Passport To Mathematics-1

Additional examples
and helpful guidelines

for every lesson
Extra practice for
every lesson
MCDOUGAL LITTELL
1^ [\^©CilOCMjDD^XS®©
BOOK 1
LARSON, BOSWELL, KANOLD, STIFF

>
LARSON, BOS>A/ELL, KANOLD, STIFF
Passport
hematicsto at
BOOK 1
Reteaching
Copymasters
by Rita M. Bro\A/ning and
Barbara L. Poxwer
Reteaching Copymasters include teacher-directed and indepen-

dent activities ifor each lesson and are correlated to the Student
Edition assessments.
^McDougal Littell
A HOUGHTON MIFFLIN COMPANY
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Copyright © 1999 by McDougal Littell Inc.
All rights reserved.
Permission is hereby granted to teachers to reprint or photocopy in classroom

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ISBN: 0-395-89625-8
123456789-BEI-02 01 00 99 98
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Chapter 1
Correlation to Pupil's Textbook:

WÂt HC4^ iS^4U^ twA^:
How to use a problem-solving plan and look for Mid-Chapter Chapter
1.1
patterns in data Assessment (p. 21) Assessment (p. 52)
Exercises 1-4 Exercises 1^, 13
Examples jooîng for Patterns to Solve Problems

|
a. Find a pattern, describe it, and write the next three numbers:
42, 44. 46, , ,
The numbers increase by 2 and are even. The next three numbers are
48, 50, and 52.
b. Find the pattern, describe
315,310,305,
The numbers decrease by 5 and

,, it, and write the next three numbers:
are multiples of 5. The next three

numbers are 300, 295, 290.
C. Find the pattern and write the next three letters:
ABBACAABBACAABBA n
Notice the letters repeat ABBACA. The next three letters are CAA.
QuiAetifxCi Use the four steps for problem-solving strategies:
1. Read the problem carefully.
2. Devise a plan.
3. Carry out the plan.
4. Check your solution.
EXERCISES
In Exercises 1-4, find the pattern and write the next three numbers or
letters.
1. 1,3,6, 10, ,,
,,
2.
3.
4.
6, 12,
5,6,9,
18,24,
,,
10, 13, 14,
CDDCACDDCACD
5. Suppose you saved money you earned babysitting during the
all the
past three months.You earned $25.25 in January, $26.50 in February,
and $28.00 in March. If the pattern continues, what would you earn
during the month of June?
Passport to Mattiematics Book 1 Chapter 1 7

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Chapter 1
How to solve problems by reading and making a Mid-Chapter

1.2 Assessment
table (p. 21)
Exercises 5, 6
Examples Reading and Making Tables to Solve Problems
a. Find the perimeter of a chain of 10 squares that are side by side. Each side is
1 unit.
Number of Squares 1 2 3 4 5
Perimeter 4 6 8 10 12
Notice the perimeter increases by 2 for every added square. The perimeter
for a chain of 10 squares is 22 units.
b. Suppose your stereo needs repair.At Repair Shop A, the part costs $35 and
labor costs $25 per hour. At Repair Shop B, the part costs $50 and labor is
$20 per hour. The repair will take six hours. At which shop will the repair
cost you the least amount?
Make a table to calculate the total charge for the repair.
H ours f Serv ice
Cost of Part 1 2 3 4 5 6 Total Cost
Repair Shop A $35 $25 $50 $75 $100 $125 $150 $185
Repair Shop B $50 $20 $40 $60 $80 $100 $120 $170
At Repair Shop B, the repair would cost you only $50 + $120 or $170. At
Repair Shop A, it would cost $35 + $150 or $185.
QiAAMlU^C4 • A table will help to organize the data given in a problem.
EXERCISES
1. Use the information in Example (a) to find the perimeter of a 20 square chain.
2. What would the perimeter of a 15 square chain be if each side were 3 units?
3. The table at the right shows how the average baseball player has grown
during the past 100 years. {Source: Richard Topp, Society of America Year Height Weight
Baseball Research) 5'8"
1880-89 171
a. The weight of an average baseball player from 1880 to 1980 6'0"

1930-39 179
increased by how many pounds?
1980-89 6'1" 188
b. Between what years was the increase in height the greatest?
2 Passport to Mattiematics Book 1 Chapter 1

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Chapter 1
WM^ ^'U ^^^*tA lcM4^: Correlation to Pupil's Textbook:
Mid-Chapter Chapter
1 .3 How to solve problems by making and using lists
Assessment (p. 21) Assessment (p. 52)
Exercises/, 10 Exercise 11
Examples to IHelp Solve Problems

Using Lists
a. Which whole numbers less than 50 are multiples of 4 and 6?
List the multiples of 4:
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48
List the multiples of 6:
6, 12, 18,24.30,36,42,48
Since 12, 24, 36, and 48 are on both lists, they are the multiples of 4 and 6
and are less than 50.
b. Suppose for your birthday you received the following: red shorts, blue
and white shorts; a white shirt and a yellow shirt; and blue
shorts,
sneakers and white sneakers. How many different outfits can you wear?
Shorts
Red
^
^c:-^
Shirts
lA,^,*
-White ^
^—
-=r^
Sneakers
White
Blue
w „
Yellow -=r^ White
Blue
,„^.. White
<C^_^ -=::^Z
White
Blue
—^^
-
,,
Yellow «=^
Blue
White
Bl^jg
>A,u
White . —
__^-
^=rl White
White ^^ .
____^
Blue
White
^ „
Yellow -=ri Blue
There are 12 different combinations of outfits
Ql^ÂctifxCi' Make a list to determine all possibilities.
EXERCISES
1. Determine how many times between 12:00-6:00 a digital clock shows two
or more 3's.
2. If one bus leaves a bus station every hour on the hour from 7 a.m. to 7 p.m.,
how many busses leave in one day?
Passport to Mathematics Book 1 Ctiapter 1 3

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Chapter 1
I |
Mid-Chapter Chapter
1 .4 How to use a graph to solve problems
Exercises 8. 9 Exercises 15-17
Examples ^^/^g Graphs to Solve Problems

|
The graph at the right shows the age distribution of

Americans in 1995. {Source: U.S. Department of Commerce)
a. What is the greatest difference between age groups? Under 5 5-19 20-44 45-64 65+
Age Group
People in the 20-44 age group make up 38% of the
population, while people under the age of 5 make up
only 8%. The difference is 30%.
b. What two age groups consist of approximately the same number of people?
Those people in the 5-19 age group and those in the 45-64 age group are
approximately equal.
Cfui/cilhC^ • Use graphs to compare data.
EXERCISES
In Exercises 1 and 2, use the graph at the right to
_ ^° 34
answer the questions. The graph shows the estimated § 30
17
age distribution for the U.S. in the year 2020. {Source: l ^q
f°°°1
U.S. Department of Commerce) 18-44 45-64 65+
Under 5 5-17
Age Group
1. WTiat is the greatest difference between age groups'
2. What two age groups have the same percentage of people?
4 Passport to Mathematics Book 1 Chapter 1

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Chapter 1 \
Chapter
1 .5 How to use a diagram to solve real-life problems
Assessment (p. 52)
Exercise 12
Examples ^^.^^ Diagrams to Help Solve Real-life Problems

|
a. Find the area of the figure at the right. Each

small square has an area of 3 square units.
Notice there are 9 small squares. Each of

these has an area of 3 square units, so the
total area is 9 x 3 square units or 27 square
units.
b. Draw a rectangle with a perimeter of 1 2 units

and an area of 8 square units.
Draw a rectangle that is 2 units by 4 units.

The perimeter is then 2 units +4 units +
2 units +4 units or 12 units. The rectangle
contains 8 small squares, each of which are 1
square unit, so the total area is 8 x 1 square

units or 8 square units.
Qu^Ûli^\e4 The perimeter of a figure is the distance around it
and the area is the space inside.
EXERCISES
In Exercises 1-4, draw the figure on a grid of dot paper.
1. A square with an area of 25 square units.
2. A rectangle with a perimeter of 14 units.
3. A rectangle with a perimeter of 14 units and

an area of 1 2 square units.
4. A quadrilateral with an area of 20 square units.
5. If you wanted to paint the four walls and the ceiling of your bedroom,
how much surface would you have to paint if all walls are 8.5 feet high
and 1 5 feet wide?
Passport to Mathemotics Book 1 Chapter 1 5

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Chapter 1
Chapter
1 .6 How to use mental math to solve equations Assessment (p. 52)
Exercises 5-8
Examples Math
Solving Equations Using Mental
a. Solve the equation.
13 + r = 22
The solution is r = 9, because 13 + 9 = 22.
b. Solve the equation.
81 - ^ = 9
The solution is 5 = 9, because 81 h- 9 = 9.
C. If you walk your dog 30 minutes every day, how many minutes do you
spend walking your dog every 2 weeks?
30 minutes • 14 days = M minutes

You would spend 420 minutes walking your dog every 2 weeks because
30 •
14 = 420.
CjivCAÛ4*«4 When solving an equation using mental math,

make sure the solution makes the equation true.
EXERCISES
In Exercises 1-6, use mental math to solve the equation.
1. 41 + Z? = 55 2. 38 - 17 = f
3. n- k = l 4. /2 •
12 = 60
5. 110 - g = 2 6. r - 14 = 6
In Exercises 7 and 8, write an equation that can be used to solve the problem.
Then solve the problem.
7. If you ride your bike at an average speed of 5 mph, how many

miles will you travel in 3 hours?
8. You have 14 CDs and your brother gives you some of his. You now
have 28 CDs. How many CDs did your brother give you?

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Chapter 1
w^^ ^4^ iS^4*xA LtA^/^: Correlation to Pupil's Textbook:
Chapter
1 .7 How to work backward to solve equations Assessment (p. 52)
Exercises 9, 10
Examples
Working Backward to Solve an Equation
a. Rewrite the equation as a question and solve.
/ - 4 = 5
What number divided by 4 is equal to 5?
Start with 5 and multiply by 4 to get 20. Check by replacing 20 for / in
the original equation. 20 -^ 4 = 5
b. Work backward to complete the model.
-7 +5 x9 +2 -7 ^5 x9 +2
— • -^ ^
17
B 20
Start with 20 and subtract 2 to get 18. Divide 18 by 9 to get 2. Multiply

2 by 5 to get 10. Add 10 and 7 to get 17. The number started was 17.
To check, subtract 7 from 17 to get 10, divide by 5 to get 2, multiply by 9 to

get 18, and add 2 to get 20.
CfuiActihCyi • To check the solution, substitute it into the original equation.
^ EXERCISES
V)
In Exercises 1 and 2, rewrite the equation as a question. Then solve and check the solution.
I
S 1. z + 13 = 37 2. ^ • 17 = 153
ci
In Exercises 3 and 4, write an equation that represents the question. Then solve and check the solution.
I
% 3. What number can be subtracted from 102 to get 78?
@
if 4. What number can be divided by 6 to get 12?
In Exercises 5 and 6, work backward to complete the model.

x4 +2 -8 -7 x2 + 7 ^3
5. ,^. ^-* -• -• 6.
H H H H S
.
m m H m
Passport to Mathematics Book 1 Chapter 1 7
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Chapter 1
How to use the strategy of solving a simpler

1.8
problem
Examples
Solving a Simpler Problem
a. How many triangles can be formed in an octagon if diagonals are
drawn from the same vertex?
Notice the patterns in the polygons below. The number of triangles

increases by one and is two less than the number of sides.
Sides 3 4 5 6
Triangles 1 2 3 4
An octagon, which has 8 sides, would have 6 triangles formed by diag-

onals drawn from the same vertex.
b. Pentagonal dot numbers are named by the number of dots used to form
a 5-sided figure. The same number of dots are on each side. For the
pentagonal dot number 35. determine the number of dots on each side
of its dot figure.
Number 5 12 22
Dots per side 2 3 4
For pentagonal dot number 35, the number of dots per side would be 5.
Cfi*idtlU^l4^ • Use simpler numbers to solve problems by drawing a

diagram or making a chart, and then look for patterns.
EXERCISES
1. Nine teams have to play each other during a basketball tournament.
How many games will be played?
2. For the pentagonal dot number 5 1 determine the number of dots on

,
each side of its dot figure.

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Chapter 1
Chapter
1 .9 How to choose a strategy to solve a problem
Assessment (p. 52)
Exercise 14
^^^"^P'^^ I Using a Strategy to Solve a Problem

a. If the numerical values of the perimeter
and the area of a square are equal, what
is the length of one side of the square?
Use a table to help solve the problem.

Units per side 1 2 3 4
Notice the dimensions of one side of the
square would be 4 units. Perimeter (units) 4 8 12 16
Area (sq units) 1 4 9 16
b. A book is lying open and the sum of the two facing page numbers is
383. What are the two page numbers?
Use the Guess, Check, and Revise strategy to solve the problem.
Divide 383 by 2 to get 191.5. Try adding 191 and 192. The sum is 383!
383 - 2 = 191.5 191 + 192 = 383
Cjuidciit^C4 When choosing a strategy, make sure to read the

problem carefully and devise a plan. If the strategy
you first choose does not help, choose another.
EXERCISES
1. How many house numbers contain at least one 6, if the houses are
numbered from 1 to 148?
2. You went shopping and spent 5 of your money. Then you bought lunch
which cost $4.50. You are left with $2.50. How much money did you
start with?
3. Eight teams are scheduled to play each other in a tournament. How

many games will be played?
4. On a farm live some cows and geese. If there are a total of 58 legs and
16 heads, how many geese live on the farm?
5. A certain bacteria doubles in size each day and takes 25 days to com-
pletely cover the bottom of a petri dish. How many days did it take half
the bottom to be covered?
6. Half the students in your class are girls. Half of the girls have brown
hair. Half of the brown-haired girls have brown eyes. There are 4 girls
with brown hair and brown eyes. How many students are in your class?

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Chapter 2
How to write and use base-ten place-value Mid-Chapter Chapter

2.1 numbers to solve problems Assessment Assessment
(p. 83) (p. 104)
Exercises 1-6 Exercises 1-4
Examples
Using Place-Value System to Solve Real-life Problems
a. Write the number in expanded notation.
4376
Use an addition property to write in expanded notation.
4376 = 4000 + 300 + 70 + 6 Addition property
= 4 X 1000 + 3 X 100 + 7 X 10 + 6 X 1
Expanded notation
Each digit is multiplied by its place value.
b. Write the number given by the expanded notation.
7 X 10,000 + 5 X 1000 + 9 X 100 + 3 X 10 + 6 X 1
Multiply each. Then add to find the sum.
7 X 10,000 = 70,000
5 X 1000 = 5000
9x 100 = 900
3 X 10 30
6 X 1 6
75,936
CfUi/cU4^t4 • Expanded notation shows the value of each place.
EXERCISES
In Exercises 1-4, write the number in expanded notation.
1. 478 2. 6453
3. 690,125 4. 98,061
In Exercises 5 and 6, write the number given by the expanded notation.
5. 5 X 10,000 + 8 X 1000 + 7 x 100 + 3 x 10 + 2 x 1
6. 1 X 1,000,000 + 4 X 100,000 + 3 x 10,000 + 8 x 1000 + 7 x 100 + 2 x 10 +6x1

7. Mt. McKinley has a height of 20,320 feet.
8. The Nile River has a length of 4160 miles.
9. The Caspian Sea has a depth of 3363 feet.
10 Passport to Mathematics Book 1 Cliapter 2

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Chapter 2 Name
U/^^ âa iÂJcd- tu>A^: Correlation to Pupil's Textbook:
A A How to add and subtract using regrouping and find Mid-Chapter Chapter
the perimeter of a geometric figure Assessment (p. 83) Assessment (p. 104)
Exercises 7, 8, 13-15,19-21 Exercises 5-8, 23-25
Examples
Adding and Subtracting Using Regrouping and Finding
Perimeter of a Geometric Figure
a. Add. Use regrouping, if necessary.
I 1
376
+ 545
921
1+7 + 4= 12 6 + 5 = 11
For this problem, regrouping is necessary.
b. Subtract. Use regrouping, if necessary.
13 - 5 = 12 - 8 = 4
/
7 13 1
- 58
784
C. Find the perimeter of the figure. 1 m

Add the lengths of the sides to find the perimeter. 1 m 4 m
Perimeter = 3 + 1 + 1+4+1+4+1 + 1 = 16 m 3m 1 m
1 m 4 m
1 m
CfiîMzihC^: • The perimeter of a figure is the distance around

the figure.
I EXERCISES
1 In Exercises 1-3, use regrouping to add or subtract.
I 1. 63 - 39 2. 119 + 87 3. 621 - 78
In Exercises 4-6, find the perimeter of the figure.
19ft 8 cm
8ft.
12m '8 ft
7 cm 9 cm
19ft
15 cm
Passport to Mattiematics Book 1 Chiapter 2 11

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Chapter 2
Correlation to Pupil's Textboolc
How to use multiplication to solve real-life Mid-Chapter Chapter

2.3 Assessment
problems (p. 83) Assessment (p. 104)
Exercises 9, 11, 16, 17 Exercises 9, 10,23
Examples Using Multiplication to Problem Solve
a. Use the area model to "see** the product of 3 x 4 = 12.
The model shows 12 as the product of 3 x 4. 3
b. You are tiling your bathroom and laundry floors using 1-foot square
tiles. Find the number of tiles you will need to cover the floors.
5 X 9 = 45 sq ft Area of laundry 8ft
6 X 8 = 48 sq ft Area of bathroom
15tt
The total area of the rooms is 93 square feet. You will need
93 tiles.
CtuiMliht4^: • You can use an area model to represent the

product of two whole numbers.
• A multiplication model can be used to solve a

real-life problem.
EXERCISES
In Exercises 1-3, write the multiplication problem that is represented by the
area model.
1. 2. 3.
Area is 70 square units.

In Exercises 4-7, use mental math to solve the equation.
4. 4 • m = 36 5. g •
6 = 66
6. 7 • r = 49 7. Z? •
8 = 48

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Chapter 2
Mid-Chapter Chapter
2.4 How to use division to solve real-life problems
Exercises 10, 12, 18 Exercises 11-14
Examples
Using Division to Problem Solve
a. Solve 51-^4 and write the quotient in two ways.
12 51 ^ 4 = 1 2 R3 With a remainder
-4 51 - 4 = 12| With a fraction
b. Sketch an area model to represent 43 ^ 5.
5J43^
-40
3
Cji^>XActihC4: • A quotient can be written in two ways, with a

remainder or with a fraction.
EXERCISES
In Exercises 1-4, write the quotient two ways.
1. 49 - 6 2. 75 -
3. 107 - 5 4. 96 - 7
In Exercises 5-7, match the division problem with its area model.
b. c
5. 9 - 2 6. 10-4 7. 17 - 3
Passport to Mathematics Book / Ctiapter 2 13

1
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Chapter 2
Correlation to Pupils Textbook:

K/^ <^^ dcUJ. liA^:
A c How to evaluate expressions using order of Chapter
^'^ operations ,
Assessment (p. 104)
Exercises 15-18
Examples
Using Order of Operations Wlien Evaluating Expressions
a. Evaluate the expression.
8 + 6x2^4 = 8+ 12 ^4 Multiply 6x2.

= 8 + 3 Divide 12-^4.
= 1 Add 8 + 3.
When e\ aluating, first multiply and divide in order from left to right.
b. Evaluate the expression.
24 X 7 - (30 + 9) = 24 X 7 - 39 Add 30 + 9.
= 168 - 39 Multiply 24 x 7.
= 129 Subtract 168 - 39.
Evaluate the expression inside the parentheses before multiplying or

subtracting.
C. Write an expression and evaluate.
Add 4 and 5, and then multiply the sum by 10.
(4 + 5) X 10 = 9 X 10 Add 4 + 5.
= 90 Multiply 9 X 10.
The word form of the expression states to add before multiplying.

Parentheses allow addition before multiplication.
QoÛdU^ct: • The order of operations gives steps to evaluate

expressions inthe same way each time.
EXERCISES
In Exercises 1-4, evaluate the expression.
1. 5 + 7 X 11 2. 72 - 8 + 12
3. 4 + 6-^3x9 4. 5x6 + 6x8

In Exercises 5 and 6, write the indicated expression.
5. Subtract 5 from 17. Then multiply the 6. Divide the sum of 12 and 4 by 8.
difference by 3.
14 Passport to Mattiematics Book / Chapter 2

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Chapter 2
How to evaluate expressions using the Distributive Chapter

2.6 Assessment
Property (p. 104)
Exercise 23
Examples Using the Distributive Property Wlien Evaluoting Expressions
a. Find the area of a room that is 9 feet

wide and 28 feet long. 9 feet
28 feet
9 X 28 = 9(20 + 8) Rewrite 28 a^ 20 + 8.
= 9 X 20 + 9 X Use the Distributive Property.
= 180 + 72 Use mental math to multiply 9 x 20 and 9x8.

= 252 Use mental math to add 80 +
1 72.
The length of 28 feet can be written as 20 + 8 feet. Then 9 x 20 and

9x8 can be multiplied and the products added to find the area of the room.
b. Evaluate the expression.
4(7 + 5) = 4 x 7 + 4 X 5 Use the Distributive Property.
= 28 + 20 Multiply 4x7 and 4x5.

= 48 Addis + 20.
This solution uses the Distributive Property which allows each addend
to be multiplied by 4.
QiAiActifxCyi: Using the Distributive Property allows mental

math to be performed to evaluate an expression.
EXERCISES
In Exercises 1-4, evaluate the expression in two ways.
1. 5(6 + 7) 2. 9(8 + 9)
3. 3(13 + 14) 4. 7(11 + 9)
5. You buy 3 sweaters for $16.00 each and your friend buys 4 sweaters for $16.00
each. Write an expression for the total amount the two of you spent. Evaluate
the expression.

!
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Chapter 2
I
Chapter
2.7 How to read and write numbers in other bases
Assessment (p. 104)
Exercises 19-22
Examples
| [^QQding and Writing Numbers in Oftier Bases
a. Write the base-tlve number for 137.
: a
Show 137 by using the fewest base five pieces:

(1) 125's piece, (2) 5's pieces, and (2) I's pieces.
The base-five number would be IO225.
b. Write the base-two number for 47.
47 = lx 32 +1x8 + 1x4+1x2+1x1 = 101 11 12
The fewest base-two pieces are used to write 47 in base two.
C. Write the base-five number in base ten.
4435 = 4 X 25 + 4 X 5 + 3 X 1 = 100 + 20 + 3 = 123
Show the expanded notation for the base-five place value. Multiply
each digit by its value. Then add the terms.
d. Write the base-two number in base ten.
1 IOIOO2 = 1 X 32 + 1 X 16 + 1 X 4 = 32 + 16 + 4 = 52
Show the expanded notation for the base-two number. Multiply each
digit by its place value. Then add the terms.
QiAiActihC^: • In a base-five system, each place value to the

left is five times larger.
• In a base-two system, each place value to the
left is two times larger.
EXERCISES
In Exercises 1 and 2, write the base-ten number in base five.
1. 68 2. 174
In Exercises 3 and 4, write the base-two number in base ten.
3. 10100 4. 11001

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Chapters Name
Mid-Chapter Chapter
3.1 How to write decimals in expanded notation
Examples
Writing Decimals in Expanded Notation
a. Use base-ten to write 3.45 in expanded notation.
q
:
3
n
D
3.45 = 3x1+4x0. l+5x 0.01 = 3 + 0.4 + 0.05

The base-ten pieces represent the value of each place value.
b. Name the number represented by the base-ten pieces.

D D
D D
MD
D D
4xl+3x0.1+8x 0.01 = 4 + 0.3 + 0.08 = 4.38

There are 4 ones pieces, 3 tenths pieces and 8 hundredths pieces.
The number represented is 4.38.
(Jivwêwê^: • Each place value is ten times larger than the

one to the right.
EXERCISES
In Exercises 1-4, write the number.
1. eight and five hundredths
2. fifteen and thirty-eight hundredths
3. twenty-one and four hundred thirty-two thousandths
4. nine and three tenths
5. 7.43 6. 10.01
7. 3.406 8. 36.438
: :D
9. Name the number represented : :D
D
by the base-ten pieces. - -D
: :d
Passport to Mathematics Book 1 CtiapterS 17

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Chapters
How to measure and change units in the metric Mid-Chapter Chapter

3.2 Assessment 133) Assessment
system (p. (p. 156)
Exercises 7-9 Exercise 7
Examples {Jslng the Metric System to Measure

a. Rewrite the measure in a more reasonable unit.
Your desk is 0.76 meter tall. Because 0.01 meter = 1 centimeter, it is
more reasonable to say that your desk is 76 centimeters tall.
A book is 220 millimeters wide. Because 10 millimeters = 1 centimeter,

it is more reasonable to say that a book is 22 centimeters wide.
It is 6000 meters from your house to the store. Because 000 meters = 1
1 kilometer, it is more reasonable to say it is 6 kilometers from your

house to the store.
b. Measure the sides of the rectangle at the right

using a metric ruler. Then fmd the perimeter.
3 centimeters + 3 centimeters + 5 centimeters

+ 5 centimeters = 16 centimeters
The perimeter is 16 centimeters.
QuiActif^Ct'. Remember: 10 millimeters = 1 centimeter,

100 centimeters = 1 meter, and 1000 meters = 1 kilometer.
EXERCISES
In Exercises 1-4, complete the statement.
1. 4000 mm = m 2. 7km = m
3. 2 m = cm 4. 30 m = 3000
5. A women's world record for the high jump was 2.09 meters.
Change 2.09 meters to centimeters.
6. A men's shot put world record was 2312 centimeters. Change this
from centimeters to meters. o
In Exercises 7-9, rewrite the measure in a more reasonable unit.
7. Your cat is 0.24 meter tall.
8. Your bedroom is 6400 millimeters wide.
9. You rode your bike 12,000 meters.
18 Passport to Mathematics Book 1 CtiapterS

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Chapters Name

wâI ^4^. i^'idJ' tcM/^:
How to use models to represent decimals and Mid-Chapter Chapter

3.3 solve problems Assessment (p. 133) Assessment (p. 156)
Exercises 10-12 Exercises 10, 11, 19
Examples
[jsing Models to Represent Decimals and Solve Problems
a. The part of the number line shaded is 0.6 or 6 tenths.
I
1 1 1- ~v 1
0.6 1.0
b. What model would show the whole model?
l^l^l^l^l^
0.5
The model shows 0.5. The whole would have 10 stars because each
star represents one tenth.
C. What is the whole for the model shown?
oooooooooo^
oooooooooc
oooooooooo y 0.39
ooooooooo
The whole would have 100 dots because the model has 39 dots and
each represents one hundredth.
CjiîActihC^: • Drawing a diagram or model is a problem-

solving strategy that will help solve problems.
EXERCISES
1. Sketch a set model and a number-line model to show 0.7.
© In Exercises 2 and 3, you are shown a model for a portion of a whole. Describe
t
Q.
a model of the whole.
OO
2. 0.2 3. 0.17
• • •
• • •
• • •
• • •
Passport to Mathematics Book 1 CtiapterS 19

9
Reteach Name
Chapters

W^^ <U>Aa^ ilÂ^Ld- tcA/uh^:
Mid-Chapter Chapter
3.4 How to write decimals as fractions and percents
Exercises 13-18 Exercises 8,
Examples
Writing Decimals as Fractions and Percents
a. Write each decimal as a fraction and a percent.
0.47 = 47 = 47%
100
47
Forty-seven hundredths can be written as jqq and 47%.
0.63 = = 63%
100
63
Sixty-three hundredths can be written as jqo ^^<^ 63%.
b. Write 5 1 % as a decimal and a fraction.

51
51% = 0.51 =
100
51 % means 5 1 per one hundred.
C. Write the portion that is shaded as a decimal,

fraction, and percent of a whole.
There are 43 small squares shaded.

43 out of one hundred is 0.43 = ^ = 43%.
QiîAiiiht^: • Percents are based on one hundred. In fraction
form, they can be written with a denominator of
100. In decimal form, they are written in the
hundredths place.
i
EXERCISES
In Exercises 1-4, write the number as a fraction and a percent.
1. 0.75 2. 0.82 3. 0.49 4. 0.09
5. If63 out of 100 families have a dog as a pet, what percent of families
does this represent?
6. Use the diagram in Example (c) to determine the percent of small

squares that are not shaded.

—
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Chapters Name

vV^^ *^^ ^S^^c*^ IcM^:
Chapter
3.5 How to order decimals
Assessment (p. 156)
Exercises 12, 13
Examples
Ordering Decimals to Solve Real-life Problems
a. Order the decimals from least to greatest.
4.6. 4.06, 4.53. 4.35
4.53
4.06
—4.35
•
4.6
4.0 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8
Order from least to greatest by using a number line.
4.06. 4.35. 4.53. 4.6 are in order.
b. Are these numbers ordered from greatest to least?
1.4, 1.04, 1.44, 1.14
1.04 1.14 1.4 1.44

- •—
1.0 1.1 1.2 1.3 1.4 1.5 1.6
These numbers are not ordered from greatest to least.

Use the number line to see the correct order. 1 .44. 1 .4. 1.14. 1 .04
C. You want to organize your CD collection according

to playing time. Use the bar graph at the right to 1 1
decide the order from longest playing to shortest. 2 1
4 1
Notice that the order from longest playing to shortest

5 1
playing is: CD 3. CD 1 . CD 2. CD 4. CD 5.
10 20 30 40 50 60 70
Time (in minutes)
QuiÛtihiC^: • Number lines and graphs help you to see the

differences between the numbers.
EXERCISES
In Exercises 1-4, order the numbers from greatest to least.
1. 0.04. 0.45, 0.54, 0.52 2. 4.3, 4.53, 4.62, 4.23
3. 9.88, 9.98, 9.89, 9.0 4. 7.28, 7.24, 7.32. 7.19
In Exercises 5-8, complete the sentence using < , > , or =.
5. 5.06 5.6 6. 2.4 2.40
7. 10.48 10.5 8. 5.7 5.37

;
Reteach Name
Chapters \
\ji/Ut ^^ ^^M tu^: Correlation to Pupil's Textbook:
Chapter
3.6 How to round decimals
Assessment (p. 156)
Exercises 14, 15
Examples Rounding Decimals to Stated Place Value
a. To round 5.48 to the nearest tenth, use a number line.
5.4 5.42 5.44 5.46 5.48 5.5
5.48 is closer to 5.5 than to 5.4. You should round up to 5.5.
b. To round decimals to the nearest tenth, look to the hundredths place

to decide to round up or down.
place rounded to
3.46 should be rounded up to 3.5 because
^^^^ ^^ ^^^ .^^
i
six is in the hundredths place. ^ ]

3.46
456.328 should be rounded down to Place rounded to
456.3 because two is in the hundredths place. f

456.328
\
look to the right
"
^
C. To round decimals to the nearest hundredth, look to the thousandths
place to decide to round up or down.
4.348 should be rounded up to 4.35 because i , , , .

,
u^- j*u If look to the nght

•
eight IS m .u .u
the thousandths place.
1
i i
'^
4.348
15.034 should be rounded down to 15.03

P^^^^ '
'Tôok to the ri ^ ht
because four is in the thousandths place. \ f
15.034 ^
£
CfiAiMlUxc^: • When rounding, always look to the right of the place |

you are rounding to. If the number is 1 through 4, f
round down. If the number is 5 through 9, round up. j
EXERCISES I
OO
In Exercises 1-4, round to the nearest given place value. I
1. 3.408 (hundredths) 48.369 (tenths)
2.
|
o
3. 21.41 (tenths) 4. 3.098 (ones)
In Exercises 5-7, draw a number line and round 9.379 to the nearest:
^
5. tenths 6. hundredths 7. ones

j
Reteach Name
Chapter 3
U/^ iÂ. doAM Ua^: Correlation to Pupil's Textbook:
Chapter
3.7 How to evaluate expressions with exponents
Assessment (d 1 56)
Exercises 16-18
Examples
|
(j^/^g Exponents to Write Powers and Evaluate Expressions
a. A power has a base of 2 and an exponent of 3. What is the number?
Base Exponent
2-^ = 2x2x2 = 8
The power is written 2^ and read "2 to the 3rd power" or "2 cubed."
b. Write 49 using an exponent.
49 = 7 X 7 = 72
The power is 7- and is read "7 to the 2nd power" or "7 squared."
C. Write 4768.24 in expanded notation using powers of ten.
(4 X 1000) + (7 X 100) + (6 X 10) + (8 X 1) + (2 X — j + f 4 X
(4 X 10-^) + (7 X 102) + (6 X 10) + (8 X 1) + f 2 X — j + U X —

d. Evaluate (4 + 2^) + 3^
(4 + 2-) + 3- = (4 + 4) + 32 Evaluate the power 2'^.
= 8 + 32 A^^4 + 4.
= 8 + 9 Evaluate the power 3^

= 17 Adds + 9.
When evaluating, make sure to evaluate inside the grouping symbols first.
QuiUdU^c^: • To evaluate a power, multiply the base by itself

the same riumber as the exponent.
EXERCISES
In Exercises 1-4, evaluate the power.
24
1- 2. 4^ 3. 63 4. _L
10^
§-
o
In Exercises 5-8, evaluate the expression.
5. (7 + 9) X 2^ 6. (8 + 2'^) + 9 7. 9^ - 7^ + 5 8. 30 - 5- + 4-^
Passport to Mathematics Book 1 • Ctiapter 3 23

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Chapters Name
u/^^t ^^ 4^4M- lcÂ4^: Correlation to Pupil's Textbook:
A Q How to use fractions and percents to solve real-life

Chapter
problems Assessment (p. 156)
Exercise 20
Examples
Using Fractions and Percents to Solve Problems
a. Use a set model to answer the question. "What is 30% of 20 apples?'
Remember 30% = 0.3.
Each group stands for one

10
tenth. Three groups

DDDDDiPPPiPP
stand for three tenths. Therefore, 3 tenths or
30% of 20 apples is 6 apples.
PPPPPPPPPP
b. Suppose To of the 40 students in your homeroom
walk their dog as soon as they get home from
school. How many people is this?
So, 24 of the 40 students walk their dog right

after school.
t
X X
C. Use the area model to find the number.
50% of 600
Since 50% of 100 is 50, then 50% of 600 is
300. 600 is 6 times larger than 100. so

multiply 50 X 6 to get 300.
QuidctU^ye^: Decimals, percents, and fractions represent the

same kind of numbers written in different forms.
EXERCISES
In Exercises 1 and 2, use the set model to answer the question.
1. What is 50% of 40? Ia A * aI

2. What is 40% of 20?
I
V TJ
In Exercises 3 and 4, use the area model to help you find the number.
3. 25% of 200 II I I I I I I I I 1 4. 55% of 300

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Chapter 4
Mid-Chapter Chapter
4.1 How to solve problems using decimal addition
Exercises 1,3, 6, 16,23 Exercises 1,3,9
Examples
Using Decimal Addition to Solve Problems
a. Complete the base-ten model. Then write the problem in vertical form and solve.
The large square (10 small squares by 10 small squares) equals unit. 1
Group all units together and all tenths together. Then add.
1 >
3.7
+ 1.5
5.2
12.4
b. Add the following using the vertical form. 12.4 + 10.67 + 6.09 = [3
10.67
6.09
Line up the decimal points.
29.16
QiAAAcCit^ct: Always up decimal points when adding decimals so

line
the place value of all digits in the column are the same.
EXERCISES
1. Complete the following base-ten model. Then write and solve the
problem in vertical form to check your answer.
_ " DD ~ " ~ ~
— - - - DD
an
: _:_::::" on nn
:::::::":: :._:: + ~
on
In Exercises 2-5, use a vertical form to add.
2. 0.98+ 1.3 3. 15.98 + 0.89
4. 26.6 + 4.05 5. 4.53+ 10.50
6. You are in a gymnastics competition and the leader has a score of 26.75
after three events. If your first two scores are 9.6 and 9.55, what score
must you attain to tie the leader?

4
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Chapter 4

U/^^ 14^4^. i^4*U- ieÂ4^:
Mid-Chapter Chapter
4.2 How to subtract decimals
Exercises 2, 4, 5, 10-13 Exercises 2,
Examples
Using Decimal Subtraction to Solve Real-life Problems
a. Use base-ten pieces to show 3.4 — 2.37.

'" _ D D :
3.40 D a
- 2.37
^^
:
~
:
D ^
:
~
4
1.03 :
The base-ten model shows how taking away 2.37 from 3.4 will result in
1 Using the vertical form, a zero can be added
.03. to 3.4 without
changing the number.
b. If you buy a pair of roller blades for $76.43 and give the sales clerk
$100.00, how much change will you get?
$100.00
- 76.43
$ 23.57
You will receive $23.57. If you add $76.43 + $23.57 = $100.00, the
answer checks correctly.
C. To check the amount of change for Example (b). you could also count
the change.
"76.45'W
"77.00
"76.50" 100.00"
Qu^MtihC^: • Be certain to line up the decimal points when

subtracting vertically.
EXERCISES
In Exercises 1 and 2, write the decimal problem shown by the model and solve
In Exercises 3-6, use a vertical form to subtract.
3. 9-3.79 4. 0.781-0.43
5. 8.2-0.62 6. 4.8-3.84

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Chapter 4
Mid-Chapter
4.3 How to estimate sums and differences
Assessment (p. 187)
Exercises 7-9, 22
Examples Sums and Differences

Esfimoting to Solve Reol-life Problems
a. You have $8.00 and need to buy some snacks Exact Amount Rounded Estimate
for a birthday party. You need one liter of juice,
Juice $2.28 $2.00
one bag of apples, and one bag of pretzels.
Would you have enough to buy a bag of Apples $2.54 $3.00
microwave popcorn? Pretzels $1.79 $2.00
Popcorn $2.86 $3.00
The food would cost about $10.00. so you

would not have enough money to buy popcorn.
b. You are packing for a week long backpacking Exact Weight Front-End Estimate
trip.You can only take with you 50 pounds of
Tent 1 1 lbs 6 oz 11?
materials. You are planning to take the items
listed in this table. Can you do it? Cooking Utensils 8 lbs 8?
Clothes 5 lbs 5?
From the estimate, you would have a little Food 20 lbs 20?
more than 47 pounds of materials. You would Sleeping Bag 31bs 2 oz 3?
be able to take what is listed.
Qi^îîctihCi': • Estimating gives you a general idea of the answer to

a problem without evaluating. It also gives you a
chance to check your answer for reasonableness.
EXERCISES
In Exercises 1-4, estimate each answer by rounding and by front-end estimation.
1. $3.48 + $4.61 2. 7.49-5.23
3. 14.372+12.578 4. $38.76 - $23.42
5. The perimeter of the triangle below is 18.3 units. Estimate the length of side x.

Reteach
Chapter 4 \
Name
U/^ <^^ doM. iu^: Correlation to Pupil's Textbook:
- * How to multiply decimals and find a percent of a Mid-Chapter Chapter

number Assessment (p. 1 87) Assessment (p. 21 2)
Exercises 14,15,17-21, 24 Exercises 5, 7.10,1 9-22
Examples
Multiplying Decimals and Finding a Percent of a Number
a. Multiply 4.4 x 3.21. 3.21
X 4.4
1284
12840
14.124
Multiply 321 by 44. Since there is a total of three decimal places in the
factors, the product must also have three decimal places.
b. What is il of 12?
Plan: Rewrite Tq ^s 0.6.
Answer: 0.6 x 12 = 7.2
There is one decimal place in the factors, so the product must have one
decimal place.
C. If you earned an 80% on a 40 question test, how many questions did

you answer correctly?
Question: What is 80% of 40?
Plan: Rewrite 80% as 0.8.
Answer: 0.8 x 40 = 32.0
The number of questions you correctly answered is 32.
QuiMlU-^^: • When multiplying decimals, the number of decimal

places in the factors must be the same as the decimal
place in the product.
• In word problems, the word of often means to multiply.
EXERCISES
In Exercises 1-3, place the decimal point in the product.
1. 4.32 X 3.86 = 166752 2. 9.28 x 5.5 = 51040 3. 6.78 x 0.38 = 25764
In Exercises 4-6, use mental math to solve.
4. 0.12 x/7 = 0.24 5.^x4.02 = 20.1 6.3x4.1=/

7. What is 33% of 12? 8. What is 45% of 30?

Reteach
Chapter 4 Name
Vv^^ ^'U Correlation to Pupil's Textbook:

îyOAJ-J- tu>A^:
Chapter
4.5 lôw to divide a decimal by a whole number
Assessment (p. 212)
Exercise 6
Examples
\Js\nQ Decimal Division to Solve Reol-life Problems
a. Use base-ten pieces to divide 3.6 ^ 3.
Using this diagram, you can write.
1.2
3)3.6
-3
06
- 6
b. Divide 5.4 ^ 3.
1.8
—— Quotient
/3)5.4\
)ivisor
/ -3
24
Dividend
-24
QuiJ^tihC^: • When dividing a decimal by a whole number, the

decimal place of the dividend and quotient is the same.
f EXERCISES
aoo
I In Exercises 1-4, use a vertical form to solve.
I 1. 0.56 - 8 2. 4.24 - 8
o
3. 15.6 - 4 4. 27.9 - 9
In Exercises 5-7, use mental math to solve.
5. g-^ 2 = 0.9 6. 0.96 ^ b = 0A6 7. 2.1 ^ h = 0.3

Name

Vl(^ uâa ÎuoaJ^ tcM/h':
Chapter
4_g How to multiply and divide by a power of 1
Assessment (p. 212)
Exercises 12-15
Examples
Multiplying and Dividing by Powers of 10
a. Multiply 59 X 100.
59 X 100 = 5900
100 has two zeros. Move the decimal point two places to the right.
b. Multiply 4.87 X lol
4.87 X 10^ = 4.87 x 1000 = 4870
Remember 10 equals 1000. 1000 has three zeros. Move the decimal
point three places to the right.
C. Divide 28 ^ 10.
28 ^ 10 = 2.8
10 has one zero. Move the decimal point one place to the left.
d. Divide 7.42 - lO"^.
7.42 - 10^^ = 7.42 - 10,000 = 0.000742
Remember 10 = 10,000. 10,000 has 4 zeros. Move the decimal point

4 places to the left.
CfiwCewê^: • To multiply by a power of 10, move the decimal point

to the right the same number of zeros in the power
of 10.
• To divide by a power of 10, move the decimal point to

the left the same number of zeros in the power of 10.
EXERCISES
In Exercises 1-4, multiply or divide.
1. 3.43 X 1000 2. 78.65 X 100
3. 32.9 - 10 4. 4756 ^ 10
£
In Exercises 5-8, use mental math to solve the following.
5. t^ 100 = 0.301 6. 7.687 X /? = 76.87
7. 967 X 5 = 967,000 8. 22 ^ r = 0.022

Reteach Name
Chapter 4
wi^ ^^ 'tS^.iuU icA/uh.: Correlation to Pupil's Textbook:
Chapter
4.7 How to divide decimals by decimals
Assessment (p. 212)
Exercises 8, 11
Examples
Using Decimal Division
a. Divide 3.62 ^ 0.02.

181
Step \: Division by q 02)3.62 Step 2: Related division
2)362
decimal divisor ^^ ^^ by whole number divisor _2
16
Move the decimal point two places to the right so 16
that the divisor is a whole number. 02
2
Step 3: Check whole number division 181 x 2 = 362
Step 4: Check decimal division 181 x 0.02 = 3.62
b. Divide 0.252 - 0.06.

42 Move the decimal point 2 places to
0.06)0.252
the right.
-24
12
-12
QiA^dttlf^ci'' When dividing a decimal by a decimal, move the decimal

point to the right the same number of places in the divisor
and dividend. (Move the decimal point the number of
places to make the divisor a whole number.)
EXERCISES
In Exercises 1-8, divide. Check your answer by multiplying.
1. 4.05 ^8.1 2. 20.4^ 1.2
3. 0.168 -0.06 4. 3.90 - 0.26
5. 2.1 - 0.07 6. 0.081 -0.09
7. 0.063 - 0.03 8. 4.8 - 0.4

Reteach Name
Chapter 4
U/iM ^^ ^JU iusA^: Correlation to Pupil's Textbook:
m Q How to use percents and decimals to solve real-life

Chapter
problems Assessment (p. 212)
Exercises16-18, 23, 24
Examples
| [jîp^g Percents and Decimals to Solve Real-life Problems
a. Find 60% of 250.
60% X 250 = 0.6 X 250 Rewrite 60% as 0.6.

= 150 Multiply decimals.
60% of 250 is 150.
b. If 70% of the students in your school have a pet of their own, how
many students is this if there are 450 students in the school?
70% of 450 = 0.7 X 450 Rewrite 70% as 0. 7.
= 315 Multiply decimals.
70% of 450 is 3 5. There are 3 1 5 students

1 who own their own pet.
C. A store is having a 30% off sale. You find a jacket regularly priced at
S79.90. What is the discount and the sale price?
30% of S79.90 = 0.3 x $79.90 Rewrite 30% as 0.3.

- $23.97 Multiply decimals.
$23.97 is the discount or the amount you will save.
$79.90 Regular price

-23.97 Discount
$55.93 Sale price
The sale price is $55.93, which is the amount you will pay for the jacket.
Qiîdctihc^: * Percents should be renamed as decimals before

solving problems.
EXERCISES
In Exercises 1-4, find the number.
1. 75% of 500 2. 40% of 60 3. 10% of 540 4. 90% of 260
5. The regular price of a book is $16.40. A store is having a 20% off sale.
How much is the discount? What is the sale price?
6. You have a collection of 35 books. If 40% of these books are mysteries,

how many mysteries do you have in your collection?
32 Passport to Mathematics Book 1 Ctiapter 4

2
Name
VI (^ ^^ î^^xd- icA/i4^: Correlation to Pupil's Textbook:
Mid-Chapter Chapter
5.1 How to draw and interpret line plots
Exercises 1-3,4-9 Exercises 1 ,
Examples
| QfQ^jf^g Qf^^ Interpreting Line Plots
a. Make a line plot to show how many vowels are in the following quote
made by Benjamin Franklin:
"All the education and all the knowledge in the world can't help the
poor soul who has no common sense."
X X
X X
XX
XX
XX
X
X
X
X
X
XX
X
X
X
X
X
X
X
X
X
X
X
X
X
Notice the most common vowels are e and o.
b. A class has taken a math quiz with 20 questions. The scores show the
number correct. The scores were:
20, 18, 19, 20, 17, 16, 15, 16, 18, 20, 19, 19, 17, 18, 18
15 16 17 18 19 20
The range is 20 — 15 = 5. The most common score was 18.
Qi*idctih£4' • Line plots help to organize data.
• The range is the difference between the greatest

and least number.
EXERCISES
In Exercises 1 and 2, make a line plot of the data. Find the range and the most
common number.
1. 28,24,26,26,27,25,26,25 2. 98, 97, 95, 95. 94, 93, 93, 91. 96, 93
3. Make a line plot to show the number of letters (d, 1, n, s, t) there are in the
quote in Example (a).
Passport to Mathematics Book 1 • Chapter 5 33

Reteach Name
Chapter 5
Mid-Chapter Chapter
5.2 How to draw and use stem-and-leaf plots
Exercises 1-3, 4-9 Exercise 3
Examples
Drawing and Using Sfem-and-Leaf Plots
a. Use a stem-and-leaf plot to order the number of stories in the following
buildings: 36, 38, 46, 54, 71, 62, 51, 75, 65, 30, 28, 25, 49, 36, 47, 52.
2 8,5 5,8
Write the digits 3 6, 8, 0, 6 Then order the 0, 6, 6. 8
to form the 4 6,9,7 digits in the
6,7,9
stems and 5 4,1,2
leaves.
1,2,4
leaves.
6 2,5 2,5
7 1,5 1,5
Key 4 [6 = 46 stories
Notice there are more buildings with 30-39 stories.
b. Use a stem-and-leaf plot to order the point spreads for a girls basketball team this
season. A point spread is the difference between the winning and losing scores.
6,4,7,9, 10, 14,26,30, 12, 15, 1,3,31,22,8,4,7,5, 11
6,4,7,9, 1,3,8,4,7,5 1,3,4,4,5,6,7,7,8,9

0, 4, 2, 5, 1 1 0,1,2,4,5
6,2 2 2,6
0, 1 3 0,1
Key 1 |4= 14 points
Notice that more games had a point spread of under ten points.
Cfi*iActit\C^: Stem-and-leaf plots order data. Make sure to make a key

to show what the numbers represent.
EXERCISES
In Exercises 1 and 2, make a stem-and-leaf plot to order the data.
1. 28, 26, 32, 48, 36, 58, 44, 25, 37, 35, 42, 51, 50, 41
2. 10, 13, 21, 4, 7, 15, 17, 28, 26, 2, 1, 12, 29, 8, 9, 22

Reteach
Chapter 5 Name
How to find the mean of two or more numbers to Mid-Chapter Chapter

5.3 Assessment
help solve real-life problems (p. 241) Assessment (p. 260)
Exercises 1-3, 10-13 Exercises 5, 7
Examples
Finding the Average or Mean of Two or More Numbers
a. Find the average or mean of these numbers.
B 18 _ c
9 + 7 + 2 = 18
Divide the stacks into three equal stacks. Notice each has six. Six is
the average or mean of these numbers.

b. Find the average or mean of these numbers: 78, 94, 65, 87. Add the
numbers together and divide by 4.
78 + 94 + 65 + 87
= 324 = 81
C. The low temperatures for the past five days were 35, 39, 43, 46, 40
degrees F. What is the mean temperature for these days? Add the five
temperatures together and divide by 5.
35 + 39 + 43 + 46 + 40 203
= — = — 40.6 degrees F
Q-uiActihiCt' To find the average or mean for two or more numbers,

add all the numbers together and divide by the
number in the set.
EXERCISES
In Exercises 1-4, find the mean of the numbers. Then check the answer to see if
it is reasonable.
1. 25,23,33 56, 58, 54, 60
3. 145, 132, 178, 199,203 188, 156, 199
5. There is an average of 30 students in each sixth grade homeroom.

There are three homerooms: Room 4 has 27 students. Room 5 has 34
students. How many students are in Room 6?

Name
W^ Y>^ doM. tu^: Correlation to Pupil's Textbook:
Mid-Chapter Chapter
5.4 How to find median and mode
Assessment (p. 241 Assessment (p. 260)
Exercises 1-3, 6, 13 Exercises 6, 7
Examples
Finding Median and Mode for a Set of Numbers
a. Find the median and mean. 48, 49, 5 1 , 53, 59
The median is the middle number. Therefore, 5 1 is the median because

there are two numbers that are greater than 5 1 and two numbers that are
less than 5 1 . The mean of the above data is - —= 52. Notice the median
and mean are not the same.
b. A list is made of heights of eight friends. What is the median height?

What is themode? What is the mean height?
60, 62, 62, 62, 64. 64, 65, 65 inches

62 + 64
The median height is the mean of the middle numbers. = 63
2
The median height is 63 inches. The mode is 62 inches.
60 + 62 + 62 + 62 + 64 + 64 + 65 + 65
= 504 —
The mean is 63
8 8
Notice the median and mean are the same number in this example.
c. Your scores on spelling tests were:
96, 82, 84, 89, 88, 89, 93, 90, 91, 90, 94, 90
Order the numbers:
82, 84, 88, 89, 89, 90, 90, 90, 91, 93, 94, 96
The mode is 90. This is the grade you earned most. The median is also
90 + 90 = 180
90 because = 90
2 2
Qi/^J^tiihi/i,: • The median is the middle number or the mean
of the two middle numbers.
• The mode is that number which occurs most.
EXERCISES
In Exercises 1 and 2, find the median and mode of the data.
1. 20, 27, 36, 29, 33, 20, 24 2. 1,1, 2, 2, 2, 3, 3, 5, 5, 6, 8, 8, 9, 10, 10
3. A chapter book contains the following number of pages: chapter one,

44 pages; chapter two, 46 pages; chapter three, 40 pages; chapter four,
39 pages; chapter five, 45 pages; chapter six, 38 pages; chapter seven,
40 pages; chapter eight, 42 pages; chapter nine, 46 pages; and chapter
ten.40 pages. Find the average (mean) number of pages, and the
median and the mode for this data.
Reteach Name
Chapter 5
w^^ ^^ i^4ÛA tcA/ii^: Correlation to Pupil's Textbook:
Chapter
5.5 How to draw a bar graph
Assessment (p. 260)
Exercises 4, 8
Examples
Drawing Bar Graphs
a. You record what activities you usually do on an average day. A bar
graph can organize the information: sleep 8 hours, school Ij hours,
study 22 hours, eat h hours, recreation 4^ hours.
Average Daily Activities
Sleep
School 1
Study 1
Eat 1
Recreation
0123456789 1
Hours Spent During an Average Day
The data on the bar graph clearly shows your daily activities.
b. You and your friends count the color of cars in a section of the mall
parking lot. The data collected is: red 246, white 203, blue — 383, — —
black — 341 . green — 233, other colors — 197.
Color of Cars at the Mall Parking Lot

400
350
2 300
O 250
o 200
150
E
3
100
50
Red White Blue Black Green

n
Other
Color of Car
By reading the graph, you can see that blue is the most popular color car in
the lot.
Qi^Miii^c^: • When constructing a bar graph, make sure to have

the scale uniform, the grid lines evenly spaced, and
the grid lines starting at zero.
EXERCISES
In Exercises 1-3, match the data with the scale that fits best.
1. increase by lOOO's a. 28. 36, 42, 32, 54
2. increase by lO's b. 368, 428, 132, 292, 357
3. increase by lOO's C. 2678, 1346, 961, 3959, 3476
Passport to Mathematics Book 1 Ctiopter 5 37

Reteach Name
Chapters
Chapter
5.6 ôw ^° ^'^w a line graph
Assessment (p. 260)
Exercise 9
Example
Drawing and Using Line Grapins
The number of students who partici- Students Who Participated in Music
400
pated in music at your school is shown
M 350
at the right for the years 1988 through
© 300
1997. Draw a line graph to organize T3
B 250
CO
this information. .- i :
-_i .^—^^— T
j
150 , \ i . .
i . - ,
1 =
1988 228 1993 313

1 100
1989 250 1994 320
50
1990 276 1995 305
1991 307 1996 318 88 '89 '90 '91 '92 '93 '94 '95 '96 '97
Year
1992 315 1997 345
The greatest increase was between 1990 and 1991. The greatest decrease
was between 1994 and 1995. The number of students who participated in
music remained steady for the years 1991-1994.
Cjui/clihCi,: • A line graph can show how something changes over

a period of time.
EXERCISES
In Exercises 1 and 2, use the line graph to answer the questions. The graph shows
the monthly average temperature for Washington, D.C.
1. Estimate the difference in degrees between the warmest and coolest months.
2. If the temperature were 35 degrees F, what months would that be

considered a normal temperature?
80
70
60
3 W
2 <D
50
i
I
j j
I
^Ny i
^ i
40
9- © 30
E T3
.© r- 20
10
Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec
Month

Reteach Name
Chapter 5
wdM <iOAA- itÂJid. tui/i^:

Correlation to Pupil's Textbook;
Chapter
5.7 How to draw a pictograph
Assessment (p. 260)
Exercise 1
Examples
Drawing Picfographs
a. Forty people were surveyed and asked to name their favorite fruit. They were
given a list which included apples, oranges, grapes, bananas, pineapples.
Oranges
Apples
• •• ••
Bananas S^VwS^S^
Grapes t t
Pineapples M M One Fruit = Two People
The pictograph shows that oranges are the favorite fruit for this group of
people.
b. Students were given a list of team sports and asked what their favorite
was to play. The list included: soccer, basketball, baseball, softball,
football, volleyball.
Soccer
Basketball
Volleyball
Sottball (H) (H) (H) (H) (H)

Baseball OD (K) ® OD (S)
Football
This pictograph shows that soccer is the favorite sport to play for these
people.
Quidclih£4: • When drawing a pictograph, use symbols of the

same and include a key if symbols represent
size
more than one.
EXERCISES
1. Make a pictograph to show the weather for one month: 10 days were sunny;
8 days were cloudy; 7 days were rainy; and 5 days were stormy.
o
The maximum life-span for the following animals is: elephant —77 years;
— 36
toad years; blue whale— 80 years; coyote — 15 years; swallow —9 years;
mouse — 3 years; crocodile —60 years. Choose an appropriate graph to
show this data.

Reteach
Chapter 6 Name
How to write fractions and use them to solve real- Mid-Chapter Chapter
6.1 Assessment
life problems (p. 287) Assessment (p. 310)
Examples
Writing and Using Fractions to Solve Real-life Problems
a. Each shape represents a portion of a circle.
The fractions are:
The denominator represents how many pieces in the whole. The numerator
shows how many pieces are represented. For example, f means two parts out
of three.
b. You have a rectangular pizza with 20 slices. If four people are to share the
pizza, how many slices does each person receive?
I
o o| I
o o I I
o o I I
o o I
lo o ]
oOoOoOqOoo
^[^[Êga o o o o o °
I I I I
Using the diagram above, each person would receive five slices of the pizza.
C. You have a rectangular pizza with 20 slices and five people to share the
pizza. How many slices would each person receive?
SS
ra ra ra
s
IiZ] EZ] EZ] EZJ
o HsH [ZZ]
Using the diagram above, each person would receive four slices of pizza.
Quidciii'iC^, The numerator is the top number of a fraction and o

represents how many parts out of a whole.
The denominator is the bottom number of a fraction

and represents how many parts to make the whole.
EXERCISES
In Exercises 1-4, draw a diagram to represent each fraction.
,2-
1- 2.
5
- 3.
—4 4.
-
7 9 11 6
40 Passport fo Mathematics Book 1 Chapter 6
5
ReteachT' Name
Chapters
Mid-Chapter Chapter
6.2 How to write ratios
Exercises 5-10, 14-16 Exercises 4,
Examples
Writing Ratios and Relating Fractions to Division
a. Divide nine rectangular pans of brownies into four equal parts.
Mm_j™ra
Each of 4 parts has 4 or 2^ pans.
b. Divide seven triangles into three equal parts.
Each of 3 parts has 3 or 23 triangles.

^
C. Your locker is one foot wide and four feet high. Write the ratio of the
width to the length as a fraction.
1 foot ^ 1
4 feet 4
d. You help the Physical Education teacher organize the equipment room.
You notice there are 15 soccer balls and 19 basketballs. Write the ratio
of soccer balls to the basketballs as a fraction.
15 soccer balls _ j_5
19 basketballs 19
The ratio of soccer balls to basketballs is
Cfuidcti4ê4: • Ratios are comparisons of two numbers using

division. The two numbers must have the same
unit of measure.
EXERCISES
In Exercises 1 and 2, draw a diagram that can be used to answer the division
problem. Write the answer as a fraction.
1. Divide 4 oranges into 3 equal parts.
2. Divide 8 pumpkin pies into 5 equal parts.
3. What is the ratio of the width to the length for this rectangle?
2 units
4 units
Passport to Mathematics Book 1 • Chapter 6 41

Reteach'" Name
Chapter 6
Mid-Chapter Chapter
6.3 *ôw ^0 determine equivalent fractions and ratios
Examples
Finding Equivalent Fractions and Ratios
a. The fractions 5 and jq are equivalent.
4 _ 4 • 2 _ _8_
5
~ 5 • 2
~ 10
The numerator and denominator are both multiplied by 2,
showing! = jq.
^Jnches ^^^ 18 inches

b. The ratios ^^^ equivalent.
7 inches 21 inches
6 inches 6 6-3 18 6 inches _ 1 8 inches
7 inches
~ 7
~ 7 •
3
~ 21 7 inches 21 inches
Both the numerator and denominator have been multiplied by 3,

6 18
.
showmg
•
7 = 21-
c. The width of the rectangle is 7 inches. The ratio of width to length is 4.
What is the length?
? inches
7 inches
7 inches 1 •
7 1_
4 •
7 28
The length would be 28 inches.
QuidctihCi^ The numerator and denominator must be multi-

plied by the same number to find an equivalent
ratio or fraction.
EXERCISES
In Exercises 1-3, write two equivalent fractions and tell why they are equal.
@
2.^ 3.
2
In Exercises 4-7, is the statement true or false? If false, change the number In
the box to make the statement true.
7 cm 14 cm 2 cats 7 cats 12 36 9 apples 27 apples

4. 6. 7.
6 cm 12 cm 3 cats 9 cats 16 64 3 apples 9 apples

Reteach Name
Chapter 6
Mid-Chapter Chapter
6.4 How to simplify a fraction and solve a proportion
Exercises 18-20 Exercises 6-9, 10-12
Examples
Simplifying Fractions and Solving Proportions
a. Simplify the fraction p.
oooooo 8_ _ 2 • 4 oopopo
oooooo 12
~ 3^ oobaoo
8 out of 12 circles are shaded. Two thirds of the circles are shaded.
Looking at the models, you can see that 72 and 5 have the same number
of circles shaded. Therefore, 72 3-
b. Simplify the fraction y.
24 3-8
Factor the numerator and denominator.
1 • 8
_ 3
Simplify the fraction.
~ 1
Write as a whole number

= 3
24
f simplified is equal to 3.
3
C. Solve the proportion 4=8-
3 _ 3_^ _ 6
4
~ 4 2 ~ •
8
3 6
4 is equivalent to g . By using a factor of the denominator, you can find
the missing numerator.
Qi/îAtiihi4: • A proportion is an equation witii two equivalent

ratios.
EXERCISES
In Exercises 1-4, simplify the fraction.
30 36
2. 3.
15 28 *-ii
In Exercises 5-8, solve the proportion.
2 10
6.1 = - 7. 8.
5 15 49 22

Reteach Name
Chapters
Chapter
6.5 How to compare and order fractions
Assessment (p. 310)
Exercises 13-16, 19
Examples
Comporing and Ordering Fractions to Solve Real-life Problems
a. Compare the fractions.
7 and 7
These fractions have the same denominator, so the fraction with the
greater numerator is larger. Therefore, 7 > 7.
b. Compare the fractions.
_9_ 11
5 and I 15 20
_6_ 10
12 16 20
When comparing fractions with unlike denominators, find an equiv-

alent fraction of each with the same denominator. Because 20 > 20'
then 5 >4.
C. Use the number line to order the fractions from least to greatest. 20' 24' T6' 4
K) 5 2 6
20 5
•
• 4 24
6_
6
•
•
1
4
11
16 ! = i
1 2. 3
4 4 4
J.
24 20 16
Find the equivalent fractions and place them on the number line. The
fractions can now be ordered from least to greatest: 24 *^
20 *^
tI
"^ 4-
CfuidctifxCf: When comparing fractions with unlike denominators,

each with a common
find equivalent fractions of
denominator. Then compare the fractions.
EXERCISES
In Exercises 1-4, complete the statement using > or <.
1.1 2. i 3* 4
^' ^
24
o
5. Use this number line to compare 75. ^» TI' 20' ^^d ^.
4-^
44 Passport to Mathematics Book / Chapter 6

.
Reteach'^ Name
Chapter 6
How to rewrite improper fractions and mixed Chapter

6.6 Assessment
numbers (p. 310)
Exercises 17, 18
Examples
Rewriting improper Fractions and Mixed Numbers
a. Rewrite the improper fraction as a mixed number.
9
Each rectangle is divided into four parts. Nine parts are shaded. You can
see that two full rectangles and 4 of another are shaded. This shows 4 = 2^.
b. The recipe below makes about 48 ginger snaps. If you only have a
4 measuring cup, how many 5 cups would you need to measure the flour?
24 cups flour 4 teaspoon salt 2 teaspoons baking soda
1 cup brown sugar 1 teaspoon ginger 5 cup shortening

1 teaspoon cinnamon 4 cup molasses 2 teaspoon cloves
legg
Measure the flour.
cup cup
You need nine 4 cups to measure the 24 cups of flour.
Qui/ctihc^: • An improper fraction is always greater than or equal to 1
• A proper fraction is always less than 1
EXERCISES
In Exercises 1-3, draw a model to represent the improper fraction. Use the model to
write the fraction as a mixed number.
10 25
1. 2. 3.
In Exercises 4 and 5, write the mixed number and the improper fraction represented by
the model.
4. ^—\ /--^ x—^ 5.
6. Use the recipe in Example (b). If you only have a 4 teaspoon, how many
4 teaspoons would you need to measure the baking soda?

Name
\jÛt *^^ îoJU iu^: Correlation to Pupil's Textbook:
Chapter
I
6.7 How to use ratios to find and interpret probabilities

Assessment (p. 310)
Exercises 20-23
Examples
Using Ratios and Interpreting Probabilities
a. Your teacher puts all the names of your class in a bag. A name will
be picked for a particular classroom job. There are a total of 25 students,

13 girls and 12 boys.
What is the probability a girl's name will be picked?
Number of girls _ 13
Total number of students 25
What is the probability a boy's name will be picked?
Number of boys _ 12
What is the probability your name will be picked?
Number of slips with your name _ 1

It is almost equally likely for a girl's or a boy's name to be picked because
25 and 23 are about equal to t- It is not very likely for your name to be picked
because 25 is close to 0.
b. You flip a two-sided coin.
What is the probability the coin will land heads side up?
Heads side _ 1
Total number of sides 2
What is the probability the coin will land on the heads or tails side?
Heads or tails side 2

£
Total number of sides 2 I
The coin will always land on either the heads or tails side because the
probability is equal to one.
QiA^Mtihi^: • The closer the probability is to one, the more likely the event
will occur. M
o
• The closer the probability is to zero, the less likely the event
Will occur. 5
EXERCISES
1. In using Example (b), what is the probability the coin will land on its edge?
2. What is the probability that your birthday in the year 2020 will be on a Thursday?

Reteach Name
Chapter 7
How to measure and rewrite lengths in the

Mid-Chapter Chapter
f ^
customary system Assessment (p. 341) Assessment (p. 362)
Examples
Measuring Lengths and Rewriting Lengttis in tine Customary System
a.
pencil ^^
Write the length of each object.
\-^^^"
stick of gum
pin
^^^^^^^B
1
1
1
1
1
1
1
1
1
1
1
1
M 1
1
1 M 1
1
1
1
M 1
1 I'M 1
1
1 2 3 4 5
The pencil is 44 inches long, the stick of gum is 2g inches long, and the pin
is 2 inch long.
^
b. The ceiling in the room is 10' 3 4 high. How many inches is the height?
10' 3| = 120" + 3| =123|
Because there are 12 inches in 1 foot, multiply 10 x 12 to get 120 inches.
C. According to the Guinness Book of Records, the height of the largest

snowman ever made was 76' 2". What was the height in inches?
76' 2" = 912" + 2" = 914"
The snowman was 914 inches tall.
d. A tree in your backyard is 12 yd 2 ft tall. What is the height in feet?
12 yd 2 ft = 36 ft + 2ft = 38 ft
There are 3 ft in 1 yd, so multiply 12 x 3 to get 36 feet.
QiJUelihCt • 12 in. = 1 ft, 3 ft = 1 yd, 36 in. = 1 yd, 5280 ft = 1 mi
EXERCISES
In Exercises 1-4, complete the sentence.
1. ft = 24 in.
2. ift = m.
3. 7 yd = ft
4. yd = 54 in.

3
Reteach
Chapter 7 Name
W^ ^^ doJU Ua^4^: Correlation to Pupil's Textbook:
•m ty How to find common and least common denomina- I

Mid-Chapter Chapter
'•^ two fractions Assessment 341) Assessment
tors of (p. (p. 362)
Examples
finding Common ond Least Common Denominators
a. Reu rite the fractions f and 7 with a common denominator.
Multiples of 3: 3.6,9. 12. 15. 18.21.24.27.30...

Multiples of 5: 5. 10. 15. 20. 25. 30. 35. 40...
2 _ 2 • 5 _
~
10 2 _ 2 • 10 _ 20
3
~ 3 •
5 15 3
~ 3 • 10
~ 30
4 4 •
3 12 4 4 •
6 24
5 5 •
3 15 5 5-6 30
B\ making a list of multiples of each denominator, you can see the

multiples each number has in common.
b. Find the least common denominator of 4 and ^
Multiples of 4: 4. 8. 12. 16. 20. 24...
Multiples of 6: 6. 12. 18. 24. 30...
Multiply by 3.
4 4-3 12
5 5-2 10
6
~ 6 •
2
~ 12
Multiply by 2.
The lists show the least common multiple of the denominators.
QoXAtili^ci: • The least common multiple is the smallest

multiple that two numbers have in common.
• The least common denominator is the least
common multiple of the denominators in two
fractions.
EXERCISES
In Exercises 1-3, list the first seven multiples of each number. Then circle the
least common multiple.
1. 2,7 2. 5.6 3. 10.
In Exercises 4-7. find the least common denominator and rewrite the fractions.
4.^.^ 5.^,^ 6.i^ 7.^.5

4 14 7 5 3 8 12 6
48 Passport to Mathematics Book / Ctiapter 7

Reteach" Name
Chapter 7
How to add and subtract fractions with common Mid-Chapter Chapter

7.3 Assessment
and different denominators (p. 341) Assessment (p. 362)
^^^"^P'^^ \
Adding and Subtracting Fractions
2
a. Add - and .
9 9
"^ ^
1 z - ^
Add numerators.
9 9
~ 9
_ 3
~ 9
Simplify numerator.
_ J_
~ 3
Simplify fraction.
b. Subtract — and —
10 10
- 4
Subtract numerators.
10 10 10
_ 4_
~ To Simplify numerator
_ 2
~ 5 Simplify fraction.
4 1
C. Add - and -.
7 3
4 }_ _ }2 1_
~ 21 Least common denominator is 21.
7 3 21
12 + 7
Add numerators.
21
]1
Simplify numerator
21
Qi/^^dttihi/i,: Before adding or subtracting fractions, the

denominators must be common.
EXERCISES
In Exercises 1-4, add or subtract the fractions.
i.A_A 2. - + - o
3.
3 2
- + - 4.Z_£
11 11 6 5 6 6 9 7

Reteach Name
Chapter 7

WÂ^ H^^ i£Â*tJ. icM4^:
Mid-Chapter Chapter
7.4 How to add and subtract mixed numbers
Exercises 8-13, 20-22 Exercises 7-9
Examples
Adding and Subtracting Mixed Numbers
a. Add 3^ and Ig.
3i
+ li
4 4 + 6 i ^ 5i
3. Simplify mixed number.
/
V Add fractions.
2. Add whole numbers.
b. Subtract 7-fo
and Sjq.
^lo
~ 4t < — 3. Simplify mixed number.
/ 1 . Subtract fractions.
2. Subtract whole numbers.
C. Add 9]^ and 4.

911
1 . Find the common denominator.
+ 4i = |2
13A = 135 4. Simplify mixed number.
/
V 2. Add fractions.
3. Add whole numbers.
QuiAciipxC^: • When adding and subtracting mixed numbers be certain

toadd or subtract the fractions first, add or subtract the
whole numbers next, and then simplify when needed.
EXERCISES
In Exercises 1-4, add or subtract the mixed numbers.
1.
16i
- 12= 2. 3\ - li 3. 2I7 + 27 4. lltR + 9
50 Passport to t\Aattiematics Book 1 Ctiapter 7

Reteach Name
Chapter 7
Chapter
7.5 ^ôw ^0 subtract with regrouping
Assessment (p. 362)
Exercises 16-21
Examples
Regrouping to Solve Subtraction Problems
a. Subtract g from 2^.
X
X
! X
X
X
g
5 ,9 5
o3
26 - 6 = l6 - 6 = ,4
U'Or
,2
I3
You can regroup 2^ as 1^ because 2^ + i + i
b. Subtract 65 and 45.
6i
- 4| = 5f
- 4 Regroup 65 as 5-^.
= ll Subtract mixed numbers.
C. It takes you I5 hours to complete your science project. Your friend uses 5
of an hour to complete his project. What is the difference between your

work time and your friend's?
1:
14 6 4
Regroup 1^ as-^.
Subtract fractions.
The difference between work times is c of an hour.
Qi/Jy^jcV^hi^: When regrouping take one whole from the whole

number and rewrite it as a fraction.
EXERCISES
In Exercises 1-4, regroup the mixed numbers.
1. 4 = 3| 2.
7f
= 6| 3. 12f
= II9 4. 5! = 4i
In Exercises 5-8, subtract the mixed numbers.
5. 8^ - 6. 14^ 7. 2| 8. 20^ - 18i

7f

Reteach Name
Chapter 7
How to regroup to solve subtraction problems with Chapter

7.6 Assessment
fractions of different denominators (p. 362)
Exercises 16-21
Examples
Regrouping to Solve Subtraction Problems: Different Denominators
a. Subtract % and 7^.

qi _ 73 _ qA _ 7I2
Rename common denominator of 20.
^4 '5 ~ ^20 '20 with
-
~ o25 _ -,12
Regroup.
°20 '20
- A20 Subtract.
b. Subtract 6f and 5f.
Rename. Regroup.
6g 69 5-9"
— J^ — Jg — Jg
6
9 ~ 3 Simplify.
C. You are pruning a bush. A branch is 43 feet long and you need to cut
off I2 feet. How much of the branch would remain on the bush?
-) 3
43
1
— I2
I
= 4^ — I5 Rename with common denominator of 6.
= \ — \% Regroup 4% as 3^.
= 2% Subtract.
So, 2^ feet of the branch would remain on the bush.
Cju^^clU^t^: • Renaming a mixed number as a whole number

and improper fraction doesn't change the val ue
of the number.
EXERCISES
In Exercises 1-4, subtract the mixed numbers.
1-4-i 2. 3. 3^ - 1: 4. 10^ - 8f
52 Passport to Mathiematics Book 1 Ctiapfer 7

Reteach Name
Chapter 7
How to use addition and subtraction of fractions Chapter

7.7 Assessment
and decimals to solve problems (p. 362)
Exercises 22-25
Examples
Adding and Subtracting Fractions and Decimals to Solve Problems
a. You are sewing a small tablecloth. The fabric you are using is 24| inches
wide and 2O2 inches long. You must sew a hem on all sides that is
I4 inches wide. Once the hem is sewn, how wide is the cloth?
>2
1-
I4 -r+ 1-
I4 = 2=
Z4 The hem will he 2-^
.
inches.
24 - 2= = 22^ The width of hemmed fabric.
b. The diagram below shows driving times in hours for a vehicle traveling
an average speed of 55 mph.
22.14 hr
Idaho Falls
6.82 hr
Casper 10.16 hr Sioux City
Approximately how long will it take to drive from Boise to Idaho Falls?
6.82 hours +10.16 hours = 16.98 hours

22.14 hours - 16.98 hours = 5.16 hours
Find the total amount of time known and subtract it from the total time
from Boise to Sioux City.
The approximate time from Boise to Idaho Falls would be 5.16 hours.
QlAidctif^Cf: A diagram with information given can help you

solve problems.
EXERCISES
1. Use the information in Example (a) to answer this question. After sewing
the hem, how long is the fabric?
2. If it takes approximately one hour to travel 55 miles, how many miles is
it from Boise to Sioux City? Use the information in Example (b).

1 : 7
ReteaclT^ Name
Chapter 8
Mid-Chapter Chapter
8.1 How to multiply whole numbers and fractions
Assessment (p. 395) Assessment (p. 41 4)
Exercises 1 , 2, 9, 10, 15, 18, 24, 26 Exercises 1-4,
Examples
Multiplying Whole Numbers and Fractions and Solving Real-life Problems
a. Multiply 4 x -
7
4x6
4 X Multiply 4x6.
7 7
_ 24 _ 3
~ 7 ~ ^7 Simplify.
b. There are 20 players on the soccer team. Three-fourths of the team members
played soccer last year. How many players played soccer last year?
T X 7D X X Tf K7C •
X AxK ATT TT AxK Ka

of 20 is 5. so^ of 20 is 15.
''îft^ îti^'''îitii^ %
-
Use multiplication to solve this same problem.
3 3
- of 20 = - X 20 "Of" means "times."
4 4
3 X 20
Multiply 3 X 20.
4
60
Simplify' the numerator.
4
= 15 Simplify- he fraction.
Qi^^-dtLihCi To multiply whole numbers and fractions:

Multiply the whole number and the numerator, write the
result as a fraction with the original denominator, and
simplify.
EXERCISES
In Exercises 1-4, multiply.
5 ]0
1. - X 4 2. 5 X 3. - X 2 4. 4 X
9 11

1
Reteach Name
Chapters
w^^ ^4* iSÂ/uA icM^: Correlation to Pupil's Textbook:
How to multiply fractions and use multiplication to Mid-Chapter Chapter

8.2
solve real-life problems Assessment (p. 395) Assessment (p. 414)
Exercises 3, 4, 11, 12, 16, 19 Exercises 6, 17
Examples
Multiplying Fractions and Solving Real-life Problems
a. To multiply fractions, multiply the numerators and multiply the
denominators.
4 2 _ 4x2
5
^
3
~ 5 X 3
Multiply numerators and denominators.
1 111 1
6
Check
D. - X
h
7
-
'
4 7x4
15
this result
6 X 1
Evaluate the products.
with the area model
Multiply numerators
at the right.
and denominators.
11 1
zj.\-.j^smmsi 1
Evaluate products.
28
3
Simplify fraction.
14
C. You made a pizza with f cup of sauce. You cut the pizza into
8 pieces and ate 3 pieces, or g of the pizza. How much of the
3 cup of sauce did you eat?
You ate I of the f cup of sauce. To find the amount of sauce,

multiply g and 3.
3 2 _ 3x2 _ ^_
8^3~8x3~24~4
1
You ate 4 cup of sauce.
Qui^tihc^: • To multiply two fractions, multiply their numerators and

multiply their denominators.
• Simplify the fraction, if necessary.
EXERCISES
In Exercises 1-4, find the product and simplify, if necessary.
1. - X - 2. - X - o
3.
4
- 3
X - 4. —X-
5 4 8 6 9 8 12 5
5. The pizza in Example (c) had one half cup of mushrooms. What
amount of mushrooms did you eat?

Name

Vl^M ye>/u iÂAlJ. tcM/h-:
Mid-Chapter Chapter
8.3 How to multiply mixed numbers
Exercises 5, 6, 17,20,25 Exercises 8, 9
Examples
| [\/i,jifjpiyji-,g Mixed Numbers and Solving Reol-life Problems
Multiply 1- X 2-.
a.
^^4 3
3
1- X 2-
17
= - X
7
- Rewrite as improper fractions
4 3 4 3
7x7
~ Multiply fractions.
4 X 3
1
Simplify.
12 12
b. Which person talked for the longest time on the phone?
Tom had 3 conversations each for 254 minutes.
Christy had 5 conversations each for 157 minutes.
Tom: Christy:
3 X 25- =
3
3 X
103
5 X 15-
1
= 5 X —
31
4 4 2 2
3 X 103 5x31
4 2
_ 309 _ 255
4 2
1 1
= 77- minutes = 77-mmutes
4 2
Christy talked the longest on the phone.
QiîMJ^^c^: Before multiplying mixed numbers, change them to improper

Then multiply the numerators and multiply the denomi-
fractions.
nators. Simplify, if possible.
EXERCISES
In Exercises 1-4, multiply the mixed numbers
1. 1^ X 4I 2. 3 X 4- 3. 2- X 3 4. 2- X 1-
5 2 3 7 6 5
56 Passport to Mathematics Book 1 adapter 8

Reteach
— Name
Chapters
Mid-Chapter Chapter
8.4 How to divide fractions with a common denominator
Assessment (p. 395) Assessment (p. 41 4)
Exercises 7, 8, 13, 14, 21-23, 27 Exercises 10, 18
Examples
Dividing Fractions with Common Denominators
a. Divide g ^ |.
6 ^ 5 _ 6
8 • 8 ~ 5 Divide numerators.
= 1^ Simplify.
b. Divide^ - ^.
_8_
10 Rewrite with common denominator
Divide numerators.
C. You are planting ferns along a border that is 2O4 feet long. The ferns
need 2^ feet of space to grow. How many ferns can you plant?
ord ôi — 8i^5_81^H)_81_Q_L

ZU4 •
Z2 — 4 2 "~ 4 4 ~ 10 ~ °10 •
You can plant 8 ferns.
CjuiÛlihC^: • To divide fractions with common denominators, divide the

numerators.
EXERCISES
In Exercises 1-4, divide.
« 3 1
2. 6- ^ 1—
8 8 5 10 4 8
5. Using the border length of 2O4 feet in Example (c), how many ferns
could you plant if each fern needed I4 feet to grow?
Passport to Mathematics Book / • Chapter 8 57

.
Reteach Name
Chapters
Chapter
8.5 ^°^ ^° ^^® reciprocals to divide fractions
Assessment (p. 414)
Exercises 5, 11, 18, 19
Examples and Solving Problems

Using Reciprocals to Divide Fractions Real-life
a. Divide z6 -;-
• 3-
5 ^ 2 _ 5 3
Multiply by reciprocal.
6 •
3 "" 6 ^ 2
_
~ ]5
12
= ^
4
= 1-
M Simplify.
b. Divide -^
«
28
= - = 3 Simplify.
QiîAttihCt: • Two fractions are reciprocals if their product is 1
• To divide one fraction by another fraction, multiply the

fraction by the reciprocal of the second fraction.
first
Exercises
In Exercises 1-4, divide the fractions and simplify.
3. 4. 4- - 3-
3 4 9 5 11 8 2 4
5. How many servings will you get from a 242 ^^ ^^" ^^ cocoa if you
need 2^ oz for each serving?

Reteach'^ Name
Chapters
How to divide mixed numbers, fractions, and whole Chapter

8.6 Assessment
numbers (p. 414)
Exercises 12, 13, 19,20
Examples
Dividing IVlixed Numbers. Fractions, and Wliole Numbers
a. Divide 2 ^ 3^.
2-^3\ = 2^^ Rewrite as an improper fraction.
= 2 X J3 Multiply by reciprocal.
8
~ 13
Multiply whole number by fraction
b. Divide 3^ "^62.
^1 ^1 7 13
^2 ~
.
Ot — 2
.
~ T Rewrite as improper fractions.
7 2
~ 2 ^ 13
14
~ 26 Multiply numerators and denominc
7
~ 13 Simplify.
CjuidcU/hCt- When dividing mixed numbers, rewrite each as an

improper fraction and then multiply using the reciprocal
of the second fraction. Simplify, if possible.
EXERCISES
In Exercises 1-4, divide the fractions and simplify.
1 1
1. 5^ . 3^ 2. 10- - 4- 3. 5 - 2- 4. 4- - 3
6 7 5 4 2
1 2 2
5. Find the average of these numbers: 3^ feet, 4^ feet, I5 feet.
Passport to Mathemotics Book 1 Ctiapter 8 59

Reteach Name
Chapter 8
Chapter
8.7 How to find the area of a right triangle
Assessment (p. 414)
Exercises 14-16
Examples
Finding the Area of a Right Triangle
a. Find the area of the triangle with sides of Bt centimeters and

24 centimeters.
ol ^1 9 63 ol5 7
.
Area =2x32x24=2^2^4~T6~3-[6sqcm
1 I
b. Find the area of the figure below.
Area = 2x3x5 = 72 and T^ x 4 = 30 sq units
The figure above consists of 4 right triangles. The area of one triangle
is I2 sq units. The area of the entire figure is four times Ij sq units. The
area is 30 sq units.
CfiA^MtihC^: • To find the area of a right triangle, multiply ^ times the
base and the height. The formula is written A = I

-
b - h.
EXERCISES
In Exercises 1-4, find the area of each right triangle.
1. Base: 3 in.
2. Base: 32 mm 3. Base: 6.2 ft 4. Base: 8.2 m
Height: 9 in.
Height: I3 mm
Height: 4 ft Height: 0.6 m
9 in.
8.2 m
0.6 m
3 in.
60 Passport to Mathematics Book 1 Chiapter 8

Reteach Name
Chapters
Mid-Chapter Chapter
9. 1 How to describe and identify geometric figures
Examples
Describing and Identifying Geometric Figures
a. How can you move from point D to point F on triangle DEF by staying on the
grid Imes?
D —» - 8 —-^ E
vN Sv
\\ ^ T
If you move 8 units to the right and 6 units down, you will move from point
D to point F.
b. In the pattern below, identify the different shapes and name them.
In the pattern, there are triangles, squares, a hexagon, and a 12-sided figure.
QuiAciih£/i • Polygons are named according to the number of sides.
EXERCISES
In Exercises 1-6, sketch a polygon of the given name.
1. Pentagon 2. Hexagon 3. Triangle
4. Octagon 5. Heptagon 6. Quadrilateral
7. Sketch the described figure on the grid below by connecting the points. Write
its name. Start at M. Move right 4 and up 1 to A^. Move right 1 and down 3 to O.
Move left 5 to P. Move up 2 to M.
M
1 1
^
i 1

Reteach Name
Chapters
Mid-Chapter Chapter
9.2 How to identify and measure angles
Examples
Identifying and Measuring Angles
a. Identify the types of the 5 angles in pentagon SMILE.
L- -^ Angle Type
AS Obtuse
AM Right
Obtuse
AL Acute
LE Obtuse
b. Use a protractor to measure the 4 angles in quadrilateral ABCD.

G AA=130°
AB = 90°
° zlC=105°
Z.D = 35°
A
QiUAelihC4' • Angles are measured in degrees by using a protractor.
EXERCISES
In Exercises 1-3, measure the angle.

1. I. 4 2.
In Exercises 4-6, estimate the measure of the given angle. Choose from 30, 45,
60,90,120.
4. A 5. ^ 6. 4
In Exercises 7-9, classify the angle as either acute, right, or obtuse.
7. < 1
8. A 9.

Reteach Name
Chapter 9

wfUt Ho^*- i^îCA tui^4^:
Mid-Chapter Chapter
9.3 tôw to identify congruent and similar shapes
Exercises 8-1 Exercises 8, 9
Examples
Identifying Congruent and Similor Shiapes
a. The rectangles below are congruent. What are the missing angle
measures and side lengths?
Angles A and G are 90°. Sides DC and EF are 5 units in length, and sides BC
and EH are 3 units in length.
b. Match the similar triangles.
Triangles 1 and 3 are similar. Both triangles have the same shape.
Cjiî^tiihCt: • Two shapes are congruent if tlney liave the same size
and shape.
• Two shapes are similar if they have the same shape.
EXERCISES
1. The two triangles at the right are congruent.
Find the missing side lengths and angle
measures.
4.3 cm
C 2.5 cm B G
2. Name the pair of figures that are similar.
a. I 1
b.
Passport to Mattiematics Book 1 Ctiapter 9 63

Reteach Name
Chapters
How to identify line symmetry and use symmetry to Mid-Chapter Chapter

9.4 Assessment
solve real-life problems (p. 443) Assessment (p. 466)
Exercises 11-14 Exercise 10
Examples Identifying Line Symmetry

a. Does the quadrilateral below have line symmetry?
Yes. If you folded this paper on line a, the two parts of the quadrilateral
would overlap exactly.
b. Does the triangle below have line symmetry?
No. There is not a place to draw a straight line to divide the triangle into
two equal parts.
C. Does the maple leaf have line symmetry?
Yes, the leaf is symmetrical. The drawing shows the line of symmetry.
Cf-uXîe^vfê^ If you placed a flat edged mirror on the line of
symmetry, the reflection would show a figure of the

exact shape and size as the original figure.
EXERCISES
In Exercises 1-4, draw a line or lines of symmetry.
1. I 1 2. 3.

—I
I
Reteach
— Name
Chapters
I
How to plot points and identify slides in a Chapter

Q c
coordinate plane Assessment (p. 466)
Exercises 11,12
Examples
Plotting Points and Identifying Slides in o Coordinate Plane
a. Plot the points represented by the ordered pairs (1,5), (2, 2), and (4, 3).
st .(1.5)
4--
3" .(4.3)
2-- .(2,2)
1--
-\—\—5^ 1->-
1 2 3 4
The first coordinate (.v-coordinate) shows the position on the jc-axis.

The second coordinate v-coordinate) shows the position on the j-axis.
(
b. Plot the points represented by the ordered pairs A (5, 5), B (4, 2), and
C (2, 2). Then connect the points to form triangle ABC.
|y
5--
A
4--
3--
2-
1--
1 2 3 4 5'
C. Use the ordered pairs for triangle ABC in Example (b) and slide the
figure 5 units to the right and 1 unit down.
PointA(5, 5) Point £(10, 4) 5F
Point 5 (4, 2) Point F (9,1) t"
Point C (2, 2) Point G (7,1) 2--
1--
< H— — — — — —
(-H I I I
>
tl 23456789
\ \ I I I
10^
Each point was moved 5 units to the right and 1 unit down.
• Move to the right to plot the x-coordinate. Move up to

Qi*.i4itih£/i: Diot the y-coordinate.
plot v^-coordinate.
EXERCISES
In Exercises 1-6, plot the ordered pairs in one coordinate grid.
1. (3,6) 2. (0,4) 3. (1,4) 4. (4,0) 5. (5, 2) 6. (3. 3)

Reteach Name
Chapters
Chapter
9.6 How to identify triangles by their sides and angles
Assessment (p. 466)
Exercises 13, 14
Examples and Angles

Identifying Triangles by Their Sides
a. The diagram below contains several triangles. Classify the triangles as

equilateral isosceles, or scalene.
A A Triangle Side Lengths Type
ADE 10,6,8 Scalene
ADF 10, 12, 10 Isosceles
AFE 10,6,8 Scalene
ABC 16, 16, 16 Equilateral
b. Use the diagram below to identify acute, right, and obtuse triangles.
A^^ ^B
Triangles ABD, ADC, ABC and BDC are right triangles. Triangles BFC and
AFD are acute triangles. Triangles ABF and DFC are obtuse triangles.
QiîAcVi/hC^''. Triangles can be classified by their side lengths or their

angle measures.
EXERCISES
In Exercises 1-3, use a centimeter ruler. Classify the triangle by the length of its sides
1.
^=^^ 1 2. A 3.
In Exercises 4-6, use a protractor. Classify the triangle by the measure of its angles.
4. 5.
66 Passport to Mathematics Book 1 Chiapter 9

Name
VI âI ^^ iMfAJJ^ LtM^: Correlation to Pupil's Textbook:
Chapter
9.7 How to measure the angles of a triangle
Assessment (p. 466)
Exercises 13, 14
Examples
Measuring the Angles of a Triangle
a. Find the measure of ^M in the triangle below.
The measure of ^M is 90° because ^M = 180° - 45° - 45° = 90°.
b. Could a triangle have three angles with measures of 45°, 55°, and 85°?
45° + 55° + 85° = 185°

o o o
No, a triangle could not have angle measures of 45 ,55 ,85 because ,
o
the sum of the measures is 1 85 The sum of the measures of the angles
.
in a triangle is always 180 .
C. Could a triangle have three angles with measures 95 , 25 , 60 ?
95° + 25° + 60° = 180°
Yes, a triangle could have angle measures of 95°, 25°, and 60°, because
the sum of these measures is 180°.
C/iW^tcvfê^: The sum of the measures of the angles of a

triangle is 180°.
EXERCISES
In Exercises 1-3, use a protractor to measure each angle of the triangle. Find
the sum of the measures.
1. A_ _e 2. D E 3.
C F
In Exercises 4-6, find the measure of the angle marked y.
4. A 5.
Passport to Mathiematics Book 1 Ctiapter 9 67

Reteach Name
Chapter 10

U/^ y<H«. ^4*1^ teÂ^:
How to identify parallel, intersecting, and perpen- Mid-Chapter Chapter
10.1 Assessment
dicular lines (p. 497) Assessment (p. 524)
Exercises 1,2,5 Exercises 1,2
Examples and Perpendicular Lines

Identifying Parallel, Intersecting,
a. In the diagram below, which lines appear to be parallel and which appear to be
intersecting?
Line p clearly intersects lines s, t, and r. Lines 5 and t are parallel because the
distance between them remains the same.
b. The diagram below shows a street map. Which of these streets are perpendicular?
Washington
The streets that form a 90° angle are perpendicular. Main Street and 1st Street are
perpendicular. Main Street and 2nd Street are perpendicular.
QuiAclU^c^ • Parallel lines never meet.

• Intersecting lines meet at one point.
• Perpendicular lines form a right angle.
EXERCISES
In Exercises 1-3, use the figure at the right to name each of the following
1. Two intersecting lines. f
2. Two lines that appear parallel.
3. A line that is perpendicular to another line.
68 Passport to Mathiemotics Book 1 Ctiapter 10

Reteach
Chapter 10 Name
V/^M ^^ i^^M- tcA^4^: Correlation to Pupil's Textbook:
How to identify supplementary and complementary Mid-Chapter Chapter

10.2 Assessment
angles (p. 497) Assessment (p. 524)
Exercises 3, 4, 6 Exercises 3-5
Examples Supplemenfory and Complementary Angles

Identifying
a. Solve for v.
y + 148° = 180^ Supplementary angles.

>• = 32° Mental math.
I
Angle measures 148° and 32° are considered supplementary because
they form a straight line and the sum equals 180°.
b. Solve for /.
r + 15° = 90° Complementary angles.
t = 75° Mental math.

I
Angle measures 15° and 75° are considered complementary because
together they form a right angle.
Quidltip'^4,: Two angles that form a 90° angle are called complementary
angles.
Two angles that form a 180° angle are called supplementary

angles.
EXERCISES
In Exercises 1-4, solve for x.
1. V 2. I 3. I
x\l10^
Passport to Mattiematics Book 1 Ct)apter 10 69

Reteach^~ Name
Chapter 10 \
How to identify and use the properties of Mid-Chapter Chapter

10.3 Assessment
parallelograms (p. 497) Assessment (p. 524)
Exercises 7-10. 14-18,20 Exercises 6-8
Examples
identifying and Using Properties of Parallelograms
a. Classify the quadrilaterals as a parallelogram, a rectangle, and a square.
-»
1. / 7
1. Parallelogram
2. Parallelogram, rectangle, square
b. Find the sum of the measures of the angles of the parallelogram GAME.
GAME is a parallelogram and opposite angles are equal. /LA and /-E
are opposite, so /LE = /LG and /LM are opposite, so
60°. ^M = 120°.
Add 120° + 60° + 120° + 60°. The sum is 360°.
C. Find the missing lengths of the parallelogram ABCD.
ABCD is a parallelogram and opposite sides are equal. Side BC is

opposite AD. therefore BC = 5 cm. Side AB is opposite side DC.
therefore side AB = 2 cm.
2cm
QuiActifyC/j,: • A parallelogram is a quadrilateral whose
opposite sides are parallel.
• The sum of the measures of the angles
of a quadrilateral is 360'.
EXERCISES
In Exercises 1-4, find the missing measures.
1. 7m 2. 3. 195^ 4.
3 m 1 cm
120^
85=

! Reteach Name
Chapter 10
I
Mid-Chapter Chapter
10.4 How to find the area of a triangle
Exercises 11-13, 19,20 Exercises 9-11
Examples
Finding ffie Area of a Triangle
a. Each small square in the grid is one unit by one unit. Find the area of
the triangle.
Area = 2 ^ base x height
Area = 5 x 9 x 4
Area = 18 square units
'.
I J i I I i I I ! L
base =9 units
height =4 units
b. Find the area of the triangle.
Area = 5 ^ base x height
Area = 2 x 12 x 5
Area = 30 square meters

12m
base = 2m 1
height = 5 m
Qiî/ttihC4': • To find the area of any triangle use the formula:

Area = | x base x height.
EXERCISES
In Exercises 1-4, find the area of the triangle
1.
6 2.

Reteach
Chapter 10 Name
How to find the circumference of a circle and use it

Chapter
10.5 Assessment (p. 524)
to solve real-life problems
Exercises 12-14
Examples
Finding the Circumference of a Circle
a. Find the circumference of the circle.
Circumference = tt x diameter
Circumference = 3.14 x 6
Circumference = 18.84 cm
diameter = 6 cm
b. The largest diameter of a Ferris wheel in operation is the Cosomclock 2 1 at
Yokohama City. Japan. The diameter is 328 ft. What is the circumference?
Circumference = tt x diameter
Circumference = 3.14 x 328
^ 328 ft
Circumference = 1029.92 feet
diameter = 328 feet
QiîAttihe/i,: • The circumference of a circle is the distance around

the outside of the circle.
EXERCISES
In Exercises 1-4, find the circumference of the circle.
1. ^ ^^ 2.

I
Reteach Name
Chapter 10
I
Chapter
1 0.6 How to find the area of a circle
Assessment (p. 524)
Exercises 12-14
Examples Area of a
Finding the Circle
a. Find the area of the circle.
Area = tt x r^
Area = 3. 14 x 6-
Area = 3.14 x 36
Area = 1 13.04 square meters
diameter = 12 m
b. The center of the field of play in soccer has a radius of 10 yards. What is
the area of the circle?
Area = tt x r
Area = 3. 14 x 10-
Q 1
10 yd
1
^
Area = 3.14 x 100
Area = 314 square yards
radius = 10 yd
QuiMtihX4: • The area of a circle is found by using the formula:

A = TT X r^, for the radius r.
Exercises
In Exercises 1-4, find the area of each circle.
1. ^^ ^-^ 2.

Reteach
Chapter 10 Name
Chapter
1 0.7 How to make and use a circle graph
Assessment (p. 524)
Exercise 15
Example
Making and Using Circle Graphs
A group of 24 students were asked to name their favorite color. Make a
circle graph of the resuhs.
Red: 6 Blue: 6 Yellow: 4 Green: 4 Black: 4
The 6 students who like red best make up 24 or 4 of the total. The
students who like blue also make up 4 of the total. The 4 students who
like yellow make up 94 or ^ of the total. Green and black also make up
I of the total.
i X 360° Red, Blue
i
X 360° Yellow, Green, Black
CjiAiÛiihi^: • A circle graph represents data as parts

of a circle.
• There are 360° in a circle.
EXERCISES
In Exercises 1 and 2, name the fraction and degree measures of each part.
1. 2.
3. Organize the data below using a circle graph. A survey asked 32

sixth grade students to name their favorite kind of sandwich. The
results were: 12 peanut butter and jelly; 8 ham and cheese; 8 bologna;
and 4 other.

I
Reteach
Chapter 10 Name
I
How to find the surface area and tfie volume of a Chapter

10.8 rectangular prism Assessment 524)
(p.
Exercise 16
Examples /r/p<^/pg Surface Area and Volume

| of a Rectangular Prism
a. Find the surface area of the rectangular prism. ^°P
The front and back each have an area of 8. The top and bottom each
have an area of 16. The two sides each have an area of 8. The surface
area is
8 + 8+ 16+ 16 + 8 + 8 = 64 square units. Side
Bottom
b. Find the volume of the rectangular prism.
Volume = Length x Width x Height

=7x5x4
= 140 cubic centimeters 4 cm
5 cm
QuiAciUxe4: To find the surface area of a rectangular prism,

add the areas of the six faces.
To find the volume of a rectangular prism, find
the product of its length, width, and height.
EXERCISES
In Exercises 1-3, find the surface area and volume of the rectangular prism.
1. 2.
5 m
2 in. 3 in.
9 cm
7 in.
9 cm 9 cm
Passport to Mattiematics Book 1 Chapier 10 75

1
Reteach
Chapter 11
Name
Mid-Chapter Chapter
"I "I
.
"I
How to graph integers on a number line
Exercises1-12, 23, 25 Exercises 1-3
Examples
Graphing Integers on a Number Line
a. Graph -6, -2, 0, 3, 4 on the number hne.
-4 -3
Draw a number hne with evenly spaced tic marks and label. Place a dot
at the tic mark of each number to be graphed. Notice that the negative
integers are to the left of zero and the positive integers are to the right.
b. Name the integers between -5 and 0.
-7 -4 -2
The integers between -5 and are -A, -3, -2, -1
C. Use a number line to compare -8 and -2.
-4 -2 -1
8 < -2 because integers to the right are greater than those to the left.
QuiActih^ Positive integers are greater than negative integers and are found
to the right of zero on a number line.
EXERCISES
In Exercises 1-4, use a number line to help complete the statement.
1. -5 -1 2. -3
3. -8 4. 3
In Exercises 5 and 6, use a number line to help you order the integers
from least to greatest.
5. -3, 7, -2, 2, 0, -5 6. -8,6,4,^,5,-1

. . )
I
ReteachT' Name
Chapter 11
I
Mid-Chapter Chapter
11.2 How to use the number line to add integers
Assessment (p. 551 Assessment (p. 572)
Exercises 1 3-1 5, 21 . 22, 24, 25 Exercises 4-6
Examples
Using a Number Line to Add Integers
a. Use a number line to solve -3 + 4.
Start at -3. Move 4 units to the right.
-4-3-2-1 1
Because you end at 1, the sum is 1
b. Use a number line to solve -7 + (-4).

Move 4 units to the left. Start at -7.
-12 -11 -10 -9 -8 -7 -6 -5
Because you end at -1 1 , the sum is -1 1
C. You have $25.00 in savings. You withdraw $9.00. How much money
do you now have in savings?
Move 9 units to the left. Start at $25.
-4
$14 $15 $16 $17 $18 $19 $20 $21 $22 $23 $24 $25
The withdrawal can be represented by using -$9.00. The addition

problem $25.00 + (-$9.00) can be used to represent your transaction.
You would have $16.00 in savings.
QuiAetihC4: • When using a number line, move to the right when

adding a positive number and move to the left when
adding a negative number.
EXERCISES
In Exercises 1-6, use a number line to solve the problem.
1. 3 + (-8) 2.-7 + 4 3. 2 + (-1)
4. -10 + (-3) 5. 3 + (-3) 6. -6 + (-4)
Passport to Mathematics Booi< 1 Ctiapfer 1 1 77

1
Reteach Name
Chapter 11
Mid-Chapter Chapter
11.3 How to use a number line to subtract integers
Exercises 16-22, 24, 25 Exercises 7-11, 19
Examples
Using a Number Line to Subtract Integers
a. Use a number line to solve 6 — 4.
Move 4 units to the left. Start at 6.
12 3 4 5 6
Because you end at 2, the difference is 2.
b. Use a number line to solve 5 — (-3).
Start at 5. Move 3 units to the right.
3 4 5 6 7 10
C. Use a number line to solve -4 — (-6).
Start at -4 Move 6 units to the right
-5-4-3-2-1 1 2 3
Cfui/(elihe4: • When using a number line to subtract, move to the left

when subtracting a positive number and move to the right
when subtracting a negative number.
EXERCISES
In Exercises 1-6, use a number line to solve the problem.
1.-6-1 2. 7 - (-4) 3. -6 - (-6)
4. 3 - 4 5. -8 - (-2) 6.-5-4

ReteachT' Name
Chapter 11
Chapter
1 "j
.4 How to plot points in a coordinate plane
Assessment (p. 572)
Exercises 12-15,20
Examples
Plotting Points in a Coordinate Piane
a. Plot the points K (5, -2), L (-2, 4), M (-3. -1 ), /V (0, -5).
/.(-2,4).
3--
1--
< l I I I I I I I I l >
-5 • _1-|- 1 3 5^
/W(-3, -1) -- K{5,-2)»
-3--
_5^>(0,-5)
T
b. Slide the figure below 3 units to the left and 1 unit up. What are the
new coordinates?
,y
(-2,4) 5-
> -
-5.2)^X/ 3-
-
J, /, ,^1 1 1 1 w
:5\y :,. - 1 3 5^
Y -3: -
(-4, -3)
-H '
The coordinates of the new figure are (-2, 4), (-5, 2), (^, -3).
QiAidttiht^: • Quadrant 1 has x, y. Quadrant 2 has -x, y.
Quadrant 3 has -x, -y. Quadrant 4 has x, -y.
EXERCISES
Ay
5--
In Exercises 1-4, match the ordered pair with the corresponding letter
to the right. Name the quadrant that contains the ordered pair. 3-
1. (-3,4) 2. (3,4) 1--
<i I I I I I I I I i>
(-3,-4) -5 -3 _i| 1 3 5^
3. 4. (3,-4)
-3-
0* _5--
In Exercises 5 and 6, plot the points. Connect the sides of the polygon
and name the type of polygon.
5. (1, -2), (^, -!),(-!, 5) 6. (4, 5), (3, -6), (-3, -2), (-4, 2)
Passport to Mathiematics Book 1 Chapter 1 1 79

1
Reteach Name
Chapter 11
How to evaluate integer expressions and use a Chapter

11.5 Assessment
coordinate plane to represent data (p. 572)
Exercises 14, 15,20
Example
Evaluating Integer Expressions and Using a Coordinate Plane
to Represent Data
Make a table of the solutions to the equation y = a — 2 for the integers
-3 through 3. Graph the data.
Value of jc Substitute Simplify to get y
-3 -3 - 2 -3 - 2 = -5
-2 -2-2 -2 - 2 = ^
-1 -1-2 -1 - 2 = -3
0-2 - 2 = -2
1 1
- 2 1 - 2 = -1
2 2-2 2-2 =
3 3-2 3-2=1
-V -3 -1 1 2 3
A" -5 -4 -3 -2 -1 1
Write each pair of .v and y values as an Ay

5
ordered pair. (-3, -5), (-2, -4), (-1,-3),
3
(0,-2), (1,-1), (2,0), (3,1)
1
<i I I I I
-5 -3 -1 --
The ordered pairs are plotted in a coordinate

(-1,-3)
plane. All the points plotted form a line.
(-2, -4)
(-3,-5).X -5 +
QuiM^hC^: • The coordinate plane can represent patterns found

when evaluating expressions.
EXERCISES
In Exercises 1 and 2, make a table of the solutions to the given equations for
the integers -3 through 3. Graph the data and describe the pattern.
1. V = 5 + .V 2. v =
80 Passport to Mattiemafics Book / Ctiapter 1

Reteach
Chapter 11
Name
How to find the area of a figure and the midpoint of Chapter

11.6 Assessment 572)
a line segment (p.
Exercises 16-18,20
Examples
Finding the Area of a Figure and flie Midpoint of a Line Segment
a. Find the area of the triangle.
The base of the triangle is 5 units long and the height is 8 units.
Ay (2 5)
=2x5x8
= 20 square units
The area of the triangle is 20 square units.
b. Find the midpoint of the sides of the quadrilateral. Connect the

midpoints.
AV (-1,5) i iy
M. 5) r (2,5) (-4, 5) f (2, 5)
1
3--
1--
(-4, 2) .
/
\
3
\
-
> (2, 2)
-5
I I I
i 3
I I >
l
5^
^ 1
5 I
1 \l 1
1-
/ 3
1 1 1
5-^
w
M,-1) (2,-1) (-4,-1) (-1--1) - -

(2,-1)
-3--
f -3-
-5-- -5^ f
When the midpoints are connected, a square is formed.
QuiMtiht^: • A midpoint of a line segment is the point halfway

between the two endpoints.
EXERCISES
In Exercises 1 and 2, plot the ordered pairs. Connect them to form a polygon.
Find the area of the polygon.
1. (-4, -3), (1,-3), (-2, 3) 2. (2, 2), (-2, 2), (-2, -2), (2, -2)
Passport to Mathematics Book 1 " Ctiapter 11 81

Reteach'^ Name
Chapter 12
How to solve addition equations by subtracting the Mid-Chapter Chapter

12.1 Assessment
same number from both sides (p. 595) Assessment (p. 615)
Exercises 1, 3, 5, 7, 8, 11 Exercises 1, 2. 5
Examples Solving Addition Equations
a. Which of the following is a solution to y + 5 = -1?
X = 4 ^• - -6
y + 5 = -1 Original equation.
4 + 5 = -1 Substitute 4fory.
9^-1 Both sides are not the same.
The solution for this equation is not y = 4. because both sides are not
the same.
+y 5 = -1 Original equation.
-6 + 5 = -1 Substitute -6fory.
-1 = -1 Both sides are the same.
The solution for this equation is y = -6. because both sides of the
equation are the same.
b. You have $30 in savings. How much would you have to deposit so
you would have $55 in savings?
Verbal Model: $30 + Deposit = $55 Deposit =d
Equation: + d = 55
30 Original equation.
-30 = -30 Subtract 30 from both sides.
d = 25 Solution.
The solution is d = $25. Check your solution.
Check: 30 + 25 55 Substitute 25 for d.
55 55 Both sides are the same.
QuidctihCt When solving an addition equation, subtract tlie same number

from both sides.
EXERCISES
In Exercises 1-4, solve the equation and check the solution.
1. 31 + .V = 46 2. .r + 4 = 3. -11 = A- + 5 4. A- + 5 = -1
62 Passport to Mattiematics Book 1 Ctiapter 12

Reteach
Chapter 12 Name
WM^ y^4^. "âJuL tdAof*.: Correlation to Pupil's Textbook:
How to solve subtraction equations by adding the Mid-Chapter Chapter

12.2
same number to both sides Assessment (p. 595) Assessment (p. 615)
Exercises 2, 4. 6, 9, 10, 18 Exercises 8, 9, 13
Examples
Solving Subtraction Equations
a. Solve n — 3 = ^.
Solution: /? — 3 = — 4 Original equation.
+ 3=+3 Add 3 to both sides.
*
n = -1 Solution.
The solution is /; = -1. Check the solution.
' Check: a? - 3 = ^ Original equation.
-1 - 3 = -4 Substitute -J for n.
b. Solve -S =p - 4.
• Solution:
+ 4 =
-8 = /?
- 4
+4
Original equation.
Add 4 to both sides.
-4 = p Solution.
The solution is /? = ^. Check the solution.
Check: -S —p ~ 4 Original equation.
-8 = ^-4 Substituted for p.
Cf<*wuW^£4: • When solving subtraction equations, add the sanîe number to

both sides.
EXERCISES
In Exercises 1-6, solve the equation and check the solution.
1. 14 = /? - 5 2. 2\ = b - 2
3. .r - 4 = -2 4. -3 = a - 2
5. g - 2 = 5 6. fl-7 = -8
Passport to Mattiematics Book 1 • Chapter 12 83

Reteach Name
Chapter 12
How to solve equations that have fractions and Mid-Chapter Chapter

12.3 Assessment 595) Assessment
decimals (p. (p. 615)
Exercises 12-17 Exercises 3, 4, 6, 7, 14
Examples Solving Equations Tiiaf IHave Fractions and Decimals

a. Solve /? + 7 = 7
Solution: Original equation.
Subtract 7 from both sides.
Solution.
The solution is b 7. Check the solution.
Check: 7 "^ 7 ~ 7
Substitute 7 for b.
5 _ 5
7 ~ 7
Both sides are the same.
b. You spent $47.26 and have $29.34 left. How much money did you
begin with?
Verbal Model: Beginning - Amount = Amount

Amount Spent Left
Equation: X - 47.26 = 29.34 Original equation.
+ 47.26 = + 47.26 Add 47.26 to both sides.
X = 76.60 Solution.
The solution is jc = 76.60. This means you started with $76.60.

Check the solution.
Check: 76.60 - 47.26 = 29.34 Substitute 76.60 for x.
29.34 = 29.34 Both sides are the same.
W'*'*^'^^^'*^^^- • When solving equations witli fractions and decimals use tlie same
steps used when solving equations with whole numbers.
EXERCISES
In Exercises 1-4, solve and check the equations.
1. m - 2.6 = -3.2 2. 7.6 + /? = -0.4 3. r + ^ = i 4. A
64 Passport to Mathematics Book 1 Cliapter 12

Reteach Name
Chapter 12
Chapter
1 2.4 How to evaluate a function
Assessment (p. 615)
Exercises 10-12
Example an Input-Output Table

Evaluating Functions by IVial<ing
Make an input-output table for the function y = x — 3. Use the input

values of X = 3, jc = 4, a' = 5, a- = 6, jc = 7, and jc = 8.
To make an input-output table, substitute the a' values into the equation.
The solution to the equation is the output.
Input Function Output
X V = A - 3 y
3 y = 3 - 3
4 >• = 4 - 3 1
5 >• = 5 - 3 2
6 y = 6 - 3 3
7 y = 7 - 3 4
8 y = 8 - 3 5
Here are two patterns that you can see from the table:
The value of y is always 3 less than the value of a.

Each time x increases by 1, y also increases by 1.
QuiAciU^t^: • A function is a rule that tells how to perform one

or more operations on a number.
• An input is the number put into the function.
• An output is the result.
EXERCISES
In Exercises 1-4, complete the table.
Input Output
1. y = A - 5
A y
2. y = 4 + A 1
3. y = A - 1 2
4. V = 3 •
A 3
Passport to Mathematics Book / Chapter 12 85

Reteach Name
Chapter 12
How to use a tree diagram and the Counting Principle Chapter

12.5 Assessment 615)
to count the number of ways an event can happen (p.
Exercise 15
Example |
^^/^g q jj-qq oiagram and the Counting Principle
You have a choice of a sugar cone or a waffle cone and a choice of

chocolate, vanilla, or strawben-y ice cream. How many different ice
cream cones are possible with one scoop?
Solution: Sugar cone Sugar cone Sugar cone

Chocolate Vanilla Strawberry
Waffle cone Waffle cone Waffle cone

Chocolate Vanilla Strawberry
A list can show there are six possibilities for ice cream cones.
A tree diagram can also be used.

Chocolate
Sugar cone Vanilla
Strawberry
Chocolate
Waffle cone Vanilla
Strawberry
Count the branches to determine there are six possible ice cream cones.
The Counting Principle can also be used.
2 choices 3 choices 6 possible

of cones of ice cream ice cream cones
Qi/tX^-ctiiU^: Counting Principle: tfie product of the number of items in each list
is the total number of possible combinations.
EXERCISE
At a restaurant, you have a choice of soup or salad, and a choice of baked

chicken, roast beef, or grilled fish, and a choice of baked potato. French
fries, or steamed vegetables. Use a tree diagram or the Counting Principle
to determine how many possible dinner combinations you have.

1
Reteach
Chapter 12 Name
How to find the probability of two independent Chapter

12.6 Assessment
events (p. 615)
Exercises 16-18
Examples
Finding the Probability of Two Independent Events
a. You have 4 red chips and 3 green chips in a bag. You have 2 red chips
and green chip in another bag.
1 If you choose a chip from each bag,
what is the probability that both will be green?
Solution: The probability of choosing a green chip from the first
bag is 7. The probability of choosing a green chip from

the second bag is 3- The two events are independent, so
multiply the probabilities.
3 _
7^3~7-3~21~71
J[
3 • 1
_ ^_
The probability of choosing green chip from each bag is 7. This
1
means that in about one out of seven choices, you will pick a green
chip from each bag.
b. Your teacher is choosing names of students to do particular classroom

jobs. There are 20 students your class. There are two bags with all
in
the students names Each bag stands for one job. What is the
in both.
probability that your name will be chosen for two jobs?
Solution: The probability of your name being chosen from the first
bag is 20- The probability your name will be chosen from
the second bag is 20- Multiply the probabilities.
1 •
1
J_ J_
20 ^ 20 20 • 20 400
The probability of your name being chosen from both bags is :^. This
means that in about one out of 400 times, your name would be chosen
from both bags.
QiÛ^tV^ht^: • To find the probability of two independent events, multiply the

probability of each event.
EXERCISES
1. Use the information in Example (b) to help determine the probability of

a boy's name being chosen from each bag. There are 9 girls and 1
boys in your class.
2. A town is hit by a blizzard about once every 20 years. What are the
chances of the town being hit by a blizzard next year on a Monday?

Answers to Exercises
Lesson 1.1 (pagel) I Lesson 1.7 (page 7)
1. 15.21.28 2. 30.36,42 3. 17, 18.21 1. What number can be added to 13 to get 37?
z = 24
4. DCA 5. S34.00
2. What number can be multiplied by 17 to get
I Lesson 1.2 (page 2)
153? k = 9
1. 42 2. 96
3. 102-/; =78. /2-24
3. a. 17 1b
4. 5- 6= 12.5-72
b. Between 1880 and 1930. an increase of
5. 5.20.22. 14 6. 15,30,26,33
4 inches.
1. 36 2. 6
1. 20 2. 13 busses
I Lesson 1 .9 (page 9)
I Lesson 1 .4 (page 4)
1. 24 numbers 2. $14.00 3. 28 games
1. 27 '^ between the under 5 and the 18^44 age
groups 4. 3 geese 5. 24 days 6. 32 students
2. The 5-17 and 65+ age groups I Lesson 2.1 (page 10)
I Lesson 1.5 (page 5) 1. 4 X 100 + 7 X 10 + 8 X 1
1. 2.
•
2. 6 X 1000 + 4 X 100 + 5 X 10 + 3 X 1
3. 6 X 100.000 + 9 X 10.000 + 1 x 100

+ 2 X 10 + 5 X 1
4. 9 X 10.000 + 8 X 1000 + 6 x 10 + 1 x 1
5. 58.732 6. 1.438.726
7. 2 X 10,000 + 3 X 100 + 2 X 10
8. 4 X 1000 + 1 X 100 + 6 X 10
9. 3 X 1000 + 3 X 100 + 6 X 10 + 3 X 1
Lesson 2.2 (page 11)
1. 24 2. 206 3. 543 4. 25 m
5. 54 ft 6. 39 cm
4.
1. 6 X 9 = 54 2. 5 X 14 = 70
3. 13 X 13 = 169 4. m = 9
5. g = 1 1 6. r = 7 7. /? - 6
I :
5. 735 square feet
1. 8R1 or 8^ 2. 9 R3 or 9f
3. 21 R2or2U 4. 13R5or 13f
1. 14 2. 21 3. 5 4. 5 5. 55
5. c 6. a 7. b
6. 20 7. 5 mph •
3 hr = d. d=\5 miles
8. 14 + r = 28. r= 14
86 Answers to Refeach Passport to Mathematics Book 1

h h — h
Lesson 2.5 (page 14) 1 Lesson 3.5 (page 21)
1. 82 2. 21 3. 22 4. 78 1. 0.54. 0.52, 0.45, 0.04
5. (17 - 5) X 3 = 36 2. 4.62,4.53,4.3,4.23
6. (12 + 4) ^ 8 = 2 3. 9.98, 9.89, 9.88, 9.0
Lesson 2.6 (page 15) 4. 7.32,7.28,7.24,7.19
1. 5 • 6 + 5 • 7 = 65: 5 •
13 = 65 5. < 6. = 7. < 8. >
2. 9 • 8 + 9 • 9 = 153; 9 •
17 = 153 1 Lesson 3.6 (page 22)
3. 3 •
13 + 3 • 14 = 81; 3 • 27 = 81 1. 3.41 2. 48.4 3. 21.4 4. 3
4. 7 • 11 + 7 • 9 = 140: 7 •
20 = 140 5. y^-^
+ 4 = $112
<\ ———I I
H —
\
5. 3 •
$16 •
S16 9.3 9.379 9.4
Lesson 2.7 (page 16) 9.379
1. 2335 2. 11443 3. 20 4. 25
-\———— \
I I
9.37 9.38
1. 8.05 2. 15.38 3. 21.432 4. 9.3 9 9.379 10
5. 7x1+4x0. l+3x 0.01 Lesson 3.7 (page 23)
1
6. 1 X 10 + 1 X 0.01 16 2. 256 3. 216 4.
10,000
7. 3 X 1 + 4 X 0.1 + 6 X 0.001
128 6. 49 7. 37 8. 69
8. 3 X 10 + 6 X 1 + 4 X 0.1 Lesson 3.8 (page 24)
+ 3 X 0.01 + 8 X 0.001
20 2. 8 3. 50 4. 165
9. 5.26
D'DD
1. 4 m 2. 7000 m 3. 200 cm 4. 3000 cm D'DD
a,
Di
5. 209 cm 6. 23.12 m 7. 24 cm D'
D'
d!
8. 6.4 m 9. 12 km D,
o>
I Lesson 3.3 (page 19) 2.56
1. I ——————
I I I I I
0.7 1.0
+ 0.78
3.34
0000000000 2. 2.28 3. 16.87 4. 30.65 5. 15.03
2. Whole would have 10 dots. 6. score of 7.6
3. Whole would have 100 dots. I Lesson 4.2 (page 26)
1 Lesson 3.4 (page 20) 1. 2.5 - 1.9 = 0.6 2. 3.2 - 1.8 = 1.4
1. 1 = 75% 2.f^ = 82%

3. 5.21 4. 0.351 5. 7.58 6. 0.96
Lesson
3. Z - 49% 4. ,^ - 9% I 4.3 (page 27)
5. 63% 6. 57% 1. $8.00. $7.00 2. 2,2 3. 27.26
4. 16, 15 5. about 5 or 6
Passport to Mattiematics Book / Answers to Reteacti 89

1 Lesson 4.4 (page 28) Lesson 5.3 (page 35)
1. 16.6752 2. 51.040 3. 2.5764 1. 27 2. 57 3. 171.4 4. 181
4. P = 2 5. k = 5 6. t
== 12.3 5. 29 students
7. 3.96 8. 13.5 Lesson 5.4 (page 36)
1 Lesson 4.5 (page 29) 1. median = 27, mode = 20
1. 0.07 2. 0.53 3. 3.9 4. 3.1 2. median = 5, mode = 2
5. i^ = 1.8 6. /? = 6 7. // = 7 3. mean = 42 pages, median = 41 mode = 40

,
1. 3.430 JI 7865 3. 3.29 4. 0.4756 1. c 2. a 3. b
5. t = 30.1 6. p = 10 7. s = 1000 Lesson 5.6 (page 38)
8. /• = 1000 1. Answers vary. 75° - 30° = 45°
1 Lesson 4.7 (page 31) 2. January, February. December
1. 0.5 2. 17 3. 2.8 4. 15 Lesson 5.7 (page 39)
5. 30 6. 0.9 7. 2.1 8. 12 1 . Graphs vary. 2. Graphs vary.
1. 375 2. 24 3. 54 4. 234 1 .-4. Diagrams vary.
5. $3.28, S13.12 6. 14 1.
1 Lesson 5.1 (page 33)
1. X
X
24
X
X
25
XXX
X
26 27 28
Range is 4, most common number is 26.
2. X
X X
X X X X X X X
3.
91 93 94 95 96 97 98
Range is 7, most common number is 93.
3. d = 4J = S,n = S,s = 4. t = 6
1. 2 5 6 8
3 2 5 6 7
4 12 4 8
5 18
2. 12 4 7 8 9 I Lesson 6.2 (page 41)
2 3 5 7
1. or I3
12 6 8 9
3
90 Answers to Reteach Passport to Mathemotics Book 1

I Lesson 6.2 (cont.) 2. 5, 10. 1.5.20, 25,Q{J 35;
2. ^ or 1^ 6. 12, 18, 24,@36,42

3. 10, 20, 30,@50, 60, 70;
8, 16, 24, 32,(@48,56

14 lU 30 21 - 8 21 5 10
f.
^ 0.
J
28' 28 35' 35 24' 24 '• 12' 12
J- ^-^ 13
^ 2 units 2 2 3.1
= - or -
1
^' 4.
3.
11 15 63
4 units 4 2

4 2. 2j 4. 20g
1. 4, %, multiply by 2 and 3 Lesson 7.5 (page 51)
2. -j^' 24' multiply by 2 and 3 7 2. 5 3. 13 4. 7
3. 72' T8' multiply by 2 and 3 6.8^ 7. 8.

1 If î
4. true 5. false, 6 6. false, 48 7. true Lesson 7.6 (page 52)
I Lesson 6.4 (page 43) 2.2>-' 3 1^

3i >4 ''• M4 4. iS
1. 2 2. i 3. 4 4. ]^ Lesson 7.7 (page 53)
5. I 6. 12 7. 28 8. 11 1 8 inches 2. about 1217 miles
I Lesson 6.5 (page 44) Lesson 8.1 (page 54)
1. > 2. > 3. > 4. < 2\ 3

1. 2. 3. I 4. 3n
5.
15 < 20*^ 10 < 25 < 30 Lesson 8.2 (page 55)
Lesson 6.6 (page 45) 1. 2. 3. 4. 5. 76 cup

20 *•• 24 "• 6 4
1.
3!
8]i3
2. 13 3. 67 4.2
f 2. 6 3. 2 4. 5. 1 6 ferns
1. li 2. Ti
27 3.
**• Yi
33
4. 1-^ 5. 10^ servings
4.
'
5 3^^5 6. 8
1. 1
30 2.
•• 2|
^5 3.
"•
2t
^4 4. H 5. 35 feet
2i,
2' 2 »*• -^5'

1. = 2. I
1, 13^sqin. 2. 2^ sq mm 3. 12.4 sq ft
?

4. 2.46 sq m
1. 2 ft 2. 9 in. 3. 21 ft 4. liyd
2. / \ 3.
1. 2.4.6.8, 10, 12,@;

7,(14)21,28,35,42,49
Passport to Mathematics Book 1

Answers to Reteach 97
h
I Lesson 9.1 (cont.) Lesson 9.7 (page 67)
4. / \ 5. 1. Â = 45°, Zfi = 90°, ZC = 45°, sum=180°

2. ^D, AE, ZF = 60°, sum= 180°
3. ^G=\ 20°, Z.H = 30°, ^/ = 30°, sum = 80°

1
4. 70° 5. 100° 6. 28°
1. line /and z; line g and /; line h and /
P Quadrilateral ^ line/and/
2. line ^ and /? 3.
I Lesson 9.2 (page 62) I Lesson 10.2 (page 69)
1. 35° 2. 110° 3. 150° 4. 90° 5. 20' 1. 60° 2. 45° 3. 70° 4. 70°
6. 30° 7. right 8. acute 9. obtuse Lesson 10.3 (page 70)
I Lesson 9.3 (page 63) 1. fl = 7 m; Z? = 3 m 2. Aa = 120°; b=\ cm

1. zl5 = 60°, z^£--30°. ^G = 90°; 3. Z.a = 85°; ^b = 95° ^. a = 2\b = 2
Side AB = 5 cm. Side EG = 4.3 cm,
Side GF = 2.5 cm
1. 24 square units 2. 7.5 square units
2. Figures a and b are similar.
3. 10 square units 4. 36 square units
1. V A ^2.
1. 34.54 m 2. 21.98 in. 3. 47.1 ft
4. 15.7 mm
1. 78.5sqm 2. 153.86 sq cm 3. 452.16 sq ft
4. 254.34 sq in.
1. a=\20°\b = \\c = 60°:d = 30°;e = i

2. a = i:b = 45°:c = T^:d = 240°
1.-^. Ay
6-- . (3, 6)
(0,4) 5-
4^ .(1,4)
3 . (3, 3)
2-- . (5, 2)
1--
<: H —2 3
-
4
— —h^
(4,0)
I
5 6
t 1
1. 82 sq in., 42cu in.
I Lesson 9.6 (page 66) 2. 486 sq cm, 729 cu cm
1. scalene 2. equilateral 3. isosceles 3. 366 sq m, 440 cu m

4. acute 5. right 6. obtuse
92 Answers to Refeach Passport to Mathematics Book 1

I Lesson 11.1 (page 76) 2. A -3 -2 -1 1 2 3
1. < 2. > 3. > 4. > y -4 -3 -2 -1 1 2
5. _5. _3, _2. 0. 2, 7
6. -8.-4.-1,4.5.6
1. -5 2. -3 3. 1 4. -13 5. 6. -10
1. -7 2. 11 3. 4. -1 5. -6 6. -9
The points lie in a line; a- and y-coordinates
increase.
1. B, Quadrant 2 2. C, Quadrant 1
3. D. Quadrant 3 4. A, Quadrant 4 1,
5. triangle (-2, 3)
(-1.5) Ay
4 ^
(-4. -3) (1,-3)
2. Ay Area =
4--
16 sq units
(-2. 2) ^ -^ (2, 2)
6. quadrilateral
-4 4 ^
* * -2)
(-2, -2) (2,
(-4,2)
-4--
1. A=15 2. A = -12 3. A = -16 4. A = -6

(3, -6)
1. ;/ = 19 2. b = 23 3. A = 2
4. « = -1 5. g = 7 6. fl = -1
1. X -3 -2 -1 1 2 3
y 2 3 4 5 6 7 8
1. m = -0.6 2. /? = -8 3. / = i 4. a- = ^
1. _4,-3,_2,-l 2. 5.6,7.8
3. 0, 1.2.3 4. 3.6.9. 12
18 possible combinations

The points lie in a line; a- and y-coordinates
increase. .121 • /inn
400
2
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un
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Passport to Mathematics Book 1 Answers to Reteach 93

•
-^McDougal Littell
A HOUGHTON MIFFLIN COMPANY

Passport To Mathematics-1

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Additional examples

and helpful guidelines

LARSON, BOSWELL, KANOLD, STIFF

Reteaching Copymasters include teacher-directed and indepen-

All rights reserved.

Permission is hereby granted to teachers to reprint or photocopy in classroom

copyright notice. These pages are designed to be reproduced by teachers for

Correlation to Pupil's Textbook:

Examples joo^ing for Patterns to Solve Problems

42, 44. 46, , ,

b. Find the pattern, describe

The numbers decrease by 5 and

are multiples of 5. The next three

C. Find the pattern and write the next three letters:

QuiAetifxCi Use the four steps for problem-solving strategies:

1. Read the problem carefully.

3. Carry out the plan.

4. Check your solution.

Passport to Mattiematics Book 1 Chapter 1 7

Correlation to Pupil's Textbook:

How to solve problems by reading and making a Mid-Chapter

Examples Reading and Making Tables to Solve Problems

Make a table to calculate the total charge for the repair.

H ours f Serv ice

Cost of Part 1 2 3 4 5 6 Total Cost

QiAAMlU^C4 • A table will help to organize the data given in a problem.

a. The weight of an average baseball player from 1880 to 1980 6'0"

2 Passport to Mattiematics Book 1 Chapter 1

WM^ ^'U ^^^*tA lcM4^: Correlation to Pupil's Textbook:

Examples to IHelp Solve Problems

a. Which whole numbers less than 50 are multiples of 4 and 6?

List the multiples of 4:

4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48

List the multiples of 6:

There are 12 different combinations of outfits

Ql^^ActifxCi' Make a list to determine all possibilities.

how many busses leave in one day?

Passport to Mathematics Book 1 Ctiapter 1 3

Correlation to Pupil's Textbook:

Examples ^^/^g Graphs to Solve Problems

The graph at the right shows the age distribution of

Cfui/cilhC^ • Use graphs to compare data.

1. WTiat is the greatest difference between age groups'

2. What two age groups have the same percentage of people?

4 Passport to Mathematics Book 1 Chapter 1

Correlation to Pupil's Textbook:

Examples ^^.^^ Diagrams to Help Solve Real-life Problems

a. Find the area of the figure at the right. Each

Notice there are 9 small squares. Each of

b. Draw a rectangle with a perimeter of 1 2 units

Draw a rectangle that is 2 units by 4 units.

square unit, so the total area is 8 x 1 square

Qu^^Uli^\e4 The perimeter of a figure is the distance around it

and the area is the space inside.

1. A square with an area of 25 square units.

2. A rectangle with a perimeter of 14 units.

3. A rectangle with a perimeter of 14 units and

4. A quadrilateral with an area of 20 square units.

Passport to Mathemotics Book 1 Chapter 1 5

Correlation to Pupil's Textbook:

a. Solve the equation.

The solution is r = 9, because 13 + 9 = 22.

b. Solve the equation.