Sample_MathMammoth_Grade8-B_Canada

Contents
Foreword ................................................................................ 5
User Guide ............................................................................. 7
Chapter 5: Graphing Linear Equations

Introduction ............................................................................ 11
Graphing Proportional Relationships 1 ............................. 13
Graphing Proportional Relationships 2 ............................. 16
Comparing Proportional Relationships ............................. 19
Slope, Part 1 .......................................................................... 23
Slope, Part 2 ......................................................................... 27
Slope, Part 3 ......................................................................... 30
Slope-Intercept Equation 1 .................................................. 35
Slope-Intercept Equation 2 .................................................. 39
Write the Slope-Intercept Equation .................................... 42
Horizontal and Vertical Lines .............................................. 45
The Standard Form ............................................................... 48
More Practice (optional) ....................................................... 51
Parallel and Perpendicular Lines ......................................... 53
Mixed Review Chapter 5 ........................................................ 56
Chapter 5 Review ................................................................... 59
Chapter 6: Irrational Numbers and

the Pythagorean Theorem
Introduction ............................................................................ 63
Square Roots ........................................................................... 65
Irrational Numbers ................................................................ 69
Cube Roots and Approximations of Irrational Numbers ... 73
Fractions to Decimals (optional)............................................ 77
Decimals to Fractions ............................................................ 79
Square and Cube Roots as Solutions to Equations .............. 82
More Equations that Involve Roots ...................................... 85
The Pythagorean Theorem .................................................... 88
Applications of the Pythagorean Theorem 1 ........................ 93
A Proof of the Pythagorean Theorem and of Its Converse .. 96
Applications of the Pythagorean Theorem 2 ....................... 100
Distance Between Points ........................................................ 104
Chapter
Sample worksheet from6 Review ................................................................... 110
https://www.mathmammoth.com
3 ©2024 Taina Miller
Chapter 7: Systems of Linear Equations
Introduction ........................................................................... 117
Equations with Two Variables ............................................. 119
Solving Systems of Equations by Graphing ......................... 123
Number of Solutions .............................................................. 128
Solving Systems of Equations by Substitution ..................... 132
Applications, Part 1 ............................................................... 139
The Addition Method, Part 1 ................................................ 143
The Addition Method, Part 2 ................................................ 148
More Practice ......................................................................... 153
Applications, Part 2 ............................................................... 157
Speed, Time, and Distance Problems .................................... 160
Mixtures and Comparisons ................................................... 166
Chapter 7 Review ................................................................... 175
Chapter 8: Bivariate Data

Introduction ........................................................................... 181
Scatter Plots ........................................................................... 183
Scatter Plot Features and Patterns ...................................... 186
Fitting a Line .......................................................................... 190
Equation of the Trend Line .................................................. 194
Two-Way Tables .................................................................... 199
Relative Frequencies ............................................................. 202
Chapter 8 Review ................................................................... 212
Sample worksheet from

Foreword
Math Mammoth Grade 8 comprises a complete math curriculum for the eighth grade mathematics studies. The
curriculum meets the Common Core standards.
In 8th grade, students spend the majority of the time with algebraic topics, such as linear equations, functions,
and systems of equations. The other major topics are geometry and statistics.
The main areas of study in Math Mammoth Grade 8 are:
• Exponents laws and scientific notation
• Square roots, cube roots, and irrational numbers
• Geometry: congruent transformations, dilations, angle relationships, volume of certain solids, and the
Pythagorean Theorem
• Solving and graphing linear equations;
• Introduction to functions;
• Systems of linear equations;
• Bivariate data.
This book, 8-B, covers the topic of graphing linear equations. The focus is on the concept of slope.
In chapter 6, our focus is on square roots, cube roots, the concept of irrational numbers, and the Pythagorean
Theorem and its applications.
Next, in chapter 7, students solve systems of linear equations, using both graphing and algebraic techniques.
There are also lots of word problems that are solved using a pair of linear equations.
The last chapter then delves into bivariate data. First, we study scatter plots, which are based on numerical data
of two variables. Then we look at two-way tables, which are built from categorical bivariate data.
Part 8-A covers exponent laws, scientific notation, geometry, linear equations, and an introduction to functions.
I heartily recommend that you read the full user guide in the following pages.
I wish you success in teaching math!

Maria Miller, the author

User Guide
Note: You can also find the information that follows online, at https://www.mathmammoth.com/userguides/ .
Basic principles in using Math Mammoth Complete Curriculum
Math Mammoth is mastery-based, which means it concentrates on a few major topics at a time, in order to study
them in depth. The two books (parts A and B) are like a “framework”, but you still have some liberty in planning
your student’s studies. In eighth grade, chapters 2 (geometry), 3 (linear equations) and chapter 4 (functions)
should be studied before chapter 5 (graphing linear equations). Also, chapters 3, 4, and 5 should be studied
before chapter 7 (systems of linear equations) and before chapter 8 (statistics). However, you still have some
flexibility in scheduling the various chapters.
Math Mammoth is not a scripted curriculum. In other words, it is not spelling out in exact detail what the teacher
is to do or say. Instead, Math Mammoth gives you, the teacher, various tools for teaching:
• The two student worktexts (parts A and B) contain all the lesson material and exercises. They include
the explanations of the concepts (the teaching part) in blue boxes. The worktexts also contain some advice
for the teacher in the “Introduction” of each chapter.
The teacher can read the teaching part of each lesson before the lesson, or read and study it together with
the student in the lesson, or let the student read and study on his own. If you are a classroom teacher, you
can copy the examples from the “blue teaching boxes” to the board and go through them on the board.
• Don’t automatically assign all the exercises. Use your judgement, trying to assign just enough for your
student’s needs. You can use the skipped exercises later for review. For most students, I recommend to
start out by assigning about half of the available exercises. Adjust as necessary.
• For each chapter, there is a link list to various free online games and activities. These games can be used
to supplement the math lessons, for learning math facts, or just for some fun. Each chapter introduction
(in the student worktext) contains a link to the list corresponding to that chapter.
• The student books contain some mixed review lessons, and the curriculum also provides you with
additional cumulative review lessons.
• There is a chapter test for each chapter of the curriculum, and a comprehensive end-of-year test.
• You can use the free online exercises at https://www.mathmammoth.com/practice/
This is an expanding section of the site, so check often to see what new topics we are adding to it!
• There are answer keys for everything.
How to get started
Have ready the first lesson from the student worktext. Go over the first teaching part (within the blue boxes)
together with your student. Go through a few of the first exercises together, and then assign some problems for
the student to do on their own.
Repeat this if the lesson has other blue teaching boxes.
Many students can eventually study the lessons completely on their own — the curriculum becomes self-
teaching. However, students definitely vary in how much they need someone to be there to actually teach them.

Pacing the curriculum
Each chapter introduction contains a suggested pacing guide Worktext 8-A Worktext 8-B
for that chapter. You will see a summary on the right. (This
summary does not include time for optional tests.) Chapter 1 13 days Chapter 5 15 days
Chapter 2 27 days Chapter 6 16 days

Most lessons are 3 or 4 pages long, intended for one day.
Some lessons are 5 pages and can be covered in two days. Chapter 3 21 days Chapter 7 17 days
It can also be helpful to calculate a general guideline as to Chapter 4 14 days Chapter 8 11 days
how many pages per week the student should cover in TOTAL 75 days TOTAL 59 days
order to go through the curriculum in one school year.
The table below lists how many pages there are for the
student to finish in this particular grade level, and gives you a guideline for how many pages per day to finish,
assuming a 160-day (32-week) school year. The page count in the table below includes the optional lessons.
Example:
School Days for tests Lesson Days for the Pages to study Pages to study
Grade level
days and reviews pages student book per day per week
8-A 84 8 214 76 2.8 14.1
8-B 76 8 189 68 2.8 13.9
Grade 8 total 160 16 403 144 2.8 14
The table below is for you to fill in. Allow several days for tests and additional review before tests — I suggest
at least twice the number of chapters in the curriculum. Then, to get a count of “pages to study per day”, divide
the number of lesson pages by the number of days for the student book. Lastly, multiply this number by 5 to
get the approximate page count to cover in a week.
Number of Days for tests Lesson Days for the Pages to study Pages to study
Grade level
school days and reviews pages student book per day per week
8-A 214
8-B 189
Grade 8 total 403
Now, something important. Whenever the curriculum has lots of similar practice problems (a large set of
problems), feel free to only assign 1/2 or 2/3 of those problems. If your student gets it with less amount of
exercises, then that is perfect! If not, you can always assign the rest of the problems for some other day. In fact,
you could even use these unassigned problems the next week or next month for some additional review.
In general, 8th graders might spend 45-75 minutes a day on math. If your student finds math enjoyable, they can
of course spend more time with it! However, it is not good to drag out the lessons on a regular basis, because that
can then affect the student’s attitude towards math.
Using tests
For each chapter, there is a chapter test, which can be administered right after studying the chapter. The tests
are optional. The main reason for the tests is for diagnostic purposes, and for record keeping. These tests are not
aligned or matched to any standards.

In the digital version of the curriculum, the tests are provided both as PDF files and as html files. Normally, you
would use the PDF files. The html files are included so you can edit them (in a word processor such as Word or
LibreOffice), in case you want your student to take the test a second time. Remember to save the edited file
under a different file name, or you will lose the original.
The end-of-year test is best administered as a diagnostic or assessment test, which will tell you how well the
student remembers and has mastered the mathematics content of the entire grade level.
Using cumulative reviews and the worksheet maker
The student books contain mixed review lessons which review concepts from earlier chapters. The curriculum
also comes with additional cumulative review lessons, which are just like the mixed review lessons in the student
books, with a mix of problems covering various topics. These are found in their own folder in the digital version,
and in the Tests & Cumulative Reviews book in the printed version.
The cumulative reviews are optional; use them as needed. They are named indicating which chapters of the main
curriculum the problems in the review come from. For example, “Cumulative Review, Chapter 4” includes
problems that cover topics from chapters 1-4.
Both the mixed and cumulative reviews allow you to spot areas that the student has not grasped well or has
forgotten. When you find such a topic or concept, you have several options:
1. Check for any online games and resources in the Introduction part of the particular chapter in which this
topic or concept was taught.
2. If you have the digital version, you could simply reprint the lesson from the student worktext, and have
the student restudy that.
3. Perhaps you only assigned 1/2 or 2/3 of the exercise sets in the student book at first, and can now use the
remaining exercises.
4. Check if our online practice area at https://www.mathmammoth.com/practice/ has something for that
topic.
5. Khan Academy has free online exercises, articles, and videos for most any math topic imaginable.
Concerning challenging word problems and puzzles
While this is not absolutely necessary, I heartily recommend supplementing Math Mammoth with challenging
word problems and puzzles. You could do that once a month, for example, or more often if the student enjoys it.
The goal of challenging story problems and puzzles is to develop the student’s logical and abstract thinking
and mental discipline. I recommend starting these in fourth grade, at the latest. Then, students are able to read
the problems on their own and have developed mathematical knowledge in many different areas. Of course I am
not discouraging students from doing such in earlier grades, either.
Math Mammoth curriculum contains lots of word problems, and they are usually multi-step problems. Several of
the lessons utilize a bar model for solving problems. Even so, the problems I have created are usually tied to a
specific concept or concepts. I feel students can benefit from solving problems and puzzles that require them to
think “outside of the box” or are just different from the ones I have written.
I recommend you use the free Math Stars problem-solving newsletters as one of the main resources for puzzles
and challenging problems:
Math Stars Problem Solving Newsletter (grades 1-8)
https://www.homeschoolmath.net/teaching/math-stars.php
I have also compiled a list of other resources for problem solving practice, which you can access at this link:
https://l.mathmammoth.com/challengingproblems
Another idea: you can find puzzles online by searching for “brain puzzles for kids,” “logic puzzles for kids” or
“brain teasers for kids.”
Frequently asked questions and contacting us
If you have more questions, please first check the FAQ at https://www.mathmammoth.com/faq-lightblue
If the FAQ does not cover your question, you can then contact us using the contact form at the Math
Mammoth.com website.

Chapter 5: Graphing Linear Equations
Introduction
This chapter focuses on how to graph linear equations, and in particular, on the concept of slope in that context.
We start by graphing and comparing proportional relationships, which have the equation of the form y = mx.
Students are already familiar with these, and know that m is the constant of proportionality. In this chapter, they
learn that m is also the slope of the line, which is a measure of its steepness.
Then we go on to study slope in detail, its definition as the ratio of the change in y-values and the change in
x-values. Students learn that it doesn’t matter which two points on a line you use to calculate the slope, and study
a geometric proof of this fact. They practise drawing a line with a given slope and that goes through a given
point, and determine if three given points fall on the same line.
Then it is time to study the slope-intercept equation of a line, and connect the idea of an initial value of a
function (chapter 4) with the concept of y-intercept in the context of graphing. Students graph lines given in the
slope-intercept form, and write equations of lines from their graphs.
Next, we study horizontal and vertical lines and their simple equations. The standard form of a linear equation
follows next. The last major topic is how the slope reveals to us whether two lines are parallel or perpendicular
to each other.
Pacing Suggestion for Chapter 5

This table does not include the chapter test as it is found in a different book (or file).
Please add one day to the pacing if you use the test.
suggested your
The Lessons in Chapter 5 page span pacing pacing
Graphing Proportional Relationships 1 ........................... 13 3 pages 1 day
Graphing Proportional Relationships 2 ........................... 16 3 pages 1 day
Comparing Proportional Relationships ........................... 19 4 pages 1 day
Slope, Part 1 .................................................................... 23 4 pages 1 day
Slope, Part 2 .................................................................... 27 3 pages 1 day
Slope, Part 3 .................................................................... 30 5 pages 2 days
Slope-Intercept Equation 1 ............................................. 35 4 pages 1 day
Slope-Intercept Equation 2 ............................................. 39 3 pages 1 day
Write the Slope-Intercept Equation ................................ 42 3 pages 1 day
Horizontal and Vertical Lines ........................................ 45 3 pages 1 day
The Standard Form ......................................................... 48 3 pages 1 day
More Practice (optional) ................................................. 51 (2 pages) (1 day)
Parallel and Perpendicular Lines .................................... 53 3 pages 1 day
Mixed Review Chapter 5 ............................................... 56 3 pages 1 day
Chapter 5 Review .......................................................... 59 4 pages 1 day
Chapter 5 Test (optional)
TOTALS 48 pages 15 days
with optional content (50 pages) (16 days)

Helpful Resources on the Internet
We have compiled a list of Internet resources that match the topics in this chapter, including pages that offer:
• online practice for concepts;
• online games, or occasionally, printable games;
• animations and interactive illustrations of math concepts;
• articles that teach a math concept.
We heartily recommend you take a look! Many of our customers love using these resources to supplement the
bookwork. You can use these resources as you see fit for extra practice, to illustrate a concept better and even
just for some fun. Enjoy!
https://l.mathmammoth.com/gr8ch5

Chapter 5: Graphing Proportional Relationships 1
Graphing Proportional Relationships 1

We will now review what it means when two variables are in direct variation or in proportion. The basic
idea is that whenever one variable changes, the other varies (changes) proportionally or at the same rate.
Example 1. The wholesaler posted the following table for the price of potatoes:
weight (kg) 5 10 15 20 25 30
cost $5.50 $11.00 $16.50 $22.00 $27.50 $33.00
Each pair of cost and weight forms a rate — and so does each pair of weight and cost. However, it is more
common to look at the rate “cost over weight”, such as $27.50/(25 kg), than vice versa.
If all of the rates in the table are equivalent, then the weight and the cost are proportional.
To check for that, we have several means. One is to calculate the unit rate (the rate for 1 kg) from each of
these rates, and check whether you get the same unit rate.
In this case, that is so. The unit rate is $1.10/kg, no matter which rate from the table we’d use to calculate it.
One other way to check is, if one quantity doubles (or triples), will the other double (or triple) also?
This is especially useful for noticing if the quantities are not in direct variation.
Example 2. Here, when the weight doubles from 5 kg weight (kg) 5 10 15 20 25 30

to 10 kg, the price also doubles. But what happens with
the price when the weight doubles from 10 kg to 20 kg? cost $6 $12 $18 $22 $26 $30
The price does not double! So, the quantities are not in proportion.
The seller is giving you some discount if you purchase higher quantities.
Also, if you calculate the unit rate from $6/(5 kg) and from $22/(20 kg), they are not equal. (Verify this.)
1. Are the quantities in a proportional relationship? If yes, list the unit rate.
a. time (hr) 0 1 2 3 4 5 b. time (hr) 0 1 2 3 4 5

distance (km) 0 50 90 140 190 240 distance (km) 0 45 90 135 180 225
c. age (days) 0 1 2 3 4 5 6 7
height (cm) 0 0 0 2 4 6 8 10
d. length (m) 0 0.5 1 1.5 2 4 5 10

cost ($) 0 3 6 9 12 24 30 60
2. Now consider the tables of values in #1 as functions, where the variable listed on top is the independent
variable. For the ones where the quantities were in proportion, calculate the rate of change.
What is its relationship to the unit rate?
When two quantities are in a proportional relationship, or in direct variation (the two terms are synonymous):
(1) Each rate formed by the quantities is equivalent to any other rate of the quantities.
(2) The equation relating the two quantities is of the form y = mx, where y and x are the
variables, and m is a constant. The constant m is called the constant of proportionality and
is also the unit rate.
(3) When plotted, the graph is a straight line that goes through the origin.
3. Choose an equation from below where the

variables x and y are in direct variation
(proportional):
3
y= y = 3x
x
xy = 3 y = x3
Then graph that equation in the grid.
Hint: The point (0, 0) is always included in

direct variation. All you need to do is plot
one other point, and then draw a line through
the origin and that point.
4. Choose the representations that show a proportional relationship.
a. b. c.
x 0 1 2 3 4 5
d. e. y = 2x + 9
y 15 17 19 21 23 25
x 0 4 8 12 16 20
f. y = (3/4)x g.
y 0 3 6 9 12 15
5. Two of the above representations are the exact same relationship. Which ones?

Example 2. In a direct variation, y = 9 when x = 12. Write an equation for the relationship.
Since this is direct variation (proportional relationship), the equation is of the form y = mx,
where m is the constant of proportionality.
The constant of proportionality is the ratio (dependent variable)/(independent variable),
so in this case it is y/x = 9/12, or 3/4. So, the equation is y = (3/4)x.
At this point, it is good to check that the point (12, 9) satisfies the equation, to check for errors:
Is it true that 9 = (3/4) · 12 ? Yes, it is.
To graph the equation, we could simply plot the point (12, 9), and draw a line through it and the origin.
6. In a direct variation, when x is 14, y is 10.
a. Write an equation for this proportional

relationship.
b. Graph a line for this relationship in the grid.
c. What is x when y = 40?
7. Organic rolled oats cost $34 for 4 kg.
a. Write an equation for this proportional

relationship, using the variables C for
cost and w for the amount (weight)
of oats.
b. Graph the equation in the grid. Design

the scaling on the cost-axis so that the
point corresponding to 12 kg fits
on the grid.
c. How much do 15 kg of the oats cost?
8. If y is 120 when x is 400 in a direct variation,

then what is y when x is 80?

(This page intentionally left blank.)

©2024 Taina Miller
Chapter 5: Review
Chapter 5 Review
1. Refrigerator companies make estimates of how much energy their fridges consume in typical usage. The
table shows how many kilowatt-hours (kWh) of energy fridge 1 consumed over time, and the graph shows
the same for fridge 2.
Fridge 1 Fridge 2
time (mo) energy (kWh)
2 75
4 150
6 225
8 300
10 375
12 450
a. Which fridge consumes more electricity

in a month?
How much more?

b. Write an equation for each fridge, relating the
energy (E, in kWh) and the time (t, in months).
c. Plot the equation for Fridge 1 in the grid.

d. Plot the point corresponding to the unit rate, for Fridge 1.
2. a. Find the equations of the four lines,

in slope intercept form.
b. (optional) Find the area of the rectangle.

Chapter 5: Review
3. Find the equation of each line, in slope-intercept form:
a. has slope 3/4 and passes through (−2, 3)
b. is horizontal and passes through (9, −10)
4. Find the slope of the lines.

Notice the scaling.
a.
b.
Now find the equations for the lines.
a.
b.
5. Do the three points fall on one line? Explain your reasoning.

(−3, 1), (−1, −4), (1, −8)
6. Find s so that the point (s, 12) will fall on the same line as the points (3, 9) and (15, 18).

Chapter 5: Review
7. Line S passes through (−5, −2) and (0, 4). Line T is

perpendicular to Line S, and passes through (1, 1).
a. Find the equation of line T, in slope-intercept form.
b. Write the equation also in the standard form.
8. Mr. Henson runs a garbage pick-up business, with 12 garbage trucks. To run one truck costs him
$2100 per month in maintenance costs, plus $180 a day for fuel.
Consider the cost of running one truck as a function of time, in days (during one month only).
Is this a linear relationship, a proportional relationship, or neither?
Write an equation for it.
9. Match the descriptions and the equations.
y = (−4/3)x − 7 Is parallel to x = 9 and passes through (2, 7)
3x − y = −21 Has y-intercept −4 and is perpendicular to y = −2x.
y = −4 Passes through (−5, 6) and has slope 3.
x − 2y = 8 Passes through (−9, 5) and (−3, −3)
x=2 Passes through (−3, 0) and (0, 9)
y = 3x + 9 Has y-intercept −4 and is parallel to y = −2.

Chapter 5: Review
10. Transform each equation of a line to the standard form, and then list its x and y-intercepts.
a. y − 6 = 2(x + 2) 1 3
b. − x − y =1
3 2
11. A heater was turned on at 10 AM in a cold, uninhabited house, to prepare it for people later that day.
The graph shows the temperature of the house. The count of hours starts at 10 AM.
a. Write an equation for the line.
b. If the temperature continues to rise in the same fashion,

what will the temperature be at 2:30 PM?
c. When will the temperature reach 22°C?
d. Let's say the heater is turned off at 1:45.

What is the temperature at that time?
e. If the house had started out at a temperature of −12°C instead,

and the heating process worked in the same fashion (the
temperature rose at the same rate), at what time would the
house reach a temperature of 22°C?


©2024 Taina Miller
Chapter 6: Cube Roots and Approximations of Irrational Numbers
Cube Roots and Approximations of

Irrational Numbers
Similarly to the square root, we can take a cube root of a number.
Recall that the cube of a number is that number multiplied by itself three times. For example,
two cubed = 23 = 2 · 2 · 2 = 8. This gives us the volume of a cube with edges 2 units long.
The cube root of 8 is 2. We write it as ∛8 = 2. Notice the little “3” that is added to the radical
sign to signify a cube root.
Example 1. Since (−3)(−3)(−3) = −27, then ∛−27 = −3.
Like square roots, most cube roots are irrational numbers. When it comes to integers, only
the cube roots of perfect cubes are rational; the rest are irrational.
1. Find the cube roots without a calculator.
a. ∛ 27 b. ∛ 125 c. ∛ 64 d. ∛ 1000
e. ∛ 1 f. ∛ 216 g. ∛ 27 000 h. ∛ −8
i. ∛ −1 j. ∛ −125 k. ∛ 0 l. ∛ −8000
2. a. The volume of a cube is 216 cm3. How long is its edge?
b. What is (∛ 4)3?
c. If the edge of a cube measures 50 cm, find its volume.
d. If the volume of a cube is 729 cm3, find its surface area.
3. (optional) Find the cube roots of these fractions and decimals, without a calculator.
a. ∛ 0.008 b. ∛ 0.125 c. ∛ −0.027
8 64 1
d. e. f. −
125 27 8

Example 2. We can know that √98 lies between 9 and 10, because 9 = √81 < √98 < √100 = 10.
We can even tell it is much closer to 10 than to 9, since 98 is much closer to 100 than to 81.
From that, we can estimate that 2√98 is slightly less than 20, and that √98 + 4 is slightly less than 24.
Example 3. The opposite of √2 is −√2. Since √2 is approximately 1.41, then −√2 ≈ −1.41.
4. Find between which two whole numbers the root lies. Notice some of them are cube roots.
a. _____ < √31 < ______ b. _____ < √65 < ______ c. _____ < √87 < ______
d. _____ < −√5 < ______ e. _____ < −√44 < ______ f. _____ < −√50 < ______
g. _____ < ∛7 < ______ h. _____ < ∛37 < ______ i. _____ < ∛101 < ______
5. Plot the following numbers approximately on the number line. Do not use a calculator, but think about
between which two integers the root lies, and whether it is close to one of those integers.
√15 √47 /2 ∛9 −∛27 −√10 √66/2 π √18 + 1
6. Compare, writing >, <, or = between the numbers. Think between which two whole numbers the root
lies, using mental math.
a. 5 √27 b. √48 7 c. √18 4 d. ∛ 9 2
e. 2 √2 + 1 f. √32 + 1 6 g. √43 + 5 10 h. √88 − 3 7
7. a. Between which two whole numbers does √30 lie? And √60?
b. Use your answers to (a) to determine whether 2√30 is equal to √2 · 30 .

√50 50
8. Is equal to 2 ? Explain your reasoning.
2
9. Use the decimal approximations of common irrational numbers on the right to estimate π ≈ 3.14
the value of the expressions below, to one decimal digit. Use mental math and paper-
and-pencil calculations, not a calculator. √2 ≈ 1.41
a. 5√2 b. π2 c. √5 − √2 d. 2√5 − 5√2 √5 ≈ 2.24
10. a. Find an approximation to √11 to one decimal digit, without using the square root function of a calculator.
b. Use the approximation you found to estimate the values of √11 − √2 and 3√11.
11. Sarah has used the method of squaring her guesses to find out that √45 is between 6.7 and 6.8.
How can she continue from this point to get a better approximation? Do it for her, to two decimal digits.

Use these exercises for additional practice.
12. Order the numbers from smallest to greatest. Estimate the value of the roots, thinking between which two
whole numbers each square root lies, using mental math.
√5 − 1 ∛1 √19 /2 ∛ 100 ∛8 √13 √9 2π √22 + 1
13. Plot the following numbers approximately on the number line. Do not use a calculator, but think about
between which two integers the root lies, and whether it is close to one of those integers.
a. −2√2 b. √80/3 c. √27 − 1 d. −√5 + 7
14. Plot the following numbers approximately on the number line.
a. −√2 − 3 b. −π c. −∛ 9 d. −√36 + 9 e. −√26 /2

Chapter 6: Fractions to Decimals
Fractions to Decimals
(This lesson is review, and optional.)
Each fraction is a rational number (by definition!). Each fraction can be written as a decimal. It will either be
a terminating decimal, or a non-terminating repeating decimal.
It is easy to rewrite a fraction as a decimal when the denominator is a power of ten. However, when it is not
(which is most of the time), simply treat the fraction as a division and divide. You will get either a
terminating decimal or a non-terminating repeating decimal. See the examples below.
1. The denominator is a power of ten or the fraction can be simplified so that it is. In this case, writing the
fraction as a decimal is straightforward. Simply write out the numerator. Then add the decimal point based on
the fact that the number of zeros in the power of ten tells you the number of decimal digits.
7809 1458 506 33 11

Examples 1. = 78.09 = 1.458 = 0.00506 = = 1.1
100 1000 100 000 30 10
2. The denominator is a factor of a power of ten. Convert the fraction into one with a denominator that is a
power of ten. Then do as in case (1) above.
9 45 2 16 9 1125
Examples 2. = = 0.45 = = 0.016 = = 1.125
20 100 125 1000 8 1000
3. Use division (long division or with a calculator). This method works in all cases,
even if the denominator happens to be a power of ten or a factor of a power of ten.
31 0 0.7 7 5
Example 3. Write as a decimal.
40 )
40 3 1.0 0 0 0
This division terminates (comes out even) after just three decimal digits. -280
300
31
We get = 0.775. This is a terminating decimal. - 280
40 200
(The fact the division was even means that the denominator 40 is a factor of some power -200
of ten, and so we could have used method 2 from above. In this case, 1000 = 40 · 25.) 0
18 0 1.6 3 6 3
Example 4. Write as a decimal.
11 11 ) 1 8.0 0 0 0
-1 1
We write 18 as 18.0000 in the long division “corner” and divide by 11. Notice how 70
the digits “63” in the quotient, and the remainders 40 and 70, start repeating. -66
18 40
So = 1.63. -33
11
70
The fraction 18/11 equals 1.63, which is a repeating decimal. -66
40
-33
7


©2024 Taina Miller
Chapter 6: Square and Cube Roots as Solutions to Equations
Square and Cube Roots as Solutions to Equations

Example 1. Solve x2 = 81.
We can use mental math: one obvious solution is x = 9. However, there is also another solution!
It is not only true that 92 = 81, but (−9)2 = 81 also, so x = −9 is a second solution to this equation.
Example 2. Solve x2 = 48.

This time, we cannot solve the equation with mental math, but we will take a square root of both sides of the
equation. This will undo the squaring, and isolate x, because taking a square root and squaring are opposite
operations.
The radicand symbol signifies taking a square root

x2 = 48 √
of both sides of the equation.
x = √48 ≈ 6.93 Since taking a square root undoes the squaring, x is now left alone
on the left side. Notice that there are two solutions: the square
or x = −√48 ≈ −6.93 root of 48 and the negative square root of 48.
Notice that −√48 doesn’t mean that we take a square root of a negative number. Instead,
−√48 means we first take the square root of 48 (a positive number) and then take the opposite of that result.
1. Solve. Remember, there will be two solutions: one positive and one negative. When the two
answers aren’t integers, give them as square roots and also as decimals rounded to two decimal digits.
a. x2 = 25 b. y2 = 3600
c. x2 = 500 d. z2 = 11
e. w2 = 287 f. q2 = 1 000 000

The situation is similar with equations where the variable is cubed.
Example 3. Solve x3 = 125. Example 4. Solve x3 = 35.

Since 125 is a perfect cube, the solution We will take the cube root of both sides of the
is easy to find with mental math. equation. This will undo the cubing and isolate x.
x3 = 125 ∛ x3 = 35 ∛
x = ∛125 = 5 x = ∛35 ≈ 3.27
With cube roots, there is no other solution. Since 35 is not a perfect cube, ∛35 is an irrational
For example, in this case, (−5)3 does not number. Depending on context, we might give the
equal 125. answer in root form, or with a decimal approximation.
Hint: If your calculator does not have a button for the cube root, you can instead use the button for
exponentiation, with the exponent 1/3. For example, on my computer calculator, I enter ∛23 this way:
2. Solve. If the root is not a whole number, give it rounded to two decimal digits.
a. x3 = 64 b. n3 = 216 c. z3 = 27 000
d. x3 = 7 e. b3 = 109 f. a3 = 18
3. Below, the variable V signifies the volume of a cube. Find the edge of the cube (s) when the volume
is given. Give the answer to the same amount of significant digits as the given volume.
a. V = 510 m3 b. V = 24 500 cm3 c. V = 5.83 m3
s =
4. Find the surface area of a cube with a volume of 14.2 m3.

Example 5. x2 + 78 = 129 We want to isolate the term x2, so

we first subtract 78 from both sides.
x2 = 51 Now we take a square root of both sides.
x = √51 or x = −√51 There are two solutions, as usual.
If this is strictly a math problem and does not involve quantities with units, the answer can be left in the root
form, which is exact. Otherwise, you should find its decimal approximation.
Here are the checks. Usually, it is enough

(√51)2 + 78 129 (−√51)2 + 78 129
to check only the positive root (x = √51),
as the check for the negative root (x = −√51) 51 + 78 129 51 + 78 129
is practically identical.
129 = 129 129 = 129
5. Solve. Since these are pure mathematical problems, give the solutions in root form. Check your solutions.
a. a2 − 8 = 37 b. y2 + 100 = 1000
c. b2 + 1.5 = 6.4 d. x2 − 26 = 709
6. Solve. Give the solutions in exact form. Check your solutions.
a. x3 − 5 = 59 b. x3 + 78 = 437


©2024 Taina Miller
Chapter 6: Mixed Review Chapter 6
Mixed Review Chapter 6

1. Write an equivalent expression using the exponent laws, without negative exponents.
a. 3x4 y5 y2 · 6x6 = b. (3x)−3 = c. (3yz)2 d. (b−2)4 =
8x5 x−5 −2 2 3s 4
e. = f. = g. = h. =
28x8 x 2 5y t2
2. Draw a dilation of triangle ABC...
a. from point A with scale factor 1/3 b. from point C with scale factor 1/2
3. Eight tennis balls fit snugly in a cube-shaped container. Calculate

what fraction of the total volume of the cube the tennis balls take up.
Hint: write this fraction using the formulas for the volumes, and simplify it.

4. Chloe bought 10 metres of material, five metres at the regular price of $5.95/m and the rest at some
discounted price. Her total came to $53. At home, she started wondering how much the discount was.
Write an equation to solve what the unknown discounted price was. Use p for the discounted price.
Then solve your equation.
5. a. Make up two functions for the cost of renting a surfboard as a function of time. The first should be a
proportional relationship, and the other nonlinear. Make your functions reasonable so that the cost of
renting a surfboard for an entire day (8 hours) is $50 at a maximum.
Give the linear function as an equation, and the nonlinear one as a table of values.
Function 1:
time (hours) 0 1 2 3 4 5 6 7 8
Function 2:
Cost ($)
b. Which function gives a better deal if you are renting a surfboard for 2 hours? For 6 hours?
6. Find the equation of each line, in slope-intercept

form. Also graph the lines.
a. has slope −2 and passes through (−2, 6)
b. has slope 2/3 and passes through (4, −4)

7. a. What is the equation of a horizontal line that passes through (−3, −5)?
b. What is the equation of a vertical line that passes through (9, 8)?
c. What is the equation of a line that is parallel to y = 5x + 2 and passes through (1, 2)?
8. Convert, rounding your answer to the same number of significant digits as the measurement.
a. 71.0 cm = _________ in b. 2 400 kg = ____________ lb

1 inch = 2.54 cm
c. 235 ft = __________ m d. 83.5 lb = __________ kg 1 ft = 0.3048 m
e. 15.69 m = ___________ ft f. 4.5 in = __________ cm 1 kg = 2.2 lb
9. If 3 cm of rain falls over one square kilometre, how many raindrops fell? Give your answer in
scientific notation, to three significant digits.
Besides the well-known conversion factors, here are some facts you may need:
• One cubic metre = 1000 litres.
• The size of raindrops varies but for this problem, use 2.65 · 104 raindrops per litre.


©2024 Taina Miller
Chapter 7: Equations with Two Variables
Equations with Two Variables

(This lesson is optional.)
The equation 2x + 3y = 16 has two variables, x and y. One solution to the equation is x = 2 and y = 4,
because when we substitute those values to the equation, it checks, or is a true equation:
2(2) + 3(4) = 16
But it also has the solution x = 0.5 and y = 5:
2(0.5) + 3(5) = 16
In fact, we can choose any number we like for the value of x, and then calculate the value of y, and thus find
another solution to the equation.
For example, if we choose x = −1, then we get
2(−1) + 3y = 16
from which y = (16 + 2)/3 = 6. So, x = −1, y = 6 is yet another solution.
All of these solutions, having both x and y values, are
number pairs, and can be considered as points on
the coordinate plane.
We can make a table of some of the possible
(x, y) values (solutions):
x y
−1 6
0 16/3
0.5 5
2 4
...and there are many more. When plotted, these points

fall on a line — and you can probably guess, the
equation of that line is 2x + 3y = 16!
(Or, in slope-intercept form, y = (−2/3)x + 16/3.)
A line in the coordinate plane represents all the solutions to the equation that is the equation of the line. In
other words, each point on the line is a solution to the equation.
1. Find three solutions to the equation 5x + 2y = 32.
2. Find three solutions to the equation −4x + y = −6.

3. a. What is the equation if its solution set is

represented by this line?
b. List two distinct integer number pairs that

are solutions to the equation.
4. A certain linear equation with two variables has as solutions (0, −5), (2, 3) and (4, 11). Find the equation.
5. A certain linear equation with two variables has as solutions (−1, −5) and (2, 8). Find the equation.
6. Party hats cost $2 apiece and party whistles cost $3 apiece. Randy bought x hats and y whistles.
a. Write an expression depicting the total cost (C).
b. Now write an equation stating that the total cost is $48.
How many hats and how many whistles could Randy have bought?
c. Find two other solutions to your equation.

7. Recall the formula tying together distance (d), constant speed (v), and time (t): d = vt.
Sarah jogs at the speed of 9 km per hour, and she rides her bicycle at the speed of 18 km per hour.
a. Convert these speeds to kilometres per minute.
b. Write an expression for the total distance (d) Sarah covers

in x minutes of jogging plus y minutes of bicycling.
c. What distance does Sarah cover if she jogs for

20 minutes and bicycles for 10 minutes?
d. Let’s say the distance Sarah covers, jogging

and bicycling, is 30 km. Write an equation
stating this. How many minutes could she
have jogged/bicycled? Find three possible
solutions.
e. Write the equation in slope-intercept form and

plot it.
8. General admission to a gardening seminar was $15 but seniors paid only $10. If the total of the admission
fees was $900, give three possibilities as to how many non-seniors and how many seniors could have attended.

9. A mystery basket contains a mixture of adult cats and kittens (it could even contain zero adults
or zero kittens).
Each cat weighs 4 kg and each kitten weighs 0.5 kg.
The total weight of the cats and kittens is 20 kg.
a. If there are x cats and y kittens, write an equation
to match the situation.
b. How many adult cats and how many kittens could

there be? Find at least three different solutions.
c. Plot your equation from (a).
d. If x = 1.5, what is y?
Why is this not a valid solution?
Plot the individual points on the graph that are

valid solutions.
10. Ava and her family went to stay in a resort for a few nights. Each night cost $120 (for the whole family).
The resort offered horse rides for $20 per person.
a. If the family stayed for x nights and did y horse rides in total, write an expression for the total cost
of these two things.
b. In total, Ava’s family spent $760 on the horse rides plus the nights they stayed.
How many nights and how many horse rides could they have paid for?
11. The equation 2x2 − 6x − y = 5 is a quadratic equation because the variable x is squared. If x = 0,
then y = −5, so (0, −5) is one solution to the equation. Find two other solutions to it.

Chapter 7: Solving Systems of Equations by Graphing
Solving Systems of Equations by Graphing

A system of equations consists of several equations that have the same variables.
A solution to a system of equations is a list of values of the variables that satisfy all the equations in the
system. For two equations, this is an ordered pair.
Example 1. This system of equations consists of two equations.

We signify the system with a bracket. { 5xy =+−x4y+=212
The solution to the above system is the ordered pair (4, −2), because those values
make both equations true: 5(4) + 4(−2) does equal 12, and −2 does equal −4 + 2.
Example 2. The equation y = (3/2)x − 4 has

an infinite number of solutions, and we can
represent those solutions with a line drawn
in the coordinate plane.
Similarly, the equation y = −2x + 3 has
infinitely many solutions.
Here is a system of equations consisting of both:
x−4
{ yy == (3/2)
−2x + 3
Since the solutions to the first equation form
a line, and the solutions to the second also
form a line, what would the point of intersection
(2, −1) signify?
____________________________________
____________________________________
(The answer is found at the end of the lesson.)
1. Solve each system of equations using the image.

The lines are already plotted in it.
−7x − 23
a. { yy == (1/3)x −1
Solution: ( _____, _____ )
−(1/4)x + 4
b. { yy == −2x +6
Solution: ( _____, _____ )
c. { −2x(1/3)x + y = −1
+y=6
Solution: ( _____, _____ )

©2024 Taina Miller
Chapter 7: The Addition Method, Part 2
The Addition Method, Part 2

Example 1. In this system of equations, it will not work to add
the equations. Neither the x nor the y terms have opposite
coefficients, and will not cancel out.
{ 5xx −− 6y2y == 124 · (−5)
But we can make it so! If we multiply the bottom equation by −5,

the new set of equations will have 5x in the top equation and −5x
in the bottom. The 5x and −5x are called a zero pair, and they will 5x − 6y = 12 (1)
cancel out when we add the equations. + { −5x + 10y = −20 (2)
Doing that, we easily solve that y = −2. Then, substituting that value 4y = −8
to the first equation, we find out that x = 0. y = −2
So, the solution is the ordered pair (0, −2). Let’s check that with
the original equations:
5x − 6(−2) = 12 (1)
5(0) − 6(−2) 12 5x = 0
{ 0 − 2(−2) 4
→
{ 12 = 12
4=4 x = 0
Why is this okay to do? If you multiply both sides of an equation by a non-zero number, the resulting
equation is equivalent to the original: it has the same solution(s).
1. Solve each system of equations. In (a), first multiply the top equation by 2. In (b), you figure out
which equation to multiply by what, at first. Then add the equations.
3x + y = −7 ·2 −5x + 3y = −8
a.
{ −6x − 4y = 8
b.
{ 3x − y = 4
↓
___x + ___ y = _____
+ { −6x − 4y = 8

Example 2. In this system of equations, we will transform both the

top and the bottom equations, in order to arrive at a zero pair.
(1)
(2) { 2x3x −+ 4y6y == 20−6 · (−3)
·2
When we multiply the top equation by −3 and the bottom equation
by 2, the new set of equations will have −6x in the top equation and ↓
6x in the bottom (a zero pair).
−6x + 12y = −60
Doing that, we easily solve that y = −3. Then, substituting that value + { 6x + 12y = −12
to the second equation, we find out that x = 4. 24y = −72
So, the solution is the ordered pair (4, −3). Let’s check that with y = −3
the original equations: ↓
2(4) − 4(−3) 20 6x + 12(−3) = −12 (2)
{ 3(4) + 6(−3) −6
→
{ 8 + 12 = 20
12 − 18 = −6
6x = 24
x = 4
2. By what numbers should you multiply these equations in order to create a zero pair? You do not have to
solve the systems.
a. (1)
(2) { 4x5x −+ 7y3y == 5−11 b. (1)
(2) { 2x9x ++ 3y4y == 20−1
3. Solve each system of equations. In (a), first multiply the equations as indicated. In (b), you figure out
which equation to multiply by what. Then add the equations. Lastly, check your solutions.
2x + 7y = −3 ·3 6x − 2y = −38
a.
{ 3x − 2y = 3 · (−2)
b.
{ −10x + 5y = 70
↓
___x + ___ y =
+ { ___x + ___y =

4. Solve each system of equations. Lastly (always!), check your solutions.
6x − 2y = −20 10x − 6y = 48
a.
{ 12x + 6y = 30
b.
{ (5/3)x − y = 8
2x + 3y = −19 2x − 5y = −11
c.
{ −3x + 5y = 95
d.
{ 7x + 3y = −100

5. Find the error in the solution of this system of equations. Then correct the error and solve the system.
−56x − 70y = −40

{ −7x6x +− 8y9y == 4−5 ·8
·9 → + { 54x + 72y = 36
x + 2y = −4
6. Find the error in the solution of this system of equations. Then correct the error and solve the system.
(1)
(2) { 10x + 3y = 5
2x + 7y = 3 ·5
↓
10x + 3y = 5
{ 10x + 35y = 15
38y = 20
y = 10/19
↓
(1) 10x + 3(10/19) = 5
10x + 30/19 = 5
10x = 5 − 30/19
10x = 65/19
x = 65/190 = 13/38
But the solution (13/38, 10/19) does not check:

2(13/38) + 7(10/19) 5
26/38 + 70/19 5
26/38 + 140/38 5
166/38 ≠ 5
7. Kayla DIVIDED instead of multiplying... is that OK?

Why or why not? { −x3x −+ 12y
5y = 11
= 18 ÷3
↓
Finish solving the system.
−x + 5y = 11 (1)
+ { x − 4y = 6 (2)
y = 17
8. Solve each system of equations and give the solutions rounded to two decimal digits. Note: in the
intermediate steps, use at least five decimal digits. Round only the final answers to two decimals.
a. { 15x3x ++ 20y8y == 104 b. { −30x + 40y = 50

9x − 12y = −15
− 0.5y = 0 40x − 20y = 140

c. { 0.4x
2.5x + 0.3y = 1
d. { −30x + 15y = 90
e. { −0.3xx ++ 0.9y
0.7y = −0.5
= 0
f. { 150x − 0.25y = 17.5
600x + y = 70
Find the values of a and b if the system below has (1, −3) as its solution.
{ 6xax +− byby == 23

Chapter 8: Scatter Plots
Scatter Plots
A scatter plot depicts bivariate data, meaning that the data involves two variables. In the scatter plot
below, the variables are the husband’s age and the wife’s age. Each dot in this scatter plot represents a
husband-wife couple. In other words, the coordinates of the dot give us the ages of the husband and the
wife.
1. Refer to the scatter plot above.
a. Locate the dot with coordinates (36, 41). What does it signify?
b. Find two couples where the wife is the same age in both cases. Estimate the ages of their husbands.
c. Find the couple with the third oldest husband in this data set. How old is his wife?
d. Is it true that the youngest wife is married to the youngest husband? Explain.
e. Is it true that the oldest wife is married to the oldest husband? Explain.
f. Do you notice a relationship between the two variables? Explain what you see.


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Contents

Chapter 5: Graphing Linear Equations

Chapter 6: Irrational Numbers and

Chapter 8: Bivariate Data

Sample worksheet from

I wish you success in teaching math!

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Basic principles in using Math Mammoth Complete Curriculum

How to get started

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Chapter 2 27 days Chapter 6 16 days

8-A 84 8 214 76 2.8 14.1

8-B 76 8 189 68 2.8 13.9

Grade 8 total 160 16 403 144 2.8 14

Grade 8 total 403

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Using cumulative reviews and the worksheet maker

Concerning challenging word problems and puzzles

Frequently asked questions and contacting us

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Pacing Suggestion for Chapter 5

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Sample worksheet from

Graphing Proportional Relationships 1

Example 2. Here, when the weight doubles from 5 kg weight (kg) 5 10 15 20 25 30

a. time (hr) 0 1 2 3 4 5 b. time (hr) 0 1 2 3 4 5

d. length (m) 0 0.5 1 1.5 2 4 5 10

3. Choose an equation from below where the

Then graph that equation in the grid.

Hint: The point (0, 0) is always included in

4. Choose the representations that show a proportional relationship.

Sample worksheet from

6. In a direct variation, when x is 14, y is 10.

a. Write an equation for this proportional

b. Graph a line for this relationship in the grid.

c. What is x when y = 40?

7. Organic rolled oats cost $34 for 4 kg.

a. Write an equation for this proportional

b. Graph the equation in the grid. Design

c. How much do 15 kg of the oats cost?

8. If y is 120 when x is 400 in a direct variation,

Sample worksheet from

Sample worksheet from

a. Which fridge consumes more electricity

How much more?

c. Plot the equation for Fridge 1 in the grid.

2. a. Find the equations of the four lines,

b. (optional) Find the area of the rectangle.

Sample worksheet from

3. Find the equation of each line, in slope-intercept form:

a. has slope 3/4 and passes through (−2, 3)

b. is horizontal and passes through (9, −10)

4. Find the slope of the lines.

Now find the equations for the lines.

5. Do the three points fall on one line? Explain your reasoning.

Sample worksheet from

7. Line S passes through (−5, −2) and (0, 4). Line T is

a. Find the equation of line T, in slope-intercept form.

b. Write the equation also in the standard form.

Write an equation for it.

a. 71.0 cm = _ in b. 2 400 kg = ____ lb