Math

Unit 1
Unit 2
Applications - Adding and Subtracting Integers

Main Concept
In this lesson we talk about how to add and subtract integers. An integer is any
whole number. So no decimals or fractions, only whole numbers; but these whole
numbers CAN be negative, so let's learn some steps, and how to solve this type of
problem.

A Few Steps to help you solve these

when you are given this kind of problem, these steps can help you to understand it
better -
Read and annotate the problem
Analyze the situation. Write what you know. Draw a picture, create a table, etc.

Solve and check

Now, let's follow the steps we have for solving these.
The first step was "Read and annotate the problem."
If we read and annotate this, it would look something like this -
The second step is to analyze the situation. It says “Write what you know. Draw a
picture, create a table, etc."
Let's put this onto a number line, to help us visualize it.
The third and last step is to "Solve and check."
Multiplying Integers

When we multiply integers, we can look at the signs to determine if the product will
be positive or negative.

This triangle can help. Cover up the two signs in the problem. The sign that is still
showing will be the sign for your answer!

Examples -

-3 × 5 = -15

-2 × -12 = 24

-12 × 4 = -48

7 × -7 = -49

0 × -3 = 0 [We don't need to show a negative sign on zero, because zero is just zero
- it means "none".]

Another way to figure out what the sign will be in your answer is to remember that
unlike signs in the problem will give you a negative product. Like signs in the
problem will give you a positive product.

Examples -
2 × -2 = -4 Unlike signs - our answer is negative!
-2 × -2 = 4 Like signs - our answer is positive!
2 × 2 = 4 Like signs - our answer is positive!
Order of Operations

Main Concept
Order of Operations help us when we need to solve a math problem that has a lot of
steps. If we do the operations in the wrong order, then we will get the wrong
answer!

It's important to have the Order of Operations memorized. This funny saying can
help -

Please
Excuse
My Dear
Aunt Sally

The first letter of each word stands for a math operation. When we solve a problem,
we do each operation in this order.

Parenthesis
Exponents
Multiplication Division
Addition Subtraction

Remember this
Multiplication and Division, as well as Addition and Subtraction are pairs that occur
at the same level. Therefore, operations proceed from left to right.

Example 1 -

[2 + 5] + 23 ÷ 4 × 3

P
E
MD
AS
[2 + 5] + 23 ÷ 4 × 3 Parenthesis first!
7 + 23 ÷ 4 × 3 Exponents next.
7 + 8 ÷ 4 × 3 Now Multiplication and Division from left to right!
7 + 8 ÷ 4 × 3 Division comes first in our problem.
7 + 2 × 3 Then multiplication.
7 + 6 Now Addition and Subtraction from left to right. This time, we only have an
addition problem.

Example 2 -

3 - 10 ÷ [1 + 4]

P
E
MD
AS

3 - 10 ÷ [1 + 4] Parenthesis first.
3 - 10 ÷ 5 This problem has no exponents, so we'll skip that step.
3 - 10 ÷ 5 Multiplication and Division next. This time, we just have a division
problem.
3 - 2 Addition and Subtraction come next. This time we just have a subtraction
problem.
Interpreting Decimals
Main Concept
Decimals help us show numbers in a more exact way.
Study these place values. Notice that to the right of the decimal, the place values
are just fractions of a whole number.

Here are some examples of decimal numbers and how we would read them aloud.

1] 0.3 three tenths

2] 0.54 fifty-four hundredths

Remember this
When we read a decimal number that has a whole number part and a decimal part,
we always use the word "and" where the decimal point is.

3] 3.0412 three and four hundred twelve ten-thousandths

4] 23.02 twenty-three and two hundredths
5] 4.25 four and twenty-five hundredths
6] 0.003 three thousandths
7] 0.5625 five thousand six hundred twenty-five ten-thousandths
Introduction - Rounding Decimals
Main Concept
Rounding decimals can be pretty tricky, so let's learn some tricks to help us solve
them

Rounding Decimals
When we are rounding decimals, we need to be very careful about the place value.
Notice how the names of the decimal place values are like the names of the place
values of integers, only they all end in 'th'. For example - hundredth.

Remember this
After the decimal there is NO ONETHS PLACE. Right after the decimal, it goes to
tenths.

Remembering Decimal Place Values

Here's a trick to help you keep decimal place values straight.
Let's say you are trying to remember where the hundredths place is. Just think of
how many zeros are in that number, and that is how many places after the decimal
point it is. In this example we were trying to figure out where the 100th place is. So
in 100 there are 2 zeros [make sure you only count the ZEROS!]. Now we know that
the hundredth place is 2 places after the decimal.
This 'count the zeros' trick, can be used to figure out what ANY of the decimal places
are called.

How to Round Decimal Places

There's a 'rounding rhyme,' which can help you remember how to do these. It goes
like this -

Now that we know this trick, let's try a problem.

In our example problem we are told -
Round 4.9539 to the nearest thousandth.

First, we need to remember which one is the thousandth place. Well, 1000 has 3
zeros, so the 1000th place is 3 digits after the decimal. On our paper, we would
write the decimal we are given to round, and some people like to draw a line to help
them remember what they are rounding to. Think of this line as the cut-off line - we
want to cut off anything past that line.

Alright, let's use our rhyme. We have located the number, the next thing is to 'look
right next door'. The 'right' tells us to look to the right of the number we are
rounding to. Like this -

Next, the rhyme says 'If 5 or higher add one more.' Well, the number to the right of
the cut-off line is higher than 5, so we will add one more. Remember to add one
more to the number BEFORE the cut-off line. So in this example, we would add 1 to
the 3, and then we can cut off everything after the cut-off line. Our finished answer
would be this -

Some Things to Watch Out For

Be sure that you cut off everything past the cut-off line. So, you don't round to
whatever place, and then put the numbers that came after, back on.

When you are using the trick to find where the [whatever] th place is, make sure you
only count the zeros in the number - not the 1
Estimating with Decimals
Main Concept
In this lesson, we learn that estimating decimals by rounding, before doing
arithmetic, is a simple way to get an idea of about how much an answer will be.
Estimating is helpful in getting a good idea of the closeness or 'aboutness' of an
answer. We call an 'about' answer an estimate.
When you are shopping, you might need to get an idea of how much money you
would need before checking out or even going to the store.

Example 1
You want to buy 6 bottles of juice that cost $3.15 each. To figure out how much
money you'll need, it helps to round $3.15 to $3.
3 × 6 = 18
$3.15 × 6 is "about" $18.
Since 3.15 is actually a little bit more than 3, you would know that the actual cost
will be a little bit more than $18, but not too much more. You would know that $20
would most likely be enough.

Remember this
This process can also help you get an idea of the answer to any type of calculation
before you do the work of finding the exact answer. This can help prevent errors in
calculation.

Example 2
Estimate 5.75 - 2.15
When you estimate a problem like this, think through it just like you would work it.
5.75 is about 6
2.15 is about 2
6-2 = 4
So our actual answer must be really close to 4.
When we work out the actual problem, our estimate can let us quickly see if our
answer is close enough to be correct. If we get an answer that is not close to 4, we'll
know we must have made a math error.

Estimating first can also help you to think through the whole problem before
choosing how you will work it out.

Adding and Subtracting Decimals

Main Concept
To add or subtract decimal numbers, you must first line up the decimal places. Once
you have the decimal places lined up, add and subtract just like whole numbers.
Remember to place the decimal point in your answer directly below the lined up
decimal points.
 Pay attention to place value.
 Add or Subtract in each place.
 Regroup when needed.

Example 1
Add 4.73 and 0.83 and 3.14.
Line up the decimal places. It can be helpful to write the decimal point into your
answer before you even start adding. The decimal point in your answer will go
directly below the decimal points in the addends.
Add the Hundredths - 10 Carry 1
Add the tenths - 17 Carry 1
Add the Ones - 8

Remember this
If the decimal places are empty, it is helpful to write zeros to fill the space.

Example 2

Subtract 0.8 from 4.31

Line up the decimal places - write the decimal point into your answer.

Subtract the Hundredths - There were no hundredths in the second number so place
a 0 there. 1-0=1
Subtract the Tenths - 3 is not enough to take away 8 so borrow from the ones
making a total of 13 tenths. 13-8=5
Subtract the Ones - there were 4 ones and one was borrowed to make tenths. Now
there are 3 left. 3-0=3

Adding and Subtracting Decimals - Part II

Main Concept
Adding and subtracting decimals is an important skill that will be very useful in life,
such as when dealing with money. In this lesson, we'll practice adding and
subtracting positive and negative decimals.
To add or subtract decimals, we'll first need to line up the decimal points in each
number. Then we can perform the mathematical operation as we would with
integers, only now, we'll need to include the decimal point in our answer.
Example 1 -
Solve.

Remember the rules we learned with integers. Adding a negative number to a

positive number is the same as subtracting the negative number.

Let's begin by lining up the decimal points. Then we'll annex a zero for 6.4, making
both numbers have an equal amount of decimal places.

Now we can subtract like we usually do.

Remember this
When we're adding or subtracting decimals, don't forget to bring down the decimal
and include it in your answer.

Example 2 -
Solve.
6.02 - [-3.5]

Remember the rule we learned when we were subtracting integers. A negative minus
a negative means we need to ADD.

So this turns into -

6.02 + 3.5

Now we can line up the decimal points and add like usual.

6.02
+ 3.50
9.52

Our answer is -
9.52
Multiplying Decimals - Part 2
Main Concept
In this lesson, we'll practice multiplying positive and negative decimals.
When we multiply positive and negative decimals, the same rules apply as when we
multiply positive and negative integers.
positive × positive = positive
negative × negative = positive
positive × negative = negative
negative × positive = negative

Remember this
Multiplying two numbers with the same sign yields a positive answer, whereas
multiplying two numbers with different signs yields a negative answer.
When multiplying decimals, we do not need to line up the decimal points. We can
ignore the decimals while we multiply, but we must remember to place the decimal
point in our answer at the end. To find where the decimal point belongs in the
answer, we count how many places come after the decimal points in BOTH numbers.
This will tell us how many decimal places our answer should have.
Example -
Solve.

Since we are multiplying a positive number by a negative number, we know that our
answer will be negative.

Let's begin by multiplying, ignoring the decimal points for now.

Now, we'll place the decimal point in the answer. We'll count the digits that came
after the decimal point in both of the numbers that we multiplied; there are three.
So we'll place the decimal point in our answer so that it has three places after it.
Since we multiplied a positive number by a negative number, our answer is negative.

Dividing Decimals by a Whole Number

Main Concept
In this lesson we learn that dividing decimal numbers by a whole number works the
same as regular division once we have placed the decimal point.
Example - What is $15.44 divided by 4?

Remember this
Always pay attention to place value when dividing. Placing the decimal point first
will help you remember where it goes.

It is helpful to think through a problem like this and make an estimate.

If you are dividing 15 by 4 you know that the answer will be just less than 4 since
4 x 4 = 16.

This helps with the placement of the decimal. Place the decimal point in the
quotient above the decimal point in the dividend.

First you will divide the whole numbers. 3 x 4 = 12 which is less than 15.
It is helpful to fill in the places with zeros to keep track of place value.
Find out how much is left.

Then you will divide the tenths.

8 x 4 = 3.2 which is less than 3.4.
Find out how much is left.
Then you will divide the hundredths.
6 x 4 is 24.

There is no remainder.

3.86 is really close to our estimate of 4, so the answer is reasonable.

Dividing Positive and Negative Decimals
Main Concept
When we divide decimals by decimals, the first step is to make the divisor a whole
number, then we can divide like usual.

When the divisor is a decimal, it can be difficult to divide. However, we can multiply
both the divisor and dividend by a power of ten to move the decimal point to the
right and make the divisor a whole number.

In this lesson, we will be dividing positive and negative decimals. The same rules
that applied when dividing integers apply when dividing decimals.

A positive [+] divided by a positive [+] equals a positive [+] answer.

A negative [-] divided by a negative [-] equals a positive answer.

A positive [+] divided by a negative [-] equals a negative [-] answer.

A negative [-] divided by a positive [+] equals a negative [-] answer.

Example -
-8.432 ÷ 1.6

Just by looking at this problem, we can already tell that our answer will be negative
because we have a negative number divided by a positive number.

Let's solve it. Fist, we'll rewrite the division problem.

1.6 ÷ -8.432

Notice that we have a decimal in the divisor. Let's multiply both the divisor and the
dividend by 10. This will change the divisor to 16.
Remember this
If we move the decimal point to the right in the divisor, we MUST move the decimal
point the same number of places to the right in the dividend to maintain equality.
Now our division problem looks like this and we are ready to divide. Since the
dividend is negative and the divisor is positive, we can write a negative on our
quotient so that we remember to include it.
-

16 ÷ -84.32

Now, we can ignore the negative sign on -84.32 and divide as if it wasn't there.

- 5.27
16 ÷ -84.32
- 80
43
- 32
1 12
- 1 12
0
So,
-8.432 ÷ 1.6 = -5.27

Converting Percents to Decimals

Main Concept
In this lesson we learn how to convert decimals to percents and percents to
decimals.

You can compare a number to 100 three ways, as a percent, as a fraction, and as a
decimal.

Percent means per hundred.

25% = 25/100 = 0.25

3% = 3/100 = 0.03
70% = 70/100 = 0.70

25 % is the same as saying 25 per hundred

which is the same as saying 25 out of 100
which is the same as saying 25 hundredths

When converting back and forth between each form it is important to pay attention
to the place value.

Remember this
There must be 2 decimal places for it to be hundredths and percents are
always hundredths.

0.7 written as a percent is 70% because you need to add a zero as a place holder.

3% written as a decimal is 0.03 because there are only 3 hundredths not 3 tenths.

Unit 5
Least Common Multiple
Main Concept
In this lesson we learn that Least Common Multiple is the number that is the
smallest common multiple of a set of numbers.

To find the least common multiple you must -

1st - list the multiples of the numbers

2nd - determine which number is the smallest common multiple

Example - What is the least common multiple of 5, 4, and 8?

List the multiples -

5 - 5, 10, 15, 20, 25, 30, 35, 40, 45

4 - 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
8 - 8, 16, 24, 32, 40

Find the Least Common Multiple -

In this set of numbers, both 4 and 8 have multiples of 32, but 5 does not. The least
common multiple must be a multiple that ALL of the numbers have in common.

So the least common multiple of 5, 4, and 8 is 40.

LCM = 40

This is the smallest multiple that all three of the numbers have in common.
Reducing Fractions
Main Concept
In this lesson we learn that dividing both the numerator and denominator of a
fraction by the same number will reduce the size of the fraction pieces but keep the
fraction the same value.

A fraction is in simplest form when its numerator and denominator have no common
factor other than 1.
To reduce a fraction to simplest form use the following steps -

1st - Identify a common factor of both the numerator and the denominator.
2nd - Divide both parts of the fraction by the same factor.
3rd - Determine if the fraction can be reduced again or if it is in the simplest form.

Example -
Reduce the fraction to simplest form.

8 is the Greatest Common Factor for 24 and 32, so we divide both the top and the
bottom by 8. Now it is 3/4ths and cannot be reduced further.

Remember this
The greatest common factor will reduce a fraction with less steps but might not be
easy to see.

Another way we could do the same problem.

We can see that both 24 and 32 have a factor of 4, so we divide the top and bottom
by 4. This gives us 6/8.
Both 6 and 8 can be divided by 2, so we reduce again.
Now we have 3/4ths and that cannot be reduced further.

Either way we get the same answer!

Don't worry if you don't see a bigger factor. It might take less time to reduce it twice
or even three times than trying to find the Greatest Common Factor.
Converting Mixed to Improper Fractions
Main Concept
In this lesson we will be working with fractions that are greater than 1 whole. We
will learn to re-write mixed numbers as improper fractions.

Key Vocabulary -

Mixed Number - a fraction that is written as a whole number and a fractional part
Improper Fraction - a fraction with a numerator that is larger than the denominator

Here are a couple ways to convert a mixed number to an improper fraction.

Cut the whole number 4 into fifths, making 20 fifths.

Then add 2/5

Or you could just multiply the denominator by the whole number, then add the
numerator.

Write the number as an improper fraction.

Multiply the denominator by the whole number. [Remember, this is like taking 9
whole pies and cutting them each into eighths].
Then add the numerator. [Remember, this is like adding on the 'extra' pieces.]
Your denominator will stay the same!
Adding Simple Fractions
Main Concept
When you are adding fractions, you need to find a common denominator. We can do
this because if we multiply the top and bottom of any fraction by the same number,
it doesn't change the value of the fraction.

How This Works

There's a concept that you need to know, in order to understand these.
That concept is that anything x 1 = itself. For example, 3 x 1 = 3. Pretty simple right?
Another thing you already know is that in a fraction, whenever the top and bottom
are the same number, that fraction can be simplified to 1. For example -

3
3 =1
Using this concept, if we multiply the top and bottom by the same number, that's is
like multiplying by 1, so it does not change the value of the fraction.

Here's an example -

1
2
× 5= 5
10

5 1
Does that make sense? Hopefully you know that is the same thing as
10 2

Now let's see why it's helpful to make fractions look different, without changing
their value.

How to Add Fractions

Let's say you are given this problem to solve -

1 1
+ =?
3 4
One very common mistake, is to just add across the top and the bottom, which
would give us
2
7

BUT THIS IS WRONG

1 1 2
+ =
3 4 7

Remember this
When we are adding or subtracting fractions, we need to find a common
denominator.
Like we've learned, the denominator is the bottom number on a fraction.

Hint
You can multiply the top and bottom of a fraction by ANY number and it would still
have the same value. You just have to multiply the numerator and the denominator
by the same number.

So we need to multiply the top and bottom of each fraction by a number that makes
them end up with common denominators. If that doesn't make sense, just bear with
me, we'll try one.

For this problem, I can tell that both of these denominators can be multiplied by
something to make them 12.

1 3
×3=
4 12
1 4
× 4=
3 12

So, now that we have a common denominator, we can just add them up.
4 3
+ =?
12 12

And when we're adding these, we just add the numerators [top numbers], and leave
the denominators [bottom numbers] alone.

When we solve this problem, it will look like this -

4 3 7
+ =
12 12 12

Subtracting Simple Fractions

Main Concept
We just learned how to add fractions, and now we'll look at how to subtract them, which
uses the same concepts.

A Review of How This Works

Subtracting fractions uses basically the same steps as adding fractions. Let's take a quick
review.

When you are subtracting [or adding] fractions, you need to start by finding a common
denominator.

You can change the denominator of a fraction by multiplying the numerator and
denominator by the same number. This way, you can get the denominator you want and
still keep the value of the fraction the same.

Remember this
The denominator is the bottom number on a fraction; just remember 'Down with the
denominator.'
 1 1
Let's try a quick refresher example - + =?
3 4
First, we'll multiply the top and the bottom of each fraction by something, to make the
1 4 4
denominators the same. × =
3 4 12
1 3 3
× =
4 3 12
Now, we can add the numerators.

Remember this
Once you have common denominators, you can add the numerators, but DO NOT ADD THE
DENOMINATORS. You worked so hard to get them to be the same, so you should leave them
that way.

4 3 7
This is what our final answer looks like - + =
12 12 12
We do basically the same process [where we find a common denominator, etc.] except we
add the numerators, instead of subtracting.

A Subtraction Example

In our example problem, we are told to solve this -

4 1
− =?
5 4

The first step is to find a common denominator. I'm noticing that I could make both of
4 4 16
these denominators 20, so let's do that - × =
5 4 20
1 5 5
× =
4 5 20
16 5 11
Now we just subtract the numerators and leave the denominators. − =
20 20 20
We can't simplify it anymore, so that would be our answer.

Now it's your turn to try solving some on your own.

Adding and Subtracting Mixed Numbers
Main Concept
We know how to add integers, and we just learned how to add fractions, so let's put
them together and try adding some mixed numbers.
How to Add Mixed Numbers
Here are 5 steps that can help when you are adding mixed numbers -

1. Find a common denominator

2. Add or subtract the numerators
3. Keep the denominators the same
4. Add or Subtract the whole numbers
5. Simplify, if possible

Now that you've got those steps down, let's try solving one.

Example Problem
2 1
In this problem, we are told to solve this - 1 +2 =?
3 4
For this first part, we'll just ignore the whole numbers, so we can focus on the
fractions. The first step was to find a common denominator. How about we make the
2 4 8
denominators 12 + =
3 4 12
1 3 3
+ =
4 3 12
Okay, now that we have a common denominator, the next step is to add or subtract
the numerators - in this case we need to add. Remember, the step after that is to
leave the denominators the same.
8 3 11
+ =
12 12 12

Our next step is to add the whole numbers, and we'll ignore the fractions for this
part. 1+2=3
Now we can put the numbers together. We have our 3 from the whole numbers, and
11/12 from the fraction. Then, the last step is to simplify, if possible, and I don't see
anything we can simplify, so our finished answer is -

2 1 11
1 +2 =3
3 4 12

Adding Mixed Numbers with Regrouping

Main Concept
In this lesson, we'll add mixed numbers where we need to regroup.

Steps for Working These

Here are the 5 steps for adding mixed numbers, when you'll also need to regroup -

1. Find a common denominator

2. Add the numerators
3. Keep the denominators the same
4. Add or Subtract the whole numbers
5. Simplify, if possible

Example Problem
In this problem we are told to solve this -
2 6
2 +5 =?
3 7
For this first part, we'll just ignore the whole numbers, so we can focus on the
fractions. The first step was to find a common denominator. I'm noticing that we
could make both denominators 21.
2 7 14
× =
3 7 21
6 3 18
× =
7 3 21
Okay, now that we have a common denominator, the next step is to add the
numerators. Don't forget the step after that - to leave the denominators the same.
14 18 32
+ =
21 21 21

You might have noticed that this is an improper fraction; we'll get to that later.
Our next step is to add the whole numbers -
2+5=?
Like you know, 2 + 5 = 7. So the last step is to add the fraction to 7, which would
give us this -
32
7
21
Now we'll do the last step - simplify, if possible.
This is where we get rid of that improper fraction, and just to refresh your memory,
an improper fraction is a fraction that is more than 1 whole, or in other words, the
numerator is bigger than the denominator.
Here's an example of how improper fractions work and why we can 'fix' them.
So let's say you have 10/8 of a pizza. This means that each pizza was cut into 8
pieces. Since there's 10 pieces, we have one whole pizza [8/8] and 2 pieces of
another pizza, because 10/8 - 8/8 = 2/8.
When you look at it in a picture, it's pretty obvious that you have 1 whole and 2/8
left over. Notice that we can get from 10/8 to 1 2/8 by pulling 8/8 [which is the same
as one whole] out of the fraction, and instead putting 1 whole in front of the
fraction.
Now let's finish the problem we were working on earlier. So we'll pull out 21/21
[which is the same thing as 1 whole]. Then we'll add one to the 7, which turns this
32 11
7 ∨8
21 21

Subtracting Mixed Numbers with Regrouping

Main Concept
In this lesson, we'll take a look at how to subtract mixed numbers with regrouping.

Steps for Working These

Here are the 5 steps for subtracting mixed numbers -
1. Find a common denominator
2. Subtract the numerators
3. Keep the denominators the same
4. Subtract the whole numbers
5. Simplify, if possible

Example Problem
Solve this mixed number, subtraction problem -
1 4
4 −2
4 5
Okay, let's just focus on the fractions, for now, so the whole numbers aren't in the
way.

So, our first step is to find a common denominator. With these numbers, it looks like
1
we could make both denominators 20. We'll do this by multiplying the fraction of
4
5 4 4
by then we'll multiply the fraction of by
5 5 4
Remember this
I like to think of this as "multiplying by one", because
ANY fraction with the same number in the top and the bottom is equal to one.
Because of this, we can multiply our fractions by a number like this to make our
numbers have a common denominator, without actually changing their value.
Alright, let's go ahead and get the common denominator -
1 5 5
× =
4 5 20
4 4 16
× =
5 4 20
Now that we have a common denominator, the next step is to subtract the
numerators. Our subtraction problem now looks like this -
5 16 16 5
4 −2 Well, we are trying to subtract from , which doesn't work because
20 20 20 20
5
is smaller. This means we will need to regroup, so we have a bigger fraction to
20
subtract from.
5
So, we will borrow 1 whole from 4, in the mixed number 4 . We will then add that
20
20
one whole to the fractional part. To do this, we will put one whole into the form of ,
20
because that is the denominator of this fraction. When we subtract this from the 4
and add it to the fraction, we get -
25
3
20
Now, we can complete step two, and subtract the numerators. We need to also
remember step three, which tells us to leave the denominators the same.
25 16 9
− =
20 20 20
The next step is to subtract the whole numbers. Because we borrowed from the 4,
our problem will be 3 - 2 [instead of 4-2]. 3−2=1Now, we will add the fraction to 1,
which gives us -
9
1
20
Now we'll do the last step - simplify, if possible. Well, there is no number that 9 and
20 can both be divided by, so this fraction is already in its simplest form.
Multiplying Simple Fractions
Main Concept
Let's look at how to multiply fractions. These are actually more simple than adding
and subtracting, because you do NOT need to find a common denominator.
How to Multiply Fractions
These are very easy. You just multiply the numerators together to get the numerator
in the answer. Then you multiply the denominators together to get the denominator
in the answer. Then you check to see if you can simplify.
If that's doesn't quite make sense yet, just hang on - I'll break it all down to where
it's understandable.

The Concept
To get the concept, let's try one with a picture, and show why we solve these the
way we do.
Let's solve this example problem -

Sara has 1/8 of a pizza, but she can't eat all of it. She keeps 1/4 of it, and gives her
brother the rest. What fraction of a whole pizza did Sara eat?
This problem can't just be solved by adding or subtracting, what we need to do is
multiply 1/8, which was the pizza she started with, by 1/4, which is how much she
kept.
So she started out with 1/8, or one piece from a pizza that was cut into 8 pieces.
And then she kept 1/4 of that.

She kept 1/4 of 1/8.

- Remember, "of" means to "multiply".

So we are solving the math problem -

1 1
×
4 8
To solve this, we just multiply the numerators [1 × 1 = 1],
and then we multiply the denominators
1 1 1
[4 × 8 = 32]. × =
4 8 32
Then we check to see if we can simplify.
In this example, our answer is already in simplest form because there are no
common factors that the numerator and denominator share.

Example 2 -
Find the product.
3 5
×
5 12
Again, we just multiply the numerators
[3 × 5 = 15],
and then we multiply the denominators
[5 × 12 = 60].
3 5 15
× =
5 12 60
Now we just need to simplify.
The greatest common factor of 15 and 60 is 15. So we can divide the numerator and
denominator by 15 to get our fraction in simplest form -
15 15 1
÷ =
60 15 4
Another way we could do this same problem, is to simplify BEFORE we multiply. This
can make it easier because we won't have to work with as large of numbers.

Here's how it works.

Before you multiply, check to see if any numerators have any common factors with
any denominators.

In our first fraction, we have a numerator of 3, and in our second fraction, we have a
denominator of 12. These both share common factor of 3, so we can "cancel" a three
out.
3 ÷ 3 = 1 and 12 ÷ 3 = 4
But we're not finished! We can also see that we have a 5 in the denominator of our
first fraction and a 5 in the numerator of our second fraction. These fives can
"cancel" out.

Remember this
You can ONLY cancel out common factors that are on OPPOSITE sides of the fraction
bar. They cannot both in the numerator or both be in the denominator to cancel.

Now we have a very simple math problem to solve.

We just multiply the numerators [1 × 1 = 1],

and then we multiply the denominators
[1 × 4 = 4].
1 1 1
× =
1 4 4
We got the same answer as before, we just simplified before we multiplied instead
of simplifying after.

Multiplying Mixed Numbers

Main Concept
In this lesson we learn that multiplying mixed numbers is the same as multiplying
regular fractions once they are converted into improper fractions.
Key Vocabulary -
Of means "multiply".
3 x 4 is the same as saying 3 groups of 4.

Example 1 -
Maria runs 1 1/4 miles every day. 1/3 of the course is on the main road. How much
of her course is road?
Multiply 1 1/4 by 1/3.

You could draw a picture to solve this -

Write the mixed number as an improper fraction.

1 [4 ×1]+1 5
1 = =
4 4 4
Then show 1/3 of the 5/4.

5 1 5
× =
4 3 12
The product is in simplest form.
Or you can multiply without drawing the picture.

Write the mixed number as an improper fraction.

1 [4 ×1]+1 5
1 = =
4 4 4
Multiply the numerators. Multiply the denominators.
5 1 5
× =
4 3 12
The product is already in simplest form.

Example 2 -
3 2
3 ×2
4 5
Write the mixed numbers as improper fractions.
3 [4 ×3]+ 3 15
3 = =
4 4 4
2 [5 ×2]+ 2 12
2 = =
5 5 5
It can be very helpful to cross reduce before multiplying the numerators and
denominators, rather than waiting to reduce the fraction to simplest form later.
Multiply the numerators. Multiply the denominators.
3× 3=9
1 ×1=1
Note - If you'd rather not cross reduce, you could multiply and then reduce and still
get the same answer.
15 12 180
× =
4 5 20
180 20 9
÷ =
20 20 1

Remember this
When multiplying fractions, the product could be less than the fractions we
originally started with if one of them is less than one.

Dividing Simple Fractions

Main Concept
When we divide fractions, we multiply the dividend by the reciprocal of the divisor.
Key Vocabulary -
Reciprocal - Reciprocals are number pairs that have a product of 1.
3/5 and 5/3 are reciprocals because
3 5 15
× = =1
5 3 15

Remember this
To find the reciprocal of a fraction, you just flip the fraction over.
Finding how many 1/2's are in 3 is the same as multiplying 3 by 2. There are 6.

Example 1 -
Divide 6 by 5/8.

Write the whole number as a fraction -

6
6=
1
Multiply the first number "Dividend" by the reciprocal of the 2nd number "Divisor"

6 8 48
× =
1 5 5

Write the product as a mixed number in simplest form -

48/5 = 9 with 3 left over.
48 3
=9
5 5

Example 2 -
3 3
÷
4 8

Remember this
This is asking how many 3/8 are in 3/4 so you can expect the answer to be bigger
than 1 whole.

Find the reciprocal of the 2nd fraction by flipping it over. The reciprocal of 3/8 is
8/3.
Re-write the problem using multiplication, then multiply and reduce.
3 8 24 2
× = = =2
4 3 12 1
Remember that cross reducing can save time. We would get the same answer if we
simplified before we multiplied.
Dividing Mixed Numbers
Main Concept
To divide mixed numbers, we just need to write the mixed numbers as improper
fractions and then follow the same steps we use to divide fractions.

Example 1 -
1 1
4 ÷1
2 2
Another way to think of this is how many 1 1/2 are in 4 1/2.
You could draw a picture to figure this out.

1 2 3
There are 3 groups of 1 1/2 in 4 1/2.

You could work it out without a picture by following these steps -

Convert the mixed numbers to improper fractions.
 1 [ 4 ×2]+1 9
4 = =
2 2 2
1 [2 ×1]+1 3
1 = =
2 2 2
Find the reciprocal of the divisor [2nd #].
Rewrite as multiplication problem.
9 2
×
2 3
Cross reduce if possible. Multiply and write in simplest form.

Remember this
Cross reducing is your friend when working with bigger numbers.
Example 2 -
1 3
3 ÷
8 4
1. Convert the mixed number to an improper fraction.
1 [8× 3]+1 25
3 = =
8 8 8
2. Rewrite as a multiplication problem with the reciprocal of the divisor [flip the
divisor over].
25 4
×
8 3
3. Cross reduce before multiplying.
4. Multiply the numerators, then multiply the denominators.
25 4 25
× =
8 3 6
5. Re-write as a mixed number in simplest form.
25 1
=4
6 6
So,
 1 3 1
3 ÷ =4
8 4 6

Adding and Subtracting Rational Numbers Pt. 1

Main Concept
In this lesson we apply our knowledge of adding and subtracting fractions and our
knowledge of positive and negative to learn how to add and subtract rational
numbers.

Key Vocabulary -
Rational number - any number that can be expressed as a ratio of two non-zero
integers. In other words, just like a fraction, but not always written in fraction form.

When adding or subtracting rational numbers

The 1st thing to do is to determine if it is adding or subtracting that needs to be
done.
Then you will use your understanding of adding and subtracting mixed numbers and
fractions.
Finally, you will use the rules for adding and subtracting integers to know if your
answer is positive or negative.

Rules for Adding Rational Numbers -

If the signs are the same, pretend they aren't there. Add the numbers and put the
appropriate sign on your answer.
If the signs are different, pretend the signs aren't there. Subtract the smaller
number from the larger one. Give your answer the sign of the larger number.

Rules for Subtracting Rational Numbers -

Subtracting is the same as adding the opposite so you can change the sign and then
just follow the rules for adding.

Remember this
If it looks really confusing, try substituting easier numbers into the expression to
determine how to solve it.
Example 1 -
 1 3
−5 −3
3 4
Subtracting is just like adding the opposite. We can re-write this as -
1 3
−5 +−3 Think - This is adding two negative numbers; so pretend the signs aren't
3 4
there, add the numbers, and then give the answer a negative sign.

Remember this
Adding two negative numbers is like going farther into debt. It's like you owe
somebody $4.5 and then you owe them $2.5 again so now you own them $7.

Use the rules for adding mixed numbers. Add the fractions by getting a common
denominator. Then add the whole numbers. You might need to regroup to get the
fraction in simplest form.
1×4 4
5 =5
3×4 12
3 ×3 9
3 =3
4 ×3 12

9
+3
4 12
5
12 13
8
12
13
is an improper fraction!
12
We can use 12/12 to make one whole. We will have 1/12 left over.
13 1
8 =9
12 12
Apply the negative sign because both numbers that we were adding were negative.

Our final answer is -

1
−9 So,
12
1 3 1
−5 −3 =−9 Example 2 -
3 4 12
 4
−3 −[−6]
5

Remember this
Subtracting a negative from a negative is like paying off part of a debt. Like you
owed someone $4.5 then you paid them back $2.5 so now you owe them $2.

You could make the rational numbers more simple to understand.

Think - "If this was -4-[-6], I could just say it was like adding 6 to the -4 and I would
get a 2. The same thing will apply to the rational number and I will end up with 3 4/5
less than 6."

Remember this
Whenever there are two minus signs next to each other, they make a plus sign!
For example - [3 - -5 = 3 + 5]

We can rewrite our problem as -

4 4
−3 − [−6 ] =−3 +6
5 5

The rule that we must apply here is - If the signs are different, subtract the smaller
number from the larger number. Then apply the sign of the larger number to the
answer.

So now we will subtract the two numbers.

Get common denominators.

Subtract the fractions.
Then subtract the whole numbers. You might need to regroup.
Finally apply the sign of the larger number to the answer.
−3 −
5 [ ]
4 −6 6
1
= −3
1
4
5
6 5
=5
1 5
4
−3
5
1
2
5
4 1
−3 − [−6 ] =2
5 5

Adding and Subtracting Rational Numbers Pt. 2

Main Concept
Let's review how to add and subtract rational numbers with DIFFERENT signs.
Let's do a problem together. In this problem we have a positive number and a
negative number.
3 3
5 −2
4 5
First of all, let's turn the problem into an addition problem. Remember, SAME –
CHANGE - OPPOSITE.
3 3
5 −2
4 5

3 3
5 +−2
4 5

Now we need to see which number has the greater ABSOLUTE VALUE, the negative
or the positive. Whichever is greater will be the sign that we end up with for our
answer.

Remember this
ABSOLUTE VALUE - The absolute value of a number is where you ignore the sign in
front and JUST look at the number. It tells us how far away the number is from O on
the number line.

Positive
3 3
5 ±2
4 5

Negative
In this problem, the positive is greater. So we know our answer will be a positive
number.

Remember this
Since the numbers have different signs, we know that we need to do subtraction.

Now we STACK and SUBTRACT. We don't need to worry about negative and positive
signs right now, this is just so we can find the DIFFERENCE between our two
numbers.

We'll put the number with the greater ABSOLUTE VALUE on the top. Remember, in
this problem it was the positive number that was greater, so that number will be
stacked on top. Then we subtract the other number.
3
5
4
3
−2
5
❑
Now complete the subtraction problem. Make the DENOMINATORS the same and
subtract!

Remember this
DENOMINATOR - this is the number underneath the fraction bar.
 3 15
5
4 20
3 12
−2
5 20
3
3
20
Last step! After we STACK and SUBTRACT, we need to put the right sign on our
answer. Remember, we saw that the positive number had the greater ABSOLUTE
VALUE, so our answer is going to be positive.
3
3
20

Applications - Add and Subtract Rational Numbers

Main Concept
Let's look at an example of how adding or subtracting rational numbers could be
useful in everyday life.

Example Problem
3 1
Isaac had 15 pounds of candy. He shared some with his little brother, who ate 13
4 3
pounds of the candy. How many pounds of candy does Isaac have left?

Let's Solve It!

We'll start with the fractions, so the whole numbers don't confuse us. But before we
can subtract these, we need to find a common denominator.

It looks like 12 would be a good common denominator for these particular fractions.
3 3
To get this as our common denominator, we need to multiply the fraction of by
4 3
1 4
and the fraction of by
3 4

3 3 9
× =
4 3 12
1 4 4 4 9
× = Now we will subtract from
3 4 12 12 12

Remember
When you subtract fractions, you find the difference of the numerators but leave the
denominators.

So, when we find the difference of these fractions, we get -

9 4 5
− =
12 12 12

Now we need to subtract the whole numbers -

15−13=2
5
Alright, so we have 2 as the answer to our subtraction problem. But wait! We
12
5
have one more step - we need to check if we can simplify. Well, is already its
12
simplest form, so means we already have our final answer -

5
2
12
Multiplying and Dividing Negative Fractions
Main Concept
In this lesson, we look at how to solve multiplication and division problems that
include negative fractions.

Steps for Multiplying or Dividing Negative Fractions

1. Ignore the signs and follow the normal procedures for multiplying or dividing
fractions.

2. If the factors have the same sign, your answer is positive. If they have different
signs, your answer is negative.

Let's look at another way that we can tell if our final answer is negative or positive.

The Triangle Method

We can also use this triangle to help us see if our final answer should be negative or
positive.

+
- -
Cover the signs of the factors.
The sign that is not covered will be the sign of your answer.

Later on, we will try some examples, to help us understand how this works.

Example Problems

Let's jump right in and try solving some problems.

First, let's solve this multiplication problem -

6 −7
×
5 12
So, we can start by ignoring the negative sign and solving this as a normal
multiplication problem.

Let's first see if we can cross reduce. It looks like we could divide 6 and 12 by 6.
1
6 7
×
5 122

Now, let's multiply them together.

Remember
To multiply fractions together, we multiply the numerators, to find the numerator of
our answer. We also multiply the denominators to find the denominator of our
answer.
1 7 7
× =
5 2 10
Alright, now we need to see if our final answer is positive or negative.

Well, step two tells us, "If the factors have the same sign, your answer is positive. If
they have different signs, your answer is negative."

In this problem, the factors had different signs, so our answer is negative.

Let's also try using the triangle method. So, we cover up the signs of the factors and
look at what's left. In this case, we will cover a plus sign and a minus sign, because
6 −7
one of our factors [ ] was positive and the other [ ] was negative.
5 12

- −¿

This also tells us that our final answer is negative. So, our final answer is -
−7
10
Example Division Problem

Let's also solve this division problem -

−8
÷−4
11

First, we need to turn the -4 into a fraction. As you know, we can do this by putting
−4
one in the denominator. This gives us the improper fraction
1

Now, to divide our fractions, we multiply the first number by the reciprocal of the
second number.

The reciprocal of a fraction

is found by simply flipping the fraction upside-down, so the numerator and the
−4 −1
denominator switch places. When we do this, becomes
1 4

To divide these, we just need to solve this multiplication problem -

−8 1
×−
11 4
Once again, we will ignore the negatives and solve this like a normal multiplication
problem. It looks like we can cross simplify by dividing eight and four by four.
2
8 1
×
11 41

Alright, let's multiply them together. This one is pretty simple, because our
1
simplified second fraction is
1
2 1 2
× =
11 1 11

Alright, now we need to find the correct symbol for our final answer.

Remember
If the factors have the same sign, your answer is positive. If they have different
signs, your answer is negative.

−8
Our original problem was ÷ -4. Both numbers have the same sign. This means
11
our answer will be positive.

If we used the triangle method, we would cover up the two negatives, which also
tells us that our answer is positive.

+
−¿ −¿

This means our final answer is -

2
11

Applications - Multiplying and Dividing Fractions

Main Concept
Sometimes we need to multiply and divide fractions to solve real world problems.
Let's practice!
Example -
4
Bailey is planting roses in her garden. She has 20 roses. If she plants
5
of her roses, how many has she planted in her garden?
How can we solve this problem? Well, we know that Bailey had 20 roses, and she
4
planted o f of them. If we multiply these two numbers together, we will get the
5
answer.
First we turn 20 into a fraction.

Remember this
To turn a whole number into a fraction, we just put it on top of a 1.

Now we can multiply.

The last step is to reduce!

RECOVERY
Introduction - Multiply Fractions by Fractions
Main Concept
We can multiply fractions by fractions.
Multiplying fractions by fractions is simple! We multiply numerator × numerator [to
get the answer in the numerator]. Then we multiply denominator × denominator [to
get the answer in the denominator].

Example -
Multiply.
4 2
∙
5 7
First, let's multiply numerator times numerator. 4 × 2 = 8
4 2 8
∙ =
5 7 ❑
Next, let's multiply the denominator times denominator. 5 × 7 = 35
4 2 8
∙ =
5 7 35
8 and 35 do not share any common factors, so our answer is in simplest form.
Our final answer is -
8
35

Application - Multiplying Factions

Main Concept
Sometimes we need to find the area of rectangles that have fractional edge lengths.
To find the area of any rectangle, we just multiply the length times width. Since we
know how to multiply fractions, we can easily do this.

To find the area of a rectangle, we simply multiply the length times the width.

Some rectangles have fractional edge lengths. However, we still find the area the
same way. We just take the length times the width.

Example -
Find the area of the rectangle.
 1
Ft
12
5
Ft
6
Multiply. Remember that when we multiply fraction we take numerator times
numerator [5 × 1 = 5] and denominator times denominator [6 × 12 = 72]. We simplify
if possible.
5 1 5
× =
6 12 72

There are no common factors between 5 and 72, so our answer is already in simplest
form.

Since we're finding area, our answer will be in square units.

So our final answer is -
5 2
Ft
72

Introduction - Divide Whole Numbers by Fractions

Main Concept
We can divide whole numbers by fractions.
Sometimes we need to divide a whole number by a fraction.
Remember that any whole number can be written as a fraction with a denominator
of 1. For example -
8
8=
1
Whenever we divide by a fraction, we multiply by the reciprocal of the fraction we
are dividing by. The reciprocal of a fraction is the fraction "flipped over".
Example -
Divide.
1
8÷
5
First, let's rewrite the whole number, 8, as a fraction with a denominator of 1.
8 1
÷
1 5
To divide fractions, we need to multiply by the reciprocal of the fraction we are
dividing by. This means we need to change the division sign to a multiplication sign
and then flip the second fraction.
8 1 8 5
÷ = ∙
1 5 1 1

Remember this
Notice that we only flip the second fraction. The first fraction stays the same.
Now we just need to multiply like usual, numerator × numerator, and
denominator × denominator.
8 5 40
∙ =
1 1 1
40/1 means the same thing as just 40. So our final answer is 40.
1
8 ÷ =40
5

Remember this
Notice that when we divide by a number that is smaller than 1, we get an answer
that is larger than the number we started with! Think about cutting 8 pies each into
fifths; how many pieces would you end up with?

Application - Divide Whole Numbers by Fractions

Main Concept
There are many real world situations where it is useful to divide whole numbers by
fractions.
Terms You Need to Know
Dividend - The number being divided.
Divisor - The number you are dividing by.
Quotient - The answer to a division problem.
Reciprocal - The multiplicative inverse. Two numbers are reciprocals if their
product = 1. To find the reciprocal of a fraction, just flip it!
 4 9
The reciprocal of is
9 4
Whole numbers as fractions - Every whole number can be written as a fraction with a
denominator of 1.
8
8=
1
Algorithm -
Steps to Divide a Whole Number by a Fraction - Multiply by the reciprocal of the
divisor. [Flip the second fraction to get the reciprocal.]
Simplify answer. Write the improper fraction as a mixed number if needed.
Example -
Victor wants to share 2 bags of candy with his friends. If each friend receives two
sevenths of the candy in a bag, how many friends can share the candy?
2
2÷
7
First, we multiply by the reciprocal of the divisor. We flip the fraction we are
dividing by and change the division sign to a multiplication sign.
2 7 14 14 ÷ 2 7
× = = =7
1 2 2 2÷ 2 1
We can simplify our answer by using the GCF [Greatest Common Factor] of 2 and 14,
which is 2. Dividing the numerator and denominator by the GCF will simplify the
answer completely.

Introduction - Divide Fractions by Fractions

Main Concept
If we can multiply fractions, then we can divide fractions. When we divide by a
fraction, we multiply by the reciprocal.
Terms You Need to Know -
Quotient - The resulting answer when numbers are divided.
Reciprocal - The multiplicative inverse, for fractions the denominator becomes the
numerator and the numerator becomes the denominator.
When we divide a fraction by a fraction, we must multiply by the reciprocal of the
divisor. This will give us the quotient.

Example -
Find the quotient.
5 3
÷
8 4
To find the quotient, we must multiply by the reciprocal of the second fraction.
5 4
×
8 3
Next, we'll multiply numerator × numerator and denominator × denominator.
5 4 20
× =
8 3 24
We can simplify the quotient by dividing the numerator and denominator by their
greatest common factor.

The greatest common factor of 20 and 24 is 4. If we divide both the numerator and
denominator by 4, then we'll get a simplified answer.
20 ÷ 4 5
=
24 ÷ 4 6

Application - Divide Mixed Numbers and Fractions

Main Concept
Dividing mixed numbers and fractions has many applications in the real world.

Terms You Need to Know -

- Mixed number - A number with both a whole number and a fractional part.
- Improper fraction - A fraction where the numerator is larger than the
denominator.
- Dividend - The number being divided.
- Divisor - The number you are dividing by.
- Quotient - The answer to a division problem.
- Reciprocal - The multiplicative inverse. Two numbers are reciprocals if their
product = 1. To find the reciprocal of a fraction, just flip it.
- Whole numbers as fractions - Every whole number can be written as a fraction
with a denominator of 1.

Algorithm -
Steps to Divide Mixed Numbers -
1. Turn the mixed numbers into improper fractions.
2. Multiply by the reciprocal of the divisor. [Flip the second fraction to get the
reciprocal.]
3. Simplify answer.
4. If the answer is an improper fraction, write it as a mixed number.

Example -
A recipe calls for 2 2/3 tablespoons of baking powder. Molly only has a teaspoon
measuring spoon. A teaspoon is 1/3 of a tablespoon. How many teaspoons are
needed for the recipe?
We want to divide 2 2/3 tablespoons by 1/3 of a tablespoon.
2 1
2 ÷
3 3
Before continuing, we need to turn the mixed number into an improper fraction.

Remember this
To turn a mixed number into an improper fraction, multiply the whole number part
by the denominator of the fractional part - 2 × 3 = 6. Then add on the numerator of
the fractional part - 6 + 2 = 8. This will give you the numerator of the improper
fraction. The denominator will stay the same.
8 1
÷
3 3
Now we'll multiply by the reciprocal of the divisor.
8 3
×
3 1
Since there's a 3 in the numerator and a 3 in the denominator, they'll cancel out.
This leaves 8 as our final answer.
8 3
×
3 1

8 ×1 8
= =8
1× 1 1
= 8 teaspoons

RECOVERED
Unit 8
Simplifying Expressions with Integers
Main Concept
We can combine like terms in an expression to simplify it and make it easier to work
with.

Key Vocabulary
Like terms - Like terms have the same variable raised to the same power.
Co-efficient - A co-efficient is the number that is being multiplied by a variable.

Simplifying expressions is done with the following 2 steps.

1st - Combine the like terms.
2nd - Re-write the expression with what is left.

Ex 1 - 8n - 2n + 6y
1 - Combine like terms.
The like terms in this expression are 8n and -2n so we subtract 2 from 8 making it
6n.
8n - 2n + 6y

Remember this
When combining like terms, ALWAYS pay attention to the sign in front of the
coefficient.
2 - Re-write with what is left.
6n + 6y

Ex 2 - 62 + 47 + 6x2 + 2x2
1 - Combine like terms.
There are 2 sets of like terms in this expression - 62+47 and 6x2+ 2x2
62 + 47 + 6x2 + 2x2
62 + 47 = 109
6x2 + 2x2 = 8x2

2 - Re-write with what is left.

109 + 8x2
Adding Rational Coefficients - Mixed Numbers
Main Concept
We can simplify expressions by combining like terms. Sometimes coefficients are
rational numbers. We can use what we know about adding rational numbers to
simplify these expressions.
Expressions with like terms can be simplified by adding the like terms together.
Example
Simplify the expression.

Looking at the expression, we see there are two s terms that can be combined.

Remember this
When adding the coefficients of like terms, always look at the sign that comes right
before the coefficient to know whether the term is positive or negative.
Recall how to add mixed numbers. We can start by adding the whole numbers first.

Now we'll add the fractions. Before we can add them, they must have common
denominators. Let's multiply the first fraction's numerator and denominator by 7.
Then, the second fraction's numerator and denominator by 2.

If the answer we get is an improper fraction, we will need to regroup and adjust the
whole number. This time, our fraction is not improper. It cannot be simplified either.
So we are finished. We write it next to the whole number we already found. So our
simplified expression is

We cannot simplify this expression any further because there are no more like
terms.
Subtracting Rational Coefficients
Main Concept
A coefficient is a number in front of a variable. When we have terms with the same
variable, we can add or subtract the coefficients to simplify an expression.
Sometimes coefficients are rational numbers such as fractions or decimals. Let's
practice subtracting rational coefficients to simplify expressions.
Here is a problem

-20.6c + 31.4c -1.5c = ?

We can simplify this equation by combining like terms. Notice that every term has a
variable of c. -20.6c + 31.4c -1.5c = ?

Let's start by combining the two negative terms, -20.6c and -1.5c.
Remember this
When we add two negative numbers, we should get an answer that is even more
negative!

-20.6c + -1.5c = -22.1c

If we combine them, we get. -22.1c

Now our problem looks like this. -22.1c + 31.4c = ?

Now we have a negative term and a positive term that we are adding together. We
can use absolute value to determine whether our answer will be positive or
negative.
Remember this
Absolute value is the distance of a number from zero on a number line. To find the
absolute value, we ignore the + or - sign, and just look at the number itself.
We can see that the positive number has a bigger absolute value, so our answer is
going to be positive.
All that is left to do is to solve this last math problem. We'll take the number with
the larger absolute value, 31.4c, and subtract the number with the smaller absolute
value, -22.1c. Then we will keep the sign of the number with the larger absolute
value, which in this case, is the positive number.

31.4c
- 22.1 c
9.3c
Subtracting Rational Coefficients - Mixed Numbers
Main Concept
We can simplify expressions by combining like terms. Sometimes coefficients are
negative rational numbers. We can use what we know about adding and subtracting
rational numbers to simplify these expressions.
Algebraic expressions can be simplified by combining like terms. Like terms are
terms that have the same variable raised to the same power.

For example, in the expression below, the x-terms can be combined. However, the x2
term can NOT be combined with the x-terms because it is raised to a different power
and is not a like term.

x + 4x2 + 3x + 3x = 7x + 4x2

When we combine like terms, we must always pay attention to the sign that comes
right before the coefficient. For example, when we combine the y-terms below, the
4y and 3y are positive and the -12y is negative. So our answer is -5y.

4y + 3y - 12y = -5y
Example
5 1
Simplify the expression. 1 y−2 y
8 6
Since these are like terms, they can be combined.

Since the coefficients have different signs, we will need to subtract to find the
difference. We take the absolute value of both numbers and subtract the smaller
absolute value from the larger absolute value. Then we put the sign of the number
with the larger absolute value on our answer.

5 1
Notice that we have a positive coefficient of 1 and a negative coefficient of −2
8 6
1
When we combine these, we will end up with a negative answer because −2 has a
6
5
larger absolute value than 1
8
Let's subtract, we take the larger absolute value minus the smaller absolute value:
1 5
2 −1 =¿
6 8
Remember this
When we take the larger absolute value minus the smaller absolute value, we get a
positive answer. However, since we already determined that our answer will be
negative, we will need to remember to place the negative sign on our answer at the
end.
We'll start by subtracting the fractions. First we need to get like terms.
1×4 5 ×3
2 −1 =¿
6×4 8 ×3
4 15
2 −1 =¿
24 24
First , subtract the numerators on the fractions . We cannot take15 away ¿ 4 , so we are going ¿ need ¿ borrow¿ the wh
28 15
e existing 4 in the numerator. 1 −1 =¿ 28 - 15 = 13
24 24
So the fractional part of our answer will be:
13
24
Next we subtract the whole numbers.
28 15 13 5 1 13
1 - 1 = 0 1 −1 = So ,1 y−2 y= y
24 24 24 8 6 24
Remember this
Our answer is negative because the coefficient with the larger absolute value was
negative.

Unit 9
Expanding Expressions with Integers
Main Concept
Let's practice expanding expressions with integers.

Let's solve a problem together for practice.

8 [b + 5] = ?

First let's use the distributive property.

Remember this
The distributive property is where we multiply one piece at a time and then add
them together.

8 [b + 5] = ?

Multiply 8 by b, and then 8 by 5. We get

8b + 40 = ?

Expanding Expressions with Rational Numbers

Main Concept
Let's practice expanding expressions with rational numbers.
Here is a practice problem for us to solve
1
[c +12 b]
2

To solve this problem we need to use distributive property.

Remember this
The distributive property is where we multiply one piece at a time and then add
them together.

1
[c +12 b]
2

1 1 1
× c equals c. × 12b gives us 6b. Our answer is
2 2 2
1
c +6 b
2
Translating Expressions
Main Concept
Algebraic expressions can be written to model many different situations. In this
lesson, we'll practice writing expressions from verbal descriptions.
Below are some important terms to remember when translating verbal descriptions
into numerical expressions

Sum - The result of adding two or more numbers together.

Difference - The result of subtracting one number from another.

Quotient - The result obtained when one number is divided by another number.

Product - The result obtained when one or more numbers are multiplied together.

Less Than | Decreased By - An amount being subtracted from a number.

More Than | Increased By - An amount being added to a number.

Example
Write an expression that represents
one fifth less than z

The term "less than" tells us we need to subtract.

1
Careful! The answer is not −5
5

1
"One fifth less than z" means we want to start at z and then take away
5
1
z−
5

Applications - Using Expressions

Main Concept
We can write expressions to represent real world problems.
Often we'll encounter mathematical problems in the real world with important
details missing. For these, we can write expressions to represent data and try to
create a clear picture of what's going on.

Example
Sally has $48. She wants to spend 45% of the money she has on a pair of shoes.
Write an expression to find how much money she would spend.

Let's break this problem down and look for any numbers or key words.

Sally has $48; she wants to spend 45% of the money she has

We gathered that Sally has $48 to start, but she wants to spend 45% of that amount.
So for the expression, we'll want to take 45% of 48. This will give us the amount she
would spend.

First, let's write 45% as a decimal.

45
45 %= =0.45 We want ¿ find 45% of 48, so we'll multiply
100
0.45 [48]
When we do the multiplication problem, we find that Sally would spend $21.60 on
the shoes.

Writing Equations
Main Concept
We can write equations to help solve real world problems.
Often we'll encounter mathematical problems in the real world with key numbers
missing. One method we can use to solve these, is to write an equation and fill in
missing data with variables.

Example
Write an expression that could be used to find the number of roller coasters Kelly
has ridden.

Kelly and her friend, Michael, went to a carnival. Kelly rode 6 more roller coasters
than Michael.

First, we'll look at problem and pick out any numbers or notable words.

Kelly rode 6 more roller coasters than Michael.

We'll let the variable k stand for the number of rides Kelly rode; and we'll let the
variable m stand for the number of rides Michael rode. We know that however many
rides Michael rode, Kelly rode 6 more. So we can write this equation

k=m+6
Inputting the number of rides Michael has ridden, we'll give us the number of rides
Kelly has ridden.

Introduction - Solving Equations

Main Concept
We can solve equations to find the value of variables. The "solution" is the number
that, when inputted for the variable, makes the equation true.
We can solve algebraic equations by isolating their variables. To do this, we can use
inverse operations to cancel out terms until the variable is by itself. Inverse
operations "undo" each other.
Addition is the inverse of subtraction.
Subtraction is the inverse of addition.
Multiplication is the inverse of division.
Division is the inverse of multiplication.
In the example below, the variable, x, has 4 added to it. To get x by itself, we'll need
to subtract both sides by 4. This will eliminate the 4 on the right, leaving the
variable isolated.

Remember this
Equations must remain balanced! What we do to one side, must also be done to the
other.
Example
Solve for x.
14.25 = 2.6 + x
The variable, x, has 2.6 added to it. The inverse of addition is subtraction. So we'll
subtract 2.6 from both sides.

Remember this
When adding or subtracting decimals, the decimal points must be lined up!
Now, with the variable isolated, we have the solution to this equation.
11.65 = x or x = 11.65

Solving One-Step Equations

Main Concept
We can solve an equation for a variable using inverse operations until we have the
variable by itself on one side of the equal sign.
A variable is a symbol or letter that stands for a value in an expression or equation.
Examples - n, x, y

When we solve an equation, we find the value for the variable that will make the
equation true.

Example 1
n + 12 = 20

We need to get the variable by itself to figure out what its value is.

To get a variable by itself, we always do the inverse operation.

In this example, there is a 12 being added to the variable, n. To get rid of 12, we just
need to subtract 12 from both sides.

Remember this
Whenever you do something to one side of an equation, you MUST also do it to the
other side of the equation! This keeps the equation balanced.

n + 12 = 20
-12 -12
n=8

You can check your work by plugging the answer you got into the original equation
and making sure that it makes the equation true.

8 + 12 = 20
It works! So we know we did the math correctly.

Example 2
-8x = -64

This time, there is a -8 being multiplied by the variable, x. To get rid of the -8, we
need to divide both sides by -8.

-8x = -64
-8 -8
Remember this
A negative divided by a negative is a positive! So -64 ÷ -8 = 8.
x=8

Again, let's check our work by plugging the value for x into our original equation.

-8[8] = -64

It works!

Example 3
d
−11
8
This time our variable, d, is being divided by 8. So to get rid of the 8, we need to
multiply both sides by 8.
8 d
∙ =−11∙8 Onthe ¿ , the 8' s cancel ,leaving us withd .
1 8
Remember this
A negative times a positive is a negative! So -11 ∙ 8 = -88.
d = -88
Let's check our work
−88
−11
8
This equation is true, so we know we found the correct value for d.

Discovery - Two Step Equations

Main Concept
Some equations require more than one step to solve. In this lesson, we'll learn to
solve two-step equations.

When solving a more complex equation, you can think about it like unwrapping a
present. The variable you are solving for is the present, and the things around the
variable are like the wrapping paper and bow.
When wrapping a present, you put on the wrapping paper, then you put on the bow.
However, to unwrap the present, you have to take off the bow first, and then take
off the paper.

Look at this equation

3x + 5 = 20

The x was multiplied by 3 and then 5 was added to it, to get an answer of 20.

However, we don't know the value of x. To solve for x, we need first subtract 5 from
both sides, then divide both sides by 3. This is like unwrapping the present, because
we "take off" the addition or subtraction first, then we "take off" the multiplication
or division.

3x + 5 = 20
- 5 -5
3x = 15
3 3
x=5

Example
Solve for x.

First, we'll subtract 4 from both sides.

Now we'll divide both sides by 5.

With the variable isolated, we have our solution

Remember this
We can check our work by inputting the solution back into the original equation. If
the solution makes the equation true, we know we have the right answer.

Checking our work

5x + 4 = 29
5[5] + 4 = 29
25 + 4 = 29
29 = 29

This is true! So our answer is correct.

Simplify and Solve Equations

Main Concept
Simplifying equations can make them easier to solve. In this lesson, we'll practice
combining like terms to simplify equations before solving them.
Equations can be simplified by combining like terms. Combining like terms can make
complicated looking equations much easier to solve.
Example
Solve for z | 6z - 5 - 8z + 9 = 12
Let's start by combining like terms. The equation has two z terms and it has
two constant terms.
6z - 5 - 8z + 9 = 12
Note - Even though the 12 is a constant term, we cannot combine it with -5 and 9
because it is on the other side of the equal sign.
6z - 8z = -2z
-5 + 9 = 4
-2z + 4 = 12
We'll start by subtracting 4 from both sides.
-2z + 4 = 12
-4 -4
-2z = 8
Next, we'll divide both sides by -2. This will isolate the variable and give us the
solution.

The results can be checked by inputting our answer back into the equation.
Remember to use the correct Order of Operations!
6z - 5 - 8z + 9 = 12
6[-4] - 5 – 8[-4] + 9 = 12
-24 - 5 + 32 + 9 = 12
-29 + 32 + 9 = 12
3 + 9 = 12 | 12 = 12
Since -4 makes the equation true, we know that it is the correct solution.

Equations with Rational Numbers - Part 1

Main Concept
In this lesson, we'll practice solving equations that include rational decimal
numbers.
Equations with rational numbers can be solved by using inverse operations to isolate
the variable.
When we solve equations that involve decimals, we'll use the same skills that we've
developed when solving equations with integers.
Example
Solve for x.
Since 2.9 is being added to the x-term, we'll begin by subtracting 2.9 from both sides

Remember this
When adding and subtracting decimals, the decimal points must be lined up!
Since x is being multiplied by 6.5, we need to divide both sides by 6.5 to get x by
itself.

26 ÷ 6.5 = 4
Remember this
We can turn a decimal divisor into a whole number by multiplying it by a power of
10 to move the decimal to the right but, whatever we do to the divisor, we must also
do to the dividend.
Multiplying the divisor and dividend by 10 moves the decimal point one place to the
right. Now we have a whole number for the divisor and we are ready to divide.
6.5 | 260
- 260
0 [4]

Equations with Rational Numbers - Part 2

Main Concept
In this lesson, we'll practice solving equations that include fractions.
Equations with rational numbers can be solved by using inverse operations to isolate
the variable.
When we solve equations that involve fractions, we'll use the same skills that we've
developed when solving equations with integers.
Important things to remember. Any whole number can be written as a fraction with
a denominator of 1.
To divide by a fraction, we multiply by the fraction's reciprocal.

Example
Solve for x.

To start, we'll subtract 2 from both sides of the equation.

3 3
Since is being multiplied by x, we can divide both sides by to get x by itself.
8 8

3
The on the left side will cancel, leaving only the variable, x. To solve the right side,
8
we must multiply by the reciprocal.

We can simplify further because 24 and 3 share a common factor of 3.

Equations with Variables on Both Sides

Main Concept
Sometimes we encounter equations that have the variable we want to solve for on
both sides of the equal sign. To solve these equations, the first step is to get the
variable terms together on one side of the equal sign.
Sometimes equations have the variable we want to solve for on both sides of the
equal sign.
5x - 6 = 3x + 1
The first step in solving these is to get the variable terms together on one side of the
equal sign. We can use subtraction to move one term to the other side. Let's move
the 3x term to the other side. To do this, we'll subtract 3x from both sides.
5x - 6 = 3x + 1
-3x -3x
The 3x on the right cancels out. On the left, we have 5x - 3x = 2x.

2x - 6 = 1
Now we have a simple two-step equation.
Example
Solve for x.
4x - 24 = -5[x + 12]

First, we need to distribute the -5.

Now we need to get the x-terms together on one side of the equal sign. Do to this,
we'll subtract 4x from both sides.

-24 = -9 - 60

Now we have a two-step equation that is very easy to solve. Since our x-term has 60
subtracted from it, we'll do the inverse operation and add 60 to both sides.

The variable, x, is being multiplied by -9. So to get x by itself, we need to do the

inverse operation and divide both sides by -9.

So the equation solved for x is

x = -4

As always, we can check our work by inputting the solution into the original
equation.

4x - 24 = -5[x + 12]
4[-4] - 24 = -5[-4 + 12]
4[-4] - 24 = -5[8]
-16 - 24 = -40
-40 = -40

This is true, so we know that our solution is correct!

Unit 12
Applications - Using Variable Equations
Main Concept
We can write equations to help us solve many real-world problems.
Life is full of searching for answers. Oftentimes, we have some information, but
there are unknown values that we want to find. We can use variables to represent
values that we don't know. Then we can write equations that include what we do
know and use our problem solving skills to solve for the unknown values.
Example
Ryan pays $26.72 each month for his phone bill. He also pays an extra $3.50 each
time he makes a long distance call. Last month, Ryan's phone bill was was $40.72.
How many long distance phone calls did Ryan make last month?
We want to know how many long distance phone calls Ryan made. Let's let the
variable c stand for the number of long distance calls.
Each month, he pays $26.72; added to that, is an extra charge of $3.50 for each long
distance call he makes. We know that the total bill was $40.72. So this equation
models the situation
26.72 + 3.5c = 40.72
To find how many long distance phone calls he made, we just need to solve for c.
First, we'll subtract 26.72 from both sides.
26.72 + 3.5c = 40.72
-26.72 -26.72
3.5c = 14
Next, we divide both sides by 3.5.
3.5c = 14
Let's use long division to find 14 ÷ 3.5.
Since the divisor has a decimal in it, we'll eliminate it by moving the decimal point
one place to the right in BOTH the divisor and dividend.
4
35 | 140
- 140
0
c=4
Angles That Share a Vertex
Main Concept
In this lesson, we will solve for missing angle measures in diagrams.
An angle's vertex is the point where the rays that form the angle meet.

Sometimes, more than one angle share the same vertex.

During this lesson, it will be important to remember that a straight line has a
measure of 180 degrees, and all the way around a circle is 360 degrees.

Example 1
Find x.

The angles in this diagram share a vertex. Since we know that all the way around a
circle is 360 degrees, we can write the following equation.

Now we just need to solve for x. Let's start by combining the like terms.

Next, we need to subtract 298 from both sides.

The missing angle is equal to 62 degrees.
Remember this
We can check our answer by inputting the solution back into our equation. If the
measurements add up to 360 degrees, then we know our answer is correct.

Example 2
Find x.

Again, these angles share a vertex, but this time they add together to form a straight
line. Since a straight line has a measure of 180 degrees, we can write the following
equation.

Now we just need to solve. We'll start by combining like terms. Then we'll subtract
154 from both sides.

The solution to this equation is 26; which is equal to the missing angle's
measurement.
Example 1
Find the measures of the unknown angles.

Example 2
Find all of the vertical angles in the figure.
Example 3
Find the value of p.

70 = 20 + 2p
-20 -20
50 = 2p
2 2
25 = p
Now find the measure of Angle R and Angle S.
Notice that Angle R and Angle S are vertical angles, so if we find the measure of one,
we'll know the measure of the other!
R + 70 = 180
-70 -70
R = 110º

So
R = S = 110º
Triangles and Angles
Main Concept
The three angles in any triangle will always add up to 180°. We can use this knowledge to
find missing angles in triangles.

Triangle Sum Theorem - The three angles in a triangle will ALWAYS add up to 180°.

Example 1
Find the measure of angle A.

Since we know that the angles in the triangle will add up to 180°, we can write an equation.

Remember this
When we see a square symbol on an angle, it tells us that the angle is equal to 90°. So the
bottom left angle in the triangle above is 90°.

47 + 90 + A = 180

Now we just need to solve for A. Let's start by simplifying the expression by adding 47 and
90 together.

137 + A = 180

Now we just need to subtract 137 from both sides to get A by itself.

A = 43°

Example 2
Find the measure of angle B.

Notice that angle B is an exterior angle because it is on the outside of the triangle. If you
look closely, you can see that angle A and angle B form a straight line. Straight lines have a
measure of 180°.

A + B = 180
If we know the measure of angle A, we can use it find the measure of angle B. Well, we
already found the measure of angle A in the example above! A = 43°.

So we can use the information we know to solve for angle B.

43 + B = 180

We'll subtract 43 from both sides to get B by itself.

B = 137°

Example 3
Find the measure of x.

Remember this
The measures of the angles of EVERY triangle will add up to 180°.

Let's write an equation to help us solve for x. We know that all three angles will add up to
180°.
x + x + 38 = 180

Now let's simplify by combining like terms. We have 1x + 1x = 2x

2x + 38 = 180

Now let's get our constants all together on one side of the equal sign. We'll do this by
subtracting 38 from both sides.

2x + 38 = 180
-38 -38

2x = 142

Now we just need to divide both sides by 2 to get x by itself.

2x = 142
2 2

x = 71°

We can find any missing angle of a triangle as long as we remember that all three angles
will ALWAYS add up to 180°.
Exterior Angles
Main Concept
In this lesson, we will learn how to find the measure of exterior angles of triangles.
An exterior angle of a triangle is found on the outside of the triangle.

An exterior angle is created by extending a side of the triangle. The angle formed
outside the triangle is an exterior angle.

Remember these two important facts

The interior angles of a triangle always add up to 180 degrees.
The angle measure of a straight line is 180 degrees.

In the diagram above, we can see that the exterior angle, x, and the interior angle
right next to it form a straight line. So we can use this equation to find x:
x + 53 = 180

Subtracting 53 from both sides we get,

x = 127
Sometimes, however, we aren't given the interior angle that is right next to the
exterior angle.

In the diagram above, we are given the remote interior angles - the two angles
furthest from the exterior angle.
To find the measure of the exterior angle this time, we could solve for the missing
interior angle and then use what we know about straight lines to solve. However,
there is a faster way!

The measure of an exterior angle is always equal to the measures of its remote
interior angles added together.

So we can write this equation and solve:

x = 46 + 81
x = 127

Example 1
Find the exterior angle.

Remember this
This triangle has a 90 degree angle that is shown here as a square.
To solve, we'll add the two remote interior angles together, 47 and 90. Their sum is
equal to the missing exterior angle, x.

Example 2
Find the exterior angle.

This time we have an interior angle that's adjacent to the exterior angle. Together,
they form a straight line, which means they're equal to 180 degrees.
x + 55 = 180
So our exterior angle must be the difference between 180 and the interior angle, 55.
x + 55 = 180
-55 -55
180 - 55 = 125
x = 125

In summary, there are two methods we can use to find the measure of exterior
angles. We'll want to choose the method that works best with the information we're
given in the problem.

Method 1
The measure of an exterior angle is always equal to the measures of its remote
interior angles added together.

Method 2
When two angles together form a straight line, the sum of their angle measures is
180 degrees.
x + z = 180
So,

Types of Triangles
Main Concept
We can classify triangles based on their angle measures and based on their side
lengths.
There are many different types of triangles.
Triangles are classified by their angle measures and their side lengths.
Triangle Classifications by Angles
Right Triangle - A triangle that has a 90 degree angle.

Remember this
90 degree angles are called "right angles". Often, these are shown as a square.
Acute Triangle - A triangle whose angles are all smaller than 90 degrees.

Remember this
Acute angles are smaller than 90 degrees. You can remember this by thinking of
them as being "cute" and little.
Obtuse Triangle - A triangle with one angle that is larger than 90 degrees.

Remember this
An obtuse angle is larger than 90 degrees. Obtuse triangles only have one obtuse
angle because the angles in the triangle still need to add up to 180 degrees.
Equiangular Triangle - A triangle whose angle measures are all equal to each other.

Remember this
The angle measures in an equiangular triangle will always be 60 degrees because 60
+ 60 + 60 = 180.
Triangle Classifications by Sides
Scalene Triangle - A triangle that has three different side lengths.

Isosceles Triangle - A triangle that has two equal side lengths.

Equilateral Triangle - A triangle that has three equal side lengths.

Remember this
The side lengths of an equilateral triangle are all equal to each other.

Drawing Triangles
Main Concept
We can use a ruler and protractor to draw triangles with specific properties.
In this lesson, we will use a ruler and a protractor to draw triangles.

A ruler helps us measure length. It can also help us draw straight lines.
A protractor is a special tool that measures angles.

When using a protractor to measure an angle, for example, the angle shown in red
below, line up the middle of the protractor with the vertex of the angle, and line up
the bottom of the protractor with one of the rays that make up the angle. Then read
the angle measure where the other ray points. This angle has a measure of 80
degrees.

Example
Construct triangle DEF if DF = 4 cm, angle EDF measures 60 degrees, and angle EFD
measures 60 degrees.
Let's start by using our ruler to draw the line segment DF. We know it needs to be 4
centimeters long. Then, we'll mark each end with the point they represent.

DF = 4 cm
Next, we need to draw a ray from point "D" at an angle of 60 degrees. We'll use our
protractor to measure 60 degrees, and then our ruler to draw a straight line.
 EDF = 60 degrees
Remember this
When naming an angle, the middle letter is always the vertex of the angle.
Now we'll draw a ray from point "F" at an angle of 60 degrees. This will intercept
with the ray we drew before. The point of intersection is where point "E" is located.

EFD = 60 degrees
The two angles are both 60 degrees; so the third angle will also be 60 degrees. Since
all the angles are equal, the triangle must be equiangular and equilateral.

Area of Parallelograms
Main Concept
To find the area of a parallelogram, simply multiply the base times the height.
Parallelograms are 2D figures that have two pairs of parallel sides.

Squares and rectangles are both parallelograms that have four right angles.

To find the area of any parallelogram, multiply the base by the height.
A=b×h
[Because of the commutative property of multiplication, you can multiply in any
order and still get the same answer.]
Example 1
Find the area of the rectangle.

3.2 cm

6.1 cm
A=b×h
A = 6.1 × 3.2
A = 19.52 cm 2
Remember this
The area of a figure is always in square units.
Example 2 6.1 cm
Find the area of the square.

1
2
A=b×h
1 1
A= ×
2 2
1
A = cm 2
4
Parallelograms that are not rectangles or squares are a little bit trickier.

Because this type of parallelogram does not have right angles, you must be careful
when identifying the height.
Remember this
It is VERY important to use the height when calculating the area instead of the
slanted side length. The height will always be at a right angle to the base.
Example 3
Find the area of the parallelogram.

4.5 cm

7.4 cm
A=b×h
A = 7.4 × 4.5
A = 33.3 cm 2

Example 4
Find the area of the rhombus. 12 in.

11 in.

Remember this
A rhombus is a parallelogram that has equal side lengths. It's sort of like a squished
square. Since it does not have right angles, you must be careful when identifying the
height.
The height of this rhombus is the measurement that is perpendicular [forms a right
angle] with the base. The base is 12 and the height is 11.
A=b×h
A = 12 × 11
A = 121 in. 2

Area of Triangles and Trapezoids

Main Concept
To find the area of a triangle, we use the formula
1
A = bh
2
To find the area of a trapezoid, we use the formula
1
A = h [B 1 + B 2 ]
2
The area of a triangle is one half the base times the height.
1
A = bh
2
Remember this
You must be careful when identifying the height of a triangle. The height is
always perpendicular to the base.
Example 1
Find the area of the triangle.
1
A= bh
2
1
A= ×7×9
2 9 cm
63
A=
2

A = 31.5 m 2 7 cm

The area of a trapezoid can be calculated using the formula below:

1
A = h [B 1 + B 2 ]
2
Remember this
Trapezoids have only one pair of parallel sides. These sides are different lengths
than each other. We use these parallel sides as the two bases in the formula.
The height is always perpendicular to the bases.
B1

1
A= h [B 1 + B 2 ] H
2

B2
Example 2
Find the area of the trapezoid.
5.3 ft

4.8 ft

8.1 ft
First, we will plug the values into the formula for the area of a trapezoid.
1
A = h [B 1 + B 2 ]
2
1
A = × 4.8 [5.3 + 8.1]
2
Now we will solve the equation using the order of operations.

P - E - MD - AS

We will do what is in the Parenthesis first.

1
A = × 4.8 [13.4]
2

Now all we have left are two Multiplication problems. Let's solve from left to right.

A = 2.4 [13.4]
A = 32.16 ft 2
Circle Vocabulary
Main Concept
In this lesson we will look at some important vocabulary terms that you should be
familiar with when working with circles.
Circle - A set of points the same distance away from a center point.
Center - The point in the middle of the circle.
Radius - Any line that connects the center to the edge of the circle.

Remember this
A circle can have an unlimited number of radii. [Radii is the plural form of radius].
Diameter - A line that goes from one edge of the circle, to the other edge, crossing
through the center.

Remember this
A diameter MUST pass though the center to be a diameter.
Two radii make up one diameter.
Singing this song can help you remember the relationship between the radius and
diameter
"Radius, radius, is half-way across, half-way across, diameter is all the way, diameter
is all the way, it's twice as much, twice as much".

Example 1
If a circle has a radius that is 10 cm, how long would the diameter be?
Remember this
The diameter is always twice the radius.

To find the diameter, just take the radius and multiply it by two.
10 × 2 = 20

radius = 10 cm
diameter = 20 cm

Example 2
If a circle has a diameter of 100 ft, how long would the radius be?

Remember this
The radius is always half of the diameter.
To find the radius, we can take the diameter and divide it by 2.
100 ÷ 2 = 50

diameter = 100 ft
radius = 50 ft

Example 3
1
If the radius of a circle is 2 in., what would the diameter be?
2
1
Since we know the diameter is twice the radius, we will just multiply 2 by 2!
2
1
2 ×2=5
2
1
Radius = 2 in.
2
diameter = 5 in.

Example 4
If the diameter of a circle is 5.5 mm, what is the radius of the circle?
The radius is always half of the diameter, so we will take 5.5 and divide it by two.
5.5 ÷ 2 = 2.75

d = 5.5 mm
r = 2.75 mm

Area - how many square units will fit inside a figure. Area is an always a square unit,
like cm2.
Circumference - the measurement around the the outside of a circle. [It basically
means the perimeter of a circle]. Not a squared measurement because it is just the
distance around the circle.

Circumference - Finding C
Main Concept
The circumference of a circle is the distance around the outside of the circle. We can
use either of these two equivalent formulas to find the circumference of a circle
C = 2πr
C = πd
Circumference - the measurement around the the outside of a circle.
The formula for circumference can be written in either of these two ways.
C = 2πr
C = πd
Since the diameter is twice the radius, both of these formulas are equivalent to each
other.
If you are given the radius in your problem, use the formula that includes the radius.
If you are given the diameter in your problem, use the formula that includes the
diameter.
Example 1
The wheel of a bicycle has a diameter of 28 inches. How far will it travel after 1
rotation? [Round to the nearest inch.]

28 in.

Since the circumference is the distance around the circle, if the wheel rotates once,
it will travel its circumference. So we just need to find the circumference of the
wheel.

Since we are given the diameter, let's use the formula: C = πd

[We'll use 3.14 as an approximation for π.]
C = 3.14[28]
C = 87.92 in.

The instructions say to round to the nearest inch.

So our final answer is

C = 88 in.

Example 2
Find the circumference of a circle that has a radius of 20 ft.

Since we are given’4 the radius in this problem, we will use the formula
C = 2πr
[We'll use 3.14 as an approximation for π.]

C = 2[3.14] [20]

Because of the commutative property of multiplication, we can multiply in any

order. Let's multiply 2 and 20 first, because that is easiest.

C = 3.14[40]
C = 125.6 ft
Circumference - Finding r and d
Main Concept
If we know the circumference of a circle, we can find the radius or the diameter
using the formulas for circumference
C = 2πr
C = πd

If we know what the circumference of a circle is, we can use the equation for
circumference to find the radius or the diameter of the circle.

Steps to follow

1. Write the equation. [If you are solving for the radius, use C = 2πr. If you are
solving for the diameter, use
C = πd.]

2. Plug in the values that you already know.

3. Use inverse operations to solve for the variable.

Example 1
If the circumference of a circle is 15.7 cm, what is the diameter of the circle?
[Use 3.14 for π.]

C = 15.7
Since we are looking for the diameter, we will use the equation
C = πd

Let's plug in the values we know. We know the circumference is 15.7, and we know
that we will use 3.14 for π in this problem.

15.7 = [3.14] × d

Now we can use inverse operations to solve for d.

Since 3.14 is multiplied by d, we need to divide by 3.14 to get d by itself.

What we do to one side, we must do to the other side.

15.7 = [3.14] × d
3.14 3.14
5=d

The diameter of the circle is 5 cm.

Example 2
Find the radius of a circle that has a circumference of 74 ft.
[Use 3.14 for π. Round to the nearest hundredth.]

Since we are looking for the radius, let's use the equation: C = 2πr

First, we'll input the values we know.

74 = 2[3.14] × r

Now let's simplify. We'll multiply the 2 and 3.14 on the right.

74 = 6.28r

To get r by itself, we must divide both sides by 6.28.

74 = 6.28r
6.28 6.28

11.783439... = r

Our instructions tell us to round to the nearest hundredth.

So our final answer is

r = 11.78 ft
Area of Circle - Finding A
Main Concept
We can find the area of a circle, using this formula
A = πr 2

Area tells you how much space something takes up in square units.
The formula for finding the area of a circle is
A = πr 2

Remember this
r 2 means r × r

Example
What is the area of a dinner plate that has a diameter of 10 inches?
[Use 3.14 for π.]

10 in.

Notice that in this problem, we are given the diameter of the circle. Our formula A
= πr 2 uses the radius!

The radius is always half of the diameter. 10 ÷ 2 = 5. So we know that the radius of
the dinner plate is 5.

Now let's plug in the values we know. Remember, the problem tells us to use 3.14
for π.

A = πr 2
A = [3.14] [52]
A = [3.14] [5] [5]
A = 78.5 in. 2

Remember this
Area is always labeled with the units squared.
Area of Circle - Finding the Radius and Diameter
Main Concept
If we know the area of a circle, we can calculate the radius and the diameter of the
circle.
The area equation for a circle is
A = πr 2

Remember this
π is an irrational number whose decimal goes on and on forever: 3.14159265358...
For this lesson, we'll use 3.14 to approximate π in our calculations.
Example
What is the diameter of a circle that has an area of 530.66 ft 2 ?
1
Remember that the radius of a circle is of the circle's diameter.
2
Since we know the area of the circle, we can first find the radius, then we can
double the radius to find the diameter.
Let's plug the values we know into the area formula. We'll use 3.14 for π.
A = πr 2
530.66 = [3.14] r 2
r 2 is being multiplied by 3.14. So we need to divide both sides by 3.14.

530.66 [ 3.14 ] R
2
=
3.14 3.14
530.66 ÷ 3.14 = 169
169 = r 2

The r is being squared. To undo the exponent of 2, we need to take the square root
of both sides.

To get the circle's diameter, we need to multiply its radius by 2.

So the diameter of a circle that has an area of 530.66 ft 2 is 26 ft
d = 26 ft

Introduction - Area of Irregular Figures

Main Concept
We can use what we know about finding the area of rectangles, squares, and
triangles, to help us find the area of irregular figures.

An irregular figure is made of more than one shape put together.

To find the area of an irregular figure, we can "break" the figure into smaller shapes
that we already know how find the area of. Once we have found the area of each of
the smaller shapes, we add them together to find the total area of the irregular
figure.

Example
Find the area of the irregular figure.
Area of Irregular Figures
Main Concept
Irregular figures are made of different polygons put together. We can find the area
of an irregular figure by "breaking" it into pieces that we can find the area of and
then adding those pieces together.
We can find the areas of irregular figures by breaking them down into simple shapes
and finding their individual areas, then adding those areas together.

Example
Find the area of the irregular figure.

Let's start with breaking the figure down into simple shapes. We have a rectangle
and a triangle.
We're able to get the rectangle's area by multiplying its base and height together.

Next, we need to find the triangle's area. However, we're missing the length of the
base; so, we'll need to find that first.
The entire length of the rectangle measures 12 inches and the length from one end
to the triangle is 7 inches. The difference between those measurements is equal to
our triangle's base.

Now we can find the triangle's area using the formula

Finally, we'll add up the two areas. This will give us the total area of the irregular
figure.

60 + 10 = 70 in. 2
Unit 14
Identifying 3D Figures - Part 1
Main Concept
There are many different types of prisms. A prism is named by the type of base that
it has.
Key Vocabulary
Vertices - the corners of a 3D figure. [The singular form is vertex.]
Edges - the line segments between faces.
Faces - the flat surfaces of a 3D figure.
Base - the face that a 3D figure stands on. In prisms, there are always two
bases. The bases are parallel and congruent to each other.
Remember this
Sometimes prisms are laid on their side. To identify the bases, always find the
faces that are parallel and congruent to each other.
Prism - a 3D figure that has congruent parallel bases that are connected by
rectangular faces. Prisms are always named by their bases.

Rectangular Prism - a prism with rectangular bases.

Triangular Prism - a prism with triangular bases.
Hexagonal Prism - a prism with hexagonal bases.
Cube - a special type of rectangular prism where all faces are perfect squares.
Identifying 3D Figures - Part 2
Main Concept
In this lesson, we will be learning to identify cylinders, spheres, cones, and
pyramids.
Cylinder - a 3D figure that has two circular congruent and parallel bases.

Remember this
Cylinders can be tall or short, but they always have a circle face on the top and a
circle face on the bottom.

Sphere - a 3D figure that is perfectly round. It looks like a ball. This figure has no
base.

Cone - a 3D figure that has one circular base. This figure has a curved side [no edges]
that comes up to a point called an apex. The apex is the only vertex on a cone.
Pyramid - a 3D figure that has one base, and triangular faces that meet at the top at
a point.

Pyramids are named by their bases.

Square Pyramid - a pyramid with a square base.

Triangular Pyramid - a pyramid with a triangular base.

Pentagonal Pyramid - a pyramid with a pentagonal base.

Identifying Nets

Main Concept
A net is a flat representation of a 3-dimensional figure that shows all of the figure's
faces.

A net can be folded to create a 3-dimensional shape.

Below are the nets of some 3-dimensional figures

Cone
Cylinder
Square Pyramid
Rectangular Prism

Example
What solid figure can you make from the net shown?

Looking at the net, we see two squares and four rectangles. The only 3D figures with
these faces are rectangular prisms. So this must be the net of a rectangular prism.
If we folded and taped the net above together, we would get a rectangular prism

Cross Sections
Main Concept
Today we are going to learn how to identify the cross sections of
3-dimensional shapes.
A cross section of a three-dimensional shape is like a slice. As shown here, the
horizontal cross section of a cylinder is actually a circle since the base is circular.

Example
What is the shape of the cross section?

This figure is a prism with rectangular bases, which means the horizontal cross
section must be a rectangle.
Introduction - Surface Area of Prisms and Pyramids
Main Concept
The surface area is the area of the entire surface on the outside of a 3D figure. To
find the surface area, find the area of each face, then add the areas together.
We can find the surface area of a 3-dimensional object by finding the area of each of
the faces, then adding the areas together to find the total surface area.

Example 1
Find the surface area of this rectangular prism.

7 cm

6 cm
15 cm
To do this, we need to find the area of each of the 6 faces, then add the areas
together.

A rectangular prism is nice, because it has 3 sets of parallel and congruent faces: Top
& Bottom, Left & Right, and Front & Back.
Sometimes it helps to draw a picture of the rectangles that we are finding the area
of. It's important to look carefully at the image we are given to identify the correct
dimensions.

Top & Bottom

6 cm
15 cm

To find the area of a rectangle, we multiply the base times the height.

15 × 6 = 90
Remember! We have two rectangles, the top and bottom, which are like this. So let's
multiply 90 by 2.

90 × 2 = 180
Area of Top & Bottom = 180 cm2

Left & Right

A = b∙h
6 × 7 = 42 7 cm
6 cm

Since we have two rectangles like this, we will multiply 42 by 2.

42 × 2 = 84
Area of Left & Right = 84 cm2

Front & Back

A = b∙h
15 × 7 = 105 7 cm
15 cm

Since we have two rectangles like this, we will multiply 105 by 2.

105 × 2 = 210
Area of Front & Back = 210 cm2
The final step is to add all of the areas that we have found together.

Area of Top & Bottom = 180 cm2

Area of Left & Right = 84 cm2
Area of Front & Back = 210 cm2

180 + 84 + 210 = 474 cm2

The surface area of the prism is
474 cm2

Example 2
Find the surface area of the triangular prism.

Height 8.9 cm
12 cm

12 cm
8 cm

Again, let's draw each of the different faces that we need to find the area of.

In a triangular prism, we need to be a little bit careful. The only two faces that we
know are always the same as each other are the two bases. This figure is laying on
its side, so the two bases are the front and back.

Front & Back

8.9 cm

8 cm
Remember this
To find the area of a triangle, use this formula
bh
A=
2
8 ∙8.9
A=
2
71.2
A=
2
A = 35.6

Since we have two faces that are both like this, [the front and back] we'll multiply
this by 2.

35.6 × 2 = 71.2
Area of Front & Back = 71.2 cm2

Right Face

12 cm

12 cm

Remember this
To find the area of a rectangle or square, we just multiply the base times the height.
A = b∙h
A = 12 × 12
A = 144
Area of Right Face = 144 cm2

Left Face

12 cm

12 cm

Remember this
Notice that the left face looks exactly like the right face! This is because the bases of
the prism are isosceles triangles. Isosceles triangles have two congruent sides.
We already figured this out.
12 × 12 = 144
Area of Left Face = 144 cm2

12 cm
Bottom Face

A = b∙h
A = 8 × 12
A = 96

Area of Bottom Face = 96 cm2

Now we just need to add the areas of all the faces together.

Area of Front & Back = 71.2 cm2

Area of Left Face = 144 cm2
Area of Right Face = 144 cm2
Area of Bottom Face = 96 cm2

71.2 + 144 + 144 + 96 = 455.2

The surface area of the triangular prism is: 455.2 cm2

Surface Area of Prisms and Pyramids

Main Concept
The surface area is the area of the entire surface on the outside of a 3D figure. To
find the surface area, find the area of each face, then add the areas together.
We can find the surface area of a 3-dimensional figure by finding the area of each of
the faces, then adding the areas together to find the total surface area.

Example
Find the surface area of the square pyramid.

Height 10 cm

7 cm
7 cm
It can help to draw the faces that we need to find the area of.
Base
 7 cm

7 cm

Remember this
To find the area of a square or rectangle, just multiply the base times the height.
A = b∙h
A = 7 × 7 = 49

Area of the Base = 49 cm 2

Now let's look at the sides. Notice that since the pyramid is a square pyramid, each
of the triangular faces are exactly the same!

Remember this 10 cm
bh
Use this formula to find the area of a triangle: A =
2
7 cm
bh
A=
2
7 ∙10
A=
2
70
A=
2
A= 35

Since we have four of these triangular faces, we will multiply 35 by 4.

35 × 4 = 140
Area of Triangular Sides = 140 cm 2

Now we just need to add the area of the base with the area of the sides to find the
total surface area.

Area of the Base = 49 cm 2

Area of the Triangular Sides = 140 cm 2
49 + 140 = 189

The surface area of the pyramid is: 189 cm 2

Surface Area of Cylinders

Main Concept
The surface area is the area of the entire surface on the outside of a 3D figure. To
find the surface area of a cylinder, sometimes it helps to think about the net.
Cylinder - a 3D figure that has two circular congruent and parallel bases.
When finding the surface area of a cylinder, it can help to think about the net of a
cylinder.

If we were to make a cylinder out of paper, we would use two circles and one
rectangular piece that would curve around the circles, forming the sides.

Since the rectangle goes all around the circles, the length of the rectangular piece is
the circumference of the circular bases.
Example 1
Find the surface area of the cylinder.

Radius 4 in.

12 in.

First, let's find the area of the circular bases [top and bottom].
Top & Bottom

Radius 4 in.

Remember this
Use this formula to find the area of a circle: A = πr2
We'll use 3.14 for π.
A = [3.14][4]2
Remember this
Order of Operations tell us to do exponents before multiplication. [Pemdas]
A = [3.14][4]2
A = [3.14][16]
A = 50.24

Since we have two of these circles, one on top and one on the bottom, let's multiply
this area by 2.

50.24 × 2 = 100.48
Area of Top & Bottom = 100.48 in.2

Now let's find the area of the rectangular piece that curves around and forms the
sides.

12 in.
 ? in.

We know the height of the rectangle is 12 inches because the height of the cylinder
is 12 inches.

But what is the length of the cylinder?

Think about the net. The rectangular piece has to wrap all the way around the circle
pieces. The distance around one of the circles is the circumference! So the length of
the rectangular piece will be the circumference of the circle!
Remember this
The formula for the circumference of a circle is
C = 2πr or C = πd
The radius of the circle is 4 in. 12 in.
We'll use 3.14 for π.

C = 2πr
C = 2[3.14][4] 25.12 in.
C = 25.12

Now we can find the area of the rectangle by multiplying the base times the height.
A = bh
A = 25.12 × 12
A = 301.44
Area of Rectangular Piece = 301.44 in.2
Finally, we just need to add the areas together to find the total surface area.

Area of Top & Bottom = 100.48 in.2

Area of Rectangular Piece = 301.44 in.2

100.48 + 301.44 = 401.92

The surface area of the cylinder is: 401.92 in.2
There is a formula that can help us find the surface area of a cylinder even faster!
The formula is: 2πr2 + 2πrh
If you look closely at this formula, you can see that on the left, we find the area of
the two circles [2 times πr2]. Then on the right, we find the area of the rectangular
piece by multiplying the height of the cylinder [h] by the circumference of the
circular base [2πr].

Example 2
Find the surface area of a cylinder can that is 10 inches tall and has a base diameter
of 6 inches.

Let's solve this one using the formula

SA = 2πr 2 + 2πrh

The formula calls for the radius [r], but we are only given the diameter!
Remember this
1
The radius is always of the diameter.
2
Since the diameter of the base is 6 inches, we will divide 6 by 2 to find the radius.
6÷2=3

r = 3 inches
We know the height is 10 inches.

We'll use 3.14 for π.

Now we have everything we need to plug the values into the formula:
2πr 2 + 2πrh
2[3.14][3]2 + 2[3.14][3][10]

Solve using the correct Order of Operations.

P - E - MD - AS
We have no operations inside parenthesis, so exponents come first!

2[3.14][3]2 + 2[3.14][3][10]
2[3.14][9] + 2[3.14][3][10]

Next will come the multiplication problems.

Remember this
We'll do the multiplication on the left and the multiplication on the right, but we'll
leave the plus sign in the middle alone in this step!

2[3.14][9] + 2[3.14][3][10]
56.52 + 188.4

Now we will add.

56.52 + 188.4
244.92
So the surface area of the cylinder is: 244.92 in.2
Remember this
You can find the surface area using the formula, or you can find the surface area
using the method shown in Example 1. Either method will give you the same answer.

Volume of Prisms and Cylinders

Main Concept
The volume of an object is the amount of space inside an object. We measure
volume in cubic units. The formula for the volume of a prism or cylinder is: V = Bh
Volume is the amount of space inside a solid figure.
You can think of volume as the number of small cubes that could fit into the figure
[if the figure was hollow] with no gaps or spaces between. We measure volume in
cubic units, such as cm 3 .

To find the volume of a prism or cylinder, find the area of the base and multiply it by
the height.
V = Bh
Remember this
The capital B stands for the area of the base.
Example 1
Find the volume of the rectangular prism.
 7 cm

6 cm
15 cm
First we need to find the area of the base.
The area of a rectangle is length × width. So we will multiply 15 by 6.
A = ℓ∙w
A = 15 × 6
A = 90

The area of the base is 90 cm 2 .

B = 90
Now we just multiply the area of the base by the height.
V = B∙h
V = 90 × 7
V = 630 cm 3

The volume of the rectangular prism is 630 cm 3 .

Remember this
When finding the volume of a rectangular prism, you can simply multiply the length
times the width times the height. This only works for rectangular prisms!
V = ℓwh
Example 2
Find the volume of the cylinder.

Radius 4 in.

12 in.

V = B∙h
We need to find the area of the base first, then multiply it by the height.
This time our bases are circles.
Remember this
To find the area of a circle, use this formula: A = πr2
A = πr2
A = [3.14][4]2
A = [3.14][16]
A = 50.24
B = 50.24 in.2
Now we just need to multiply the area of the base by the height of the cylinder.
The cylinder is 12 inches tall.
V = Bh
V = 50.24 × 12
V = 602.88
The volume of the cylinder is 602.88 in.3.
Remember this
If you get a problem where the diameter is given instead of the radius, just divide
the diameter by 2 and you will have the radius!
Example 3
Find the volume of the triangular prism.

Height 8.9 cm

12 cm

12 cm
8 cm
This time the bases of the prism are triangles.
The base of the triangle is 8 and the height of the triangle is 8.9.

bh
A=
2
8 ×8 ∙ 8.9
A=
2
71.2
A=
2
A= 35.6
B= 35.6 cm 2
Now we just need to multiply the area of the base by the height of the prism.
Careful!!! This prism is laying on its side. Since we know the bases are the triangles,
the height of the prism is the measurement that runs from one base to the other
base.

Height 8.9 cm

12 cm

12 cm
8 cm
You can think of this as, if we were to stand the prism up, so that it was sitting on
one of its bases, the prism would be 12 cm tall.
V = Bh
V = 35.6 × 12
V = 427.2

The volume of the triangular prism is 427.2 cm 3 .

Volume of Pyramids
Main Concept
The volume of an object is the amount of space inside the object. We measure
1
volume in cubic units. The formula for the volume of a pyramid is V = Bh
3
Volume is the amount of space inside a solid figure.
You can think of volume as the number of small cubes that could fit into the figure
[if the figure was hollow] with no gaps or spaces between. We measure volume in
cubic units, such as cm 3 .

This is the formula for finding the volume of a pyramid

1 Bh
V= Bh or V=
3 3
Remember this
The capital B stands for the area of the base.
Remember this
The h stands for the height of the pyramid, from the point at the top, straight down
to the base of the pyramid.
Example 1
Find the volume of the square pyramid.
Height 12 cm [from the top to the center of the bottom]

6 cm
6 cm
Bh
The formula for the volume of a pyramid is V =
3
First, let's find the area of the base. The base of this pyramid is a square with a
length of 6 and a width of 6. To find the area of a square, we just need to multiply
length × width.
A = ℓ∙w
A=6×6
A = 36 cm 2

So the area of the base is 36 cm 2 .

B = 36
Now we just need to multiply the area of the base by the height of the pyramid, and
divide the product by 3.
Bh 36 ×12
V= V=
3 3
Remember this
To make our calculation easier, we can simplify this expression. 36 is divisible by 3,
so if we factor out a 3 from the numerator and denominator, the math is much
simpler! 36 ÷ 3 = 12 and 3 ÷ 3 = 1
12× 12
V= V = 144 cm 3
1

Height 8 cm [from the top to the center of the bottom]

Example 2
Find the volume of a triangular pyramid that is 8 cm tall and whose base has an area
of 15 cm 2 .

This problem is easy! Notice that we have already been given the area of the base, B.
So we can simply plug the values into the equation for the volume of a pyramid and
solve.
Bh 15× 8
V= V=
3 3
Remember this
To make our calculation easier, we can simplify this expression. 15 is divisible by 3,
so if we factor out a 3 from the numerator and denominator, the math is much
simpler! 15 ÷ 3 = 5 and 3 ÷ 3 = 1
5× 8
V= V = 40 cm 3
1

Introduction - Volume of Composite Figures

Main Concept
Composite figures are made of more than one 3-dimensional figure put together. In
this lesson, we will find the volumes of composite figures.
To find the volume of a composite figure, we'll separate it into figures that we know
how to find the volume of. Then we'll add the individual volumes together, to find
the total volume of the composite figure.

We can use this formula to find the volume of prisms and cylinders
Volume = Area of Base ∙ Height
V=B∙h
Example
Find the volume of this composite figure.

We can "break" this figure into a rectangular prism and a triangular prism.
Let's find the volume of the rectangular prism first.

V = B∙h [where B is the area of the prism's base]

Area of Base
10 ∙ 5 = 50 in. 2
Length ∙ Width = Area

Next, we multiply the base by the height, which in this case is 4 inches.

50 ∙ 4 = 200 in. 3
B∙h=V
The volume of the rectangular prism is 200 in.3
Now we need to find the volume of the triangular prism. We'll use the same method
as before

V = B∙h [where B is the area of the prism's base]

To find the area of the triangular base, we'll use the formula for the area of a
triangle
 bh
A=
2

bh 10∙ 6
A= = 30 in. 2
2 2

50 ∙ 4 = 200 in. 3
B∙h=V

Volume of Composite Figures

Main Concept
In this lesson, we'll find the volumes of composite figures that are composed of
prisms, cylinders, and pyramids.
Composite figures are made of different figures put together.
To find the volume of a composite figure, we will first separate it into figures that
we can find the volume of. Then we'll add the individual volumes together.
Volume Formulas to Remember
Volume of a Prism or Cylinder
V = Bh
[where B is the area of the prism or cylinder's base]

Volume of a Pyramid
Bh
V=
3
[Where B is the area of the pyramid's base]

Example
Find the volume of this composite figure.

We can see that this composite figure is made of three prisms that have been stuck
together. Specifically, there are two cubes and one rectangular prism.

Since both of the cubes are the same, if we find the volume of one of them, then we
can double it to get the volume of both.

V = Bh
[Where B is the area of the prism's base]

Let's multiply a cube's length and width together to get the area of its base.
 5 ∙ 5 = 25 in. 2
Length ∙ Width = Area

To find the volume, we'll multiply the base by the height.

25 ∙ 5 = 125 in. 3
B∙h=V

We'll double this to get the volume of both cubes combined

125 ∙ 2 = 250 in. 3

Now let's find the volume of the rectangular prism.

Again, we'll use the formula V = Bh [where B is the area of the prism's base]

7 ∙ 2 = 14 in. 2
Length ∙ Width = Area

14 ∙ 4 = 56 in. 3
B∙h=V

Finally, we'll add the volume of the rectangular prism with the volume of the cubes
to get the total volume of the composite figure

56 + 250 = 306 in. 3

Introduction - Surface Area of Composite Figures

Main Concept
A composite figure is made of more than one figure stuck together. We can find the
surface area of a composite figure by finding the area of each face that is on the
surface and adding those areas together.
To find the surface area of a figure, find the area of each face and add them
together.
A composite figure is a figure that is made of more than one figure put together.
The surface area is ONLY the faces that are on the surface. Faces that are covered up
where the figures connect are not included.
Important Formulas
Area of a Rectangle = length × width
Area of a Triangle = [base × height] ÷ 2
Area of a Circle = πr 2

Circumference of a Circle = πd

Example 1
Find the surface area of the composite figure.

We can see that this composite figure is made of a rectangular prism and
a cylinder that have been put together.
Notice that the bottom of cylinder is connected to the prism. It is NOT on the
surface! This means that we will NOT include this face in our calculation.
Also, the part of the rectangular prism that is covered up by the bottom of cylinder
is NOT on the surface, so we will NOT include that in our calculation either.

Let's start by finding the area of each of the different faces of the rectangular
prism that are on the surface of the figure.

Front and Back

We can see that the front and the back of the rectangular prism are identical. They
both have the dimensions of this rectangle.

20

To find the area of the rectangle, we will just multiply the length by the height.
20 × 5 = 100

Since we have the front AND the back, we will have two faces that each have an area
of 100.

Front: 100
Back: 100
Sides
Now let's look at the sides. We have two sides that both have the dimensions of this
rectangle:

8
Again, we'll just take length × height.
5 × 8 = 40

Since we have two sides, we'll need to include both of them in our calculation.

Left Side: 40
Right Side: 40

Bottom and Top

Next, let's find the area of the bottom.

20
We'll take the length × height:
20 × 8 = 160

Bottom: 160

The top is the same as the bottom, EXCEPT some of it is covered up! We need to take
160 and SUBTRACT the circular section that is being covered by the base of the
cylinder.

The base of the cylinder looks like this:

The area of a circle is πr 2 .

1
Remember that the radius [r] is just of the diameter. Since the diameter is 8, we
2
know that the radius of this circle is 4.
Area of circle = π[4] 2

We will use 3.14 for π.

3.14[4] 2 = 50.24

Remember this
Order of operations are VERY important. Remember PEMDAS. Exponents come
before multiplication, so we must do
42 = 16 before multiplying it by 3.14.
To find the surface area of the top of the rectangular prism, we will take the area of
the rectangle, 160, and subtract the area of the circle, 50.24

160 - 50.24 = 109.76

Top: 109.76
We are finished with the rectangular prism part!

Now let's look at the cylinder.

When finding the surface area of a cylinder, remember what the net looks like. The
net of a cylinder has two circles and one large rectangle. If we were to fold and tape
this net together, the rectangle would wrap all around the circumference of the
circles.

So to find the surface area of the cylinder part of our shape, we will have to find the
area of the top circle and the area of the rectangular piece that wraps around.
[Remember, the bottom circle is covered up where it connects to the rectangular
prism.]

Top
This is what the top of our cylinder looks like.

The area of a circle is πr 2 .

1
Remember that the radius [r] is just of the diameter. Since the diameter is 8, we
2
know that the radius of this circle is 4.

Area of circle = π[4] 2

We will use 3.14 for π.

3.14[4] 2 = 50.24
Cylinder Top: 50.24

Side
Now we just need to find the surface area of the side of the cylinder. We know the
height of the cylinder is 9, so the height of our rectangle piece [as shown in the net
above] will be 9. How can we find the length of this rectangle? Think about the net...
The rectangle wraps all around the circumference of the circular bases! So if we find
the circumference of the circle, we will know the length of our rectangle!

C = πd

The diameter of the circle is 8. We will use 3.14 for π.

3.14 × 8 = 25.12
The circumference of the circle is 25.12, so the length of our rectangular piece is
25.12.

So we just need to find the area of this rectangle.

25.12

We'll take the length × height.

25.12 × 9 = 226.08

Cylinder Side: 226.08

Now for the FINAL STEP!
We just need to add all of the areas that we have found together and we will have
the total surface area!

100
100
40
40
160
109.76
50.24
+ 226.08
826.08
Remember this
Line up the decimals when you add!
So the surface area of this composite figure is 826.08 square units!

How to find volume of a cylinder V = πr 2 h

Unit 16
Ratios
Main Concept
In this lesson, we will be writing and simplifying ratios in real-world situations.
Ratios show a comparison between two quantities.

We can write a ratio in words - 1 to 3

In numbers - 1:3
1
Or as a fraction -
3

These all mean the same thing

1
1 to 3 - 1:3 -
3

Example
At pet store, there are 28 lizards and 14 turtles. What is the ratio of lizards to
turtles, in simplest form?

First, let's write the ratio. Since we want to know the ratio of lizards to turtles, we'll
put the number of lizards first, or on top if we write the ratio as a fraction
28 to 14
Or
28
14
The ratio is able to be simplified just as we normally do with fractions. The greatest
common factor of 28 and 14 is 14; so we'll divide the top and bottom by 14
28 ÷14 2
=
14 ÷ 14 1
This tells us that for every two lizards in the pet store, there is 1 turtle. The pet
store has twice as many lizards as turtles.

Proportion Basics
Main Concept
A proportion is formed by two ratios that are equal to each other. We can use
proportions to solve problems.
Proportion - an equation where rates or ratios are set equal to each other.
A c
=
b d
In a proportion, the cross products are always equal to each other.
A c
=
b d
a•d=b•c
This is a proportion. Notice that if we find the cross products, they are equal to each
other.
3 1
= 3 •2=6 •16=6
6 2
We can use proportions to find missing values.
If you have one ratio and part of another ratio, you can find the missing number.

14 7
Example =
22 x
Let's use cross products.
14 7
=
22 x
14x = 22 • 7
Now we have an equation that we can solve for x. First let's simplify by multiplying
22 times 7.

14x = 154

Now we just need to divide both sides by 14 to get x by itself.

14x = 154
14 14

x = 11

The equivalent ratios are

14 7
=
22 11
ˇ by turning both of the fractions into decimals . If you found the correct value for x , thedecimal form of th
We can this
14 ÷ 22 = 0.63
7 ÷ 11 = 0.63
These ratios form a proportion because they are equal to each other.

Proportion Word Problems

Main Concept
In this lesson, we'll use proportions to solve real world problems.

A proportion is formed by two ratios that are equal to each other. Shown below is a
proportion for minutes to seconds; if we were to simplify the right hand side, then we'd
see that these ratios are indeed equal.

1 minute 2 minutes
=
60 seconds 120 seconds

Example
A robot can build 162 circuit boards in 3 hours. At this rate, how many circuit boards can
the robot build in 5 hours?
 Let's write a proportion to help us solve this problem. We'll let x stand for the unknown
162circuit boards x circuit boards
value. =
3 hours 5 hours
Remember this
When writing a proportion, be consistent! The first ratio has the number of circuit boards
over the number of hours; so the second ratio must also have the number of circuit boards
over the number of hours.

Now we can use cross products to solve for x.

162 • 5 = x • 3

810 = 3x

Now we just need to divide both sides by 3.

810 = 3x
3 3

x = 270

So the robot can make 270 circuit boards in 5 hours.

Unit Rate
Main Concept
A unit rate is a ratio that describes how many of something per one unit of
something else.
Unit rates are very useful. Often unit rates are used to compare distance and time.
For example, a speed of 50 miles per hour, is a unit rate because it is telling how
50 miles
many miles are traveled in 1 hour.
1 hour
However, unit rates can also be used in many other areas, such as when shopping -
we can use the unit rates of bundled items to help us find great deals.

For example, if we are comparing two different packages of cookies, we can find the
unit rate that tells us the price per cookie and see which the better deal is.
$5.10 = $0.17
30 cookies 1 cookie

or

$6.72 = $0.14
48 cookies 1 cookie

When we look at the unit rates, we can easily see that the package of cookies that
costs $6.72 for 48 cookies is the better deal because we only pay 14 cents per
cookie.

Example
If a package of 10 pens costs $3.20, then how much would each pen cost?

We want to find the unit rate that tells us the price of 1 pen. To start, we'll use the
information from the problem to write a proportion.
$ 3.20 x
= Now we can use cross multiplication ¿ find thecross products .
60 pens 1 pen

To isolate the variable, x, we need to divide both sides by 10.

0.32 = x
Since the resulting answer is 0.32, the cost of each pen must be $0.32.
Proportions with Fractions
Main Concept
Sometimes proportions have fractions in them. When this is the case, we can still
use cross products to solve problems.
Sometimes proportions include fractions. Although this can look more complicated,
we can use the same methods to solve problems as we did with proportions that
consisted of simple integers.
Remember that to divide by a fraction, we must multiply by its reciprocal.

Example
3
If lb of oranges cost $3, then how much would 1 lb cost?
4
We want the price for one pound of oranges, so we'll write a proportion with ratios
3 dollars x dollars
=
written as price over weight. 3 1 lp
lp
4
 3
Let's use cross multiplication to solve for x. 3= x
4
3
Now we just need to divide both sides by
4
3
x
3 4
=
3 3
4 4
3
On the left, we have 3 ÷
4
3 3
On the right, the on the top cancels with the on the bottom, and we get x by
4 4
3
itself. 3 ÷ =x
4
Remember this
To divide by a fraction, we must multiply by the reciprocal.
To multiply fractions, we take numerator × numerator, over denominator ×
3 4 12
denominator. ∙ =x= =x This fract ion can be reduced. 12 ÷ 3 = 4. So, x = 4. This
1 3 3
tells us that it would cost $4 to buy 1 pound of oranges.

Proportions with Complex Fractions

Main Concept
Complex fractions have fractions in the numerator and in the denominator. Complex
fractions are often found in proportions so it's crucial that we learn how to work with
them.

When proportions include complex fractions, they can look very complicated. However, the
same skills that we learned when working with simple proportions apply.

Example
2 2
A recipe calls for cup of butter for 1 batch of cookies. Karma has 2 and cups of butter.
3 3
How many batches of cookies can she make?

Let's write a proportion to represent the problem. We'll write our ratios as batches
over cups of butter; the variable, x, will represent the unknown number of batches.
 2
The variable, x, is being divided by a 2 and - To cancel this, we need to multiply both
3
2
sides by 2 and
3

Remember this
We can write this vertically as

2 2
2 ÷ =x
3 3
Before we can divide, we must convert the mixed number to an improper fraction.
Remember that when we divide by a fraction, we must multiply by the reciprocal.

The resulting answer is able to be simplified further by dividing the numerator and
denominator by 6. This will give us the number of batches Karma can make.

Proportions and Percents

Main Concept
A percentage is a ratio of a number over 100. In this lesson, we will be solving
problems involving proportions and percents.
Percent is an amount out of 100. To convert a percentage to a fraction, we simply
take the number in front of the percent symbol [%] and put it over 100.

Example
An online electronics store is marking all items 27% off. If the regular price of a
speaker is $350, what is the sale price?
Let's start by writing a proportion to help us find out what 27% of 350 is. The first
ratio will be 27 over 100 because it's a percent. However, the second ratio will be
the value we want, x, over the total amount, 350.
Now we can use this proportion to find the missing value; to do this, we'll use cross
multiplication.

To isolate x, we need to divide both sides by the variable's coefficient of 100.

x = 94.5
Since the speaker is 27% off, we need to take the original cost of the speaker, $350,
and subtract the discount amount, $94.50.
350.00 - 94.50 = 255.50. So, the sale price of the speaker is - $255.50

Percent of Change
Main Concept
The percent of change is the percent a quantity increases or decreases from its
original amount.
In real life, we often encounter situations where a value increases or decreases.
Sometimes it is very helpful to know by what percent the value has changed.

To calculate percent of change, you need to know the original value and the new
value. Then you can plug the values into this formula.

Percent of Change Formula

N ew V −O ri Value
Origin V
[Remember to change the decimal answer into a percent, after using this formula.]
Remember this
An easy way to remember this formula is to think of the word "NOO!!!!"
Example 1
What is the percent of change from 200 to 40?

Since it is going from 200 to 40, we know the original value is 200 and the new value
is 40.
N ew V −O ri Value
Origin V
40−200
0 Vple 1 :his ... g this formula .¿
200
−160
200

– 0.8
Now we just need to change -0.8 to a percent!
Remember this
To change a decimal to a percent, simply move the decimal point two places to the
right. This is the same thing as multiplying by 100.

– 0.8 = – 80%
Since we have a negative answer, we know that this is a percent decrease.
So from 200 to 40, there is an 80% decrease.

Example 2
What is the percent change from 350 to 500?
[Round to the nearest percent.]

Since it is going from 350 to 500, we know the original value is 350 and the new
value is 500.

Again, let's use the formula.

N ew V −O ri Value
Origin V
500−350
350
150
350
______________

0. 4 2 8 5 7 1

To change the decimal to a percent, we will multiply by 100, which means we will
move the decimal point two places to the right.
______________ ______________

0. 4 2 8 5 7 1 = 42. 8 5 7 1 4 2%

The instructions in our problem tell us to round to the nearest percent. Underline
the digit we are rounding to, then look at the digit directly to the right to see if we
______________

should round up or down. 42. 8 5 7 1 4 2%

Remember this
Rounding rules say "If the value to the right of the place you are rounding to is 5 or
greater, round up. If it is less than 5, leave the number the same."
Since 8 is greater than 5, we will round up. We'll change the 2 to a 3.
______________

42. 8 5 7 1 4 2% ≈ 43%

Since our answer is positive, we know this is a percent increase.

So from 350 to 500, there is a 43% increase.

Percent of Error
Main Concept
The percent of error is useful when we want to know how close to accurate a
prediction was.
The percent of error can help us know how close to accurate a prediction was. To
find the percent of error, you need to know the predicted value [what someone
thought would happen] and you need to know the actual value [what actually
happened].

To find the percent of error, use the following formula.

Predict− Actual
Percent of Error =
Actual

Example 1
The ice cream store expected 400 customers, but there were only 360. What is the
percent of error?
Round to the nearest percent.

Let's plug the values into the formula.

Predict− Actual
Actual
400−360
360

tualmula .Percent of Error=¿ 0.1

We need to change this decimal to a percent!

Remember this
To change a decimal to a percent, we multiply it by 100 and write a percent sign at
the end. Multiplying by 100 is the same thing as moving the decimal point two
places to the right!
0.1 = 11.1%
The problem instructions tell us to round to the nearest percent. So we'll look at the
value that comes right after decimal point to decide if we will round up or leave the
number the same.
Remember this
Rounding rules say "If the digit to the right of the place value you are rounding to is
5 or greater, round up. If it is less than 5, leave the same."
Since 1 is less than 5, we will leave the number the same.
11.1% ≈ 11%
Percent of error = 11%

Example 2
Jay predicted he would sell 15 items, but he sold 22 items. What is the percent of
error?
Round to the nearest percent.

Plug the values into the formula.

15−22
22
−7
22
Remember this
Notice that we are taking the absolute value of the numerator and denominator. So,
even though we have a negative number in the numerator, it will change to positive
when we take its absolute value.
7
22
0.318
Now we just need to change the decimal to a percent. We can do this by multiplying
by 100. We'll move the decimal point two places to the right.
0.318 = 31.81%
Our instructions tell us to round to the nearest percent. So we'll look at the digit to
the right of the decimal point to tell if we should round up or leave the number the
same. We have an 8 to the right of the decimal point. Since 8 is greater than 5, we
need to round up.
31.81% ≈ 32%
Percent of Error = 32%

Unit 17
Simple Interest
Main Concept
In this lesson, we will learn how to calculate simple interest on a loan.
Did you know it costs money to borrow money? When you borrow money on a loan,
interest will be charged. The interest is a percentage of the amount that you
borrowed. The longer you take to pay off the loan, the more interest you will need
to pay.
We can use this formula to calculate simple interest: I = PRT
Where I is the interest, P is the principle or starting amount, and T is the time in
years.
Example
If you borrow $800 for 3 years at an annual interest rate of 6%, how much will you
pay altogether?
The question is asking for the TOTAL amount we'll pay. To find this, we'll first need
to find how much interest will be charged. Then we will add the interest to the
original amount that we borrowed.
Let's use the formula I = PRT to find the amount of interest that will be charged.
Remember that I stands for the interest, P is the starting amount of money, R is the
rate, and T is the time in years.
I=P•R•T
I = 800 • 0.06 • 3
Remember this
When calculating interest, before we multiply, we need to write the rate as a
decimal: 6% = 0.06
I = 144
So, there will be charged $144 in interest on the loan!
So to find how much we will pay altogether, we must add 144 to the original 800
that we borrowed.
144 + 800 = 944
We will pay $944 altogether.
Our answer is
$944

Multi-step Percent Problems

Main Concept
Some problems take multiple steps to solve. In this lesson, we will be solving real
world problems that involve percentages.
To solve multi-step problems, break the problem down into smaller parts. This will
make solving easier.
Remember that we can convert percents to decimals, allowing us to multiply them
with other numbers.

Example
Two friends want front row seats to a sports game. This will cost $120, plus a 5%
sales tax. If they split the cost evenly between them, how much must each friend
pay?
We need to find the total cost first. Since the sales tax is 5%, we need to find 5% of
120. First, we'll rewrite 5% as a decimal. 5% = 0.05. Next, we'll multiply 0.05 by 120
to find the sales tax.

Remember this
When we need to to find a percent of something, the "of" can be thought of as a
multiplication sign.
5% of 120 = 0.05 • 120

The sales tax is $6. We add the sales tax to the cost of the seats.

Now that we have the total cost, we can find how much each friend needs to pay by
dividing the total cost by two.

Each friend will need to pay $63.

Scale Factor
Main Concept
A scale factor can be used to make something smaller or bigger, while still keeping the
same proportions.

The scale factor of two similar figures is the ratio of their corresponding dimensions.

When we want to make a picture smaller or larger, it is important that we keep all of the
dimensions proportional. Otherwise, the picture will looked stretched when we are done!

A scale factor tells us what to multiply each dimension by to make a scaled image that
looks exactly like the original, just a different size.

In this lesson, we will practice finding the scale factors when we are given an original
image and a scaled image. Remember that division is the inverse operation of
multiplication.
 Original Scaled
2 in. 6 in.

To find the scale factor, we can take a dimension from the scaled image and divide it by the
corresponding dimension from the original image.
Scaled ÷ Original = Scale Factor
6÷2=3

The scale factor is 3.

To get from the original to the scaled image, the dimensions were multiplied by a scale
factor of 3.
2×3=6

Original Scaled

Remember this
When finding the scale factor, it's important to use corresponding sides. For example, if
you use the bottom side of the scaled image, you must also use the bottom side of the
original image to calculate the scale factor.

Example
Find the scale factor that was used to change the original to the scaled image.

To find the scale factor, we'll divide the length of the scaled rectangle by the length of the
original rectangle.

Scaled 36
= This can be reduced. The greatest common factor of 36 and 24 is 12.
Origin 24

3
The scale factor is
2
3
We can check this by multiplying the length of the original image by and seeing if we get
2
the length of the scaled image.

24 3 72
∙ = =36
1 2 2
 3 3
When we multiply 24 by get 36. So we know that the scale factor is correct.
2 2

Calculating Lengths - Given a Scale

Main Concept
A scale tells us the model length to the actual length. We can use a scale and write a
proportion to find missing dimensions of scaled objects.
When a scale factor is used to scale an object, the dimensions of the the scaled
object will remain proportional to the dimensions of the original object. This allows
us to use proportions to find a missing measurement.
Example
Halsey built a model of a spaceship. The scale she used was 1 inch - 16 feet. If the
model is 12 inches long, how long would the actual spaceship be?

To find the actual spaceship's length, we'll write a proportion using the scale factor
and the model's length.

The variable, x, represents the actual spaceship's length.

Remember this
When we write proportions, we must be consistent. This is why both ratios have
inches on top [model dimensions] and feet on the bottom [actual dimensions].

We can solve by using cross multiplication to get the cross products.

Since the coefficient of x is just 1, we can't simplify the equation any further. So, the
length of the actual spaceship would be:

Areas in Scale Drawings

Main Concept
The area in a scale drawing is proportional to the area in the original. Since area is in
square units, the ratio of the linear measurements must be squared in order to find
the ratio of the areas.
A scale drawing is a drawing with the same proportions as something else. An
example of a scale drawing is a blueprint of a house.

Like linear measurements, the area in a scale drawing is proportional to the actual
area. However, since area is always in square units, the scale must be squared to
find the ratio of the areas.

Example
A blueprint of a store has a scale of 1 inch - 10 feet. If the blueprint shows the store
with an area of 240 square inches, then what is the store's actual area?

The scale factor states that every inch is equal to 10 feet. However, the scaled area
is in square inches. So, first we need to make these units have consistent exponents
by squaring the scale factor.

Scale Factor
1 in. - 10 ft
Rewrite the scale factor as a fraction and square it to find the ratio of the areas

[ ]
2
1∈. 1∈.2
=
10 ft 100 ft
2

Our scale factor now states that every square inch is equal to 100 square feet.

The blueprint shows the area of the store as 240 in.2. Let's use this information to
2 2
1∈. 240 ∈.
write a proportion. 2
= 2
100 ft x ft
When we cross multiply, we get
1x = 240 • 100
x = 24,000
So the actual area of the store is

Scale Factor with Perimeter and Area

Main Concept
The ratio of the perimeter of a scaled figure and the perimeter of the original figure
is the same as the scale factor. However, the ratio of the areas is the scale factor
squared.
The scale factor is the amount we can multiply the original image by to get the
scaled image. To find the scale factor, take a dimension on the scaled image and
divide it by the corresponding dimension on the original image.
Perimeter is the distance around a flat shape. When talking about scaled figures, the
ratio of the scaled perimeter to the original perimeter is the same as the scale
factor.
Area is the amount of space that a flat shape takes up. Area is always given in square
units. When talking about scaled figures, the ratio of the scaled area to the original
area is the scale factor squared.
Example 1
How do the areas of these rectangles compare?

We could calculate the areas and compare them directly, but this would take some
time. Alternatively, we could find the scale factor and then square it. This would be
faster and easier.
To find the scale factor, take a dimension from the scaled image, then divide it by
the corresponding dimension on the original image.
Let's use the bottom sides of the rectangles
Scaled 36 3
= =
Origin 12 1
3
The scale factor is - The ratio of the areas is the scale factor squared. So to find
1
3
how the areas compare, we just need to square
1

[]
2
3 9
=
1 1

The area of the scaled image is 9 times the area of the original image.

Unit 18
Direct Proportionality in Tables
Main Concept
If two values have direct proportionality, a change in the one leads to a predictable
change in the other.
When two numbers vary directly, a change in one leads to a predictable change in
the other.

The constant of proportionality is the number that you multiply the first value by to
get the second value in the ratio.

Example 1

Total hours 2 5 10
 Total miles 120 300 600

Are the total miles traveled in direct proportion to the total number of hours? If so,
what is the constant of proportionality?

First, we'll write the miles to hours as ratios. [Notice that we are "flipping" the
ratios in the table upside-down.]
120 300 600
2 5 10
We need to know if these ratios form a proportion.

Remember this
A proportion is formed when two ratios are equal to each other.

To figure this out, let's change each ratio into a decimal by dividing the numerator
by the denominator.
120
=60
2
300
=60
5
600
=60
10
Since each of the ratios are equal to each other, they are proportional.
Notice that
2 × 60 = 120
5 × 60 = 300
10 × 60 = 600
If we take the number of hours and multiply it by 60, we get the number of miles.
This means that the constant of proportionality is 60.
Remember this
If values are directly proportional, we can find the constant of proportionality by
figuring out what is being multiplied by the first value to get the second value.
We can write this as an equation
60x = y
x = total number of hours
y = total numbers of miles
60 = constant of proportionality

Remember this
The constant of proportionality can also be thought of as the unit rate.
In summary, to find if the values form a direct proportion, follow these steps
1. Write the ratios.
2. Check to see if the ratios are proportional to each other [equal].
3. If the ratios are proportional, find the constant of proportionality by finding what
number is being multiplied by the first value to get the second value in the ratio.

Direct Proportionality in Graphs

Main Concept
When a direct proportional relationship exists in a graph, the graph will be a straight
line that passes through the origin.
Graphs that represent direct proportions will have a rate of change that is
consistent. This is why their lines are always straight.
These graphs will also go through the origin.

To calculate the constant of proportionality in a graph, select any point on the

graph. Then take the y-coordinate of the point and divide it by the x-coordinate of
the point.

5 = Constant of Proportionality

With this value, we can show the graph's direct proportional relationship in an
equation

The x variable's coefficient is the constant of proportionality.

Example
Does the graph represent a direct proportion? If so, what is the constant of
proportionality?

By looking at the graph, we can see that x and y are directly proportional to each
other because the graph is a straight line that passes through the origin.

To find the graph's constant of proportionality, we need to choose one point on the
graph. Let's choose the point [1, 7]. Now we take the y-coordinate of the point and
divide it by the x-coordinate of the point.
Remember this
In an ordered pair [x, y], the x-coordinate always comes first and the y-coordinate
always comes second. So in the point [1, 7] the x-coordinate is 1, and the y-
coordinate is 7.

7 = Constant of Proportionality

To write the graph's direct proportion equation, we'll input the constant of
proportionality for the coefficient of x.

Direct Proportionality in Verbal Descriptions

Main Concept
When a direct proportion relationship exists in the real world, we can write an
equation to help us solve problems.
In this lesson, we'll look at direct proportionality in real-world situations.

We will use variables to represent unknown values.

Direct proportion equations can be very useful in helping us solve problems.

Example
Michael receives $10 every month for his allowance. Write a direct proportion
equation that shows the relationship between months and the dollars received.

To start, we'll assign variables to any missing information: months [m], and
dollars [d].

m = months
d = dollars
We know that Michael gets $10 per month, so our equation should be written as
months multiplied by 10. Their product should equal the dollars received, which
changes depending on the number of months.

10m = d

Using this equation, we can calculate the amount of money Michael would receive
for any number of months. For example, if we wanted to know how much he'd
receive after 3 months, we'd simply substitute a "3" for the variable m, and solve.

Direct Proportionality in Equations

Main Concept
A direct proportion exists when, as one amount increases, another amount
increases at the same rate. We can write equations to model directly proportional
relationships. These equations can help us solve problems in many real-world
situations.
Two values are directly proportional when as one value increases, the other value
increases at the same rate.
For example, Andy gets paid $15 each time he mows the lawn. The amount of money
that Andy will earn is directly proportional to the number of times he mows the
lawn. These values have a direct proportional relationship. We can write an equation
to model this situation. Let's let x represent the number of times Andy mows the
lawn, and y represent the amount of money he earns.
y = 15x - y = 15[3] - y = $45.
Proportional relationships in equations will have this format

In the example above, k was 15. Notice that k, the constant of proportionality, is the
x variable's coefficient. Also, note that there isn't any subtraction, addition, or
exponent; if there were, the equation would not be directly proportional.
Example
Does this equation represent a direct proportion? If so, what is the constant of
proportionality?

The variable, x, has a coefficient of 4, however the y variable also has a coefficient.
To eliminate this, we'll need to divide both sides by 5.

Now we're left with an equation that meets the criteria to be directly proportional.
4
In this case, the constant of proportionality would be because it is the coefficient
5
on x.

Interpreting Linear Graphs

Main Concept
When a directly proportional relationship exists between two quantities, the graph
will be a straight line that passes through the origin. We can use these graphs to
answer questions about the data and to predict future data points.
Directly proportional relationships in equations will have this format
The graph of an equation in this form will be a straight line that passes through the
origin.

The origin is the point, [0 - 0] on the coordinate plane.

We can use graphs to analyze data and also to predict future data points.
Example
Use the graph to predict the number of miles that would be traveled in 6 hours.

Since the boat traveled 20 miles every hour, our constant of proportionality must be
equal to 20.

We want to know how far the boat would travel in 6 hours. Notice that the hours are
on the x-axis of the graph. We'll replace the x-variable in our equation with "6".

This will tell us y, the number of miles the boat will have traveled. Notice that miles
are on the y-axis of the graph.

Our resulting answer shows that the boat would travel 120 miles in 6 hours.

Interpreting Non-Linear Graphs

Main Concept
Non-linear graphs don't have a consistent rate of change. Many real-world situations
are modeled using non-linear graphs.
Example
A group of friends hiked 9 miles to a camp site. The graph below shows the distance
that they traveled each hour.

Hours vs. Miles

Distance [in miles]

Hours
The hours are on the x-axis, and the distance in miles is on the y-axis.

Looking at the graph, we can see that the friends traveled 2 miles each hour for the
first two hours of the trip. Then they traveled 4 miles in just one hour! After that
they did not make any forward progress for an hour, then they finished the trip.

Use the graph to answer these questions

1. When did the friends travel the fastest?

The part of the graph that has the steepest slope is where the group traveled the
fastest. This is between the 2 and 3 hour marks. So the friends traveled the fastest
between the 2nd and 3rd hour marks, or in other words, during the 3rd hour.

2. When did the friends stop to rest?

Look for the part of the graph where there was no distance traveled, this will be
when the friends were resting. The line is flat between the 3 and 4 hour marks, so
that is when the friends were resting. Since this was the 4th hour of the trip, they
rested during the 4th hour.

3. When did the friends arrive at the camp site?

We know that the camp site was 9 miles away. Look for the point where the friends
reached a distance of 9 miles. This is at the 5 hour mark. So our answer is at the 5
hour mark, or in other words, after 5 hours.

Unit 19
Mean and Mode
Main Concept
Mean and mode are useful pieces of information regarding a data set. The mean is
the average. The mode is the value that occurs the most often in a list.

Mean = average
Mode = most repeated value
The mean is the average. To find the mean, add up all of the values in the data set,
then divide by the total number of values in the set.

The mode is the value that occurs the most often in a data set. To find the mode,
simply look for the value that occurs more often than any other value. Sometimes
there is more than one mode - this occurs when there is more than one value that
appears the most often. Sometimes there is no mode - this occurs when all of the
values appear the same number of times and no value is more frequent than
another.

Example 1
What is the mean of the list of values?
14, 16, 14, 14, 13, 16, 14, 18, 16
To find the mean, add the values together and then divide the total by how many
values there are.

14 + 16 + 14 + 14 + 13 + 16 + 14 + 18 + 16 = 135
135
=15
9
There are 9 values so we divide the total by 9 and find that the mean is 15.

Mean = 15
Remember this
To find the mean of a list of values, add the values together and then divide by
number of values in the data set.

Example 2
What is the mode of the list of values?
14, 16, 14, 14, 13, 16, 14, 18, 16
To find the mode, we take a look at how many times each value appears in the data
set.

14, 16, 14, 14, 13, 16, 14, 18, 16

13 appears once.
14 appears four times.
16 appears three times.
18 appears once.

As we look at the data set, we see that the value 14 occurs four times. This is more
than any other value in the list.

The mode is 14.

Remember this
The mode is the number that appears most frequently in a set.
If a set has more than one number that occurs most frequently, then each of those
numbers are considered to be modes of the set.

Median and Range

Main Concept
Median and Range give us useful information about a set of numbers.
The median is the middle number in a list of numbers ordered from smallest to
largest.
The median is the middle number when you list the number set in order from least
to greatest. To find the median, the number set must first be organized.
The range is the difference between the largest value and the smallest value in a
data set. It describes how spread out the data is. To find the range, we subtract the
smallest value from the largest value.
Example 1
Find the median of the data set.
5, 18, 10, 16, 7, 9
First, put the numbers in order from least to greatest - 5, 7, 9, 10, 16, 18
Because we have an even number of values, the median becomes the average of the
two numbers in the middle. In this case the two middle numbers are 9 and 10.
To find the average, we add 9 and 10 together, then divide by 2.
9 + 10 = 19
19
= 9.5
2
Remember this
With a data set that has an odd number of values, the median is much simpler to
find. After organizing the list from least to greatest, the value that we find in the
middle is the median.
Example 2
Find the range of the data set.
5, 18, 10, 16, 7, 9
To find the range, we must take the largest value and subtract the smallest value.
Let's organize the data set in order from least to greatest - 5, 7, 9, 10, 16, 18
From here, it is easy to see that our smallest value is 5, and our largest value is 18.
So, we subtract 5 from 18.
18 – 5 = 13

Box and Whisker Plots

Main Concept
Box and whisker plots help us visualize a statistical data set.
To create a box and whisker plot, you first must find the following
1. Lower Extreme - the smallest value in the data set.
2. First Quartile - the median of the first half of the data. [Also known as Q1.]
3. Median - the median of the entire data set. [Also known as Q2.]
4. Second Quartile - the median of the second half of the data. [Also known as Q3.]
5. Upper Extreme - the largest value in the data set.

Example 1
Use the following data set to create a box and whisker plot.
2, 4, 5, 7, 10, 12, 15
Since our data is already arranged from smallest to largest, we can determine that
the lower extreme is 2, and the upper extreme is 15.

Remember this
The number set must be in order of smallest to largest to find the information we
need to create a box and whisker plot

Next, we find the median. This is the number in the very middle of the data set.
2, 4, 5, 7, 10, 12, 15
The median is 7.

1. Lower Extreme: 2
2. First Quartile:
3. Median: 7
4. Second Quartile:
5. Upper Extreme: 15

Next, let's find the the first and second quartiles. Notice that the median splits the
data into two halves.

The first quartile is the median of the first half of the data.
The second quartile is the median of the second half of the data.
2, 4, 5, 7, 10, 12, 15
1. Lower Extreme: 2
2. First Quartile: 4
3. Median: 7
4. Second Quartile: 12
5. Upper Extreme: 15
Now we have all the information we need to create a box and whisker plot

Random Sampling - Part 1

Main Concept
Random Sampling is a method of collecting data from a group. In random sampling,
each individual from the group has an equal chance of being selected.

Key Terms
Population - all members of a group
Sample - a selection taken from the population.
Random - not able to be predicted, but happening by chance; each member of the
population has an equal chance of being selected.

Example
Daryl is trying to decide what flavor of cake to have at his birthday party. He would
like to pick a flavor that his twenty guests will enjoy. How should he go about
selecting the flavor?

This is a perfect example of how to use Random Sampling.

The population we are concerned with, meaning the group that we need to take into
consideration, are the twenty guests of the birthday party!
Remember this
Population can mean a lot of different things, in the case of Random Sampling,
population means the "members of the group."
We need to take a sample of the twenty guests, so we randomly pick ten people
from the guest list and ask them what their favorite flavor is!

The result, depending on the answers that the ten random guests give, will be the
flavor that Daryl chooses. This is sure to be a hit at the birthday party!

Random Sampling - Part 2

Main Concept
A random sample can be a good representation of a group. In a random sample, each
member of the group has an equal chance of being selected.
The data gained by random sampling can help get a general consensus of the
population in a short amount of time. Random sampling can save time while still
getting information about a population.
To get more accurate results, multiple random samples should be taken.
Example
You would like to get a random sample from customers at a mall regarding what type
of foods they would like at the food court.
The population you are concerned with is all of the customers who walk into the
mall. You need to be sure that you have an accurate answer so that the new food
you introduce into the food court is a big hit!
Which method would be a true random sample?
A. Ask the first twenty customers who walk in the door the moment the mall opens.
B. Ask ten customers who walk into the mall in the morning, and ten customers who
walk into the mall in the afternoon.
Remember this
In a Random Sample, each member of a population has an equal chance of being
selected.
The answer is method b, and the reason is because if you only get answers from the
first twenty customers, then all the customers who come in the afternoon are not
represented in your data!
So, after using method b and asking ten customers in the morning, and ten in the
afternoon, the data shows that you should open a hot dog stand in the food court!
Now the question becomes
How accurate is your data?
To check the accuracy of your data, you can take more random samples and compare
the results.

Comparing Data Sets - Part 1

Main Concept
Comparing data sets helps us find the differences and similarities in information.
When two sets of data are shown in box and whisker plots, it is very easy to compare
the data sets.
Let's review how to read information on box-and-whisker plots. We'll use the box
and whisker plot below to answer the following questions.

Hours spent sleeping last night

Number of hours
What is the median?
Answer: 8
What is the range of the data?
Take the largest value and subtract the smallest value. 13 - 4 = 9
Answer: 9
What is the interquartile range?
Find the range of the values that make up the rectangle. Q3 - Q1 = 9.5 - 7 = 2.5
Answer: 2.5

Example
Which dealership has a higher median?
The median of Dealership A is 18, while the median of Dealership B is only 15.
Dealership A has the higher median.

Comparing Data Sets - Part 2

Main Concept
We can compare the variability of data sets using dot plots or mean absolute
deviation.

The mean absolute deviation tells how far, on average, the values in a data set are
from the mean. This can give us an idea of how spread out the data is.

To find the Mean Absolute Deviation [MAD] follow these steps:

1. Find the mean of the data.

2. Find the distance of each data point from the mean. [Take the absolute value of
each difference so that all distances are positive.]

3. Find the mean of the distances.

If we know the MAD [mean absolute deviation] of two data sets, we will
automatically know that the data set with the larger MAD has more variation
because the values are more spread out and not as clustered near the mean.

Dot plots can also show us the variability of data. If we plot two different data sets
on the same dot plot, we can see which data set is more varied.

The dot plot below shows the clutch sizes of two different species of birds. The
orange dots represent the clutch sizes of Bird Species 1, while the green dots
represent the clutch sizes of Bird Species 2. We can see that the orange data spreads
all the way between 1-6, while the green data is all contained between 1 and 3.

Key
Orange = Bird Species 1
Green = Bird Species 2

So Bird Species 1 has more variability in the clutch size.

Theoretical Probability
Main Concept
Theoretical probability is the likelihood of something happening. It can be calculated
by taking the number of favorable outcomes divided by the total number of
outcomes.
Theoretical probability tells us how likely an event is to occur. It can be calculated
without actually doing an experiment.
To find theoretical probability, take the number of favorable outcomes and divide by
the total number of possible outcomes.

Favorable outcomes are the ones that you want to occur.

Example 1
What is the theoretical probability of rolling an even number on a die?
When you roll a die, there are six things that can happen. You can roll a 1, 2, 3, 4, 5,
or 6.
We want to know the probability of rolling an even number. There are three even
numbers that you can roll. They are 2, 4, or 6.
So there are 3 favorable outcomes, and there are 6 possible outcomes. We'll take
the favorable outcomes over the possible outcomes.
3 1
=
6 2
Probability can also be written as a decimal or a percent.
1
= 0.5 = 50%
2
Example 2
Sue purchased 20 raffle tickets. There were 100 raffle tickets sold. What is the
probability that Sue will win the raffle?
Since Sue purchased 20 raffle tickets, there are 20 favorable outcomes. There was a
total of 100 raffle tickets sold, there are 100 possible outcomes.
20 1
So we'll take this can be simplified to
100 5
This can also be expressed as a decimal or percent.
1
= 0.2 = 20%
5

Sue has a 20% chance of winning the raffle.

Probability Models of Categorical Data
Main Concept
We can show the probabilities of different events on a graph. This makes it very easy
to see which events are most likely to occur.
Theoretical probability tells us how likely events are to occur. If we make a bar
graph that shows the probability of different events, we can easily compare how
likely different things are to happen.

In this type of bar graph, if all the bars are added together, they will always add to 1
or 100%. This is because one of the events must happen 100% of the time.
We can use the graph to visually compare the probabilities and answer questions.

For example, right away, we can see that there is an equal chance of pulling out a
red bead as there is of pulling out a green bead.
Using a Uniform Probability Model
Main Concept
In a uniform probability model, each outcome has an equal chance of occurring.

Rolling a die is a good example of a uniform probability model because each side of the die
has an equal chance of being rolled.

Example
If you rolled two dice, what is the probability that you would roll a sum of 3?

We can make a table that shows all of the different outcomes that we could get when we
roll two dice. The first die could land on a 1, 2, 3, 4, 5 or 6. The second die could also land
on a 1, 2, 3, 4, 5, or 6. The table shows all of the possible combinations.

There are 36 possible outcomes and each outcome is equally likely to occur.

To find the probability of rolling a sum of three, we need to identify how many of the
possible outcomes produce a sum of three. Let's circle them.

There are only 2 possible outcomes that produce a sum of three.

2
So the probability of rolling two dice and getting a sum of 3 is:
36

This can be reduced.

02÷ 2 1
=
36 ÷2 18
Probability Models with Frequencies
Main Concept
Frequency distribution can help us organize and display data. This information can
be put into graphs to make it even easier to analyze the data.
A frequency table shows how many times different outcomes in a sample occur.

When we gather data and put it into a frequency table, it is much easier to analyze
than just having data points in a long list.

Height of tomato plants [in inches]:

54, 52, 60, 58, 53, 51, 57, 52, 54, 55
We can make a frequency table showing this information. The frequency is how
many times a specific length occurred.

Height [inches] Frequency

51 1
52 2
53 1
54 2
55 1
56 0
57 1
58 1
59 0
60 1

Right away, we can see that the most common heights of our plants were 52 and 54.

To make the data even easier to read, we can group the values. Let's put the data in
groups of two inches

Height [inches] Frequency

51-52 3
53-54 3
55-56 1
57-58 2
59-60 1
Remember this
Notice that each group is exactly the same size - they are all 2 inch intervals. Also
notice that there are no overlaps or gaps between the groups, all of the different
heights are accounted for in one of the groups.
When we group the frequencies, it is even easier to read the data. If we want, we
can put the information in a graph. Frequency
This helps us visualize the data. We can quickly
see that most of the tomato plants were in the range of 51 to 54 inches.

Heights of Tomato plants

Height in Inches
Example
Create a frequency chart for the data below, using 0-2 as your first interval.
1, 3, 2, 0, 0, 5, 8, 4, 3, 2, 1, 1, 2
What's the frequency for data values
3-5?
Since our first interval will be 0-2, we know that each of our other intervals must be
the same size. 0-2 includes three numbers: 0, 1, and 2. so each of the following
intervals must also include three numbers.

CAREFUL! The intervals must not overlap. Since our first interval is 0-2, our second
interval will be 3-5. [It CANNOT be 2-4, because then 2 would be counted in more
than one interval.]

To figure out the frequency of each interval, just count the data points that belong
in each group.

1, 3, 2, 0, 0, 5, 8, 4, 3, 2, 1, 1, 2

Data Frequency
0-2 8
3-5 4
6-8 1
So the frequency for the data values 3-5 is 4.
Experimental Probability
Main Concept
Experimental probability is different than theoretical probability. With experimental
probability, you actually run the experiment, rather than calculating the likelihood
of an event.
To find experimental probability, we must run an experiment. This is different than
theoretical probability.

For example, to find the theoretical probability of rolling a six on a die, we simply
take the number of favorable outcomes 1 [because there is only one six on a die],
and divide it by the total number of possible outcomes 6 [there are 6 things that can
1
happen when you roll a die]. The theoretical probability of rolling a six on a die is
6
To find the experimental probability, you have to actually roll the die. The number of
times it lands on six will be the numerator. The total number of times you roll the
die will be the denominator. So if you roll the die 20 times and it lands on six 3 of
3
those times, the experimental probability of rolling the six is
20
Remember this
The more times you run the experiment, the closer the experimental probability will
be to the theoretical probability.
Example
Margaret flipped a coin 30 times. It landed on heads 16 times. What is the
experimental probability of landing on heads?

Since it landed on heads 16 times that will be the numerator.

Since she tossed the coin a total of 30 times, that will be the denominator.

16
So the experimental probability is
30
This can be reduced. We can divide the numerator and denominator by 2.
16 ÷2 8
=
30÷ 2 15
Experimental probability can also be expressed as a decimal or a percent.
8
=0.53=53.3 %
15
Independent Events
Main Concept
To find the probability of an independent compound event, find the probability of the first
event and the probability of the second event; then multiply them together.

A compound event is when more than one thing happens. For example, if you were two roll
two dice, the probability of rolling double sixes would be a compound event because the
first die would have to land on a six AND the second die would also have to land on a six.

When a compound event is independent, it means that the first event does not effect the
second event. In the case of rolling dice, whatever number the first die lands on will have
no impact on what number the second die will land on. So rolling double sixes would be an
independent compound event.

So what is the probability of rolling two dice and having them both land on six?

1
On the first die, the probability of it landing on a six is
6
1
On the second die, the probability of it landing on a six is also
6
To find the probability that BOTH of these events will occur, we simply need to multiply
them together.
1 1 1 1
× = The probability of rolling double sixes is
6 6 36 36
This makes sense, because when you roll two dice there is a total of 36 different things
that can happen. Only 1 of those 36 things is a combination of both dice landing on six.

Remember this
Independent compound events can have more than two events. To find the probability of
any independent compound event, simply multiply the probabilities of each individual
event together.

Dependent Events
Main Concept
In a dependent compound event, the first event affects the probability of the second
event.
A compound event is when more than one thing happens. In a dependent compound
event, the first event affects the probability of the second event. For example, if
there were two white chocolate and three dark chocolate candies in a bag, and you
want to know the probability of pulling out a white chocolate and then another
white chocolate without putting the first back, whatever type of chocolate you pull
out first will affect the probability of what you will pull out second. If you pull out a
white chocolate first, then there will only be one more white chocolate candy left in
the bag!

Let's find the probability of pulling a white chocolate and then another white
chocolate from a bag that contains two white chocolate and three dark chocolate
candies.

The first time you pull out a candy, the probability of pulling out a white chocolate is
2
[There are 2 white candies, and 5 total candies in the bag.]
5

Once the white chocolate candy is gone, the only candies left in the bag would be
one white chocolate and three dark chocolates.

1
So the probability of pulling out a white chocolate a second time would be [There
4
is 1 white candy in the bag and 4 total candies in the bag.]

Now to find the compound probability, we just need to multiply the probabilities of
the two events together.
2 1 2 1
× = = So the probability of pulling out a white chocolate∧then pulling out Another
5 4 20 10
1
white chocolate is
10

Simulation Tools
Main Concept
Computers can simulate data. This can help us find the experimental probability of
different events happening.

A simulation can help us run experiments to answer questions.

For example, we can use a random number generator to simulate data in the real world.
We can run the experiment multiple times to get more meaningful data.

Example
If 40% of donors have type A blood, what is the probability that in a group of three people,
at least one of them will have type A blood?

The problem has been simulated by generating random numbers. The digits 0-9 were used.
Let the numbers "5", "6", "7", and "8" represent the 40% of donors with type A blood. A
sample of 20 random numbers is shown.

345 492 645 210 369

278 192 432 483 912
109 957 730 448 910
923 132 584 240 721

Notice that in our simulation, we use numbers 0-9, which means there are 10 possible
digits. Since the probability of donors having type a blood is 40%, we assigned 4 of these
4
digits to represent the ones with type a blood. Remember 40% =
10
Since we are looking at groups of three people, each random number that we generated
has three digits.

We need to identify all of the random numbers that include a "5", "6", "7", or "8".

345 492 -645 210 369

278 192 432 483 912
109 957 730 448 910
923 132 584 240 721

Now we just need to count up the favorable outcomes and put that number over the total
number of outcomes to find the experimental probability.

10
= 50%
20