication is a way to
/x + x 2y + 2xy + x2 + / + x + y. apply the distributive law to the multiplication
of polynomials. Every term must be multiplied
MULTIPLICATION WITHOUT THE lAB GEAR by every term.
Here is a method for multiplying polynomials
MUlTIPLICATION PUZZLES
without the Lab Gear. To perform the multipli-
cation (x + 2)(3y - 4x + 5), write the terms Fill in the tables, including the polynomial fac-
along the side and the top of a table. tors along the side and the top. All coefficients
3y -4x 5 are whole numbers. Is more than one solution
possible for either table?

: ~-----1 f-----+-----l
18.
-6x

-x -3
Then enter the products of the terms in the
corresponding boxes. 19.
l2xy t5.ry
3y -4x 5

X 3xy -4.! 5x
l
x2

2 6y -8x 10 20. C) Create a puzzle of this type that has a

unique solution. Give the solver as few
Then combine like terms, and you are done. terms as possible.
21. Solve a classmate's puzzle.

f;lapiiiii WHAT'S YOUR SIGN? b. 98.76. (-54.3).- = -21

c. 98.76. (-54.3).- = 0
22. What is the sign of the missing factor?
a. -123.4 · = 567.89

3.6 Multiplication and Division

Digitized by Coogle
 Reciprocals

A MODEL FOR MULTIPLICATION 5. IM!.Jt!!!.],l Do not use I as a factor.

You cannot easily show multiplication by frac- a. Write 2 as a product of two different
tions with the Lab Gear, but the Lab Gear can numbers.
help you think about it. For example, ( 1/5) • 50 b. Write 4 as a product of four different
is read one-fifth offifty. This means that we numbers.
divide 50 into five parts and take one of them. c. Write 6 as a product of six different
The diagram shows that ( 1/5) • 50 = 10. numbers.
d. Write 12 as a product of twelve differ-
ent numbers.

I Definition: The product of a number and its

reciprocal is 1. Another way of saying this
is, the reciprocal of a number is the result of
dividing I by the number.
Examples: 3 • 1/3 = 1
(2/5) is two of five parts, so 2/5 • 50 =20.
1. Find a number you could multiply by 8 to
I 2/3 . 3/2 = 1
0.31 . 100/31 =1
6. . _ Explain how the reciprocals of 3, 2/3,
get a number less than 8.
and 0.31 may have been found for the
2. Without finding its value, decide whether examples above. (No calculator was used.)
x would be more or less than 1. Explain
how you know. Guess the value of x, without using your calcu-
a. 8 • X = 50 b. 8 • X = 5 lator. If you think about reciprocals you will
have to do very little arithmetic.
C. 8 • X= 0.05
I
7. a. 5 · 5 · x = 6
3. Find the value of x for each equation in
problem 2. (Hint: Remember that for any b. 4 • X • 9 • _!_4 = 45
multiplication, there are two related divi-
sions. You may use a calculator.) C. X • 8•7 = 8
d. X • 8 •3 = 3
A MULTIPLICATION SHORTCUT
e. l·x·3·_!_=
3 2 15
4. Take 8, 3, and 2. They are three numbers
whose product is 48. Another multiplica- 8. a. 2 · x • 3 = 2
tion possibility is 6 • 4 • 2. Find as many b. X • 2 • 2 • 9 • 3 = 6
ways of writing 48 as a product of three c. _!_ • (5x) • 3 = 1
different numbers as you can. Do not use 5
I 3
1 as a factor. d. 5 · (5x) = 5
9. Make up two more equations like
problems 7 and 8 and solve them.

4100 Chapter 3 Working Backwards

Digitized by Coogle
 3.7.
10. C) Find two numbers a and b that will sat- 18. Find a positive number such that when you
isfy each equation. Don't use your calcula- divide 5 by it, your answer is
tor. Instead, think about reciprocals. Do a. a number less than 1;
not use I for a or b. b. a number between 10 and 20;
a. a · b · 14 = 28 b. a· b · 28 = 14 c. a number greater than 100.
2
c. 2 ·a· b = 10 d . a·b·10=- 3
3 Division by numbers between 0 and 1 is hard
RECIPROCALS ON THE CALCULATOR to show with the Lab Gear.
Most scientific calculators have a key for reci- These diagrams show 10/5, 10/2, and 10/1.
procals: lllxl, or ~ . (On calculators that do
not have such a key, you can divide 1 by a
number to find the number's reciprocal.)
11. Find the reciprocal of:
a. 1123; b. 0.456; c. 7.89.

12Jd§.I.!.M What is the result when you

a. multiply a number by its reciprocal?
b. divide a number by its reciprocal?
Be sure your results work for all numbers.
Explain how you reached your
conclusions.

13. 1182 < 0.0123 < 1181. Explain.

14. Find two consecutive whole numbers such
that 0.00123 is between their reciprocals.
What would 10/(1/2) look like? We cannot
15. Repeat problem 14 for 0.000123 actually build this with the Lab Gear, but we
16. ._Explain your method for solving could imagine what it would look like if we
problems 14 and 15. sliced each block in half.

A MODEL FOR DIVISION

17.1$1!.!fl!(,j,@ Find a positive number such

that when you divide that number by 5,
your answer is
a. a number less than 1;
b. a number between 10 and 20;
c. a number greater than 100.

3. 7 Reciprocals 1014

Digitized by Coogle
T3.7
19. a. What is the answer to the division 23 . . _ Dividing by a number is the same as
shown in the figure? multiplying by its reciprocal. Explain,
b. Dividing by 112 is equivalent to multi- using examples.
plying by what number?
Use this fact to perform each of the following
20. a. Will the result of the division 8/{1/4) be divisions without your calculator.
more or less than 8?
24. 12/(1/4) 25. 12/(2/3)
b. Use a sketch to show the division
8/( 1/4). 26. 10/0.4 27. x 2/(llx)
c. What is the answer to the division?
SMALL NUMBERS
d. Dividing by 114 is equivalent to multi-
plying by what number? 28. Find two numbers such that you get a
21. . . . result between 0 and I whether you add
a. What is the result of the division of 8 them, multiply them, subtract one from
by 0.1, 0.01 , 0.001? the other, or divide one by the other.
b. What would happen if you divided 8 by
a number that is much smaller than
0.001, almost equal to zero?
c. How about dividing 8 by 0?

A DIVISION SHORTCUT

22. a. If you multiplied 5 by a number and got

30, what was the number?
b. If you divided 5 by a number and got
30, what was the number?
c. Compare your answers to parts (a) and
(b). How are these numbers related?

4102 Chapter 3 Working Backwards

Digitized by Coogle
 lESSON

A Hot Day

•
You will need: •••••••••••••••••••••• . b. Plot the points that show how the
Celsius temperature changes with time .
• graph paper EfE8
•• .. . . .... ......... . . . . .....I±±P
• Your first point will be (II :03, 31 ) .
•
••••••••••••••••••••••••••••••••••• 3. a. Draw another pair of axes like the
The sign at Algebank near Abe's house gives first one.
the time and temperature. The temperature is b. Plot the points that show how the
given two ways, using both the Celsius and Fahrenheit temperature changes with
Fahrenheit temperature scales. One hot day time. Your first point will be (II :03, 87).
Abe made a record of the time and temperature
4. Write a short description of what your
at several times during the day. He tried to
graphs show. Compare the two graphs.
look at the bank sign exactly on the hour, but
usually he was off by a few minutes. His data COMPARING TEMPERATURE SCAlES
appear below.
A graph will help to show how the two
Time Temp (C) Temp (F) temperature scales are related.
5. Draw a pair of axes. Put the Fahrenheit
11:03 31 87
temperature on the vertical axis (label it F)
12:00 32 90 and the Celsius temperature on the
horizontal axis (label it C). Put the axes in
2:00 35 95 the middle of your graph paper and leave
plenty of room to extend your graph in all
3:04 35 95
directions. Plot the points in Abe's table.
4:08 34 93 Your first point will be (31, 87).
6. The points of your graph should fall
8:03 27 81
approximately in a straight line. Draw a
straight line that seems to go through most
1. I$1.Jfil[.!,l Abe heard on the radio that the of the points.
low for the night had been 74 degrees
Use your graph to estimate the answers
(Fahrenheit) at 4:30 A.M. and the high for
to these questions. If necessary, extend
the day had been 97 degrees at 3:30P.M.
your graph.
Using the information in the table,
estimate what you think the Celsius read- 7. Approximately what is the
ings on the bank sign would have been at a. Fahrenheit temperature when the
those two times. Explain how you got Celsius temperature is 25°?
your answers. b. Celsius temperature when the
Fahrenheit temperature is 50°?
TEMPERATURE VARIATION
c. Celsius temperature when the
2. a. Draw a pair of axes on graph paper. Fahrenheit temperature is-30°?
Label the horizontal axis Time and the
vertical axis Temp.

3.8 A Hot Day 1034

Digitized by Coogle
.3.8
8. QIs there a temperature where a 12. . . .
Fahrenheit and Celsius thermometer show a. Write a formula for this rule.
the same number? If so, what is it? b. Check your formula by using it to con-
Abe's sister Bea wanted to estimate the vert one of the Celsius temperatures in
Fahrenheit temperature for 17° Celsius. Abe's table.
Someone had told her that the best way to 13. Compare the two formulas you wrote. Do
remember the Celsius-Fahrenheit relationship you think they always give the same
was to memorize the fact that 16° Celsius is results? Explain, giving examples.
61° Fahrenheit. Abe joked, "So 17° Celsius
must be 71° Fahrenheit!" Bea replied, "I'll just 14. Use either method to convert these two
add one degree. That means 17° Celsius must Celsius temperatures to Fahrenheit.
be 62° Fahrenheit." a. 20° Celsius = _Fahrenheit
9. Explain what Bea did wrong. Use your b. 21 o Celsius = _ Fahrenheit
graph. Give examples explaining to Bea 15• ._According to your calculation in
how to make the conversion correctly. problem 14, when you increase the Celsius
10. ._Judging from your graph, if you temperature by one degree, by about how
increase the Celsius temperature by one much does the temperature increase on the
degree, by about how much does the tem- Fahrenheit scale? Where does this number
perature increase on the Fahrenheit scale? appear in the formula? Explain.

CONVERTING CELSIUS TO FAHRENHEIT CONVERTING FAHRENHEIT TO CELSIUS

Bea and Abe's parents, Mr. and Mrs. Gral, A journalist from Spain, G. Balear, is staying
were planning a trip to Europe, where temper- with the Grals. She is writing an article for a
atures are given in Celsius. They asked their Spanish newspaper about her experiences in
children to help them figure out how to the United States. She wants to convert
convert from Celsius to Fahrenheit. Fahrenheit temperatures to Celsius for
her article.
Abe asked his science teacher, who gave him
the following rule: To get the Fahrenheit tem- 16. The Fahrenheit temperature dropped to
perature, multiply the Celsius temperature by 41 °. Bea is trying to help Ms. Balear con-
1.8, then add 32. vert it to Celsius. She has the idea of
working backwards using the rule from the
11 . . . . almanac. Use this method, or another
a. Write a formula for this rule. Use F for method you think might work, to convert
the Fahrenheit temperature and C for 41 o F to Celsius.
the Celsius temperature.
17• ._Describe the method you devised in
b. Check your formula by using it to con- problem 16 for converting Fahrenheit to
vert one of the Celsius temperatures in Celsius. Explain why it works. Show that
Abe's table. it works for other temperatures by using it
Bea looked up the subject in an almanac, to convert some of the temperatures in
which gave these instructions: To get the Abe's table.
Fahrenheit temperature, multiply the Celsius
temperature by 9, divide by 5, then add 32.

4104 Chapter 3 Working Backwards

Digitized by Coogle
~Y!'ft1~~ 3.8 Opposites and Reciprocals

OPPOSITES 6. Use the function diagram you made in

problem 5. Follow y with your finger as x
The function y = -x can be thought of as the
goes up its number line. Answer these
opposite function, since y and x are opposites.
questions.
1. a. Make a function diagram for the func- a. As x increases, what happens to y?
tiony = -x. b. Are x andy ever equal?
b. Describe the in-out lines. (Are they
parallel? Do they meet in a single 7. .._On your function diagram of y = 1/x,
point? If so, where is that point?) as x moves up the number line, answer
questions (a-h), describing what happens
2. To answer these questions, look at the dia- to y. (Does it move up or down? Fast or
gram you made for problem I . slowly? From what to what?)
a. As x increases, what happens to y? a. when x is a negative number far from 0
b. Are x andy ever equal? Explain. b. when x approaches -I
c. When x increases by 3, what happens c. when x passes -1
toy? d. when x approaches 0
3. Find the number and its opposite that are e. when x passes 0
described. Use trial and error. Look for f. when x approaches 1
patterns. Try to develop a shortcut strategy. g. when x passes 1
a. a number 16 more than its opposite h. when x is a large positive number
b. a number 0.5 more than its opposite
8. Use your calculator to look for a number
c. a number 21 less than its opposite
and its reciprocal that satisfy these require-
d. Q a number A less than its opposite ments. If you cannot find an exact number,
e. Q a number 8 more than twice its get as close as you can by trial and error.
opposite. One is impossible.
a. The number is 9 times its reciprocal.
4. l;i§oi.Jil In a few paragraphs, summarize
what you learned about opposites and their b. The number is l/9 of its reciprocal.
function diagrams. Include examples. c. The number equals the opposite of its
reciprocal.
RECIPROCALS d. Q The number is 3 times its reciprocal.
The function y = 1/x can be thought of as e. Q The number is one more than its
the reciprocal function, since y and x are reciprocal.
reciprocals.
9. l;i§ol•lel Summarize what you learned
5. a. Make an in-out table for the function about reciprocals and their function
y = 1/x, using the following values for diagrams. Include examples. (Do not for-
x: -5, -4, -3, -2, -I' -0.8, -0.6, -0.4, -0.2, get to discuss what happens when x = 0.)
and the opposites of these numbers
(0.2, 0.4, etc.)
b. Make a whole-page function diagram
for the function.

3.8 Opposites and Reciprocals 1054

Digitized by Coogle
 Equations and the Cover-Up Method

WRITING EQUATIONS c. How much money does she receive

A seamstress makes dresses for a living. After from stores?
an illness, she has only $100 in her business d. What is the total amount of money she
bank account. She takes out a $1000 loan at receives every week?
Algebank. The interest on the loan is $15 per e. How much of it is she able to put in her
month if it gets paid back in the first year. She bank account? Simplify your answer.
spends $720 on dress-making materials, and
keeps the rest in her bank account to cover If you answered the questions correctly, you
additional costs, such as sewing machine should have ended up with the expression
repairs or whatever else may come up. 60x + 50 for the amount she deposits every
Materials for one dress come to $20. She week as a function of x. Let's say that she
makes two dresses a day, four days a week, would like this amount to be $300. This gives
and spends one day a week selling the dresses us the equation 60x + 50 = 300. Remember
and dealing with other matters related to her that x is the number of private customers per
business. week. We can now find out how many private
customers she would need to deposit $300 per
She sells as many dresses as she can to private week. All we need to do is solve the equation.
customers for $160 each, and the rest of the
dresses to stores, for $1 00 each. She needs SOLVING EQUATIONS
$750 a week for living expenses and puts any
income over that in her bank account. She
hopes to pay back her loan, and to make
enough money so that when she needs to buy
I Definition: Finding all the values of a vari-
able that make an equation true is called
solving the equation.

more materials, she does not have to take out You have already solved equations by trial
another loan. Can the seamstress meet her and error. The cover-up method is another
goals? How could she improve her financial technique for solving equations. It is based on
situation? the idea of working backwards.

One way to think about a problem like this one Example 1: 60x + 50 = 300
is to break it down into smaller problems, and With your finger, cover up the term that has
to write and solve equations for those. For the x in it. The equation looks like
example, let's write an expression that would D +5o= 3oo.
tell us how much money the seamstress puts in Clearly, what's in the box is 250. So
her bank account every week.
60x = 250.
itffii.Jtll!.!,l
1• - - · ..... ... A ssume the seamstress has Think of a division that is related to this
x private customers a week. Answer the multiplication, and you will see that
following questions for one week, in terms X= 250/60

ofx. or X= 4.1666 ....

a. How many dresses does she sell So in order to deposit $300 a week, the
to stores? seamstress needs to have more than four
b. How much money does she receive private customers a week.
from private customers?

4106 Chapter 3 Working Backwards

Digitized by Coogle
 3.9.
Example 2: This one is about a more com- 4. a. 34 - 2x; 6= 4

34 - 2x;
plicated equation.
b. 6 = -4
5 + 3x- I= 7
4 + 3x
5. a. 21 = 12 + 3: b. 12 = 21
8
Cover up the expression 3x - I. You get
4 6. a. 5 + ~ = 17 b. 5 + _i_ = 17
5 + D= 1. X

Whatever is hidden must be equal to 2. So c. 5- ~ = 17 d. 5- _i_ = 17

X

3x- I 7. a. 3 = __!1__ b3=x+l

--=2 x+l . 12
4
Now cover up 3x - I with your finger. C. 3 = __!1__ d. 3 = X +7
X+ 7 12
8. . _ Make up an equation like the ones
D =2
above that has as its solution
4
What is under your finger must be 8. So I
a. 4; b. -4; c. 4.
3x- I = 8.
Since the cover-up method is based on cover-
Cover up the term containing x. ing up the part of the equation that includes an
D- I= 8 x, it can be used only in equations like the ones
What's under your finger must equal 9. So above, where x appears only once. In other
3x = 9 equations, for example
and X= 3. I60x + 100(8 - x) - 750 = 300,

2. Check the solutions to examples I and 2 you cannot use the cover-up method, unless
by substituting them in the original you simplify first.
equations.
9. Q Find out how many private customers
Solve each equation. Use the cover-up method, the seamstress needs every week so that,
then check each answer by substituting. at the end of four weeks, she has enough
money in her bank account to pay back
3. a. 3(x - 10) = 15
her loan and buy dress-making materials
b. 3(x + 10) = 15 for the next four weeks. Use equations
c. 3 + to= 15 and the cover-up method if you can.
Otherwise, use any other method. In
d. ~+ 12 = 15
X either case, explain how you arrive at
your answers.

3.9 Equations and the Cover-Up Method 1074

Digitized by Coogle
T3.9

f;lifliii DIVIDING BY ZERO DISCOVERY BE PRODUCTIVE

10. Explain, using multiplication, why Say that the product of a word i the product of
20/5 = 4. the numbers corresponding to its letters. (For
11. Explain, using multiplication, why 20/0 is the letter values, see Thinking/Writing 3.A .)
not defined. (Hint: Start by writing For example, the word optic ha value
20/0 = q. Write a related multiplication. 15. 16 . 20. 9 . 3 = 129,600
What must q be?)
13. What is the product of the word ALGEBRA?
12. Explain, using multiplication, why 0/0 is
14. Find words whose product is as clo e to
not defined. (Hint: Start by writing
one million as possible.
010 = q. Write a related multiplication.
What must q be? Could it be something 15. \) Find words having these products.
else?) (Hint: It would help to find the prime fac-
tors of the numbers.)
a. 6 b. 8
c. 12 d. 14
e. 15 f. 16
g. 20 h. 24
i. 35 j. 455
k. 715 I. 2185
m.106,029 n. (j 4,410,000

4108 Chapter 3 Working Backwards

Digitized by Coogle
 Combining Functions

•••••••••••••••••••••

e
You will need: • These two steps can be combined as shown in

~ 9..~~-~-~-y~~:-~... ~
this one-step function diagram.

• • 7 7
••••••••••••••••••••••••••••••••••
5 5
DIAGRAMS OF COMBINED FUNCTIONS
3 3
Function diagrams can be used to show the
result of combining functions. Here are two
simple functions. One function doubles x. The -I ---t------t--l
other function adds I to x.
-3 -3
y, = 2x Y2 =X+ I
Notation: The 2 in the name y 2 is called a
-5 -5
subscript. It is written lower and smaller x---,...y
than they. It does not mean multiply by 2 or
square. It is just a way to distinguish two 2. Write a rule for this function diagram.
variables that would otherwise have the
The functions y 1 and Y2 can also be combined
same name.
in the other order: First, add l to x. Then dou-
1. Draw function diagrams for y, and Y2· ble the result. They value of Y2 becomes the
new x value for y,.
This two-step function diagram shows one
way of combining y, and Y2· First, double x. 3. Draw a two-step function diagram show-
Then add l to the result. They value of y, ing the combination of the functions in
becomes the new x value for Y2· this order.

7 4. Summarize your two-step function

diagram in a one-step function diagram.
5
5. Write a rule for the one-step function
3 diagram you drew.
6. . _ Does the order in which we combine
-1 the functions matter? Explain.
-3 These problems are about the following two
-5 functions.
y 1 = - 3x Y2 = x + 2
X Yl Y2 7. Show a two-step function diagram, com-
multiply (new x) then
by 2 add 1 bining the functions by performing y 1 first
and then Y2 ·

3.10 Combining Functions 1094

Digitized by Coogle
8. Summarize your two-step diagram in a from your desk, tum on the television,
one-step diagram and write the function and sit down on the sofa. What do you
that corresponds to your one-step function do to get back to work?
diagram.
13. AI believes that the way to undo the
9. Repeat problems 7 and 8, but this time actions open the car window; stick your
combine the two functions by performing head out is close the car window; pull
Y2 first, followed by y,. your head in. Comment on this idea.
10. Did the resulting function change, when 14. Create your own example of inverse
you changed the order in which you com- actions.
bined the two functions? Explain.
INVERSE FUNCTIONS
n.lmt.JE!!!.!,I Sometimes you can combine
two functions in either order and the 15JtA(.!f!!i·l,l Choose any function and make
resulting function is the same. Find pairs a function diagram for it. Then draw the
of functions that have this property. You mirror image of this function diagram.
may use function diagrams to verify your What is the function associated with the
answer. Discuss any patterns you notice. mirror image? How is it related to the
original function? Try this with several
INVERSE ACTIONS functions. Write about any patterns you
notice.
The inverse of an action is the action that
undoes it. For example, suppose you were The inverse of a function is a function that
leaving home in the car. You would perform undoes it. For example, look at these two
these four actions. input-output tables.
ACTION I: Open the car door.
ACTION 2: Get into the car. X y X )'

ACTION 3: Close the door.

2 6 6 2
ACTION 4: Start the car.
If, before driving away, you suddenly realized -I -3 -3 -I

that you forgot something, you would have to

4 12 12 4
undo all these actions. You would undo the
actions in the reverse order:
16. a. What happens when you use an output
First, UNDO ACTION 4: Stop the car. from the first table as the input for the
Second, UNDO ACTION 3: Open the door. second table?
Next, UNDO ACTION 2: Get out of the car. b. What two functions do you think are
Last, UNDO ACTION I: Close the car door. represented by these two tables? How
are the functions related?
12. Describe how to undo these actions.
a. In the morning, you put on your socks,
then put on your shoes. What do you do
in the evening?
b. To take a break from this homework,
you close your math book, stand up

• 110 Chapter 3 Working Backwards

Digitized by Coogle
 3.10.

If Yr = 2x and Y2 = (112)x, a two-step function 17. Write in words what the inverse function
diagram shows that Y2 undoes y, . does. (Call it Y2·)
18. a. Write a rule in the form y 1 = for the
5 original function.
3 b. Write a rule in the form y 2 = for the
inverse function .
19. a. Make separate function diagrams for
-1 Yr and Y2·
-3 b. Describe how the diagrams you made
are related.
-5
20. Make a two-step function diagram for the
X----+ y I ---~ Y2 combination of y, and yz.
multiply (new x) multiply
by 2 by 1/2 21. Make a one-step function diagram summa-
This is shown dramatically when the two-step rizing your two-step diagram. Would it
diagram is summarized in a one-step diagram. matter if you combined Yr and Yz in the
other order?
4 -+-----1- 4
2 2
22 • fii!u!uFw• · a summary o f w hat you
Wnte
have learned in this lesson about combin-
0 0 ing function diagrams, especially those of
-2 2 inverse functions . Use examples.
-4 -4
23. Q Find functions that are their own
x---•y inverses. What do you notice about their
A function Yr performs the following function diagrams? Explain.
operations on a number.
Multiply the number by 3, subtract I.

3.10 Combining Functions 1114

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 Math on Another Planet

S\\.\LL POCKETS 1. l@l[.jf!!!.!.l

a. The King trades his coins at the bank,
On the treeless planet of Glosia, the currency according to their official value, with
consists of florins, ecus, and ducats. One florin the object of having as few coins as
is worth two ecus, and one ecu is worth two possible in the tiny pocket of his slinky
ducats. Since there is no paper, there is no new pants. He starts with l 000 florins.
paper money, and the people of Glosia have What does he end up with?
to carry coins everywhere. King Evariste VII, b. Prince Enbel has one ducat. He buys a
being immensely rich, must wear bloomers toastereo (a popular appliance which,
with enormous reinforced pockets to hold unfortunately, does not make coffee),
his money. costing 50 ecus. If he is given the
One day the King realizes that there is a new fewest coins possible, how much
trend in Glosian fashion. Elegant men and change does he get?
women wear only small pockets. Evariste VII, c. Princess Lisa has one ecu. She wins
not one to be left behind by the great move- the first prize in a contest in Names
ments of style, decides to institute a drastic Magazine. The prize is one ducat, one
economic reform by enacting a strange law: ecu, and one florin . She now has four
One ducat is worth two florins! (The old rules coins, but they won't fit into her
are not changed.) When you realize trades can pocket. What does she have after trad-
be made in either direction, you can see how ing them in to get as few coins as possi-
the King's brilliant legislation will abolish ble? (The second prize would have
poverty forever. been a T-shirt with the Names logo
and no pockets at all.)
The people of Glosia are ecstatic. With the
new system, one may have a fortune in one's d. Sol Grundy has no money. He gets a
pockets, and yet never carry more than three job at the toastereo store, earning one
coins! One can be rich and fashionable at the florin per day, seven days a week. Since
same time. For example, if you own eight his pockets are fashionably small, he
ecus, you can go to the bank, and trade them trades his money as often as possible in
in for four florins. These can be traded again, order to have as few coins as possible.
for two ducats, which equal one ecu, which If he starts his new job on Monday, how
will certainly fit in your pocket. much does he have each day of the
week? The next week? (Assume he
doesn't spend any money.)

4112 Chapter 3 Working Backwards

Digitized by Coogle
 3.11.

2. Make a list of the amounts of money one Evary

can have that cannot be reduced to a
smaller number of coins. (Hint: There are Mo Tu We Th Fr Sa Su
seven possible amounts.) One of the
amounts is (d + e). I 2 3 4

3. Make an addition table for Glosian money. 5 6 7 8 9 lO II

It should be a seven-by-seven table, with a
row and column for each of the amounts 12 l3 14 15 16 17 18
you found in problem 2. For example,
19 20 21 22 23 24 25
your table should show that
(d +e)+ d =f. 26 27 28 29 30 31 32
4. One of the seven amounts you found in 33 34 35 36 37 38 ...
problem 3 can be considered to be the
"zero" of Glosian money, since adding it
6. What day of the week will it be on Evary
to a collection of coins does not change
lOOth? Explain how you figured it out.
the collection's value (after trading to get
the smallest possible number of coins). The King is so pleased with the new calendar
Which amount is the zero for Glosian that he decides to invent a new kind of math.
money? He calls it Calendar Math. In Calendar Math,
Monday + Tuesday ~
5. The opposite of an amount is the amount
you add to it to get the zero. Find the 5 + 6 = 11 ~ Sunday,
opposite of each of the seven amounts in or, more briefly, Mo + Tu = Su.
problem 3. 7. Check whether, if you picked different
numbers for Monday (such as 12, 19, etc.)
A LONG MQ,"JTH and Tuesday (13, 20, etc.), you would still
get Sunday for the sum.
The King can never remember which month 8. Make an addition table for Calendar Math.
it is and how many days the month has. He It should be a seven-by-seven table, with
decides to start a new calendar, with a single the days of the week along the left side
infinite month, the month of Evary, named and across the top and their sums inside
after himself. This is what the calendar the table.
looks like.

3.11 Math on Another Planet

Digitized by Coogle
• 3.11

9. Calendar Zero is a day of the week such 14. What is special about Calendar Zero in
that, when you add it to any other day, you multiplication?
get that other day for the answer. What day 15. Calendar One is a day of the week such
is Calendar Zero? that when you multiply it by any other day,
10. Find the Calendar Opposite for each day you get that other day for the answer.
of the week. That is the day you add to a What day i Calendar One?
given day to get Calendar Zero. If a day 16. The Calendar Reciprocal of a day is the
does not have an opposite, or is its own day you multiply it by to get Calendar
opposite, explain. One. Find the Calendar Reciprocal for
11. Calculate. each day. If a day does not have a recipro-
a. Mo + Mo cal, or is its own reciprocal, explain.
b. Mo + Mo + Mo 17. Calculate Su 2 , Su 3 , etc. What power of Su
c. Mo + Mo + Mo + Mo, etc. is equal to Su?
12. How many times do you add Mo to itself ts.IFJI!,!,fltj Summarize Calendar Math.
to get back Mo?
13. Make a multiplication table for Calendar
Math. Here is an example of a result that
would appear in it.
Mo • Tu ~ 5 · 6 = 30 ~ Fr,
so, Mo • Tu = Fr.

4114 Chapter 3 Working Backwards

Digitized byGoogle
 Similar Figures

You will need:

•••••••••••••••••••• 4. Doubling the x-coordinates and leaving the
.•• y-coordinates the same, make a copy of
•
•
••
geoboards
.............................. [] your alien's face on dot paper. This is
called the (2x, y) copy.
• dot paper
• ···················································· 5. Repeat problem 4, but this time leave the
•
••••••••••••••••••••••••••••••••• x-coordinates as in the original and double
EQUIVALENT FRACTIONS
they-coordinates only. This is called the
(x, 2y) copy.
1. Using a rubber band, connect the origin
and (6, 9). The line misses most geoboard 6. Repeat problem 4 again, with both x- and
pegs, but it goes exactly over two of them y-coordinates doubled. This is called the
(in addition to the pegs it connects). What (2x, 2y) copy.
are their coordinates?
7. lfii!,J.@ij Write a paragraph answering
Problem 1 provides a way to find equivalent these questions: Which of the copies looks
fractions on the geoboard. If you think of (6, 9) most like an enlarged version of the origi-
as representing 6/9, you have found two other nal? How are the other copies distorted?
fractions equivalent to it, making this a set of
three equivalent geoboard fractions . 8. Write a story about the alien's adventures,
2. 1@1!.!@!.!,1 Find as many sets of equiva- explaining why its face went through these
changes.
lent geoboard fractions as possible. Do not
use zero in the numerator or denominator. 9. Q Enlarge the following figures without
There are 56 fractions distributed in 19 distortion. Explain how you did it.
sets. Do not include sets that consist of just • • • • • • • •
one fraction .
• • • • • • • •
ENLARGING WITHOUT DISTORTION • • • • • • • •
3. a. Make the face of an alien with rubber • • • • • • • • • •
bands on your geoboard. The whole
face needs to fit in the bottom left quar-
ter of the board. In other words, none of
the coordinates can be greater than 5.
Don't make it too complicated.
b. Make a record of the coordinates you
used. You will need those in the next
problems.
c. Copy the face on dot paper.

3.12 Similar Figures

Digitized by Coogle
I
Sl\\llAR RECTANGlES Calculator division method: Check whether
Definition: When one figure can be the ratio of the dimensions is the same in both
obtained from another by enlarging it or the rectangles.
shrinking it without distortion, the figures Example:
are said to be similar. a. a 2-by-6 rectangle and a 3-by-8 rectangle
10. Make a rectangle having vertices at (0, 0), b. a 2-by-6 rectangle and a 3-by-9 rectangle
(4, 0), (4, 6), and (0, 6). Find a smaller rec-
tangle that is similar to it by finding a
• • • • • • • • • •
number you can multiply the given coordi- • • • • • •
nates by to get whole number coordinates • • • •
that will fit on the geoboard. Sketch both • • • • • •
on the same figure.
• •
11. Repeat problem I 0, but find a larger
rectangle that is similar to the given one.
• • • •
Sketch it on the same figure as in • • • •
problem 10. • • • •
The following questions are about the three • • • •
rectangles from problems I 0 and II. • • • •
12. Connect the origin with the opposite ver- • •
tex in the largest rectangle. Does your rub- 2/6 = 0.3333333 ...
ber band pass through vertices of the other 3/8 = 0.375
two rectangles? 3/9 = 0.3333333 ...
13. What are the length and width of each 15. Explain the results of the two methods in
rectangle? How are they related to each this example.
other?
You may know other methods for recognizing
14. Can you think of a single number that tells whether fractions are equivalent. You can use
what all three rectangles have in common? those also, to determine whether rectangles are
similar.
Here are two ways to tell whether two rectan-
gles are similar.
16.i§lluhJ6lfl Explain how the ideas of similar
Geoboard diagonal method: Make both rec- rectangles and equivalent fractions are
tangles in the bottom left of a geoboard, with related.
one vertex on the origin, and sides along the
x- and y-axes. Then connect the origin to 17. Q Are these two rectangles similar? The
the opposite vertex of the larger rectangle. first one has vertices: (0, I), (2, 0), (4, 4 ),
If the diagonal you created passes exactly over and (2, 5). The other one has vertices (7, 3),
the vertex of the smaller rectangle, they (9, 6), (3, 10), and (I, 7). Since the methods
are similar. outlined above will probably not work,
explain how you arrive at your answer.

Chapter 3 Working Backwards

Digitized by Coogle
f;/ijliJj THE COMMUTATIVE AND DISCOVERY CLOCKMATH
ASSOC/A TIVE LAWS

18. Write an expression using Clock Math can be defined by saying that only
• the numbers 1, 2, and -3, in any order, the numbers on the face of a clock (I, 2, ... ,
• two subtractions, 12) are used. In Clock Math, 5 + 9 = 2, and
5 X 9 = 9. This is because when you pass 12,
in as many ways as possible. you keep counting around the clock.
In each case, calculate the value of the
2oJ;i§.j.lel Write a report on Clock Math. You
expression.
may start with a science fiction or fantasy

I Examples: 2 - 1 - -3 = 4
2 - (I - -3) = -2
(-3-1)-2=-6
story to explain an imaginary origin for
Clock Math. Your report should include,
but not be limited to, answers to the
following questions: Is there a Clock Zero?
19. Do the commutative and associative laws
What is it? Does every number have a
apply to subtraction? Explain.
Clock Opposite? What is it? Is there a
Clock One? Does every number have a
Clock Reciprocal? What is it? Don't forget
to make addition and multiplication tables.

3.12 Similar Figures

Digitized by Coogle
~liii~itii@~
_WRITIN~
3.C More Banking

Reg works for Algebank. He was trying to 5. Describe what the linked function
analyze the investment plan described in the diagrams show.
first lesson of this chapter. He decided to use
6. How could one use a single-function dia-
x's andy's in his analysis. He wrote:
gram to follow what would happen to an
x = amount of money the person invests investment over a period of more than one
y = amount of money the person has after month?
one month
7. ._Use Reg's method to analyze a plan
Since the bank doubles the investor's money where the investment is multiplied by 1.5
and deducts the $1 00 fee, the function relating and the service charge is $50. Describe
x and y is y = 2x - 100. what your linked diagrams show.
1. Make a function diagram for this function. 8. Compare the plan in problem 7 with the
first plan for someone who invests
2. Use your function diagram to find out
a. $90; b. $100; c. $110.
a. how much an investor, who had $300
after one month, started with; 9. Which do you think has a bigger influence
b. how much an investor, who started with on the amount of money the investor
$300, had after one month. makes, the service charge, or the number
by which the investment is multiplied?
3. Use your function diagram to find the Write an explanation supporting your
amount of money the investor started with, opinion. Use several examples.
who ended up with the same amount of
money after one month. (This is called the 10. Explain why AI thought it was important
fixed point of the function.) to know whether the service charge was
deducted before or after the money was
4. What happens to an investor who starts out doubled. Use some examples. Express
with an amount of money less than the each policy with a function.
fixed point? With an amount of money
greater than the fixed point? nJ;i§•I.iil Write a report on investment plans
To analyze what happens to an investment of the type studied in this assignment and
over a period of more than one month, Reg in Lesson 1, plus, optionally, other plans
connected function diagrams. Since the of your design. Use variables. Your report
amount at the end of the first month is the should include, but not be limited to,
amount at the beginning of the second month, answers to problems 9 and I 0.
he used they-number line from the first
diagram as the x-number line of the next, 12.hi.!!§91 Find out what the service charge
doing this many times. and interest rate are at three real banks.
Figure out what would happen to $100
500 500 invested at each service charge and interest
rate over a period of three years. Write up
what you discover as if it were an article
250 250
for the school newspaper, and you were
giving advice to students.
0 0

Chapter 3 Working Backwards

Digitized by Coogle
 ~ Essential Ideas

WORKING BACKWARDS FROM WORDS TO ALGEBRA

Abe and Bea had baked a batch of cookies. 8. a. Translate each step into algebra.
They told Reg, AI, and Lara that they could I) Think of a number.
each have one-third of the cookies. Later, Reg 2) Add 4.
went into the kitchen and took one-third of the
3) Multiply the result by 2.
cookies. An hour after that, not knowing that
Reg had already taken his share, Lara claimed b. If I got 46, what was my original
one-third of the remaining cookies. A few number?
minutes later AI, thinking he was the first to 9. a. Translate each step into algebra.
find the cookies, devoured one-third of what I) Think of a number.
was left.
2) Multiply by 2.
1. If 8 cookies are left, how many must Abe 3) Add 4.
and Bea have baked? b. If I got 46, what was my original
number?
TWO NEGATIVES
c. Compare your answer to part (b) with
2. Find the sign of the result. your answer to part (b) in problem 8.
a. 3 - 5 b. 3 - (-5) Were your answers the same or differ-
c. -5 - (3) d. -5 - (-3) ent? Explain.
3. Find the sign of the result. COMPARING EXPRESSIONS
a. -(5)(-3) b. -(5 - 3)
10. Find a value of x for which
c. -[-3 - (-5)] d. -(-5)(-3)
a. -8x - l is less than 8x + 3;
POSITIVE, NEGATIVE, OR ZERO? b. -8x - I is greater than 8x + 3;
4. For each expression, write P. N, and/or 0, c. \) -8x - I is equal to Sx + 3.
depending on whether it can possibly be MUL TII'LICATION TABLES
positive, negative, or 0. (Try various val-
ues for the variables to help you decide. Find these products. Combine like terms.
For example, -2, 0, and 2.) Explain your 11. (x + 3)(2x + 4)
answers.
a. 5x b. -2x2
12. (x + 3)(2x + 4y)
c. -9y d. 5l 13. (x + 3 + y)(2x + 4y)
e. z3 f. -a4 Fill in the blanks.
SIMPLIFYING EXPRESSIONS 14. X -3 5y
Simplify each expression.
5. 12x- 6xv- (-3x)- (-2y)
-1 ~----~------.------,

2x2 -6x lOxy

15.
6. -3x2 - (3)2 + x 2 - (2 - x 2)
7. x - (x - 5) - (5 - x) 3y -6x\ 15/ -3y

16. __ (x - 2) = 2 - x

+ Essential Ideas

Digitized by Coogle
•• OPPOSITES AND RECIPROCALS Scientists sometimes use the Kelvin tempera-
17. Simplify each expression. Look for short- ture scale. To convert Kelvin temperatures to
cuts. Celsius, you subtract 273. For example, the
melting temperature of iron is 1808° Kelvin, or
I 2 3
a. 9 · -3 · -3 · 5 · -2 1535° Celsius.
b. [5x- (-5x)] - [5x- (-5x)] - 16x
23. Lead melts at 600° Kelvin. What tempera-
c. 0.5 . 25 . 0.02 . 2 ture is that in Fahrenheit? (Use the infor-
18. Gabe and Abe were arguing about xy. mation from Lesson 8.)
Gabe said that the opposite of xy is yx. 24. Explain how to convert Kelvin tempera-
Abe said that the opposite of xy is -xy. tures to Fahrenheit, and how to convert
Lara overheard them, and said she thought Fahrenheit to Kelvin. (Hint: Use arrows to
that the opposite of xy is -yx. Write an show each step of the conversion.)
explanation that will settle their argument.
25. a. Make a function diagram for the func-
19. What numbers are tion Y1 = (x/2) + I.
a. greater than their reciprocal? b. Make the function diagram of its
b. less than their reciprocal? inverse and find the rule.
c. equal to their reciprocal? c. Find the function that results from com-
d. less than their opposite? bining y 1 and its inverse. Does the order
e. equal to their opposite? in which you combine the functions
matter? Explain.
20. a. Which of the following is the reciprocal
of3x? SOLVING EQUATIONS
I 3 I Use the cover-up method to solve these
3x 'x 'or 3 equations.
b. Check your answer by substituting two
different numbers for x and showing 26 _1!_+3=9 27 x- 5 +3=9
• X- 5 • 24
that the product of 3x and its reciprocal 5- X 24
is I in both cases. 28 • -24
+3=9 29• - +3=9
5 -X

INVERSE FUNCTIONS
30. Compare the solutions to each pair of
equations. (Use related multiplication
Write the inverse of each of the following equations.)
functions.
a. 1._
M
= 6 and ~ =2
M .
21. a. The function adds 2 to x and multiplies
the result by 4. b ~ = 4 and _±_ = 8
" M M
b. The function multiplies x by 4 and adds
C 20
. M
= 5 and 2_
M
= 20
2 to the result.
d. Make up another example like this.
c. 0y= 7x- 4
31. Describe the pattern you found in problem
22. a. The function takes the opposite of x.
30. Explain why it works.
b. The function takes the opposite of x,
adds 5, and divides the result by 2.
C. 0 y = 3- X
6

4120 Chapter 3 Working Backwards

Digitized by Coogle
 PRACTICE

REVIEW/PREVIEW SIMPLIFY REVIEW/PREVIEW EQUATIONS

1. x + 0.2x 2. x- 0.2x 11. For each equation, use trial and

error to find a value of n that
3. x + 0.8x 4. x + (114)x makes it true.
5. x- (114)x a. 3n + 10 = Sn
b. Sn + 10 = 3n
fQj/ijliSt EQUAL RATIOS
c. 7n + 10 = 8n
The equations below all involve two d . 8n + 10 = 7n
equal ratios. Find the value of x that
will make the ratios equal. You may 12. Use trial and error or the cover-up
want to use trial and error with your method to solve these equations.
calculator. a. 2(x + 5) = 8
X 6 3 5 b. 5 + 2(x + 4) = 19
6· 4 T 7. X 7 c. 3(2x + 4) - 7 = 11
X 5 3 6 d. -4(10x - 3) - 6 = - 14
8. 3 7 9. I x+7
4 6 13. Find a positive integer that sati s-
10. 5 x+7 fies each equation .
a. 3n - 1 = 47
b. n2 - 5 = 59
14. Find a negative integer and a
positive integer that sati sfy the
equation
n 2 - n = 20.

Practice 1214

Digitized by Coogle
CHAPTER

The spiral curve of a West African chameleon's tail

Coming in this chapter:

• Find as many functions as possible whose graphs go
through the origin.
• Find as many functions as possible whose output is 5
when the input is 2.

Digitized by Coogle
 INTERPRETING GRAPHS

4.1 A 100-Mile Trip

4.2 Points, Graphs, and Equations
4.3 Polynomial Functions
4.4 Graphs Through Points
4.A THINKING/WRITING:
The Bicycle Trip
4.5 Lines Through the Origin
4.6 In the Lab
4.7 Real Numbers and Estimation
4.8 Jarring Discoveries
4.8 THINKING/WRITING:
Direct Variation
4.9 Rules of the Road
4.10 Up in the Air
4.11 Horizontal and Vertical Lines
4.12 Com pi icated Areas
4.( THINKING/WRITING:
Letter Strings

• Essential Ideas
• PRACTICE

Digitized by Go
 A 1 00-Mile Trip
,, . . • . r - -, ' "' ..,, , " _,. ""· •
.~ ~~~~--~~\~.:.._.. -. ~! ~_£:;;-_..-_., --~h~-t!,.._~ ~--~::i.~...~.:.u.•.r. ~~ '

••••••••••••••••••••••
You will need: Tl \IE VS. SPEED
••
graph paper EEEB
•• 3. Copy and complete this table showing how
•• . ... . . . . . . ..... . . . . . . . fm
••
•• many hours it would take each person to
•
•••••••••••••••••••••••••••••••••• travel I 00 miles .
1. By which of these methods do you think a
Mode of Speed Time
person could travel l 00 miles in one day? Person
Travel (mph) (hours)
Explain how you arrive at your guess.
walking running Abe walking 4 25
bicycling ice skating
AI van 50
riding a scooter riding in a car
riding in a helicopter Bea skating 10

2. Ophelia and Xavier are traveling along a Gabe scooter 30

road. If you could view the road from
above and make a sketch of what you saw Lara helicopter 100
every ten minutes, your sketches might
Lea bike 25
look something like the figure below.
a. Which person (0 or X) is traveling Reg running 8
faster?
b. If the entire length of the road is six 4. Copy and complete the graph that shows
miles, can you figure out approximately how long it would take for each person to
how fast each person is traveling? make the 100-mile trip.
Explain.
y
32
28
-24 • (4, 25)
~
:::3
]20
--
~ 16
-
E-o 12
8
4
• (50, 2)
0 10 20 30 40 50 60 70 80 90 IOOX
0. 10. 20. 30. 40. 50. 60.
mm. mm. mm. mm. mm. mm. mm. SPEED (miles per hour)

4124 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.1.

5. 1§§.!§@$11!.!.1 The table shows how long it took for Abe to

go certain distances.
a. What pattern do you notice in the table?
b. How long would it take for someone Abe's Progress
who travels at a constant speed of S
miles per hour to cover I 00 miles? Time (hours) Distance (miles)

I 4
DISTANCE VS. TIME
2 8
y

8. a. Copy and complete the table up to

20 miles.
b. For this problem, use the same axes you
used for Bea. Plot and label the points
from the table in part (a).
c. Connect the points with a straight line.
Then find and label a point that is on
the line but not in your table. Interpret
the coordinates of the point in terms of
this problem.
9. Make a table like the one you made for
2 3 4 5 6 7 8 X Abe showing Gabe's progress on his
TIME (hours) scooter and Al's progress in the van. Make
6. The graph shows Bea's progress on the graphs of their progress on the same axes
trip. It shows that after 5 hours of roller- you used to show Abe's and Bea's
skating she had traveled 50 miles. progress. Label the four different lines.
a. Copy the graph onto graph paper. Use a 10. Use your graphs to help you answer these
whole piece of graph paper. You will be questions. If Bea and Abe start out at the
adding more to this graph. same time,
b. One of the points on the graph is (5, 50). a. how far apart will they be after
Mark and label three more points on the one hour? ·
graph of Bea's progress. b. how far apart will they be after
7. In this lesson we are assuming everyone two hours?
travels at a constant speed. How valid is
this assumption? For each mode of travel n)§§.!§fif$11!.!,1 Look for a pattern. How far
what might make it impossible to travel at apart will Abe and Bea be after H hours?
a constant speed? Explain. Explain.

4.1 A 100-Mi/e Trip 1254

Digitized by Coogle
• 4.1
12. Mrs. Gral was traveling at a constant DISTANCE VS. SPEED
speed. She started at the same time as
Abe, and was two miles ahead of him 14. Using the same speed data, figure out how
after one hour. far each person could travel in two-and-a-
a. Add a graph of Mrs. Gral's progress half hours. Make a table and a graph
to your axes. showing speed on the horizontal axis and
b. How far ahead was Mrs. Gral after distance on the vertical axis.
two hours? 15. ~ How would the graph be changed if
c. After three hours, how far was Mrs. the travel time was greater? Less? Explain.
Gral behind Bea?
d. How fast was Mrs. Gral going? SPEED BY GRAPHS AND FORMULAS
What mode of travel do you think she
was using? 16.fiilnlnf!ii Each graph in this lesson gives
information on how fast people travel, but
13. i§l!nlnfilil it does it in a different way. Explain.
a. How does the mode of travel affect the
steepness of the line? Explain. 17.G§.!§6Jtfill!!.!,l If someone is traveling at
b. What is the meaning of points on two a constant speed of S miles per hour, for a
of the graphs that have the same x- distance of D miles, and takes T hours,
coordinate but different y-coordinates? what is the relationship between S, D, and
c. What is the meaning of the vertical dis- T? Write this relationship in more than
tance between two lines for a given one way.
value of x?

DISCOVERY FRAMING PHOTOGRAPHS 19. The photo needs to be enlarged so it will

fit in a frame having a height of 12 inches.
A photograph is mounted on a background Again, the width of the frame is to be one
which sticks out one inch on each side. The inch. Find the dimensions of the enlarged
width of the photo is two inches and the height photo and its frame. Of course the photo
is three inches. cannot be distorted!
18. a. Sketch the photo and its frame . 20. Is the frame for the enlarged picture simi-
b. What are the dimensions of the frame? lar to the picture? Is it similar to the origi-
c. Are the photo and frame similar rectan- nal frame? Explain.
gles? Explain.

4126 Chapter 4 Interpreting Graphs

Digitized by Coogle
 LESSON

Points, Graphs, and Equations

••••••••••••••••••••• GRAPHS FROM I'ATTERNS

You will need: •
••
... .. .... .... . . . . . . . . . ... EHB
•• graph paper 3. For each description below, make a table
•
••
••
•
fm of at least five (x, y) pairs that fit it. Then
••••••••••••••••••••••••••••••••••• graph the (x, y) pairs. Use a separate coor-
dinate system for each graph.
PATTERNS FROM POINTS
a. The y-coordinate is always equal to the
1. a. Draw a pair of axes and plot these x-coordinate.
points.
b. They-coordinate is always four less
than the x-coordinate.
X y
c. The y-coordinate is always one-half of
0 -I the x-coordinate.
d. They-coordinate is always the opposite
-2 -3
of the x-coordinate.
-5 -6 e. They-coordinate is always the square
of the x-coordinate.
5 4
EQUATIONS FROM PATTERNS

b. Study the table and your graph. 4. For each description in problem 3, find an
Describe the relationship between the equation that describes the relationship
x-value andy-value of each pair. between x andy. Write the equations on
c. Use the pattern you found to add more your graphs.
points to your table and graph. 5. a. Make a table of four number pairs (x, y)
d. Write an equation that tells how to get that have this property: The sum of x
they-value from the x-value. and y is always 6.
2. Repeat problem 1 for each of these tables. b. Graph these (x, y) pairs.
a. b. c. CJ c. Connect the points with a straight line.
d. Write the relationship between x andy
X y X y X y as an equation.

4 -8 -3 -3 6 4 6. a. Using fractions and negative numbers,

write two more (x, y) pairs having the
I -2 5 -3 12 -2 property that the sum of x and y is 6.
Do these points lie on the line?
-3 6 -6 -3 -I II
b. Choose a point that is not on the line.
0 0 -I -3 3 7 Do its (x, y) coordinates add up to 6?
c. Write any number pair (x, y) whose sum
is not 6. Find this point. Is it on the line
you drew?

4.2 Points, Graphs, and Equations 1274

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• 4.2

EQUA TIO~S FROM GRAPHS 9. 20

On each graph below, four points are labeled.
For each graph:
a. Make a table of the (x, y) pairs and look
for a relationship between x andy.
b. Add three more points to the table,
making sure each one does belong on -20
the graph.
c. Write an equation describing the rela-
tionship between x andy.
7.

-20
10. 5

-10 10

(-4, 1.25) ( 1.25, 1.25)

(-1, 1.25) (3, 1.25)

~ 5
-10
8. 10

-5

POI~TS A~D EQUATIO~S

The following questions are about the graph of

10 the function y = 4x + 5. Try to answer the
questions without graphing.
11 • ._Is the point (7, 32) on it? Explain.
12. ._The point (3, y) is on it. What is y?
Explain.
13. . _ The point (x, 6) is on it. What is x?
Explain.

4128 Chapter 4 Interpreting Graphs

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 Polynomial Functions

••••••••••••••••••••• 3. Make a table of at least eight (x, y) pairs

You will need: •
~.~.~.~~..P.~P..:.~. . . Em3
.:••••••••••••••••••••••••••••••••••
~ .;•
for each function. Use negative numbers
and fractions as well as positive whole
• numbers in your tables. Then make a
graph from each table. Label each graph
I Definition: A polynomial function is a func-
tion of the form y = a polynomial.
with its equation.
a. y = (-x) 2 b. y = -x2
1. l:mii.Jf\1!.],1 Which of these polynomial 4. ..... Compare your graphs in problem 3
functions do you think have graphs that with the graph of y = x 2• Explain what
are straight lines? Which have curved you observe.
graphs? Explain why you think so.
5. Graph these polynomial functions.
a. y = x 2 b. y = 2x - I
a. y = -x3 b. y = (-x) 3
c. y = 2x2 d. y = x 3
6. ..... Compare your graphs in problem 5
ORDER OF OPERATIONS with the graph of y = x 3 . Explain what
you observe.
2. Make a table of at least eight (x, y) pairs
for each function . Use negative numbers

I
DEGREE
and fractions as well as positive whole
numbers in your tables. Then make a Definition: The degree of a polynomial
graph from each table. Label each graph function in one variable is the highest
with its equation. You will need to refer to power of the variable that appears in the
these graphs later. polynomial.
a. y = x 2 b. y = x 3 Examples: y = x 3 and y = x 2 + 2x3 are both
To make a table of values for graphing y = -x2,
we have to know what the expression -x2
means. Does it mean square x, then take its
opposite or take the opposite of x, then square
it? Which operation should be done first?
I
7.
third-degree polynomial functions. The
equation y = 2x is first-degree, and the
equation y = I is zero-degree.
What is the degree of each of these poly-
nomial functions?
To avoid this kind of confusion, mathematicians a. y = 5 + x 2 - x
have agreed on the following rule. b. y = 4x3 - 3x2 + 5

I Rule: Exponentiation should be performed

before other operations. To change this
order, we have to use parentheses.
c. y = 45
8. Make a table of at least eight values for
each third-degree function. Use negative
numbers and fractions as well as positive
Examples:

I
whole numbers in your tables. Then make
• -x2 means square x, then take the opposite. a graph from each table.
• (-x) 2 means take the opposite of x, then a. y = 2x3 b. y = x 3 + l
square the result.
c. y = -x3 - 2

4.3 Polynomial Functions 1294

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• 4.3
9. Repeat problem 8 for these second-degree 13. . _ Repeat problem 12 for these
functions. descriptions.
a. y = x 2 - I b. y = -3x2 a. The graph goes through the origin.
c. y = -x2 + 2 b. The graph never crosses the x-axis.
10. Graph these first-degree functions. c. The graph never crosses the y-axis.
a. y = 5x b. y = x 14. . _ Repeat problem 12 for these
c. y = -2x + 1 descriptions.
a. The graph passes through quadrants I
11. Graph these zero-degree functions.
and III only.
a. y = 4 b. y = -3
b. The graph passes through quadrants II
c. y = 0
and IV only.
THE EFFECT OF DEGREE c. The graph passes through quadrants I
and II only.
12. ._Tell whether each sentence (a-b)
could describe the graph of a zero-degree, 15. fii!,!,filij How does the degree of the
first-degree, second-degree, or third- equation affect its graph? Write a
degree polynomial function. More than summary explaining everything you
one answer may be possible for each know about this.
description.
a. The graph is a straight line. 16. 0
b. The graph is a curve. a. Make a table of values and graph the
function y = 24/x.
b. Is this a polynomial function? Explain.

c. a negative number from a positive

number to get a positive number?
17. Decide whether each of the following situ- d. a negative number from a positive
ations is possible or impossible. If it is number to get a negative number?
possible, give an example. If it is impossi- e. a positive number from a negative
ble, explain why it is impossible. Can number to get a negative number?
you subtract
f. a positive number from a negative
a. a negative number from a negative number to get a positive number?
number to get a positive number?
b. a negative number from a negative
number to get a negative number?

4130 Chapter 4 Interpreting Graphs

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 Graphs Through Points

••••••••••••••••••••

I
You will need: 2. A line passes through the origin and the
••
•• .graph paper EHB
..................................... I::I:±::J;'
point (2, -3 ).

•• 3. The sum of every (x. y) pair on the line

• graphing calculator is 8 .
•• ·(o.pi.io·n·ar)····································
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 4. The line passes through the points (2, -3)
and (3, -2).

I
INTERCEPTS
5. To get they-coordinate, square the x-coor-
Definitions: The y-intercept of a graph is dinate and add I.
the point where the graph crosses the y-axis.
The x-intercept of a graph is the point where I'OINTS ON AND OFF GRAI'HS
the graph crosses the x-axis.
6. Bea thinks that 8 - 2x means multiply x by
2 and subtract the result from 8. Lea
thinks it means subtract 2 from 8 and mul-
tiply the result by x. Who is right?
Explain.
7. Which of these points do you think will lie
on the graph of y = 8 - 2x? Explain.
a. (2, 4) b. (2, -4)
c. (0.5, 6) d. (0.5, -6)
e. (-1, -10) f. (-1, 10)
For the remaining problems in this lesson
(8-23), use a graphing calculator if you have
one. Otherwise, use graph paper.
8. a. Graphy = 8- 2x.

I Example: The curve in the figure above has

y-intercept (0, -3), and x-intercepts (-3, 0)
and (2, 0).
b. Use your graph to check your answers
to problem (a).
c. Write both coordinates of the
x-intercept of y = 8 - 2x.
For problems 1-5:
d. Write both coordinates of the
a. Guess the coordinates of the x- and y-intercept of y = 8 - 2x.
y-intercepts (if you think they exist).
b. On graph paper draw the graph
described.
I Definition: If two graphs share a point, they
are said to intersect at that point.
c. Check the correctness of your guess. 9. a. On the same coordinate system, graph
y = 2x- 8.
1. A line is parallel to they-axis and passes
through the point (2, -3 ). b. Do your two graphs intersect at any
point? If so, where?

4.4 Graphs Through Points

Digitized by Coogle
• 4.4
Follow these instructions for problems 10 b. Write any other equation whose graph
through 12 below. passes through the point ( 1, 2).
a. Make tables of values for the two func- c. Graph the two equations. Where do
tions given. Then graph them on the they intersect?
same pair of axes. Label at least three
points on each graph. 19J;i§ol•lrl Write a report explaining the
b. Find and label a point that is not on answers to these questions. Use examples
either graph. in your explanations.
c. Find and label a point that is on both a. Given an equation, how can you figure
graphs (if there is one). out which points lie on its graph?
d. Find and label a point that is in the b. Given a point and an equation, how can
region between the two graphs. you tell whether or not the point lies on
the graph of the equation?
e. Find and label a point that is neither
on nor between the graphs.
GRAPHS THROUGH THE ORIGIN
10. y = 2x andy = 0.5x
20. Which of the following equations have
11. y = x andy =x +2 graphs that go through the origin? How
could one tell without actually graphing
12. y = x2 and y = x2 - 3
them?
13. For problems l 0-12, find an equation a. y = 2x - 6 b. y = x 2 - x
whose graph is entirely contained between c. y = -x"- 4
the two given graphs.
21. Give three equations (one each of first,
second, and third degree) that satisfy each
Fl:-.;[) A!\< EQUATIO!\<
of these two given conditions.
In problems 14-17, find the equation of any a. The graph will pass through the origin.
graph that satisfies the characteristics given.
b. The graph will not pass through the
14. A second-degree function whose graph origin.
passes through the point (0, 0)
22. Write the equation of a graph that lies in
15. A second-degree function whose graph quadrants I and III only and
passes through the point (0, l) · a. passes through the origin;
16. A third-degree function whose graph b. Q does not pass through the origin.
passes through the point (0, -1)
23.fi1!.1!.rfild Explain how you can tell from
17. A first-degree function whose graph an equation whether or not its graph goes
passes through the point (-l, -l) through the origin. Give some examples.
18. a. Write any equation whose graph con-
tains the point ( 1, 2).

4132 Chapter 4 Interpreting Graphs

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~U!Qiiji@~
WRITING
4 A The Bicycle Trip
•

Sally is riding her bike on a trip with her bicy- b. How else might one account for the
cle club. She left the staging area in Chapley at different speeds?
I 0 A .M . and took a break at a rest area located
4. How fast did Neil drive in each leg of
about halfway to the final destination of
his trip?
Berkhill, 70 miles away. Neil is driving the
sweep vehicle, a van with food, water, first aid, 5. Describe the train's progress. Which way
and a bicycle rack. The distance-time graph was it going? Where and when did it pass
below shows their progress. There are train Sally and Neil?
tracks along the road. The progress of a train is
6. Where were Sally, Neil, and the train at
also shown on the graph.
12:30 P.M.?
80
T ·r,, ' (3~~~, 7b) 7. At what times were Sally, Neil, and the
.. -- '~3 . 25,' 57 .~) train 20 miles from the staging area?
,__ 60 ~---- " i ' ' 8. The equation of the train's motion is
rJ:J :,
Q)
\ D = 160- 40t.
E
:-:50 . . . . .,
<a' .s, 37
' '
------~

_ .5)J a. Choose three points on the train's graph

tJ.l I
and check that their coordinates satisfy
u40 - ·-
z \
\
., the equation.
~30 -'--···· ·-·
b. Do any points in Sally's and Neil's
Cli \
0 20 .i_ .. I graphs satisfy the train's equation? If
]\ so, which ones?
... ~.L \ :
10 ----- +-- -
, -- ~

\ 9. t'l!.uufilij
2 3 4 a. In a distance-time graph, what does it
TIME (hours) mean if two points are on the same hor-
-Sally -Neil Train izontalline? On the same vertical line?
b. As you go from left to right on the
1. Compare Sally's and Neil 's progress. Who graph, what is the meaning of a part
left first? Where did she or he stop? What that goes up? Down? What is the mean-
happened at the end? What was the total ing of a horizontal segment? Why is a
distance covered? vertical segment impossible?
2. Including the origin, the coordinates of six c. What is the significance of a point that
points on Sally's graph are given. Describe belongs to the motion graphs of two
her ride between consecutive points. different people?
a. At what time did each leg of her trip
start and end? How far did she ride to.l;l§el•lel Tell the story of the bicycle trip.
each time? How long did it take? How Use information you gathered from the
long were her breaks? graph. Make guesses about the trip.
b. How fast was she going during each leg Include a graph for lrva, another member
of the trip? of the bicycle club. She too left at 10 A.M .
and stopped at the rest area.
3. a. If you were to guess about which part
of the trip was downhill or uphill, what
would you guess? Why?

4.A The BicycleTrip 1334

Digitized by Coogle
 Lines Through the Origin

•••••••••••••••••••• 5. a. Plot and label at least three more

.............
You will need:
points that are on the line through
••• graph paper EEEB
• ~1 (1, 4) and (2, 8) .
•• b. Find the equation of the line through
•• graphing calculator
••
'(o.pi'lo·r;·a·i·i· .............................. (1, 4) and (2, 8).
••••••••••••••• •••••••••••••••••• 6. .... Plot these eight points on the same

I Definition: Since the graphs of first-degree

equations are straight lines, these equations
are also called linear equations.
axes. Label them with their coordinates.
(1,2)
(-1,2)
(-1,-2)
(3,6)
(l,-2)
(-3,-6)
1. Predict whether or not the graph of each (6,3) (6,-3)
linear equation will pass through the ori- a. Draw a line connecting each point with
gin. Explain how you know, using graphs the origin. Which points lie on the same
or calculations. line through the origin?
a. y = 4- 2x b. y = -2x b. Explain how to find the equations of the
c. y = 2x d. y = 2x- 4 lines you drew.
2. Write two linear equations which you
think will have graphs through the origin.
I Definition: The ratio of a to b is the result
of the division alb.
Explain your reasoning.

RATIO
I Example: The ratio of 6 to 3 is 6/3 or 2,
while the ratio of 3 to 6 is 3/6, or 1/2, or 0.5.

Lara and Lea were arguing about points and 7. a. Write two (x, y) pairs for which the
graphs. Lea said, "If the point ( 1, 4) lies on the ratio of y to xis 1/3.
line, then the point (2, 8) must also lie on the b. Plot these two points and graph the
line." Lara showed her that she was wrong by straight line through them. Find the
drawing three lines. equation of the line.
3. On graph paper, draw a line that goes c. Write two (x, y) pairs for which the
ratio of y to xis 3.
a. through both points;
d. Plot these two points and graph the
b. through (I, 4) but not through (2, 8 );
straight line through them. Find the
c. through (2, 8) but not through (I, 4). equation of the line.
4. Of the three lines you drew in problem 3,
which goes through the origin?

,4134 Chapter 4 Interpreting Graphs

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 4.5.
8. For each line in the graph below, find three 13. CCi§.!§@$11!.!.1
points on the line. Then find an equation a. What would be the ratio of the coordi-
for the line. nates of points on the line through the
~ I a bl7 origin and the point (a, b)? Explain.
!'.. 1/ b. If bla = die, what can you say about
,r-,
!'.. ' 1/
1/ the line joining (a, b) to (c, d)? Explain.
"" ~
K
1\ I
I 17
I/
[7 14.flliuhtfilfl Explain what ratio has to do
~- ~. IJ
"' ..._
~
~ /t
/
\ ' ! c
with lines through the origin.

p
l -l -1-
r-
~
r'd7
[/['(
I\
...:-
-- 1--
It>\ Tit)
17 I~

1/
1/ II
II
"' ~
The table shows the amount of time it took
several people to travel the distances given.

17
17 I
I
"" r":: 1\ Time Distance
/ I'\: Person
(hours) (kilometers)
v '\
v '\
A 3 80
17 I f el\

9. Explain how you can find more points on B 7 140

the same line through the origin as (4, 5)
without drawing a graph. Then check by
c 12 320
graphing the line. Find the equation of D I 30
the line.
E 2 30
Lea noticed that for the points (I, 4) and (2, 8)
the ratio of they-value to the x-value was the F I 20
same. That is, 4/l = 8/2. She guessed that
(I 00, 400) will lie on the same line through the G 5 150
origin because the ratio of they-value to the
x-value is also 4. 15. a. Draw a pair of axes and label the verti-
cal axis distance and the horizontal axis
10. ._Tell whether or not you agree with
Lea, and why.
time. Plot and label the points in the
table. Draw lines connecting each point
11. Find a point whose coordinates have the with the origin.
same ratio of y to x as the point (4, 12). b. Which points lie on the same line
Does this point lie on the same line through the origin?
through the origin as (4, 12)? If so, find
the equation of this line. 16. Use the table and your graph to answer
these questions.
12. a. Graph the line through (-1, 2) and (3, 4). a. Which people are traveling at the
b. Is the ratio of 5 to -10 equal to the ratio same speed?
of-lto2? b. Who is traveling faster, A or B?
c. Is the point (5, -10) on the line? Explain c. How far will A have traveled in
why or why not. four hours?

4.5 Lines Through the Origin 1354

Digitized by Coogle
... 4.5
17. a. H has been traveling two hours at the 2o.'HII,I..flfl
same speed as G. Add H to your graph. a. Explain how one can think of speed as
b. I have been traveling four hours at a ratio.
the same speed as A. Add me to b. If you are given time and distance for
your graph. two travelers, explain how to use calcu-
18. J is traveling faster than B but more slowly lations or graphs to compare their
than D. Draw one possible distance-time speeds.
graph showing Js progress.
19. Each line you drew has an equation that
relates distance to time. Find these equa-
tions and add them to your graph.

DISCOVERY HAPPY NUMBERS Whenever the final result of this procedure is

r-----------------,
Take the number 23.
I, the origi nal number is called a happy num-
ber. So 23 is a happy number.
21. There are 17 two-digit happy numbers.
Square each digit and add.
Try to find all of them. It will save you
22 + 32 = 13
time and help you look for patterns if you
Repeat this process.
keep a neat record of the above process
12 + 32 = 10
fo r each number.
12 + 02 = 1
12 = 1 22. Describe any patterns you notice.
The final result is 1.
L-----------------~

,4,136 Chapter 4 Interpreting Graphs

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 In the Lab
'I.'~ .... , _' ri -_"'r'J .... 4- ·, · -··~"' ~(

You will need: •••••••••••••••••••••• 6. If you double the volume, do you double

~ ?..~.~-~~Y~P..~.~.......!W ~
the weight?

• • Bea's Data
••••••••••••••••••••••••••••••••••
Weight Volume
A MYSTERY LIQUID

Reg, Bea, and Gabe were doing an experiment 16 g !Om!

in science class. They had an unknown liquid
32 g 20m!
whose volume they measured in a graduated
cylinder. A graduated cylinder is a tall, narrow 48 g 30m!
container that is used for measuring liquid vol-
ume accurately. They used a cylinder that 64g 40ml
weighed 50 grams and measured volume in
milliliters. They used a balance to find the 7. Plot Bea's data with volume on the vertical
weight of the liquid to the nearest gram. axis and weight on the horizontal axis.
Reg's Data 8. Connect the points on your graph with a
line and write an equation for the line.
Volume Weight
9. Estimate the volume of:
!Om! 16 g
a. I00 g of liquid; b. I g of liquid.
20m! 32 g 10. Compare Bea's graph with Reg's graph.
Explain the similarities and differences.
50ml 80 g
We say that Reg graphed weight versus
80ml 128 g volume, while Bea graphed volume versus
weight.
1. Plot Reg's data, with weight on the vertical
11. If you add I 0 ml to the volume, how much
axis and volume on the horizontal axis.
are you adding to the weight? See if you
2. Does it make sense to connect the points get the same answer in three different
on your graph? Explain. cases. Is the answer consistent with what
you found in Reg's data?
3. Find an equation relating weight to
volume. Definition: Density equals weight per unit
of volume. This means that to find the den-
4. Estimate the weight of:
sity of the mystery liquid, you would find
a. 60 ml of liquid; the weight of I ml of the liquid. (Actually,
b. I ml of liquid. scientists use mass rather than weight, but
5. If you add 30 ml to the volume, how much we will use weight which is equivalent for
are you adding to the weight? See if you our purposes.)
get the same answer in two different cases.

4.6 In the lAb 137.

Digitized byGoogle
• 4.6
12. Find the density of the mystery liquid, 18. What might be the real meaning of the
using three different pairs of weight/vol- y-intercept on Gabe's graph? Did Gabe
ume values from Reg's and Bea's data. Do make a mistake? Explain.
all your answers agree? Explain.
19. Find the density of the mystery liquid by
13. In problems 4b and 9b, you have found the dividing weight by volume for three dif-
weight in grams of one ml of liquid, and ferent pairs of values from Gabe's data.
the volume in ml of one gram. Multiply Do all your answers agree? Explain.
the two numbers. Explain the result.
20. Q Write an equation that expresses weight
THE MYSTERY CROWS as a function of volume for Gabe's data.
Gabe's Data:

I
OIRECT VARIATION

Volume Weight Definition: If the relationship between two

variables x andy can be expressed in the
IOml 66g form y = mx, we call this a direct variation,
or say that y varies directly with x.
20ml 82 g
21. Which of Reg's, Bea's, and Gabe's data
40ml 114 g are an example of a direct variation?
Explain.
60ml 146g
22. Compare Gabe's graph to Reg's. How are
they the same and how are they different?
14. Draw a pair of axes and label the vertical
axis weight and the horizontal axis volume. 23. . _ There are number patterns in all
Plot Gabe's data. the data.
15. If you double the volume, does the weight a. What pattern is there in all of Reg's,
double? Check this in two cases. Bea's, and Gabe's data?
b. What patterns are true only of Reg's
16. If you add 20 ml, how much weight are and Bea's data?
you adding? Is this consistent with what
you learned from Reg 's and Bea's data? 24.fii!uh@ii What do you know about direct
17. According to Gabe's graph, what is the variation? Be sure to discuss equation,
weight of 0 ml of the liquid? Does this graph, and number patterns. You may get
make sense? ideas from this lesson and Lesson 5.

4138 Chapter 4 Interpreting Graphs

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 4.6.
OTHER SUBSTANCES 26. Using the graph, estimate the densities of
the substances in problem 25.
25. The graph shows the relationship between
weight and volume for some familiar sub- 27.'Ai.J!491
stances. The substances are aluminum, a. Look up the densities of those
cork, gold, ice, iron, and oak. Which sub- substances in a science book, almanac,
stance do you think is represented by each or other reference book. How close
line? Explain why you think so. were your estimates?
b. Based on your research, what do you
Y (a)(b) (c) think the mystery liquid is? Could it be
8
water? Explain.

(f)

2 4 6 8 X
VOLUME (ml)

4.6 In the Lab 139.

Digitized by Coogle
 Real Numbers and Estimation

••••••••••••••••••••

. . . .............
You will need: 6. Based on your calculations in problem 5,
•• what do you estimate the density of the
•• graph paper EHE ~1 substance to be?
••
•• graphing calculator
·(o.pi"io·n·a·if································ 7. fiil,j,@d You estimated the density of
•• this substance in two different ways. If
•••••••••••••••••••••••••••••••••
you did not get the same answer using
.\1E-\SURE\1E~T ERROR both methods, explain any differences .
The three tables in Lesson 6 contained data Which method do you like better,
that were invented. You can tell because all the and why?
points lie exactly on a line. In real experiments
measurements can never be exact. This table ESTI\1\TI'\C TE\\PER·\TLRE

contains more realistic data. In Chapter 3, Lesson 8, you learned this rule
for converting Celsius to Fahrenheit:
Volume Weight Multiply the Celsius temperature by 1.8.
Add 32 to the result.
lOrn! 32 g
If
20m! 63 g F = the Fahrenheit temperature and
C = the Celsius temperature,
50ml 146g then this statement can be written as a
function :
80ml 245 g
F = 1.8 C + 32.
1. Draw and label a pair of axes and plot 8. Draw and label a pair of axes with F on
these points. they-axis and Con the x-axis. Make a
table of values, using values of C from -10
2. You cannot draw a straight line through all
to 30. Use your table to graph the function
the points, but draw one that passes as
F = 1.8 C + 32. Label a few points on
closely as possible to all of them. Be sure
your graph.
your line goes through the origin. (Explain
why it must pass through the origin.) Abe doesn't like to multiply by 1.8. Since 1.8
is a little less than 2, and 32 is a little more
3. What is the equation of the line you drew?
than 30, he made up this rule for estimating: To
(Hint: Choose a point on the line to help
estimate the Fahrenheit temperature, multiply
you figure this out.)
the Celsius temperature by 2 and add 30.
4. Based on your answer to problem 3, what
9. Using the letters C and F as was done in
would you estimate the density of the sub-
problem 8, write a function for Abe's rule.
stance to be?
10. Make a table using values of C from -10 to
5. Find the ratio of weight to volume for each
30 for the function you wrote for Abe's
data point in the table.
rule. Use your table to graph the function
on the same pair of axes as you used in
problem 8.

4140 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.7.

11. Compare the two graphs. ESTIMATING A TIP

a. How far off would Abe's estimate be if
the Celsius temperature were 0? Here is a method to figure out how much tip to
b. Compare the result from Abe's estima- leave for the server at a restaurant. Say the bill
tion method with the exact values for was for $20.73.
several other temperatures. Be sure to • Round up to the next even whole number
try some negative Celsius temperatures. of dollars, in this case 22.
Do you think Abe's method is a good • Add half of the number you got to the
one? Why or why not? number, in this case 22 + 11 = 33.
c. There is one temperature for which • Round up to the next multiple of five, in
Abe's estimation method gives the this case 35.
exact value. What is it? • Divide by ten to get the tip, in this case
12. t-- For what range of temperatures $3.50.
would you judge Abe's method to be 14. What percentage of $20.73 is $3.50?
acceptable? Explain. (Round off your answer.)
Sometimes exact answers are important. In 15. Does this method always give the same
everyday life, estimates or rules of thumb are percentage of the bill? Try it for several
often just as good. For example, Mr. and Mrs. amounts to see whether the percentage
Gral, who are planning a trip to Europe, are varies. If it does, what seem to be the low-
not really interested in knowing how to make est and the highest value it will give?
exact temperature conversions. They just
want some advice about what to wear. Here is another method to figure out the tip.
• Divide the amount of the bill by ten.
13. Bea and Abe are making a chart for their (In this case you would get $2.07 .)
parents' reference. Complete it.
• Multiply the result by two. (In this case
you would get $4.14.)
Celsius temperature
You should wear: • Take the average of the two numbers,
between - and -
rounded to the nearest nickel.
your coolest clothes
16. a. What is the tip by this calculation?
a sweater b. What percentage of the bill is it?
a coat 17. Does the second method always give the
heavy coat, gloves,
same percentage of the bill? Explain.
hat, and scarf
18. t:JI!,!,filfl Compare the two methods.
a space suit Explain which one you prefer and why.

19. QWhat percentage of the bill do you

think is an appropriate tip? Create your
own method to figure it without a
calculator.

4.7 Real Numbers and Estimation 1414

Digitized by Coogle
 Jarring Discoveries

You will n~~d:

•••••••••••••••••••• The following graph represents jar (a) .
~18
............................................................... EfEB
centimeter graph paper
l::f:±::l;;l ~
16 •
,
jar lids........._ string~
-~~·~~·;~= ·~·· ~· · · · ~ 14

...............................................
••••••••••••••••••••••••••••••••
12

10
•
ltATIO
8 • (6, 8)
Doctor Dimension is a flat scientist. He stores
two-dimensional liquids in two-dimensional 6
•
• •
jars, like the ones shown in this figure. 4
\ I
_j
~
1
•
o--~--~~--~~~~--~_.~

lL
~

'/
/ '' 0 2 3 4 56 7 8 9
height
-
-
~
v '' c
1. Some of the dots lie on one straight line.
- / lb
' I I
In which part of the graph does this hap-
pen? Explain why this is so.
l/ 11 1
'''
2. Make a graph for each of the remain-
/ 1 1 ing jars.
/ I I
l/
' ' l/ If If
I I
j I 3. For which jars is the area of liquid a direct
variation function of the height? Explain.
_d
/
1e ' 1 I I 19

One day, as part of his scientific research, he

decides to graph the amount of liquid in a jar
as a function of the height of liquid. Since he
lives in a two-dimensional world, liquid is
measured in square units. For example, jar (a)
is filled to a height of six units and contains
eight square units of liquid.

,4,142 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.8.
4. Draw two different jars for each 6. Predict the shape of the graph for this jar.
graph below. Then test your prediction.
a ~~ J J
~36r--r--.--.--.--.--.--.--.--.
I I
~
~
32 ~~--~~--~~--~~~._~
''~ \ JJ
I I
28 ~-r--~-+--+--+--+-~--~~
''
24 t---+--t----+--t---t-----11---t----11----i

20 t---+--t---~--t----t---t----t----11----i

16~~--~~~._~--~~~~~
7. fil!u!ufilfl Explain how the shape of the jar
affects the shape of the graph. Explain
12 ~~--~~--~~--~~~~~ what it takes for a jar to have a graph that
is a straight line through the origin.
8 ~~~---+--+--+--+--4--4-~

4 ~~--~-+--+--+--+--4--4-~ 8. How do you think the shape

o.-_.--~~~~--.__. __ ~~--~
of a three-dimensional jar affects the shape
0 2 3 4 5 6 7 8 9 of the graph of the volume of liquid as a
height function of height? What jar shapes corre-
spond to a direct variation function?
b
~ 36 A dipstick can be used to measure the amount
~ of liquid in a jar, but the dipstick must be spe-
32
cially designed for the jar. For example, the
28 following dipstick would work for jar (a).
24
II 16
20
12
16 8
II
12
8 ••
2
4
0 On it, area is marked off with a tick for every
0 2 3 4 5 6 7 8 9 two square units.
height
5. Draw a jar for part (a) of problem 4 for
9. ct-- Note that the dipstick ticks are not
evenly spaced. Explain why.
which the area of liquid is not a direct
variation function of the height.

4.8 Jarring Discoveries 1434

Digitized by Coogle
• 4.8

10. . . . Which jars would have a dipstick 15. Is the relationship between diameter and
whose ticks are evenly spaced? Explain. circumference an example of direct varia-
tion? Explain.
uJ#i.!!Q§I Draw an accurate dipstick for each 16. According to your data, what is the
of several different jars. Write a report
approximate value of the ratio of circum-
showing sketches of the jars and their dip-
ference to diameter?
sticks, and explain your method.
JAR ll DS: AREA
JAR liDS: CIRCUMFERENCE

For this section, use jar lids of at least five dif- 17. Estimate the area of the top of each jar lid
ferent sizes, including one very small one and by tracing around it on centimeter graph
one very large one. paper and estimating the number of square
centimeters it covers. Make a table and a
graph of the relationship between diameter
and area, including a point for a lid having
diameter 0.
18. Is the relationship between diameter and
area an example of direct variation?
Explain.

12. Measure the diameter and circumference

of each of the jar lids in centimeters, as
accurately as possible. (Use the string to
help find the circumference.) Make a table
showing your data.
The figure shows a square whose side equals
13. Make a graph of your data, putting diame-
the radius of the circle.
ter on the x-axis and circumference on the
y-axis. Don't forget to include a point for a 19. For each jar lid, calculate the area of a
lid having diameter 0. square like the one shown in the figure.
Add a column for these data in your jar-lid
14. . . . What is the relationship of circumfer- area table.
ence to diameter for each jar lid? Describe
it in words and with an equation. Explain 20. Graph the area of the circles as a function
how you figured it out. of the area of the squares.

4144 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.8.

21 • . _ What is the relationship between the 23. According to your data, what is the
area of the circles and the area of the approximate value of the ratio of the area
squares? Describe it in words and with an of the circle to the area of the square?
equation. Explain how you figured it out.
24.fiilrrlrrfi!Jj According to your data, what is
22. Is the relationship between the area of the the relationship between the area of a cir-
circles and the area of the squares an cle and its radius? The area of a circle and
example of direct variation? Explain. its diameter? Explain.

fjliilaii DIVIDING ON A CALCULATOR reciprocals as given by Lyn 's and Phil's

calculators;
Phil used his calculator to find the reciprocal • An explanation of how you can find the
of 7, and got the number 0.1428571429. Lyn's real reciprocal by using a calculator;
calculator, on the other hand, gave the number • An argument explaining why Lyn 's or
0.1428571428. Phil's calculator is the better one for the
25. Explain how two calculators can give purpose of finding reciprocals.
different results, even though neither
29. Make a division table like this one. Extend
is defective.
it to show whole-number numerators and
Phil's grandfather does not believe in calcula- denominators from 0 to 10. You may use a
tors. He said, "Do you really believe either calculator, but enter only exact answers.
number is the reciprocal of 7? I have news for Look for patterns and work with a
you. Multiply each one by 7 without a calcu- partner. Some answers were entered
lator, and you'll see why you should not trust for you.
these machines."
Numerators
26. Work with a classmate. Do the two multi-
0 I 2 3 ...
plications on paper to see who was right,
Phil, Lyn, or their grandfather. Explain 0
your results.
...0
(/)
I
The grandfather added, "To find the real recip- ~
c
rocal of7, you have to use good old-fashioned ·s 2 0 0.5 I 1.5 ...
long division." 0
c -
Q 3
27. Find the real reciprocal of 7.
... ...
2s.l;i§+ljl Write a letter to Lyn and Phil's
grandfather, explaining why students are 30. What patterns do you notice about the row
allowed to use calculators nowadays. Your of your table for denominator 7?
letter should include, but not be limited to:
31. Learn how to use the FIX mode on your
• Answers to the grandfather's probable
calculator.
objections;
• A table showing the real reciprocals of
the whole numbers from 0 to I 0, and the

4.8 Jarring Discoveries 145,4,

Digitized by Coogle
~1111~191~
WRIT/Ni 4 .s ·
0 Ired '' · ·
vanahon
.. - .
•
•
•
•
You will need: ••••••••••••••••••••••

graph paper HE3

...................................... l:±±:::::i;l
•
•
•
•
•
12
11
10
v-- -
•
••••••••••••••••••••••••••••••••••
POINTS ON LINES
•
9
8
I
?
1. Choose a number m, and draw the graph of
the equation y = mx. Choose any point
7
6
v
I
(a, b) on the line.
a. Is the point (2a, 2b) on the line?
5
4
v·-r--· ,__ ~----
b. Is the point (3a, 3b) on the line? 3
-_-/
v
c. Is the point (ka, kb) on the line for any 2
value of k? ·-- -· -·
1 +-

2. Refer to the line you drew in problem 1.

a. Is the point (a+ 1, b + I) on it?
0 o 1 2 3 4 5 6 7 8 9 10 11 12

b. Is the point (a + k, b + k) on the line Endpoint Area

for any value of k?
x= I
l;l§.t.!,l
3• -··- • ··- Repeat probl ems 1 and 2 for sev-
eral graphs of the form y = mx, y = x + b, x=2
andy= mx + b. If a point (a, b) is on the
line, in what case is (ka, kb) on the line? x=3
What about (a + k, b + k)? x=5

AREA FUNCTIONS x=a

4. The graph shows y = 2x. The region
5. Copy and complete the table giving the
between the line and the x-axis from x = 0
area between the line and the x-axis from
to x = 6 is shaded.
x = 0 to the given endpoint value of x.
a. What is the area of the shaded region?
b. What is the area of the region between 6. Find a function relating the area to the
the line and the x-axis from x = 0 to endpoint value of x.
X= 4?

,4,146 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.BT
7. Is the area function you wrote an example 9. Find a function relating the area to the
of direct variation? Explain. endpoint value of x.

Endpoint Area
10. Is the area function you wrote an example
of direct variation? Explain.
x=l
uJ;i§oi·lel Repeat problems 4 through 7 for
x=2 several other lines. For which lines did
you find area functions that are examples
x=3 of direct variation? What generalizations
x=5
can you make? Write an illustrated report
about your results.
x=a

8. The graph shows the line y = 3. Copy and

complete the table giving the area between
the line and the x-axis from x = 0 to the
given endpoint value of x.
12
II
10
9
8
7
6
5
4
3~-------------------------
2

o~--------------------------
0 2 3 4 5 6 7 8 9 10 11 12

4.8 Direct Variation 1474

Digitized by Coogle
 Rules of the Road
' ,. ..;~ <' • • . , .
, r :;,
....- .
- -:-.,
I . ,. ..... ., . . ..
. ~""· • \'"~

You will neetl: •••••••••••••••••••••• 5. What kinds of things do you think would

~.~~-~~..~~?..:.~...... Hffi .•~

affect reaction time and distance? Braking
.:••••••••••••••••••••••••••••••••••
•
~ time and distance?
Reaction time is often considered to be about
UNIT CONVERSION
3/4 of a second, but how far you travel during
this time depends on how fast you are going.
When you talk about the speed you are travel-
ing, you usually give the speed in miles per 6. Reaction distance:
hour. In this lesson it will be useful to give a. Figure out how many feet you would
speed in feet per second. Use the fact that I 00 travel in 3/4 of a second if you were
miles per hour (mph) is about 147 feet per going at various speeds (I 0 mph, 20
second (fps). mph, etc.). Make a table to display
your data.
1. How many fps is 50 mph?
b. Graph your data. Put reaction distance
2. Complete the table to show the in feet on the y-axis and speed in miles
relationship of miles per hour to feet per per hour on the x-axis.
second. Extend the table up to 80 miles c. Describe the relationship between the
per hour. two variables on your graph.
mph fps 7. Braking distance: A formula for finding
braking distance in feet is to take the speed
10 14.7 in miles per hour, square it, and divide the
result by 20. For example, if the speed
20
were I 0 mph, the braking distance would
be (10)2/20 = 100/20 = 5 feet.
3. If you made a graph from your table with a. The graph on the next page shows the
mph on the x-axis and fps on the y-axis,
relationship between the braking
what would the graph look like? (If you distance (in feet) and the speed (in
are not sure, draw it.) miles per hour). All the points on the
4. If you were traveling at I mph, how fast graph were found by using the formula.
would you be going in fps? Make a table showing the coordinates
of at least five points on the graph.
STOPPING DISTANCE b. According to the table and graph, if you
To stop a car in an emergency, you first react double your speed, will you double
and then put on the brakes. your braking distance? Explain, giving
stopping distance = examples.
reaction distance + braking distance

4148 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.9.

100
y
I Rule 2: The 1-for-10 Rule. Leave one car
length between you and the car in front of

-eso
Q)
Q)
you for every I 0 mph of driving speed.

9. I@1(.]Fil!•lel Which rule do you think is

L1.l safer? Taking into account what you found
u
z out about stopping distance, what do you
~ 60 think would make a good rule of thumb?
-
til
0
0 40
To compare the two rules, it helps to convert
z miles per hour to feet per second, so that all
sa units are in feet and seconds.
;2c:x:l 20 10. a. Copy and complete the table to show
the distance traveled in three seconds at
the speeds given. Extend the table up to
I 00 miles per hour.
SPEED (miles per hour)
8. Total stopping distance: Use your tables Speed (mph) Speed (fps) Distance (ft)
and graphs from problems 6 and 7 to make
a table with the headings shown. Use at 10 14.7 44.1
least five different speeds.
20

Total
Reaction Braking b. According to the table, how many feet
Speed stopping
distance distance would a car traveling at 50 mph cover
(mph) distance
(feet) (feet)
(feet) in three seconds?
c. If you were instructed to stay three sec-
SAFE DIST AN( E onds behind the car in front of you, how
many feet would that be, if you were
It is estimated that about 30 percent of all auto-
traveling at 70 mph?
mobile accidents are caused by following too
closely. Two rules of thumb for avoiding acci- d. If you slowed down to 35 mph, could
dents follow. you cut your following distance in half?
Explain.
Rule 1: The 3-Second Rule. Notice when e. If you drew a graph with speed on the
the vehicle in front of you passes some y-axis and distance traveled in three
object, such as a road sign. Then time seconds on the x-axis, what would it
approximately three seconds by counting, look like? Explain. If you are not sure,
"One-thousand-one, one-thousand-two, one- sketch the graph.
thousand-three." If you pass the same object
before you get to one-thousand-three, you
are following too closely.

4.9 Rules of the Road 1494

Digitized by Coogle
• 4.9

11. Most cars are about 14 to 18 feet in length. 12. ._Use your tables to compare Rule I
Choose a car length in this interval and and Rule 2. How are they different?
make a table showing safe following dis- Which one suggests greater caution?
tances at certain speeds according to Explain.
Rule 2.
13. . _ Should one evaluate Rule 2 based on
Safe
its implementation using a small-car
Safe length or a large-car length? Explain.
Speed Speed distance
distance
(mph) (fps) (car
(feet) 14J;!§.I.Iel Use the information about total
lengths)
stopping distance to decide whether you
10 14.7 I agree with the advice given by Rule I or
by Rule 2, or whether you would suggest a
20 2
different rule. Write a paragraph explain-
ing your opinion.

DISCOVERY ROUNDING 15. If you buy one 95-cent pastry at the

Columbia Street Bakery, you will be
Because of measurement error, it is meaning- charged $1.00 even. But if you buy two
less to say that someone weighs 157.2490368 pastries, you will be charged $2.01.
pounds. No scale is that accurate, and even if it a. What is the sales tax in this town?
were, one does not need that level of accuracy. b. Does the cash register round off to the
For most purposes, it is satisfactory to talk of nearest cent, or does it round up or
someone's weight to the nearest pound, so this down? Explain.
number should be rounded off to 157.
16. In the same town, if you buy a 94-cent
When dealing with amounts of money, one soda at Eddie's, you will be charged $1.00.
usually rounds off to the nearest cent. In some If you buy two sodas, you will be charged
cases, one rounds up, or down. When doing $1.99. Does this cash register round off to
work with real numbers, make sure you do not the nearest cent? Does it round up or
copy answers from your calculator without down? Explain.
thinking of whether you should round off,
round up, or round down.

4150 Chapter 4 Interpreting Graphs

Digitized by Coogle
 Up in the Air
- J
_..
:;. ~
,...
... •
" ,
I I;;.- • , , .r, ,
_. •
·' -
•
, ~--
"9
......
..,_ I

I You will need: •••••••••••••••••••••• 4. Can you figure out the speed of the

~• ~-~-~-~~ . P.~P.~.~. . . • ~
airplane from this graph? Explain.

• The graph below shows that Flight 101 left its

•••••••••••••••••••••••••••••••••• home airport at 8 A.M. and flew to the town of
People rarely travel at constant speeds. Almost Alaberg. It stayed in Alaberg for several hours
all travel involves speeding up and slowing and then returned to its home airport.
down. However, sometimes to simplify a prob- y Flight lOt
lem it is useful to use the average speed over a
given period of time. In this lesson we will use
the average speed.

MULTIPLE MEANINGS

The graph below shows the relationship

between the altitude of the airplane and the
time after take-off.
y

0 2 3 4 5 6 7 8 X
TIME (hours)
U.l
0 5. According to the graph, how far away is
::::::>30,000
Alaberg?
§ 6. How long did it take Flight I0 I to get to
-< Alaberg?
7. How long did the plane stay in Alaberg?
0 30 60 90 120 ]5() X 8. Can you figure out the speed of the
TIME (minutes) airplane from this graph? Explain.

1. How high was the airplane 20 minutes Someone made this graph about Flight 202,
after take-off? but accidentally left off the labels and the scale
for the axes.
2. How long after take-off did the airplane
reach its cruising altitude?
3. How long did the plane cruise at a
constant altitude before descending?

4.10 Up in the Air 151.4,

Digitized by Coogle
... 4.10

Flight202 Alaberg has a large airport with several termi-

nals. A small train runs through the airport,
carrying passengers between the terminals.
Passengers use this train when they have to
transfer from one plane to another. The graph
shows the relationship between the location of
the train between the terminals and the number
of passengers in the train.
12. Write a description of what is conveyed by
this graph.
y
24
en
~
9. Copy the graph and label the axes like ~20
those in the figure just before problem I . z •
Write a description of what the graph ~ 16
• •
en
conveys. <
10. Make another copy of the graph and label
~ 12 •
0
the axes like those in the figure preceding
ffi 8 •
problem 5. Write a description of what that
graph conveys.
Ill

~ 4
•
11. What else might the axes and scale be for z
the graph about Flight 202? Make up 0 ~--~~~~~~~--~--~X
A-B B-C C-D D-E E-F F-A
another possibility and write a description
LOCATION OF TRAIN (from-to)
of what your graph shows.
13. Can you tell how many passengers got on
DISCRETE AND CONTINUOUS GRAPHS and off at each terminal? Explain.
14. Can you tell if the train was ever empty?
15. Can you tell from this graph how fast the
train was traveling?
The Alaberg Airport Express is a van service
that carries passengers between the city and
Alaberg Airport. A group of math teachers is
holding a convention in Alaberg, and 1024
people have arrived at the airport. They all
need to get into the city.
16. If the Alaberg Airport Express van holds
20 people, how many trips will be needed
to take all the people into the city?

.4,152 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.1oT
17. If more vans were available, fewer trips
would be needed per van. If 15 vans were
available, and the trips were divided as
I Definition: If the points are not connected
on a graph, it is called discrete. If the points
are connected, it is called continuous.
evenly as possible among the vans, what
would be the maximum number of trips YOUR OWN GRAPHS

that any van would need to take? 21. . _ The meaning of this graph is still up
in the air until you add some things to it.
18. Copy and complete the table to show the
Copy the graph, label the axes, and show
relationship between vans available and
the scale. If it makes sense, connect the
maximum number of trips per van neces-
sary. (Once again, assume that the trips points. Tell what the graph conveys.
would be divided as evenly as possible
among the vans.)

Number of Max number of trips

vans per van necessary

I
• •
15

19. a. Make a graph from your table.

b. What is the rule for finding the maxi- • •
mum number of trips per van neces-
sary, given the number of vans? 22..... Make up a discrete graph. Label the
20..... The graphs you used in problems 12 axes and indicate the scale. Write a
and 19 involved points instead of lines. description of what the graph conveys.
Explain why it does not make sense to 23..... Repeat problem 22 for a continuous
connect these points. graph.

4.10 Up in the Air 1534

Digitized by Coogle
 Horizontal and Vertical Lines
, J -~ ~ .
.. y
•. .
'.
. , r *... .
, ,....
.J!.
'. ~ ~
~ #
-. . •
:,. . . ~
a'
~'

••••••••••••••••••••• For a given value of x, the value of y can be

You will need: •

~.~.~-~~Y~P..~.~...... EHB .~•

found by looking for the corresponding point
.:• ~ on the graph. Only points on the steps and
closed circles are considered to be on the
••••••••••••••••••••••••••••••••••
graph. The open circles are there to show
STEP FUNCTIONS where the step ends, but that point is not con-
1. This graph shows how the number of sidered to be on the graph. This way a given
passengers in the Alaberg Airport Express x-value has only one corresponding y-value.
van changes over time. The graph shows a 2. After 60 minutes, how many people were
trip between the city and the airport. in the van?
a. Write a description of what is shown by
this graph. HORIZONTAL AND VERTICAL LINES

b. Why is there a long horizontal line on 3. a. Graph the vertical line through the
the graph? point (I, -2).
y b. Label four more points on this line.
c. Which coordinate is the same for all the
cc: 20
VJ
points on the line, the x-coordinate or
r.tJ 18
0 they-coordinate?
~ 16
VJ 14 4. a. Graph the horizontal line through the
VJ .-o
point (I, -2).
<( 12
0... b. Label four more points on this line.
~10 .-o

~
.0
c. Which coordinate is the same for all the
8 .0 points on the line, the x-coordinate or
~ 6 --------o they-coordinate?
::E 4 e<l

:::> e<l
5. a. The equation of a line is y = -3. There
z 2 .--.o .0
e<l is no x in the equation because the value
X of y does not depend on the value of x.
0 60 120 180
Graph this equation.
TIME (minutes)
b. Did you graph a horizontal or a vertical
Definitions: This graph is an example of a line?
step function . Note that the endpoints of the
steps are either filled-in (this is called a
closed circle), or hollow (this is called an
open circle).

,4,154 Chapter 4 Interpreting Graphs

Digitized by Coogle
 4.11.

6. a. The equation of a line is x = 6. There is 9. The mathematical shorthand for less than
no y in the equation because the value is < . What are the mathematical symbols
of x does not depend on the value of y. for greater than, less than or equal to, and
Graph this equation. greater than or equal to?
b. Did you graph a horizontal or a vertical Inequalities can be used to describe sets of
line? points on a graph. For example, all the points
7. a. Graph the vertical line through (2, -5). that lie on or to the right of the line x = 7 can
Write its equation. be described by the inequality x > 7.
b. Find the coordinates of any point on y
the line. 10
c. Find the coordinates of any point to 8
the right of the line.
6
d. Find the coordinates of any point to
the left of the line. 4
e. For each part (b), (c), and (d), answer 2
this question: What do you think all the
X
points chosen by students in your class -10 -8 -6 -4 -2 0 2 4 6 8 10
have in common? -2

8. The equation of a line is y = 5. If possible, -4

answer these questions without graphing -6
the line.
-8
a. Is the line vertical or horizontal?
b. Where does the point (4, -2) lie in rela- - 10
tion to the line? Explain. 10. Graph each set of points given. Use one or
c. Write the coordinates of one point on more inequalities to describe it.
the line and one point not on the line. a. All points that lie on or below the line
d. What can you say about the y-coordi- y =-I
nate of any point that lies on the line? b. All points that lie on or above the
Below the line? Above the line? X-aXIS

INEQUALITIES c. All points that lie on or between the

vertical lines x = 3 and x = 6
The x-coordinate of any point that lies to the
left of the vertical line x = 6 must be a number ll.l;i§•r•lei Write an illustrated report on
less than 6. For example (2, 7) is such a point, horizontal lines, vertical lines, and
since 2 < 6. The expressions 2 < 6 and x < 4 inequalities.
are examples of inequalities.

4.11 Horizontal and Vertical Lines 155,4

Digitized by Coogle
• 4.11

DISTANCE VS. TIME, AGAIN Single-Piece Letter Rates:

These graphs represent the motion of Paul's
Pieces Pieces
car. The vertical axis shows distance from his not The rate not The rate
house, and the horizontal axis shows time. exceeding is exceeding is
(oz) (oz)
a. b.
I $0.29 7 $1.67

I 2

4
$0.52

$0.75

$0.98
8

10
$1.90

$2.13

$2.36

c. d. 5 $1.21 II $2.59

6 $1.44

a. How much does it cost to mail a letter

weighing 7 and l/2 ounces?
b. How much does it cost to mail a letter
weighing exactly 3 ounces?
e. c. Would it be possible for a letter to cost
45 cents to mail? If so, how much
would it weigh? If not, explain why not.
14. Use the data in the table to graph the rela-
tionship of cost to weight. It is a step func-
tion. Copy and complete this graph.
y
12. <1-- Describe the trips shown in each
graph. Are all of them possible? 2.75
2.50
COST OF MAILING A LETTER 2.25
2.00
In January of 1991 the United States Postal t; 1.75
Service raised its rates for first-class mail. It
printed the following table in a flyer for postal
8 1.50
1.25
customers. 1.00
0.75
13. Answer questions (a-c) using the informa-
0.50
tion in the following table.
0.25
0 1 2 3 4 5 6 7 8 9 10 11 12 X
WEIGHT (ounces)
15. Study the table. What is the rule being
used to determine these rates?

4156 Chapter 4 Interpreting Graphs

Digitized by Coogle
 Complicated Areas

••••••••••••••••••••
You will need: • • • • • • • • • •
••
•• geoboards
..............................
• • •
•• • • • • •
••• dot paper
D
.....................................................
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
•
•
•
• •
• •
•
DISCOVERING AN AREA FORMULA • • • • •
• •
1. a. Find the area of this figure. ~: • •
b. Explain how you did it, with the help of
illustrations on dot paper. • • • • • • • • •
c. Compare your approach with other stu- • • • • • • • •
dents' work. • • • • •
• • • • • • • • • • • 3. 1$!.Jtll!.!,l Try to figure out the relation-
ship between boundary dots, inside dots,
and area. (Hints: Sketch many simple fig-
ures, count their dots, and find their areas.
Keep detailed and clear records. Start by
working on the problem for figures having
zero inside dots, then one inside dot, and
so on.) Keep records of your work in a
table like this one.

Boundary Inside
Area
Dots Dots
• • • • • • • • • • •
• • • • • • • • • • • ... ... ...
In the figure above, the rubber band is in con-
tact with 8 geoboard pegs (which we will call 4. Make three figures having 3 boundary
boundary dots). The figure encloses 12 inside dots and 0 inside dots. Find the area of
pegs, which we will call inside dots. each figure.
2. For each figure, give the number of
boundary dots, the number of inside dots,
and the area.

4.12 Complicated Areas 1574

Digitized by Coogle
• 4.12

5. Make three figures having 4 boundary 10. Make figures having l 0 boundary dots and
dots and 0 inside dots. Find the area of I, 2, 3, etc. inside dots. For each one, find
each figure. its area. Keep your work organized in
a table.
6. Make three figures having 5 boundary
dots and 0 inside dots. Find the area of 11 • ._What happens to the area when the
each figure. number of inside dots increases by I?
7..... 12. a. Predict the area of a figure having I 0
a. If two figures have no inside dots and boundary dots and I 0 inside dots.
the same number of boundary dots, b. Check your prediction by making three
what can you say about their areas? such shapes and finding their areas.
b. What happens to the area if the number c. What would the area of a figure hav-
of boundary dots increases by I? ing 99 boundary dots and 10 I inside
dots be?
8. a. Predict the area of a figure having I 0
boundary dots and 0 inside dots. 13.1§§.!§@$1!1.!,1 Explain how one could find
b. Check your prediction by making three the area of a shape having b boundary dots
such shapes and finding their areas. and i inside dots, without making or draw-
c. What would the area of a figure having ing the figure. You have discovered Pick's
99 boundary dots and 0 inside dots be? Formula.

9. lij§el§MW!I.!,I Explain how one could find 14. Use the result from problem 13 to check
the area of a figure having b boundary your answers to problems I and 2.
dots and 0 inside dots, without making or
drawing the figure.

DISCOVERY PATTERNS AND FUNCTIONS 17. I

1+2+I
15. Find as many functions of x as possible I+2+3+2+I
whose value is 5 when x is 2. 1+2+3+4+3+2+1
16. Multiply. What do you notice about these sums?
Explain the pattern, using a figure if
(I- ~)·(1- ~)·(I- ~)· ... ·(1- ~) you can.

4158 Chapter 4 Interpreting Graphs

Digitized by Coogle
rnn~ISI~~
WRITING
4 •c Letter
·
Strings

In abstract algebra, letters do not stand for 3. Compute.

numbers. Abstract algebra has many applica- a. EHYZ b. YZ HYY
tions, for example, to particle physics or to the c. Z HYZ
analysis of the Rubik's cube. Here is a simple
example. 4. Find the missing term.
a. YZ H = E
SAFE DIST AN( E b. Z H = YZ
c. YYH = Z
In this game, starting with a string of Y's and
For the YZ group, H works a little bit like
Z's, the object is to simplify the string by fol-
multiplication. Another way to write the first
lowing strict rules. The rules are:
two rules is
YYY can be erased.
Y3 = E and Z2 = E.
ZZ can be erased.
the commutative law: YZ = ZY. 5. The only powers ofY are: Y, Y2 , and E.
E is the empty string (a string with no Explain.
Y's orZ's).
6. Find all the powers of each element of the
Examples: YZgroup.
a. Y.Z..Z,YYZYZYYZ (erase ZZ) 7. Simplify. (Show your work.)
Y YYZYZYYZ (erase YYY) a. y1ooo b. ( yz) 1001
ZI.Z.YYZ (commute YZ)
ZZYYYZ (erase ZZ and YYY) 8. Make a H table.
z (can't be simplified)
9. What element of the group works like I
b. ZYYYZ (erase YYY) for multiplication?
z z (erase ZZ)
E (the empty string is left) 10. What is the reciprocal of each element?
(In other words, for each element, what
1. Simplify the strings. element can be put together with it to get
a YZYZZYYZ ~ YYYYZZYZY the 1?)
c. YZYZYZYZYZYZYZYZZZYZYZYYZY
SAFE DIST AN( E
Including the empty string E, there are six
essentially different strings that cannot be
simplified. They are called the elements of For this group, the rules are:
the rz group. yyy can be erased.
zz can be erased.
2. Find all the elements of the YZ group.
yzy = z.
The symbol H represents the operation put The empty string is called e .
together and simplify. For example: There is no commutative law.
Y H YY=E 11. \) Do problems 1-1 0 for the yz group.
YZ H YZ = YY (Hint: zyy and yyz can be simplified.)
Y H E=Y
12J;i§•r•lel Write a report on the yz group.

4.C Letter Strings 159.

Digitized by Coogle
 ~ Essential Ideas
FUEL VS. DISTANCE EQUATIONS AND GRAPHS

Gabe's scooter gets good mileage, but it has a 4. Make a graph of several (x, y) pairs having
small tank. The graph below shows how much the property that the sum of x and y is 16.
gas was in his tank during one trip he took. Connect the points on your graph. Write
0.6 the equation of your graph.
5. Write the equation of:
0.5 a. a line through the origin containing the
point (2, 5);
b. another first-degree polynomial
containing the point (2 ,5);
z~ 0.3 c. a second-degree polynomial containing
the point (2, 5).
~
~ 0.2 These questions are about the graph of the
en equation y = -x2 + 2.
<
OQ.l 6. Which of these points are on it?
(3,-11) (-3, 11) (3,-7) (-3,-7)
0·0 o 10 20 30 40 50 60 70 80 7. The point (-6, y) is on it. What is y?
DISTANCE (miles)
8. The point (x, -14) is on it. What are the
1. Write a paragraph describing Gabe's trip. two possible values of x?
Include the answers to these questions:
For each of the equations below, if possible,
How much gas did Gabe start with? How
find an (x, y) pair for which
much did he end with? How many times
did he stop for gas? How much gas did he a. xis negative andy is positive;
use for the whole trip? How far did he b. xis positive andy is negative;
travel before stopping each time? What is c. x andy are both negative.
probably the capacity of his gas tank?
9. y = 4x 10. y = x 2 - 2
How many miles did he get per gallon?
11. y=x(x-1) 12. y=-2x+6
2. The gas station stops took ten minutes
each. Gabe left home at 9 A.M. and arrived 13. Which of the above four equations' graphs
at his destination at 11 :05 A.M. How fast a. are straight lines?
does the scooter go? b. pass through the origin?
3. In what ways might this graph be 14. If possible, sketch the graph of a zero-
unrealistic? degree, first-degree, second-degree, and
third-degree polynomial function which
passes through all quadrants but the first.

4160 Chapter 4 Interpreting Graphs

Digitized by Coogle
For problems 15 through 17: a. b.
••
a. Plot the points given in the table.

M
b. Study the table and your graph.
Describe the relationship between the
x-value andy-value of each pair.
c. Use the pattern you found to add more
points to your table and graph.
d. Write an equation that tells how to get
c. d.
they-value from the x-value.
15. 16. 17.

X y X y X y

0 I 2 9 3 8

I 3 3 6 -2 3
POSTAl PROBLEM
-I -I -3 -6 -I 0 The post office puts size restrictions on first-
class mail. Standard letters that are 1/4 inch
3 7 4.5 4 0 -I
thick or less must meet these requirements for
4 4.5 1/2 -3/4 width and height.
• The height is at least 3 and 1/2 in. and
2 3 cannot exceed 6 and 1/8 in.
• The width is at least 5 in. and not more
DISTANCE VS. TIME than 11 and 1/2 in.
18. These graphs represent the motion of 19. The first condition can be written
Paul's car. The vertical axis shows 3.5 < height :5 6.125. (This is called a
distance from his house, and the horizon- compound inequality.) How would you
tal axis shows time. Write a short para- write the second condition?
graph describing the trip summarized by
each graph.

+ Essential Ideas 1614

Digitized by Coogle
••
20. Sketch (to scale) and give the width, In order to avoid extra fees, your letter must
height, and area of each of these letters. satisfy the following restriction.
a. The letter having the least possible area • The width divided by the height must be
b. The letter having the greatest possible between 1.3 and 2.5, inclusive.
area 24. Write a compound inequality for this
c. The tallest, thinnest letter restriction.
d. The shortest, widest letter
25. Find the ratio of the width to the height of
12 each letter you listed in problem 20.
Which ones meet the new requirement?
10
26. a. Experiment with your calculator until
,-..._ you find an allowable width and height
"'
Q)
..c
8 that have a ratio of 1.3. On your graph,
(.)

-c
E- 6
plot these dimensions. Draw a line
through this point and the origin.

-
:I:
0
tlJ
:I:
4
b. Find other points on the line. What is
the ratio for each one? Explain.
c. Repeat (a) and (b) for the ratio 2.5.
2 27. Check the ratio for points between the two
lines, above the upper line, and below the
lower line.
8 10 12
WIDTH (inches) 28. Explain how to use the graph to find
You can use a graph to show allowable a. dimensions that satisfy all the rules;
dimensions of a letter. In the graph above, the b. dimensions that satisfy the first two
point (6, 4) represents the dimensions of a let- rules, but not the ratio rule;
ter that is 4 in. high and 6 in. wide. c. dimensions that satisfy the ratio rule,
but not the first two rules.
21. Plot four points for the four envelopes
you listed in problem 20. (Don't draw the 29. If the ratio of the width to the height is 1.3,
envelopes!) what is the ratio of the height to the width?
22. Write the equations of two horizontal and 30. Find the equation of the lines through the
two vertical lines through those points. origin in your graph. Explain how they are
examples of direct variation.
23. The four points should form a rectangle.
Find some points inside the rectangle, out-
side the rectangle, and on the rectangle.
Which points represent allowable dimen-
sions of letters? Explain, using examples.

4162 Chapter 4 Interpreting Graphs

Digitized by Coogle
 PRACTICE

4;/ijiUi
DIRECT VA RIATIO N CREATE AN EQUA TION

1. Without graphing, tell which of 4. Create an equation that has x = 3

the following lines pass through as a solution.
the origin. Explain. The line con-
5. Create an equation that has
taining points
y = -3 as a solution.
a. (2, 6) and (4, 12);
b. (3, 8) and (4, 9); 6. Create an equation where x
appears on both sides of the
c. (6, 5) and (18, 15).
eq uation and
2. A line contains the points (0, 1) a. the solution is x = 0;
and (2, 4). Does it also contain the b. the sol ution is x = - l/2.
point (4, 8)? Explain .
3. A line contains the points (2, 5)
and (4, 10). Does it also contain
the point (200, 500)? Explain.

Practice 163.

Digitized by Coogle
CHAPTER

The colorful spiral of a lollipop

Coming in this chapter:

lti.Jt.JFJit.J,j Build as many rectangles as you can with one x 2,
ten x-blocks, and any number of yellow blocks.
Build as many rectangles as you can with x 2, 18, and any
number of x-blocks.

Digitized by Coogle
 SUMS AND PRODUCTS

5.1 Constant Sums

5.2 Constant Products
5.3 The Distributive Law
5.4 Factoring Trinomials
5.A THINKING/WRITING:
Analyzing Graphs
5.5 Graphing Parabolas
5.6 Factors
5.7 Minus and the Distributive Law
5.8 Building-Block Numbers
5.8 THINKING/WRITING:
Distributing
5.9 Staircase Sums
5.10 Sequences
5.11 Averages and Sums
5.12 Smooth Moves
5.C THINKING/WRITING:
Sequences as Functions

• Essential Ideas
• PRACTICE

Digitized by GOo
 .
Constant Sums
• .
'• .,•
..
. .,•
.. ..
. '
•
.,•
.. ..
. • '
'
1

••••••••••••••••••••• 1. Look at the dials in the figure. How

You will need: ••
much did Oliver and Alice pay for their
•• graph paper ffiE •••
• .
..... . ...... . ...................... ~±±:::!;~
••
gas card?
••
•••••••••••••••••••••••••••••••••• 2. Oliver and Alice plan to buy about $10.00
worth of gas. List at least five other pairs
AT THE GAS STATION
of numbers that will appear on the last two
When Oliver and Alice pulled up to the self- dials while they are pumping gas.
serve island at Jacob's gas station, they noticed
a new sign: 3. When exactly II gallons have been
pumped, what numbers will appear on the
II Buy Gas Card in Office II four dials?

4. lrl§.!§tl!tt!l.!,l When D dollars have been

They went into the office, which was deco- spent, what is the value left on the card?
rated with photographs and cartoons. The
attendant Harold explained to them that he 5. When G gallons have been pumped,
could sell them a gas card for any amount from a. how many dollars have been spent?
5 to 100 dollars. They would put it in the spe- b. what is the value left on the card?
cial slot in the pump, and pump gas as usual.
The value of the card would automatically go FUNCTION DIAGRAMS FROM RULERS
down, and a display on the pump would indi-
Alice wanted to know how long her ruler was.
cate the value left in the card. After getting
Oliver suggested she measure it with a longer
gas, there would be no need to go back to the
ruler, as in this figure.
office, unless they wanted to trade the card
back for cash. (This could be done only if the Alice's ruler
card had less than $5 left on it.) Or they could
~
1o1t
use the remaining money left on the card the I I I I ?I
next ti_!lle they stopped at Jacob's. I0 I 2
I
4
I I
6
I
8
I
10 1
1 21
Oliver's ruler
jacob's Gas
6. How long is her ruler?
Price Per Gal1on Amount Spent

$11.0991
Gallons Pumped
$1 I 3.41
Value Left on Card

I 3.1 I $1 11 .59 I

4166 Chapter 5 Sums and Products

Digitized by Coogle
 5.1.
Oliver had to write about function diagrams All the function diagrams you just drew have
for algebra. (His class was using this textbook, something in common. For each one, the sum
and in a curious coincidence, they were doing of all the (x, y) pairs is a constant. We could
exactly this page!) He decided to use the rulers call them constant sum functions.
as a way to get tables of x- andy-values and
build a function diagram from them. He used 12.fii!,!..f!Q Write an illustrated summary
the rulers setup to create a table that started describing what you noticed about
this way. diagrams of constant sum functions. It
should include, but not be limited to,
X y examples and answers to the following
questions:
I 9.5
• Do the in-out lines meet in one point?
2 8.5 • If they do, could you predict the position
of this point if you knew the value of the
3 7.5 constant sum?

7. Describe the pattern for the numbers in the GRAPHS OF CONSTANT SUMS
table. Does it matter which ruler you use
13. a. On a pair of axes, plot these (x, y) pairs.
for x and which for y? Explain.
(2,4)(4,2)(-1,7)(8,-2)
8. Write a function of the type y = an expres- b. In words, we could describe the pattern
sion in terms of x for Oliver's table. of the (x, y) pairs by saying that the sum
9. Make a function diagram for Oliver's of x andy is always six. How would
table. (Use at least five in-out lines.) you write this using algebra?
c. Find three more (x, y) pairs that fit
10. Use rulers to create two more tables, and
this pattern, and add the points to
for each, write a function and make a func-
your graph.
tion diagram. At least one of them should
d. Connect all the points with a line or
match 0 with a number other than a whole
curve. Describe the graph.
number.
14. a. Find points such that x + y < 6. Where
11. How could you set up rulers to get this
are they in relation to the graph in
function diagram? Explain.
problem 13?
20 20 b. Repeat for x + y = 6.
c. Repeat for x + y > 6.
15. Find a point (x, y) such that x = y and
x + y = 6. Label it on the graph.
10 10
16. Choose a positive value for Sand make
a table of (x, y) pairs that satisfy the equa-
tion x + y = S. Use your table to make
a graph.
0 0

X ---~y

5.1 Constant Sums 1674

Digitized by Coogle
• 5.1

17. <1-- Experiment with some other constant • Were the graphs straight lines or curved,
sum graphs. Try several different positive or were there some of each?
values for S. For each one, make a table of • Without drawing the graph, could you
at least five (x, y) pairs having the sumS. now predict which quadrants the graph
Then draw a graph. Draw all your graphs would be in, if you knew the value of S?
on the same pair of axes. Explain.
18. <1-- Do any of the lines go through the • Without drawing the graph, could you
origin? If not, do you think you could pick predict the x-intercepts andy-intercepts
a number for your sum so that the line of the graph, if you knew the value of S?
would go through the origin? Explain. Explain.
• What determines whether the graph
19. <1-- Repeat your investigations for equa- slopes up or down as it goes from left to
tions of the form x + y = S, where S is right? Could you predict this without
negative. Keep a record of what you try, graphing if you knew the value of S?
using tables and graphs. Explain.
20J;i§-l•lrl Write an illustrated report summa- • Do any of your graphs intersect each
rizing your findings about constant sum other? If so, which ones? If not,
graphs. Your report should include neatly why not?
labeled graphs with accompanying expla-
nations. Include answers to the following
questions:

4168 Chapter 5 Sums and Products

Digitized by Coogle
 Constant Products

MILES PER GAllON 6. a. Find five more (x, y) pairs that fit this
pattern and add the points to your table
If you plan to take a trip of I 00 miles, the
and graph. Use positive values for x.
amount of gas you need depends on how many
Include some fractional values.
miles per gallon your vehicle gets. Some very
large recreational vehicles get only about b. Add five more (x, y) pairs to your table
5 miles per gallon, while a scooter can get and graph. This time use negative val-
100 miles per gallon. ues for x, including some fractional
values.
1. Copy and complete the table to show how
many gallons of gasoline you should buy 7. Study the points on your graph. If neces-
if your vehicle gets the mileage indicated. sary, add more points so that you can
Continue the table up to 100 miles per answer the following questions.
gallon. a. Which quadrants do your points lie in?
Why?
Mileage Gasoline Total trip b. Can you find a point on the y-axis that
(miles per needed distance fits the pattern? Can you find a point on
gallon) (gallons) (miles)
the x-axis? Explain.
5 - 100 c. If you were to connect the points with a
smooth curve, would the curve go
10.5 - 100 through the origin? Explain.
20 - 100 8. Add to your graph a point that fits the pat-
tern and
2. Graph the (x, y) pairs in the first two a. has an x-value less than 112;
columns of the table. b. has a y-value less than 1/2;
3. Describe your graph in words. If you were c. has an x-value greater than 24;
to extend your graph, would it go through d. has a y-value less than -24.
the origin? Would it touch or cross the
9. Study your answers to problems 4-8. Then
axes? Explain.
very carefully connect the points with a
CONNECTING THE DOTS curve. Your curve should have two parts
that are not connected to one another.
4. Make a table containing these points and
plot the (x, y) pairs on a Cartesian graph. a. Describe the graph.
(2, 12) (3, 8) (4, 6) (8, 3) b. Explain why the two parts are not
connected.
5. Describe the pattern of the (x, y) pairs in
problem 4
a. in words; b. using algebra.

5.2 Constant Products 169,4

Digitized by Coogle
• 5.2
10. For (a-d), find several pairs of numbers • Without drawing the graph, could you
(x, y) that satisfy the description. Plot these now predict which quadrants the graph
points on your graph. would be in, if you knew the value of P?
a. xis positive and xy is more than 24. Explain.
b. x is positive and xy is less than 24. • Do any of the graphs go through the ori-
c. x is negative and xy is more than 24. gin? If not, do you think you could find
a value of P so that the graph would go
d. x is negative and xy is less than 24.
through the origin? Explain.
11. QPlot a point (x, y) such that xy = 24 and • Where can you find points whose prod-
X= y. uct is not P?
We could call the curve you drew in problem 9 • Comment on anything you notice about
a constant product graph, since the product of the x-intercepts andy-intercepts.
the coordinates of every point is the same • Do any of your graphs intersect?
number. We could graph many other constant Explain why or why not.
product graphs of the form xy = P, where P
could be any number we choose. OTHER GRAPHS

12. ~ Experiment with the graphs of some In order to graph some functions, Tomas
equations of the form xy = P. Try several made tables of values, plotted the points, and
different positive values for P. Then try connected the dots. (For one of the equations,
several different negative values for P. For he tried two different ways.) He asked his
each one, make a table of at least eight teacher if he had done it right. Mr. Stephens
(x, y) pairs having the same product. Then answered that the individual points had been
draw a graph. Draw all your graphs on the plotted correctly, but he asked Tomas to think
same pair of axes. about how he had connected them. He said,
"Every point on the graph, even the ones
13J;i§ol•lel Write a report summarizing your obtained by connecting the dots, must satisfy
findings about constant product graphs. the equation." Tomas didn't understand.
Your report should include neatly labeled Mr. Stephens added, "Check whether you con-
graphs with accompanying explanations. nected the dots correctly, by substituting a few
Include answers to the following more values of x into the equation. Use your
questions: calculator to see if they-value you get is
• What is the shape of the graph? on the graph you drew." Tomas still didn't
understand.

4170 Chapter 5 Sums and Products

Digitized by Coogle
 5.2.

Name: Tomas
14.';1§-I·Iel Explain how Tomas can improve
his graphs. Show your calculations. Give
y=x-2 y = xz y = -6/x Tomas advice he can understand, on:
• how to label axes, points, and graphs;
X y X y X y
• how to connect the dots correctly;
-2 -4 -2 4 -2 3 • how to extend the graph to the left
and right;
-1 -3 -1 1 -1 6 • how a calculator can help.
0 -2 0 0 0 imp.

1 -1 1 1 1 -6

2 0 2 4 2 -3

/
/
~·
:V
-7 ~
7.

\I

5.2 Constant Products 1714

Digitized by Coogle
 The Distributive Law

••••••••••••••••••••• the words monomial, binomial, and trino-

You will need: •
• •• mial. Give examples and illustrate your
:• ~~:...~~~. ~.:~~····· ....-.rJ :• work with drawings of the Lab Gear. Your
•••••••••••••••••••••••••••••••••• report should address the points listed
below, but should also include any other
HOW MANY TERMS? observations you made.
For each multiplication, write an equation of • What determines the degree of the
the form length • width equals area. (You product?
may use the Lab Gear and the comer piece to • What determines the number of terms
model the multiplication by making a rectan- in the product?
gle.) In your expression for the area, combine • Compare problems having one variable
like terms. to problems having two variables.
1. x(2x + 5)
DIVISION AND THE DISTRIBUTIVE LAW
2. 2x(y - 2)
As you probably remember, you can use the
3. + 2- x)
y(2y comer piece to model division.
4. (2x + 2)(3x - 5) 1 y 4x + 6 + 2y·
. l'f
E xamp Ie: S1mp 2
5. (x + 2)(3y + 1)
6. (x + 2)(y - 3x + 1)
For each multiplication, write an equation of
the form length • width • height equals volume.
(You may want to use the Lab Gear and the
comer piece to model the multiplication by
making a box.) In your expression for the
volume, combine like terms.
7. x(x + 2)(x + 5) In some cases, you can use the Lab Gear in
8. y(x + 2)(y + 1) another way to show that a division like this
one can be thought of as three divisions.
9. x(x + 5)(x + y + 1)

I Definitions: A polynomial having two

terms is called a binomial; one having three
terms is called a trinomial. A polynomial
having one term is called a monomial.
11. What is the result of the division?
10J;i§ei·1el In problems 1-9, you multiplied Simplify these expressions, using the Lab Gear
two or three polynomials of degree I. In ifyou wish.
each case, the product was also a polyno- 12. lOx+ 5y + 15
mial. Write a report describing the patterns 5
you saw in the products. You should use 13. 2x + 4
x+2

4172 Chapter 5 Sums and Products

Digitized by Coogle
 5.3.

14. x2 + 4x + 4 20. 2x(x- 1) 21. y(y + 4)

x+2
22. 3x(x +y - 5) 23. (x + 5)(3x - 2)
15. Q 3(y - x) + 6(x - 2)
3 24. (2x + 4)(x + y + 2)
Another way to simplify some fractions is to 25. (2y -x- 3)(y +x)
rewrite the division into a multiplication and
Write equivalent expressions without the
use the distributive law.
parentheses. Combine like terms.
E xampIe: .,....o s1mp 1 y 6x + 24 + 2y :
. )"f
26. z(x + y) + z(x - y)
• Rewrite the problem as a multiplication.
27. z(x + y) + z(x + y)
i
(6x + 4 + 2y)
28. z(x + y) + x(z + y)
• Apply the distributive law.
29. z(x + y) - x(z + y)
!2 · 6x + !2 · 4 + !2 · 2y
• Simplify. MUlTIPlYING BINOMIAlS
3x +2+y The following problems involve multiplying
You can see that we could have divided every two binomials of the form ax + b or ax - b.
term in the numerator by 2. That is: Multiplications like this arise often in math. As
6x + 4 + 2y = 6x + i + 2y
you do them, look for patterns and shortcuts.
2 2 2 2 .
30. (3x + 2)(5x + 6)
The single division problem was equivalent to
31. (3x - 2)(5x + 6)
three divisions. This example illustrates the
distributive law of division over addition and 32. (3x + 2)(5x - 6)
subtraction.
33. (ax + 2)(3x + d)
Divide.
34. (2x + b)(cx- 3)
16. 9x + 6y + 6
3 35..... When you multiply two binomials of
17. 3x2 + 2x the form ax + b or ax - b,
2x a. what is the degree of the product?
18. 6x2 + 4x b. how many terms are in the product?
2x
19. Q 2(x + 3) + 5(x + 3) 36..... When multiplying two binomials of
x+3 the form ax + b or ax - b, how do you find
a. the coefficient of x2?
DISTRIBUTIVE lAW PRACTICE
b. the coefficient of x?
Find these products, using the Lab Gear or any c. the constant term?
other method.

5.3 The Distributive Law 1734

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 LESSON

Factoring Trinomials

••••••••••••••••••••• 3. By making a Lab Gear rectangle and writ-

You will need: •
• ing a related multiplication equation, show
• •
.•
: the Lab Gear ~
....................................... .•
: that 5y + y 2 can be written as the product
of a monomial and a binomial.
·············~····················

LAB GEAR RECTANGLES

You have factored the polynomial 5y +l .
4. By making a rectangle with the Lab Gear
1. lffl[.jfi!!·l·i and writing a related multiplication equa-
a. Use the Lab Gear to make as many tion, show that the trinomial x 2 + 3x + 2
different rectangles as you can with can be written as a product of two
one x 2-block, ten x-blocks, and any binomials.
number of yellow blocks. For each one,
As this problem showed, some trinomials of
write a multiplication equation to
the form x 2 + bx + c can be factored.
show that area = length times width.
Look for patterns. 5. Factor each trinomial into the product of
b. Use the Lab Gear to make as many dif- two binomials. It may help to use the Lab
ferent rectangles as you can with one ~­ Gear to make rectangles.
block, 18 yellow blocks, and any number a. x 2 + 8x + 7
of x-blocks. For each one, write a multi- b. x 2 + 8x + 12
plication equation to show that area = c. x 2 + 8x + 15
length times width. Look for patterns.
6. .,_ Are there any more trinomials of the
2. Use the Lab Gear to help you find the form x 2 + 8x + that can be factored
other side of the rectangle having the into two binomials? If so, write and factor
given area. Look for patterns. One is them. If not, explain.
impossible.
7. Factor each trinomial into the product of
Side Area two binomials. It may help to use the Lab
a. x + 4 x2 + 9x + 20 Gear to make rectangles.
b. X+ 3 x2 + 4x + 3 a. x 2 + 13x + 12
C. X+ 6 x2 +6x+8 b. x 2 + 8x + 12
d. X+ 1 x2 + 3x + 2 c. x 2 + 7x + 12
e. x + 4 x2 +7x+12 8. .,_ Are there any more trinomials of the
form x 2 + _x + 12 that can be factored
FACTORS AND PRODUCTS
into two binomials? If so, write and factor
I Definition: To factor means to write as a
product.
them. If not, explain.

For example, two ways of factoring 12 are to

write it as 6 • 2 or as 4 • 3. Some polynomials
can be factored. With the Lab Gear we model
this by making a rectangle or a box.

Chapter 5 Sums and Products

Digitized by Coogle
 5.4.
THE THIRD DEGREE
15. x 2 + l5x+ _ = (x + _)(x + _)
9. Factor these third-degree polynomials
16. x 2 - 7x + _ = (x- _)(x- _)
into a product of three first-degree polyno-
mials. Making a box with the Lab Gear 17. x 2 + _x + 15 = (x + _)(x + _)
may help.
18. x 2 - _x + 7 = (x - _)(x - _)
a. x 2y + 5xy + 6y
b. x 3 + 5x2 + 6x 19. . _ Which problems, 15-18, have more
than one answer? Explain.
c. l + 5l + 6y
d. xl + 5xy + 6x FACTORING BY TRIAL AND ERROR
10. ._Describe a strategy to factor the poly- 20. If possible, factor each trinomial into a
nomials above without the Lab Gear. product of binomials. Try to do it without
using the Lab Gear.
11. \) Factor, using the Lab Gear if you need
to, x 2y + x 2 + 5xy + 5x + 6y + 6. a. x 2 + 5x + 6
b. a 2 + 1la + 30
PLUS AND MINUS c. m 2 + 20m + I 00
12. a. Use the comer piece and the Lab Gear d. p 2 + 2p + I
to show the multiplication
21. Factor.
(y + 4)(y + 3).
a. x 2 - 5x +6
Write the product.
b. x2 - l3x + 12
b. How many blocks of each type were
c. x 2 - 8x + 15
needed to show the product?
d. x2 - 9
13. a. Use the comer piece and the Lab Gear
to show the multiplication 22. Q Factor.
(y- 4)(y + 3). a. 6x2 + 5x + I
Write the product. c. 6x2 + x- 1
b. Compare the number of blocks of each d. 6x2 - x- I
type used to show this product with the 23. \) Factor.
number of blocks used in problem 12. a. x 4 - 8x2 + 15
14. Write another multiplication that requires b. x 4 - 8x2 + 16
one l-block, seven y-blocks, and twelve
1-blocks to show the product. Model it WHAT'S YOUR PROBLEM?

with the blocks and write the product. 24. Make up six trinomials of the form
Compare work with your classmates. Is x 2 + bx +c. Four should be factorable,
there more than one possibility? and two should be impossible to factor.
Exchange with another student, and try to
MISSING TERMS factor each other's trinomials.
Supply the missing terms. Then compare your
answers with your classmates' answers.

5.4 Factoring Trinomials 1754

Digitized by Coogle
~111!@191,
WRITING
5 •A Analyzing Graphs

You will need: •••••••••••••••••••••• 7. ._Consider the expression

•• x 2 + _x + 36. What numbers could you
•
•
•• . . . . . . . . . . . . . . . . . . ..w
graph paper EfE3 •
••
•• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
put in the blank to get a trinomial that can
be factored? Explain your answer, giving
examples.
CONSTANT PRODUCTS
CONSTANT SUMS
1. a. On the same pair of axes, graph the
constant product function xy = 24 and 8. Make a large graph of the constant sum
the constant sum function x + y = 10. X+ y = )2.
b. Find and label the points where these 9. a. Find many (x, y) pairs whose product
two graphs intersect. is 20.
c. Add the graph of x + y = 4 to the same b. Plot these points and connect them with
pair of axes. Does it intersect either a smooth curve.
graph? c. What is the equation of the curve?
2. If possible, factor each trinomial. d. Where does it meet the graph of
a. x2 + lOx + 24 X+ y = 12?
b. x 2 + 4x + 24 10. Add to your graph several curves with
3. . _ Explain the relationship between equations of the form x • y = P, where P is
problem 1 and problem 2. an integer, as described below. Draw at
least three curves
4. Make a large graph of the constant product a. that intersect the graph of x + y = 12 in
equation. xy = 36. Show both branches on
the first quadrant;
your graph.
b. that intersect the graph of x + y = 12 in
5. On the graph of xy = 36, find two (x, y) the second and fourth quadrants