MMS 8 Answers
MMS 8 Answers
MMS 8 Answers
Answers
Unit 1 Numbers, Variables, and c) For example: About 840 000; I assumed the percents
Equations, page 4 in 2004 were the same as they were in 1998, and that
the population was about one-half males and one-half
Skills You’ll Need, page 6 females.
1. a) 43 b) 27 c) 72 d) 125 d) “In 1998, what percent of males chose a sport not
2. a) 5 × 5 × 5 × 5; 625 b) 11 × 11; 121 listed in the table as the most popular sport?”
c) 2 × 2 × 2 × 2 × 2 × 2 × 2 × 2; 256 (Answer: About 60.7%)
10. For example: I would group pairs of numbers that add to
d) 12 × 12 × 12; 1728
50, then add; 1275.
3. a) 33 b) 62 c) 82, 43, 26 d) 22
e) 5 3
f) 2 3
g) 73 h) 252, 54 1.2 Prime Factors, page 17
4. a) i) 10 4
ii) 10 7
iii) 10 3
iv) 10 8 1. a) 36 b) 392 c) 675 d) 180
b) For example: The exponent equals the number of e) 384 f) 567 g) 441 h) 700
zeros when the number is written in standard form. 2. a) 3, 7 b) 2, 7 c) 2, 5 d) 5
The exponent equals the number of 10s when the e) 19 f) 2, 5 g) 7, 11 h) 2, 3
number is written in expanded form.
3. a) 24 × 3 b) 32 × 7 c) 24 × 52 d) 24
5. a) 10 000 b) 1 000 000
e) 2 × 3 × 5 f) 5 × 11
3
g) 2 × 3
2 2
h) 23 × 11
c) 10 000 000 000 d) 1 000 000 000 000
4. a) 11 b) 2, 3, 4, 6, 8, 12, 24
6. No. 106 – 104 = 1 000 000 – 10 000 = 990 000;
2
10 = 100 c) 3 d) 5, 25
7. a) 1100 b) 11 000 c) 110 000 5. a) 336, 672, 1008 b) 288, 576, 864
ANSWERS 513
514 ANSWERS
Unit 1 Unit Review, page 42 Unit 1 Unit Problem: Planning a Ski Trip, page 46
1. For example: “About how many hours did each Canadian Part 1
spend volunteering?” (Answer: About 100 h) 1. From greatest elevation to least elevation: Telluride,
2. a) 64 = 26 b) 42 = 2 × 3 × 7 Aspen Highlands, Vail, Big Sky, Steamboat, Jackson
Hole, Heavenly, Sun Valley, Kicking Horse,
c) 60 = 2 × 3 × 5
2
d) 30 = 2 × 3 × 5
Whistler/Blackcomb
3. a) 48 b) 100
2. a) 4 students b) 8 students
4. a) 253
b) For example: 9 999 999 823; after this number, the 3. a) 3oC b) –6oC
display is in scientific notation. 4. Company A
5. c
6. a) i) 5 ii) 105, 210, 315 Unit 2 Applications of Ratio, Rate, and
b) i) 2, 4, 5, 10, 20 ii) 100, 200, 300 Percent, page 48
c) i) 5, 25 ii) 75, 150, 225 Skills You’ll Need, page 51
d) i) 2, 3, 6 ii) 180, 360, 540 1. a) i) 52:21 ii) 41:4
7. a) For example: 8 and 9; 25 and 42 b) i) 36:31 ii) 82:11
b) For example: 12 and 16; 25 and 100
c) i) 6:7 ii) 41:4
c) The lowest common multiple is less than the product
of two numbers if the numbers have at least one d) i) 27:37 ii) 41:5
common factor. If they do not have any common 2. 82:8 and 41:4; 82:10 and 41:5; 30:35 and 6:7
factors, the lowest common multiple is the product of 3. a) 75 heartbeats/min b) $9.35/ticket
the two numbers. c) $2.25/ball d) $9.75/h
8. a) Caspian Sea, Superior, Victoria, Huron, Michigan, 4. a) 80 km/h b) 8 h 45 min
Tanganyika, Baikal, Great Bear, Aral, Malawi
5. a) i) 0.3, 30% ii) 0.8, 80%
b) Malawi and Michigan
9. a) 9 × 106 + 3 × 105 + 3 × 104 + 7 × 103 iii) 1.05, 105% iv) 0.03, 3%
1 17 5 1
b) 9 × 105 + 7 × 104 + 7 × 103 + 1 × 102 + 8 × 101 + 3 b) i) 0.25, ii) 0.34, iii) 2.5, iv) 0.02,
4 50 2 50
c) 1 × 108 + 6 × 106 + 4 × 104 + 5 × 101 + 5
3 7
d) 7 × 104 + 3 × 103 + 5 × 102 + 3 × 101 + 2 c) i) 15%, ii) 7%,
20 100
10. a) 1.5 × 106 b) 4.2 × 104 c) 6 × 108 d) 2.7 × 101 2 23
iii) 40%, iv) 115%,
11. a) 6000 b) 8 430 000 c) 720 000 d) 328 000 000 5 20
12. a) 17 b) 105 c) 115 d) 3.11
2.1 Using Proportions to Solve Ratio Problems, page 55
13. a) 100 m2 b) 108 m2 c) 72 m2
1. a) t = 36 b) v = 18 c) x = 10
14. a) x = 5 b) x = 8 c) x = 9 d) x = 9
d) a = 3 e) b = 15 f) l = 20
15. 13 stamps
2. 225 shots
16. a) x = 9 b) x = 6 c) x = 3 d) x = 10
3. a) 10 trees b) Yes. Use a model.
17. a) x = 3 b) x = 11 c) x = 2 d) x = 1 4. 148 dentists
18. x = 19; 19 books can be bought. 2
5. 43 times
19. x = 9; Kumar has 9 cards.
6. 64 students
Unit 1 Practice Test, page 45
7. a) No, it only tells the proportion. b) 15 cm
1. For example: I assumed there are 4 people in the
8. 24 shots
household, and that each person flushes the toilet 6 times
9. a) 39 b) 26 c) $1111.50
per day.
10. a) 24 students b) 27 students
a) 480 L b) 336 L
ANSWERS 515
11. Ratio of my height: height of a flagpole = ratio of length 2. a) i) 33. 3 % ii) 66. 6 % iii) 100%
of my shadow:length of shadow of flagpole
iv) 133. 3 % v) 166. 6 % vi) 200%
2.2 Scale Drawings, page 59 b) Percents start at 33. 3 %. They increase by 33. 3 % each
1. a) 450 cm b) 0.02 cm time.
2. For example: 1:2000
c) Multiply 33. 3 % by the numerator each time.
3. Answers may vary.
4. About 1:8025 i) 233. 3 % ii) 266. 6 % iii) 300%
5. a) 105 km b) 6 cm 3. a) i) 720 ii) 72 iii) 7.2 iv) 0.72
6. a) 9.6 cm by 12.8 cm b) 6.2 cm by 8.4 cm b) The decimal point moves 1 place to the left each time.
7. For example: About 1:200; I assumed the page is 25 cm c) i) 7200 ii) 0.072
long. 4. a) About 5 runners
8. 14:1
b) 1% of 618 is about 6, so 0.8% of 618
2.3 Comparing Rates, page 67 should be a bit less than 6.
1. a) $133/week b) 85 km/h 5. a) 168 people
c) About $0.29/bottle d) $0.33/can b) 100% of 120 = 120; 50% of 120 = 60;
2. a) 8 grapefruit for $2.99 b) 125 g for $0.79 150% of 120 = 120 + 60 = 180
c) 150 mL for $2.19 d) 2 L for $4.49 So, 140% would be a bit less than 180.
3. About $7.25 6. About 84%
4. a) 87.5 km 7. a) Less than 20 b) 15
b) The average speed is the mean distance travelled c) The population decreased by 1985 people.
in 1 h.
2.5 Solving Percent Problems, page 76
c) 8 h
1. a) 20 b) 24 c) 800 d) 40
5. a) 60 km in 3 h
6. For example: 2. a) 833. 3 g b) 500 cm c) 1500 g
516 ANSWERS
ANSWERS 517
518 ANSWERS
3. a) 495 b) 440 11 29 29 1 3 11
8. a) 1 b) 1 c) 2 d) 2 e) 5 f) 2
12 60 30 60 5 30
4.1 Comparing and Ordering Fractions, page 137 9. a) Yes b) No c) No d) No e) No
1 5 2 3
1. a) b) c) d) f) Yes g) No h) Yes i) Yes
2 6 3 4
1 1 1 1 1 1
1 3 3 2 10. a) + b) + c) +
e) f) g) h) 2 4 4 6 2 5
3 4 4 5
3 1 4 3 7 6 1
11. 7 ; I used mixed numbers.
2. a) , , b) , , 2
8 2 5 5 10 8
7 6 5 7 13 10 4.3 Subtracting Fractions, page 146
c) , , d) , ,
4 3 2 5 6 3 9 1 3 4
19 9 11 9 1 2 9 1 2 1. a) b) c) d)
3. a) , , b) 1 , 2 , 3 c) 1 , 2 , 3 4 8 2 3
10 4 3 10 4 3 10 4 3 13 3
e) 1 f) g) 3 h)
d) Ordering mixed numbers; when the whole numbers 9 14
are different 1 1 3 13
2. a) b) c) d)
4. Yes 12 5 20 24
1 3 1 3 5 7 1 11 13 7
5. a) b) c) d) e) f) e) f) g) h)
2 2 4 4 4 4 12 15 10 15
0 1 1 1 2 1 3 1 2 3 4 3
6. a) , , , , , , , , , , 3.
1 1 2 3 3 4 4 5 5 5 5 8
0 1 1 1 2 1 3 2 3 4 1 31 14 23 13
b) , , , , , , , , , , 4. a) b) c) d)
1 5 4 3 5 2 5 3 4 5 1 12 15 20 15
21 22 23 16 17 26 27 28 29 29 53 5 41
7. a) For example: , , , , , , , , , … e) f) g) h)
4 4 4 3 3 5 5 5 5 10 30 6 24
3 4 3 5 3 2 3 2 4 3 4 5 4 2 4 2
b) No. There are fractions for each possible denominator. 5. a) – , – , – , – , – , – , – , – ,
2 5 2 4 4 5 5 4 2 5 2 3 3 5 5 3
3 3 3 3 4 4 4 4 5 5 5 5 6 6 6 6
8. a), , , , , , , , , , , , , , , 5 3 5 4 5 2 5 2
3 4 5 6 3 4 5 6 3 4 5 6 3 4 5 6 – , – , – , –
2 4 2 3 3 4 4 3
3 3 4 3 4 5 3 4 5 6 6 5 4 6 5 6
b) , , , , , , , , , , , , , , , 5 3 3 2
6 5 6 4 5 6 3 4 5 6 5 4 3 4 3 3 b) – c) –
2 4 5 4
c) i) none 11 31 11 19 1 17
3 3 4 4 5 4 5 5 6 6 6 6. a) 2 b) 1 c) 1 d) e) 3 f) 2
ii) , , , , iii) , , , , , 20 40 30 30 18 18
4 5 5 6 6 3 3 4 3 4 5 1 4 1
22 919 7. a) i) 2 ii) 3 iii) 4
9. a) b) 5 7 6
32 999 8. Answers may vary.
9 2 5 1 2 1 1 1 1 1
4.2 Adding Fractions, page 141 a) – b) – c) – d) – e) –
7 5 5 11 10 5 6 12 15 30 4 12 2 4
1. a) b) c) d)
9 6 6 12 9. a) 12 books b) 18 books
11 1 1 5 1 1 1 1
e) f) g) h) 10. a) ; ; ;
15 2 3 8 2 6 12 20
7 11 37 19 1 1 1 1 1 1 1 1 1
2. a) 1 b) 2 c) 1 d) 2 b) For example: – = ; – = ; – =
8 20 42 30 5 6 30 6 7 42 7 8 56
7 13 25 13 c) For example: The denominators of the fractions
e) 1 f) 1 g) 2 h) 3
24 35 36 30
increase by 1 each time.
29
3. The denominator of the difference is the product of the
30
4. Answers may vary. denominators of the fractions that are subtracted.
1 1 1 3 3 3 9 9 9 11. 24
a) i) + = ii) + = iii) + = 11
4 4 2 8 8 4 20 20 10
12.
1 2 1 6 3 3 18 9 9 30
b) i) + = ii) + = iii) + =
4 8 2 16 8 4 40 20 10
4.4 Using Models to Multiply Fractions, page 150
1 3 2 2 1 1 2 7 1 8 1 1
5. a) + , + , + + , + , + + ,… 3 1 1 5 21 3
5 5 5 5 5 5 5 10 10 15 5 5 1. a) b) c) d) e) f)
8 2 5 12 40 5
1 3 1 1 3 2 1 3 3 1 1 1
b) + , + , + , + + , + + ,… 15 8 1 4 2 16
10 5 5 2 10 5 10 10 10 3 5 6 2. a) b) c) d) e) f)
32 45 2 7 9 25
1 1 2 3 1 1 1 1 1 4
c) + , + , + + , + + ,… 3 1 1 5 3 5 4 3 4
9 9 18 27 12 12 18 27 27 27 3. × = ; × = ; × =
7 6 14 6 8 16 9 5 15
7 2 7 13 4 11
6. a) 7 b) 4 c) 4 d) 2 e) 3 f) 7 3 3 3
12 5 20 24 15 40 4. a) i) ii) iii)
10 10 32
7
7. 6 h 3 2 2
15 iv) v) vi)
32 5 5
ANSWERS 519
b) The areas in i) and ii) are the same. Likewise for iii) 1 1 17 27
9. a) 1 b) 3 c) d)
and iv), and v) and vi). 2 40 20 40
15 1
5. Each expression results in . 10. a) Farrah b)
96 30
7 3 1 8
4.5 Multiplying Fractions, page 153 11. a) b) c) d)
16 8 2 15
5 2 9 4 21 4 76
1. a) b) c) 12. a) b) c) 8 d) 4
16 5 40 15 40 15 81
2 1 1 39 11 49 2
2. a) b) c) d) e) f) 13.
5 4 24 16 8 24 15
7
3.
12 4.6 Using Models to Divide Fractions and Whole Numbers,
4. a) i) 1 ii) 1 iii) 1 iv) 1 v) 1 vi) 1 page 159
2 3 11 19 5 7 1. a) i) 6 ii) 3
b) All products are 1. For example: × , × , × .
3 2 19 11 7 5 b) i) 12 ii) 6 iii) 4
The fractions are reciprocals. 1 1 1
c) i) ii) iii)
3 1 15 1 11 4 8 16
5. a) 4 b) 8 c) 5 d) 14 e) 3
8 15 32 16 25 1 1
2. a) 4 b) 9 c) 4 d) 16 e) 8 f) 5
11 2 3
f) 2
40 1 1 2 1 1 3
3. a) b) c) d) e) f)
6. No. The sum of two fractions with denominators greater 4 9 9 16 8 16
than 1 is greater than the product of the two fractions. 4 1 1 5
4. a) b) 5 c) d) 8 e) 6 f)
4 216 81 625 15 3 10 16
7. a) b) c) d)
81 125 10 000 16 5. 4
5 4 7 9 11 20 2 1 2
8. a) i) × ii) × iii) × 6. ÷ 4 = ; 4 ÷ = 6
2 5 3 7 5 11 3 6 3
9 20 4 6 4 2 6 4 2
iv) × 7. a) 2 ÷ = 3, 2 ÷ = , 4 ÷ = 12; 4 ÷ = , 6 ÷ = 12,
4 9 6 4 3 6 2 3 4
3 2 6 2 9 2 12 2 4
b) × i) × ii) × iii) × 6÷ =3
2 3 2 3 2 3 2 3 2
15 2 2 2
iv) × b) Both 4 ÷ and 6 ÷ have a quotient of 12.
2 3 6 4
30 2 6 6 4
c) × Both 2 ÷ and 4 ÷ have a quotient of .
2 3 4 2 3
10 36 6 36 6
9. 8. For example: ÷6= , –6= ;
9 5 5 5 5
1 25 5 25 5
10. ÷5= , –5=
6 4 4 4 4
Unit 4 Mid-Unit Review, page 156 4.7 Dividing Fractions, page 163
1 1 5 2 3 1 1
1. , , , , 1. a) 2 b) 2
4 2 8 3 4 2 4
3 5 2 27 5 3
2. Paola; is greater than 2. a) 2 b) c) 2 d)
4 7 15 50 8 7
2 1 3 1 2 7 8 5 1 7 6 1 15 20
3. a) , , , b) , , , 3. a) 2 , or b) c) 7 or d)
5 4 8 3 3 12 10 6 3 3 11 2 2 27
1 5 1 13 1 25 1 41 57 5 17
4. a) 2 = b) 2 = c) 2 = d) 2 = 4. a) b) 1 c) 1 d) 1
2 2 6 6 12 12 20 20 80 28 18
Each fraction is added to its reciprocal. The numerator 25 7 1 35
5. a) or 2 b) 1 c) d)
and denominator of the first fraction in each sum 9 9 15 58
increase by 1 each time. 1 6 5 11 35
6. a) i) 1 or ii) iii) 1 or
Each sum is 2 whole ones plus a unit fraction. The 5 5 6 24 24
denominator of the unit fraction is the product of the 24 1 25 12
iv) v) 2 or vi)
denominators of the fractions that are added. 35 12 12 25
59 b) Pairs of division statements have the same fractions, in
5. No. of the pail will be full.
60 a different order. The quotients in each pair are
5 1 17 7 2 23
6. a) 4 b) 5 c) 5 d) 4 e) 5 f) 3 reciprocals.
8 2 40 24 9 30
3 2 15 2 3 16
7. Yes; the sum of the numbers in any row, column, or ÷ = ; ÷ =
8 5 16 5 8 15
diagonal is 1. 7 1 7 1 7 3
1 22 17 1 ÷ = ; ÷ =
8. a) b) c) d) 9 3 3 3 9 7
10 21 20 10
520 ANSWERS
7. a) There are 24 possible different division statements. 2. a) 0.147 b) 14 700 c) 96.4 d) 12 300
2 4 2 5 3 4 3 5 e) 34.5 f) 1.23 g) 2345 h) 123
For example: ÷ , ÷ , ÷ , ÷ , …
3 5 3 4 2 5 2 4
3. a) 1 b) 10 c) 0.01 d) 0.1 e) 0.1 f) 0.01
1 10 3
b) 3 or is the greatest quotient. is the least g) 0.01 h) 0.1 i) 0.01
3 3 10
quotient. 4. a) 2340 b) 3.45 c) 0.1223 d) 12 e) 13.2
4 f) 0.05 g) 0.0725 h) 7.25 i) 14.56
8. Statement c) has the greatest value, 4 .
5 5. No. If the divisor is a decimal less than 1, and the
4 3 5 6 5 3 dividend is not 0, the quotient is greater than the
9. For example: ÷ , ÷ , ÷
8 5 4 4 8 4 dividend; for example: 13.2 ÷ 0.01 = 1320
6. a) 1781 b) 4250 c) 1.12 d) 10.5 e) 1060 f) 30 200
4.8 Converting Between Decimals and Fractions, page 167
7. a) 1.55 cm; 23.1 cm b) 15.5 cm; 33 cm
1. a) i) 0.6 ii) 0.75 iii) 0.8 iv) 0.83 v) 0.857142
c) 155 cm; 310.2 cm d) 1550 cm; 3100.02 cm
b) Terminating decimals do not fill the calculator screen.
73 153 1753 3 e) 15 500 cm; 31 000.002 cm
2. a) b) c) d)
100 200 2000 5000 8.b) i) 16 cm2 ii) 26.4 cm2 iii) 41.28 cm2
5 40 75 c) Larger, because the divisor is less than 1.
3. a) = 0.5 b) = 0.4 c) = 0.75
10 100 100 d) The rectangle 6 cm by 4.4 cm would be similar if each
52 38
d) = 0.52 e) = 0.38 side length were divided by 0.1.
100 100
i) 160 cm2 ii) 2640 cm2 iii) 41 280 cm2
4. a) 0.285714 b) 0.27 c) 0.2
Reading and Writing in Math: Providing Math Information,
d) 0.294 117 647 e) 0.384615
page 173
5. I could use long division.
1. a) The total amount of money spent.
6. 0.2 a) 0.8 b) 1.4 c) 1.8 d) 2.2 b) “Shazi spent $4.80 on candy bars. She bought some
76 38 19 152 228 30¢ candy bars and some 60¢ candy bars. She bought
7. a) For example: , , , , ,…
100 50 25 200 300 10 bars in total. How many candy bars did she buy at
b) No, I can multiply the numerator and denominator by each price?” (Answer: 6 at 60¢, and 4 at 40¢)
any natural number to find equivalent fractions. 2. a) The cost of bicycles and tricycles
8. a) 1, 2, 1.5, 1.6, 1.6, 1.625; The numbers alternate b) 30 tricycles and 20 bicycles
between being greater than or less than the preceding 3. a) How many times does each team play each other?
number. Does it include playoff games?
b) 1.615384, 1.619047, 1.61747059, 1.618 ; the numbers Unit 4 Unit Review, page 175
1 3 1 13
get closer to about 1.618. 1. a) b) c) d)
3 5 2 20
9. a) 0.142857, 0.285714, 0.428571, 0.571428, 2. a) Lalo
0.714285, 0.857142 Tenth digit increases from b) Any number of questions that is divisible by both 3
and 5 (multiples of 15)
least to greatest, other digits follow the same 1 2 3 4 5 1 3 2 3 7
sequence. 3. a) , , , , b) , , , ,
4 3 4 5 6 3 8 5 7 10
b) 0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8 Tenth digit increases 7 7 3 1 4 3 4 3 1
4. a) , , , b) , , , ,
6 8 4 2 3 4 10 12 6
by 1 each time, and always repeats. 4 2 4 2 4
c) , and , ,
c) 0.09, 0.18, 0.27, 0.36, 0.45, 0.54, 0.63, 0.72, 0.81, 0.90 5 3 6 4 10
9 47 61
Repeating digits are the multiples of 9, in 5. a) b) c)
8 42 15
increasing order. 3 13 55 7
6. a) b) c) d)
10. a) 0.01, 0.1, 0.1, 1.01 b) 0.3, 0.3, 0.35, 1.3, 2.3 20 12 72 30
1 19 1 3
c) 0.46, 0.64, 0.6, 1.06, 1.46 7. a) 4 b) 1 c) 7 d)
6 30 24 4
17
4.9 Dividing by 0.1, 0.01, and 0.001, page 170 8. 1 cups
40
1. a)5.47, 54.7, 547, 5470, 54 700, 547 000
7 1 1
b) 8.79, 87.9, 879, 8790, 87 900, 879 000 9. a) 10 b) c) 7 d)
16 2 4
c)0.345, 3.45, 34.5, 345, 3450, 34 500
6 9 1 5
d) 0.0652, 0.652, 6.52, 65.2, 652, 6520 e) f) g) 8 h) 3
25 40 3 24
e)65.4212, 654.212, 6542.12, 65 421.2, 654 212, 3
6 542 120 10.
10
f) 0.002 34, 0.0234, 0.234, 2.34, 23.4, 234 2 3 4
g) 0.089, 0.89, 8.9, 89, 890, 8900 11. a) 3 b) 2 c) 3 d) 4
3 4 5
h) 0.1001, 1.001, 10.01, 100.1, 1001, 10 010
ANSWERS 521
12. 12 glasses of milk can be filled from the jug. Unit 4 Unit Problem: Dividing a Square, page 178
3 8 5 5 1 3 11 13
13. a) b) c) 1 d) Part 1: units2; units2; units2; units2
20 15 8 12 12 16 24 48
14. Jaiden can knit 20 squares in 25 h. 1 3 13 11
, , ,
15. If the fraction is a proper fraction, the quotient is less 12 16 48 24
than 1. If the fraction is an improper fraction, and it is 1 1
Part 2: Square A: Square B:
greater than the divisor, the quotient is greater than 1. If 2 4
the fraction is an improper fraction, and it is less than the 1 2
Square C: Square D:
divisor, the quotient is less than 1. 3 3
7
16. a) 9 b) 3 c) 2 d) 1
9 Cumulative Review, Units 1–4, page 180
2 1 19
e) 2 f) 1 g) 5 h) 1 1. a) 24 276
3 2 25
3 5 21 b) Estimates may vary; 27 is the closest answer.
17. a) 3 b) c) 2 d)
4 24 100 2. a) 2 19 b) 35 c) 22 32 7 d) 357
14 49 6 1 5
18. a)
17
b) 1
66
c) 2
11
d)
2 3. a) 3.036 21 10 b) 3.036 28 105
19. The quotient is less than 1 if the dividend is less than the c) 7; 7 cannot be written as a power of 10.
divisor. 4. a) 40 ÷ 5 + 3 (22 – 1) = 17
The quotient is greater than 1 if the dividend is greater b) 40 ÷ (5 + 3) 22 – 1 = 19
than the divisor. c) 40 ÷ 5 + (3 2)2 – 1 = 43
3 3 d) 40 ÷ (5 + 3) (22 – 1) = 15
20. a) i) ii) 5. 25
2 2
1 1 6. 8
b) i) ii) 7. 1.625 km
2 2
3 3 8. a) 3 b) 99.3%
c) i) ii)
5 5 9. $5625
5 5
d) i) ii) 10. a) $10, $510 b) $385, $3135
9 9
c) $421.88, $4921.88
Product and quotient in each pair are equal.
3 15 10 1 12. a) 42 cm2 b) 15.6 cm3
21. a) b) c) d) 4 13. a) For example: Any 3 whole numbers with a product
8 8 3 4
1 3 8 1 of 24
22. a) b) c) d)
4 4 25 200
b) For example: Any 3 whole numbers with a product
23. a) 0.125 b) 0.6 c) 0.492 d) 0.95 of 48
24. a) 0.6 b) 0.428571 c) 0.230769 d) 0.36 14. a) = b) = c) > d) < e) < f) <
25. b) 0.34, 0.35, 0.36, 0.37, 0.38, 0.39, 0.40, 0.41, 0.42, 13 7 5 2 19 11
15. a) b) c) d) e) 3 f) 4
20 8 8 5 36 24
0.43, …, 0.71, 0.72, 0.73, 0.74
5 1 1 1 1
26. a) 5780 b) 4.41 c) 458 16. a) b) c) d) 4 e) f)
6 2 9 4 9
Unit 4 Practice Test, page 177 Parts c and f have the least value.
43 19 4 1 17. a) 0.26 b) 0.25
1. a) b) c) d) 2
20 30 21 7
c) 0.255 d) 0.27 ; 0.25, 0.255, 0.26, 0.27
1
2. Part c: 3 18. a) 32 750 b) 327 500 c) 3 275 000
9
4 3 d) 6550 e) 65 500 f) 655 000
3. The product of reciprocals is 1; = 1
3 4
4. a) 0.142857 b) 2 Unit 5 Data Management, page 182
2+3 5 1 Skills You’ll Need, page 185
5. 3; = =
7 + 3 10 2
1. a) Pennies: 24%, Nickels: 30%, Dimes: 18%,
1
6. a) Quarters 28%
5
b) 30; The number of students is a multiple of 3 and 5. b) Hats: 20%, Socks: 40%, Sweaters: 15%, Gloves: 20%,
16 1 Shoes: 5%
7. a) 0.875 b) c) 0.45 d)
25 250 2. a) Denise; the graph goes down to the right. This means
3+1 4
8. a) The second fraction;= the amount is decreasing.
5+1 6
2 + 1 3 17 + 1 18 101 + 1 102 b) David; the graph goes up to the right. This means the
b) = ; = ; = ; the second
3 + 1 4 18 + 1 19 120 + 1 121 amount is increasing.
fraction is always greater.
522 ANSWERS
c) Diana; the graph is horizontal. The amount stays the 5.2 Inferring and Evaluating, page 196
1. Answers may vary. For example: Elise; her times are
same.
more consistent.
d) Denise: $60; David: $270; Diana: $200
2. a) Not necessarily because the sample is too small.
5.1 Relating Census and Sample, page 189 Also, the cats were not given a choice of food.
b) 7 out of 10 cats were hungry.
1. a) Sample; not all students are surveyed.
3. a) The government spent a lot more money on water
b) Census; all the 13-year-old students are surveyed.
purification in 1994, compared to earlier years.
c) Sample; not all customers are surveyed. The spending peaked in 1998.
2. a) Biased; only people interested will return the
b) i) Spending has decreased from its peak in 1998.
completed survey.
ii) Spending has increased significantly since 1993.
b) Reliable; students were selected at random.
c) Biased; only those who read the fitness magazine are 4. a) More students chose swimming than chose any other
surveyed. activity.
d) Biased; players were not surveyed. b) 9 students preferred water activities and 11 students
3. a) Too costly to survey all teenagers in Canada who play
preferred land activities.
hockey
5. a) No, we do not know if the 120 students were a random
b) Too costly and difficult to survey all Canadian
families sample; so we cannot claim the inference is valid for
c) Too costly, difficult, and time consuming to test all the whole school.
AAA batteries in calculators b) One-third of all students surveyed thought the library
4. Internet—disadvantages: data may not be up to date;
hours should be extended.
advantage: a lot of data available
6. a) Draw a bar graph.
Telephone survey—disadvantage: some people do not
b) 60% of all car accidents do not happen close to home.
want to respond; advantage: can be a random sample
5. a) 13–25-year-olds in Brantford c) Twice as many accidents happen in parking lots than
b) 1-L juice cartons made by the juice company occur on country roads. 50% of all accidents occur on
c) All the schools in the board highways or in parking lots.
6. i) a) Biased 7. a) The number of young people, sorted by age group and
b) Survey a random sample of all the students in the gender, who eat fruits and vegetables 5 to 10 times per
school. day
ii) a) Biased b) i) More females than males, especially between the
b) Survey every 10th person who comes in the store, ages of 25 and 34, eat fruits and vegetables 5 to 10
no matter what shoes they are wearing. times per day.
iii) a) Biased ii) Almost twice as many men aged 25–34 eat 5 to 10
b) Interview different types of people in the city, not servings of fruits and vegetables per day than do
just those at fitness centres. men aged 20–24.
iv) a) Biased c) i) Males aged 12–24 eat the least number of fruits and
b) Conduct a telephone survey of a random sample of vegetables per day.
people. ii) 15–19 year old females and 20–24 year old females
7. a) Sample; there are too many people and it is too costly eat about the same amount of fruits and vegetables
to survey everyone who uses the new suntan lotion. per day.
b) Sample; too costly and too time consuming to survey d) i) The number of people 12–34 years, sorted by age
all Canadians who eat yogurt group and gender, who eat fruits and vegetables
c) Census; it is possible to ask all students in the school more than 10 times per day
in Grades 6, 7, and 8. ii) No, this table shows that more males aged 12–14
d) Census; you could ask all your friends. and 15–19 eat more than 10 servings of fruits and
8. For example: Give a survey to all students in the school;
vegetables per day than do their female
the survey should be returned to the office. Use a list of
all students in the school; survey every 10th student on counterparts.
the list. 5.3 The Shape of Data, page 203
1.b) The attendance decreased as the season progressed.
Technology: Using Census at School to Get
c) The team was always losing and students lost interest.
Secondary Data, page 193
Students had too much homework as the school year
1. a) September b) Yes
progressed.
2. 1.4%
3. 11.2%
ANSWERS 523
2. a) 174 000, 165 000, 126 000, 160 000, 127 000, 4. a) I drew a double-bar graph to display the two sets of
194 000, 140 000, 173 000, 155 000, 123 000, data.
155 000, 122 000, 193 000, 138 000 b) What is the breakfast item liked most by boys? (Milk)
I drew a double-bar graph so that I could compare the What is the breakfast item liked most by girls? (Milk)
populations in each city over the two year period. What is the breakfast item liked least by boys?
b) The population in each city decreased from 1996 to (Cereal bar)
2001. For each city, the bar for 2001 is shorter than c) Answers may vary.
the bar for 1996.
c) For example: St. John’s: 172 000, Sudbury: 145 000, Unit 5 Mid-Unit Review, page 210
Saint John: 120 000, Chicoutimi: 150 000, 1. a) It would be too costly and time consuming to collect
Thunder Bay: 117 000, Regina: 192 000, the prices of all ski equipment across Canada.
Trois-Rivières: 136 000
b) It would be too costly and time consuming to survey
3. a) The average daily temperature (˚C) for 1 year, each
all Canadian families.
month, for Vancouver and Hawaii 2. a) There was a greater range of abilities for the students
b) I used a double-line graph. in class N than in class M because the range in time in
c) In Vancouver, the temperature rises to a high in July, class N is 15 min and the range in time in class M is
6 min.
then falls through to December.
b) For example: Students in class M check their answers
In Hawaii, the temperature falls from January to July, before they hand in their test papers. No paper was
then rises from July to December. handed in prior to 40 min.
d) The best time to visit Vancouver is June to August. 3. a) Laura almost always outsells Jamar.
The best time to visit Hawaii is October to April. b) Jamar’s sales have been increasing steadily from
e) Tourists, travel agents, golfers, and so on January to June. Laura consistently sells about
4. a) Scatter plot: the graph displays two related sets of data $126 000 worth of merchandise.
that are measured. 4.b) A female is more likely to be born on a Friday.
b) Yes: as students get older, their heights increase. A male is more likely to be born on a Thursday.
5. a) The average annual earnings of Canadian males and c) Double-line graph d) Answers may vary.
females from 1993 to 2002
5.4 Applying Measures of Central Tendency, page 213
b) I used a double-bar graph as there are two sets of
1. a) i) Mean =& 69.1, Median = 68, Modes = 65 and 68
countable data.
ii) 30, 90, 93
c) The average annual earnings of females and males are
iii) Mean =& 68.4, Median = 68, Modes = 65 and 68
increasing.
The mean decreased. The median and mode
d) For example: About $21 000
remained the same.
e) For example: About $39 500
f) Males earn more money than females. b) i) Mean =& $739.58, Median = $675.00,
Mode = $625.00
Technology: Using a Spreadsheet to Create Graphs,
ii) $1250.00
page 205
iii) Mean =& $693.18, Median = $650.00,
1. a) Phys-Ed b) Geography
Mode = $625.00
c) History, Geography
d) For example: Phys-Ed is girls’ favourite subject. The mean and the median decreased. The mode
Geography is liked least by boys. stayed the same.
More boys than girls like science. c) i) Mean = 4.96 min, Median = 5 min, Mode = 5 min
2. It is easier to see the relative sizes of the sectors than to
ii) Answers may vary.
compare the numbers in the table.
For example: There are no outliers.
3. a) The cost of the average ticket prices in Ontario
iii) Mean, median, and mode remained the same.
increased gradually from 1996 to 2003.
d) i) Mean = 6.6, Median = 7, Mode = 7
b) For example: Movie theatres: About $7.50
ii) 1, 2, 15
Drive-Ins: About $8.00
iii) Mean = 6.86, Median = 7, Mode = 7
c) For example: Movie theatres: About $9.00,
The mean increased. The median and mode
Drive-Ins: About $9.50
remained the same.
d) From 2000 to 2003; from 1996 to 1998 for movie
2. a) i) Mean =& 74.1, Median = 73, Modes = 70 and 73
theatres and from 1997 to 1999 for drive-ins
ii) Each measure of central tendency increased by 5.
e) It costs more to see a movie at the drive-in than at the
b) i) Mean =& $729.58, Median = $665.00,
theatre.
Mode = $615.00
524 ANSWERS
ii) Each measure of central tendency decreased by 4.b) Median = 114; Mode = 125
$10. The middle number of ice cream bars sold is 114.
c) i) Mean = 14.88 min, Median = 15 min, The number of ice cream bars sold most often is 125.
Mode = 15 min d) You can tell the median and mode from a stem-and-
ii) Each measure of central tendency was multiplied leaf plot.
by 3. f) On most days in July, more than 100 ice cream bars
d) i) Mean = 3.3, Median = 3.5, Mode = 3.5 were sold.
ii) Each measure of central tendency was divided by 2. 5. a) ii) Most of the prices lie between $30 and $89.
3. a) Yes iii) Median—Yes
b) No, there are 450 raisins in 30 cookies, but not
Mode—No
necessarily 150 raisins in 10 cookies.
b) ii) Most books have a thickness of between 10 mm
4. No, 23 is one of the modes; the mean temperature is
about 26.4˚C. and 49 mm.
5.b) Mean = 308.4 t; Median = 305 t; Mode = 305 t iii) Median—Yes
c) Answers may vary. For example: 395; Mean =& 304.3 t Mode—No
The mean decreases by about 4 t. 6. a) Histogram—the data are grouped into intervals, and
d) The median or the mode as they were not affected by the data are continuous.
the outlier b) Histogram—the data can be grouped into intervals, the
6. For example: 4, 4, 4, 7, 8, 10, 12 data are continuous; and a frequency table can be
7. a) i) 85% ii) 90% iii) 95% made.
b) No, his mark in math would have to be greater than d) For example: Yes, only about 8% of Elias’ school
100%. achieved a mark of 50 or less, while in all other
8. No, her mean mark is 83.5%. There are 4 exams. The schools 11% of the students achieved this mark.
total of all 4 exams must be divided by 4 to find the
mean mark. Technology: Using Fathom to Draw Histograms and
Investigate Outliers, page 223
9. a) 460 raisins
1. a) 2.0000 starting at 1.0000; Yes
b) i) I used a stem-and-leaf plot as I could see the shape
b) Mean =& $15.68; Median = $15.00
of the data. I could easily find the mode, and I
c) 75, 90; Mean =& $18.86, Median = $15.50
could pick out any outliers.
The mean and median have increased.
ii) The outliers are 400 and 499. The mean increases
2. a) 10.0000 starting at 5.0000
from 454.5 to 455.2.
b) Mean = $51.23; Median = $46.44
iii) No. The mean, with and without the outliers, is less
c) 0.89, 399.99; Mean = $60.56, Median = $46.44
than 460, which is the number stated in the
The mean has increased. The median stayed the same.
advertisement.
10. a) Median = 58.5; Modes = 42, 56, 57 5.6 Drawing Circle Graphs, page 225
b) 95 and 37 1. For example, 25% of the students are from Toronto.
25% of the students are from Ottawa and Belleville.
c) The mean, median, and mode each increase by 3.
2. i) Yes, each number of students can be written as a
The range stays the same. fraction of the whole.
5.5 Drawing Histograms, page 218 ii) No, there are two sets of data and the data are grouped
in intervals. I would use a double-bar graph.
1. a) Histogram—the data are grouped into intervals.
iii) No, the data cannot be written as a fraction of the
b) Bar graph—the data are not continuous, and cannot be
whole. I would draw a bar graph.
grouped into intervals. iv) No, there are two sets of data, and the data cannot be
2. a) The number of hours per week that elementary school written as a fraction of a whole. I would use a double-
students spend participating in sports, by gender bar graph.
c) Boys spend more hours per week participating in 3.b) Answers are rounded to the nearest dollar. History:
sports. 51% of boys spend at least 6 h per week on $1042; Science: $750; Biography: $542; Geography:
sports. Only 38% of girls spend at least 6 h per week $433; Fiction: $917; Reference: $733; French: $583
on sports. 4. a) 40 878 000 people b) About 2.2%
704
3. a) Bar graph—the data are not continuous, and cannot be c) About
6813
grouped into intervals.
b) Histogram—the data can be grouped into intervals,
and the data are continuous.
ANSWERS 525
e) About 81.8% entered by automobile, about 0.3% by b) No, more girls than boys went to games 2, 3, 6, and 7,
train, about 3.9% by bus, and about 1.6% by another but for games 6 and 7, the number of boys was close
method. to the number of girls.
5. Protein: 9.2%; Fat: 21.7%; Sugar: 29.5%; Starch: 33.6%; More boys than girls went to games 1, 4, and 5.
Dietary Fibre: 6.0% 7. a) Mean = $61 100; Median = $67 000
Modes = $67 000 and $45 000
Reading and Writing in Math: Identifying Key Verbs in Math
b) The median is less affected by the high and low
Problems, page 228
salaries. It is the middle salary.
1. Construct, draw, list
a) Cube, rectangular prism, cylinder, tetrahedron, c) Most employees earn $45 000 to $72 000.
triangular prism, square pyramid d) $108 000 and $24 000
c) For example: Cylinder, 8 units2; cube, 24 units2; Mean = $60 346.15
rectangular prism, 32 units2
The mean decreases without the outliers. The median
2. Draw, relate, justify, solve
and mode stay the same.
a) For each province, the median age is in the 20–64 age
8. a) False b) False c) False
group.
9. a) 208, 176, 265, 222, 333, 237, 225, 269, 303, 295, 238,
b) For example: For each province, I would draw a circle
175, 257, 209, 271, 210, 252, 261, 293, 306, 287, 230,
graph for the percent of population in each age group.
268, 249, 301, 226, 267, 291, 312, 298
I could draw a triple bar graph for the percent of
b) Range = 158 s; Median = 263 s; no mode
population in each age group.
d) You can identify each piece of data from the stem-
c) Saskatchewan has the greatest percent of the
and-leaf plot. In the frequency table, you know only
population that is 65+.
how many pieces of data are in each interval. You do
d) Nunavut has the greatest percent of the population that
not know the values of the data.
is 0–19.
10.b) 40% c) 5 a.m. to 5:59 a.m.
Unit 5 Unit Review, page 230 d) Most people wake up between 5 a.m. and 7:59 a.m.
1. a) It is too costly and time consuming to test the entire More people wake up between 6 a.m. and 6:59 a.m
population of batteries. than any other interval.
b) It is too costly and time consuming to test every light 11. a) Histogram—the data are grouped in intervals.
bulb. Circle graph—find each number as a fraction of the
c) There are too many Grade 8 students in the world. It
whole.
would be too costly and time consuming to survey the
c) About 176
entire population.
2. a) Census; all students in the class voted. Unit 5 Practice Test, page 233
b) Sample; not all teenagers in Ontario were surveyed. 1. a) I chose a histogram because the data can be grouped
3. No, Rob needs to consider the percent of the population into intervals.
who drive cars, and the percent who drive motorcycles. b) Few songs are longer than 360 s.
4. a) Double-bar graph because there are two sets of data. c) 5 min = 300 s
Circle graph for each grade Median = 283 s; Mode = 220 s; Mean = & 285 s
c) About the same numbers of Grade 7 and Grade 8
All measures of central tendency are less than 300 s.
students were born in the autumn and in the spring.
The bars, in each case, are about the same height. So, the advertisement is not true.
d) Most songs are less than 6 minutes long.
5. a) I chose a double-line graph because there are two sets
2. a) For example: 1, 5, 5, 5, 5, 5, 6, 6, 9, 9, 9, 10, 10,
of data and the data are continuous.
b) In Halifax, the rainfall decreases from January to June, 10, 10
then increases from June to August, decreases in b) Mean =& 7.8; Median = 7.5; Mode = 5
September, then increases rapidly from September to The mean and the median increase. The mode stays
December.
the same.
In Yellowknife, the rainfall is low and constant from 3. For example: Music 50%, D.J. Talk 7%,
January to June, then increases to August, then
Commercials 20%, Sports 8%, News 15%
decreases from August to December.
4. Students can argue both for and against the claim that
c) The amount of rainfall is much greater in Halifax than there are as many Canadians who would like to have a
in Yellowknife. common currency with the United States as those who
The rainiest season in Halifax is winter. would not.
6. a) I chose a double-bar graph as there are 2 sets of data.
526 ANSWERS
Unit 6 Circles, page 236 4. a) The area of the circle is approximately halfway
Skills You’ll Need, page 238 between the area of the smaller square and the area of
1. a) i) 4 m ii) 57 m iii) 2 m the larger square. 75 cm2 is halfway between 50 cm2
b) i) 47 mm; 5 cm ii) 47.2 cm; 47 cm and 100 cm2.
iii) 1.058 m; 1.06 m b) About 78.5 cm2 c) Answers may vary.
5. a) 104 cm2 b) 16 cm2
6.1 Investigating Circles, page 240
1. 12 cm 6. a) i) 1 cm2 ii) 0.0001 m2 iii)1 cm2 = 0.0001 m2
2
2. 4 cm b) 70 686 cm
3.a), b) A large number that is too many to count 7. a) 0.0707 m2 or 707 cm2
4. 1.9 cm b) 1.0603 m2 or 10 603 cm2; 3.3929 m2 or 33 929 cm2;
5. 15 cm 5.6549 m2 or 56 549 cm2
6. 0.6 m 8. 78 m2
7. 15 glasses; all glasses are cylindrical and they can touch. 9. Two large pizzas are the better deal.
8. a) ∠APB = 90o b) ∠AQB = 90o
Unit 6 Mid-Unit Review, page 252
c) ∠APB = ∠AQB = 90o 1. 7.2 cm
9. Answers may vary. For example: 15 cm, 7.5 cm; 2.5 cm, 2. 1.8 cm
1.25 cm; 9.6 cm, 4.8 cm; 8.8 cm, 4.4 cm; 1.5 cm, 3. a) ∠QCR is two times the measure of ∠QPR .
0.75 cm; 1.8 cm, 0.9 cm; 2.6 cm, 1.3 cm b) Yes
10. Fix one end of a measuring tape on the perimeter. Walk
4. a) About 57 mm b) About 59.7 mm
around the circle with the measuring tape at ground level,
5. About 78.5 cm
until you reach the maximum distance across the circle,
6. Fold the plate so that one-half coincides with the other.
which is the diameter. The centre of the circle is the
The fold line is the diameter. Measure the diameter, then
midpoint of the diameter.
use the formula C = d.
6.2 Circumference of a Circle, page 245 7. a) About 5 m; about 2.5 m
1. a) About 30 cm b) About 42 cm c) About 45 m b) 4.78 m or 478 cm; 2.39 m or 239 cm
2. a) 31.4 cm b) 44.0 cm c) 47.1 m 8. a) The circumference of a circle with radius 9 cm is
3. a) About 8 cm; about 4 cm b) About 0.8 m; about 0.4 m double the circumference of a circle with diameter
c) About 13.3 cm; about 6.7 cm 9 cm.
4. a) 7.6 cm; 3.8 cm b) 0.764 m; 0.382 m 9. 651.44 cm2 or 65 144 mm2
c) 12.7 cm; 6.4 cm 10. 2642.0794 m2 or 26 420 794 cm2
5. Less than; is greater than 3. 11. About 13 685 cm2
12. a) The area of a circle with radius 6 cm is 4 times the
6. a) About 7.5 m
area of a circle with diameter 6 cm.
b) About $34.16, assuming the edging does not have to b) Yes
be bought in whole metres
6.4 Volume of a Cylinder, page 255
7. a) About 289 cm b) About 346 times
8. About 71.6 cm 1. a) 503 cm3 b) 8836 mm3 c) 328 m3
9. No, because never terminates or repeats. So, the 2. 1571 cm3
circumference will never be a whole number. 3. a) 462 cm3 b) 439 cm3
4. 5 301 438 mm3 or 5301 cm3
10. a) The circumference doubles.
5. a) 96 m3 b) 12 217 m3
b) The circumference triples.
c) 4.58 m by 4.58 m by 4.58 m
11. a) About 40 075 km
b) There would be a gap of about 160 m under the ring. Reading and Writing in Math: Explaining Solutions,
page 257
You would be able to crawl, walk, or drive in a school
1. 1.024 cm
bus under the ring. 2. On Day 7
6.3 Area of a Circle, page 250 3. 35 triangles
4. a) 0.92 m, 0.37 m, 0.15 m, 0.06 m
1. a) About 27 cm2 b) About 108 cm2 c) About 432 cm2
b) 6 bounces
2. a) 28.27 cm2 or 2827 mm2 5. Superior: 33.6%; Michigan: 23.7%; Huron: 24.4%;
b) 113.10 cm2 or 11 310 mm2 Erie: 10.5%; Ontario: 7.8%
c) 452.39 cm2 or 45 239 mm2 6. Answers may vary.
3. a) The area is 4 times as great. For example: 10 breaths/min are 68 328 000 breaths in
13 years.
b) The area is 9 times as great.
1 7 1 7
7. a) b) c) d)
10 10 2 10
ANSWERS 527
6.5 Surface Area of a Cylinder, page 260 5. For example: The length of the longest side must be less
1. a) 50 cm2 b) 94 cm2 c) 251 m2 than the sum of the lengths of the other two sides.
2 2 2 6. x = 11, 12, 13, 14, 15
2. a) 214 cm b) 19 046 mm c) 4 m
3. 174 m2 7.1 Angle Properties of Intersecting Lines, page 274
4. 12 m2 1. a) 34° b) 34° c) 146° d) 180°
5. a) 94 cm2 b) About 4244 cylinders 2. a) ∠TWR b) ∠SWT
6. About 191 cm2
c) ∠PWQ and ∠TWR d) ∠SWP
Unit 6 Unit Review, page 262 3. a) 146° b) 34° c) 124°
2. Cut out the tracing. Fold the tracing so one-half coincides 4. a) 80° b) 55° c) 152°
with the other. The fold line is the diameter. Measure the
5. a) ∠AFB and ∠EFD b) ∠AFE and ∠DFB c) ∠EFC
diameter. The radius is one-half the diameter.
6. a) Each angle must be 90°.
3. 135 mm; 14 cm
b) Each angle must be 45°.
4. 35 m or 3500 cm
c) For example: 100° and 80° (any two unequal angles
5. 452.3893 m2 or 4 523 893 cm2
that add to 180°)
6. 637.94 cm2 or 63 794 mm2
d) For example: 80° and 10° (any two unequal angles
7. a) The circumference is halved. that add to 90°)
b) The area is one-quarter of what it was. 7. 55°; 55°
8. a) 201 m2 b) 50.3 m 8. 120° at A; 50° at B; 90° at C; 100° at D;
9. a) 427.5 mL the total angle Karen turns through is 360°.
b) For example: To allow for expansion in case the Technology: Using The Geometer’s Sketchpad to
contents of the can freeze Investigate Intersecting Lines, page 276
10. 12.44 + 16.21 + 19.98 = 48.63; about 49 m2 7. Opposite angles are equal.
10. Sum of the angles is 180°.
Unit 6 Practice Test, page 263 11. Sum of the angles is always 180°.
1. Answers may vary. 22. Sum of the angles is 90°.
2. a) 94 cm; 707 cm2 b) 25 mm; 50 mm2
2 7.2 Angles in a Triangle, page 281
c) 11 mm; 10 m
1. 180°
3. a) 50 m b) About 8 m 2. ∠K = 120°; ∠M = 30°
c) About 201 m2 d) About 30 m3 3. a) ∠A = ∠B = ∠C = 60° because ABC is equilateral.
4. a) C = 2r, and is not a terminating or repeating 4. ∠ACB = 40°; ∠A = 105°
decimal. So, the circumference will never be exact. 5. a) ∠TRS = 110° b) ∠PSQ = 50°
b) For example:
.
i) C = 99.9 cm ii) r = 15.9 cm c) ∠PQS = 45°
5. A piece of paper rolled into a cylinder widthwise. 6. a) No; the 3 angles in a triangle add to 180°,
so 2 angles cannot add to 180°.
Unit 7 Geometry, page 266 b) Yes; the 2 acute angles in a right triangle are always
complementary.
Skills You’ll Need, page 268
7. a = 45°
1. 360°
8. The diagonals form 2 pairs of congruent isosceles
2. A 180° rotation about the midpoint of the side they share
triangles, one pair with angle measures 40°, 70°, 70°, and
3. a) Figure A is translated 4 units right.
the other pair with angle measures 20°, 20°, 140°.
b) A 180° rotation about the vertex they share
9. b) Each resulting right triangle has angle measures 25°,
c) Figure G is translated 4 units left.
65°, and 90°.
d) A 180° rotation about the midpoint of the side they
share 10. a) No; no b) No; no
e) A 180° rotation about the vertex they share 11. 108°
12. The sum of the angles in a triangle is always 180°.
4. a) i) ∠B = 100°; ∠A = 44°; ∠C = 36°
13. For example: Acute, right, obtuse, scalene, isosceles,
ii) ∠E = 125°; ∠F = 24°; ∠D = 31° equilateral, and combinations of these
iii) ∠G = 89°; ∠H = 45.5°; ∠J = 45.5° 14. ∠PQR = 90°
iv) ∠K = 60°; ∠M = 60°; ∠N = 60°
7.3 Angle Properties of Parallel Lines, page 287
b) i) scalene ii) scalene 1. a) ∠EMG and ∠MNK; ∠FMN and ∠JNH; ∠EMF and
iii) acute iv) equilateral ∠MNJ; ∠GMN and ∠KNH; Yes
c) i) scalene, obtuse, obtuse scalene b) ∠GMN and ∠MNJ; ∠FMN and ∠MNK; Yes
ii) scalene, obtuse, obtuse scalene
c) ∠GMN and ∠KNM; ∠FMN and ∠JNM; Yes
2. a) For example: b and h; c and g
iii) acute, isosceles, acute isosceles
b) d and h; c and e c) c and h; d and e
iv) equilateral, acute
528 ANSWERS
ANSWERS 529
530 ANSWERS
CF, DE, DF, EF b) Yes, a right triangle with legs 2 units and 3 units can
c) In both cases, there are 15 different possibilities. be placed in many positions such that one vertex is
3. a) Each purple triangle has area 25 cm2. Each purple at X.
square has area 50 cm2. 7. About 31.2 km
b) Each larger orange triangle has area 50 cm2. Each 8. 42 cm
smaller orange triangle has area 12.5 cm2. 9. About 97.4 cm2
4. Yes; there are 365 days in the year so at least two of the 10. b) About 693.7 cm2 c) About 1202.9 cm3
400 students in the school will have birthdays on the
Unit 8 Practice Test, page 357
same day.
2
5. 3 cup of sugar, 500 mL of milk, about 3.3 mL of vanilla 1. a) 25 units2 b) 5 units; 52 = 25
2. About 8.37 cm
6. No; if she uses the coupon she will pay 3. a) 3.6 cm, 2.2 cm, 2 cm
$0.35 × 12 = $4.20.
b) Yes, but they cannot form a right triangle because
7. 36 times 2.22 + 22 ≠ 3.62
8.4 Applying the Pythagorean Theorem, page 348 4. a) About 16.2 m b) About 80.8 m
1. a) c = 29 cm b) c =˙ 12.2 cm c) c =˙ 15.8 cm
ANSWERS 531
Cumulative Review, Units 1–8, page 360 9.1 Adding Integers, page 370
1. a) –1 b) –2 c) –6 d) –5 e) –6 f) 0
1. a) 6.8 b) 5.51 c) 25.86 d) 51.9
2. a) –5 b) +5 c) –3 d) –6
2. a) 24 slices for $3.29 b) 3.78 L for $5.98
3. a) i) –8 ii) +5 iii) –2 iv) +8
c) 100 g for $0.29 d) 12-pack for $5.99
4. For example: b) i) (–8) + (+8) = 0 ii) (+5) + (–5) = 0
1 3 9 2 iii) (–2) + (+2) = 0 iv) (+8) + (–8) = 0
a) 3 ÷ 6 = b) ÷ =
2 8 16 3 c) The sum of two opposite integers is always 0.
1 1 1 5 5 2 4. a) i) +14 ii) +10 iii) +14 iv) +13
÷ = ÷ =
4 2 2 9 6 3 b) All the expressions and sums contain only positive
2 3 1 4 6 2 integers.
÷ = ÷ =
8 6 2 7 7 3 The sum of two positive integers is always a positive
2 5 4 1 2 5 integer.
c) ÷ = d) ÷ =
3 6 5 3 5 6
c) For example: (+4) + (+6) = (+10)
1 5 4 3 9 5
÷ = ÷ = 5. a) i) –14 ii) –10 iii) –14 iv) –13
4 16 5 4 10 6
3 3 4 2 12 5 b) All the expressions and sums contain only negative
÷ = ÷ = integers.
5 4 5 5 25 6
The sum of two negative integers is always a negative
5. a) Sample b) Census c) Sample d) Sample
integer.
6. a) I chose a double-line graph because there are two sets
c) For example: (–12) + (–8) = (–20)
of data, and the data are continuous.
6. a) –1, –4; –2, –3; –6, +1; –7, +2
b) Both lines go up to the right. The line for the bean
b) +1, +3; +2, +2; +5, –1; +6, –2
plant is steeper.
7. If both integers are positive, the sum is positive. If both
c) Estimates may vary. For example: If the same growth
integers are negative, the sum is negative. If the integers
pattern continues, the bean plant could be around
are opposite integers, the sum is 0. If the integers have
80 cm by Day 39 and the sunflower could be around
different signs, the sign of the sum matches the sign of
70 cm.
the numerically larger number.
7. UCGH is isosceles. Two sides have equal length as they
are both radii of the circle. 8. a) +331 b) +294 c) –296 d) –18 e) –109 f) +76
8. Circle with radius 30 cm; its area is about 2827 cm2 9. a) (+5) + (–6) + (–2) + (+4) + (+6) + (–2)
while the circle with circumference 1 m has area of about b) +5; up $5 c) $37; $45
796 cm2. 10.a) –3 b) +10
9. Area of cardboard is about 1759.3 cm2. 11. a) 9 ways: (–9) + (+7); (–8) + (+6); (–7) + (+5);
10. a) ∠CBD b) ∠EBC (–6) + (+4); (–5) + (+3); (–4) + (+2); (–3) + (+1);
11. a) i) ∠EDG and ∠DGF ; ∠BDG and ∠DGH (–2) + (0); (–1) + (–1)
b) 8 ways: (–9) + (+5); (–8) + (+4); (–7) + (+3);
ii) ∠EDG and ∠DGH ; ∠ABH and ∠BHG
(–6) + (+2); (–5) + (+1); (–4) + (0); (–3) + (–1);
iii) ∠CDE and ∠DGF ; ∠CBD and ∠BHG (–2) + (–2)
b) ∠CHG = 65˚, ∠JHK = 65˚, ∠CGH = 65˚,
∠FGN = 65˚ 9.2 Subtracting Integers, page 374
c) ∠BCD = 50˚; isosceles 1. a) +4 b) –5 c) 0 d) +36 e) +43 f) +39
12. Estimates may vary. For example: 2. a) +2 b) +12 c) –7 d) –22
a) 7.2 b) 7.9 c) 9.5 d) 8.7 3. a) –4 b) –4 c) –8 d) +13 e) +10 f) –15
13. a) No; The sum of the areas of the two smaller squares is 4. a) –381 b) +111 c) +80 d) +370
not equal to the area of the largest square. 5. i) a) +7, –5 b) –15, –8 c) +51, –17
b) Yes
d) +2, –6 e) +21, –14
14. 5 cm
ii) a) +12; +12°C b) –7; –7°C
c) +68; 68 m above sea level
Unit 9 Integers, page 362
d) +8; 8 over par e) +35; a rise of $35
Skills You’ll Need, page 364 6. a) i) +15°C ii) +9°C iii) +38°C iv) –16°C
1. –7, –5, –1, 0, +2, +4, +10 v) +29°C
2. a) < b) > c) < d) > e) < f) < b) Winnipeg
3. a) +8 b) –19 c) +9 d) –11 e) +6 f) –9 c) Perth is in the southern hemisphere.
g) +2 h) –3 i) +3 j) –2 k) 0 l) –5 7. a) (–7) – (–4); (+4) – (+7); (–2) – (+1)
4. a) (–5) + (+8) = +3; +3°C b) (+8) + (–6) = +2; $2 b) (+4) – (+2); (+1) – (–1); (–1) – (–3)
5. a) –4 b) +3 c) +4 d) –7 e) +5 f) –7 c) (+5) – (+5); (–4) – (–4)
6. a) +11 b) +9 c) –12 d) +6 e) +16 f) –10 8. a) Regina; Victoria
532 ANSWERS
b) Halifax: 66°C; Regina: 93°C; Thunder Bay: 81°C; 9. The product of a positive number multiplied by itself is
Victoria: 52°C positive. The product of a negative number multiplied by
c) Regina d) 38.5°C e) –34°C itself is positive.
f) What is the mean record low temperature? 10. For example: (–1) and (+36); (–2) and (+18); (–3) and
(Answer: –34°C) (+12); (–4) and (+9); (–6) and (+6); (–9) and (+4);
9. a) +2 b) +9 c) +14 d) –19 (–12) and (+3); (–18) and (+2); (–36) and (+1);
(–1), (–4), and (–9)
e) 0 f) –135 g) –10 h) –602
11. No. For example: (–2) × (+3) = –6 and –6 is less than
10. a) +26, +33, +40; For example: Start at +5. Add +7 each
both –2 and +3
time.
12. –16 and +9
b) +2, +4, +6; For example: Start at –4. Add +2 each
time. 13. a) –5 b) –9
c) –9, –5, –1; For example: Start at –21. Add +4 each
9.5 Dividing Integers, page 387
time. 1. a) (0) ÷ (+3) = 0; (+3) ÷ (+3) = +1; (+6) ÷ (+3) = +2;
d) –2, –3, –4; For example: Start at +1. Add –1 each
(+9) ÷ (+3) = +3;
time.
The quotient of two integers with opposite signs is
11. a) –5 and –7 negative.
b) Find two integers with a sum of 0 and a difference of
The quotient of two integers with the same signs is
+12. (Answer: 6 and –6)
positive.
9.3 Adding and Subtracting Integers, page 379 b) (–15) ÷ (+3) = –5; (–25) ÷ (+5) = –5;
(–35) ÷ (+7) = –5; (–45) ÷ (+9) = –5
1. a) +2 b) +7 c) –1 d) +2 e) +2 f) +15
The quotient of two integers with opposite signs is
g) –7 h) –16 i) –15 j) –2 k) –23 l) +12
negative.
2. a) +8 b) –33 c) +1 c) (0) ÷ (+2) = 0; (–2) ÷ (+2) = –1; (–4) ÷ (+2) = –2;
3. a) i) –2; –2 ii) –4; –4 iii) –6; –6 iv) –8; –8 (–6) ÷ (+2) = –3;
b) In each pair, the expression is written as an addition The quotient of two integers with opposite signs is
and as a subtraction, and the sums are equal. negative.
c) For example: –5 + 11; 11 – 5; –5 + 4; 4 – 5 The quotient of two integers with the same signs is
4. a) –1, –3, –5, –7, –9, –11; For example: Start at –1. Add positive.
–2 each time. d) (–2) ÷ (–1) = +2; (–6) ÷ (–3) = +2; (–10) ÷ (–5) = +2;
b) –4, –6, –8, –10, –12, –14; For example: Start at –4. (–14) ÷ (–7) = +2
Subtract +2 each time. The quotient of two integers with the same signs is
5. $16 positive.
e) (+2) ÷ (–1) = –2; (+6) ÷ (–3) = –2; (+10) ÷ (–5) = –2;
9.4 Multiplying Integers, page 383
(+14) ÷ (–7) = –2
1. a) Negative b) Positive c) Negative d) Positive The quotient of two integers with opposite signs is
2. a) –24 b) +20 c) –27 d) –42 e) –30 f) +42 negative.
g) 0 h) –200 i) +420 f) (+10) ÷ (–5) = –2; (+15) ÷ (–5) = –3;
(+20) ÷ (–5) = –4; (+25) ÷ (–5) = –5
3. a) –16 b) –132 c) –1 d) +120
The quotient of two integers with opposite signs is
4. a) +4 b) –3 c) +6 d) –6
negative.
e) –4 f) –12 g) –30 h) –2 The quotient of two integers with the same signs is
5. a) +16, +32, +64; Start at +1. Multiply by +2 each time. positive.
b) –216, +1296, –7776; Start at +1. Multiply by –6 each
2. a) i) +8 ii) –5 iii) –7 iv) –6
time.
b) i) (+24) ÷ (+8) = +3 ii) (+45) ÷ (–5) = –9
c) +27, –81, +243; Start at –1. Multiply by –3 each time.
d) –16, –20, –24; Start at –4. Add –4 each time. iii) (–28) ÷ (–7) = +4 iv) (–66) ÷ (–6) = +11
6. a) i) –21; –21 ii) +32; +32 iii) +45; +45 iv) –60; –60 3. a) –2 b) +3 c) +4 d) –3 e) +4 f) –12
b) No g) –25 h) 0 i) +25
7. a) –5 and –8 b) +9 and –8 c) Answers may vary. 4. a) (–56) ÷ (–7) = +8 b) 8 days
8. a) i) +6 ii) –24 iii) +120 5. a) +81, –243, +729; Start at –3. Multiply by –3 each
time.
iv) –720; (–2)(–3)(–4)(–5)(–6)(–7) = +5040,
b) +30, –36, +42; Start at +6. Add +6. Alternate the sign
(–2)(–3)(–4)(–5)(–6)(–7)(–8) = –40 320, each time.
(–2)(–3)(–4)(–5)(–6)(–7)(–8)(–9) = +362 880, c) –40, –160, +80; Start at +5. Alternate between
(–2)(–3)(–4)(–5)(–6)(–7)(–8)(–9)(–10) multiplying by +4 and dividing by –2.
= –3 628 800 d) +8, –4, +2; Start at –64. Divide by –2 each time.
e) –100, +10, –1; Start at +100 000. Divide by –10 each
b) i) Positive ii) Negative
c) Yes
time.
ANSWERS 533
6. a) When the divisor is greater than the quotient: dividing 6. There are 3 different rectangles with side lengths that are
two positive integers; and dividing a positive integer whole numbers of units. There are many more rectangles
by a negative integer with side lengths that are decimals.
b) When both the dividend and the divisor are negative 7.b) N(–3, –2)
c) When the divisor is less than the quotient: dividing 8.b) A = 75 units2
two positive integers, or dividing a positive integer by 9. Answers may vary. For example, E(–2, 0); E(–5, –3);
a negative integer. Also, when a negative integer is E(–2, 3)
divided by a positive integer.
d) When the dividend and the divisor are equal 9.8 Graphing Translations and Reflections, page 400
e) When the dividend and the divisor are opposite 1. a) Reflection in the y-axis
integers b) Translation 3 units right and 3 units down
f) When the dividend is 0 2. a) A and C; the parallelograms are congruent and have
the same orientation.
7. a) –12 b) +97 c) –84 d) +44
b) A and B are related by a reflection in the y-axis; B and
8. a) +4 b) –1 c) +7 C are related by a reflection in the x-axis. In each case,
9. For example: +2, –4, +6; +8, +2, –6; +2, –2, +4; the parallelograms are congruent but have different
+6, –6, +4; +8, –8, +4 orientations.
Unit 9 Mid-Unit Review, page 389 4. a) After a reflection in the x-axis: A(1, 3) → A'(1, −3);
1. a) –6, –4, –1, 0, +2, +13, +20 B(3, −2) → B'(3, 2); C(−2, 5) → C'(−2, −5);
D(−1, −4) → D'(−1, 4); E(0, −3) → E'(0, 3);
2. a) –12 b) –3 c) +7 d) –2
F(−2, 0) → F'(−2, 0)
3. a) –13 b) –7 and –6; –20 and +7; –11 and –2
The sign of the y-coordinate changes.
4. a) –9 b) –3 c) +7 d) –24 e) –12 b) After a reflection in the y-axis: A(1, 3) → A''(−1, 3);
5. a) +425 b) –681 B(3, −2) → B''(−3, −2); C(−2, 5) → C''(2, 5);
6. a) +27 599 + (–2600) + (–2600) + (–2600) + (–2600) D(−1, −4) → D''(1, −4); E(0, −3) → E''(0, −3);
+ (–2600) F(−2, 0) → F''(2, 0)
b) $14 599 The sign of the x-coordinate changes.
7. a) –9 b) +11 c) –30 d) +24 c) I can check the coordinates of the reflection images. If
they match the patterns, the images are drawn
8. a) –32 b) +1200 c) –28 d) –72 e) 0 f) –32
correctly.
9. a) –8°C b) +1050 L c) +$10 501
5.b) A(1, 3) → A'(−3, 1); B(3, −2) → B'(−1, −4);
10. a) –9 b) +2 c) 0 d) –26 e) +46 f) +1 C(−2, 5) → C'(−6, 3); D(−1, −4) → D'(−5, −6);
E(0, −3) → E'(−4, −5); F(−2, 0) → F'(−6, −2)
9.6 Order of Operations with Integers, page 391
Each x-coordinate decreases by 4. Each y-coordinate
1. a) i) 0 ii) 6
decreases by 2.
b) The brackets are in different positions.
c) Add the number of units moved to the right, to the
2. a) +23; multiplication b) –18; addition x-coordinate or, if the movement is to the left, subtract
c) +25; multiplication d) –14; multiplication the number of units from the x-coordinate. Add the
e) –3; the division in brackets f) –6; division number of units moved up to the y-coordinate or, if
the movement is down, subtract the number of units
3. a) –1 b) +18 c) –500 d) +2 e) +12 f) –6
from the y-coordinate.
4. a) +10 b) +15 c) –14 d) –16 e) –7 f) –5
6.b) The line segments are horizontal. The y-axis is the
5. a) Robert
perpendicular bisector of each line segment.
b) When Christian multiplied –2 by –4, he got –8 instead
7. The coordinates of each point are interchanged to get the
of +8. Brenna performed the subtraction first.
coordinates of its image.
6. (–2)2 × (–100) ÷ 4 × 5 = –500
8.b) Answers may vary. The figure has a line of symmetry
7. 405 + 4(–45) = 225; $225
that is parallel to the mirror line.
8. –5°C
9. Answers may vary.
9. a) (–24 + 4) ÷ (–5) = +4 b) (–4 + 10)( –2) = –12 10. For example:
c) (–10 – 4) ÷ (–2) = +7 a) Escalators, conveyor belts
b) Mirrors, windows, lakes, and puddles
9.7 Graphing on a Coordinate Grid, page 396
1. A(2, 3); B(0, 5); C(1, –2); D(–6, 0); E(0, –5); F(0, 0); 9.9 Graphing Rotations, page 405
G(–1, –1); H(–5, 3), J(4, 0); K(–5, –6) 1. a) 90° rotation about the origin
2.a) B, E, F b) D, F, J c) B, E, and F; H and K b) 180° rotation about the origin
d) A and H; D, F, and J e) F and G f) none 2. The figure was rotated 90° clockwise about the origin
4. In Quadrant 1, both coordinates are positive. In Quadrant (Image 1), reflected in the x-axis (Image 2), and
2, the x-coordinate is negative and the y-coordinate is translated 5 units right and 5 units down (Image 3).
positive. In Quadrant 3, both coordinates are negative. 3.d) Both images have the same coordinates.
In Quadrant 4, the x-coordinate is positive and the Yes. A rotation of −90° is equivalent to a rotation of
y-coordinate is negative. +270°.
5. For example: A(2, 1), B(2, –2), C(–2, –3); area = 6 units2 4.b) OA = OA', OB = OB', OC = OC'
534 ANSWERS
c) All the angles measure 180°. Unit 9 Practice Test, page 413
d) A rotation of −180° about the origin 1. –11, –8, –3, 0, +5, +7
5.b) OA = OA', OB = OB', OC = OC' 2. a) –12 b) –8 c) –48 d) –117 e) –7 f) –8
c) 90°
g) +16 h) –4 i) –165
d) A rotation of +270° about the origin
3. a) –64, +128, –256, +512; Start at –4. Multiply by –2
6. Answers may vary.
each time.
a) To get the image coordinates from the original
b) +3, +10, +7, +14; Start at –9. Alternate between
coordinates: Change the sign of the x-coordinate, then adding +7 and –3.
interchange the coordinates. For example: Point (2, 3)
4. a) +98 b) –3 c) +1
rotates to point (3, −2).
5. –4
b) Change the sign of both the x-coordinate and the
6. –20°C
y-coordinate. For example: Point (2, 3) rotates to point
7. For example:
(−2, −3).
c) Change the sign of the y-coordinate, then interchange b) A(2, 3), B(–3, 3), C(4, –2) c) 12 units2
the coordinates. For example: Point (2, 3) rotates to
Unit 9 Unit Problem, page 414
point (−3, 2).
1. a) (0)(+3) + (+1)(+2) + (–1)(+1) + (–2)(+2) + (+2)(+1)
7. For example: Merry-go-rounds, wheels on a car, hands
b) –1, one under par
on a clock
2.b) +31 c) one under par
8. c) The images coincide. Yes, a rotation of 180° is
equivalent to a reflection in one axis followed by a 3. a) 35 b) 28 c) 26
reflection in the other axis. 4. a) Hamid, Hannah, Delaney, Chai Kim, Kyle, Weng
9. c) No. A reflection followed by a rotation does not give Kwong
the same image when the transformations are b) Hamid, –6 c) Hannah, –5; Delaney, –4
reversed.
ANSWERS 535
6. The expressions in part c and d are equivalent. For part c, 10.3 Describing Geometric Patterns, page 431
I used the distributive property of multiplication; for part 1. a) Frame 1: 4 cm; Frame 2: 5 cm; Frame 3: 6 cm;
d, the order of terms for addition does not matter. Frame 4: 7 cm; the lengths of the frames increase by
1 cm each time.
10.2 Describing Number Patterns, page 426
b) The graph is a straight line. The graph starts at (1, 4).
1. a) 3, 5, 7, 9, 11, 13, … Each term is 2 more than the
To get to the next point, move 1 right and 1 up.
previous term. Start at 3. Add 2 each time.
Moving 1 right is the increase in the frame number.
b) 2, 5, 8, 11, 14, 17, … Each term is 3 more than the
Moving 1 up is the increase in the length.
previous term. Start at 2. Add 3 each time.
c) n + 3 d) 53 cm
c) 4, 6, 8, 10, 12, 14, … Each term is 2 more than the
previous term. Start at 4. Add 2 each time. 2. a) 3, 5, 7, 9; The number of toothpicks starts at 3 and
d) 2, 6, 10, 14, 18, 22, … Each term is 4 more than the increases by 2 each time.
previous term. Start at 2. Add 4 each time. c) 2n + 1 d) 91
1 n 3. a) 6, 8, 10, 12; The perimeter starts at 6 cm and increases
2. a) b)
n n +1 by 2 cm each time.
3. a) i) Start at 1. Add 1 each time. b) The graph is a straight line that starts at (1, 6). To get
ii) 12 iii) n iv) 100 to the next point each time, move 1 right and 2 up.
b) i) Start at 2. Add 1 each time. Moving 1 right is the increase in the frame number.
ii) 13 iii) n + 1 iv) 101 Moving 2 up is the increase in the perimeter.
c) i) Start at 3. Add 1 each time. c) 2n + 4 d) 154
ii) 14 iii) n + 2 iv) 102 4. a) 1, 4, 9, 16; The area in square centimetres is the square
d) i) Start at 4. Add 1 each time. of the frame number.
ii) 15 iii) n + 3 iv) 103 b) 64 cm2 c) n2 d) Frame 25; 252 = 625
4. a) i) Start at 2. Add 2 each time. 5. a) 6, 10, 14, 18; The number of people starts at 6 and
ii) 18 iii) 2n iv) 120 increases by 4 each time.
b) i) Start at 6. Add 3 each time. b) 38
ii) 30 iii) 3n + 3 iv) 183 c) 4n + 2; multiply the frame number by 4, then add 2.
c) i) Start at 3. Add 4 each time. 7. a) 2, 4, 8, 16, 32, 64, 128, 256, 512, 1024
ii) 35 iii) 4n − 1 iv) 239 b) Pattern rule for number of pieces: Start at 2. Multiply
d) i) Start at 10. Add 5 each time. by 2 each time.
ii) 50 iii) 5n + 5 iv) 305 c) 32 768 d) 2n
5. The first pattern is the square numbers.
512 is not a square number, so it is not a term in the first Unit 10 Mid-Unit Review, page 434
pattern. 1. 8(6 + x); 48 + 8x
The second pattern is powers of 2, starting at 22 = 4. 3. a) 3x + 33 b) 60 + 5y
512 is a power of 2: 29 = 512. So, 512 does appear in the c) 4x + 20y + 36 d) 40x + 16y + 24
second pattern.
4. i) a) 43; each term is 6 more than the previous term.
6. a) For example: 10, 20, 30, 40, 50, 60, …, or 10, 20, 40,
70, 110, 160, … Start at 1. Add 6 each time.
b) For example: For the first pattern: Start at 10. Add 10 b) 67 c) 6n – 5 d) 235
each time. For the second pattern: Start at 10. Add 10. ii) a) 37; each term is 5 more than the previous term.
Increase the number added by 10 each time. Start at 2. Add 5 each time.
c) For example: For the first pattern: 10n
b) 57 c) 5n – 3 d) 197
d) No. The difference between 2 consecutive terms is not
constant. iii) a) 25; each term is 3 more than the previous term.
2 Start at 4. Add 3 each time.
7. a) i) Start at . Increase the numerator by 1 each time.
2 b) 37 c) 3n + 1 d) 121
Increase the denominator by 3 each time. 5. a) 11, 14, 17, 20, 23, 26, 29
16 n +1 31 Each term is 3 more than the previous term.
ii) iii) iv)
44 3n − 1 89 Start at 11. Add 3 each time.
b) i) Start at 1. Add 2. Increase the number added by 1 c) 3n + 8 d) 71 leads
each time. 6. a) 1, 3, 5, 7; The number of tiles increases by 2 each
n(n + 1) time.
ii) 120 iii) iv) 465
2 d) 2n – 1 e) 59 tiles
536 ANSWERS
f) The numbers of tiles in the frames are the odd c) Guess and check
numbers, starting at 1. No frame has an even number 10. a) n2 + 2 = 123 b) n = 11; 11
of tiles. Unit 10 Unit Review, page 447
i) Yes ii) No iii) Yes 1. a) 6x + 54 b) 33 + 12x
10.4 Solving Equations with Algebra Tiles, page 438 c) 35x + 30y + 25 d) 12a + 20b + 28c
1. a) Two times a number equals the number plus five. 2. a) 8, 11, 14, 17, 20
x=5 Each term is 3 more than the previous term.
b) Three times a number minus two equals the number.
Start at 8. Add 3 each time.
x=1
c) Seven times a number minus nine equals four times
b) 20, 25, 30, 35, 40
the number. x = 3 Each term is 5 more than the previous term.
d) Six minus a number equals two times the number. Start at 20. Add 5 each time.
x=2 3. i) a) Start at 8. Add 4 each time.
2. a) x = 6 b) x = 2 c) x = 3 d) x = 2 b) 32 c) 4n + 4 d) 284
3. i) a) Two more than two times a number equals three ii) a) Start at 5. Add 2 each time.
times the number minus five. b) 17 c) 2n + 3 d) 143
b) x = 7 4. a) 6, 8, 10, 12; the perimeter increases by 2 units each
ii) a) Six less than five times a number equals eight time
minus two times the number. b) 22 units c) 2n + 4 d) 104 units
5. a) Twelve decreased by a number equals three times the
b) x = 2
number. x = 3
iii) a) Three times a number minus thirteen equals the
b) Four times a number minus seven equals two times
number minus seven. the number plus three. x = 5
b) x = 3 c) Three times a number minus eight equals the number.
4. x = 4 x=4
5. a) n = 1 d) Three minus seven times a number equals seven
6. a) t = 10 minus nine times the number. x = 2
7. a) l = 6 c) SA = 216 cm2; V = 216 cm3 6. a) n = 4
8. a) n + (n + 1) + (n + 2) = 63 or 3n + 3 = 63 2 5 10 8
7. a) x = b) x = c) x = d) x =
b) n = 20; 20, 21, 22 3 2 3 3
9. a) x = –3 b) x = –2 8. a) 125 + 12n = 545 b) n = 35; 35 people
9. a) 3, 7, 11, 15, 19
10.5 Solving Equations Algebraically, page 442
3 2 3 12 b) i) 20th ii) 35th iii) 99th
1. a) x = b) x = c) x = d) x = 10. a) 6n + 1 b) i) 25th ii) 51st iii) 72nd
2 3 2 5
11 1
2. a) x = 3 b) n = 2 c) a = d) m = Unit 10 Practice Test, page 449
4 2
1. a) A number increased by five equals nine less than three
35
3. a) 3n + 10 = 25; n = 5 b) 3n – 10 = 25; n = times the number. x = 7
3
15
n n b) Two times a number minus five equals ten. x =
c) – 25 = 10; n = 70 d) 25 – = 10; n = 30 2
2 2
2. a) 13, 16, 19, 22, 25, 28
4. a) 72 + 24n = 288 b) n = 9; After 9 weeks Each term is 3 more than the previous term.
c) Substitute n = 9 into the equation in part a. Start at 13. Add 3 each time.
5. a) 85 + 2n = 197 b) 56 students b) 10 + 3n c) 85
6. a) i) 37 ii) 77 d) Substitute n = 31 into the expression.
b) i) 14 ii) 25 3. a) 75 + 3n b) $150
7. a) 17 b) 13 c) 27 c) 75 + 3n = 204; n = 43
8. a) Water flows into a bathtub at a rate of 15 L/min. There 4. a) 292 b) 59th
are 75 L of water in the bathtub. How long was the tap
running? Unit 10 Unit Problem: Choosing a Cell Phone Plan,
b) 15x = 75 page 450
x = 5; 5 min Part 1
9. a) The cost of renting a boat is $300. Each person on the 1. CanTalk: 42 54 66 78 90
trip rents a rod. The cost to rent a fishing rod is $20. Connected: 45 55 65 75 85
The total paid for the boat and rod rental was $380. In-Touch: 48 56 64 72 80
How many people went fishing? 2. CanTalk; In-Touch; In-Touch
b) 300 + 20n = 380 3. All lines are straight lines going up to the right. Lines
n = 4; 4 people vary in steepness. They intersect at (100, 60). They all
ANSWERS 537
538 ANSWERS
ANSWERS 539
c) No, Player A will almost always win. Sarojinee’s game is not fair as the probabilities are not
d) Yes, but it would have 36 branches and I would need a 3 1
equal; ,
long piece of paper. 4 4
5. a) Rye, T, M; R, T, S; R, T, C; R, H, M; R, H, S; 1 1
3. a) b) 0.25 or
8 4
R, H, C; R, P, M; R, P, S; R, P, C; WW, T, M;
3 1
WW, T, S; WW, T, C; WW, H, M; WW, H, S; c) d)
16 4
WW, H, C; WW, P, M; WW, P, S; WW, P, C 4. September has 30 days: 15 even and 15 odd
1 2 Toss a coin. Heads represents an even-numbered day.
b) i) or 0.16 ii) or 0.2
6 9 Tails represents an odd-numbered day.
6. a) 2, 3, 4, 6, 8, 9, 12 Toss the coin 3 times. Record if you get three tails.
1 1 2 2 1 1 1 Repeat the simulation 100 times.
b) 2: ; 3: ; 4: ; 6: ; 8: ; 9: ; 12:
9 9 9 9 9 9 9
c) 2, 3, 8, 9, and 12—only one way to get each of these Cumulative Review, Units 1–11, page 484
products
1. a) 300 + 30 + 5; 3.35 102
4 and 6—there are two ways to get each of these b) 6000 + 200 + 70 + 2; 6.272 103
products c) 20 000 + 4000 + 200 + 40 + 2; 2.4242 104
1 2. a) x=7 b) x = 13 c) x = 12 d) x = 10
d)
3 3. a) For example: part iii, 1: 100. The drawing is 9.85 cm
8
e) ; all but 12 are less than 10 long.
9
7. a) HHH, HHT, HTH, HTT, THH, THT, TTH, TTT b) Yes
1 4. 1200
b) 5. 110 cm2
8
6. a) 0.5 b) 0.75 c) 1.5 d) 1.75
8. a) There are two possible outcomes: male, female
7. a) i) 16 ii) 20 iii) 18 iv) 9
Let heads represent a male puppy.
1 1 1 4
Let tails represent a female puppy. a) i) ii) iii) iv) 2
5 3 10 15
b) Let an outcome of 1, 2, or 3 represent a male puppy. 8. b) Mean =& 46.29; Median = 40.5; Mode = 47
Let an outcome of 4, 5, or 6 represent a female puppy. c) The outliers are 8, 74, and 125; mean without outliers
c) If the spinner has 4 congruent parts, colour 2 parts red =& 40.1. The outliers affect the mean.
and 2 parts blue. 9. a) 0–10 min: 165.5˚; 11–20 min: 99.75˚; 21–30 min:
Let the spinner landing on red represent a male puppy. 46.58˚; 31–40 min: 13.68˚; 41–50 min: 20.29˚;
Let the spinner landing on blue represent a female 51–60 min: 9˚; more than 60 min: 5.2˚
puppy. b) About 160; for example, I assumed the percent of
9. a) Use a tetrahedron labelled 1 to 4. students who take more than 30 minutes to travel to
Let a roll of 1, 2, or 3 represent a computer that is not school will remain the same.
defective. 10. a) About 75.4 cm; 452.4 cm2
Let a roll of 4 represent a defective computer. b) About 18.84 cm; 28.27 cm2
c) The circumference in part a is 4 times as great as the
Roll the tetrahedron 6 times.
circumference in part b.
How many times did you roll a 4?
d) The area in part a is 16 times as great as the area in
Repeat this experiment many times.
part b.
Count how many times three 4s showed out of 6.
11. a) About 198.6 cm3 b) About 93.5 cm2
10. a) i) 10:26 or 5:13 ii) 6:30 or 1:5 12. a = 52˚, b = 110˚, c = 138˚
b) i) 12:12 or 1:1 ii) 17:1 13. b) 3 points that are not on a line make a triangle. The
11. 3:1
intersection of the perpendicular bisectors of the sides
Unit 11 Practice Test, page 479 of the triangle is its circumcentre.
7280 1456 728 364 52
1. a) = = = = = 0.16 or 16% 15. a) About 5.2 cm b) About 36.7 cm
45 550 9110 4550 2275 325
b) No, you have a 16% chance of getting a free bagel. c) About 9.9 cm d) About 38.7 m
1 3 16. a) –5 b) 10 c) –17 d) –5
2. a) or 0.5 or 50%; or 0.75 or 75%
2 4 e) 7 f) 8 g) –22 h) –4
b) Weng-Wai’s game is fair as the probabilities of an 17. a) –24 b) –7 c) 210 d) 7
even sum and an odd sum are equal, 0.5. 18. a) –24 b) –32 c) –24
19. a) Quadrants 2 and 3
b) Quadrants 1 and 2
540 ANSWERS
Will Hunting: $225.5 million; X-Men: $294 million 13. a) $675 b) About $158 c) $5675
b) Twister, My Big Fat Greek Wedding, X-Men, Good Unit 3, page 490
Will Hunting, Police Academy 2. 480.5 m2, 4 805 000 cm2
c) $631.3 million 3. a) 156.5 cm2, 0.015 65 m2 b) 180.4 m2, 1 804 000 cm2
d) For example: “Which two movies earned the most?” 4. a) 80 cm3 b) 2.45 m3
(Answer: Twister and X-Men) 5. b) 2448 cm3
2. a) i) 1, 2, 3, 6, 9, 18 ii) 126, 252, 378 6. 72.8 cm3
b) i) 1, 2, 5, 10 ii) 280, 560, 840 7. For example: l = 5 cm, h = 2 cm, b = 4 cm, where l is the
length of the prism; b and h are the height and base of a
c) i) 1, 2, 4, 8 ii) 80, 160, 240
triangular face
d) i) 1 ii) 33, 66, 99 8. For example: a = b = 6 cm, l = 11 cm, where a and b are
3. 52 the equal sides of a triangular face, and l is the length of
4. For example: A prime number has no factors other than the prism
itself and 1.
5. a) 50 000 724 b) 648 459 Unit 4, page 491
6. a) 1.6276 105 b) 2.120 219 2 107 1. a) i) No ii) No iii) Yes
c) 1.017 91 105 30 40 20 3 8 1
b) , , , or, in reduced form, , ,
400 225 100 40 45 5
7. a) 3 105 + 7 104 b) 1 103 + 1 102 + 4 10
1 1 1 3
7
c) 2 10 + 1 10 5 2. and ; and
2 4 3 4
8. a) 38.5 b) 1.2 c) 28.8 11 5 19 7 2 8 5 3
3. a) = 1 b) =1 c) d) e) f) 6
9. a) x = 5 b) x = 17 c) x = 1 d) x = 8
6 6 12 12 9 35 12 4
10. x = 8; 8 DVDs 25 1 1
4. a) b) 6 c) 4 d) 13
36 8 5
Unit 2, page 489 2 1 1 9
5. a) 2 b) 1 c) 1 d)
1. Science (80%) 9 4 4 14
2 1
2. a) h = 20 b) k = 2 c) b = 5 d) r = 12 6. a) 1 b) 3
15 4
3. 50 chocolate cones
1 1
4. 120 km c) 1 d) 3
5 3
5. a) About 2.23 m/s b) About 1.82 m/s 3 3 3 9
The pole climber is faster than the tree climber. 7. a) b) c) d)
4 8 16 16
8. 4 times as great
ANSWERS 541
c) i) Estimates may vary. For example: Kelsi’s height at c) Length of diagonal = 2 × area; 98 =& 9.9
age 5 was around 108 cm. I assumed that Kelsi 3. a) About 7.5; 57 is halfway between 49 and 64.
grew at the same rate from ages 3 to 6. b) About 12.5; 157 is halfway between 144 and
ii) For example: Courtney’s height at age 15 will 169.
probably be around 160 cm. I assumed that c) About 16.1; 257 is very close to 256.
Courtney’s growth rate decreased a little after 4. a) 6.557 b) 35.440 c) 44.721
age 12. 5. 40 km farther
d) No, the growth rate changes. 6. a) h =& 9.5 cm b) c =& 32.5 cm c) x =& 27.5 cm
5. a) 7500; 11 500; 12 800; 12 100; 12 400; 12 300; 8 600 7. About 3.46 m
c) i) About 16% ii) About 21%
Unit 9, page 496
d) Answers may vary.
1. a) –6 + 4 = –2 b) –121 + 83 = –38
Unit 6, page 493 c) +15 – 23 = –8
1. a) 12 cm; 38 cm b) 2.1 m; 13.2 m 2. a) –10 b) –4 c) +5 d) –1 e) –2 f) –8
c) 12.5 cm; 25 cm d) 142.6 mm; 448 mm 3. a) 4 b) –7 c) 0 d) –24 e) 56 f) –24
4. $518
2. a) 60 mm; 120 mm; 380 mm
5. 34˚C
b) 210 cm; 420 cm; 1320 cm
6. a) 8 + 4 = 12 b) (–10) – (–7) = –3
c) 125 mm; 250 mm; 785 mm
c) (–2) + (–3) = –5
d) 7.13 cm; 14.26 cm; 44.8 cm
7. a) 14 b) 60 c) –36 d) –25
3. a) 3.14 m b) About $14.77
8. a) –1 b) –24
4. a) About 75.4 m b) 14 m
9. a) A(3, –2) is in Quadrant 4, B(–1, 0) is on the x-axis,
c) About 88 m d) About 452.4 m2
e) About 615.8 m 2
f) 163.4 m 2 between quadrants 2 and 3, and C(–3, 4) is in
5. About 1413.7 cm2 Quadrant 2.
6. About 58.9 cm2 b) Reflection
7. About 6 647 610 L c) 90˚ rotation (clockwise or counterclockwise) about the
8. About 192.4 mL
origin
9. The cylinder with radius 2 m and height 1 m has greater
d) The line meets the y-axis at (0, 1) and the x-axis at
volume.
10. About 3.7 m2; about 37 267 cm2 (1, 0).
542 ANSWERS
ANSWERS 543