Chapter 1 Rational Numbers

Section 1.1 The Set of Integers

Basic

1. 82

2. a. Win 5 dollars: +5

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7
The opposite idea: lose five dollars: 5

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7
b. Take the elevator down three floors: 3

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7
The opposite idea: take the elevator up three floors: +3 or 3

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7
c. Put two apples into the refrigerator: +2

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7
The opposite idea: take two apples out of the refrigerator: 2

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7

3. a.

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7
b. 1, 2, and 4 c. 5 and 2
d. 0 e. 2 and 2

4. a. 7 < 6 b. 5 < +6
c. 0 > 2 d. +2 > 4

Grid

1. The answers are 10 < 0, 10 < 5, and 10 > 20.

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 Algebra 1

Section 1.2 The Set of Rational Numbers

Basic

1. a. 5.2 b. 5.8 c. Point C

2. a.
1 1 1 1
4  2 5
4 2 2 4

6 5 4 3 2 1 0 1 2 3 4 5 6
1 1 1 1
b. 4    2  5
4 2 2 4

3. a.
5.4 1.7 0.6 0.6 1.7 5.4

7 6 5 4 3 2 1 0 1 2 3 4 5 6 7
b. 5.4 < 1.7 < 0.6 < 0.6 < 1.7 < 5.4
c. 5.4 and 5.4; 1.7 and 1.7; 0.6 and 0.6

1 1 2 2
4. a | 17| = 17 b.  c. 2 2
2 2 3 3

Grid

1. The answers are 4.0 > 0.4 and 4.0 < 0.

2. | 10 | + | 20 |  10 + 20  30

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 Algebra 1

Section 1.3 Adding and Subtracting Integers

Basic

1. a. 32 b. 8

2. 6 + (10) = 4

3. a. 25  (20) = 25 + 20 = 45 b. 30  (45) = 30 + 45 = 15

4. 25 + 200  350 = 175  350 = 175

Grid

1. 24

2. 2

3. 10

4. 20

5. 8  (20)  8 + 20  12

6. 20  (8)  20 + 8  28

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 Algebra 1

Section 1.4 Operations with Rational Numbers

Basic

6 6 3 3
1. a.    1.2 b.    1.5
5 5 2 2

2. a. 5.2 + (2.5) = 5.2  2.5 = 7.7 b. 6.8  (0.4) = 6.8 + 0.4 = 6.4
5 æ 3ö 5- 6 1
c. + çç - ÷ ÷ = = - or 0.125
8 è 4ø 8 8
3  4 3 4 3 8 11 1
d.               1 or 1.1
10  5  10 5 10 10 10 10

3. a. (1.5)  (3) = 1.5  3 = 4.5 b. 1.5  (1.5) = 2.25

 1 1   2  3 2 3 2
c.    10    10   5 d.          
 2 2   3  5 3 5 5

4. a. 20  (2.5) = 8 b. (2.5)  5 = 0.5

1  1  1 10  10  7  1 7 4 7
c.             2 d.           or 3.5
5  10  5 1  5  8  4 8 1 2

5. a. 18  20  10 = 2  10 = 12 b. 10  (20  40) = 10 + 20 = 30

c. (100)  [(5)  4] = 100  20 = 5

6. Compute.
a. 1  |9  15| = 1  |6| = 1  6 = 5 b. 5 + |2  8| = 5 + |6| = 5 + 6 = 11

7. a. Distance = | 7.2  (7.2) | = | 14.4 | = 14.4

b. Distance = | 2.5  (6.3) | = | 2.5 + 6.3 | = 8.8

8. a. The initial point is below sea level. Its altitude is 57.9 meters.
The balloon ascended 250 meters; this is a positive change in altitude.
The balloon then descended 200.6 meters; this is a negative change in altitude.
The altitude of the balloon after its descent is 57.9 + 250  200.6, in meters.
b. 57.9 + 250  200.6 = 192.1  200.6 = 8.5 meters

Grid

1. 12 + 10  12  2  12  14

2. 5  (12  20)  5  (8)  5 + 8  3

3. 10  5  (4)  10 + 20  30

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 Algebra 1

Chapter 2 Data Sets

Section 2.1 Numerical and Categorical Data Sets

Basic

1. a. numerical b. categorical
c. categorical d. numerical

2. a. The list defines a quantitative data set.

b. Ms. Parker has 13 students in her art class.
c. The longest distance reported by the students is 1.5 miles and the shortest
distance is 0.25 miles.
1.5  0.25 = 1.25 miles. The difference between the longest and the shortest
distance reported by the students is 1.25 miles.
d. 7 out of 13 students in Ms. Parker’s class live more than half a mile away from
7
school. Thus the fraction is .
13

3.
Type of pet Frequency
Cat 4
Hamster 4
Dog 6

4.
Age (years) Number of passengers
0-9 2
10 - 19 6
20 - 29 5
30 - 39 4
40 - 49 5

5. a. The total number of employees is 50 and 16 of them had a performance rated 7

16 8
or 8. The fraction is  .
50 25
b. The number of employees who had a performance rated below 5 is 4 + 8 = 12.
12 6
The fraction is  .
50 25

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 Algebra 1

Section 2.2 Displays of Qualitative Data

Basic

1. a. Sports is the activity that has the largest enrollment of students as it is

represented by the largest sector.
b. The number of students enrolled in sports is 180  30  45  45 = 60.
60 1 1
The fraction is  . Thus, of the students are enrolled in sports.
180 3 3

2.
Students on a Field Trip
Number of Students

25
20
15
10
5

Grade 5 Grade 6 Grade 7 Grade 8

3. a. The total number of students is 12 + 20 + 16 + 8 = 56.

8 1
The fraction of students who prefer to drink water is  .
56 7
b. 20  8 = 12.
12 more students prefer to drink juice than to drink water.
c. 16  12 = 4.
4 less students prefer to drink milk than to drink tea.

4. a. The number of freezers decreased in sales from January to February.

b. In February, the store sold 35 washers and 25 dryers. The store sold 10 more
washers than dryers in February.
c. The total number of appliances sold in February was 35 + 25 + 15 + 50 = 125.

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 Algebra 1

Section 2.3 Displays of Quantitative Data

Basic

1.
Time to Complete a Math Quiz

4 5 6 7 8 9 10 11 12
Time, in minutes

2. a. The largest number of siblings the students reported is 5.

b. The total number of the students is 3 + 3 + 4 + 2 + 2 + 1 = 15. Three students
3 1
have no siblings. Thus,  of students have no siblings.
15 5
c. The number of students who have more than 2 siblings is 2 + 2 + 1 = 5. The
5 1
fraction that represents these students is  .
15 3

3. a.
Age (in years) Number of passengers
0-9 2
10 - 19 6
20 - 29 3
30 - 39 4
40 - 49 4
50 - 59 1

b.
Age of Passengers on a Bus
6
Number of passengers

5
4
3
2
1

0-9 10-19 20-29 30-39 40-49 50-59

Age

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 Algebra 1

4. a. The least number of calls a salesperson could have made is 10.

b. The number of salespersons who made less than 30 calls is 6 + 8 = 14.
c. The total number of salespersons is 6 + 8 + 4 + 2 + 4 = 24.
The number of salespersons who made 40 or more calls is 2 + 4 = 6.
6 1
Thus,  of the salespersons made 40 or more calls.
24 4

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 Algebra 1

Section 2.4 Center and Variation of Quantitative Data

Basic

1. The list consists of 12 values arranged in ascending order. There are two middle
values, the 6th and the 7th. The median is their arithmetic average. The median price
1 1
of a 10-pound bag of sugar is  8.55  9.25    17.80  $8.90 .
2 2

2. The total number of anglers is 2 + 4 + 6 + 8 + 2 = 22, which is an even number.

There are two middle values at the locations 22  2 = 11 and (22  2) + 1 = 12.
Based on the given table, the 11th value is 3 and the 12th value is 3.
Their arithmetic average is (3 + 3)  2 = 3.
The median number of fish this group of anglers caught is 3.

3. a) Rearranging the values in ascending order yields the list below.

4 5 7 9 9 10 10 11 12
The median is the middle value, which is 9.
b) The range of the data is 12  4 = 8.

10  15  18  11  16 70
4. a. The mean for Tricia’s walking time is   14 min.
5 5
14  15  16  24  11 80
The mean for Scott’s walking time is   16 min.
5 5
Tricia had a smaller mean walking time.

b. The mean absolute deviation of Tricia’s walking time is

10  14  15  14  18  14  11  14  16  14 14
  2.8 .
5 5
The mean absolute deviation of Scott’s walking time is
14  16  15  16  16  16  24  16  11  16 16
  3.2 .
5 5
Tricia had walking times with smaller mean absolute deviation.

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 Algebra 1

Chapter 3 Algebraic Expressions

Section 3.1 Linear Expressions

Basic

1. a. The delivery charge is a constant.

The price of each pizza is a constant.
The number of pizzas ordered is a variable.
b. 6 + 8p. Thus, (A) is the correct answer.

2. a. z  2 b. 8y c. 2x  10

3. The total cost of the call is $(1.25  0.35x).

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 Algebra 1

Section 3.2 Evaluating Algebraic Expressions

Basic

1. a. 4  8 + 10  42 b. 12  6  1  6 c. 24  8  (0.5)  28

2. a. 2,350  18b
b. Substituting b = 200 in 2,350  18b gives 2,350  18  200 = 5,950 kg.

3 1 3 1 7 1 3 7 3 14 3 11
3. a.  2   1 b.       
4 8 4 4 10 4 5 10 20 20 20 20

9
4. a. 12  x
10
9 1 9  1 9 9
b. 12  10  12   10    12  9   21 grams.
10 8 10  8 80 80

Grid

1. 8(4)  10  32  10  22

2. 1.5x  5.2  1.5(4)  5.2  6  5.2  0.8

3 1 3 5 1 3 1 3 2 1
3. y        
5 2 5 4 2 4 2 4 4 4

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 Algebra 1

Section 3.3 Simplifying Algebraic Expressions

Basic

1. a. 2y  25 + 8y  2y + 8y  25 = (2 + 8)y  25 = 6y  25

b. 2.2  1.4x + 0.9x  1.1  (2.2  1.1) + (1.4 + 0.9)x = 1.1  0.5x
1 1 1 1 1 1 1 1 3  2 1 1 1
c. x  x   x      x   x  x
2 3 2 6 2 3 6 2 6 2 2

Grid

1. 8  8y

2. 16y  8

3. 2y  10

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 Algebra 1

Section 3.4 Analyzing Linear Expressions

Basic

1. a. 100z + 25 b. x  0.2

2. a. The number 12 represents the initial number of baseball cards in Amir’s

collection.
b. The expression 3w represents the number of cards Amir would buy in w weeks.
c. The number 3 represents the number of cards Amir buys in one week.

3. a. After filling 10 cups, the amount of fruit cocktail in the dispenser would be
128  10  10 = 28 ounces, which is a possible situation. Therefore, 10 is in the
domain of x.
b. After filling 15 cups, the amount of fruit cocktail in the dispenser would be
128  10  15 = 22 ounces, which is not a possible situation since the amount is
negative. Therefore, 15 is not in the domain of x.

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 Algebra 1

Section 3.5 Problem Solving

Basic

2( x  4)  4 2 x  8  4 2 x  4
1.    x2
2 2 2

n 1 n 1 n 1
2. a.  b. n      
2 2 2 2 2 2

3. a. The number of cars rented is 2x.

The greatest number of passengers is 12  x + 4  (2x) = 12x + 8x = 20x.
b. Substituting x = 10 into 20x yields 20  10 = 200 passengers.

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 Algebra 1

Chapter 4 Linear Equations

Section 4.1 Equations

Basic

1. a. Substituting z = 2 in 5z  4 yields 5  (2)  4 = 10  4 = 14 which is not

equal to the right hand side of the equation. Therefore, z = 2 is not a solution of
5z  4 = 11.
b. Substituting z = 2 in 5z  4 yields 5  2  4 = 10  4 = 6 which is not equal to
the right hand side of the equation. Therefore, z = 2 is not a solution of
5z  4 = 11.

2. If x represents the number of hours the plumber spent on the job, then 15x is the
cost of x hours of work. Therefore, the equation whose solution gives the number
of hours spent on the job is 20 + 15x = 125.

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 Algebra 1

Section 4.2 One-Step Equations: Addition and Subtraction

Basic

1. Subtract 4 from both sides: x + 4  4 = 19  4.

Simplify: x = 15.
Check: 15 + 4 = 19 .

2. Rewrite the given equation in the form: x  12 = 16.

Add 12 to both sides of the equation: x  12 + 12 = 16 + 12.
Simplify: x = 28.
Check: 16 = 28  12 .

8 2
3. Rewrite the given equation in the form: s 
 .
9 3
8 8 8 2 8
Add to both sides of the equation: s      .
9 9 9 3 9
2
Simplify: s  .
9
2 8 2
Check:     .
3 9 9

4. Add 7.8 to both sides of the equation: 7.8 + r + 7.8 = 1.7 + 7.8.
Simplify: r = 9.5.
Check: 7.8 + 9.5 = 1.7 .

5. a. The equation n  22 = 88 can be used to determine the number of postcards

Jenny had initially.
b. Add 22 to both sides of the equation: n  22 + 22 = 88 + 22.
Simplify: n = 110. Jenny had initially 110 postcards.
Check: 110  22 = 88 .

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 Algebra 1

Section 4.3 One-Step Equations: Multiplication and Division

Basic

y
1. a. The given equation is:  5.
10
y
Multiply both sides by 10: 10   10  5 .
10
Simplify: y = 50.
Check: 50  10 = 5 .
1
b. The coefficient of b is 4 and its reciprocal is .
4
1 1 1 2
Multiply both sides of the equation by :  4b   .
4 4 4 5
1
Simplify: b  .
10
1 2
Check: 4   .
10 5

3 4
2. The coefficient of g is and its reciprocal is .
4 3
4 4 3 4 1
Multiply both sides of the equation by :  g   .
3 3 4 3 2
2
4 3 4 1 2
Simplify:  g  . The solution is g  .
3 4 3 2 3
3 2 1
Check:   .
4 3 2
2

1.5n 7.5
3. Divide both sides of the equation by 1.5:  .
1.5 1.5
Simplify: n = 5.
Check: 1.5  5 = 7.5 .

4. a. The equation x  9 = 112 can be used to determine the number of stamps in

David’s collection.
x
b. The given equation is  112 . Multiplying both sides of the equation by 9
9
yields x  9  9 = 112  9, which simplifies to x = 1,008.
The number of stamps in David’s collection is 1,008.
1, 008
Check:  112 .
9

Algebra 1 | 17
 Algebra 1

Section 4.4 Equations Requiring Two or More Steps

Basic

1. 5x = 41  1 = 40
40
x= =8
5
Check: 5  8 + 1 = 40 + 1 = 41 

b 1 1 6 3
2.    
5 2 10 10 5
3
b = 5 = 3
5
3 1 6 1 5 1
Check:      
5 10 10 10 10 2

3. 6x  2 + 2x = 18
6x + 2x = 18 + 2
8x = 16
8x  8 = 16  8, x = 2
Check: 6  (2)  [2  2  (2)] = 12  2  4 = 18 

4. a. 9 = 2p  2p + 9 = 0p + 9
9 = 9 is always true.
Therefore, any real number is a solution to the equation.
b. 10 = 7s  5 + 7s + 5 = 0s + 0 = 0
10 = 0 is never true.
Therefore, the equation has no solution.

5. a. Since the cost of a carton of juice is p dollars, then the price of two cartons would
be 2p.
The price of one muffin is $2 and the price of 6 muffins is then 6  2.
The total price of 2 cartons of juice and 6 muffins would be 2p + 6  2 = 26.
b. 2p + 6  2 = 26 implies 2p = 26  12 = 14
p = 7. Therefore, the price of a carton of juice is $7.
Check: 2  7 + 6  2 = 14 + 12 = 26 .

Grid

1. 4x  4 = 20
4x  16
x  4

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 Algebra 1

x
2. 9  7
10
x
 2
10
x = 20

3. 10 + 2(3x + 1) = 72
10 + 6x + 2 = 72
6x  72  12
6x = 60
x = 10

Algebra 1 | 19
 Algebra 1

Section 4.5 Equations With a Variable on Both Sides

Basic

35
1. 5x + 2x = 14 + 21 implies 7x = 35, x = =5
7
Check:
Left-hand side: 5  5  21 = 25  21 = 4
Right-hand side: (2)  5 + 14 = 10 + 14 = 4
Left-hand side = Right-hand side 
The solution is x = 5.

2. 8x  15 + 8x = 14  8x + 8 + 8x
0x  15 = 0x + 22 implies 15 = 22
15 = 22 is never true, therefore, the equation has no solution.

3. 0.32x + 0.56  0.1x  0.56 = 0.22x

0.22x + 0 = 0.22x
0.22x = 0.22x is always true, therefore, the solution set for the equation is the set of
real numbers (the equation has infinitely many solutions).

4. Let l be the length of the rectangle. Then the area of the rectangle is 2.5l and its
perimeter is 2(l + 2.5). Therefore, 2.5l = 2(l + 2.5).
2.5l = 2l + 5
2.5l  2l = 5
0.5l = 5
l = 10, therefore, the length of the rectangle is 10 cm.
Check: Area = 10  2.5 = 25, Perimeter = 2(10 + 2.5) = 25.

Grid

1. 3x  5 = 8 + 2(x + 1)
3x  5 = 8 + 2x + 2
x = 15

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 Algebra 1

Section 4.6 Equations With More Than One Variable

Basic

A
1. Dividing both sides of the equation by 1.20 gives p  .
1.20

9
2. F  C  32
5
9
Subtracting 32 from both sides and simplifying gives C  F  32 .
5
5 5
Multiplying both sides by and simplifying C   F  32  .
9 9

3. a. d = 10  1.5 + 4 = 15 + 4 = 19
John would travel 19 km in 1.5 hours.
b. d = 10t + 4
10t = d  4
d 4
t
10
d 4 40  4 36
c. Substituting d = 40 km in t  gives t    3.6 .
10 10 10
It takes John 3.6 hours to travel 40 km.

Grid

 x 
1. y  5   2 
 10 
x
y   10
2
x
y  10 
2
x = 2y + 20

Algebra 1 | 21
 Algebra 1

Section 4.7 Inequalities

Basic

1. a. 2x + 1 = 11, 2x = 10, x = 5

Trying a number greater than 5, say 0: 2(0) + 1 ≤ 11 implies 1 ≤ 11, which is
true.
The solution set of the given inequality is the set of all numbers greater than or
equal to 5.
b.

7 6 5 4 3 2 1 0 1

2 45
2. x  4, x    10
5 2
2 ?
Trying a number greater than 10, say 0:  0   4 implies 0 < 4, which is not
5
true.
Therefore, the solution set of the given inequality is all numbers less than 10.

Grid

1. 5x + 8  48
5x  40
x  8

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 Algebra 1

Chapter 5 Ratios, Proportions, and Variations

Section 5.1 Ratios

Basic

1. a. The number of yellow marbles in the jar is 200  125 = 75.

The ratio of yellow marbles to red marbles is 75 : 125.
75 3
b.  . In simplest form, the ratio is 3 : 5. As a decimal, the ratio is 3  5 = 0.6.
125 5

2. The amounts of money each of the two people gets are in the ratio 611.
This means that if the first person gets $6x, then the second person gets $11x.
6x + 11x = 51,000.
17x = 51,000
x  3,000.
Therefore, the first person gets 6  3,000 = $18,000 and the second person gets
11  3,000 = $33,000.

3. If the measure of the smallest angle is x, then the measure of the largest angle is
4x, and the measures of the other two angles are equal to 2x each.
The sum of the measures of the four angles in the quadrilateral is
x + 2x + 2x + 4x = 9x degrees. This is given to be 360.
9x = 360
x = 40
Therefore, the measure of the smallest angle is 40.
The measure of the largest angle is 4  40  160.
The measures of the other two angles are 2  40  80 each.

4. The population density is the ratio of the number of people to the area in square
kilometers.
10, 400 people
10,400 people  520 km2  = 20 people/km2.
520 km2

1 ft
5. The conversion factor is .
12 in.
11
1 ft 132 in. 1 ft
132 in.  132 in.     11 ft .
12 in. 1 12 in.
1

6. The original unit has drips in the numerator. To cancel out drips and leave liters,
one conversion factor must have drips in the denominator and liters in the

Algebra 1 | 23
 Algebra 1

1L 60 min
numerator: . The other conversion factor is .
4,000 drips 1h
20 drips 1L 60 min 20  60 L
20 drips/min      0.3 L/h .
1 min 4, 000 drips 1h 4, 000 h

Grid

x 4
1. x : y is 4 : 5 is written as  .
y 5
This implies that x = 4k and y = 5k, where k is a whole number.
x + y = 4k + 5k = 36, 9k = 36, k = 4.
Therefore, x = 4(4) = 16 and y = 5(4) = 20.
Answer: x = 16 and y = 20

108 km 1,000 m 1h
2.    30 m/s
1h 1 km 3,600 s

Algebra 1 | 24
 Algebra 1

Section 5.2 Proportions

Basic

y 16
1. a. Algebraically, the given proportion can be written as  .
12 x
b. The means are 12 and 16.
c. The extremes are y and x.
16 y
NOTE: In step 1, a student may write  , answers in b and c have to match
x 12
this form.

x 5
2. Applying the cross-multiplication property to  gives x  8  40  5.
40 8
Dividing both sides of 8x  200 by 8 results in x  25.
5
25 5
Check:  .
40 8
8

6 10
3. a. 6 sandwiches is to $33 as 10 sandwiches is to p dollars:  .
33 p
Other correct proportions are acceptable.
b. Cross-multiplication gives 6p  10  33  330.
Dividing both sides by 6 gives 6p  6  330  6 or p  55.
10 sandwiches would cost $55.

Grid

1. 20(x  2)  8(x  4)
20x  40 = 8x  32
12x  8
2
x
3

Algebra 1 | 25
 Algebra 1

Section 5.3 Percent

Basic

1. Let w represent 15% of 440.

15
w  440 = 66
100

2. 60 is the percentage and w is the whole.

15 60 15w
This means that 60   w or  .
100 1 100
Using the cross-multiplication property, 15w  6,000.
Therefore, w  6,000  15  400.
Thus, 15% of 400 is 60.

3. Let k represent the missing percent.

45 is the percentage and 150 is the whole.
15
k
This means that 45   150 , giving k = 450  15 = 30.
100
10
Thus, 30% of 150 is 45.

4. Let x represent the discount in dollars.

x is the percentage and 120 is the whole.
15
x  120 = 18
100
Amy paid $120  $18  $102 for the jacket.

5. The decrease in price is 32  24 = $8.

Let x represent the missing percent.
8 is x% of 32 means 8 is the percentage and 32 is the whole.
x
Therefore, 8   32 .
100
Using the cross-multiplication property, we get 32x  800.
Dividing both sides by 32 gives x  800  32  25.
Thus, the discount was 25%.

6. Let x represent Janet’s monthly savings. 90 is 30% of x.

30 3
Therefore, 90   x . This simplifies to  x  90 .
100 10
90  10 900
x   300 .
3 3
Let y represent Janet’s monthly earnings. 300 is 50% of y.

Algebra 1 | 26
 Algebra 1

50 1
Therefore, 300   y. This simplifies to y  300 .
100 2
y  2  300  600 .
Thus, Janet's monthly earnings are $600.

Grid

80
1. 80% of 150   150  120
100
Thus, x = 120.

25 x
2.  42
100
25x  4,200
x  168

3. Let x represent the missing percent.

x
 320  80
100
320x  8,000
x  25
Thus, 80 is 25% of 320.

Algebra 1 | 27
 Algebra 1

Section 5.4 Direct Variation

Basic

1. b  0 whenever a  0 as the table shows.

10 5 4 5 6 10 1
Moreover,        . Therefore, b  a, that is,
40 20 16 20 24 40 4
1
b varies directly with a and the proportionality constant is  .
4
Also, a  b, that is, a varies directly with b and the proportionality constant is 4.

2. a. Let k represent the proportionality constant. Then 240 = k(10) or k = 24.

The relation between s and t is given by s = 24t.
b. Substituting 20 for t yields s = 24  20 = 480.
c. Substituting 96 for s yields 96 = 24t or t = 4.

3. The area of the field, y, that can be sprayed varies directly with the number of
drums of pesticide, x. Thus, y = kx, where k is the proportionality constant.
10
Since y = 20 corresponds to x = 14, then k = 20  14 = .
7
10
When x = 21, y   21  30 acres. Thus, 30 acres of land can be sprayed by 21
7
drums of pesticide.

36 90 108 144 180

4. a.      18
2 5 6 8 10
The table defines a proportional relationship between x and y.
y
b. Since  18 , the relationship between y and x is given as y = 18x.
x
c. The ordered pairs listed in the table are plotted in the coordinate plane below.

Algebra 1 | 28
 Algebra 1

y
Amount of coffee (grams) 216

180

144

108

72

36

x
0 2 4 6 8 10 12
Number of cups

5. The coordinates of the points plotted are (4, 6), (6, 9), (10, 15), (12, 18), and
(14, 21).
3
The ratio of the y-coordinate over the x-coordinate for all the points is .
2
3 3
So, y  x . Substituting x = 18, we get y =  18  27 hours.
2 2
It would take Nathan 27 hours to assemble 18 mountain bikes.

Algebra 1 | 29
 Algebra 1

Chapter 6 Geometry

Section 6.1 Lines and Angles

Basic

1. a. Points A, B, and C.
     
b. AC , AB , BC , CA , BA , and CB .
 
c. The names of n are BD and DB .


 
 
 
 
 
 
 

2. a. CB and CD , or CA and CD , or BA and BC , or BA and BD

 

b. BC and CB are not opposite rays. Opposite rays must have a common
endpoint.

 

c. BA is opposite to BC .

3. a. Three line segments

b. AB (or BA ) and AC (or CA ) are intersecting at point A.

4. 1, 2, MAB, ABC, BCA, CAB.

Other correct answers are acceptable.

5. a. DOC or COB or BOA

b. COA or DOB
c. AOD or DOA

6. a. DOE and EOA, COB and AOB

Other correct answers are acceptable.
b. DOE and BOC, EOB and COD
c. DOE and EOB
Other correct answers are acceptable.

Algebra 1 | 30
 Algebra 1

Section 6.2 Angle Measure

Basic

1. a. The measure of ROS is 60°. ROS is acute.

b. The measure of ROT is 150°. ROT is obtuse.
c. mSOT = mROT  mROS = 150°  60° = 90°. SOT is right.

2. The sum of the measures of two complementary angles is 90°.

If x stands for the measure of the smaller angle, then (3x  10) is the measure of the
larger angle. An equation to find the value of x is x + (3x  10) = 90.
4x  10 = 90
4x = 100
x = 100  4 = 25.
Therefore, the measure of the smaller angle is 25°.
The measure of the larger angle is 3  25°  10° = 65°.

3. The sum of the measures of two supplementary angles is 180°. Thus,

x° + (2x + 27)° = 180°.
3x° = 153°, giving x° = 51°. Therefore, the value of x is 51.

4. a. mAOB = 20°
mAOC = 90°
mBOC = mAOC  mAOB = 90°  20° = 70°
b. AOB and COD are congruent.
AOC and BOD are also congruent.

5. a. 1 and 4 are a pair of supplementary angles. (OR 4 and 5.)

b. 1 and 5 are a pair of vertical angles.
c. m4 = m2 + m3 = 120° as vertical angles are congruent.
m2 = 120°  m3 = 120°  72° = 48°.
d. m4 + m5 = 180° as 4 and 5 are supplementary.
m5 = 180°  m4 = 180°  120° = 60°.

6. m3 = 90°
The sum of the measures of all four angles is 360°.
Thus, 40 + 90 + x + x = 360.
130 + 2x = 360.
2x = 360  130 = 230, giving x = 230  2 = 115.
Thus, the value of x is 115.

Algebra 1 | 31
 Algebra 1

Section 6.3 Drawing Triangles

Basic

1.
Y
X

4 cm

50°
A E
6 cm

Use a ruler to draw a line segment with length equal to either one of the given
sides, say 6 cm. Call it AE .


Use a protractor with straight edge aligned with AE and draw a ray AY forming
an angle of measure 50° with AE .


Use a ruler and measure 4 cm along AY with one end at A. The other end is X.
Connect X to A and to E.
Other correct solutions are acceptable.

2. a. RT must be less than 12.2 + 8.5 = 20.7.

Thus, the value of b is 20.7.
b. RT must be greater than 12.2  8.5 = 3.7.
Thus, the value of a is 3.7.

3. The length of any side of a triangle is less than the sum of the lengths of the other
two sides. In the given triangle, the sum of the lengths of two sides is 10 + 15 = 25
which is not greater than 25. The triangle inequality does not hold true for the
given measurements.
Therefore, no triangle can be drawn with the given side lengths.

4.
B

3 cm 4 cm

A 5 cm C

Algebra 1 | 32
 Algebra 1

Use a ruler to draw a line segment with length equal to any one of the sides, say
5 cm. Call it AC .
Use a compass and draw a circle with center at A and radius equal to 4 cm or 3 cm,
say 3 cm.
Use a compass and draw a circle with center at C and radius equal to 4 cm.
B is either of the two points of intersection of the two circles. Connect B to A and
to C.
Other correct solutions are acceptable.

5.
D
B

5 cm

90
A 4 cm C
Use a ruler and draw a line segment with length equal to 4 cm. Call it AC .


Use a protractor with its straight edge aligned with AC and draw a ray CD
forming an angle of measure 90° with AC .
Use a compass and draw a circle with center at A and radius 5 cm. The circle


intersects CD at one point. Mark it B. Connect B to A and to C.
Other correct solutions are acceptable.
Only one triangle is possible.

Algebra 1 | 33
 Algebra 1

Section 6.4 Cross Sections

Basic

1. a. Triangle
b. Trapezoid
c. Square

Algebra 1 | 34
 Algebra 1

Chapter 7 Measurements

Section 7.1 Scale Drawing

Basic

1. a. The length in the drawing is 5 cm and the actual length is 100 meters. Thus, the
drawing scale is 5 cm : 100 m, or in simplest form 5 : 10,000, which is equivalent
to 1 : 2,000.
1 3
b. Let w stand for the actual width of the soccer field, giving  .
2, 000 w
Cross-multiplication gives w = 3  2,000 = 6,000 cm = 60 m.

2. The length of the path in the drawing is 3.0 + 2.0 + 3.0 + 1.5 + 2.5 = 12 cm. The
drawing scale is 1 cm : 100 m, which is 1 cm : 10,000 cm. If d is the actual
1 12
distance the man walks, then  . Cross multiplication gives,
10, 000 d
d = 10,000  12 = 120,000 cm = 1,200 m.

Algebra 1 | 35
 Algebra 1

Section 7.2 Area of a Plane Figure

Basic

1. The shape can be split into two right triangles, BAD and BCD.
5  12
The area of ABD is  30 cm2.
2
10  8.3
The area of BCD is  41.5 cm2.
2
Area of the quadrilateral = Area of ABD + Area of BCD = 30 + 41.5 = 71.5 cm2.

2. The drawing scale is 1 cm : 5 m or 1 cm : 500 cm.

1 4 2
 
500 Actual length Actual width
Cross multiplication gives,
Actual width = 2  500 = 1,000 cm = 10 m,
Actual length = 4  500 = 2,000 cm = 20 m.
The actual area of the living and dining room is 10  20 = 200 m2.

Algebra 1 | 36
 Algebra 1

Section 7.3 Circles

Basic

1. Let r and R stand for the radii of the back wheel and the front wheel, respectively.
c 2πr r
Since the ratio of their respective circumferences is   , then it is the
C 2πR R
c 1 c 1
same as the ratio of the radii of the wheels. Therefore,  . That is  .
C 3 15 3
Cross multiplication gives 3c = 15, which simplifies to c = 5 feet.

22
2. a. The area of the circle is π  r 2  142  616 in2.
7
b. The radius of the bigger circle is R = 10  r = 10  14 = 140 in.
22
The area of the circle is π  R 2   1402  61, 600 in2.
7
c. The ratio of the area of the bigger circle to that of the smaller circle is
61, 600
 100 .
616
The ratio of the radius of the bigger circle to that of the smaller one is
R 140
  10 . Therefore, the ratio of the areas of the two circles is equal to the
r 14
square of the ratio of the radii.

3. The circumference of the circle is 2r = 2  1 = 2.

The area of the circle is r2 =   12 = .
Since 2 > , then numerically, the area is less than the circumference.

4. The area of the rectangle is 4  6 = 24 dm2.

4
The radius of the semi-circle is r   2 dm and so, the area of the removed part
2
1 1
is πr 2   π  22  2π dm2. The remaining area is 24  2 dm2.
2 2

Algebra 1 | 37
 Algebra 1

Section 7.4 Surface Area and Volume

Basic

1. The area of each base is B = 4  8 = 32 square units.

The perimeter of the base is P = 2(4 + 8) = 24 units.
The surface area is S = 2B + Ph = 2  32 + 24  4 = 64 + 96 = 160 square units.

2. The volume of the prism is V = lwh = 6  4  5 = 120 cubic units.

3. The solid is formed by three right rectangular prisms.

One prism has dimensions 1  2  3 and the other two have dimensions 1  3  5.
The volume of the solid is V = 1  2  3 + 2(1  3  5) = 36 cubic units.

Algebra 1 | 38
 Algebra 1

Chapter 8 Probability

Section 8.1 Simple Events

Basic

1. a. unlikely
b. likely
c. equally likely
d. impossible
e. certain

2. There are 6 identical sectors, of which 2 are black.

2 1
The probability the spinner lands on a black sector is P(black) =  .
6 3

3. a. The sample space is the set {11, 12, 13, 14, 15, 16}.
b. In total, there are 6 possible outcomes. If E is the random event of getting a
prime number, then this event occurs if the card bears the number 11 or the
2 1
number 13. Thus, the probability of the event E is P (E) =  .
6 3

4. a. P (It will not rain next Monday) = 1  P (It will rain next Monday) =
= 1  0.6 = 0.4.
b. P (Jacob fails) = 1  P (Jacob passes) = 1  0.6 = 0.4.
3 1
c. P (white) = 1  P (colored) = 1  = or 0.25.
4 4

5. a. The estimated probability is:

Number of storybooks with more than 100 pages 3 1
   0.125 .
Total number of storybooks 24 8
b. If x is the estimated number of storybooks with more than 100 pages, then
x 1 1
 , which gives x   800  100 . Hence, about 100 storybooks in the
800 8 8
library are expected to have more than 100 pages.

6. Larger samples produce more accurate estimates. Therefore, the best estimate for
the probability that a randomly selected person wears glasses is obtained from the
sample of size 500.
30 3
The estimate is  = 0.06.
500 50

Algebra 1 | 39
 Algebra 1

Section 8.2 Probability Models

Basic

1. P(The piece of candy is either red or yellow) =

P(The piece of candy is red) + P(The piece of candy is yellow) = 0.4 + 0.35 = 0.75.

2. All outcomes are mutually exclusive. The sum of all probabilities must be 1.
P (3 heads) = 1  (0.2 + 0.3 + 0.4) = 1  0.9 = 0.1

3. a. The sum of all probabilities in the table is 0.1 + 0.1 + 0.2 + 0.25 + 0.3 + 0.05 = 1.
Therefore, the probability that Brian makes 6 free throws in a single game is 0.
b. The event “makes at least 2 free throws” consists of four mutually exclusive
outcomes: 2, 3, 4, or 5 free throws.
P (makes at least 2 free throws) = 0.2 + 0.25 + 0.3 + 0.05 = 0.8
c. Since the probability that Brian makes at least 2 free throws in a single game is
0.8, which is greater than 0.5, then this event is likely to occur.

4. P (It rains in both cities) = P (It rains in New York)  P (It rains in Paris) =
= 0.8  0.6 = 0.48

5. P(different colors) = P(red and green) + P(red and blue) + P(blue and green) =
5 4 5 6 5 4 70
        0.7 .
10 10 10 10 10 10 100

Algebra 1 | 40
 Algebra 1

Section 8.3 Probability Trees

Basic

1. a.
Meals Drinks Outcomes
1/2 M CM
C
1/2 J CJ
1/4
1/2 M BM
B
1/4 1/2 J BJ
1/4 1/2 M FM
F
1/2 J FJ
1/4
1/2 M VM
V
1/2 J VJ

b. There are two outcomes where a student chooses a chicken meal and any drink:
2 1
CM and CJ. The probability of this event is  = 0.25.
8 4
c. There are four outcomes where a student chooses juice and any meal: CJ, BJ, FJ,
4 1
and VJ. The probability of this event is  = 0.5.
8 2

2. a.
Game 1 Game 2 Outcomes

1/4 John JJ
John
1/4 Freddy JF
3/4
3/4 1/4 John FJ
Freddy
3/4 Freddy FF
b. P(John makes the first move in at least one of the two games) =
1 1 1 3 3 1 7
P(JJ or JF or FJ) =      
4 4 4 4 4 4 16
3 3 7
Solution based on complements is also possible: 1    .
4 4 16

Algebra 1 | 41
 Algebra 1

3. a.
1st ball 2nd ball Outcomes
2/7 Red RR
Red
3/8 Blue RB
5/7
5/8 3/7 Red BR
Blue
4/7 Blue BB

b. P(The two balls selected have the same color) = P(RR or BB) =
3 2 5 4 26 13
     .
8 7 8 7 56 28

Algebra 1 | 42
 Algebra 1

Chapter 9 Statistics

Section 9.1 Population and Sample

Basic

1. a. The population is the shoppers in the store. The study is about the average
amount of money the shoppers spend in a single shopping visit. A sample
(survey) is adequate as the census would involve all shoppers in the store per day
which may be too many.
b. The population is the players on the high school basketball team. The study is
about the colors the team members prefer. A census is adequate as the study
involves only the members of one team and exact numbers of shirts of each color
is of interest.

2. Option a) provides an unbiased estimate of the walking time.

Algebra 1 | 43
 Algebra 1

Section 9.2 Drawing Inferences

Basic

1. The number of listeners in the group selected is 21 + 36 + 18 + 15  90.

The proportion of listeners in the group who prefer rock music is 36  90  0.4 or
40%.

2. The total number of followers in the group selected is 9 + 14 + 12 + 5  40.

The proportion of the followers in the group with ages between 26 and 35,
14 7
inclusive, is   0.35 , which is a good estimate of the population
40 20
proportion.
The estimated number of followers with ages between 26 and 35, inclusive, is
7
 960  336 .
20

3. There are 10 songs in the group selected. The sum of their lengths is
2.5 + 3 + 3.5 + 4 + 4 + 4.5 + 4.5 + 5 + 5 + 6 = 42 minutes. The mean of their
42
lengths is  4.2 minutes. Thus, a reasonable estimate for the mean length of the
10
songs in David’s collection is 4.2 minutes.

4. The outcomes of most of the samples are clustered around 18.

A reasonable estimate for the mean score of all middle school students in this state
is 18.

Algebra 1 | 44
 Algebra 1

Section 9.3 Comparing Groups

Basic

1. The box-and-whisker plot is drawn below.

8 12 16 20 24
Length (centimeters)

2. a. 29°C is the upper quartile. Hence, the high temperature exceeded 29°C on 25%
of the days.
b. 22°C is the lower quartile. Hence, the high temperature exceeded 22°C on 75%
of the days.
c. The temperature was between 22°C and 29°C on 50% of the days.
d. The range of the given data is 30  18 = 12°C.
e. The interquartile range of the given data is 29  22 = 7°C.

Algebra 1 | 45
 Algebra 1

Section 9.4 Comparing Populations Using Samples

Basic

1. The difference between the two means is 8.2  6.8 = 1.4 hours.
This difference is greater than 2  0.62 = 1.24 hours. This means that the difference
between the means of the lifetimes for the populations of the two types of batteries
is significant. We can conclude that the two populations have different means.

2. a. There is no overlap between the two displays. This means that the difference
between the medians of the two samples is significant.
b. It is reasonable to claim that, on average, a tree in shade grows slower than the
same tree in plenty of sunshine.

3. There is a significant overlap between the two distributions.

The center of the distribution of the average number of text messages for girls is
about 6, and the center of the distribution of the average number of text messages
for boys is about 4.
The MAD of each distribution is about 1.3. The difference of 2 between the centers
of the two distributions is not significant since it is less than twice the MAD
(2  1.3 = 2.6).
Accordingly, we cannot predict a significant difference between the average
number of messages received by boys and girls over the weekend.

Algebra 1 | 46