Integer Addition, Subtraction,

Multiplication, Division
Math 2 Prerequisite Packet
BASIC DEFINITIONS:

INTEGERS – Positive and Negative numbers (and zero) whose decimal digits are zeros.
ABSOLUTE VALUE – Distance from zero on a number line.
OPPOSITES – Two numbers the same distance from zero on a number line but on
different sides of zero.

INTEGER ADDITION:

- Do the integers have the same sign?

YES NO

-ADD their absolute values -SUBTRACT their absolute values

-Keep the common sign -Keep the sign of the integer with the larger
absolute value.

INTEGER SUBTRACTION:

- Add the opposite. How?

Step 1: Keep the first integer the same

Step 2: Change the subtraction symbol to addition
Step 3: Change the sign (to its opposite) of the sign that follows the subtraction symbol
Step 4: Follow the rules of addition above.

INTEGER MULTIPLICATION and DIVISION:

- Do the integers have the same sign?

YES NO

-MULTIPLY or DIVIDE their absolute values -MULTIPLY or DIVIDE their absolute values

-Your answer will always be positive -Your answer will always be negative

Name _____________________________________Integer Operations: Add/ Subtract Math 1 Intro Packet

Simplify by performing the operation. Do not use a calculator:

1)  4  (7) 2)  3  (1) 3) 69 1) _______ 2) ______

3) _______ 4) ______

4) (2)  (3) 5) 3  11 6) (6)  (10) 5) _______ 6) ______

7) _______ 8) ______

9) _______
7)  7  (7) 8)  6  (4) 9)  13  (3)

10) 47 11) 3  (9) 12) 29 10) ________ 11) ______

12) ________ 13) ______

13) 12  (2) 14)  5  10 15) 6  (11) 14) ________ 15) ______

Simplify by performing the operation. Do not use a calculator:

1) 47 2)  3  (1) 3) 69 1) _______ 2) ______

3) _______ 4) ______

4) 23 5)  13  (3) 6)  6  10 5) _______ 6) ______

7) _______ 8) ______

9) _______
7) 77 8)  6  (4) 9) 3  11

10) 47 11) 3  (9) 12)  2  9 10) ________ 11) ______

12) ________ 13) ______

14) ________ 15) ______

13) 12  (2) 14)  5  10 15) 6  11
Name ______________________________________Integer Operations: Mult. & Divide Math 1 Intro Packet
2
Simplify by performing the operation. Do not use a calculator:

1)  5 2 2) (7)(3) 3) (10)(5) 1) _______ 2) ______

3) _______ 4) ______

5) _______ 6) ______
4)  312 5) 9(2) 6) (1)( 3)
7) _______ 8) ______

9) _______

7) 6(8) 8) (10)(5) 9)  5 8

10)  2 7 11) 2(2) 12) (11)7 10) ________ 11) ______

12) ________ 13) ______

14) ________ 15) ______

13) 35  (5) 14) 42  (3) 15)  28  7
16) ________ 17) ______

18) ________

16)  14  2 17) 9  (3) 18)  3 1

48  10  40
19) 20) 21) 19) ________ 20) ______
8 5  20
21) ________ 22) ______

23) ________ 24) ______

22)  21  (7) 23) 2  (2) 24)  100  2

Name ______________________________________________________Math 1 Intro Packet

3
NAME: _____________________________________ SCORE:_________________

Add, subtract, multiply or divide the following integers. Do not use a calculator:

1) 2  (7) 2) 4  (3) 1) ________ 2) _______

3) ________ 4) _______

3) 15  3 4) (9)(7) 5) ________ 6) _______

7) ________ 8) _______

9) ________ 10) ______

5)  3  (6) 6) 45
11) _______ 12) ______

13) _______ 14) ______

7) 73 8)  2  (6)
15) _______ 16) ______

17) _______ 18) ______

9)  4 5 10)  12  (7)
19) _______ 20) ______

11)  15  7 12) 11 5

13) 8  (21) 14) (3)(9)

15)  24  4 16)  9  (13)

17) (2)(25) 18)  50  30

 56
19) 20) 32  (37)
8
 ALGEBRAIC PROPERTIES
These basic algebraic properties, which do not affect an expression’s outcome, are categorized by:
-Movement of terms
-Grouping of terms
-Special results from performing certain operations.

MOVEMENT OF TERMS:
COMMUTATIVE PROPERTY
(To ‘commute’ means ‘to move’)

of Addition: of Multiplication:
ab ba a b  b a
5 4  45 5 4  45
 3  7  7  (3)  3  7  7  (3)
x6 6 x x6  6 x
GROUPING OF TERMS:
ASSOCIATIVE PROPERTY
(To ‘associate’ implies who is grouped together)

of Addition: of Multiplication:
a  (b  c)  (a  b)  c a  (b  c)  (a  b)  c

5  (4  3)  (5  4)  3 5  (4  3)  (5  4)  3
 3  [7  (1)]  (3  7)  (1)  3  [7(1)]  (3  7)  (1)
x  (6  y)  ( x  6)  y x  (6 y)  ( x  6) y
SPECIAL RESULTS FROM PERFORMING CERTAIN OPERATIONS:
DISTRIBUTIVE IDENTITY
PROPERTY PROPERTY
a(b  c)  ab  ac of Addition: of Multiplication:
a0a a 1  a
5(4  3)  5  4  5  3
 3[7  (1)]  3(7)  (3)(1) 50 5 5 1  5
x (6  y )  x  6  x  y  3  0  3  3 1  3
x0 x x 1  x

*Distributive Property in reverse, ab  ac  a(b  c) , can still be called the Distributive Property,
but is more commonly known in algebra as ‘FACTORING’ (through GCF).

5
Name _________________________________________Algebraic Properties Math 1 Intro Packet

Match the expression change with the algebraic property that justifies it:

1) 033 1) ____

2) 3 6  63 [A] Commutative Property of Addition 2) ____

3) ____
3) (2  5)8  2(5  8)
4) ____
4) 1 52  52 [B] Commutative Property of Multiplication
5) ____
5) (1  2)  3  1  (2  3)
6) ____
6) 7 8  8 7 [C] Associative Property of Addition
7) ____
7) 5 1  1 5
8) ____
8) 4(3  7)  (4  3)  7 [D] Associative Property of Multiplication 9) ____

9) 27  72 10)____

10) ( xy )  z  z  ( xy ) [E] Distributive Property 11) ___

11) 4(3  7)  4  3  4  7 12)____

13)____
12) 27  72 [F] Additive Identity (‘Identity Property of Addition’)

*13) 18 x  9  9(2 x  1)

[G] Multiplicative Identity (‘Identity Property of Multiplication’)

Replace the question mark with the missing information:

14) Associative Property of Addition: 6  (7  d )  (? 7)  d 14) ______

5  3  (4)  5  ? (4)

15) ______
15) Associative Property of Multiplication:
16) ______
16) Distributive Property: 7( x  5)  ? x  ? 5
17) ______
17) Additive Identity (Identity Property of Addition): ? 0  m
18) ______
18) Commutative Property of Addition: jk  mn  mn  ?

6
Name _________________________________________Distributive Property Math 1 Intro Packet

Use the Distributive Property to simplify the following expressions:

1) 5( x  4) 2)  5( x  4) 1) _______________

2) _______________

3) _______________
3) 8( x  2) 4) 8(3x  4)
4) _______________

5) _______________
5) 2(5  x) 6)  2(5  2b)
6) _______________

7) _______________
7) 4(2 x  5) 8)  4(2b  5)
8) _______________

Simplify Like Terms:

9) 4 x  2 x  20 10) 11x  7 x  44  6
9) _______________

10) _______________

11) _______________

11) 3m  12  2m 12) 5h  4h  75  3h 12) _______________

13) _______________

14) _______________

15) _______________
13) 8 x  8  12 x  8 14) 21  18 x  7
16) _______________

15) 4(b  5)  6 16)  2 y  6( y  4)

7
 EXPRESSIONS and EQUATIONS
EXPRESSION – Collection of numbers, operations, and variables.

Examples: 2x  7 a4 5c 7 x
3  8v  5  12.4

EQUATION – Two expressions separated by an equals sign.

Examples: 2 x  7  12.4 a47 5c  40

EVALUATING EXPRESSIONS:

To evaluate an expression, substitute/replace the variable with the number and simplify:

w
Examples: a4 if a7 5c if c6 3 if w  30
30
(7)  4 5(6) 3

11 30 10

SOLVING EQUATIONS:

OPEN SENTENCE – Equation with at least one variable to be solved.

Equations can be True, False, or Open.

18  32  50 45  15  25 12  4  x
True False Open

REPLACEMENT SET – Collection of numbers that are substituted in for the variable(s).

Example: Solve for 2x  x  3 using replacement set { 0, 1, 2, 3 }

? ? ? ?
Solutions: 2(0) (0)  3 2(1) (1)  3 2(2) (2)  3 2(3) (3)  3
03 24 45 66
NO NO NO YES

Solution Set: {3}

8
To solve an equation without a replacement set provided, performing the inverse operation of the one(s) in
the original equation helps to isolate the variable.

w  5  12 y  4  18 4 x  20
f
 8
   38
3

Examples:   5  5   4  4 4x
4
 204 3 f
3
w  7 y  22 x5 f  24

WRITING EQUATIONS:

Addition Words Subtraction Words Multiplication Words Division Words

Sum Difference Product of Quotient

Add Subtracted from Multiplied by Divided by
More than Less than Times
Increased by Fewer than Double
Decreased by Triple

“Is” means ‘equal to’.

“Of” often means multiplication.

To write an equation, use your key words to translate the phrases into algebraic expressions/equations.

Examples: Five more than g is 34 72 is one-sixth of y

Solutions: 5  g  34 (or also g  5  34 ) 72  16  y (or also 72 

y
6
)

 5   5 672   6 16 y 
g  29 432  y

9
Name ___________________________________ One-Step Equations: Addition/Subtraction Math 1 Intro Packet

Solve each equation by isolating the variable. Show all work:

1) y  7  5 2) t  8  1 3) 3  r  11

4) 6 p 9 5) 2  x6 6) 1 w7

7) 7  11  n 8)  4  1  z 9) 3  9 j

Solve each equation by isolating the variable. Show all work:

10) y  4  5 11) t  5  1 12) v  4  11

13) 13  x  7 14) 10  x  8 15)  10  x  8

16) p6  9 17)  2  x 1 18) 5  a  (11)

10
Name _______________________________________ One-Step Equations: Mult./ Division Math 1 Intro Packet

Solve each equation by isolating the variable. Show all work:

1) 3 y  15 2) 4t  16 3)  6 x  12

4) 7 x  77 5)  77  7 x 6)  72  0.5 x

7) 5 p  90 8)  2b  10 9) 10  5w

Solve each equation by isolating the variable. Show all work:

10)
1
4 y  2 11)
1
2 t  5 12)
1
3 x  11

13)
1
5 x5 14)
x
5 5 15)
x
5 5

16)
1
8 p  6 17) x  (2)  1 18) 1 1
4 w

11
Name _______________________________________ One-Step Equations: Mixed Review 1 Math 1 Intro Packet

Solve each equation by isolating the variable. Show all work:

1)  3g  15 2) 24  y  61 3)
b
6  5

4)  7  y  17 5) c  (30)  12 6) 4b  20

7)
n
2  9 8) t  8  10 9) 48  16 g

10) n  38  5 11) 4  6  y 12) 6  b  12

13)
n
3 1 14) x  3  3 15) The sum of a number
and 8 is negative 3.

12
Name _______________________________________ One-Step Equations: Mixed Review 2 Math 1 Intro Packet

Solve each equation by isolating the variable. Show all work:

16)  3c  27 17)

b
8  12 18)  7r  49

19) x  13  19 20) 4b  60 21) b  4  4

22) 16  78  y 23) x  25  44 24) b 15  9

25)  30h  150 26) c  (5)  28 27) x  (4)  14

28)
1
6 x3 29) 3  x  3 30) The difference of
a number and 1 is 3.

13
Name _______________________________________ Writing & Solving Equations Math 1 Intro Packet

A) Write and equation and B) Solve for the missing variable. Show all work:

1) Nine more than a number is four. 2) Ten less than a number is eight.

3) The product of negative five and a number . 4) One-fifth of a number is negative three.
is two-hundred fifteen.

5) A number decreased by sixteen is negative 6) Four less than a number is eight.

twenty six.

7) Four copies of a book cost $44. Find the price 8) Jen added $150 to her savings account. Her
of one book. balance is now $525. How much was it before?

9) Terri is 60 inches tall. This is 24 inches more 10) The perimeter of a square is 60 inches. Find
than Kevin’s height. How tall is Kevin? the length of each side.

14
 EXPONENTS
Exponents show repeated multiplication in shorthand form. An exponent tells us how
many times to multiply the base by itself.

EXAMPLES:
53  5  5  5 In this problem, 5 is called the base and 3 is its exponent.
4a3  4  a  a  a Note in this problem that 3 is the exponent of base a , not the 4.
(4a)3  4a  4a  4a However in this example the 4 is included in the repeated
multiplication. Both 4 and a are bases to exponent 3.

-Writing an expression as just a base with its exponent is called writing it in exponential
notation, such as 4  a  a  a becoming 4a ‘in exponential notation’.
3

ORDER OF OPERATIONS
An order has been agreed upon to which operations are performed before others. Several shortcut ways to
remember this ranking system have been developed, with most popular being PEMDAS, or “Please
Excuse My Dear Aunt Sally”. However, note that although there are six operations, two ranks of order
have two operations in them.

Step #1: Parentheses – Compute within any grouping symbol first, if available.
Step #2: Exponents – Compute powers next, if available.
Step #3: Multiply or Divide – Compute in order from left to right.
Step #4: Add or Subtract – Compute in order from left to right.
- If more than one grouping symbol exists within a problem, such as (parentheses), [brackets], or {braces},
work from the inside out.

EXAMPLES: Evaluate the following by using the Order of Operations:

x 4 if x  2 m2  (5) if m6 n3  2 if n  2
(2) 4  2  2  2  2 (6) 2  6  6  (5) (2) 3  (2)( 2)( 2)  2
16 36  (5)  31  8  2  6

(3a)3 if a  2 3a 3 if a  2 16  4  32
[3(2)]3  [6]3 3  23  3  8 16  4  9
6  6  6  216 24 4  9  13

1  [4  (17  23)  23 ]
1  [4  40  23 ]  1  [4  40  8]  1  [4  5]  1  [1]  0
15
Name _________________________________________ Order of Operations, page 1 Math 1 Intro Packet

Find the answer by applying the Order of Operations. SHOW EACH STEP! Use example 1 as a guide:

1)  15  7  2  1 2) 6  2  3  (5) 3) 6  8  8  60
 15  14  1
 29 1
 30

4) 32  8  5  6 5)  20  5  4 8 6) 24  3  5  3  24

7) 10  12  12  (2)  6 8) 63  28  3 9) 18  3  4  2  8

10) 7  8 28  6 11) 6  (3  5) 2 12) (14  3  4)  5

13) (2  4)3  5  3 14) (23  13)  6  18 15) (8  6) 4  2  6

16
Name _________________________________________ Order of Operations, page 2 Math 1 Intro Packet

Find the answer by applying the Order of Operations. SHOW EACH STEP!

(3  8)  11  23  49  7  8  4(3  2) 18) 3  (5  8)  6  3  8

2
16) 17)

19) 5  (6  8  18)  04  8 20) (4)( 9)  6  (3  4)

Substitute and simplify each expression

when x  2 22) a  5 when a  5 23) 2  n when n  5

5 2 3
21) 3x

24) b  5 when b  3 25) w  11 when w  5 26) x  y when x  2

4 3 2

& y6

17
DECIMALS
INSTRUCTION SHEET

Addition and Subtraction

Step 1 Line up the decimal points.

Step 2 Put in zeros as placeholders, if necessary.

Step 3 Add or subtract.

Example #1: Example #2:

Step 1- Line up the decimal points.

2.345 + 1.5  2.345 14 – 5.6  14.

+ 1.5__ - 5.6

Step 2 - Put in zeros as placeholders.

2.345 14.0
+ 1.500 - 5.6

Step 3 - Add or subtract.

2.345 14.0
+ 1.500 - 5.6
3.845 8.4

Multiplication

Step 1 Multiply the numbers ignoring the decimals.

Step 2 Add the number of decimal digits in the original numbers.

Step 3 Move the decimal the same number of places to the left in your answer.

Example: 3.2 x 0.41 =

Step 1 - Multiply ignoring the decimal points. 32

X 41___
32
128
1312

Step 2 - Add the number of decimal digits in each of the original numbers: 3.2 has one decimal
digit, and 0.41 has two decimal digits. Therefore, the answer will have a total of three decimal
digits.

18
Step 3 - Move the decimal the same number of places to the left in your answer.

1312 will become 1.312

 three places

Division

Step 1 Shift the decimal to the right to make the divisor (outside number) a
whole number.

Step 2 Move the decimal of the dividend (inside number) the same number of
places to the right as the divisor. Add zeros, if needed.

Step 3 Place the decimal point in your answer directly above the new decimal
point in the dividend. Divide.

Example:

Step 1 - Shift the decimal to the right to make the divisor (.45) a whole number.

.45 36 becomes 45  36
 2 places

Step 2 - Move the decimal of the dividend (36) the same number of places to the right. Add
zeros if needed.

45 36 . becomes 45 3600 

Step 3 - Place the decimal point in your answer directly above the new decimal point in the
dividend. Divide.

. 80 .
45 3600 . 45 3600 .
360
00

19
Rounding

Step 1 Determine the place to which the number is to be rounded. Indicate it by

circling it or underlining it.

Step 2 If the digit to the right of the number to be rounded is less than 5, replace
it and all the digits to the right of it by zeros. If the digit to the right of the
underlined number is 5 or higher, increase the underlined number by 1 and
replace all numbers to the right by zeros. If the zeros are decimal digits,
you may eliminate them.

Place value chart

thousands
Ten

Thousands

Hundreds

Tens

Ones

Point
Decimal

Tenths

Hundredths

Thousandths

Thousandths
Ten

Thousandths
Hundred
10,000 1,000 100 10 1 . .1 .01 .001 .0001 .00001

Example #1: Round 2.832 to the nearest hundredth.

Step 1 – Determine the place to which the number is to be rounded.

2.832

Step 2 – If the digit to the right of the number to be rounded is less than 5, replace it and all the
digits to the right of it by zeros. If the digit to the right of the underlined number is 5 or higher,
increase the underlined number by 1 and replace all numbers to the right by zeros. If the zeros are
decimal digits, you may eliminate them.

2.832 = 2.830 = 2.83

Example #2: Round 43.5648 to the nearest thousandth.

43.5648 = 43.5650 = 43.565

Example #3: Round 5,897,000 to the nearest hundred thousand.

5,897,000 = 5,900,000

20
DECIMALS
PRACTICE SHEET

Add or subtract as shown.

1. 4.39 + 18.8 = 9. $7.52 + $11.77 =

2. 3.68 – 1.74 = 10. 104.06 – 15.80 =

3. 264.3 + 12.804 = 11. 165.4 + 73.61 =

4. 116.7 – 32.82 = 12. 14 – 6.52 =

5. 3 ¾ + 1.08 = 13. 45.3 – 15.273 =

6. 19.70 + 62.598 = 14. 0.42 + 1.452 + 31.8 =

7. 21 + 3.814 = 15. 3.045 – 1⅛ =

8. 90 – 25.397 = 16. 7.81 – 3.685 =

Calculate the following equations.

1. 8.2 × 6.3 = 6. 24.71 × 6.4 =

2. 6.78 × 3.32 = 7. 8.85 × 2.79 =

3. 1.4 × 0.6 = 8. 75.82 × 6.71 =

4. 0.004 × 0.02 = 9. 0.2 × 0.6 × 0.9 =

5. 6.02 × 3.3 = 10. 0.6 × 3.15 × 2.04 =

21
FRACTIONS
INSTRUCTION SHEET

CONVERSIONS

A. Changing a Mixed Number to an Improper Fraction

2
Mixed number – 4 (contains a whole number and a fraction)
3
14
Improper fraction - (numerator is larger than denominator)
3

Step 1 – Multiply the denominator and the whole number

Step 2 – Add this answer to the numerator; this becomes the new numerator
Step 3 – Carry the original denominator over

1
Example #1: 3 = 3 × 8 + 1 = 25
8

25
8

4
Example #2: 4 = 4 × 9 + 4 = 40
9

40
9

B. Reducing Fractions

Step 1 – Find a number that will divide into both the numerator and the
denominator
Step 2 – Divide numerator and denominator by this number

10 2
Example #1: = (because both 10 and 15 are divisible by 5)
15 3

4 1
Example #2: = (because both 4 and 8 are divisible by 4)
8 2

22
C. Multiplying Simple Fractions

Step 1 – Multiply the numerators

Step 2 – Multiply the denominators
Step 3 – Reduce the answer to lowest terms

1 4 4 2
Example: × = which reduces to
7 6 42 21

D. Multiplying Mixed Numbers

Step 1 – Convert the mixed numbers to improper fractions first

Step 2 – Multiply the numerators
Step 3 – Multiply the denominators
Step 4 – Reduce the answer to lowest terms

1 1 7 3 21 1
Example: 2 × 1 = × = which then reduces to 3
3 2 3 2 6 2

*Note – When opposing numerators and denominators are divisible by a common

number, you may reduce the numerator and denominator before multiplying. In the
above example, after converting the mixed numbers to improper fractions, you will see
that the 3 in the numerator and the opposing 3 in the denominator could have been
reduced by dividing both numbers by 3, resulting in the following reduced fraction:

7 31 7 1
× = = 3
13 2 2 2

E. Dividing Simple Fractions

Step 1 – Change division sign to multiplication

Step 2 – Change the fraction following the multiplication sign to its
reciprocal (flip the fraction around so the old denominator is the
new numerator and the old numerator is the new denominator)
Step 3 - Multiply the numerators
Step 4 – Multiply the denominators
Step 5 – Change the answer to lowest terms

1 2 1 3 3
Example: ÷ = becomes × which when solved is
8 3 8 2 16

F. Dividing Mixed Numbers

Step 1 – Convert the mixed number or numbers to improper fraction

Step 2 – Change the division sign to multiplication
Step 3 – Change the fraction following the multiplication sign to its
23
 reciprocal (flip the fraction around so the old denominator is the
new numerator and the old numerator is the new denominator)
Step 4 - Multiply the numerators
Step 5 – Multiply the denominators
Step 6 – Change the answer to lowest terms

3 5 15 17 15 6
Example: 3 ÷ 2 = becomes ÷ becomes × =
4 6 4 6 4 17

15 63 45 11
which when solved is × = which simplifies to 1
24 17 34 34

G. Adding and Subtracting Fractions

Step 1 – Find a common denominator (a number that both denominators

will go into)
Step 2 – Raise each fraction to higher terms as needed
Step 3 – Add or subtract the numerators only as shown
Step 4 – Carry denominator over
Step 5 – Change the answer to lowest terms

1 7
Example #1: + = Common denominator is 8 because both 2 and
2 8
8 will go into 8
1 4
=
2 8
7 7
+ =
8 8

11 3
which simplifies to 1
8 8

3 1
Example #2: 4 – = Common denominator is 20 because both 4
5 4
and 5 will go into 20

3 12
4 = 4
5 20
1 5
– =
4 20

7
4
20

24
 1 1 1 8 9
Example #3: 2= 2 = 12 + = 1
8 8 8 8 8
1 2 2 2
– 1 = 1 = 1 = 1
4 8 8 8

7
**
8
**Note – In this problem you must borrow from the whole number to adjust your
fraction so that you can subtract. However, you may do this problem another
way. Simply change the mixed number to improper form before finding the
common denominator to prevent having to borrow.

1 17 17
2 = =
8 8 8
1 5 10
– 1 = =
4 4 8

7
8
FRACTIONS
PRACTICE SHEET

A. Write as an improper fraction.

1 1 2 3
1. 1 2. 4 3. 1 4. 2
8 5 3 16

5 1 5 4
5. 2 6. 2 7. 1 8. 3
7 16 8 5

1 2 5 1
9. 7 10. 5 11. 3 12. 6
4 3 6 2

B. Write in lowest terms.

6 21 18 12
1. 2. 3. 4.
32 35 24 15

5 9 14 8
5. 6. 7. 8.
30 27 49 32
25
 12 16 8 10
5. 1 10. 2 11. 5 12. 3
21 20 14 25

C. Multiply.

1 1 7 2 3 2 1 3
1. × = 2. × = 3. × = 4. × =
9 2 10 5 8 7 2 16

3 2 7 4 15 1 2 5
5. × = 6. × = 7. × = 8. × =
4 3 16 3 64 12 9 9

3 1 5 3 5 3
9. × 10 = 10. 1 × = 11. × = 12. 14 × =
4 2 6 16 12 8

1 1 1 1 1 1
13. × 1 = 14. 3 × = 15. 18 × 1 = 16. 16 × 2 =
2 3 16 5 2 8

3 3 2 3 4 2 1 2
17. 6 × 1 = 18. 2 × 4 = 19. 4 × 4 = 20. 3 × 2 =
8 5 3 8 9 4 8 5

D. Divide as shown.

1 1 2 1 8 2 2 1
1. ÷ = 2. ÷ = 3. ÷ = 4. ÷ =
2 4 5 2 3 3 9 3

1 4 3 6 4
5. 4 ÷ = 6. 8 ÷ = 7. 9 ÷ = 8. ÷ =
8 5 4 5 5

4 1 2 5 2 7
9. ÷ = 10. ÷ = 11. ÷ 4= 12. 14 ÷ =
11 11 7 9 3 8

5 3 1 1 1
13. 15 ÷ = 14. 8 ÷ = 15. 1 ÷1 = 16. 3 ÷ 5 =
6 4 4 2 2

26
 1 1 1 2 3 1 1 5
17. 6 ÷ 2 18. 5 ÷ 2 = 19. 2 ÷ 1 = 20. 3 ÷1 =
4 2 3 3 4 8 5 7

E. Add or subtract as shown.

3 7 2 3 3 1 3 5
1. + = 2. + = 3. + = 4. + =
8 8 3 4 32 8 5 6

5 1 3 1 1 1 1 1
5. + = 6. + 1 = 7. + = 8. 2 + 1 =
8 10 8 4 4 5 8 4

5 13 2 4 9 3 7 1
9. 1 + = 10. 2 + = 11. – = 12. – =
8 16 3 9 10 16 8 2

11 1 5 1 7 3 1 3
13. – = 14. – = 15. – = 16. 1 – =
16 4 6 5 8 10 2 32

5 3 2 7 1 5 5 1
17. 5 – 2 = 18. 3 – 1 = 19. 2 – = 20. 4 – 1 =
6 9 3 8 4 6 6 2

27
 Review Homework Name ___________________________
Mixed Review Date ____________________________

1. Adele’s lawn has an area of 𝑥 2 − 5𝑥 − 6 square feet and 4. What is the midpoint of the line segment?
a length of 𝑥 + 1 feet. What is the width of the lawn in feet?
A. 𝑥 − 2 feet B. 𝑥 − 3 feet
C. 𝑥 − 6 feet D. 𝑥 + 6 feet

2. The scatter plots below show the average daily

temperature for two different months.

1 3
A. ( , 1) B. (− , 3)
2 2
1
C. (−1, −2) D. (− 2 , −1)
5. Which table represents a linear function?

Which statement about the data shown is true?

A. The data for each graph will have a positive correlation.
B. The data in the first graph was collected over a much
greater time period.
C. The range of the data for the second graph is greater than
6. Kerry plots the number of sit-ups she does every day for a
the first graph.
week on the graph below.
D. The median temperature for the first graph is higher than
the second graph.

3. Which equation represents a line that passes through the

points (4, 12) and (8, 9)?
3 3
A. 𝑦 = 4 𝑥 + 3 B. 𝑦 = − 4 𝑥 + 6

3 3
C. 𝑦 = 4 𝑥 + 9 D. 𝑦 = − 4 𝑥 + 15

Based on the line of best fit, approximately how many sit ups
will Kerry do on Day 14 if she continues at the same rate?
A. 16 B. 24 C. 27 D. 42
7. Elle babysits every month for a year and uses a 9. A travel club arranges bus trips for its members. The club
scatterplot to show how much money she made. Which of charges $20 to become a member and $7 for each bus trip
the graphs below shows the line of best fit drawn correctly? taken. Which graph represents the cost of taking bus trips
with the club?

8. Which of the following is true of the lines given by the

1
equations 𝑦 = 4𝑥 − 4 and 𝑦 = − 4 𝑥 + 4?
A. The never intersect each other.
B. They are identical to each other.
C. They are parallel to each other.
D. They are perpendicular to each other.
10. A ball is thrown straight up into the air with an initial
velocity of 64 feet per second. The equation modeling the 14. Solve 𝑥 2 − 13𝑥 = 30
ball’s motion is ℎ(𝑡) = −16𝑡 2 + 64𝑡 where h is the ball’s
height and t is the time in seconds. What is the ball’s height
in feet after 3 seconds?

15. If the zeros of a function are 𝑥 = 2 and 𝑥 = 7, write an

11. A toy rocket is launched from the ground. The graph equation.
below shows the height of the rocket over time, x.

16. The only coins that Alexis has are dimes and quarters.
 Her coins have a total value of $5.80.
 She has a total of 40 coins.
Write and solve a system of equations to represent this
situation.

At what height, y, does the rocket reach at 1 second?

12. A system of equation is shown below. 17. Jackson observed a graph with a 𝑦-intercept of 7 that
2𝑥 + 𝑦 = 7 passes through the point (2,3). What is the slope of the line
of Jackson’s graph?
3𝑥 − 2𝑦 = 0
Find the value of x.

18. Solve (𝑥 − 4)2 − 25 = 0

13. Simplify each of the following:
a.

b.
19. Given that the sum of two numbers is 10 and their
difference is 4, what are the numbers? 21. The graph below shows the height of a hot air balloon as
a function of time.

20. A streaming movie service has three monthly plans to

rent movies online. Graph the equation of each plan and
analyze the change as the number of rentals increase. When
is it beneficial to enroll in each of the plans?
 Basic Plan: $3 per movie rental
 Watchers Plan: $7 fee + $2 per movie with the first
two movies included with the fee
 Home Theater Plan: $12 fee + $1 per movie with the
first four movies included with the fee

Use the graph to answer the following:

a) What is the height of the hot air balloon 10 minutes after
it has left the ground?

b) Approximately, when will the hot air balloon reach a

height of 600 feet?

c) Explain what the point (48,800) on this graph represents.

d) What is the domain of the function? Range?

22. Graph the solution set for these inequalities:

23. A theater has 60 seats in the first row, 68 seats in the

second row, 76 seats in the third row, and so on in the same
increasing pattern. If the theater has 20 rows of seats, how
many seats are in the twentieth row?