or The Number i SN ESIR 1 a0 8°” Grade Lesson] Understanding Rational and Irrational Numbers........... 6 Lesson 2 Estimating the Value of Irrational Expressions........ 14 Domain 1 Review ..... Soe spnnnsttetiaten 2S) Performance Task .......6.-.002000eeee 28Understanding Rational and Irrational Numbers C1 era em EOL) | Arational number js a number that can be expressed asa ratio £, where a and b are integers and b #0. Aterminating decimal is 2 decimal that has a finite number of digits: A repeating decimal has a repeating pattern of digits. Terminating decimals, repeating decitnals, integers, and counting numbers are ail rational numbers... ° > Any real number that cannot be expressed in the form 2 isan irrational number. A decimal that neither repeats nor terminates isan irrational number. The square root ofan integer is irational ifthe integer is not a perfect square. Real Numbers Rational Numbers t-07 & 8.47 = a= 4 ‘ 8 Counting Numbers 0, 1,2,3, Example 1 |s 6.434. rational number or an irrational number? Strategy Apply the definitions of rational and irrational numbers. Step 1 Identify the digits to the right of the decimal point. 6434) Step2 Determine if the decimal terminates, repeats, or neither. There is a finite number of digits after the decimal point. Therefore, 6.434 isa terminating decimal. All terminating decimals are rational numbers. Solution The number 6.434 isa rational number. y i 5 i i } i & i q i i : i éDeeatng any prtf stockists by len. © 2015 Tuh esing, LC Example 2 \s 4.3 a rational number or an irrational number? Strategy Apply the definitions of rational and irrational numbers. The bar over the 3 shows that number can be written as 4.33333 ... The digit 3 repeats. ‘Adecimal that repeats is a rational number. Solution The number 4.3isa rational number. Example 3 |s 6.183782946 ....a rational number or an irrational number? Strategy Apply the definitions of rational and irrational numbers. The digits to the right of the decimal point do not repeat and do not terminate. ‘A decimal that does not repeat or terminate is an irrational number. Solution _6.183782946.... is an irrational number. Example 4 Is VIT a rational number or an irrational number? Strategy Ifthe number under the square rootis an integer, then determine whether this integer isa perfect square. Then apply the definitions of rational and irrational numbers. The number 11 cannot be written as the square of an integer. Therefore, 11 isnota perfect square. Assquare rocts irrational ifthe integer under the square root symbol is not a perfect square. Solution The number YT is an irrational number. Example 5 Convert 0.27 toa fraction. Strategy Use algebra to write the repeating decimal asa fraction. Step] Write an equation. Let the variable n equal the decimal n=0.27 Step 2 Write anew equation by multiplying both sides by 10”, where p is the number of digits that repeat. Only one digit repeats, 7, so p = 1. Multiply both sides of n = 0.2.77 by 10) 10n = 2.77 |: Understanding Rational and Irrational Numbers 7Step3 Subtract the original equation from the new equation 10n = 2.77 n= 0.27 9n=2.5 Step4 Solve for n. Write n as a fraction in simplest form. 9n=2.5 Solution The decimal 0.27 is equivalent to the fraction 73. Example 6 Convert 4.15 to a fraction. Strategy Use algebra to write the repeating decimal as a fraction. Step] Write an equation. Let the variable n equal the decimal. n= 415 Step2 Write anew equation by multiplying both sides by 10”, where p is the number of digits that repeat. Only two digits repeat, 15, sop = 2. Multiply both sides ofnn = 4.15 by 10”. 100n = 415.15, Step3 Subtract the original equation from the new equation and solve for n. Write nasa fraction in simplest form. 100n = 415.15 = 45 99n = 411 an _ 137 n= 9 > 33 Solution The decimal 4.15 is equivalent to the fraction ‘7. Example 7 Convert 8.139 to a fraction Strategy Use algebra to write the repeating decimal as a fraction. Step] Write an equation. Let the variable n equal the decimal. n= 8.139 Step 2 Write a new equation by multiplying both sides by 10°. 8 Domain 1,000n = 8,139,139. The Number System y 2 Z a é i i : s i :Depleting any pat of isbookisprhited bylaw. © 2015 Tiuenphesing IC Step3 Subtract the original equation from the new equation and solve for n. Write nas a fraction in simplest form. 1,000n = 8,139.139 Solution The decimal 8.139 is equivalent tothe fraction a2" Example 8 Identify \67 asa rational or irrational number by writing it as a decimal. Strategy _Usea calculator to write the number asa decimal. Then determine if the decimal repeats or terminates. Step] Use a calculator to write V67 asa decimal. 67 = 8.185352771.. Step2 Determine if the decimal repeats or terminates. The decimal neither repeats nor terminates. Solution The number V67 isan irrational number. OACHED EXAMPLE Write 9.268 as a fraction. Write an equation by setting the variable n equal to the given decimal. a The decimal has repeating digits. Write a new equation by multiplying both sides of the equation by —_. Solve for n. Write nas a fraction in simplest form. n=_____= The decimal 9.268 is equivalent to the fraction Lesson 1: Understanding Rational and Irrational Numbers 9© LESSON PRACTICE @ Nolan wrote 1.83 and 0.2.as actions in simplest form, Use numbers from the box to write the fraction. © wich ofthe following is a rational number? Circle all that apply, Alm B. 21.082 co r z | D. 1.4382768.... eB 3 } © Wite the number 12.7.s a fraction in simplest form. Show your work. © Select True or False for each statement. A. YI9 is equal to 4.358. O Twe O False B. 3.Bisequalto¥. O Tue © False ‘4d isa rational number. O Tue O False D. Fisarational number. O Te © False pling sy par ofthis bookl profta by lan, © 2015 Toh earns LC E. 0.529639... is an irrational number. © True © FalseDuslcatngaryparftnstookisprohstetyitw, ©2015 Taunphtawnng LC © wich fractions are equivalent to 1.27? Circle all that apply. A B. c © Determine whether each number is rational or irational. Write the number in the correct box. az os NO FB 28 19 Be 33 0 D7 ve 2.22 9 3 i] (2) I Rational Number @ isthe fraction equivalent to a repeating decimal? Select Yes or No. A. c. RE Ble aR ale ok Yo O Yes O No O Yes O No O Yes O No O Yes O No O Yes O No O Yes O No© Use fractions from the box to complete the table. © Look at each square root. Ista rational or irational number? Select Rational or lrational. A. VIO © Rational © Irrational B. VIZ © Rational © Irrational ©. VIB © Rational © Irrational D. Y36_—_© Rational _© Irrational E. V4B_ © Rational © Irrational © Dawa tine from each fraction to its decimal equivalent. PLy 7 ak. ° 35 ao. . B. @ 82 aZe © 45 2 D> 0 4T uplaingay prt fh books poised by lan. © 2015 Tmph teaming, LCurlating ary pat thi books prolate yw, © 2015 Tero Uewring UC @ omar wrote the distance in miles from his house tothe library a the decimal 3.48. He wrote the distance from his house to school as the decimal 1.07. He then changed the decimals to fractions. Use numbers from the box to write each equivalent fraction. distance to the library: ® Diyaand Leo both write the decimal 2.15 asa fraction, Diya'straction: $2 Leo's fraction: PartA ‘Which student wrote the correct fraction? Show calculations to support your response. PartB Describe a mistake that could have been made by the student who wrote the incorrect fraction.Estimating the Value of Irrational Expressions iG THE IDEA You can approximate the values of irrational numbers by identifying nearby rational numbers on a number line. o For example, the irrational number 1.28437... s between 1 and 2 ona number line. Since it is closer to 1, a close approximation for 1.28437... is 1. Ifyou look at the tenths place, you can get an even closer approximation. The number 1.28437... is also between 1.2 and 1.3. Since itis closer to 1.3, a closer approximation for 1.28437... is the rational number 1.3. 1.28437... 4 + +—++ + + + t + + a 1 a) 1.2 1.3 14 15 16 17 18 19 2 Example 1 Locate 3.9, ~23, 1.69, and —VI6 on a number line. Strategy Convert each number toa decimal. Then plot the decimals on a number line. Step1» Write each number asa decimal. -a= 1.88 rounds to 1.7 Step2» — Makea list of the decimals. 39° -2375 17-4 “Step 3 Draw a number line. Plot a point corresponding to each decimal. Label the points with the original numbers. vie 25 1.69 39 4 8 o 1 2 3 4 Solution Onanumber line, —VT6 is located at —4, ~22'is located slightly to the left of —2, 1.69 is located between 1.5 and 2, and 3.9 is located almost at 4. uplatinganypercothshookis probit bylaw, © 2015 Tumph eaing LC 14 Domain 1: The Number SystemYou can use rational approximations to locate an irrational number on a number line. Example 2 Locate —, V5, and 0.582083... ona number ine. Strategy Estimate a rational approximation for each irrational number, and plot the rational numbers on a number line. Step1 Approximate the value of a to the nearest tenth Since = 3.14158..., itis between 3.1 and 3.2. Itis closer to 3.1, so close approximation for m to the nearest tenth is 3.1 Therefore, a rational approximation for — is ~3.1. Step 2 Approximate the value of V5 to the nearest tenth. Since 5 is not a perfect square, first determine the perfect square closest to 5. The firs five perfect squares are 1, 4, 9, 16, and 25. The perfect square closest to 5 is 4. So, a close approximation for VS is V4 = 2. For a closer approximation, square decimals to the tenths place that are close to 2, and compare the squares to 5. 2.7 = 4.41, so V4.4T = 2.1 4.84, so V4.84 = 2.2 .29, 80 V5.29 = 2.3 a1 Since 5 is closest to 4.84, an approximation of V5 to the tenths place is 2.2. Step3 Approximate the value of 0.582083... to the nearest tenth. 0.582083... rounds to 0.6. Step 4 Make a lst ofall ofthe decimal approximations. -m=-3.1 Y5~2.2 0.582083... = 0.6 Step 5 _Drawanumber line. Plot 2 point corresponding to each decimal. Label the points with the original numbers. 0.582088... a ae Solution — Onanumber line, —7is located slightly to the left of 3, V5 is located slightly to the right of 2, and 0.582083... is located slightly to the right of 0.5. Destcating ay prof hisbeck prohibited bye © 2015 Tmph ering LC Lesson 2: Estimating the Value of Irrational Expressions 15You can use rational approximations to help compare and order irrational numbers or expressions that contain irrational numbers. Example 3 Order from least to greatest: 2m, &, 23, and 4.1. Strategy Write each as a decimal, using a decimal approximation for irrational numbers. Then plot the decimals on a number line. Step] Write 2s a decimal rounded to the nearest tenth. w= 3.14158..., so-mis about 3.1. Therefore, rounded to the nearest tenth, 27r is epproximately 23.1), or 6.2. Step2_ Write-2.as a decimal rounded to the nearest tenth B=8+15=053 Rounded to the nearest tenth, is 0.5. Step 3 Write 2V3 as a decimal rounded to the nearest tenth. Since 3 is not a perfect square, frst determine the nearest perfect squares. P=1sov=1 2 =4,sov4=2 Since 3 is closer to 4 than to 1, a close approximation for V3 is 2. For a closer approximation, square decimals to the tenths place, and compare them to 3 1.7? = 2.89, so Y2.89 = 1.7 1.8° = 3.24, so V3.24 = 1.8 Since 3 is closer to 2.89, a closer approximation of V3 is 1.7. Aclose approximation of 2V3 is therefore approximately 2(1.7), or 3.4. Step4 Make alist ofall of the decimal approximations. 2m=6.2 $=05 W3I=34 41 Step5 Locate each decimal on a number line to compare them. i 254A on <1 Ht HH HH Ht tt Ht tH 0 1 2 3 4 5 6 7 Solution From least to greatest, the numbers are, 2V3, 4.1, and 2. Dupleatng any pat thi book's profited by low. © 2015 Th Leaning IC 16 Domain 1: The Number SystemExample 4 Approximate the value of ¥85 to the nearest thousandth. Strategy Use perfect squares to estimate the closest integer, the closest tenth, the closest hundredth, and then the closest thousandth to V85. Step1 Approximate the value of VBS to the nearest integer. Find the perfect squares closest to 85. 9 = 81, s0V8l=9 BT < Y85 < VI00 10” = 100, so VI00 = 10 9, The repeating decimal _________is equivalent to 27. © Use decinials from the box to approxiniate the value of each Square root to the nearest tenth. 3) a/a|a © Matt claims that the decimal 6.25 is equivalent to the fraction PartA How would you show Matt that his claim is incorrect? Explain your reasoning. PartB Show how to correctly write the decimal 6.25 as a fraction. Dupleting any pat othsbookls profited by lew. ©2015 Tiurph ering, MC@ Benis planning to make a square patio. He has enough bricks to make a patio with an area of 150 square feet. The side length of the patio isthe square root ofthe area. PartA Find the side length of Ben’ patio to the nearest tenth of a foot. Show your work. Part B Ben wonders if doubling the area of the patio will double the patio’s side length. Find the side length of the patio if Ben doubles the area. Will doubling the area double the side length? Explain @ Look at each number. Can the number be written as a ratio of two integers? Select Yes or No. A. -38 O Yes O No B. v4 © Yes O No ©. 41568 0 Yes O No D. Vis, © Yes O No Eom © Yes O No 26 Domain | Review Dupicaing ay pat ohisbookisproMted by law. © 2015 Teh eaing LCupletng ay pat othisbookle robbed bow. © 2015 Thu eoming LC © Frenk uses an online calculator to convert a temperature from degrees Fahrenheit to degrees Celsius. The online calculator shows the temperature as 23.8 degrees Celsius. Write 23.8 as a fraction in simplest form. Show your calculations. Draw a line from each expression to the point that represents its approximate location on the number line. BoD c A oO 6 10 (11 12 AS ° © point A B.2r 6 © point B c. 6 © © point C D. 3VI5 ® point D Liand two friends are at the ocean studying the wildlife. They are all looking at the horizon from, different points along the coastline. The table shows the distance each friend can see to the horizon based on their location. ui John Maya Approximate the distance each friend can see to the horizon to the nearest tenth of a mile. Plota point on the number line below to show each distance. Label each point with the friend's name. Domain 1 Review 27Melia’s MERE Garden 70s ‘Melia is making plans fora square vegetable garden. The table shows the amount of space that Melia needs for each type of vegetable she will plant. Vegetable Area Needed (ft") Squash 272 Tomatoes 136 Beans 68 Peppers 68 Kale 68 Part A Melia has divided her square garden into five sections: four squares and a rectangle, shown in the diagram. Label the diagram to show a plan for planting Melia's vegetables. In each section, write the name of the vegetable and the area needed for it. Part B To build a small fence around each vegetable’s section, Melia needs the dimensions of each section of her garden. Find the approximate side length of each section to the nearest tenth ofa foot. Record these measurements on the diagram. Part C Are the actual measurements of the side lengths for each section of the garden rational or irrational? Explain your answer. Part D What's the side length of the bottom edge of the entire garden? Show two different ways for finding this length. Part E Which method will provide a more accurate approximation of the side length of the garden? Explain your reasoning. Part F Could you improve your approximations so that they are closer to the actual measurements? IF so, explain the method you would use. 28 Performance Task urletg ay pat ofthis book's profited by lw, ©2015 Temp ein, UCPTOVNY Expressions and Aan elle Lesson 3 Writing Equivalent Numerical Expressions ............. Lesson4 Evaluating Square Roots and Cube Roots Lesson5 — Understanding Scientific Notation ......... Lesson 6 Using Scientific Notation . . Lesson 7 Understanding Proportional Relationships Lesson8 Relating Slope and y-Intercept to Linear Equations. Lesson9 Solving Linear Equations in One Variable ............. Lesson 10 Solving Systems of Two Linear Equations Graphically .... Lesson 1] __ Solving Systems of Two Linear Equations Algebraically...... Domain 2 Review............. sees Srwnd Sere ya ae Performance Tasks ix. coticnsn sucass spe cera tame: 101 109 121 126 29Writing Equivalent Numerical Expressions GETTING THE IDEA BEE You can use properties of exponents to help simplify expressions containing powers. Remember, an exponent tells how many times to use a number, called the base, as 2 factor, In an exponential term, the exponent is sometimes referred to as power. base, exponent or power NZ 3'=3x3x3x3=81 aes term 4 factors of 8 __ Product of Powers Property ‘To multiply exponential terms with the same base, add the exponents. x! +x = x°*") where xis real number and a and bare integers. Forexample, 47-4? = 4%*9 = 48 because 4A = (4+ 4)-(4-4-4) =16-64= 1,024 Quotient of Powers Property To divide exponential terms with the same base, subtract the exponents. 3 = 27°, where xis areal number and a'and bare integers. Forexample, 2 =5°-?=5" because 30 Domain 2: Expressions and Equations Ovpliaing nyse bockprohbees aw, ©2015 Teumph ening, WCExample 1 Write 7° + 75 using a single exponent. Strategy Use the properties of exponents to multiply. Step1) Use the product of powers property. The terms have the same base, so add the exponents. PP a Pes Step2) Simplify. = pts =? Solution 7° 7°= 7° Example 2 Write & using a single exponent. Strategy Use the properties of exponents to divide. Step1) Use the quotient of powers property. ‘The terms have the same base, so subtract the exponents. SF _ge-4 ga9 Step2)> Simplify. = 98-4 =g ting sy pao his bookisroted by iow. © 2015 Turph Laing IC Lesson 3: Writing Equivalent Numerical Expressions 31Duateatng ay ptf ibook poh aw ©2015 eh ang, LC 32 Domain 2: Expressions and Equations{_Dvpletnganprotisbookispchbed byl. 6 2015 Teh sing LC Example 3 Write (8°}* using/a single exponent. Strategy _Use the properties of exponents to raise an exponential term to a power. Step] _Use the power of a power property. Multiply the exponents. ey =e Step 2 Simplify. =" =e Solution (8°'= 8° Example 4 Evaluate: (4+ 2)*. Strategy Use the properties of exponents. Step Use the power of a product property. Raise each factor to the power of 2. (4:2%=4-2 Step 2) Evaluate each exponential term. Step3> Multiply. Solution (4+ 2" = 64 Lesson 3: Writing Equivalent Numerical Expressions 33Use the properties of exponents. Strategy ‘Step 1) Use the power of a quotient property. Raise the numerator and the denominator to the power of 4. ar Evaluate the exponential terms in the numerator and the denominator. sotution {Sf'= 85 ‘An exponential term may include an exponent of 0 ora negative exponent, Dupaing any pt oh book profit yl, © 2015 Thump esnng LIC 34 Domain 2: Expressions and Equations .Example 6 Evaluate: (-4)°, Strategy Use the properties of exponents. Use the zero exponent property to simplify the expression. Any nonzero number raised to the power of 0 is equal to 1. (art Solution (-4)° Use the properties of exponents, Use the negative exponent property. Take the reciprocal of the base and change the sign of the exponent. Step2 Evaluate the exponential term in the denominator. ‘i ad Solution 47 = Dupianngany pat ots bookls profit yaw, © 2015 Thunb Lewin Lesson 3: Writing Equivalent Numerical Expressions 35Example 8 Simplify: (3°? + (5°+ 3") Strategy Step1 Step 2 Step3 Step4 Solution Use the properties of exponents to simplify the expression. Use the power of a power property to simplify (3°? (37° (6-37) = 3° (69-3) Use the zero exponent property to simplify 5°. = 3°-(5°- 3") =3- 0-3) Use the identity property of multiplication to simplify 1 3". =3-(1-37) aes" Use the product of powers property to simplify 3°+ 3” 238.3" age =3 (P+ (8°-37) = 3° 36 Domain 2: Expressions and Equations Depleting any prt fis book pried bya ©2015 Tuph ein, KCeC Duptating any ret this book protic lew, © 2015 Tp esting, IC Simplify: (4°)* (4? - 3%) First, simplify (4°)*. Use the power ofa —_—— property. To raise an exponential term toa power, ________the exponents, (49)* (47.39) = 4—- (47? - 3) Next, simplify 3°, Usethe________exponent property. = 476(4?.3%) = 4. (42. Then, simplify 477 +1, = 42. (4761) =42. Last, simplify 4?» 477, Use the product of ________property aa? g? <4 =4- (4)*-(47?-39)= Lesson 3: Writing Equivalent Numerical Expressions 37AL F.gt=9? B. (5) =5" C. (2-4 = 2% ae D. &=0 E. Lap pia 21 Ro3?=9 as 0 Yes B. 16° O Yes C22 O Yes D. (2-27 0 Yes E. 8 O Yes Ro4? O Yes @ Select True or False for each equation. © Tue © False O Tue O False O Tue © False O Tue © False O Tue O False O Tue O False © ‘seach expression equivalent to 167 Select Yes or No, O No O No O No O No O No O No © Gicle the exponential expression or value that makes each equation true. Ss sts St =5F 5 plating any ptf is books prohibited by aw. ©2015 Tung ean, LCDugteatng ay prtftistook spohtitby ew © 2015 Trumph earing LC © kate ate } ofa veggie pizza. Which expressions are equivalent to 4? Circle all that apply. A. 2 B. (8) cP D. 8*-8 Qe & Fe bp 6. 2" © Compare the value of each expression to 64. Write the expression in the correct box. 27) |-4) bel be | Lee Less Than 64 Greater Than 64 © Dawa line from each expression to its equivalent expression. A OF °F B. @-3f « “§ «Fe 2 of! oS - +o@ Luis used the properties of exponents to write two equations equal to 81, Use exponential terms from the box to complete the equations. © foreach expression in the table, indicate with an “X" whether the value of the expression is less than 1, equal to 1, or greater than 1. Expression Less Than} (4-7? fe) Greater Than 1 Dukating any nsbooks probed by aw. ©2018 Tumph ering, LCupleing any pat of his books prohibted bylaw, © 2015 Thug eaing. IC © para Write 5* as a quotient of two exponential terms with the same base in four different ways, Use only positive nonzero exponents. PartB Write 5° as a quotient of two exponential terms with the same base in four different ways. Use negative and/or zero exponents. Part C How many ways can you write 5° as a quotient of two exponential terms? Explain your reasoning.Evaluating Square Roots and Cube Roots lem ei). A number thatis the square of an integer is called a perfect square. For example, 16 isa perfect square because 16 = 4”, A square root of a number is @ number that, when multiplied by itself, is equal to the given number, Every positive real number has a positive square root and a negative square root. Sand —Sare the square roots of 25. 5+5=57= 25 -5+-5= (5 = 25 You can use the symbol + to indicate both square roots of 25: +5. The radical symbol Y~ indicates the square root of a number. When you simply a square-root expression, ke the ones below, you give only the nonnegative square roct, or the prineipal ‘square root. i=l W=3 W=7 Wax You can solve equations of the form x’ = p by taking the square root of each side of the equation. ‘When you solve a square-root equation with a variable, you must include both the positive and the negative square roots unless indicated otherwise. Example 1 ‘What are the solutions of x’ = 169? Strategy Find the square roots of each side of the equation, and simplify. Step1 Find the square root of each side of the equation. x= 169 Vi = 21169 \eTR = £VI3-13 42 Domain 2: Expressions and Equations Dapeng ay prt his book rohttecty om © 2016 Teumph Leng, WCDipicaing ay part bis bookisprohibdby tw. ©2015 Tm ean LE Step2) Simplify the radicals. NxTX = +VI3-13 x= +13 Solution _ The solutions of x’ = 169 are +13, if a positive real number is not a perfect square, then its squaré root is rational. For example, 2is nota perfect square, so V2 is irrational. When a number is not a perfect square, you can estimate its square root by using the square root of the nearest perfect square. You could also use a calculator to find the square root. Example 2 Find the solutions of x* = 30. Then estimate the values of the solutions, Strategy Find the square roots of each side of the equation. Then estimate the values of the square roots. Step1 Find the square root of each side of the equation Step 2 Estimate the value of +V30 to the nearest integer by finding the closest perfect squares. The closest perfect square less than 30 is 25. The closest perfect square greater than 30s 36. Since 30 is closer to 25 than to 36, V30 is closer to 5 than to 6. xm t5 Step 3 To geta closer estimate of +V30, square decimals to the tenths place and compare them to 30. 5.5? = 30.25 30 is closer to 30.25, so +V30 = +5.5. Solution _The solutions of x* = 30 are +30 or approximately 5.5. To find the square root of a rational number in the form 8, where a = Oand b > O, find the square root of the numerator, a, and the square root of the denominator, b. Then simply Lesson 4: Evaluating Square Roots and Cube Roots 43Example 3 ‘Alana drew a diagram of a local park. The park has a square shape. What is the length of each side of the park? Strategy Find the square root of each side of an equation, and then simplify. Step] Write an equation. Use the formula for the area ofa square. A=? ‘tute 2 Substitute 7oq for A. Bog 700. Step 2 Find the square root of each side of the equation. ®-2 28-20 Step3) —_Tofind 2-1/5, take the square root of the numerator and the square root of the denominator. + {42 = a\Sas + = 5 fio Step4 Simplify the numerator and denominator. s Step5 —_Usereasoning to decide the length of each side of the park. The length of the park cannot be negative, so only the positive square root, 7, makes sense. Solution The length of each side of the park is mile. Dupletng any patti bookls profited by low, © 2015 Thur ewring IC 44 Domain 2: Expressions and Equations‘Anumber that is the cube of an integer is called a perfect cube. For example, 27 isa perfect cube because 27 = 3°. Anumber that is used as. factor 3 times is the cube reat ofthe product. For example, 2s the cube foot of 8 because 2 + 2+ 2 or 2° equals 8. The symbol V__ indicates the cube root ofa number. The cube root of a positive number is always positive. Wi=4 YeU=--6 Wai Wax You can solve equations of the form x* = p by taking the cube root of each side. Example 4 Crate Company builds wooden boxes ofall sizes. The drawing below shows the volume of one of its cube-shape boxes. What is the edge lenath, s, of the box? Strategy — Write and solve an equation by finding the cube root. Step1 Write an equation. Use the formula for the volume ofa cube. ves Substitute 125 for V. 125=5° Step2) Find the cube root, 125 =s* 5 = VF w= Step3> Simplify the radical. WS =s WSS=s Ses Solution —_The edge length of each side of the box is 5 inches. iticaing ay part ois bookie probit bylaw, © 2015 Tug Leaning, IC Lesson 4: Evaluating Square Roots and Cube Roots 45Ifa number is not a perfect cube, then its cube rootis irrational. For example, 10 is nota perfect cube, 0 ¥10 is irrational. To estimate the cube root of a number that is not a perfect cube, use the cube root ofthe nearest perfect cube. Example 5 Find the solution of x’ = 75. Then estimate its value. Strategy Find the cube root of each side of the equation. Then estimate the value of the cube root. Step1) Find the cube root of each side of the equation. ¥=75 Wa x= V5 Step 2 Estimate the value of 175 to the nearest integer by finding the closest perfect cubes. The closest perfect cube less than 75 is 64. The closest perfect cube greater than 75is 125. Since 75 is closer to 64 than to 125, ¥75 is closer to 4 than to 5. 4 Step3> To geta closer estimate of 175, cube decimals to the tenths place, and compare them to75. 4.2? = 74,088 4.3° = 79.507 75s closer to 74.088, s0 Y75 = 4.2. Solution The solution of x* = 75 is 175 or approximately 4.2. To find the cube root ofa rational number in the form 5, where b # O, find the cube inl ofthe G2 numerator, o, and the cube root ofthe denominator, b. Then simpy. For example, Vg ee Example 6 a What are the solutions of x° = 000" Strategy Find the cube root of each side of the equation, and simplify. Step] Take the cube root of each side. el W= 46 Domain 2: Expressions and Equations vescating ny part hs bocks prohibited byw. © 2015 Teh esring LCDuplatng an pat oth book prohiby lew. © 2015 Tumph esning LE Step2 — Tofind eS. take the cube root of the numerator and the cube root of the denominator. Step3 Simplify the numerator and denominator. Solution The solution of x* = ACHED EXAMPLE A contractor is painting a square wall ina bedroom. The area of the wall is 196 square feet. ‘What is the length of each side of the wall? Write an equation. Use the formula for the area of a square. Ass’ Substitute for sa Find the square root of each side of the equation. 2 = 196 Simplify the radical, NTE Use reasoning to decide the length of the wall. The length of the wall cannot be ‘so only the _______square root,. The length of each side of the wall is feet. makes sense, Lesson 4: Evaluating Square Roots and Cube Roots 47© LESSON PRACTICE @ Select True or False for each statement. A. lisaperfectsquare. © Tue O B. isa perfect cube. O Tue O C. -lisaperfectsquare. O Tue O D. Vis irrational. O Tue O Atay ° . Be=g ° ad=h ° . ». *=755 ° . A. 80 . 750 B. Veo Fr Yo95 c. VOT G. {TOI D. W725 False False False False © Daawaline from each equation to its solution(s) 0 ae iy ge oe © Selecta value that is between 9 and 10. Circle all that apply. © Compare the value of each expression to ¥T25. Write the expression in the correct box. “iE pz | 125 [| Duotating any pat ofthis book’ probes by law, © 2015 Tush esing LCDupleating any prt fthisbookiproitiea bylw, © 2015 Tu eng, LC © Josh cuta square sheet of paper along a diagonal to make two ‘congruent triangles, The area of one triangle is 60.5 in.” Find the length of one side, s, of the square. Show your work. © Use numbers from the box to represent the approximate locations on the number line. TTT =| a 5 6 7 @ Livsed square roots and cube roots to write equations equal to 10. Use items from the box to ‘rite two different equations that Li could have written. Woz© Darius created a geometric square design for art class. The area ofthe inside square with side length sis equal to 50% of the total area of the design, What is s rounded to the nearest tenth of ‘an inch? Explain how you found your answer. 8in. © Etectrical engineers use the formula V= VFR, where Vrepresents volts, P represents power in watts, and R represents resistance in ohms. Volts are measured using positive rational numbers. How many volts are needed for 8 watts of power and 18 ohms of resistance? Show your work. © Every positive real numberhas both a positive and a negative square root. Does every positive real number also have both a positive and negative cube root? Show your work or ‘explain how, you found your answer. Depleting ay prt bisbeckis probed iw ©2015 Temp ering, LCDusting ay pat of isbookls prot by lev, © 2015 Timp esing, UC ® Foreach equation in the table, indicate wth an "X" whether the equation has 1 solution or 2solutions, [ Solution 2 Solutions ea Tr | = 121 x= 512 @® sasha is solving equations ofthe form x2 = p. Part A For what value(s) of p will the equation x" = p have 2 real number solutions? Explain your reasoning. : PartB For what value(s) of p will the equation x” = p have 1 real number solution? Explain your reasoning. Partc For what value(s) of p will the equation x = p have 0 real number solutions? Explain your reasoning.BEES Understanding Scientific Notation GETTING THE IDEA ‘The distance from Earth to Mars on a certain day of the year is about 40,000,000 miles. The length ‘ofa common dust mite is about 0.04 centimeter. You can use scientific notation to write very large numbers or very small numbers, such as these, in a shorter form. ‘A number is in scientific notation if the first factor, or coefficient, is greater than or equal to land less than 10. The second factor must be a power of 10. A power of 10 is a number in the form 10°, where nisan integer. Standard Form _ Scientific Notation 40,000,000 4x10" 0.04 4x107 When you write a large number in scientific notation, you move the decimal point n places to the left to find the coefficient. Then write the second factor as 10". Example 1 Write 800,000,000,000 in scientific notation. Strategy Write the number as the product of a coefficient and 10". Step 1) Move the decimal point to the left to find the coefficient. 800,000,000,000 —» 8.00,000,000,000, The coefficient is 8. Step2» Multiply the coefficient by 10”. The value of nis the number of places the decimal point wes moved to create the coefficient. The decimal point wes moved 11 places to the left, so 11is the exponent of 10, 8x10" Solution —_ 800,000,000,000 = 8 x 10" Similarly, when you write a small number in scientific notation, you move the decimal point n places to the right to find the coefficient. Then write the second factor as 10 g | : a : } i a g i : : é 52. Domain 2: Expressions and Equationsn9.tlc Duptating ay par ft books posted law. ©2018 Thmph es Example 2 Write 0.0005 in scientific notation. Strategy Write the numbers the product of a coefficient and 10", Step1 Move the decimal point to the right to find the coefficient, 0.0005 —> 0.0005, Na The coefficient is 5. Step2 Multiply the coefficient by 10” ‘The decimal point was moved 4 places to the right, so use —4 as the exponent of 10. 5x10 Solution 0,005 = 5 x 10% ‘When you multiply a number by 10°, where n is positive, the decimal point of the number moves n laces to the right. You can use this to help you write a number that is in scientific notation as a number in standard form. Example 3 ‘The population of the United States is about 3 X 10°. Write this number in standard form. Strategy Find the product of the coefficient and the power of 10, Step 1 ‘Multiply 3 by 10°. Insert zeros as necessary. ‘The exponent is 8, so move the decimal point 8 places to the right. 3 x 10° = 3.000000, Step 2 Write the number in standard form. 300,000,000 Solution The population of the United States is about 300,000,000, When you multiply a number by 10°, where nis negative, the decimal point of the number moves places to the left. You can also use this to help you write a number that isin scientific notation as a number in standard form. : Understanding Scientific Notation 53Example 4 Human hair grows at an average rate of about 4 x 10™ centimeter per day. Write this rate in standard form. Strategy Find the product of the coefficient and the power of 10. Step 1 Multiply 4 by 10. Insert zeros as necessary. The exponent is —2, so move the decimal point 2 places to the left. 4x 107? = 0.04. Lv Step2) Write the number in standard form 0.04 Solution Human hair grows atan average rate of about 0.04 centimeter per day. ‘Comparing two numbers written in scientific notation is similar to the way you compare two whole numbers. One way to compare two numbers is to express how many times as much one number is than the other. For example, 508 is about 20 times as much as 25. Example 5 About how many times greater is 4 10° than 9 x 10°? Strategy Rewrite the greater number so that its power of 10 is the same as the power of 10 of the lesser number. Then compare the coefficients. Step1 Rewrite 4 X 10° so that its power of 10 is the same as the power of 10 in 9 x 10°, Subtract the exponents of the powers of 10, 5 — 3 = 2. Move the decimal point of the coefficient 2 places to the ri as necessary. 4X 10° = 400 x 10° ht. Insert zeros Step2> Compare the numbers by estimating how many times greater one coefficient is than the other, 400 x 10° 9x 10° 400 + 9is about 400 + 10, or 40, So, 400 x 10°, or 4 X 10°, is about 40 times greater than 9 x 10° Solution 4X 10°is about 40 times greater than 9 x 10°. 54 Domain 2: Expressions and Equations 4 Z q = i 5 4 i i 5 4 3Example 6 During 1 year, about 2 x 10” U.S. students were enrolled in college. That same year, about 4 X 10° U.S. students were enrolled in private schools in grades 1 through 12. For that year, about how many times more U.S. students were enrolled in college than in private schools? Strategy Rewrite the greater number so that its power of 10 is the same as the power of 10 of, the lesser number. Then compare the coefficients. Step1 Rewrite 2 x 10” so its power of 10s the same as the power of 10 in 4 x 10°. Subtract the exponents, 7 ~ 6 = 1. Move the decimal point of the coefficient 1 place to the right. Insert zeros as necessary. 2x10" = 20x 10° Step 2 Compare the numbers by finding how many times greater 20 is than 4. 20 x 10° 4x 10° 20 + 4is 5. So, 20 X 10°, or 2 X 10”, is 5 times greater than 4 x 10°. Solution —_ About 5 times more students were enrolled in college than in private schools. COACHED EXAMPLE Atsea level, the speed of sound is about 3 x 10° meters per second. The speed of light is about 3 X 10° meters per second. About how many times faster is the speed of light than the speed of sound at sea level? 2 Rewrite 3 x 10 — so it has the same power of 10 as 3 x 1O—. g 5 Subtract the exponents. 3 = = z 2 Move the decimal point. placestothe___ Insert zeros if necessary. i 3x10°= : ‘Compare the coefficients. . x 108 i 3x10? : = 7 i + — So, ____x 10", or 3 x 10°, isabout______times greater than 3 x 10”, 2 ‘The speed of ight is about__ meters per second faster than the speed of sound at sea level. : Understanding Scientific Notation 55> LESSON PRACTICE @ ‘Select True or False for each statement. A. 2X 10*isin scientific notation. O Tue O False B. 0.9 X 10"*isin scientific notation. O.The False C. 8X 5*isinscientific notation. OTue O False ._ Ifyou write 70,000 in scientific notation, the coefficient will be 70. O Tue O False E. ‘If you writé 0.003 in scientific notation, the second factor will be 10°°. O Tue © False © Which numbers are fess than 1,000? Circle all tat apply. A. 8X107 B. 9x10 c. 1x10 D. 5x10 E. 3x10" F 6x10 : ; G6. 7x10" ©: Circle numbers that show how to rewrite the rnumberin scientife notation. © When writing each number in scientific notation, will the power of10 be 10"* Select Yes or No. A. 0.0020 © Yes © No B. 2000 © Yes O No €..0008 © Yes O No D. 0100 0 Yes © No E, 10.000 © Yes © No Dasa petstabn ied Oz Sng UCDuplting any pat this okie prohibited bylaw. © 2015 Trump tasng, IC © During 1 year, the cost of airing @ 30-second commercial during a championship football game was $4 milion. Part A ‘What is $4 million written in standard form? PartB Towrite $4 million in scientific notation, will the power of 10 be positive or negative. Explain your reasoning. Part C ‘Write $4 million in scientific notation. © 11.2012, the estimated population of California was about 4 x 10”. The estimated population of Alaska was about 7 x 10*. About how many times greater was the estimated population of California than the estimated population of Alaska in 2012? Explain how you found your answer.40,000 10° 10” [Number 20 million 0.0002 = ___ 2x 10® = 20,000,000 @ Use numbers from the box to write each number in scientific notation. 2x 10— = 0.020000 x190— 10°* = 0.000004 x10— 02 Equivalent Expression 20ten thousanatths 20 hundredths 20tens © Cicle the power of 10 or number that makes each equation true, 2 x10 =0,00200 © Use powers of 10 from the box to complete the table of equivalent expressions. 2x10” 2x10 2x10? | 2x10" 2x10) Duplatng any prt ftisbockis prohibited bya ©2015 Trang Leng, WCDepicting ay prt of isbook probed by in. ©2015 Tumph main, LC © The mass ofa certain gran ofrice is about 3 x 10°? grams. The mass of certain grain of saltis about 6 10 grams. PartA ‘Which has a greater mass: the grain of rice or the grain of salt? Explain how you found your answer. PartB How many times greater is the mass of the larger grain than the smaller grain? Explain how you found your answer.Using Scientific Notation ‘A number expressed in scientific notation is written as the product of two factors, The first factor is number greater than or equal to | and less than 10, and the second factor is a power of 10. 4,32 X10? = 4.32 X 10 X 10 x 10 = 4,320 Numbers expressed in scientific notation can be added and subtracted. The numbers can be written in standard form, and then the operation can be performed. ‘Addition Subtraction 2.3 X10 +6.11X10® | 6.11 x 10° — 2.3 x 10 23,000 + 611,000 611,000 ~ 23,000 634,000 588,000 6.34. 10° 5.88 X 10° Using this method requires an additional step of writing the answer in scientific notation. You will learn more efficient methods that involve using the properties of operations, Example 1 ‘Add: 6.12 X 10° + 8.305 x 10°. Strategy Use the distributive property to rewrite the expression. Step] ‘The second factor of each addend is 10°, Use the distributive property to factor out 10°, 6.12 X 10° + 8.305 x 10° = 10°(6.12 + 8.305) Step 2 _ Add the numbers inside the parentheses. Use the commutative property of multiplication to write the answer as a number times a power ‘of 10. 6.12 x 10° + 8.305 x 10° = 106.12 + 8.305) = 10°14.425) = 14.425 x 10° Dupltng ay prt bisbooks pce by ew ©2015 Tear Lenin, WC 60 Domain 2: Expressions and EquationsDupicating ay ptf his books pried by aw. 2015 Th ering LC Step 3 Write 14.425 x 10° in scientific notation. Use multiples of 10 to move the decimal point so that the first factor has a value greater than or equal to 1 and less than 10. 14.425 x 10° = 14.425 x 10 x 10 x 10 = 1.4425 X10 X10 X10 10 = 1.4425 x 10° Solution 6.12 x 10° + 8.305 x 10° = 1.4425 x 10° Example 2 Subtract: 2.81 x 10° — 3.6 X 10", Strategy Rewrite the numbers so they have the same power of 10, and then use the distributive property. Step1 Rewrite 2.81 X 10° so that it has an exponent of 5. Use the associative property of multiplication to regroup factors of 10 with the coefficient to make 10°. 2.81 X 10° = 2.81 X 10 X 10 x 10 x 10 x 10 x 10 x 10 x 10 = (2.81 x 10 X 10 X 10) (10 x 10 x 10 x 10 x 10) = 2,810 X 10 X 10x 10 X10 x 10 = 2,810 x 10° Step 2 Use the distributive property to factor out 10° from each expression. 2.81 x 10° — 3.6 x 10° = 2,810 x 10° - 3.6 x 10° = 10°(2,810 - 3.6) Step3 Subtract the values inside the parentheses. 10° (2,810 — 3.6) = 2,806.4 x 10° Step 4 Rewrite 2,806.4 x 10° using scientific notation. The decimal point of 2,806.4 must move 3 places to the left to change the value to a number between 1 and 10. 2,806.4 Any When moving the decimal point to the lef, increase the value of the exponent by the number of places the decimal point is moved 2,806.4 X 10° = 2.8064 x 10° Solution 2.81 x 10° — 3.6 x 10° = 2.8064 x 10° Lesson 6: Using Scientific Notation 61To multiply or divide numbers expressed in scientific notation, use the laws of exponents. Product of powers: To multiply powers with the same base, add the exponents. Peet ‘Quotient of powers: To divide powers with the same base, subtract the exponents. £ a yb-o = Example 3 Multiply: (8.2 x 10°(3.61 x 10°). Strategy Use the laws of exponents to simplify. Step1 _Use the commutative property to rewrite the expression. Then find the product of 8.2and 3.61. (8.2 x 10°(3.61 x 107 (8.2K10°13.61)(10-) (8.2)(3.61)(10°X10-*). (295602)10%(10")_*- Step 2 Use the product of powers property to multiply 10° and 10™°, 10° and 10 have the same base of 10, so add the exponents. (10*{10™4) = 10° = 307 Step3 Check if the product is written in scientific notation. Ifnot, use multiples of 10 to move the decimal point. 29.602 x 10? = 29.602 x 10x 10 2.9602 X 10 x 10 x 10 9602 X 10° Solution... (8.2.x 10°\(3.61.x.102)-=.2.9602 x 102... bookl prot yaw. © 2015 Tench Lewin LCeptating ay part ibook pci bylaw. © 2015 Tinh ean, LC Example 4 , 334x108 Divide: =1334 10" Mide: x10" Strategy Use the laws of exponents to simplify. Step1 Use the commutative property to rewrite the expression. Then find the quotient of 1.334 and 2.3. =1334 x 10% _ =1336 10° 23x 10° Step 2 Use the quotient of powers property to divide 10° by 10°. 10° and 10°* have the same base of 10, so subtract the exponents IO _ i955 = p10 joe 10° = 10! Step3 Check ifthe quotient is written in scientific notation. If not, use multiples of 10 to move the decimal point. 0.58 x 10" 0.58 X 10 X 10 X 10. 10 x 10 x 10 x 10 x 10 x 10 x 10 5.8 X 10 x 10 x 10 x 10x 10 x 10 10x 10 10 5.8 x 10° 334 x 10° Solution 5.8 x 10° Example 5 The mass of Earth is 5.9726 x 10 kg. The mass of Venus is 4.8676 X 10" kg, How. many times greater is the mass of Earth than the mass of Venus? Strategy __ Divide the mass of Earth by the mass of Venus. Then simplify using the laws of exponents. Step1 Write the division statement. Earth’s mass _ 5.9726 x 10% Venus’ mass ~ 4.8676 x 10" Step2 Use the commutative property to rewrite the expression. Then find the quotient of 5.976 and 4.8676. Round your answer to the nearest ten-thousandth. 5.9726 x10" _ 5.9726 | 10" 4.8676 X 10" ~ 4.8676 * 9* ~ 1% 1.2270 x 10" Lesson 6: Using Scientific Notation 63Step 3 Use the laws of exponents to divide 10 by 10. 10 gure jor = 10° ‘Any number to the power of zeros 1, 0 10° = 1. Solution The mass of Earth is about 1.2270 X 1 or 1.2270 times greater than that of Venus. Example 6 Justin estimated the mass ofa grain of sugar as 6.25 X 10”* gram. Based upon Justin's estimate, what s the mass of 500 grains of sugar? Strategy Write an expression. Then use a calculator to evaluate. Step1 Write the expression. The mass of 500 grains of sugar is about 500 x (6.25 x 10") grams. Step 2) _Use a calculator to evaluate the expression. Many calculators use the key labeled “EE” ‘or "EXP" to show scientific notation. Solution Based upon Justin’s estimate, the mass of 500 grains of sugar is 0.3125 gram. COACHED EXAMPLE Rewrite the expression using the —______—. g 2 10" 3 x 1 : i Divide the decimals. g 10? i 0 2 Use the to divide the factors with exponents. a Since the bases are the same, ______ the exponents. i B= 10 = 10— i Rewrite the quotient in scientific notation. x -0,2 107 = ___x 10 3 x10 _ 3 64 Domain 2: Expressions and Equations2 LESSON PRACTICE @ 0025 each expression have a value of SX 10" Select Yes or No. A. 31X10°+19x10? — O Yes O No B. 6x10°+1x 107 O Yes O No Cc. 4x10%+1x107 O Yes O No D. 31xX10°+19x10% © Yes © No © Use numbers from the box to make the equation tue, (3.5 x 102.1 x 10 —) = 7,35 x 10° © Circe the addends that make the equation true, 1.5 x 107 25x10" 5x10) + 1x10? 25x10" 2x10 © Select Tue oF False for each equation. A. 3.4608 x 10” + 7.21 x 10? = 4.8 x 10° B. 9.844 x 10° + 2.3 x 10° = 7,544 x 107 C. 1.98448 x 10” + 3.14 x 10” = 6,32 x 107) D. 7.356 X10" + 6.13 x 107 =1.2 x 10%© Diawaline from each expression to its value, A. 792x10°+81x10° * © 2.752x10° B. 31x 10'- 2.8 x 10° . © 3x10 C. (8.6 x 1093.2 x 107) . © 8.892 x 10° D. 9.223 x 10° + 4.01 x10? * © 23x10 © ighttravels ata speed of 1.86 x 10° miles per second. The Earth has circumference of 2.4901 X10" miles. tan-object could travel at the speed of light, how long would it take to Circle Earth? Write your answer to the nearest hundredth second. Show your work. @ Which expression has the same value as —2.34 X 10"? Circle all that apply. A. -23.4x10° ‘i B. -0.234 x 10° ©. (-1.17 «1072 X10) D. (1.17 x 10U-2 x 10) (44x10 (21x (4.914 x10") (1x1 ‘eplatngenypatl is bok proto. © 2015 Tung ewig, WCDptatng ay ptf his book profited by low. © 2015 TrnohLearing LIC © Aarain of sand weighs about 1 x 10°® gram. Researchers at the University of Hawaii estimate @ _1n2072, the population of China was about 1.351 x 10°, and the population of Japan was about © Tomutipty 3.1 x 10°? and 1.28 x 10“, Malik first rewrote the frst factor as shown below. 3.1X 107 = 0.31 x10 Part A ‘Why is it not necessary for Malik to complete this step? PartB Find the product of the two factors. Show your work. © Complete the equation to make a true statement. 8.3 X 10 — (__) x 10°= 5.7 x 10° there are 7.5 X 10" grains of sand on all the beaches of the Earth. How much do all of those grains of sand weigh? Write your answer in scientific notation. grams 1.276 X 10°. Based upon these estimates, approximately how many more people lived in China ‘than in Japan in 2012? Write your answer in scientific notation, people©@ Miriam and Priya are subtracting numbefs written in scientific notation. Miriam's expression 1.4X 10° — 2.83 x 10 Priya’s expression 0.14 x 10° ~ 2.83 x 10" Part A PartB ‘Which expression would you rather use to subtract? Why? Partc Pini mm ‘Complete the subtraction. Show your work.Understanding Proportional Relationships C1 Sea cm aN A proportion is an equation stating that two ratios are equal. For example, | When two ratios ae equal, they have a proportional relationship. = isa proportion. ‘Suppose a person drives a car at a constant speed of 50 miles per hour. The graph below shows the length of time and the distance traveled. In this example, time and distance have a proportional relationship. The longer the person drives the car, the farther the person will travel { Traveling Car 200 250 Origin 0 123 a8 6 ‘Hours: Notice the data start at the point (0, 0). This point is called the origin. All equations representing proportional relationships pass through the origin and form a straight line. A rate of change is a comparison of two quantities that are changing. In this example, the rate of change between distance traveled and time is 50 miles traveled every 1 hour, or 5° = 50, A.unit rate is a ratio of measurements in which the second measurement is 1 unit. So, the unit rate for the speed of the car above is the same as the rate of change. 50 mi Thour = You may remember that the slope of a line is a ratio. It describes a comparison between the change in xevalues and the change in y-values. = tise _ change in y-coordinates slope = run = change in reoordinates 9 Using the points (0, 0) and (1, 50), you can calculate the slope of the line as °2°=2 = 50, 0 miles per hour Notice that the rate of change, unit rate, and slope of a proportional relationship are all the same. Duplting oy pat this books profes by ion © 2015 Tum Lesing LC Lesson 7: Understanding Proportional Relationships 69Example 1 Ryan is running on a treadmill. The graph below shows the proportional relationship between the time he has run and his distance. What is Ryan's speed as a unit rate? y Ryan's Treadmill Run 5 Distance (in miles) Cera REEL) Time (in minutes) Strategy Determine the slope of the line, and write it as a ratio of two measurements. Step 1» _ Identify two points on the line. IFpossible, choose points that have whole number values. Ryan's Treadmill Run Distance (in miles) OD ae 8 Ia Is T8180 DADE OO Time (in minutes) Step2> _Use the coordinates of the two points to find the slope. change in ycoordinates hange in coordinates 2nL 70 slope = Step 3 Use the slope to write the unit rate. vertical change Torizontal change The vertical change is represented by the y-coordinates, The y-coordinates represent the distance in miles slope = The horizontal change is represented by the x-coordinates. ‘The x-coordinates represent the time in minutes. Duptatng any pr fis books prohibited bya © 2015 Trmph ering, LC 70 Domain 2: Expressions and EquationsSo, slope of 5 represents Ryan running 7 mile in 10 minutes, or ght unit rate always has a denominator of 1. Write an equivalent fraction with a denominator of 1. Imile+ 10 _ 0.1 mile TOminutes +10 = Tminute 0.1 mite Solution Ryan‘s speed as a unit rate is per minute. Trminute’ OF 0-7 ‘When the equation of a proportional relationship is written in the form y= mx, the slope of the relationship is the value of m. The slope can be used to identify the unit rate. Example 2 Allyson mows lawns to make extra money. The equation 30x ~ 2y = O compares the amount of money Allyson earns, y, to the number of lawns she mows, x. How much does Allyson eatn for each lawn she mows? Strategy Find the unit rate by rewriting the equation in the form y = mx. Step1) Use the properties of equality to solve for y. 30x -2y=0 30x 2y+2y=O0+2y Add 2y to both sides, 30 Divide both sides by 2 15x=y Step2 Determine the slope of the equation. The value of m in the equation y = mxis the slope. Inthe equation 15x = y, the value of m is 15, so the slope is 15. Step3 Use the slope to write the unit rate. The y-coordinates represent the amount of money Allyson earns, The x Compare the unit rates. Chicken Rice and Beans 90 grams of protein per serving (>) 21 grams of protein per serving Solution more protein in 1 serving of chicken than in 1 serving of rice and beans. 74 Domain Expressions and Equations nating ay art isbeckisprohbedy lw 2015 Tamph tearing, WCplating ayer fis book protic by lan. © 2015 Tung ening LC Example 6 Betty and SuLyn are comparing the number of “likes” they each receive on their pages on social media site. They tracked the total number of likes they received for 5 days. They each recorded their “likes” in different ways and determined the relationships were proportional. Who received more “likes” per day? ¥ Betty's Data ‘SuLyn’s Data Days | Number of “Likes” 1 55 2 no 3 165 i eee 4 220 Days 5s 275 ‘Strategy Compare the unit rate in the graph and table. Step1 Use the graph to find the unit rate for Betty. Use two points on the line to find the slope. (4, 240) and (2, 120) slope = 40=120.. 120 69 Since m = ©, the unit rate for Betty's “likes” is 60 “likes” per day. Step2 Use the table to find the unit rate for Sulyn. Write two ordered pairs from the table. Find the slope. (3, 165) and (5, 275) ano = Wess Since m = 52, the unit rate for Sulyn’s "tkes" is 55 "likes" per day. Step 3 Compare the unit rates, Betty ‘Sulyn 60 “likes” per day © 55 “likes” per day Solution Betty received more “likes” per day than Sulyn. Lesson 7: Understanding Proportional Relationships 75Example 7 The equation y = 40x represents the height, in feet, ofa hot air balloon, y, after x minutes. Drawa graph to represent the equation. Strategy Step1) Create table to find points on the line. Label the columns xand y. Write at least three xvalues. Keep the values small so they are easy to work with. Substitute each value into the equation, and solve for y. \d and graph points that are on the line. letx=0 letx=1. letx= 2. letx= 5, y= 40(0) y= 400) y= 40(2) y= 40(5) y=0 y=40 y=80 y= 200 Time (x) | Balloon’s Height (y) (in minutes) (in feet) 0 0 1 40 2 80 5 200 Step2 Label the axes ofa coordinate graph, and write a title. Then graph the ordered pairs from the table, and connect the points. Height of ssssseass Balloon's Height (in feet) 3.4 8 6 Time (in minutes) Solution The graph above represents the equation y = 40x, the height of the hot air balloon over time. 76 Domain 2: Expressions and Equations neti any pr his bck preted byw. ©2018 Trp een, LCCOACHED EXAMPLE Enzo and Nick ae in a fishing competition. They each recorded the total number of fish caught, ¥, and the time spent fishing, x, in different ways. Who caught more fish per hour? Enzo’s = Fishing Rate eS ae y= 3x Number of Fish Caught Tofind Enzo’s unit rate, find the _______of the line, Identify two points on the line. (1, —_Jand (2, ___) slope = 5 a ol Since m = . Enzo caught Find Nick's unit rate fish per hour. The equation y= 3xisin theform____ som= Nick caught fish per hour. caught more fish per hour than upleing ay part ofthis bookisrohttd by ew: © 205 Tkengheaing LICLESSON PRACTICE ‘At Copper Hill Elementary School, each classroom has the same number of desks. The table below shows the total number of desks and the number of slope: A. 3x-4y=0 B. 4x+y=0 C. 9x-12y=0 D. 12x+9y=0 . 15x 20y=0 each statement. A. Each classroom has 9 desks. © The © False B. The unit rate is 30 desks per I classroom. © True false C. The relationship between classrooms and © True © False desks isa proportional relationship. D. In 2 classrooms, there are 100 desks. O Twe © False @© Use numbers from the box to write the slope ofthe equation 4x — 2y=0. © Select the equation that has a unitate of 2. Circle al that apply. ‘classrooms. Select True or False for uplcatng eyparctthisbeckisproitiedy aw © 2015 Tramph ering, WCartctng ay pat thi bookis profit by lev, © 2015 Tp lesing LC © inthe graph below, x represents the time in seconds, and y represents the number of pages printed by a printer. Circle the number that makes the sentence true. {Printer Speed Fy 2 Pages Printed Ora ee wwe ™ Time (in seconds) as 2s The printer has a unit rate of 9 page(s) per second, © Compare the equation y = 1xto the table. Do they have the same slope? Explain, oO fe) 3 a 4 1 5 1g 8 2© Decide ifeach point ison the line y = 2x. Write the point in the correct box. [ea] [ma] (aa | 00,5) | | As, a| A. 18 rowsin 3 minutes, B. 12 rowsin6 minutes C. Arows in 24 minutes D. 48 rows in 8 minutes E. 60 rows in 10 minutes @ Kalyis keting a blanket. She can knit 6 rows per minute. Look at each rte. Is tequivalent to 6 rows per minute? Select Yes or No. © Yes O No O Yes O No © Yes O No O Yes © No O Yes O No © The equation y = Sx describes Santiago's reading rate. Let x be the number of minutes and ‘be the total number of pages Santiago has read. Graph the equation. y Bpeses as ~x TPs es eT 88 tenga patois books probe by lw, © 2015 Trurphearing LICip any part of ishookls robbed byl © 7015 Teng aang LC © Nizis making invitations to her graduation party. She can make 22 invitations per hour. Nia wants to know how many invitations she can finish during the times shown in the table, Complete the table. © Garret and Margo are taking pictures on their school tip. The graph shows the total number of pictures Garret took based upon the number of hours he was on the trip. The table shows the number of pictures Margo took based upon the numberof hours she was on the trip. Garret’s Margo's Pictures y soo res Number of | Number of | m Hours | Pictures [3 3 150 @ S10 4 200 ie ie 6 300 23 oF x Part A Explain how you know that Garret and Margo took the same number of pictures per hour. Part B Evan's Pictures Evan took more pictures per hour than Garret or Margo. Number of | Number of He took fewer than 100 pictures per hour. Fill in the table Hours Pictures so that Evan's unt rate is greater than Garret's and Margo's.Lesson & Relating Slope and y-Intercept to Linear Equations TTING THE IDEA An equation sa linear equation when all ofits points lie on aline. When a line passes through the origin, the equation ofthe line can be writen in the form y= mx, where m represents the slope ofthe line. Recall that the slope of the line is the change in the y-coordinates divided by the change in the xcoordinates. The slope of a line can be positive or negative. Positive Slope Negative Slope y= 2x You can use similar triangles to show that the slope of a non-vertical line is the same between any two points on the line. ‘Geometric figures are simitar when they are the same shape but not necessarily the same size. The lengths of corresponding sides of similar figures are proportional. 8 E 4 A 6c D3F B_AC_ Ba 2 10/ |8 Triangles ABC and DEF are similar triangles because they have the same shape and the lengths of their corresponding sides are proportional. anton any pf is books probd by en.© 2015 Tramp eaing, LC 82 Domain 2: Expressions and Equations