Teaching Algebra

with Manipulatives
For use with
Glencoe Algebra 1
Glencoe Algebra 2
 Manipulatives
Glencoe offers three types of kits to enhance the use of manipulatives in your
Pre-Algebra classroom.
The Glencoe Mathematics Overhead Manipulative Resources contains
translucent manipulatives designed for use with an overhead projector.
The Glencoe Mathematics Classroom Manipulative Kit contains classroom sets
of frequently used manipulatives in algebra, geometry, measurement, probability, and
statistics.
The Glencoe Mathematics Student Manipulative Kit contains an individual set of
manipulatives often used in Student Edition activities.
The manipulatives contained in each of these kits are listed on page viii of this
booklet.
Each of these kits can be ordered from Glencoe by calling (800) 334-7344.
Glencoe Mathematics Overhead Manipulative Resources 0-07-830593-4
Glencoe Mathematics Classroom Manipulative Kit 0-02-833116-8
Glencoe Mathematics Student Manipulative Kit 0-02-833654-2

Glencoe/McGraw-Hill

Copyright by The McGraw-Hill Companies, Inc. All rights reserved.

Printed in the United States of America. Permission is granted to reproduce the material contained
herein on the condition that such material be reproduced only for classroom use; be provided to
students, teachers, and families without charge; and be used solely in conjunction with Glencoe
Algebra 1 or Glencoe Algebra 2. Any other reproduction, for use or sale, is prohibited without prior
written permission of the publisher.

Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240

ISBN: 0-07-827755-8 Teaching Algebra with Manipulatives

1 2 3 4 5 6 7 8 9 10 079 11 10 09 08 07 06 05 04 03 02
 Contents

Easy-to-Make Manipulatives Page 2-6 Algebra Activity Recording

Grid Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Sheet . . . . . . . . . . . . . . . . . . . . . . .49
Centimeter Grid Paper . . . . . . . . . . . . . . . . . . . . .2
10 10 Centimeter Grids . . . . . . . . . . . . . . . . . . .3 CHAPTER 3
Coordinate Planes . . . . . . . . . . . . . . . . . . . . . . . .4 Teaching Notes and Overview . . . . . . 50
Coordinate Planes in Space . . . . . . . . . . . . . . . . .5 3-1 Algebra Activity Recording Sheet . . . .56
Coordinate Planes for Trigonometric Functions 3-1 Algebra Activity: Formulas . . . . . . . . .57
(degrees) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 3-2 Algebra Activity Recording Sheet . . . .59
Coordinate Planes for Trigonometric Functions 3-2 Using Overhead Manipulatives:
(radians) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Solving Equations by Using
Conic Graph Paper circles and lines . . . . . . . .8 Addition and Subtraction . . . . . . . .60
Conic Graph Paper overlapping circles . . . . . .9 3-2 Mini-Project: Using Logic . . . . . . . . . .65
Algebra Tiles units . . . . . . . . . . . . . . . . . . . . .10 3-3 Using Overhead Manipulatives:
Algebra Tiles variables . . . . . . . . . . . . . . . . .11 Solving Equations by Using
Integer Models Summary . . . . . . . . . . . . . . . . . .12 Multiplication and Division . . . . . 66
Polynomial Models Summary . . . . . . . . . . . . . . .13 3-4 Algebra Activity Recording Sheet . . . .68
Equation Models Summary . . . . . . . . . . . . . . . .14 3-4 Using Overhead Manipulatives:
Integer Mat . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Solving Equations Using More
Equation Mat . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Than One Operation . . . . . . . . . . . .69
Product Mat . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 3-4 Algebra Activity: Solving Equations . . .1
Rectangular Dot Paper . . . . . . . . . . . . . . . . . . . .18 3-5 Using Overhead Manipulatives:
Isometric Dot Paper . . . . . . . . . . . . . . . . . . . . . .19 Solving Equations with the Variable
Problem Solving Guide . . . . . . . . . . . . . . . . . . .20 on Both Sides . . . . . . . . . . . . . . . . .73
Spinners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 3-6 Using Overhead Manipulatives:
Die Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Proportions . . . . . . . . . . . . . . . . . . .75
Protractors . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 3-6 Using Overhead Manipulatives:
Rulers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Solving Percent Problems . . . . . . . .76
Normal Distribution Curve . . . . . . . . . . . . . . . . .25 3-7 Using Overhead Manipulatives:
Percent of Change . . . . . . . . . . . . .77
Algebra 1 Activities Page 3-7 Mini-Project: The Music Business . . . .79
CHAPTER 1 3-8 Algebra Activity: Mixture Problems . .80
Teaching Notes and Overview . . . . . . 27
1-2 Mini-Project: Evaluating Expressions .30 CHAPTER 4
1-5 Using Overhead Manipulatives: Teaching Notes and Overview . . . . . . 82
Distributive Property . . . . . . . . . . .31 4-3 Using Overhead Manipulatives:
1-5 Algebra Activity Recording Sheet . . . .33 Relations . . . . . . . . . . . . . . . . . . . .85
1-7 Algebra Activity: Make a Model . . . . .34 4-3 Algebra Activity Recording Sheet . . . .86
1-8 Algebra Activity Recording Sheet . . . .35 4-5 Using Overhead Manipulatives:
Graphing Linear Relations . . . . . . .87
CHAPTER 2 4-6 Using Overhead Manipulatives:
Teaching Notes and Overview . . . . . . 36 Functions . . . . . . . . . . . . . . . . . . . .88
2-2 Mini-Project: Adding and Subtracting 4-6 Mini-Project: Functions or Not? . . . . .89
Integers . . . . . . . . . . . . . . . . . . . . .39 4-8 Algebra Activity Recording Sheet . . . .90
2-2 Using Overhead Manipulatives: 4-8 Algebra Activity: Functions . . . . . . . .91
Adding and Subtracting Integers . . .40
2-3 Using Overhead Manipulatives: CHAPTER 5
Multiplying Integers . . . . . . . . . . . .42 Teaching Notes and Overview . . . . . . 93
2-4 Algebra Activity: Multiplying and 5-1 Using Overhead Manipulatives:
Dividing Rational Numbers . . . . . .43 Find the Slope of a Line . . . . . . . . .96
2-5 Using Overhead Manipulatives: 5-3 Algebra Activity Recording Sheet . . . .98
Measures of Central Tendency . . . .45 5-3 Using Overhead Manipulatives: Slope-
2-5 Using Overhead Manipulatives: Intercept Form of Linear Equations 99
Statistics and Line Plots . . . . . . . . .46 5-5 Using Overhead Manipulatives:
2-6 Using Overhead Manipulatives: Linear Equations in Point-Slope
Experimental Probability . . . . . . . .48 and Standard Form . . . . . . . . . . .100

iii
Algebra 1 Activities Page 9-4 Using Overhead Manipulatives:
5-6 Algebra Activity: Perpendicular Factoring Trinomials . . . . . . . . . . .162
Lines . . . . . . . . . . . . . . . . . . . . . .102 9-4 Algebra Activity: Factoring
5-6 Algebra Activity Recording Sheet . . .104 Trinomials . . . . . . . . . . . . . . . . . .163
5-7 Algebra Activity Recording Sheet . . .105 9-5 Using Overhead Manipulatives:
5-7 Using Overhead Manipulatives: Factoring Differences of Squares .165
Scatter Plots . . . . . . . . . . . . . . . . .106 9-5 Algebra Activity Recording Sheet . . .167
5-7 Mini-Project: Scatter Plots . . . . . . . .107 9-6 Using Overhead Manipulatives:
Factoring Perfect Square
CHAPTER 6 Trinomials . . . . . . . . . . . . . . . . . .168
Teaching Notes and Overview . . . . . 108 9-6 Mini-Project: Factoring Trinomial
6-1 Using Overhead Manipulatives: Squares . . . . . . . . . . . . . . . . . . . . .170
Solving Inequalities Using 9-6 Algebra Activity: Factoring
Addition and Subtraction . . . . . . .111 Trinomial Squares . . . . . . . . . . . .171
6-1 Mini-Project: Multiplying
Inequalities by 1 . . . . . . . . . . . .114 CHAPTER 10
6-2 Algebra Activity Recording Sheet . . .115 Teaching Notes and Overview . . . . . 173
6-4 Algebra Activity: Compound 10-1 Algebra Activity Recording Sheet . . .176
Inequalities . . . . . . . . . . . . . . . . . .116 10-1 Mini-Project: Graphing Quadratic
6-5 Algebra Activity Recording Sheet . . .119 Functions . . . . . . . . . . . . . . . . . . .177
6-6 Using Overhead Manipulatives: 10-3 Using Overhead Manipulatives:
Graphing Inequalities . . . . . . . . . .120 Solving Quadratic Equations
by Completing the Square . . . . . . .178
CHAPTER 7 10-5 Algebra Activity: A Fascinating Fold .180
Teaching Notes and Overview . . . . . 122 10-7 Algebra Activity Recording Sheet . . .181
7-1 Mini-Project: Comparing Options . . .124 10-7 Algebra Activity Recording Sheet . . .182
7-2 Algebra Activity Recording Sheet . . .125
7-3 Using Overhead Manipulatives: CHAPTER 11
Elimination Using Addition and Teaching Notes and Overview . . . . . 183
Subtraction . . . . . . . . . . . . . . . . . .126 11-2 Mini-Project: Matching Radicals . . . .185
7-5 Algebra Activity: Graphing Systems 11-4 Using Overhead Manipulatives: The
of Inequalities . . . . . . . . . . . . . . . .127 Pythagorean Theorem . . . . . . . . . .186
11-4 Algebra Activity: The Pythagorean
CHAPTER 8 Theorem . . . . . . . . . . . . . . . . . . . .187
Teaching Notes and Overview . . . . . 129 11-4 Using Overhead Manipulatives:
8-1 Using Overhead Manipulatives: Graphing Irrational Numbers . . . .189
Multiplying Monomials . . . . . . . .134 11-6 Using Overhead Manipulatives:
8-1 Algebra Activity Recording Sheet . . .135 Similar Triangles . . . . . . . . . . . . .190
8-4 Algebra Activity Recording Sheet . . .136 11-7 Algebra Activity Recording Sheet . . .191
8-5 Algebra Activity Recording Sheet . . .137 11-7 Algebra Activity Recording Sheet . . .192
8-5 Using Overhead Manipulatives: Adding
and Subtracting Polynomials . . . . .138 CHAPTER 12
8-5 Mini-Project: Multiplying Binomials .141 Teaching Notes and Overview . . . . . 193
8-6 Using Overhead Manipulatives: 12-5 Using Overhead Manipulatives:
Multiplying a Polynomial by a Dividing Polynomials by
Monomial . . . . . . . . . . . . . . . . . . .142 Monomials and by Binomials . . . .195
8-7 Algebra Activity Recording Sheet . . .144 12-5 Algebra Activity Recording Sheet . . .197
8-7 Using Overhead Manipulatives: 12-9 Mini-Project: Rational Roundup . . . .198
Multiplying Polynomials . . . . . . . .145
8-7 Algebra Activity: Multiplying CHAPTER 13
Polynomials . . . . . . . . . . . . . . . . .147 Teaching Notes and Overview . . . . . 199
8-8 Using Overhead Manipulatives: 13-3 Algebra Activity: Modeling Data . . . .200
Three Special Products . . . . . . . . .149 13-5 Algebra Activity Recording Sheet . . .203
CHAPTER 9
Teaching Notes and Overview . . . . . 152 CHAPTER 14
9-2 Algebra Activity Recording Sheet . . .156 Teaching Notes and Overview . . . . . 204
9-3 Algebra Activity Recording Sheet . . .159 14-1 Algebra Activity Recording Sheet . . .206
9-3 Using Overhead Manipulatives: 14-3 Algebra Activity: Probability and
Factoring Trinomials . . . . . . . . . . .160 Compound Events . . . . . . . . . . . .207
iv
Algebra 1 Activities Page 7-8 Algebra Activity: Inverse Relations . .256
14-5 Algebra Activity: Theoretical and 7-8 Algebra Activity Recording Sheet . . .258
Experimental Probability . . . . . . .208
14-5 Algebra Activity Recording Sheet . . .209 CHAPTER 8
Teaching Notes and Overview . . . . . .259
Algebra 2 Activities Page 8-1 Algebra Activity Recording Sheet . . .263
CHAPTER 1 8-2 Algebra Activity Recording Sheet . . .264
Teaching Notes and Overview . . . . . 210 8-2 Mini-Project: Conics . . . . . . . . . . . . .265
1-2 Algebra Activity Recording Sheet . . .212 8-4 Algebra Activity Recording Sheet . . .266
1-2 Algebra Activity Recording Sheet . . .213 8-4 Algebra Activity Recording Sheet . . .267
1-3 Algebra Activity: Solving Equations .214 8-6 Algebra Activity: Conic Sections . . . .268
1-6 Mini-Project: Solving Absolute Value 8-6 Algebra Activity Recording Sheet . . .270
Inequalities . . . . . . . . . . . . . . . . . .216
CHAPTER 9
CHAPTER 2
Teaching Notes and Overview . . . . . .271
Teaching Notes and Overview . . . . . 217
9-1 Mini-Project: Interpreting
2-5 Algebra Activity Recording Sheet . . .218
Powers of a Binomial
2-6 Mini-Project: Graphing Absolute
Geometrically . . . . . . . . . . . . . . . .272
Value Functions . . . . . . . . . . . . . .219
9-3 Algebra Activity Recording Sheet . . .273
CHAPTER 3
Teaching Notes and Overview . . . . . 220 CHAPTER 10
3-2 Mini-Project: Solving Systems of Teaching Notes and Overview . . . . . .274
Equations by Elimination . . . . . . .222 10-1 Algebra Activity Recording Sheet . . .275
3-3 Algebra Activity: Graphing Systems 10-1 Algebra Activity: Exponential
of Inequalities . . . . . . . . . . . . . . . .223 Functions . . . . . . . . . . . . . . . . . . .276
3-5 Algebra Activity Recording Sheet . . .225 10-6 Mini-Project: Graceful Numbering
3-5 Algebra Activity: Equations of Planes 226 of Graphs . . . . . . . . . . . . . . . . . . .278

CHAPTER 4 CHAPTER 11
Teaching Notes and Overview . . . . . .228 Teaching Notes and Overview . . . . . .279
4-1 Algebra Activity: Matrices . . . . . . . .229 11-1 Mini-Project: Sequences . . . . . . . . . .282
4-3 Mini-Project: Determinants . . . . . . . .231 11-1 Algebra Activity Recording Sheet . . .283
11-6 Algebra Activity Recording Sheet . . .284
CHAPTER 5 11-6 Algebra Activity Recording Sheet . . .285
Teaching Notes and Overview . . . . . .232 11-6 Algebra Activity: Investigating
5-2 Algebra Activity Recording Sheet . . .234 Fractal Cut Outs . . . . . . . . . . . . . .286
5-4 Algebra Activity Recording Sheet . . .235
5-5 Algebra Activity: Radical Roots of CHAPTER 12
Polynomials . . . . . . . . . . . . . . . . .236 Teaching Notes and Overview . . . . . .288
5-6 Algebra Activity Recording Sheet . . .238 12-4 Algebra Activity Recording Sheet . . .291
5-9 Mini-Project: nth Roots of Negative 12-4 Algebra Activity: Probability . . . . . . .292
Numbers . . . . . . . . . . . . . . . . . . . .239 12-8 Mini-Project: Probability . . . . . . . . . .294
5-9 Algebra Activity Recording Sheet . . .240 12-8 Algebra Activity Recording
CHAPTER 6 Sheet . . . . . . . . . . . . . . . . . . . . . .295
Teaching Notes and Overview . . . . . .241 12-9 Algebra Activity Recording
6-1 Mini-Project: Parabolas . . . . . . . . . . .243 Sheet . . . . . . . . . . . . . . . . . . . . . .296
6-4 Algebra Activity Recording Sheet . . .244
6-4 Algebra Activity: Completing the CHAPTER 13
Square . . . . . . . . . . . . . . . . . . . . .245 Teaching Notes and Overview . . . . . .297
6-6 Algebra Activity: Quadratic 13-1 Algebra Activity: Indirect
Functions . . . . . . . . . . . . . . . . . . .247 Measurement . . . . . . . . . . . . . . . .299
13-2 Algebra Activity Recording Sheet . . .301
CHAPTER 7 13-6 Mini-Project: Linear Interpolation
Teaching Notes and Overview . . . . . .249 by Graphing . . . . . . . . . . . . . . . . .302
7-4 Mini-Project: Synthetic Substitution
and Zeros . . . . . . . . . . . . . . . . . . .252 CHAPTER 14
7-7 Algebra Activity: Exploring Teaching Notes and Overview . . . . . .303
Iteration . . . . . . . . . . . . . . . . . . . .253 14-7 Mini-Project: Trigonomessage . . . . . .304

v
 Teachers Guide to Using
Teaching Algebra with Manipulatives

T
he book contains three sections of masters Mini-Projects are short projects that enable students to
Easy-to-Make Manipulatives, Algebra 1 work cooperatively in small groups to investigate math-
Activities, and Algebra 2 Activities. Tabs help ematical concepts.
you locate the chapter resources in each section. A
complete list of manipulatives available in each of the Using Overhead Manipulatives provides instructions
three types of Glencoe Mathematics Manipulative Kits for the teacher to demonstrate an alternate approach to
appears on the next page. the concepts of the lesson by using manipulatives on
the overhead projector.
Easy-to-Make Manipulatives
The first section of this book contains masters for mak- Student Recording Sheets accompany the Algebra
ing your own manipulatives. To make more durable Activities found in the Student Edition. Students can
manipulatives, consider using card stock. To make easily record the results of the activity on prepared
algebra tiles similar to those shown in the Student grids, charts, and figures.
Edition, have students use markers to color the tiles
appropriately or use colored card stock. Algebra Activities provide additional activities to
enrich the students experiences. These masters often
You can also make transparencies of frequently used include a transparency master to accompany the
items such as grid paper and number lines. activity.

Activity Masters
Each chapter begins with Teaching Notes and
Overview that summarizes the activities for the chapter
and includes sample answers. There are four types of
masters.

vii
 Glencoe Mathematics Manipulatives

Glencoe Mathematics Overhead Manipulative Resources

ISBN: 0-07-830593-4
Transparencies Overhead Manipulatives
integer mat centimeter grid algebra tiles
equation mat number lines spinners
product mat lined paper two-dimensional cups
inequality mat regular polygons red and yellow counters
dot paper polynomial models decimal models (base-ten blocks)
isometric dot paper integer models compass
coordinate grids equation models protractor
geoboard/geobands
geometric shapes
transparency pens in 4 colors

Glencoe Mathematics Classroom Manipulative Kit

ISBN: 0-02-833116-8
Measurement, Probability,
Algebra and Statistics Geometry
algebra tiles base-ten models compasses
counters marbles geoboards
cups measuring cups geobands
centimeter cubes number cubes geomirrors
equation mat/product mat protractors isometric dot grid stamp
coordinate grid stamp and rulers pattern blocks
ink pad scissors tangrams
spinners
stopwatches
tape measures

Glencoe Mathematics Student Manipulative Kit

ISBN: 0-02-833654-2
algebra tiles protractor
red and yellow counters scissors
cups geoboard
equation /product mat geobands
compass/ruler tape measure

viii
 Grid Paper

Glencoe/McGraw-Hill 1 Teaching Algebra with Manipulatives

 Centimeter Grid Paper

Glencoe/McGraw-Hill 2 Teaching Algebra with Manipulatives

 10  10 Centimeter Grids

Glencoe/McGraw-Hill 3 Teaching Algebra with Manipulatives

 Coordinate Planes

Glencoe/McGraw-Hill 4 Teaching Algebra with Manipulatives

 Coordinate Planes in Space

O y

O y

Glencoe/McGraw-Hill 5 Teaching Algebra with Manipulatives

Coordinate Planes for Trigonometric Functions
(degrees)

y
1

O x
90 180 270 360 450 540 630 720

1

y
4

O x
90 180 270 360 450 540 630 720
1

2

3

4

y
1

O x
360 270 180 90 90 180 270 360

1

Glencoe/McGraw-Hill 6 Teaching Algebra with Manipulatives

Coordinate Planes for Trigonometric Functions
(radians)

y
1

O x
  3 2 5 3 7 4
2 2 2 2

1

y
4

O x
  3 2 5 3 7 4
1 2 2 2 2

2

3

4

y
1

O x
2 3
 2  
 2
  3 2
2 2

1

Glencoe/McGraw-Hill 7 Teaching Algebra with Manipulatives

 Conic Graph Paper
(circles and lines)

Glencoe/McGraw-Hill 8 Teaching Algebra with Manipulatives

 Conic Graph Paper
(overlapping circles)

Glencoe/McGraw-Hill 9 Teaching Algebra with Manipulatives

 Algebra Tiles
(units)

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1

Glencoe/McGraw-Hill 10 Teaching Algebra with Manipulatives

 Algebra Tiles
(variables)

x x x x x x x x x x

x x x x x x x x x x

x x x x x x x x x x

x x x x x x x x x x

2 2 2 2 2
x x x x x

2 2 2 2 2
x x x x x

Glencoe/McGraw-Hill 11 Teaching Algebra with Manipulatives

 Integer Models Summary

There are two types of integers tiles.

1 1

A zero pair is formed by pairing one positive integer tile and one negative
integer tile.

1 1

0
You can remove or add zero pairs to a set without changing the value of
the set.
Remove 4 zero pairs.

1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1

5  (4)  1  1 1 1  1  [ 1  (1)]  [ 1  (1)] 

1  (1)  (1)  (1)  (1) [ 1  (1)]  [ 1  (1)]  1

Add 2 zero pairs.

1 1

1 1

1 1 1
1 1 1

3 3  [ 1  (1)]  [ 1  (1)]  3

Glencoe/McGraw-Hill 12 Teaching Algebra with Manipulatives

 Polynomial Models Summary

There are three basic tiles used for modeling a polynomial.

x 1 1
1 1
2
x x x x 111

2
x xx x 1x

Each tile has an opposite.

1
2
x x

A zero pair results when a tile and its opposite are paired.
1 1
2 2
x x x x
0

0 0

You can add or remove zero pairs to any polynomial without changing
its value.

Like terms are represented by tiles that are the same shape and size.

Glencoe/McGraw-Hill 13 Teaching Algebra with Manipulatives

 Equation Models Summary

A zero pair is formed by pairing one positive tile and one negative tile of
the same type.
1 1
2 2
x x x x
0

0 0

You can remove or add the same number of like tiles to each side of the
equation mat without changing its value.
Add 2 negative ones to each side.

1
1 1 1 1 1
x 1 1  1 x 
1 1 1 1
1

x2  3 x  2  ( 2)  3  ( 2)

You can remove or add zero pairs to either side of the equation mat
without changing the equation.
Remove 2 zero pairs.

1 1 1 1 1 1 1 1 1 1
x
1 1
 1 1
x 
1 1 1 1

x  2  (2)  3  (2) x  1

Glencoe/McGraw-Hill 14 Teaching Algebra with Manipulatives

 Integer Mat

Glencoe/McGraw-Hill 15 Teaching Algebra with Manipulatives

 Equation Mat

Glencoe/McGraw-Hill 16 Teaching Algebra with Manipulatives

 Product Mat

Glencoe/McGraw-Hill 17 Teaching Algebra with Manipulatives

 Rectangular Dot Paper

Glencoe/McGraw-Hill 18 Teaching Algebra with Manipulatives

 Isometric Dot Paper

Glencoe/McGraw-Hill 19 Teaching Algebra with Manipulatives

 Problem Solving Guide
Problem: Explore

Plan

Solve

Examine
These steps
can help
you solve
problems.

Glencoe/McGraw-Hill 20 Teaching Algebra with Manipulatives

 Spinners

Glencoe/McGraw-Hill 21 Teaching Algebra with Manipulatives

 Die Patterns

Cut along the heavy black lines.

Fold on the dashed lines.
Tabs can be taped or glued.

4
6

2
1
5
3

2
1
3 4
Glencoe/McGraw-Hill 22 Teaching Algebra with Manipulatives
 Protractors

80 90 100 80 90 100
70 80 110 70 80 110
00 00
0 11 0 1 70 12 0 11 0 1 70 12
6 0 60 0 1 6 0 60 0 1
12 3 12 3
50 0 50 0 50 0 50 0
13 13

14 0

14 0
14 0

14 0
0

0
4

4
0

0
4

4
15 0

15 0
15 0

15 0
0

0
3

3
3

3
0

0
160

160
180 170 20

180 170 20
160

160
20

20
170

170
10

10
10

10
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
MM MM

180

180
0

0
0

0
1 2 4 5 6 1 2 4 5 6

80 90 100 80 90 100
70 80 110 70 80 110
100 70 12 100 70 12
60 0 110 60 0 110
60 0 1 60 0 1
12 3 12 3
50 0 50 0 50 0 50 0
13 13
14 0

14 0
14 0

14 0
0

0
4

4
0

0
4

4
15 0

15 0
15 0

15 0
0

0
3

3
3

3
0

0
160

160
180 170 20

180 170 20
160

160
20

20
170

170
10

10
10

10
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
MM MM
180

180
0

0
0

0
1 2 4 5 6 1 2 4 5 6

80 90 100 80 90 100
70 80 110 70 80 110
00 00
0 11 0 1 70 12 0 11 0 1 70 12
6 0 60 0 1 6 0 60 0 1
12 3 12 3
50 0 50 0 50 0 50 0
13 13
14 0

14 0
14 0

14 0
0

0
4

4
0

0
4

4
15 0

15 0
15 0

15 0
0

0
3

3
3

3
0

0
160

160
180 170 20

180 170 20
160

160
20

20
170

170
10

10
10

10

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
MM MM
180

180
0

0
0

1 2 4 5 6 1 2 4 5 6

Glencoe/McGraw-Hill 23 Teaching Algebra with Manipulatives


1 2 3 4 5 6 7 8

Glencoe/McGraw-Hill
1 2 3 4 5 6 7 8

24
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Teaching Algebra with Manipulatives

Rulers
 Normal Distribution Curve

Glencoe/McGraw-Hill 25 Teaching Algebra with Manipulatives

 Chapter

The Language of Algebra

1

Chapter x1
Algebra 1Chapter
Teaching Notes and Overview

Mini-Project 7c. 3x2  4y2  3(52)  4(32)

 3(25)  4(9)
Evaluating Expressions  75  36
(p. 30 of this booklet)  111

Use With Lesson 1-2. 7d. 3(2x  y)  3(2  5  3)

 3(10  3)
Objective To use manipulatives to represent  3(13)
expressions and evaluate them.  39

Materials Using Overhead

none Manipulatives
This activity requires students to work in Distributive Property
groups of two or three to find ways to represent (pp. 3132 of this booklet)
algebraic expressions in a pictorial manner.
They then use their representations to evaluate Use With Lesson 1-5.
expressions for certain real-number values.
Objective Use a geometric model of the
Sample Answers Distributive Property to simplify expressions.
1. Answer provided on worksheet.
Materials
2. Let represent x. centimeter grid paper transparency*
3x  3  or overhead area/algebra tiles*
4x  4  or transparency pen*
2x  2  or blank transparencies
3. 3x   4  4  4 or 12 *  available in Overhead Manipulative Resources

4. Let represent y. This demonstration contains three activities.

3x  2y  
 5  5  5  4  4 or 23 Demonstration 1 shows the Distributive
Property in terms of the area of a rectangle
5. Let represent x. using real numbers. Use this before the
2x  5x   Algebra Activity on page 6 (Student Edition
 2(3)  5(3) page 28).
 6  15 or 21 Demonstration 2 shows an application of the
6. Replace each variable by the number given. Distributive Property to validate sums of like
Simplify expressions inside grouping terms.
symbols. Extension questions ask students to apply
Find the values of the powers. what they have learned to expressions
Multiply and divide from left to right. involving subtraction.
Add and subtract from left to right. Answers
7a. 8x  3y  8(5)  3(3) Answers appear on the teacher demonstration
 40  9 instructions on pages 3132.
 49
7b. 5x2  2y  5(52)  2(3)
 5(25)  2(3)
 125  6
 131

Glencoe/McGraw-Hill 27 Teaching Algebra with Manipulatives

Chapter 1 Teaching Notes and Overview

Algebra Activity Algebra Activity

Recording Sheet Make a Model
The Distributive Property (p. 34 of this booklet)
(p. 33 of this booklet)
Use with Lesson 1-7 as a follow-up activity.
Use With the activity on page 28 in Lesson 1-5
of the Student Edition. Objective Use a model to make a conjecture
about the volume of rectangular prisms.
Objective Use a geometric model of the
Distributive Property to simplify expressions. Materials
centimeter grid paper (p. 2)
Materials scissors
product mat (p. 17) tape
algebra tiles (pp. 1011) Students work in pairs to discover the
Product mats have been provided for the relationship between the volume of a
practice exercises. You may wish to have rectangular prism and the corner cut out of the
students work in pairs as they complete the rectangle to form the prism. They make
activity. conjectures and look for counterexamples to
disprove their conjectures.
Students may discover that when drawing
models for each product they need not trace Answers
algebra tiles as long as the units they use to
represent 1 and x are consistent. 1. 16 cm  10 cm  3 cm
2. 480 cm3
Answers
See Teacher Wraparound Edition p. 28. 3. 8 cm  14 cm  4 cm  448 cm3
4. 6 cm  12 cm  5 cm  360 cm3
5.
Volume Square

480 9

448 16

360 25

6. Sample answer: The greater a square you

cut from the corner the less the volume.
Counter example: a square of 1 cm3 yields a
smaller volume than a square of 4 cm3.

Glencoe/McGraw-Hill 28 Teaching Algebra with Manipulatives

 Chapter 1 Teaching Notes and Overview

Algebra 1Chapter 1
Algebra Activity
Recording Sheet
Investigating Real-World Functions
(p. 35 of this booklet)

Use With Lesson 1-8 as a follow-up activity.

This corresponds to the activity on page 49 in
the Student Edition.

Objective Graph real-world data as functions

to predict future outcomes.

Materials
grid paper (p. 1)
Students will graph data based on the number
of students enrolled in elementary and
secondary schools in the United States for given
years. They then use the graph to make
predictions about the number of students in
future years. Students will carry out similar
procedures using data based on the number of
students per computer in U.S. schools for given
years.

Answers
See Teacher Wraparound Edition p. 49.

Glencoe/McGraw-Hill 29 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 1-2)

Evaluating Expressions
Work in small groups to solve the following problems. Problem 1
is done for you.
1. Create a shape to represent the number 1. Show 3(1) and 4(2).
Let represent 1.
3(1)  3  or
4(2)  4  or

2. Create a shape to represent x. Show 3x, 4x, and 2x.

3. Show 3x from Exercise 2. Replace each x by 4. Write the value.

4. Create a shape to represent y. Show 3x from Exercise 2. Then show 3x  2y. Replace each
x by 5 and each y by 4. Find the value.

5. Create a shape to represent x. Show 2x  5x. Replace x by 3. Find the value.

6. List the steps you would use to evaluate, or find the value of, an expression.

7. Use the steps you listed in Exercise 6 to see whether you get the correct
value for each expression. (Replace each x by 5 and each y by 3.)

Expression a. 8x  3y b. 5x 2  2y c. 3x 2  4y 2 d. 3(2x  y)
Value 49 131 111 39

a.

b.

c.

d.

Glencoe/McGraw-Hill 30 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 1
(Use with Algebra 1, Lesson 1-5)

The Distributive Property

Objective Use a geometric model of the Distributive Property to simplify

expressions.

Materials
centimeter grid paper transparency*
overhead area tiles*
transparency pen*
blank transparencies *  available in Overhead Manipulative Resources

Demonstration 1
Using Area to Demonstrate the Distributive Property
Remind students that the area of a rectangle is the
product of its length and width. On the centimeter 14
grid paper, draw a 9  14 rectangle and label the
length and width. Ask students how to find the area
of the rectangle. 9
14  126
9

Draw a dashed line separating the length into

sections of 10 and 4 units. Label each section. Ask 14
students how they can use the two rectangles to find
the area of the 9  14 rectangle. Find 9
4 and 9

10 and add them: 36  90  126.
Below the rectangle, write the equation 9
9  (10  4)  (9  10)  (9  4).
Ask students what the models shows. Sample
answer: When you multiply a number times a sum
the result is the sum of the products of the number 10 4
and each part being added. 9
(10  4)  (9
10)  (9
4)

Use a blank transparency to trace the 9  14 bc

rectangle and dashed line. Also include the 9, 10, and
4 labels. Then change the 9, 10, and 4 labels to a, b,
and c. Ask students to restate the equation using the
variables. a(b  c)  a  b  a  c or a(b  c)  a
ab  ac

(continued on the next page) b c

Glencoe/McGraw-Hill 31 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Demonstration 2
Using Algebra and the Distributive Property to Simplify
Expressions
Show students an x-tile. Tell them that it is 1 x
unit wide and x units long. Ask them to state the 1
area of the x-tile. x square units 1
1
On a blank transparency, place 5 x-tiles to form
two rectangles. Label them as shown. Ask 1
students to state the area of each rectangle. 1
3x and 2x square units

Write 3x  2x  ? below the model. Then push x

x
the tiles together to form one large rectangle. Ask 1
1
students to state the area of the large rectangle. 1
1
1
5x square units Complete the equation 3x  1
2x  (3  2)x or 5x. Tell students that this is an 1
1
example of using the Distributive Property to 1
1
simplify expressions with variables.

Extension
Modeling to Simplify Expressions by Using Subtraction
Ask students to suggest ways to model and simplify each expression by
using subtraction.
8(17)
Sample answer: Draw an 8
17 rectangle. Draw dashed lines to
extend the rectangle to 8
20. The area of the 8
17 rectangle is
(8  20)  (8  3)  160  24 or 136.
10x  4x
Sample answer: Show 10 x-tiles forming a rectangle. Separate 4 of
them from the others. The models shows 10x less (or minus) 4x. That
is, 10x  4x  (10  4)x or 6x.

Glencoe/McGraw-Hill 32 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 1
Algebra Activity Recording Sheet
(Use with the activity on page 28 in Lesson 1-5 of the Student Edition.)

The Distributive Property

Materials: product mat, algebra tiles

Model and Analyze

Find each product by using algebra tiles.
1. 2(x  1) 2. 5(x  2)

3. 2(2x  1) 4. 2(3x  3)

Tell whether each statement is true or false. Justify your answer

with algebra tiles and a drawing.
5. 3(x  3)  3x  3 6. x(3  2)  3x  2x

Make a Conjecture
7. Rachel says that 3(x  4)  3x 12, but Jose says that 3(x  4)  3x  4.
Use words and models to explain who is correct and why.

Glencoe/McGraw-Hill 33 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 1-7)

Make A Model
Materials: centimeter grid paper, scissors, tape

Problem: Scott has a sheet of centimeter grid paper that measures

16 centimeters by 22 centimeters. He cuts a square out of each
corner that measures 9 square centimeters. He folds the paper to
form a tray. What is the volume of the tray?

Mathematical data: Volume (V) of a rectangular prism  length () 

width (w)  height (h).

Make a model of the box using grid paper. Cut out a 16-by-22 centimeter
rectangle. Before cutting out the squares in each corner, think about the
dimensions of the square. 9  3  3, so cut a 3-by-3 centimeter square
from each corner. Fold the paper to make a tray and tape the corners.
Cut out

Fold
Cut out
Fold

Fold

16 cm

Cut out
Fold 3 cm
Tape
Cut out
3 cm
22 cm

Collect the Data

1. Calculate the dimensions of the tray.
2. Find the volume.

Analyze the Data

3. Use the same method to find the volume of a tray that is cut from a
sheet of 16-by-22 centimeter grid paper. The area of each corner to be
cut out is 16 square centimeters.
4. Suppose the corner cut out has an area of 25 square centimeters. What
is the volume of this tray?
5. Compare the volumes of the three trays. Make a table listing the
volume and the size of the square cut out of each corner to make the
tray. What patterns do you observe?

Make a Conjecture
6. Make a conjecture about how the size of the square cut out affects the
volume of the tray. Add values to your table to support your conjecture.
Try to find a counterexample to your conjecture.

Glencoe/McGraw-Hill 34 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 1
Algebra Activity Recording Sheet
(Use with the Lesson 1-8 Follow-Up Activity on page 49 in the Student Edition.)

Investigating Real-World Functions

Materials: grid paper

Analyze
1. Use your graph to estimate the number of students in elementary and
secondary school in 1910 and in 1975.

2. Use your graph to estimate the number of students in elementary and

secondary school in the year 2020.

Make a Conjecture
3. Describe the methods you used to make your estimates for Exercises 1
and 2.

4. Do you think your prediction for 2020 will be accurate? Explain your
reasoning.

5. Graph the set of data, which shows the number of students per
computer in U.S. schools. Predict the number of students per computer
in 2010. Explain how you made your prediction.

Glencoe/McGraw-Hill 35 Teaching Algebra with Manipulatives

 Chapter

Real Numbers
2 Teaching Notes and Overview

Mini-Project Objective Model integer addition and

subtraction.
Adding and Subtracting Integers
(p. 39 of this booklet) Materials
overhead counters*
Use With Lesson 2-2. integer mat transparency*
transparency pen*
Objective Using models to add and subtract integer models transparency*
integers. blank transparency
This activity requires students to work in *  available in Overhead Manipulative Resources
groups of two or three. Students model adding
and subtracting integers. Prior to class, prepare There are two demonstrations for this activity.
10 copies of the shape on a thick piece of paper Demonstration 1 involves adding integers.
or cardboard or a ditto page. Once students have seen you model the three
possibilities: 2 positives, 2 negatives, and a
Have students work the example 3  1. positive and a negative, ask volunteers to
Emphasize the importance of making zero show on the integer mat transparency how to
pairs. Monitor their progress. When students find the sum of each one of these possibilities.
complete the activity, have the students share
and discuss their answers. Demonstration 2 deals with subtracting
integers on an integer mat transparency.
Answers Use the same procedure as you did in
Demonstration 1. It is important that they
1. 9 2. 5 3. 7 know that subtracting a number is the same
4. 7 5. 5 6. 4 as adding the opposite number. Summarize
the addition and subtraction of integers by
7. Sample answer: add the integers as whole displaying and discussing the rules.
numbers; the answer is a positive integer.
8. Sample answer: Ignore the negative signs Answers
and add the integers as whole numbers; the Answers appear on the teacher demonstration
answer is a negative integer. instructions on pages 4041.

9. Sample answer: Ignore the negative signs

and subtract the lesser number from the
greater; the answer is positive if the Using Overhead
greater whole number is positive, and Manipulatives
negative if the greater whole number is
negative. Multiplying Integers
(p. 42 of this booklet)
10. 6 11. 5 12. 2
13. 1 14. 1 15. 5 Use With Lesson 2-3.
16. 7 Objective Model integer multiplication.

Using Overhead Materials

overhead counters*
Manipulatives integer mat transparency*
Adding and Subtracting Integers *  available in Overhead Manipulative Resources
(pp. 4041 of this booklet)
There are two demonstrations for multiplying
Use With Lesson 2-2. integers using the integer mat transparency.

Glencoe/McGraw-Hill 36 Teaching Algebra with Manipulatives

 Chapter 2 Teaching Notes and Overview

Demonstration 1 involves finding the product Next, hand out the Algebra Activity worksheet.
when multiplying a positive integer by a Have students work in small groups. Once the
positive integer and when multiplying a worksheet is completed, have groups give their
positive integer by a negative integer. answers and have them explain their work.
Ask students to show and explain how to
multiply these types using the integer mat Answers
transparency. To check for understanding,
1. 4 2. 10 3. 12
show multiplications on the mat and have
students state the multiplication sentence 4. ()()  (); ()()  (); ()()  ()
illustrated.
5. ()  ()  (); ()  ()  (); () 

Algebra 1Chapter 2
Demonstration 2 shows multiplying a ()  ()
negative integer by a positive integer. Be sure
that students understand that (2)(5) 6. 300 7. 4.8 8. 12.5
means take out two sets of 5 positive 9. 343 10. 16 11. 1
counters. Do additional examples on the mat.
12. 400 13. 484 14. 22.5
Answers 15. 18 16. 5 17. 5
Answers appear on the teacher demonstration
instructions on page 42. 18. 2
19. 11
3
Algebra Activity 20. $20: negative
Multiplying and Dividing Rational 21. 24y; negative
Numbers
(pp. 4344 of this booklet) 22. 8

Use With Lesson 2-4.

Using Overhead
Objective Multiplying and dividing rational
numbers. Manipulatives
Measures of Central Tendency
Materials (p. 45 of this booklet)
video camera, videotape, VCR, television, a
transparency on multiplying and dividing Use With Lesson 2-5.
rational numbers, a classroom set of Algebra
Activity worksheets on multiplying and dividing Objective Analyze data using mean, median,
rational numbers and mode.
Before doing this activity, you may want to
videotape students moving forward and
Materials
transparency pens*
backward for several minutes each way.
blank transparency
Display the Algebra Activity Transparency on *  available in Overhead Manipulative Resources
the overhead projector revealing one rule at a
time. Play the videotape corresponding to the This demonstration involves having students
rule displayed and discuss rational number identify and collect data. Review the definitions
products. Students should notice that since the of mean, median, and mode. Students decide
length of the tape playing forward or backward which of the measures of central tendency best
had no effect on the resultant motion, neither describes the data.
will the magnitude of the numbers affect the
In addition, students discuss whether the data
sign of the products.
from their classroom describes the entire school.
Discuss with students general rules for The Extension deals with analyzing the data to
multiplying and for dividing rational numbers. determine what an advertiser would do with
Glencoe/McGraw-Hill 37 Teaching Algebra with Manipulatives
Chapter 2 Teaching Notes and Overview

the information. Interested students may Objective Perform an experiment in order to

gather data from other sources, analyze it, and determine the probability of a simple event.
present their findings to the class.
Materials
Answers transparency pens*
Answers appear on the teacher demonstration two spinners*
instructions on page 45. *  available in Overhead Manipulative Resources

Using Overhead Have students assist in this demonstration. Let

them do the spinning and the recording of the
Manipulatives data. After 12 times, have these students
Statistics and Line Plots compute the ratio of the number of times
(pp. 4647 of this booklet) doubles occurs to 12. Ask students to predict
what will happen if the number of spins is
Use With Lesson 2-5. increased. Let them do more spins and keep
track of the results. Have them compute the
Objective Display and interpret statistical same ratio again. Then ask students to
data on a line plot. summarize the results of the activity.

Materials Answers
transparencies prepared as described on Answers appear on the teacher demonstration
demonstration instructions on page 48.
blank transparency, transparency pen*
*  available in Overhead Manipulative Resources Algebra Activity
This demonstration involves preparing
Recording Sheet
transparencies of a frequency table that lists Investigating Probability and
the average number of times each letter of the Pascals Triangle
alphabet occurs in a sample of 100 letters and a (p. 49 of this booklet)
cryptogram that needs to be decoded. Have
students identify the number of times each Use With Lesson 2-6 as a follow-up activity.
letter appears in the cryptogram. Place a blank This corresponds to the activity on page 102 in
transparency over the cryptogram and record the Student Edition.
the data by using a frequency table. The next
part of the activity deals with making two line Objective Compare Pascals Triangle to listing
plots. One shows the 9 letters that occur most outcomes and finding the probabilities of given
often in the cryptogram and the other shows events.
the 9 letters that occur most often in the sample
of 100 letters. The remainder of the activity Materials
involves decoding the cryptogram. none
Students will complete tables by listing the
Answers
number of boys and girls in various size
Answers appear on the teacher demonstration
families. Using these tables, students will find
instructions on pages 4647.
the probabilities of families having a certain
number of boys or girls. They will then examine
Using Overhead how Pascals Triangle relates to the possibilities
Manipulatives for the make-up of families.
Experimental Probability Answers
(p. 48 of this booklet) See Teacher Wraparound Edition p. 102.
Use With Lesson 2-6.

Glencoe/McGraw-Hill 38 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 2-2)

Adding and Subtracting Integers

Work in small groups to determine the rules for adding and
subtracting integers. Trace and cut 10 copies of the shape at the 


right out of heavy paper or cardboard. Cut on the dashed lines,
too.




and  are opposites. Their sum is zero.

Algebra 1Chapter 2
Example: 3  1 

  

 






 0 
, or
2

Use your models to show each sum.

1. 6  3 2. 7  2 3. 3  (4)
4. 5  (2) 5. 1  4 6. 3  7
7. Write your rule for adding two positive integers.

8. Write your rule for adding two negative integers.

9. Write your rule for adding one negative integer and one positive
integer.

Use your models to find each difference.

10. 8  2 11. 6  (1) 12. 6  4
13. 5  6 (Hint: Write 5  6 as 5  (6).)
14. 2  (3) 15. 3  (2) 16. 4  3

Glencoe/McGraw-Hill 39 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 2-2)

Adding and Subtracting Integers

Objective Model integer addition and subtraction.

Materials
overhead counters*
integer mat transparency*
transparency pen*
integer models transparency*
blank transparency
*  available in Overhead Manipulative Resources

Demonstration 1
Adding Integers 
   
Tell students that in 
   
these demonstrations, 
  
yellow counters 
represent positive
integers and red
counters represent       
negative integers.
Place 7 positive counters on the mat. Then place 4 positive counters on
the mat. Ask students to state the addition sentence modeled. 7  4  11
Write the sentence on the blank transparency.
Clear the mat. Place 7 negative counters on the mat. Then place 4
negative counters on the mat. Ask students to state the integer addition
sentence you have modeled.
7  (
4) 
11 Write the sentence.
Ask them to make a general statement about adding integers with the
same sign. Sample answer: find the sum of the absolute values of the
addends; the sign of the sum is the same as that of the addends.
Clear the mat. Ask students how to show 7 on the mat.
7 red counters Place 7
negative counters on the

mat. Ask students how




to show 4 on the mat. 
   
4 yellow counters Place 
4 positive counters on 



the mat. What sum is
modeled?
7  4
Tell students, When you







pair a positive counter
with a negative counter, the result is called a zero pair. You can add or
remove zero pairs without changing the value of the set.
Remove the 4 zero pairs from the mat. Then ask what remains on the
mat. 3 negative counters or
3 Write 7  4  3.
Glencoe/McGraw-Hill 40 Teaching Algebra with Manipulatives
 Using Overhead Manipulatives

Repeat for 7  (4). Write 7  (4)  3 on the blank transparency. Ask

students to make a general statement about the two sentences involving
integers with opposite signs. Sample answer: find the difference of the
absolute values of the addends; the sign of the sum is the same as the
integer with the greater absolute value.

Demonstration 2
Subtracting Integers
Show students the integer

Algebra 1Chapter 2
models transparency. Tell    
  
them that these are some   
guidelines we use when
modeling integers. Discuss
the properties that allow
these guidelines. additive
inverse; additive identity Replace the transparency with the integer mat
transparency.
Place 7 positive counters on the mat and then remove 4 of them.
Ask students what operation is suggested by removing counters.
subtraction Ask them to state an equation for this model. 7
4  3
Write the equation in the lower right corner of the blank transparency,
aligned with 7  (4)  3.
Repeat with negative counters for 7  (4)  3. Write the equation
on the blank transparency, aligned with 7  4  3.
Clear the mat. Tell students
you want to model 7  (4).
Place 7 positive counters on  

the mat. Tell students that 
 
    
since there are no negative 
counters on the mat, you  
     

cannot remove 4 negatives.  

Remind them that zero
pairs do not affect the
value. Place 4 zero pairs on the mat. Ask students what the value of the
mat is. Remove 4 negative counters. Ask students to state an equation for
this model. 7
(
4)  11 Write the equation on the blank transparency,
aligned with 7  4  11.
Repeat for 7  4. Place 7 negative counters on the mat. Since there are
no positive counters to remove, add 4 zero pairs. Remove 4 positive
counters. Have students state an equation for the model.
7
4 
11
Write the equation on the blank transparency, aligned with
7  (4)  11.
Ask them to compare the subtraction equations in the right column with
the addition equations in the left column. Then ask them to make a
general statement comparing subtraction of integers with addition.
Sample answer: subtracting a number gives the same result as adding
the opposite number.
Glencoe/McGraw-Hill 41 Teaching Algebra with Manipulatives
 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 2-3)

Multiplying Integers

Objective Model integer multiplication.

Materials
overhead counters*
integer mat transparency*
*  available in Overhead Manipulative Resources

Demonstration 1
Multiplying a Positive Integer by a Positive Integer, and
Multiplying a Positive Integer by a Negative Integer
Inform students that you can use counters to model integer
multiplication. Remind them that yellow counters represent positive
integers and red counters represent negative integers.
Remind students that 2  5 means two sets of five items. Let
students know that when you model integers with counters,
(2)(5) means to place two sets of five positive counters.
Using counters on the mat, model (2)(5). Ask students what     
the product of (2)(5) is. 10
    

Clear the mat. Ask students how to model the product

(2)(5). Put in two sets of five negative counters. Model (2)(5) on
the mat.
Ask how many counters are on the mat. 10 negative counters Tell them
that this model shows that the product of (2)(5) is 10.

Demonstration 2
Multiplying a Negative Integer by a Positive Integer
Clear the mat. Tell the students that (2)(5) means take out
two sets of five positive counters. Place some zero pairs on the






mat and point out that you could now remove some positive
counters. Ask students how many zero pairs you will need in     
order to take out two sets of five positive counters. 10 zero
pairs Place a total of 10 zero pairs on the mat.

Take out 2 sets of 5 positive counters from the mat.     

Ask students how many counters remain on the mat.

10 negative counters Tell them that this model shows the
product of (2)(5)  10.

Glencoe/McGraw-Hill 42 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 1, Lesson 2-4)

Multiplying and Dividing Rational Numbers

Move forward () Play tape forward ()  Forward motion ()

Algebra 1Chapter 2
Move forward () Play tape backward (
)  Backward motion (
)

Move backward (
) Play tape forward ()  Backward motion (
)

Move backward (
) Play tape backward (
)  Forward motion ()

Multiply.
(14)(20)  ____________ (8)(12)  ____________ (25)(6)  ____________

(9)(40)  ____________
12 (62)  ____________ (2.4)(0.5)  ____________

Glencoe/McGraw-Hill 43 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 2-4)

Multiplying and Dividing Rational Numbers

In groups, act out, videotape, and play back each product and give
the sign of the answer.
1. 4(1) 2. 5(2) 3. (3)(4)
4. State the rules for multiplying rational numbers.

5. State the rules for dividing rational numbers.

Multiply or divide.
6. (25)(12)  ____________________ 7. (3.2)(1.5)  _________________________

8. (25)(0.5)  _____________________ 9. (7)(49)  ____________________________

 4  8  9   ___________________________
1 3 24
10.   (64)  ____________________ 11.  

12. (10)(40)  _____________________ 13. (44)(11)  ______________________________

4
1
14. (90)   _______________________ 15. (3)(6)(1)  ________________________

16. (25)  (5)  ____________________ 17. (4.5)  (0.9)  __________________________

 2  8
1 3
18. (6)  (3)  ___________________ 19.       _______________________

20. Suppose you wrote 4 checks for $5.00. How much money did you _____________________
spend?
Is your answer a positive or negative number? _____________________
21. Taylor High Schools defensive lineman sacked North High _____________________
Schools quarterback in 3 consecutive plays for lost yardage of
8 yards each play. How far behind the line of scrimmage is
North High School?
Is the lost yardage a positive or negative number? _____________________
22. During the 4 day U.S. Open Golf Tournament, Jack _____________________
Nicklaus finished 2 under par each day. What number
represented Jacks score at the end of the tournament?

Glencoe/McGraw-Hill 44 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 2-5)

Measures of Central Tendency

Objective Analyze data using mean, median and mode.

Materials
transparency pens*
blank transparency
*  available in Overhead Manipulative Resources

Algebra 1Chapter 2
Demonstration
Mean, Median and Mode
Ask students to imagine that they must describe the average student in
the classroom. Have them identify some of the characteristics that might
describe a student. Sample answer: shoe size, height, et al.

Survey the students. Ask for the following information: age in months,
number of children in the family, height in centimeters. Using a stem-
and-leaf plot, record the results on a blank transparency.

Review the definitions of the three measures of central tendency: the

mean, median, and mode. Have students use the stem-and-leaf plot to
help them find the mean, median, and mode of the three categories
surveyed. Ask students which of the three measures best describes each
set of data and why. Answers will vary.

Ask if this information describes all the students in the school. Answers
will vary.

Discuss the factors that might prevent this survey from being valid for
the entire school. Answers will vary.

Extension
Analyzing Data
Ask students to suggest ways an advertiser might use the information
collected in this survey.

Glencoe/McGraw-Hill 45 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 2-5)

Statistics and Line Plots

Objective Display and interpret statistical data on a line plot.

Materials
transparencies prepared as described below
blank transparency
transparency pen*
*  available in Overhead Manipulative Resources

Demonstration
Displaying and Interpreting Data on a Line Plot
The frequency table below list the average number of times each letter
occurs in a sample of 100 letters in the English language. Prepare a
transparency of these tables.
On another transparency, prepare the Cryptogram
cryptogram shown at the right.

Letter Frequency Letter Frequency KF KW DMF WM UOIB MON JNKADRW

A 8.2 N 7.0 BACV FBQF BACVW OW QW FBA
B 1.4 O 8.0
IMDJKRADF LDMGCARSA FBQF FBAP
C 2.8 P 2.0
D 3.8 Q 0.1 GKCC BACV OW.
E 13.0 R 6.8
F 3.0 S 6.0
G 2.0 T 10.5
H 5.3 U 2.5
I 6.5 V 0.9
J 0.1 W 1.5
K 0.4 X 0.2
L 3.4 Y 2.0
M 2.5 Z 0.07

Show students the cryptogram. Tell them that the coded

message is a quote from the Greek philosopher Epicurus.

Place a blank transparency over the coded message and

A 9 H 0 O 4 V 3
have students help you make a frequency table of the B 8 I 2 P 1 W 7
number of times each letter appears in the coded message. C 6 J 2 Q 3 X 0
D 5 K 5 R 3 Y 0
E 0 L 1 S 1 Z 0
F 9 M 5 T 0
G 2 N 2 U 1

Glencoe/McGraw-Hill 46 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Have students make a line plot that shows the M

9 letters that occur most often in the coded K F
O D C W B A
message.
3 4 5 6 7 8 9

Show students the letter frequency table. Make a line R O

Algebra 1Chapter 2
plot that shows the 9 letters that occur most often in HSIN A T E
the English language. 3 5 7 9 11 13

Tell students to compare the two line plots. Ask them which English
letter probably corresponds to the letter that occurs most in the code. E
Let them predict the English letter for the most frequent code letters.
Typical answer: A  E, F  T, B  A, W  O, C  R, D  N, K  I, M  S,
O  H Remind them to also look for patterns in words. For example, a
single-letter word must be I or a.
Have students decode the quote. Ask them to suggest possibilities for
decoding a particular letter and have them explain their reasons. Record
their ideas. It is not so much our friends help that helps us as the
confident knowledge that they will help us.

Extension
Many newspapers contain cryptograms. Prepare a transparency of one of
them. Make a frequency table of the letters used in the code. Ask students
to predict the English letters for the 5 most frequent code letters. Have
students suggest possibilities for decoding the message.

Glencoe/McGraw-Hill 47 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 2-6)

Experimental Probability

Objective Perform an experiment in order to determine the probability of a

simple event.

Materials
transparency pens*
two spinners*
*  available in Overhead Manipulative Resources

Demonstration
Experimental Probability
Explain to students that rolling two dice can be
simulated by spinning two spinners, each divided 1
1 2
into 6 equal parts. 6 2
6 3
5 3
4 5 4

Spin both spinners twelve times. Tally each time doubles occur.
number of times doubles occur
Ask students to compute the ratio  .
12

Ask students what they think will happen if the number of spins is
increased. The probability of doubles will approach 1.
6

Complete as many more spins as you wish, keeping track of the number
of spins and the number of doubles. Have students compute the ratio
number of times doubles occur
 .
number of spins

Ask students to analyze the results of this experiment.

Glencoe/McGraw-Hill 48 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 2-6 Follow-Up Activity on page 102 in the Student Edition.)

Investigating Probability and Pascals Triangle

Materials: none

Analyze the Data

1. Complete the table that shows the possibilities for a three-child family.

3 boys 2 boys, 1 girl 1 boy, 2 girls 3 girls

BBB BBG BGG GGG

Algebra 1Chapter 2
2. Make your own table to show the possibilities for a four-child family.

3. List the total number of possibilities for a one-child, two-child, three-

child, and four-child family. How many possibilities do you think there
are for a five-child family? a six-child family? Describe the pattern of
the numbers you listed.

4. Find the probability that a three-child family has 2 boys and 1 girl.

5. Find the probability that a four-child family has 2 boys and 2 girls.

Make a Conjecture
6. Explain how Pascals triangle relates to the possibilities for the make-
up of families. (Hint: The first row indicates that there is 1 way to have
0 children.)

7. Use Pascals triangle to find the probability that a four-child family has
1 boy.

Glencoe/McGraw-Hill 49 Teaching Algebra with Manipulatives

 Chapter

Solving Linear Equations

3 Teaching Notes and Overview

these strategies on an easel, whiteboard, or

Algebra Activity chalkboard for easy reference. Place triangle A
Recording Sheet over Figure 1 and triangle B over Figure 2.
Surface Area Have students compare the areas. Then put
(p. 56 of this booklet) Figures 112 over the grid. Review the meaning
of altitude and obtuse triangle. Ask students
Use With the activity on page 122 in Lesson how to find the altitude of each triangle, and
3-1 of the Student Edition. how to find the altitude of an obtuse triangle.
Now remove Figures 112 and put triangles A,
Objective Find the surface area of a B, and C on the grid. Draw conclusions and
rectangular box. develop and write formulas for finding the area
of a rectangle, parallelogram, and a triangle.
Materials Display these formulas.
rectangular box for each pair of students
scissors for each pair of students In groups, tell students to complete Exercises 3
and 4. Have groups trade Exercise 4 with other
Group students into pairs for this activity. groups to compare answers.
Provide a box for each pair. Ask students to
follow along as you model Steps 1 and 2. Answers
Identify the faces of the box, before you cut it.
Point out what front, back, side, other side, top 1. Estimates will vary.
and bottom represent. Ask them to state the 2. For base b and height h, area of
variable for the length and for the width of each parallelogram  bh, area of triangle
face. Make sure they understand the meaning
of surface area. You may want to do Exercise 1  1 bh.
2
as part of your presentation. 3a. 8 cm2; 8 cm2; 4 cm2;
4 cm2; 8 cm2; 8 cm2;
Answers 4 cm2; 4 cm2; 4 cm2;
See Teacher Wraparound Edition p. 122. 4 cm2; 4 cm2; 4 cm2
3b. 8x2 cm2; 8x2 cm2;
Algebra Activity 4x2 cm2; 4x2 cm2;
Formulas 8x2 cm2; 8x2 cm2;
(pp. 5758 of this booklet) 4x2 cm2; 4x2 cm2;
4x2 cm2; 4x2 cm2
Use With Lesson 3-1. 4. Answers may vary.

Objectives Develop, understand, and use

formulas. Improve spatial visualization skills. Algebra Activity
Recording Sheet
Materials
Solving Addition and
classroom set of Algebra Activity worksheets
Subtraction Equations
transparency master of Algebra Activity
(p. 59 of this booklet)
grid paper
Cut the transparency on the dashed lines and Use With Lesson 3-2 as a preview activity. This
color triangles A, B, and C if you wish. corresponds to the activity on page 127 in the
In groups, have students complete Exercises 1 Student Edition.
and 2 on the Algebra Activity worksheet. Next,
display the transparency grid and Figures 1 Objective Model solving equations involving
through 12 on the overhead projector. Talk addition and subtraction.
about student strategies for finding areas. Show

Glencoe/McGraw-Hill 50 Teaching Algebra with Manipulatives

 Chapter 3 Teaching Notes and Overview

Materials equation models transparency, equation mat

equation mats* transparency, overhead counters and two-
algebra tiles* dimensional cups for modeling tools. Make sure
*  available in Overhead Manipulative Resources that students are comfortable with these tools
and understand what they represent.
This activity involves using an equation mat Demonstrations 1 and 2 involve solving
and algebra tiles to model solving equations. Go equations by using addition. The modeling
over the Rules for Equation Models with the focuses on the addition property of equality,
students. There is one example you may use to making and removing zero pairs, and
model the process to solve an addition equation isolating the variable with a coefficient of
and another example to solve a subtraction positive 1 on one side of the equation.
equation. Be sure students understand the Checking the solution is part of the
meaning of isolating the x term. Emphasize the demonstrations.
importance of getting the x term alone on one
side of the equation. You may want to solve There are two demonstrations for solving
additional equations where students can model equations by using subtraction. The modeling
the process along with you. As soon as students focuses on the Subtraction Property of Equality,
have completed the worksheet, go over the making and removing zero pairs, and isolating
answers to Exercises 14 and discuss the the variable with a coefficient of positive 1 on
answers to Exercises 5 and 6. one side of the equation.

Answers Answers
See Teacher Wraparound Edition p. 127. Answers appear on the teacher demonstration
instructions on pages 6064.
Using Overhead

Algebra 1Chapter 3
Manipulatives Mini-Project
Solving Equations by Using Using Logic
Addition and Subtraction (p. 65 of this booklet)
(pp. 6064)
Use With Lesson 3-2.
Use With Lesson 3-2.
Objective Use logic by drawing circuit
Objectives Model one-step equations and solve diagrams and constructing truth tables to solve
them by using addition. problems.
Model one-step equations and solve them by Ask students to read and study the information
using subtraction. provided on the Mini-Project page. As soon as
students have finished, go over the information by
Materials asking students questions about it. Ask questions
overhead counters* about open and closed circuits, conjunction,
equation models transparency* disjunction and the entries in the truth table.
equation mat transparency* Form groups of two or three students to
two-dimensional cups* complete the exercises. Then share and discuss
transparency pen* answers.
blank transparency
*  available in Overhead Manipulative Resources Answers

There are two demonstrations for solving 14. See students diagram.
equations by using addition and two more 5. 0, 0, 0, 0, 0; 0, 0, 1, 1, 0; 0, 1, 0, 1, 0;
for solving equations by using subtraction. 0, 1, 1, 1, 0; 1, 0, 0, 0, 0; 1, 0, 1, 1, 1; 1, 1, 0, 1, 1;
Each one of the demonstrations uses an 1, 1, 1, 1, 1.

Glencoe/McGraw-Hill 51 Teaching Algebra with Manipulatives

Chapter 3 Teaching Notes and Overview

Using Overhead Algebra Activity

Manipulatives Recording Sheet
Solving Equations by Using Solving Multi-Step Equations
Multiplication and Division (p. 68 of this booklet)
(pp. 6667 of this booklet)
Use With Lesson 3-4 as a preview activity. This
Use With Lesson 3-3. corresponds to the activity on page 141 in the
Student Edition.
Objective Use models to solve equations
involving multiplication and division. Objective Model solving equations involving
multiple-steps.
Materials
overhead counters* Materials
equation models transparency* equation mats*
equation mat transparency* algebra tiles*
two-dimensional cups* *  available in Overhead Manipulative Resources
transparency pen*
blank transparency This activity involves using equation mats and
*  available in Overhead Manipulative Resources algebra tiles to model solving multi-step
equations. Have students model and solve the
This demonstration contains two activities. example 3x  5  7. Once again stress the
Both demonstrations use an equation models importance of isolating the variable with a
transparency, equation mat transparency, coefficient of positive 1 on one side of the
overhead counters and two-dimensional cups for equation. Have students work in groups of two
modeling tools. or three to complete the exercises on the
Demonstration 1 involves solving equations worksheet. Ask them to check their answers.
by using division. The modeling focuses on x Allow time to review the answers to Exercises
meaning the opposite of x, dividing each side 18 and discuss the answers to Exercises 910.
of the equation by the same value, and
isolating the variable with a coefficient of Answers
positive 1 on one side of the equation. Check See Teacher Wraparound Edition p. 141.
the solution to the equation.
Demonstration 2 involves solving equations Using Overhead
by using multiplication. The modeling focuses Manipulatives
on the Multiplication Property of Equality,
and isolating the variable with a coefficient of Solving Equations Using More Than
positive 1 on one side of the equation. Check One Operation
the solution to the equation. (pp. 6970 of this booklet)
In the Extension, students are asked how
Use With Lesson 3-4.
to represent and solve two equations.
Emphasize the importance of writing clearly
Objective Model and solve equations involving
and concisely in mathematics. Have the
more than one operation.
groups share and discuss their writings.
Materials
Answers overhead counters*, equation mat
Answers appear on the teacher demonstration transparency*, two-dimensional cups*,
instructions on pages 6667. transparency pen*, blank transparency
*  available in Overhead Manipulative Resources

Glencoe/McGraw-Hill 52 Teaching Algebra with Manipulatives

 Chapter 3 Teaching Notes and Overview

This demonstration contains two activities that Discuss how the forward and reverse process
deal with modeling and solving equations applies to solving equations, making sure to
involving more than one operation. identify order of operations as a requirement
Demonstration 1 deals with solving 3x  5  7. for wrapping the x. Have students complete
The modeling focuses on the order of Exercises 13 on the worksheet. Ask students,
operations in reverse, making and removing What was done to x? What was done to undo x?
zero pairs, dividing each side of the equation Use the transparency models to demonstrate
by the same value, and isolating the variable solving simple equations using a wrap and
with a coefficient of positive 1 on one side of unwrap x strategy. Stress inverse operations to
the equation. Checking the solution is part of unwrap x from the equation.
the demonstration.
Show algebraic solutions to equations without
Demonstration 2 deals with solving 6  a  2.
4 using models. In groups, ask students to
The modeling focuses on the order of
complete the worksheet.
operations in reverse, making and removing
zero pairs, and isolating the variable with a
Answers
coefficient of positive 1 on one side of the
equation. Checking the solution is part of the 1. add 6; 10
demonstration.
2. add 1 and divide by 4; 6
The Extension deals with modeling and
solving a word problem about consecutive 3. subtract 5, multiply by 2 and add 3; 11
integers. 410. See students wrapping process;
4. 15; 5. 12; 6. 0; 7. 10; 8. 3; 9. 3; 10. 6
Answers
Answers appear on the teacher demonstration
instructions on pages 6970. Using Overhead

Algebra 1Chapter 3
Manipulatives
Algebra Activity Solving Equations with the
Solving Equations Variables on Both Sides
(pp. 7172 of this booklet) (pp. 7374 of this booklet)

Use With Lesson 3-4. Use With Lesson 3-5.

Objectives Determine the order of operations Objective Model and solve equations with a
of an algebraic sentence. variable on each side.
Solve equations using inverse operations.
Materials
Solve equations with more than one operation. overhead counters*, equation mat
transparency*, transparency pen*, two-
Materials dimensional cups*, blank transparency
classroom set of Algebra Activity worksheets,
transparency master of Algebra Activity, small There are two demonstrations for this activity.
object, box for object, wrapping paper, ribbon Each one of the demonstrations uses an
equation mat transparency, overhead counters
Prior to class, prepare an object, box, wrapping and two-dimensional cups for modeling tools.
paper and ribbon for each group of students. Demonstration 1 deals with solving equations
Cut the transparency on the dashed lines. with a variable on each side. The modeling
Have groups of students wrap the object while focuses on making and removing zero pairs,
one student from each group records the steps dividing each side of the equation by the
of the process. Ask the recorder to read the same value, and isolating the variable with a
steps backwards or in the inverse order while coefficient of positive 1 on one side of the
the other students unwrap the package. equation.

Glencoe/McGraw-Hill 53 Teaching Algebra with Manipulatives

Chapter 3 Teaching Notes and Overview

Demonstration 2 is similar to Demonstration Answers

1, in that, it involves modeling and solving Answers appear on the teacher demonstration
special equations with a variable on each instructions on page 75.
side. However, the difference is in the
solution. Using Overhead
The first equation, 3x  12  3x  5, does not Manipulatives
have a solution. There is no value for x that
will produce a true statement. The answer is Solving Percent Problems
no solution. (p. 76 of this booklet)

The second equation is 2(x  3)  1  2x  5. Use With Lesson 3-6.

Students find out that any number for x will
produce a true statement. An equation that is Objective Model and solve percent problems.
true for every value of the variable is called
an identity. Materials
10  10 centimeter grid paper*
Answers transparency pen*
Answers appear on the teacher demonstration *  available in Overhead Manipulative Resources
instructions on pages 7374.
There are two demonstrations for this activity.
Using Overhead Demonstration 1 deals with reviewing
Manipulatives percent. Then the 10  10 centimeter grid
transparency is utilized to determine the
Proportions percent equivalent to one eighth.
(p. 75 of this booklet)
Demonstration 2 involves using the grid
transparency to find a percent of a number
Use With Lesson 3-6.
and to find a number when a percent of it is
known.
Objective Use proportions to estimate a
population.
Answers
Answers appear on the teacher demonstration
Materials
instructions on page 76.
overhead counters*
lined paper transparency*
two-dimensional cups*
transparency pen*
Using Overhead
integer models transparency* Manipulatives
blank transparency Percent of Change
50100 dried beans or squares of paper (pp. 7778 of this booklet)
*  available in Overhead Manipulative Resources
Use With Lesson 3-7.
This demonstration consists of one activity. It
deals with using a model for estimating the Objective Model percent of increase and
population of fish in a lake by way of the decrease.
capture-recapture technique. Dried beans or
squares of paper may be used to represent the Materials
fish. A bowl is the lake. Students complete dot paper transparency*
various activities to find an estimate of the fish transparency pen*
in the lake. They use a proportion to estimate *  available in Overhead Manipulative Resources
the population.

Glencoe/McGraw-Hill 54 Teaching Algebra with Manipulatives

 Chapter 3 Teaching Notes and Overview

There is one demonstration that deals with Objectives Solve mixture problems using
modeling percent of change and an extension diagrams and charts to organize information.
that involves modeling and solving percent of
change problems. Dot paper is used for the Materials
demonstration and the extension. The extension classroom set of Algebra Activity worksheets
focuses on a common problem that is sometimes transparency master of Algebra Activity
misunderstood. Students are asked to decide
Cut the transparency on the dashed lines and
whether a discount of 20% on a discount of 20%
color Figures 1, 2, and 3 if you wish. Display the
of the original price is the same as a discount of
transparency on the overhead transparency and
40% on the original price. The modeling with
examine the mixture problem.
the dot paper assists the students in making
their decision. Let Figure 1 represent 9 pounds of $6.40/lb
coffee and Figure 2 represent n pounds of
Answers $7.28/lb coffee. Place Figures 1 and 2 on the
Answers appear on the teacher demonstration diagram as shown in the chart below.
instructions on pages 7778.
Then place Figure 3 on the diagram to show
that the mixture contains (9  n) pounds of
Mini-Project coffee selling for $6.95/lb.
The Music Business
(p. 79 of this booklet)

Use With Lesson 3-7.


9
9 lb

Objective Use percent to determine total cost. n lb n

Algebra 1Chapter 3
Ask students to read and study the information $6.40/lb $7.28/lb $6.59/lb
and the example. Let groups of two students
Complete the chart. Discuss how to select
work on this activity. Talk about the many
necessary information and set up a mixture
expenses involved in producing tapes and
problem. Practice some similar problems using
CDs and getting them to the consumer. Ask
the transparency.
questions about the example to check for
student understanding. Some students may be In groups, have students complete the
interested in researching this topic more in worksheet.
depth. Have them report their findings to the
class. Answers
1. See students chart; (3.10)(15) 
Answers
(1.95)x  (2.70)(15  x); 8 lb of peanuts.
1. $11.12
2. See students chart; (0.10)x 
2. $7.19 (0.05)(4x)  7.20; 96 nickels, 54 dimes.
3. $538.65; $2289.26; $763.09 3. See students chart; 4x  (2)(260  x)
 700; 90 @ $4, 170 @ $2.
Algebra Activity 4. See students chart; (2.50)x  (1.50)2x
Mixture Problems  396; 72 adult tickets, 144 student tickets.
(pp. 8081 of this booklet)

Use With Lesson 3-8.

Glencoe/McGraw-Hill 55 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 122 in Lesson 3-1 of the Student Edition.)

Surface Area
Materials: rectangular box, scissors

Analyze
1. Write an expression for the area of the front of the box.

2. Write an expression for the area of the back of the box.

3. Write an expression for the area of one side of the box.

4. Write an expression for the area of the other side of the box.

5. Write an expression for the area of the top of the box.

6. Write an expression for the area of the bottom of the box.

7. The surface area of a rectangular box is the sum of all the areas of the
faces of the box. If S represents surface area, write a formula for the
surface area of a rectangular box.

Make a Conjecture
8. If s represents the length of the side of a cube, write a formula for the
surface area of a cube.

Glencoe/McGraw-Hill 56 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 1, Lesson 3-1)

Formulas
1. 2. 3. 4.

5. 6. 7. 8. 9.

10. 11. 12.

A B C

Algebra 1Chapter 3

Glencoe/McGraw-Hill 57 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 3-1)

Formulas
1. Estimate the area of each figure below. Write your estimate inside the
figure.
2. Compare the areas of the triangles with the areas of the
parallelograms. Now compare the base and height of each triangle with
the base and height of each parallelogram. What conclusions can you
make?

1 2 3 4

5 6 7 8 9

10 11 12

3. Using the formulas you developed for the area of a parallelogram and a
triangle, find the area of each figure above when the scale of the grid is
a. 1 unit  1 cm;

b. 1 unit  x cm.

4. On grid paper, draw a triangle, parallelogram, acute triangle, right

triangle and an obtuse angle with different measures for their bases
and height. Find the area of each figure.

Glencoe/McGraw-Hill 58 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 3-2 Preview Activity on page 127 in the Student Edition.)

Solving Addition and Subtraction Equations

Materials: equation mats, algebra tiles

Model and Analyze

Use algebra tiles to solve each equation.
1. x  5  7 2. x  (2)  28

3. x  4  27 4. x  (3)  4

Algebra 1Chapter 3
5. x  3  4 6. x  7  2

Make a Conjecture
7. If a  b, what can you say about a  c and b  c?

8. If a  b, what can you say about a  c and b  c?

Glencoe/McGraw-Hill 59 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-2)

Solving Equations by Using Addition

Objective Model one-step equations and solve them by using addition

Materials
equation models transparency*
equation mat transparency*
overhead counters*
two-dimensional cups*
transparency pen*
blank transparency *  available in Overhead Manipulative Resources

Demonstration 1
Solve Equations by Addition
Display the equation models transparency, along with
the equation mat transparency on the overhead


projector. Tell students that these guidelines will help

solve equations. Make sure that they are comfortable


with them. Inform students that you will model each




side of the equality in the boxes on the mat.



Remove the models transparency. Place a cup and



5 positive counters on the left side of the mat
transparency. Tell students that the cup represents an
x
59
unknown value, x. Ask them to name the sum shown.
(x
5) Place 9 positive counters on the right side of the
mat. Tell them that the mat is a model of the equation
x  5  9. Write the equation below the mat.
Remind students that to solve an equation, you must



isolate the variable on one side of the equation. Place 5



negative counters on each side of the mat. Point out 




that this shows an equation equivalent to x  5  9
because you have added the same number to each side.



Ask what property of equality this illustrates. Addition


Property of Equality Write x  5  (5)  9  (5)
below the mat. x
59
x
5
(5)  9
(5)
Ask students if removing zero pairs from either side x4
affects the value of that side. No, 0 is the additive
identify. Remove the 5 zero pairs from each side. Ask
what equation is now shown. x  4 Write the solution
at the base of the mat. (You may wish to have students
write each step of the solution as you go along.)
Model the original equation on the mat. Then place 4
positive counters on the cup. Point out that both sides
are equivalent and that this is a check of the solution 4.

Glencoe/McGraw-Hill 60 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Demonstration 1
Solve Equations by Addition (Continued)
Clear the mat and blank transparency. Place 1 cup and
3 positive counters on the left side of the mat and 8
negative counters on the right side of the mat. Ask   

students what equation is represented. x
3  8   

Write the equation (and the subsequent steps) below
   
the mat.


   

Ask students what you should do to each side to be

able to remove all counters from the left side. Add
3 negative counters, or 3, to each side. Add the
counters, and then remove the zero pairs. Ask students
to state the solution. 11

Clear the mat and the blank transparency. Write the

equation x  2  5 below the mat. Ask students how
they might use the counters to show this equation. If
necessary, remind them that to subtract an integer, you
add its opposite. 1 cup and 2 negative counters on the
left, 5 positive counters on the right
Model the equation.

Algebra 1Chapter 3
Ask them what to do to each side to isolate the cup on
one side. Add 2 positive counters to each side Add the
counters, then remove the zero pairs. Ask students to
state the solution. 7

Ask students how to model and solve the equation

x  4  8. Place 1 cup and 4 negative counters on
the left side and 8 negative counters on the right side.
Add 4 positive counters to each side. Remove the zero
pairs. The solution is 4. Have them draw each step as
you model it.

Ask students to show the check of the solution of

x  4  8. 4  4  8

(continued on the next page)

Glencoe/McGraw-Hill 61 Teaching Algebra with Manipulatives
Using Overhead Manipulatives

Demonstration 2
Solve Equations by Addition
Write a negative sign on one of the cups. Place that cup




along with 4 positive counters on the left side of the 
mat. Place 9 positive counters on the right side. Write


the equation 4  x  9 below the mat.







Ask students what you should do to each side to be



able to remove the 4 positive counters from the left


side. Add 4 negative counters to each side. Add the
counters and remove zero pairs. Ask students what
equation remains. x  5

Remind students that to solve the equation, you must

isolate the variable with a coefficient of 1. x has a
coefficient of 1, so this solution is not complete. Point 

out that cups can also form zero pairs. Add a positive

cup to each side, then remove the zero pairs from the 
  

left side. Write the resulting equation, 0  x  5. Then,
 

add 5 negative counters to each side and remove the
zero pairs from the right side. Ask students to state the

solution. 5

Show students how to check this solution. Model the

original equation on the mat. Place 5 negative counters
on the negative cup. Tell students that a negative cup
means the opposite of x. The opposite of 5 negative
counters is 5 positive counters, so replace the cup and
5 negative counters with 5 positive counters. Ask
students if both sides have the same value. yes

Glencoe/McGraw-Hill 62 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-2)

Solving Equations by Using Subtraction

Objective Model one-step equations and solve them by using subtraction.

Materials
equation models transparency*
equation mat transparency*
overhead counters*
two-dimensional cups*
transparency pen*
blank transparency *  available in Overhead Manipulative Resources

Demonstration 1
Solving Equations by Using Subtraction
Review the guidelines for using equation models by
displaying the equation models transparency.   
Place a cup and 6 positive counters on the left side of the  
equation mat transparency and 5 negative counters on



the right side. Ask students to state the equation you 



  
have modeled. x
6  5 Remind students that to solve
the equation, you must isolate the variable on

Algebra 1Chapter 3
one side of the equation.   
Ask students, If we remove 6 positive counters from
each side, would we create an equivalent equation, and what property of
equality would we be using? yes; Subtraction Property of Equality
Tell students that there are no positive counters on the right side to remove.
Ask them to suggest a way to get 6 positive counters on the right side
without affecting the value. Add 6 zero pairs to the right side.
Add the zero pairs. Then remove 6 positive counters from each side.
Ask students to state the solution. 11
Model the original equation on the mat. Then replace the cup with 11
negative counters. Remove zero pairs and ask students if the solution
checks. yes
Clear the mat. Write a  (3)  12 at the base of the
mat. Ask students to restate the equation using the
additive inverse. a
3  12 Then ask them how to



model a  3  12. Place a cup and 3 positive



counters on the left side. Place 12 positive counters 







on the right side. Model the equation.




Tell students that you can remove 3 positive counters
from each side to isolate the cup on one side. Remove
3 positive counters from each side and ask students to
state the solution. 9 Check by substituting in the original model.

(continued on the next page)

Glencoe/McGraw-Hill 63 Teaching Algebra with Manipulatives
Using Overhead Manipulatives

Demonstration 1
Solving Equations by Using Subtraction (Continued)
Clear the mat. Place a cup and 5 negative counters on the left side and
13 positive counters on the right side. Ask students to state an equation
for the model. x  5  13 or x
(5)  13 Ask them what they could
remove, or subtract, from each side to isolate the cup. Remove 5
negative counters from each side. Ask what you would do to be able to
remove 5 negative counters from the right side. Add 5 zero pairs to the
right side. Add the zero pairs, remove the counters, and ask students to
state the solution. 18

Clear the mat. Write n  6  11 at the base of the mat. Ask students
how to model the equation and how to solve it. Place a cup and 6
negative counters on the left and 11 negative counters on the right.
Remove 6 negative counters from each side. The solution is 5.

Demonstration 2
Solving Equations by Using Subtraction
Write 7  b  2 at the base of the mat. Write a negative sign on one of
the cups. Place that cup along with 7 positive counters on the left side of
the equation mat transparency. Place 2 negative counters on the right
side.

Ask students what you should remove from each side to isolate the cup,
and how to accomplish the removal. Remove 7 positive counters from
each side; first you must add 7 zero pairs to the right side. Complete
those steps and ask students what equation remains. b  9

Remind students that the variable in a solution must have a coefficient

of positive 1. Show students these two ways to complete the solution.

1) Add a positive cup and 9 positive counters to each side. Remove the
zero pairs. The resulting equation is 9  b or b  9.

2) Recall that b means the opposite of b. If b  9, then b must be

the opposite of 9 or 9.

Glencoe/McGraw-Hill 64 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 3-2)

Using Logic
Work in small groups. Study the following and solve the problems.
The circuits of a computer can be described using the laws of logic.

With switch A open, no current flows. The value 0 is

A assigned to an open switch. With switch A closed,
current flows. The value 1 is assigned to a closed
switch.
A
With switches A and B open, no current flows. This
circuit represents the conjunction A and B, which
A B we label A  B.

In this circuit, current flows if A or B is closed. This

A circuit represents the disjunction A or B, which
we label A  B.
B

The truth table at the left describes the truth (1) or falsity
A B AB
(0) of A  B for all possible truth values of A and B.
0 0 0 In the table, 0 also represents no current flow and 1
0 1 1 represents current flow. Notice that the only time current
1 0 1 does not flow through the circuit is when both switches

Algebra 1Chapter 3
1 1 1 A and B are open. Similarly, the disjunction A  B is
false only when statements A and B are both false.

Draw a circuit diagram for each expression.

1. (A  B)  C 2. {A  B)  C

3. (A  B)  (C  D) 4. (A  B)  (C  D)

5. Construct a truth table for the following

A B C BC A  (B  C)
circuit. There are eight rows in the table.

B
A
C

Glencoe/McGraw-Hill 65 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-3)

Solving Equations by Using Multiplication and Division

Objective Use models to solve equations involving multiplication and division

Materials
equation models transparency*
equation mat transparency*
overhead counters*
two-dimensional cups*
transparency pen*
blank transparency *  available in Overhead Manipulative Resources

Demonstration 1
Solving Equations by Using Division
Remind students that a cup represents an unknown
value. Ask them how you can represent 3x. 3 cups Place   

3 cups on the left side of the mat and 15 negative  

counters on the right side. Ask students to state the   
equation you have modeled. 3x  15 Write the equation 
 
at the base of the mat.
  
Say, To solve this equation, we need to find how many  
counters are in one cup. To do this, we will match each
cup with an equal number of counters. Arrange the
counters in three equal groups to correspond to the 3
cups. Ask students what the value of x is in the equation.
5 Then ask them what operation you performed on
each side of the mat. divided each side by 3

Clear the mat. Mark two cups with negative signs. Use the
cups and 4 negative counters to model the equation 2x  4.
Ask students what equation is modeled. Write the equation
at the base of the mat.

Arrange the counters into 2 equal groups to correspond to the 2 cups.

Ask students what equation is represented by each group. x  2
Point out that x means the opposite of x. Remind students that the
Multiplication Property of Equality states that you can multiply each
side of an equation by the same number without changing the result.
Replace each negative cup with a positive cup. Ask students to verify
that you have just multiplied the left side by 1. Ask them to tell you
what to do to the right side to show multiplying by 1. Replace the
negative counters with positive counters. Ask them to state the
solution of the equation. 2 Point out that you solved this equation by
dividing each side by the opposite of 2, or 2.

Glencoe/McGraw-Hill 66 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Demonstration 2
Solving Equations by Using Multiplication
Write the equation x  6 at the base of the mat. Show
3
students a cup and ask, If this cup represents x, what
would represent x? Mark the cup with 3 equal sections
3



and shade one section. Mark and shade the cup, then 




place it on the left side of the mat. Place 6 positive
counters on the right side.

Remind students that the Multiplication Property of

Equality states that you can multiply each side of an



equation by the same number without changing the



result. To isolate x with a coefficient of 1 on one side of



the mat, you can multiply each side by 3. To do this, 




shade the remaining 2 sections on the cup and make 3
groups of 6 positive counters on the right side of the mat.



Ask students to state the solution of the equation. 18

Extension

Algebra 1Chapter 3
Modeling and Solving Equations
Ask students how to represent and solve each equation.
2y  15
Place 2 cups on the left and 15 positive counters on the right. Separate
the 15 counters into 2 equal groups. There will be 1 counter left; to
divide it into 2 groups, you must think of it as 2 halves. The
solution is 71.
2

n  9
2
Place a cup on the left side; divide it into 2 equal parts and label each
with a negative sign. Shade one half. Place 9 positive counters on the
right side. To isolate n with a coefficient of 1, you must multiply each
side by 2 and take the opposite (or multiply by 2). Replace the cup
with a whole, positive cup. Make 2 groups of 9 positive counters on
the right, then exchange for negative counters. The solution is 18.

Glencoe/McGraw-Hill 67 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 3-4 Preview Activity on page 141 in the Student Edition.)

Solving Multi-Step Equations

Materials: equation mats, algebra tiles

Model
Use algebra tiles to solve each equation.
1. 2x  3  9 2. 3x  5  14

3. 3x  2  10 4. 8  2x  4

5. 3  4x  11 6. 2x  7  1

7. 9  4x  7 8. 7  3x  8

Make a Conjecture
9. What steps would you use to solve 7x  12  61?

Glencoe/McGraw-Hill 68 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-4)

Solving Equations Using More Than One Operation

Objective Model and solve equations involving more than one operation.

Materials
equation mat transparency*
overhead counters*
two-dimensional cups*
transparency pen*
blank transparency *  available in Overhead Manipulative Resources

Demonstration 1
Solving Equations Using More Than One Operation
Place a blank transparency under the equation mat



transparency so you can write equations below the 
mat.






Remind students that, in modeling, a cup represents 



an unknown amount, yellow counters represent 


positive numbers and red counters represent negative 

numbers. Place 3 cups and 5 negative counters on the


left side of the mat. Ask students what expression is

Algebra 1Chapter 3
modeled. 3x
(5) or 3x  5 Place 7 positive counters
3x  5  7
on the right side of the mat. Ask students what
equation is modeled. 3x  5  7 Write the equation below the mat.
Review the order of operations. Tell students that to solve an equation,
you use the order of operations in reverse. Remind them that you can
remove (subtract) the same number and kind of counters from each side
of the equation without changing the value of the equation. Point out
that, in this case, both sides do not have the same kind of counters. Place
5 zero pairs of counters on the right side of the mat. Ask students
whether the value of the equation is changed. no Remove 5 negative
counters from each side.
Ask students to state the equation now shown.
3x  12 Write the equation below the mat, below
the original equation. Separate the remaining counters


into 3 equal groups to correspond to the 3 cups.

Ask students how many counters correspond to each

cup. 4 positive counters Ask, What is the value of x in 



this equation? 4



Ask students how you can check this solution.



Substitute 4 positive counters for each cup in the
original model. Both sides have the same value, so 3x  5  7
the solution checks. 3x  12

(continued on the next page)

Glencoe/McGraw-Hill 69 Teaching Algebra with Manipulatives
Using Overhead Manipulatives

Demonstration 2
Solving Equations Using More Than One Operation
Clear the mat and blank transparency. Write the
equation 6  a  2 below the mat. Ask students how
4
you can model this equation. Place 6 positive
counters on the left side. Mark a cup with 4 equal










sections and shade one section. Place that cup
along with 2 positive counters on the right side.
Model the equation.
Ask students what you should undo first to solve this
equation, the division or addition. addition Remove a
6
2
2 positive counters from each side and ask students 4

to state the equation now shown. 4  a

4
Remind students that you can multiply each side of an equation by the
same number without changing the value of the equation. Ask them how
many groups of one-fourth cups it would take to make a whole cup. 4
Replace one-fourth cup with a whole cup. Then place 12 more positive
counters on the right side to make four groups of 4 counters. Ask
students to state the solution. 16 To check the solution, model the
original equation. Ask students, If 16 counters are in a whole cup, how
many counters are there in one-fourth of a cup? 4 Replace the partial
cup with 4 counters and check that each side has the same value.

Extension
Modeling and Solving a Word Problem
Present students with the following problem. There
are three consecutive even integers whose sum is 6.
What are the integers? Tell students that you will let
a cup represent the first integer. Place a cup on the   
left side of the mat. Ask how you could represent the 


  
second integer and why. a cup and 2 positive
counters; since the integers are consecutive even


integers, the second is 2 more than the first Ask how


to represent the third integer. a cup and 4 positive
counters; to represent 2 more than the second integer
Place the cup and counters on the left side of the mat. Then place 6
negative counters on the right side to represent the sum of the integers.
Ask students to suggest procedures for finding the value of the cup. Add 6
zero pairs to the right side and then remove 6 positive counters from
each side or add 6 negative counters to each side and then remove the
zero pairs from the left side. Then separate the counters on the right
side into three equal groups to correspond to the three cups on the left.
The value of each cup is 4. Refer back to the original problem. Remind
students that you used a cup to represent the first integer, so the first
integer is 4. Ask them to state the other two integers. 2, 0 Confirm by
addition that the sum of three even integers 4, 2, and 0 is 6.

Glencoe/McGraw-Hill 70 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 1, Lesson 3-4)

Solving Equations

C A C
TOY BOX WRAPPING RIBBON PRESENT
PAPER
Wrap a gift

Unwrap a gift

Algebra 1Chapter 3
Wrap an x algebraically

x 3 2  13

Unwrap x using inverse operations

13
2 3  x

Glencoe/McGraw-Hill 71 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 3-4)

Solving Equations
Example:

x 2  8 8 2  x

Divide by 2.
What must be done to unwrap x? __________________________ 4
What is x? ____________

1. x 6  4

What must be done to unwrap x? __________________________ What is x? ____________

2. x 4 1  23

What must be done to unwrap x? __________________________ What is x? ____________

3. x 3
5  9
2

What must be done to unwrap x? __________________________ What is x? ____________

Write a wrapping process for each equation.

Example x  4  0 Example 3x  4  8

x
4  0 x  4 x 3 4  8 x4

4. x  7  8 _____________________________________ x  ______________
5. x  10  2 __________________________________ x  ______________
6. x  6  6 ____________________________________ x  ______________
7. 2x  20 ______________________________________ x  ______________

8. 1x  1 _______________________________________ x  ______________

3
9. 2x  1  5 ___________________________________ x  ______________
10. 4x  8  32 __________________________________ x  ______________
Glencoe/McGraw-Hill 72 Teaching Algebra with Manipulatives
 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-5)

Solving Equations with the Variables on Both Sides

Objective Model and solve equations with a variable on each side.

Materials
overhead counters*
equation mat transparency*
transparency pen*
two-dimensional cups*
blank transparency *  available in Overhead Manipulative Resources

Demonstration 1
Solving Equations with the Variables on Both Sides
Place the blank transparency under the mat
transparency so you can write equations below the mat. 








Mark several cups with a negative sign. Write the 


equation 2x  2  x  8 below the mat. Ask students



how to model each side of the equation. Place 2 cups and
2 positive counters on the left. Place a negative cup
and 8 positive counters on the right. Place the

Algebra 1Chapter 3
cups and counters on the mat. 2x
2  x
8

Remind students that you can solve equations by pairing and removing
items from each side. Explain that for this equation you will remove
both cups and counters.

Add a zero pair of cups to the left side of the equation. Pair and remove
a negative cup from each side.

Pair and remove 2 positive counters from each side. Ask students to
state the resulting equation. 3x  6

Arrange the counters on the right side into 3 equal groups corresponding
to the 3 cups. Ask students what the value of x is for this equation. 2

Check the solution by replacing the cups in the original equation with 2
positive counters. Remind students that x is the opposite of x, so you
will replace x with the opposite of 2 positive counters, or 2 negative
counters.

Glencoe/McGraw-Hill 73 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Demonstration 2
Solving Special Equations with the Variables on Both Sides
Tell students that not all equations have a simple
solution. Model the equation 3x  12  3x  5 on the  
mat. Remove 3 cups from each side. Ask students  


whether the remaining counters represent a true  


statement. no Inform them that this equation does
  

not have a solution. That is, no value substituted for
 
the cups in the original equation will produce a true
statement.  

Clear the mat. Write the equation 2(x  3)  1  2x  5

below the mat. Place a cup and 3 positive counters on





the left side. Ask students what the expression 2(x  3)
means and how you can model it. 2 times the quantity



x plus 3; make 2 groups of a cup and 3 counters each.



Add another cup and 3 counters to the left

side. Place a negative counter also on the left side to

show 1. Ask students if the model shows 2(x  3)  1.
yes Model 2x  5 on the right side.
2(x
3)  1  2x
5

Remove the zero pair from the left side. Regroup the
models so that both sides appear the same. Replace
each cup with 2 negative counters to show that 2
is a solution. Then replace each cup with 3 positive
counters to show that 3 is a solution. Ask students if
any number of counters will result in a true statement.
yes Tell students that the solution of this equation is
all values of x.

Glencoe/McGraw-Hill 74 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-6)

Proportions

Objective Use proportions to estimate a population.

Materials
overhead counters*
lined paper transparency*
50100 dried beans or squares of paper
transparency pen*
integer models transparency*
blank transparency *  available in Overhead Manipulative Resources

Demonstration
Model Estimating Using the Capture-Recapture Technique
On lined paper transparency, prepare a chart like Number Number Tagged
the one shown at the right. Sample Recaptured in Sample
Tell students they are going to model estimating 1
the population of fish in a lake using the capture-
recapture technique. Dried beans or squares of 2
paper will represent fish and a bowl will represent 3
the lake. Fill the bowl with dried beans or squares

Algebra 1Chapter 3
4
of paper. Ask a student to grab a small handful of
beans or squares. Count the number of beans or 5
squares selected and record this number below the Total
chart. Explain that this number represents the
captured fish. Original number captured:

Mark each bean or square with an X on both sides. Return them to the
bowl and mix well with the rest. Tell students that this part of the
activity is similar to tagging fish in a lake.
Have another student take a small handful of beans or squares of paper
from the bowl. Record the number of beans or squares selected.
Count the number of beans or squares in the handful that are marked
with an X. Tell students this represents the number of tagged fish
recaptured. Record this number in the chart.
Return all the beans or squares to the bowl, mix, and recapture four
more times.
Have students find the total recaptured and the total tagged. Record in
the chart. Have students use the proportion below to estimate the
number of beans or squares in the bowl.
original number captured total tagged in samples
  
number in bowl total recaptured

Count all the beans or squares in the bowl. Compare to the estimate.
Answers will vary, but the estimate should be close to the actual number.
Glencoe/McGraw-Hill 75 Teaching Algebra with Manipulatives
 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-6)

Solving Percent Problems

Objective Model and solve percent problems.

Materials
10  10 centimeter grid*
transparency pens*
*  available in Overhead Manipulative Resources

Demonstration 1
Modeling Percent
Review the meaning of percent. Place a hundred square on the screen of
the overhead projector, on top of the blank transparency. Tell students
that the square represents 100%. Mark the square into fourths. Then
mark each fourth into halves. Ask students what part of the whole each
small area is. one eighth
1
 0.25 or 12.5%
8
Inform students you can use this square to find a percent equivalent to
one eighth. Ask students to count the squares in a one-eighth section.
There are 10 whole squares and 5 half squares, or 121 squares.
2
Write 1 or 12.5% on the transparency.
8

Teacher Demonstration 2
Finding Percent
Place a hundred square on the screen. Tell students that you can use the
square to find 40% of 50. Outline 40% of the square.

Ask, If the whole square represents the number 50, what does each
small square represent? 1 small square represents the number one
half Shade two squares at a time and have students count as you shade
to find the number of double squares within the outline. 20 Write
40% of 50 is 20 on the transparency. Below it, write the equation
0.40(50)  20. 40% of 50 is 20
0.40 50  20
Place another hundred square on the screen. Tell students, We have used
the hundred square to find a percentage of a number. We also can use the
square to find the base when we know the rate and the percentage. For
example, 20% of what number is 17? Outline 20% of the square.

Write the 17 within the 20% outline. Ask students what part of the
17
whole 17 represents. 20% or 1 Ask how they could calculate the value
5
of the whole square when 20% of it is 17. Multiply 0.20 times some
20% of ? is 17
number to get 17; divide 17 by 0.20 to find the number. Write 20% of ? 0.20x  17
is 17 on the transparency. Below it, write the equations 0.20x  17, x  17  0.20
x  17  0.20, and x  85. x  85

Glencoe/McGraw-Hill 76 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 3-7)

Percent of Change

Objective Model percent of increase and decrease.

Materials
dot paper transparency*
transparency pens* *  available in Overhead Manipulative Resources

Demonstration
Modeling Percent of Change
Ask students what is meant by the expression the
price of an item was increased by 15% and the price
of an item has been decreased by 10%. Explain that
such percents are referred to as percents of increase
and decrease, or percents of change. Tell students
that percents of change can be modeled with dot
paper.

On the dot paper transparency, draw a 4-by-5 A B C

rectangle. Tell students you want to decrease the
area by 25%. Separate the rectangle into 20 equal
parts as shown in Figure A. Ask students what part

Algebra 1Chapter 3
of the rectangle each square is. Since there are
20 squares, each square is one-twentieth of the
rectangle, or 5%. Ask them how many squares
represent 25% of the rectangle. 5 squares

Remove 5 squares, from the original figure to show a

decrease of 25%. See Figure B.

Refer students to Figure C. Ask them how its area

compares to the original figure, and to explain how
they determined the percent of change. increase of
25%; 5 more squares were added to the original
figure and each square added was 5% of the
original figure

Draw Figures X, Y, and Z on the dot paper Original Decrease Increase

transparency. Ask what percent of the original each X Y Z
square represents. 1 or 121%
8 2

Glencoe/McGraw-Hill 77 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Ask students how to determine by what percent the original figure was
increased or decreased. Y, 3 out of 8 sections were removed so the
figure was decreased by 3 or 37.5%; Z, 4 out of 8 sections were added
8
to the original figure, so the figure was increased by 4 or 50%
8

Extension
Modeling and Solving Percent of Change Problems
Present the following problem.
The sale price of an item is 20% off the original price. Today only, the
store offers to take an additional 20% off the sale price. Are these two
discounts the same as 40% off the original price?

Draw a 10-by-10 square on the dot S A L

paper transparency. Tell students that X X X
it represents the original price. See X X X
Figure S. Ask them how to show a 20% 80 X 64 X X
decrease. Remove 20 squares Label X X X
the remaining section 80. See Figure A. X X

S E
Ask students how to calculate a 20% X X
decrease in the remaining section. X X
20% of 80  16 Remove 16 squares. 60 X X
Replace the label 80 with 64. See X X
X X
Figure L. If the original cost was $100,
what was the final sale price? $64

Draw Figure E. Ask students what sale

price would result from a 40% decrease
in the original price. $60 Ask whether
a discount of 20% on a discount of 20%
of the original price is the same as a
discount of 40% on the original price. no

Glencoe/McGraw-Hill 78 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 3-7)

The Music Business

Many expenses are involved in producing tapes and CDs and getting them
to the consumer. For example, a record company must provide a studio,
backup musicians, a producer, technicians, and recording equipment,
as well as pay the artist. Then a wholesaler provides storage and
transportation. A rackjobber provides tapes and CDs to a number of
retailers in an area. And finally the retailer has expenses involved in
sales, advertising, marketing, and so on.
Example: A tape costs $4.18 to produce. The record company uses
markups to determine the cost to the consumer, as follows.
a. Record company to wholesaler, 20% markup:
$4.18  0.20($4.18)  $4.18  $0.84  $5.02
b. Wholesaler to rackjobber, 15% markup:
$5.02  0.15($5.02)  $5.02  $0.75  $5.77
c. Rackjobber to retailer, 15% markup:
$5.77  0.15($5.77)  $5.77  $0.87  $6.64
d. Retailer to consumer, 40% markup:
$6.64  0.40($6.64)  $6.64  $2.66  $9.30
The consumer must pay $9.30 for the tape.

Algebra 1Chapter 3
Answer the following questions.
1. Use the markups given in the example to find the price a consumer
pays for a CD that costs the record company $5.00 to produce.
2. If a CD sells at a record store for $15.98, how much did it cost the
record company to produce?
3. Each time a song is played on the air, the radio station must pay $0.06
to a royalty society. Of this amount, the society keeps 15% for its
expenses. Then 75% of the remainder is paid to a music publishing
company and 25% is paid to the songwriter. A network of 75 stations
each played Ive Got the Lonesome-For-You Blues 4 times a day
during the first 2 weeks after its release, 11 times a day during the
next 2 weeks, 20 times a day for the next 3 weeks, and 8 times a day for
the next 3 weeks. How much would the royalty society, the publisher,
and the songwriter each receive?

Glencoe/McGraw-Hill 79 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 1, Lesson 3-8)

Mixture Problems
Cathys Coffee Cafe sells gourmet coffee mixes by the pound. How
many pounds of $7.28/lb coffee must Cathy mix with 9 pounds of
$6.40/lb coffee to create a mixture worth $6.95 per pound?

Figure 1 Figure 2 Figure 3

Glencoe/McGraw-Hill 80 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 3-8)

Mixture Problems
Illustrate each problem using the diagrams below. Then complete
the chart, write an equation, and solve each problem.
1. Nancys Nut Shop sells cashews for $3.10 per pound and peanuts for
$1.95 per pound. How many pounds of peanuts must be added to
15 pounds of cashews to make a mix that sells for $2.70 per pound?

2. Anna has 4 times as many nickels as dimes in her bank. Her bank
contains $7.20. How many nickels and dimes are in Annas bank?

Algebra 1Chapter 3
3. Carmen sold play tickets. Each adult ticket cost $4.00 and each student
ticket cost $2.00. The total number of tickets sold was 260, and the total
income was $700.00. How many of each kind of ticket were sold?

4. David sold carnival tickets for his school fund raiser. Adult tickets cost
$2.50 and student tickets cost $1.50. If David collected $396.00 selling
twice as many student tickets as adult tickets, how many of each kind
of ticket did he sell?

Glencoe/McGraw-Hill 81 Teaching Algebra with Manipulatives

 Chapter

Graphing Relations and Functions

4 Teaching Notes and Overview

Using Overhead Objective Graphing a relation and its inverse.

Manipulatives Materials
Relations colored pencils
(p. 85 of this booklet) You may want to use student pairs to do this
activity or do it as a classroom demonstration
Use With Lesson 4-3. with student participation. If you decide to do a
classroom demonstration, prior to class, prepare
Objective Model a relation and its inverse an easel pad with a one-inch by one-inch
coordinate grid. In addition, give a sheet of
Materials coordinate grid paper to each student. Have a
overhead geoboard* student graph the relation on the easel grid
geobands* paper with a colored marker. Then another
*  available in Overhead Manipulative Resources student can graph the inverse of the relation
with a different colored marker. In the
This demonstration uses geoboards with meantime, students can be doing the activity at
geobands to construct triangles. Students are their seats. Ask for assistance to fold the grid
asked to name the points in the interior of the paper. You may choose to answer Exercises 14
triangles. They are told that this set of points is with the entire class or have pairs of students
a relation. Students state the domain and range work on the exercises.
of the relation. Next, students write the inverse
of this relation by switching the coordinates of Answers
each ordered pair of the relation. Then students See Teacher Wraparound Edition p. 207.
construct the triangle containing these interior
points.
In the Extension, students are asked to repeat the
Using Overhead
same activity for a rectangle with given vertices. Manipulatives
Then students compare the size, the shape and Graphing Linear Relations
the position of the two rectangles. Next, students (p. 87 of this booklet)
are given the vertices of a triangle and asked to
repeat the activity again. The comparison shows Use With Lesson 4-5.
that the triangles have the same shape and size,
and are in the same position. Thus, the relation Objective Graphing linear equations on a
and its inverse are equivalent. Students are asked coordinate plane.
to experiment with other figures on the geoboard
and try to predict the figure corresponding to the Materials
inverse of the relation. coordinate grid transparency*
transparency pen*
Answers transparency prepared as described on the
Answers appear on the teacher demonstration activity
instructions on page 85. three blank transparencies
*  available in Overhead Manipulative Resources
Algebra Activity
This demonstration requires you to prepare a
Recording Sheet transparency like the table in the activity. Do
Relations and Inverses not copy the numbers shown in the parentheses
(p. 86 of this booklet) or the heading of the second column. Have
students work in groups of two or three. On the
Use With the activity on page 207 in Lesson transparency, write x  1 in the heading of the
4-3 of the Student Edition. second column. Complete the first row with the
class. Then have them complete the table and

Glencoe/McGraw-Hill 82 Teaching Algebra with Manipulatives

 Chapter 4 Teaching Notes and Overview

graph the ordered pairs for y  x  1 in their students explain why. Be sure students
groups. Visit each group to make sure they understand that all functions are relations, but
understand. Remind them to draw a line not all relations are functions.
through the points. Repeat the same procedure
for y  3x. In the last equation, 3x  4y  6, Answers
you may want to show the step-by-step process Answers appear on the teacher demonstration
for solving the equation for y. Then show the instructions on page 88.
expression for y in terms of x in the table.
Mini-Project
Answers
Answers appear on the teacher demonstration Evaluating Expressions
instructions on page 87. (p. 89 of this booklet)

Use With Lesson 4-6.

Using Overhead Objective Determine whether a relation is a
Manipulatives function.
Functions
(p. 88 of this booklet) Materials
overhead geoboard and geobands*
Use With Lesson 4-6. transparency pens*
dot paper transparency*
Objective Determine whether a relation is a *  available in Overhead Manipulative Resources
function.
This project requires students to work in pairs.
Materials One student rolls the die. The other records the
overhead geoboard and geobands* data in the chart and on the grid. Once the data
transparency pens* is complete, the students discuss and answer
dot paper transparency* Exercises 15. You may need to review the
*  available in Overhead Manipulative Resources vertical line test.

This demonstration focuses on two comparisons. Answers

The first one is with the mapping of a polygon 14. Answers will vary.
to its area, that is, (polygon, area). The second
deals with mapping of the area of a polygon to 5. Students may find in individual experiments
the polygon, that is, (area, polygon). For each of that the vertical line test indicates that the
these, is the relation a function? relation is a function. However, it is likely
that sooner or later the relation will prove
You may want to conduct this activity with the not to be a functionthat is, a result of the
entire class. Use the overhead geoboard and red die will be paired with two or more
geobands to illustrate polygon A or you may results on the green die. Algebra 1Chapter 4
want to prepare a dot grid transparency. Have
students explain how they found an area of
5 square units for A. As you do the activity on
Algebra Activity
the overhead geoboard or dot grid transparency, Recording Sheet
students will be able to do the activity at their Looking for Patterns
seats. Discuss and display the answers. (p. 90 of this booklet)
Emphasize that a function is a relation in
which each element of the domain is paired Use With the activity on page 241 in Lesson
with exactly one element of the range. Point out 4-8 of the Student Edition.
that the relation of mapping the area of each
polygon to itself is not a function. Have Objective Look for a pattern.

Glencoe/McGraw-Hill 83 Teaching Algebra with Manipulatives

Chapter 4 Teaching Notes and Overview

Materials x input that yields y as its output. Next,

scissors show the first line of examples where f(x)  x  2.
several pieces of string Uncover the second line of function machines
where f(x)  3x  2 and ask students for the
Prior to the activity cut the pieces of string.
values of y (the output). Using the third line of
Form student pairs. Emphasize the importance
function machines, guide students to develop
of reading the steps to collect the data. Monitor
the function rule f(x)  2x given the values in
each pair and ask questions. As soon as the
the table.
pairs have completed the activity, discuss the
answers to the exercises. Have the pairs explain Play the Function Machine Game as follows.
their answers. Player A thinks of a rule and acts as a function
machine to compute a new number y from x
Answers given to them. (Record x and y on the chart for
See Teacher Wraparound Edition p. 241. each computation.) When a student wishes to
guess the rule, they must first give an example
for x and y. If correct, they may give the rule
Algebra Activity and write the equation. The winner of each
Functions round becomes player A and the game
(pp. 9192 of this booklet) continues.
Use the Algebra Activity worksheet for guided
Use With Lesson 4-8.
practice for group or individual instruction.
After the students have completed the
Objective Write an equation given some of the
worksheet, discuss the answers.
solutions.
Answers
Materials
classroom set of Algebra Activity worksheets 1. y  3x
transparency master of Algebra Activity
2. y  0.5x
Display the transparency master of the Algebra
3. y  x  4
Activity. Discuss the diagram of a function
machine. The function rule is computed for each 4. y   x

Glencoe/McGraw-Hill 84 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 4-3)

Relations

Objective Model a relation and its inverse.

Materials
overhead geoboard*
geobands*
*  available in Overhead Manipulative Resources

Demonstration
Using Geoboards for Modeling Relations and Inverses
Use a geoboard to construct a triangle with vertices at (2, 2), (3, 5),
5
(5, 1) shown to the right.
Ask students to name the points in the interior of the triangle. 4
(2, 2), (3, 2), (3, 3), (3, 4), (4, 2) 3
Tell students that the set of points is a relation. Then tell them that 2
the domain of a relation is the set of all first coordinates from the
ordered pairs. Ask them to state the domain of the relation. (2, 3, 4) 1
1 2 3 4 5
Inform students that the range of a relation is the set of all second
coordinates of the ordered pairs. Have them state the range of the
relation. (2, 3, 4)
Tell students that the inverse of any relation is obtained by switching
the coordinates in each ordered pair of the relation. Have them list the
ordered pairs for the inverse relation. (2, 2), (2, 3), (3, 3), (4, 3), (2, 4)
On the geoboard, construct a triangle containing interior points
5
corresponding to the inverse relation. See answer to the right.
4

Extension 3
Comparing a Relation and Its Inverse 2
Repeat the activity above for a rectangle with vertices (1, 1), (5, 1),
1
(5, 3), and (1, 3) and a triangle with vertices (1, 1), (5, 1), and (1, 4). 1 2 3 4 5
Have students compare the size and shape of the two rectangles
and their position. The figures have the same size and shape,
but are in different positions. Algebra 1Chapter 4
Ask students to compare the size and shape of the two triangles and
their position. The figures have the same size and shape, and are in the
same position.
Point out that the relation and its inverse are equivalent when they are
the same size and shape and are in the same position.
Have students suggest figures to build on the geoboard. Ask them to
name the interior points and try to predict the figure corresponding to
the inverse of the relation. Answers will vary.

Glencoe/McGraw-Hill 85 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 207 in Lesson 4-3 of the Student Edition.)

Relations and Inverses

Materials: colored pencils

Analyze the Data

1. What do you notice about the location of the points you graphed when
you looked at the folded paper?

2. Unfold the paper. Describe the transformation of each point and its
inverse.

3. What do you think are the ordered pairs that represent the points on
the fold line? Describe these in terms of x and y.

Make a Conjecture
4. How could you graph the inverse of a function without writing ordered
pairs first?

Glencoe/McGraw-Hill 86 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 4-5)

Graphing Linear Relations

Objective Graphing linear equations on a coordinate plane.

Materials
coordinate grid transparency*
transparency pen*
transparency prepared as described below
three blank transparencies *  available in Overhead Manipulative Resources

Demonstration x (x  1) y (x, y )
Graphing Linear Equations
2 (2  1) (1) (2, 1)
Prepare a transparency with the table shown at the
right. Do not copy the numbers shown in parentheses 1 (1  1) (0) (1, 0)
or the heading of the second column. 0 (0  1) (1) (0, 1)
Place a blank transparency on the table transparency.
1 (1  1) (2) (1, 2)
Have students complete the table to find five solutions
for the equation y  x  1. 2 (2  1) (3) (2, 3)
Have students graph all of the ordered pairs. Ask them y
whether the graph appears to be linear. yes Have them
draw a line through the points.

O x

Place a blank transparency on the table transparency. Have

students complete the table to find five solutions for the equation
y  3x. (2, 6), (1, 3), (0, 0), (1, 3), (2, 6) y

Have students graph all of the ordered pairs and draw a line
through the points.

O x

Place a blank transparency on the table transparency. Write the Algebra 1Chapter 4
equation 3x  4y  6 above the table. Ask students how to solve
this equation for y. Subtract 3x from each side; divide each
side by 4.
6  3x y
Write   in the second column of the table.
4
Continue with activity as above.

O x

Glencoe/McGraw-Hill 87 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 4-6)

Functions

Objective Determine whether a relation is a function.

Materials
overhead geoboard and geobands*
transparency pens*
dot paper transparency*
*  available in Overhead Manipulative Resources

Demonstration
Is the Relation a Function?
Form a polygon on the geoboard as shown at the right. Ask 5
students to find the area of the polygon. 5 square units
4
Copy the polygon on the dot paper transparency and label A.
Write the ordered pair (A, 5) next to the figure. Ask students 3
what the ordered pair represents. the relation that maps the A
2
polygon to its area.
Form each of the polygons shown below. For each polygon, 1
1 2 3 4 5
copy on dot paper and ask students to name an ordered pair
representing the figure. (B, 3.5), (C, 8), (D, 9), (E, 9)

5 5 5 5

4 4 4 4

3 3 3 3 E
C D
2 2 2 2
B
1 1 1 1
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Ask students to describe the relation that maps each polygon to its area.
(A, 5), (B, 3.5), (C, 8), (D, 9), (E, 8)
Ask whether it is true that for each polygon there is exactly one area.
yes Explain that this type of relation is called a function.
Ask students to state the relation mapping the area of each polygon to
itself. {(5, A), (3.5, B), (8, C), (9, D), (8, E)} Write the relation on the
transparency. Ask whether each area corresponds to exactly one polygon.
no
Ask whether the relation mapping the area of each polygon to itself is a
function and why. No; the same range element is paired with more than
one domain element, or different polygons can have the same area.
Ask students to use any combination of the figures to state a relation
that maps the area of the polygon to itself so that the relation is a
function. Sample answer: {(5, A), (3.5, B), (8, C), (9, D)}

Glencoe/McGraw-Hill 88 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 4-6)

Functions or Not?
Work in pairs. You will need one red die, one green die, graph
paper, and a ruler.
Roll each die four times to complete the Plot the ordered pairs on the grid below.
chart. Write the result as ordered pairs. 6
5
Red Green
4

Green
3
2
1

0 1 2 3 4 5 6
Red

Use the information above to answer the following questions.

1. What is the relation? Write as a set of ordered pairs.

2. What is the domain of the relation?

3. What is the range of the relation?

4. The vertical line test for a function states that if any vertical line
passes through no more than one point of the graph of a relation, then
the relation is a function. Does the vertical line test indicate that this
relation is a function?
Algebra 1Chapter 4

5. Repeat the experiment three times. Answer the questions for each
experiment. Can you make any generalizations about the results?

Glencoe/McGraw-Hill 89 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 241 in Lesson 4-8 of the Student Edition.)

Looking for Patterns

Materials: scissors, several pieces of string

Analyze the Data

1. Describe the pattern and write a sequence that describes the number of
loops and the number of pieces of string.

2. Write an expression that you could use to find the number of pieces of
string you would have if you made n loops.

3. How many pieces of string would you have if you made 20 loops?

Glencoe/McGraw-Hill 90 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 1, Lesson 4-8)

Functions
x y Function Machine x

 
Rule y

 

x y f (x)  x  2
5 27 5 1 10
21 23
210 212
x2 7 x2 3 x2 12

x y f (x)  3x  2
1 2 1 0 3
20
23 
3x  2 y 3x  2 y 3x  2 y

Algebra 1Chapter 4
x y f (x)  ?
24 28 4 1 3
1 2
23 26
8 2 6

Glencoe/McGraw-Hill 91 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 4-8)

Functions
Find the rule for each function machine.

Example:
4 7 0 2
x y
4 23
3 6 1 3
27 26
20 1
2 3

yx1
1.
x y 1 1 4 0

 

3 3 12 0

 

2.
x y 2 6 4 1

 

1 3 2 0.5

 

3.
x y 1 1 2 2

 

5 3 6 2

 

4.
x y 4 3 1 2

 

4 3 1 2

 

Glencoe/McGraw-Hill 92 Teaching Algebra with Manipulatives

 Chapter

Analyzing Linear Equations

5

Algebra 1Chapter 5
Teaching Notes and Overview

centimeter ruler
Using Overhead washers
Manipulatives grid paper
Slope You may want to use student pairs to do this
(pp. 9697 of this booklet) activity or do it as a classroom demonstration
with student participation. If you decide to do
Use With Lesson 5-1. the activity as a classroom demonstration, make
the model ahead of time. Then have students
Objective Find the slope of a line. perform the experiment and collect the data.
Analyzing the data and making a conjecture
Materials can be done in small groups.
coordinate grid transparency*
transparency pens* Some students may be interested in
straightedge* investigating this concept in greater depth.
blank transparencies From the study of physics, this relationship
*  available in Overhead Manipulative Resources between force (washers) and the deformation of
the spring (rubber band) is called Hookes Law.
This demonstration contains two activities. Have students or student pairs write a short
report and present it to the class.
Demonstration 1 develops the meaning of
the slope of a line. On a grid, students graph
Answers
and label two points, and draw the line
See Teacher Wraparound Edition p. 271.
determined by the points. Next, they find the
slope of the line by finding the rise and run.
Demonstration 2 investigates the slope of
Using Overhead
lines parallel to the x-axis and the slope of Manipulatives
lines parallel to the y-axis. Students use what Slope-Intercept Form of Linear
they learned in Demonstration 1 to find these Equations
slopes. (p. 99 of this booklet)
Answers Use With Lesson 5-3.
Answers appear on the teacher demonstration
instructions on pages 9697. Objective Write linear equations in slope-
intercept form.
Algebra Activity
Recording Sheet Materials
coordinate grid transparency*
Investigating Slope-Intercept Form transparency pen*
(p. 98 of this booklet) blank transparencies
*  available in Overhead Manipulative Resources
Use With Lesson 5-3 as a preview activity. This
corresponds to the activity on page 271 in the The demonstration contains activities in which
Student Edition. students identify the slope and y-intercept of a
line. Also, they write the equation of a line by
Objective Model real-world data with an using the slope and y-intercept or a point on the
equation in slope-intercept form. y-axis.

Materials Answers
scissors Answers appear on the teacher demonstration
plastic sandwich bag instructions on page 99.
long rubber band
tape

Glencoe/McGraw-Hill 93 Teaching Algebra with Manipulatives

Chapter 5 Teaching Notes and Overview

Students find the slopes and y-intercepts of

Using Overhead the lines a and b shown on a transparency.
Manipulatives The centimeter grid paper and parallel/
Point-Slope and Standard perpendicular lines transparencies follow this
Form of Equations teacher demonstration for Lesson 5-6. The
(pp. 100101 of this booklet) Algebra Activity worksheet follows the latter.
They work in groups to complete Exercises 1
Use With Lesson 5-5. and 2 on the Algebra Activity worksheet. Have
students complete Exercises 3 and 4. Discuss
Objective Write linear equations in point- the relationship of slopes of parallel lines. Next,
slope and standard forms. students find the slopes of lines c and d shown
on the overhead. Again they work in groups to
This demonstration contains two activities. complete Exercises 5 through 8 on the Algebra
Demonstration 1 shows the graph of a line Activity worksheet. Discuss the relationship of
with a point S. Using the graph, students slopes of perpendicular lines.
are asked to find the slope of the line. The
coordinates of a known point and the slope of Answers
the line are used to write the equation of the 1. Students trace and cut out Figure 1.
line in point-slope form. Rewriting the point-
slope form into standard form is covered. The 2. Answers will vary.
process is repeated for another point on the 3. The slopes are the same and the y-intercepts
graph. are different.
Demonstration 2 shows a graph of a line that
4. Answers will depend on Exercise 1.
passes through the origin. Students are asked
to write an equation of the line in point-slope 5. Students trace and cut out Figure 2.
form and standard form.
6. Answers will vary.
Answers 7. The product of their slopes is 1 or one
Answers appear on the teacher demonstration slope is the negative reciprocal of the other.
instructions on pages 100101. The y-intercepts are different.
8. Answers will depend on Exercise 5.
Algebra Activity
Algebra Activity
Slopes of Parallel and
Perpendicular Lines Recording Sheet
(pp. 102103 of this booklet) Perpendicular Lines
(p. 104 of this booklet)
Use With Lesson 5-6 as a preview activity.
Use With the activity on page 293 in Lesson
Objective Discover the relationship between 5-6 of the Student Edition.
slopes of parallel lines and slopes of
perpendicular lines. Objective Discover the relationship between
slopes of perpendicular lines.
Materials
Carefully review the directions for Steps 1
centimeter grid paper transparency*
and 2. Next, ask students to read exercises
parallel and perpendicular lines transparency*
1 through 9. Some students may need
(p. 103)
clarification as to the meaning of rotation.
tracing paper
graph paper You may want to form groups of two or three
*  available in Overhead Manipulative Resources students to do this activity. Have each group
follow the directions for Steps 1 and 2. Allow

Glencoe/McGraw-Hill 94 Teaching Algebra with Manipulatives

 Chapter 5 Teaching Notes and Overview

Algebra 1Chapter 5
enough time for each group to complete Materials
Collecting the Data, Exercises 15, and cloth tape measure
Analyzing the Data, Exercises 68. Have each lined paper transparency*
group report their findings on Exercises 15. centimeter grid transparency*
Then do the same for Exercises 68. Discuss transparency pens*
exercise 9. Ask students to distinguish between projectible graphing calculator, if available
the slopes of perpendicular and parallel lines. *  available in Overhead Manipulative Resources

The demonstration is a measuring activity

Answers
involving the circumference of the students
See Teacher Wraparound Edition p. 293.
heads and their height. The ordered pair for
each student is plotted on a grid transparency.
Algebra Activity The scatter plot is then analyzed to determine
Recording Sheet the relationship. That is, if it is positive,
negative, or has no correlation.
Making Predictions
(p. 105 of this booklet) Answers
Answers appear on the teacher demonstration
Use With the activity on page 299 in Lesson instructions on page 106.
5-7 of the Student Edition.

Objective Make a scatter plot and interpret Mini-Project

points on the plot. Scatter Plots
(p. 107 of this booklet)
Materials
cloth tape measure or metersticks Use With Lesson 5-7.
centimeter grid paper
Familiarize students with the step-by-step Objectives Interpret points on a scatter plot.
process outlined on the Activity sheet. Students Write equations for best-fit lines.
work in pairs to discover the relationship This activity requires students to work in
between the lengths of their feet and their groups of two or three to plot data from a chart
heights. You may wish to give students copies on a grid. The groups determine the line of best
of the class scatter plot and ask each group to fit and write the equation for it. Then they are
draw a line of best-fit. Then have the groups asked to make predictions.
compare their lines and equations. Do all lines
render the same prediction for a foot length of Answers
25 centimeters? Also, you may want them to
experiment with other pairs of data and make 1. See students graphs.
conjectures. 2. See students graphs.

Answers 3. Sample answer: 3x  4y  52

See Teacher Wraparound Edition p. 299. 4. Sample prediction: 21.50 m
5. Sample prediction: 2008
Using Overhead
6. Sample prediction: 2.29 m
Manipulatives
7. The Soviet Union and its allies boycotted the
Scatter Plots
Olympics in 1984. In view of the dominance
(p. 106 of this booklet)
of the event by this group in previous
Olympics, the best athletes did not compete
Use with Lesson 5-7.
in 1984.
Objective Interpret points on a scatter plot.

Glencoe/McGraw-Hill 95 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 5-1)

Find the Slope of a Line

Objective Find the slope of a line.

Materials
coordinate grid transparency*
transparency pens*
straightedge*
blank transparencies
*  available in Overhead Manipulative Resources

Demonstration 1
Finding Slope: Positive, Negative
At the right, copy Graph 1 on the coordinate grid transparency. y

change in y rise
Tell students that slope is defined as  or  .
change in x run
Ask them what the rise and run are for this line. (3; 2) Ask B
why the values are both positive. Movements up and right
are denoted by positive numbers; movements down and left A
are denoted by negative numbers.
Ask students to find the slope of the line. 3
O x

2
Ask whether moving up 3 units and right 2 units from (3, 5)
will result in a point on the line. yes
Graph 1
Graph and label the points C(0, 0) and D(1, 4) on the second
coordinate grid. Draw the line determined by the points.
y
Ask students to find the rise and run for the line in graph 2.
4; 1
What is the slope of the line? 4 or 4
1
O C x
Ask, Does it matter which point is used first when finding
slope? no, as long as its coordinates are used first to
calculate both rise and run
D
0  (4) 40 4
Write   4  4 and     4 beside the grid
0  (1) 1 1  0 1
to show students this is true. Graph 2

Glencoe/McGraw-Hill 96 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 5
Demonstration 2
Finding Slope: Zero, Undefined
Place a coordinate grid transparency on the screen. y

Ask students how to graph the line y  3. Graph a line

through all points where y  3; the line will be parallel to
the x-axis. Graph y  3.
Ask students to name two points on the line. O x
Answers will vary.
Have students find the slope of the line. 0
Ask whether the slope would be different for any other
line parallel to the x-axis. no

Ask students how to graph the line x  2. Graph a line y

through all points where x  2; the line will be parallel to
the y-axis. Graph x  2.
Ask students to name two points on the line.
Answers will vary. O x
Ask students to find the slope of the line.
The slope of the line x  2 is undefined.
Ask whether the slope would be undefined for any line
parallel to the y-axis and why. Yes; since the value of x
is constant, the change in x will be 0 for any value of x.

Glencoe/McGraw-Hill 97 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 5-3 Preview Activity on page 271 in the Student Edition.)

Investigating Slope-Intercept Form

Materials: scissors, plastic sandwich bag, long rubber band, tape, centimeter
ruler, washers, grid paper

Analyze the Data

1. The domain contains values represented by the independent variable,
washers. The range contains values represented by the dependent
variable, distance. On grid paper, graph the ordered pairs (washers,
distance).

2. Write a sentence that describes the points on the graph.

3. Describe the point that represents the trial with no washers in the bag.

4. The rate of change can be found by using the formula for slope.
rise change in distance
  
run change in number of washers
Find the rate of change in the distance from the desktop to the end of
the bag as more washers are added.

5. Explain how the rate of change is shown on the graph.

Make a Conjecture
For Exercises 68, draw your graphs on grid paper.

Glencoe/McGraw-Hill 98 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 5
(Use with Algebra 1, Lesson 5-3)

Slope-Intercept Form of Linear Equations

Objective Write linear equations in slope-intercept form.

Materials
coordinate grid transparency*
transparency pen*
blank transparencies
*  available in Overhead Manipulative Resources

Demonstration
Copy the graph shown at the right. y

Tell students that you want to write an equation for the line. Ask
them to name the coordinate of P. 0, 1 Then ask them to find the
slope of the line. 3 P
Write y  mx  b on a blank transparency. Tell students that this O x
is the slope-intercept form. Ask students what m represents.
slope What b represents. y-intercept Ask what you know about
the line from this equation. The line crosses the y-axis at 1 and has
a slope of 3.
Have students write an equation for a line that has a slope of 3 and
a y-intercept of 1. y  3x  1
Show the following graphs and ask the students to state the slope
and the y-intercept. Then have them write the slope-intercept form for
each line.

1. y 2. y 3. y

x
O
O x

O x

y  3x yx2 y  1 x  2

2

Glencoe/McGraw-Hill 99 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 5-5)

Linear Equations in Point-Slope and Standard Forms

Objective Write linear equations in point-slope and standard forms.

Materials
coordinate grid transparency*
transparency pen*
blank transparencies
*  available in Overhead Manipulative Resources

Demonstration 1
Writing an Equation of a Line
Copy the graph shown at the right on the coordinate grid y
transparency.
Tell students that you want to write an equation for the line.
Ask them to name the coordinates of S. 1,2 Then ask them S
3 x
to find the slope of the line.  O
2
2 1 y y
Write   m on a blank transparency.
x2  x1
Substitute the coordinates of S for x1 and y1, and 3 for m.
2
Ask students to simplify the equation so it is in the form
y  y1  m(x  x1).
yy
Substitute (x, y) for (x2, y2); 1  m.
x  x1
Multiply each side by (x  x1); y  y1  m(x  x1). (y  2)  3 (x  1)
2
Tell students that this is the point-slope form of a linear equation.
Ask what you know about the line from this form of the equation.
the coordinates of one point on the line and the slope of the line
Remind students that the standard form of a line is in the form
Ax  By  C where A, B and C are real numbers and A and B are not
both zero. (Usually A and B are integers and A  0.) Show them how to
write the equation of the line in standard form. Multiply each side by 2;
use the distributive property; subtract 3x from each side; add 4 to each
side; multiply by 1; the standard form is 3x  2y  1.
Have students repeat the process using a different point on the line. Ask
whether the same equation results from using the coordinates of any
point on the line. yes

Glencoe/McGraw-Hill 100 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 5
Demonstration 2
Writing an Equation of a Line
Display this graph on a second coordinate grid transparency. y

Ask students to name the coordinates of M and N. (0, 0), (1, 4) N

Ask students how to find the slope of the line from the
coordinates of these two points. by dividing the change in y
by the change in x O M x
Write the formula for the point-slope form of a linear equation
on the blank transparency.
y  y1  m(x  x1)
Substitute the slope and the coordinates of M in the equation.
Have students tell how to simplify the equation and write it in
standard form. 4x  y  0
Have students substitute the coordinates of N in the slope-intercept
form. Ask whether the same equation results from using the coordinates
of M, N, or any point on the line. yes
Ask students to name a different point on the line. Answers will vary.
Have students show that the point is on the line.

Glencoe/McGraw-Hill 101 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 5-6)

Slopes of Parallel and Perpendicular Lines

Materials: tracing paper, Figure 1 Figure 2 y
scissors

c O
O x
Activity 1
a
Parallel Lines d
b
Collect the Data
1. Trace Figure 1 on tracing paper and cut it out.
2. Place parallel lines a and b on the coordinate graph in three different
positions. For each position, record the slope and y-intercept of lines a
and b in the chart below.

Analyze the Data

3. What similarities do you find between lines a and b?
4. Write an equation for each line using the slope-intercept form.

Slope of y-intercept Slope of y-intercept Equation Equation

line c of line c line d of line d of line c of line d
1
2
3

Activity 2
Perpendicular Lines

Collect the Data

5. Trace Figure 2 on tracing paper and cut it out.
6. Place perpendicular lines c and d on the coordinate graph in three
different positions. For each position, record the slope and y-intercept of
lines c and d in the chart below.

Analyze the Data

7. What similarities do you find between lines c and d?
8. Write an equation for each line using the slope-intercept form.

Slope of y-intercept Slope of y-intercept Equation Equation

line a of line a line b of line b of line a of line b
1
2
3

Glencoe/McGraw-Hill 102 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 5
Algebra Activity Transparency Master
(Use with Algebra l, Lesson 5-6)

Slopes of Parallel and Perpendicular Lines

O x

c O

a
b d

Glencoe/McGraw-Hill 103 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 293 in Lesson 5-6 of the Student Edition.)

Perpendicular Lines
Materials: scissors, grid paper

Analyze
1. Name the coordinates of B.

2. What is the slope of side c?

3. Rotate the triangle 90 counterclockwise so that A is still at the origin

and side b is along the positive y-axis. Name the coordinates of B.

4. What is the slope of side c?

5. Repeat the activity for two other different scalene triangles.

6. For each triangle and its rotation, what is the relationship between the
first position of side c and the second?

7. For each triangle and its rotation, describe the relationship between the
coordinates of B in the first and second positions.

8. Describe the relationship between the slopes of c in each position.

Make a Conjecture
9. Describe the relationship between the slopes of any two perpendicular
lines.

Glencoe/McGraw-Hill 104 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 5
Algebra Activity Recording Sheet
(Use with the activity on page 299 in Lesson 5-7 of the Student Edition.)

Making Predictions
Materials: meterstick, grid paper

Analyze the Data

1. Is there a correlation between foot length and height for the members
of your class? If so, describe it.

2. Draw a line that summarizes the data and shows how the height
changes as the foot length changes.

Make a Conjecture
3. Use the line to predict the height of a person whose foot length is
25 centimeters. Explain your method.

Glencoe/McGraw-Hill 105 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 5-7)

Scatter Plots

Objective Interpret points on a scatter plot.

Materials
cloth tape measure
lined paper transparency*
centimeter grid transparency*
transparency pens*
*  available in Overhead Manipulative Resources

Demonstration
On a lined paper transparency, prepare a Name Circumference Height
three-column chart with the headings Name,
Circumference, and Height.
Attach a cloth measuring tape to a wall so that
it can be used for measuring height. Have a
student stand against the wall. Measure the
students height in inches and record it in the
chart on the lined transparency.
Sample answer: 68 in.
Use another measuring tape to measure the
circumference of the students head in inches.
Record this measure. Sample answer: 22 in.
Tell students, You will organize this data using
the ordered pair (circumference, height). Ask
them to name the ordered pair for this student.
Sample answer: (22, 68)
On the centimeter grid transparency, prepare a
80
graph like the one above. Review plotting ordered
pairs and plot the sample ordered pair on the graph.
Find the ordered pair for each student and plot 60
the data on the graph or have students complete
Height

the scatter plot at their seats. 40

Ask students whether there appears to be a
correlation between head circumference and height.
positive correlation You may want to review the 20
meaning of positive, negative and no correlation as
shown on pages 296297 in the Student Edition.
Also, ask students if they see any other 0 8 16 24
relationships. Sample answer: Height is about Circumference
3 times the circumference.

Glencoe/McGraw-Hill 106 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 5
Mini-Project
(Use with Algebra 1, Lesson 5-7)

Scatter Plots Year Winner Distance

(in meters)
Work in small groups to solve the
following problems about the Summer 1948 Ostermeyer (France) 13.75
Olympic Games. The Games are held 1952 Zybina (U.S.S.R) 15.28
every four years. The womens shot put 1956 Tishkyevich (U.S.S.R) 16.59
was introduced as an Olympic event in 1960 Press (U.S.S.R) 17.32
1964 Press (U.S.S.R) 18.14
1948. Listed at the right are the gold
1968 Gummel (East Germany) 19.61
medalists and their winning distances. 1972 Chizhova (U.S.S.R) 21.03
1. Plot the data in the coordinate plane 1976 Christova (Bulgaria) 21.16
provided. 1980 Sluplanek (East Germany) 22.41
1984 Losch (West Germany) 20.48
1988 Lisovskaya (U.S.S.R) 22.24
23 1992 Kriveleva (Unified Team) 21.07
1996 Kumbernuss (Germany) 20.57
22 2000 Karolchik (Belarus) 20.57
21

20
Source: Yahoo Sports
Distance (meters)

19

18

17

16

15

14

13
0
48

52

56

60

64

68

72

76

80

84

88

92

96

00
19

19

19

19

19

19

19

19

19

19

19

19

19

20

Year

2. Draw a single straight line that you think best represents the data.
The number of points above your line should be about the same as
the number of the points below the line. This line is called the line of
best fit.

3. Use two points from your line of best fit to find the equation of the line.

4. Predict the winning distance in the year 2004.

5. Predict when the winning distance will be more than 25 meters.

6. Predict when the winning distance would have been had the womens
shot put been an event in the 1908 Olympics.

7. The winner of the womens shot put in 1984 was Losch (West
Germany). Her distance was 20.48 meters. Do some research to find
why the winning distance might have been so short in 1984.
Glencoe/McGraw-Hill 107 Teaching Algebra with Manipulatives
 Chapter

Solving Linear Inequalities

6 Teaching Notes and Overview

chart, as well as pointing them out in the

Using Overhead text, are needed to assist the visual learners.
Manipulatives The Extension involves graphing the three
Solving Inequalities Using Addition solution sets developed in the two
and Subtraction demonstrations.
(pp. 111113 of this booklet)
Answers
Use With Lesson 6-1. Answers appear on the teacher demonstration
instructions on pages 111113.
Objective Model and solve inequalities using
addition and subtraction.
Mini-Project
Materials Multiplying Inequalities by 1
inequality mat transparency* (p. 114 of this booklet)
overhead counters*
equation mat transparency* Use With Lesson 6-1.
number line transparency*
transparency pen* Objective Multiplying inequalities by 1.
two blank transparencies prepared
as described for the activity This project requires students to work with a
*  available in Overhead Manipulative Resources partner. They are asked to read and understand
the three examples, and then do exercises that
There are two demonstrations and one check on their understanding. It is essential
extension. that students know that when an inequality is
multiplied by 1, the sense of the inequality
Demonstration 1 involves using the Addition
must change.
and Subtraction Properties for Inequality
found in the Student Edition. It is important
that students know how to use these
Answers
properties. Displaying the properties using 1. x  2 2. x  5
transparencies, as well as referencing them in
3. x  6 4. x  7
the text, are beneficial to the visual learners
in the class. After using the inequality mat to 5. x  4 6. x  8
develop the solution to 4  x  2, write the
7. x  10 8. x  0
solution set on the transparency. Make sure
students understand how to read the solution 9. ; 
set and what it means.
10. The direction of the inequality symbol must
Ask students several questions about the set be reversed.
to check their understanding. For example,
Is 6, a member of the set? Explain. No,
the member must be greater than 6. Some Algebra Activity
students may find it helpful to see another Recording Sheet
similar type of inequality developed and
solved with the mat transparency. Use the Solving Inequalities
same process for finding the solution set of (p. 115 of this booklet)
2x  3  3x  7.
Use With Lesson 6-2 as a preview activity.
Demonstration 2 deals with translating a
This corresponds to the activity on page 324 in
sentence containing an inequality phrase
the Student Edition.
into mathematical symbols. Then the mat
transparency is used to solve it. Once again,
Objective Solving inequalities.
using a transparency to display the inequality

Glencoe/McGraw-Hill 108 Teaching Algebra with Manipulatives

 Chapter 6 Teaching Notes and Overview

Materials Answers
algebra tiles
14. See students work.
Equation mats are used for this activity.
5. {x2  x  3}
Students utilize the mats to solve four
inequalities. For guided practice, you may want 6. {xx is a real number}
to use the mats to solve similar inequalities.
7. Answers will vary.
Have students explain in their own words how
they used the mat to solve each one of the 8. See students work.
inequalities. Encourage students to answer
9. Answers will vary.
questions proposed by other students about

Algebra 1Chapter 6
their solutions.
Answers to Activity Worksheet
Answers 1. Sample answer: the real numbers greater
See Teacher Wraparound Edition p. 324. than 3 and less than 2
2. Sample answer: the real numbers greater
Algebra Activity than 0 and less than 5
Compound Inequalities 3. Sample answer: the real numbers
(pp. 116118 of this booklet)
4. Sample answer: the real numbers greater
Use With Lesson 6-4. than 3

Objective Solving compound inequalities. Algebra Activity

Materials
Recording Sheet
Each pair of students needs the following: Absolute Value
scissors (p. 119 of this booklet)
yellow and blue permanent highlighting pens
copy of this Algebra Activity sheet Use With the activity on page 347 in Lesson
transparency on compound inequalities 6-5 of the Student Edition.
worksheet for graphing compound inequalities
Objective Modeling absolute value.
It is suggested that students work in groups
of two to do this activity on solving compound Materials
inequalities. It involves a direction sheet with timer or clock with a second hand
Exercises 19; a transparency with seven
number lines; and a worksheet with Exercises This Algebra Activity explores an inequality of
14. Make sure students understand the purpose the form x  n. Students work in pairs on this
of the copy of this Algebra Activity sheet, activity about absolute value. If you have an
transparency on compound inequalities, and the odd number of students, one student could
worksheet for graphing compound inequalities. record the data for the class. If not, a volunteer
Students use highlighting pens to show the graph could do the job. You will need to monitor their
of x  3, and then x  2 on transparencies. work. Discuss the findings as soon as all pairs
Then they cut them out. These are used to find have completed the activity. Some pairs may
the solution sets for Exercises 56. need assistance.

Using these as models, students place each Answers

graph on the same number line. They align the See Teacher Wraparound Edition p. 347.
origins from each graph. Students find out that
the and yields a green and that the or a yellow,
blue or green. Have students share how they
described the solution sets in their own words.

Glencoe/McGraw-Hill 109 Teaching Algebra with Manipulatives

Chapter 6 Teaching Notes and Overview

Using Overhead
Manipulatives
Graphing Inequalities
(pp. 120121 of this booklet)

Use With Lesson 6-6.

Objective Graph a linear inequality and

describe the graph of the inequality.

Materials
coordinate grid transparency*
transparency pens*
blank transparencies prepared
as described below
*  available in Overhead Manipulative Resources

This demonstration contains two parts.

Demonstration 1 deals with graphing y  2
and y  x  2 in the coordinate system. The
solution set for each inequality is given.
Dashed lines are used to show that the points
on the line are not in the solution set. Ask
students to describe the solution set in their
own words.
Demonstration 2 shows the graph of
y  3x  5. Make sure students know that the
points on the line for y  3x  5 are part of
the solution set along with all of the points
above the line. Again have students describe
the solution set in their own words. Next,
students are asked to describe the solution
sets of three more inequalities. In the next
three problems, a description of a solution set
is given in words. Then students are asked to
write the inequality that matches the
description. There are three of these to
complete.

Answers
Answers appear on the teacher demonstration
instructions on pages 120121.

Glencoe/McGraw-Hill 110 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 6-1)

Solving Inequalities Using Addition and Subtraction

Objective Model and solve inequalities using addition and subtraction

Materials
inequality map transparency*
overhead counters*
equation mat transparency*
number line transparency*

Algebra 1Chapter 6
transparency pen*
two blank transparencies prepared
as described for the activity
*  available in Overhead Manipulative Resources

Demonstration 1
Solving Inequalities Using Addition and Subtraction
On the top half of a blank transparency, write the Addition and
Subtraction Properties for Inequality found on pages 318319 of the
Student Edition. On the bottom half, copy the inequalities chart found
on page 320. You will use this transparency in the demonstrations.
Place the inequality mat transparency on the screen with the left side
down. Tell students that this represents an unbalanced scale. Remind
students that a cup represents a variable, a counter with a positive
sign represents a positive integer and a counter with a negative sign
represents a negative integer. Place 4 positive counters and a cup
to the left of the triangle, and 2 negative counters to the right.
Tell students that since the left side is down, it is
heavier and represents the greater value. Ask them
what inequality is modeled. 4  x  2 Write the
inequality at the base of the mat.

Inform students that to solve this inequality, you 

must find the least number of counters in the cup 

that results in a true sentence. One way to do this 
is by guess-and-check. Place 1 positive counter in the
cup and ask whether a true sentence results. yes
Remove the counter. Ask whether zero counters result
in a true sentence. yes Repeat for 1, 4, and 6. 4  x  2
yes; yes; no
Remind students that the inequality states that the left side must be
greater than the right side. Since 6 results in both sides having the
same value, than the value of x must be greater than 6. Write x  6.
Ask whether there is an upper limit on the value of x. no

Glencoe/McGraw-Hill 111 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Show students the transparency with the

properties for inequalities. Explain that these
properties can be used to solve inequalities.
Be sure that students are comfortable with
the properties.
Place the mat on the screen again and model 


the original inequality 4  x  2.  


Ask what you should do to be able to remove  
 
all counters from the left side. Place 4 zero 

pairs on the right side. Place the zero pairs 
on the right. Then remove 4 positive counters
from each side. Ask students to state the
solution. {xx  6} Have them compare this
to the result of substituting values for x. They
are the same.

Flip the inequality mat so that the left side is

up. Write 2x  3  3x  7. Ask students which
side of the inequality represents the greater
value. right side Point out that this matches

the way the scale is shown. 
 
Ask students how to model each side of the 

inequality. 2 cups and 3 positive counters on 


the end that is up, 3 cups and 7 negative 
counters on the end that is down.
Ask students how to solve the inequality. 2x  3  3x  7
Remove 2 cups from each side; add 7 zero
pairs to the right side; remove 7 negative
counters from each side; the solution is
{x10  x} or {xx  10}.
Show students how to check the solution by
mentally substituting numbers greater and
less than 10 for the cups.

Glencoe/McGraw-Hill 112 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Demonstration 2
Solving Inequalities Using Addition and Subtraction
Use the transparency you prepared with the
chart on page 320 of the Student Edition to 2x  3  3x  7
review the inequality symbols and their
meanings.

Display the equation mat transparency.

Across the top of the mat, write 4 less than 4 less than twice a number is no
more than the number plus one

Algebra 1Chapter 6
twice a number is no more than the number
plus 1. Ask students what inequality symbol
you need?  Write the symbol in the center
of the mat by altering the equals sign.

Model each side of the inequality from the 

    
written form.

Ask students how to solve the inequality.

Remove a cup from each side; add 4 zero
pairs to the right side; remove 4 negative
counters from each side; the solution is
{xx  5}.

Check the solution by substituting 5

counters for each cup, then 4, then 6.

Extension
Graphing Solutions to Inequalities

 
Use the number line transparency to graph x  6
the solutions to the inequalities solved in 10 8 6 4 2 0 2 4 6 8 10
Teacher Demonstrations 1 and 2. x  10
10 8 6 4 2 0 2 4 6 8 10

x5
10 8 6 4 2 0 2 4 6 8 10

Glencoe/McGraw-Hill 113 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 6-1)

Multiplying Inequalities by 1
Work with a partner. Be sure that each of you understands each
step in the examples.
Example 1: Solve the inequality.

3  x  2x
3  x  2x  2x  2x Add 2x to each side.
3x0
3x303 Subtract 3 from each side.
x  3
Example 2: Suppose that the inequality symbol is an equality symbol in
Example 1. The equation might be solved as follows.
3  x  2x
3  x  x  2x  x Add x to each side.
3  x
3  x Multiply each side by 1.
Example 3: Try to solve the inequality as the equation was solved.
3  x  2x
3  x  x  2x  x Add x to each side.
3  x
Another way to state the inequality 3  x is x  3. Recall that the
solution in Example 1 is x  3. The inequalities x  3 and x  3 are
equivalent. Notice that the directions of the inequality symbols are
reversed. In the last step of Example 2, each side of the equation is
multiplied by 1. Finish the solution of the inequality.
3  x
3  x Multiply each side by 1.
Multiply each side of the following inequalities by 1.
1. x  2 2. x  5 3. x  6 4. x  7
5. x  4 6. x  8 7. x  10 8. x  0
9. Complete the following.
If a  b, then (1)(a)________(1)(b).
If a  b, then (1)(a)________(1)(b).
10. What do you suppose is the result of multiplying each side of an
inequality by any negative number?

Glencoe/McGraw-Hill 114 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 6-2 Preview Activity on page 324 in the Student Edition.)

Solving Inequalities
Materials: algebra tiles

Explore
Use algebra tiles to solve each inequality.
1. 4x  12 2. 2x  8

Algebra 1Chapter 6
3. 3x  6 4. 5x  5

Make a Conjecture
5. In Exercises 14, is the coefficient of x in each inequality positive or
negative?

6. Compare the inequality symbols and locations of the variable in

Exercises 14 with those in their solutions. What do you find?

7. Model the solution for 2x  6. What do you find? How is this different
from solving 2x  6?

Glencoe/McGraw-Hill 115 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 6-4)

Compound Inequalities
Materials: for each pair of students: scissors, yellow and blue permanent
highlighting pens, a copy of this Algebra Activity sheet, a trans-
parency on compound inequalities, and a worksheet for graphing
compound inequalities

Preparation: Cut the transparencies and color as indicated below.

Blue A Yellow A

Blue B Yellow B

1. Write x  3 on line 1 and x  2 on line 2 of the transparency.

2. Using the Yellow A model graph on number line 1, graph x  3.

3. Using the Blue B model graph on number line 2, graph x  2.

Note: A transparency may be flipped for x  __ or x  ___.

4. Slide the yellow and blue models to line 3, overlapping the

models. Be sure to align the origins from each graph.

5. Identify the solution set for x  3 and x  2.

6. Identify the solution set of x  3 or x  2.

7. Compare the solution set of x  3 and x  2 with the solution

set of x  3 or x  2.

Note: When graphing and compound inequalities, the solution set

is green. Solutions to or compound inequalities are yellow, blue,
or green.

8. Use the models to solve the inequalities on the worksheet

containing four compound inequalities.

9. Describe each solution set in your own words.

Glencoe/McGraw-Hill 116 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency

(Use with Algebra 1, Lesson 6-4)

Compound Inequalities (Continued)

1.

4 3 2 1 0 1 2 3 4

2.

Algebra 1Chapter 6
4 3 2 1 0 1 2 3 4

3.

4 3 2 1 0 1 2 3 4

Yellow A

Yellow B

Blue A

Blue B

Glencoe/McGraw-Hill 117 Teaching Algebra with Manipulatives

Algebra Activity

1. Graph x  3 and x  2.

x  3
3 2 1 0 1 2 3

x2
3 2 1 0 1 2 3
3  x  2
3 2 1 0 1 2 3

Describe the solution set in your own words. __________________________________________

____________________________________________________________________________________

2. Graph 5  x  0.

5x
x0

5x0

Describe the solution set in your own words. __________________________________________

____________________________________________________________________________________

3. Graph x  2 or x  3.

x  2

x3
x  2 or x  3

Describe the solution set in your own words. __________________________________________

____________________________________________________________________________________

4. Graph x  3 or x  1.

x  3

x1

x  3 or x  1

Describe the solution set in your own words. __________________________________________

____________________________________________________________________________________

Glencoe/McGraw-Hill 118 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 347 in Lesson 6-5 of the Student Edition.)

Absolute Value
Materials: timer or clock with a second hand

Analyze the Data

1. Determine the error by subtracting 60 seconds from each students
time.

Algebra 1Chapter 6
2. What does a negative error represent? a positive error?

3. The absolute error is the absolute value of the error. Since absolute
value cannot be negative, the absolute error is positive. If the absolute
error is 6 seconds, write two possibilities for a students estimated time
of one minute.

4. What estimates would have an absolute error less than 6 seconds?

5. Graph the responses and highlight all values such that 60  x  6.
How many guesses were within 6 seconds?

Glencoe/McGraw-Hill 119 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 6-6)

Graphing Inequalities

Objective Graph a linear inequality and describe the graph of the inequality.

Materials
blank transparencies,
prepared as described below
coordinate grid transparency*
transparency pens* *  available in Overhead Manipulative Resources

Demonstration 1
Graphing y  2, y  x  2
Prepare transparencies of the graphs of y  2 and y  x  2. For y
each graph, place a blank transparency over the coordinate grid
transparency. Draw each graph.
Show students the graph. Ask them what the equation of the
x
line is. y  2 O

Explain that the graph includes all points in the shaded region,
but does not include the line. Remind students that when you
graph on graph paper, you indicate the non-inclusion of the line
by drawing a dashed line. Have the students describe the
shaded region. all points where y is greater than 2, or y  2
Ask students how the shaded region relates to the line. It is
above the line. Ask what region would be shaded to show
y  2. The region below the line.

Show students the graph of y  x  2. Let them know that the y

line represents y  x  2 and would be dashed on graph paper.
Point out that the graph is a shaded region. Ask students what
points are included in the graph? all points in the region below
O x
the line
Ask students to notice that in the first graph, where y was
greater than an expression, the shaded region was above the
line; in the second graph, where y was less than expression, the
shaded region was below the line. Have students explain why
this occurs. The line represents y equal to the value. Greater
values of y are above the line and lesser values are below it.

Glencoe/McGraw-Hill 120 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Demonstration 2
Graphing y  3x  5 and Other Inequalities
Prepare a transparency for the graph of y  3x  5. Before y
displaying the graph, inform students you are going to graph
y  3x  5. Ask whether the shaded region will be above or O x
below the graph of the line and why. Above; y is greater than a
value. Display the graph.
Point out that in this case y is greater than or equal to 3x  5.
Ask what points are included in the graph. all points in the

Algebra 1Chapter 6
region above the line and on the line
Write the following inequalities on a blank transparency. Have
students tell what points would be included in the graph of each
inequality.

Inequality Points Included in the Graph of the Inequality

y  5 all points below the line y  5
y  2x  1 all points below the line y  2x  1 and on the line
y  1 x all points above the line y  1 x
2 2

On a blank transparency, write the information shown below.

Ask students to write the inequality.

Inequality Points Included in the Graph of the Inequality

y4 all points above the line y  4

y  3x  1 all points above the line y  3x  1 and on the line

y  4x all points on the line y  4x

Glencoe/McGraw-Hill 121 Teaching Algebra with Manipulatives

 Chapter

Solving Systems of Linear

7 Equations and Inequalities
Teaching Notes and Overview

begin to write their explanation for solving the

Mini-Project system using algebra tiles.
Comparing Options
(p. 124 of this booklet) Answers
See Teacher Wraparound Edition p. 376.
Use With Lesson 7-1.

Objective Use given information to compare

Using Overhead
options. Manipulatives
This Mini-Project requires students to work in Elimination Using Addition and
groups of two. They read information about how Subtraction
their performance on five 100-point tests and (p. 126 of this booklet)
the number of times they do their homework
in a quarter will affect their grade. The Use With Lesson 7-3.
information provides two options in equation
form. In the exercises, the groups are asked to Objective Solve systems of equations by
graph the equations and choose which option the elimination method using addition and
will give the higher grade for the quarter. subtraction. The demonstration contains one
activity and an extension.
Answers This demonstration shows students how
to use the method of elimination to solve
1. See students graphs; second option
systems of equations. Model 2x  y  4 on
2. See students graphs; 1st option, the equation mat. Review what the tiles
represent. Then model x  y  10 on the
y  1 x  4, 2nd option, y  1 x  5;
100 5 150 6 same mat. Tell that the goal is to get the
second option 1 positive x-tile or the 1 positive y-tile by
themselves on one side. Review the process
Algebra Activity of making zero pairs and arranging tiles on
the right side into 3 equal groups so they
Recording Sheet correspond to the 3 x-tiles. Explain the
Using Substitution solution and how to check it.
(p. 125 of this booklet) The Extension deals with solving a system
of equations containing three variables with
Use With the activity on page 376 in Lesson algebra tiles on the equation mat. Students
7-2 of the Student Edition. should be confident about solving a system
of equations containing two variables before
Objective Using substitution to solve systems attempting to work the more complex system.
of equations. Ask students to check their solution.
Be sure students are comfortable using the
equation mats and the algebra tiles. You may Materials
want to review and model a similar system of algebra tiles*
equations on the mat. equation mat transparency*
*  available in Overhead Manipulative Resources
Form groups of two or three to do this activity.
Allow sufficient time for students to complete Answers
the exercises under the Model and Analyze Answers appear on the teacher demonstration
section. Then go over their responses. Tell instructions on page 126.
each group that you would like to check their
equation mat for Exercise 5. Then they may

Glencoe/McGraw-Hill 122 Teaching Algebra with Manipulatives

 Chapter 7 Teaching Notes and Overview

Algebra Activity
Graphing Systems of Inequalities
(pp. 127128 of this booklet)

Use With Lesson 7-5.

Objective Graph systems of inequalities.

Materials
classroom set of Algebra Activity worksheets
transparency master of Algebra Activity
blue and yellow acetate
Cut the transparency on the dashed lines.
Cut one blue and one yellow 3 by 5 acetate
rectangle.
Review graphing linear equations and
inequalities. Remind students that solid lines
are used for inequalities involving  or , and
dashed lines are used for inequalities
involving  or .
Graph the inequality y x  2. Place the blue
acetate rectangle on the graph to illustrate the
area to be shaded. Next, graph y  3x and

Algebra 1Chapter 7
shade with the yellow acetate rectangle. Tell
students that the solution to the system is the
green area.
In groups, have students complete the Algebra
Activity worksheet.

Answers
16. See students graphs.

Glencoe/McGraw-Hill 123 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 7-1)

Comparing Options
Work in pairs. Suppose there will be five 100-point tests each quarter in
algebra class. Homework will be checked 25 times each quarter. You figure
that you can average 70 points on each of the 5 tests for a total of 70(5), or
350, points.
You are given two options for calculating your grade. The first option is to
have 5 points taken off the total of your test scores each time you fail to do
a homework assignment.
The second option is to have 4 points added to your total each time you do
an assignment. The second option results in the homework acting as a
sixth test worth 4(25), or 100, points.
your points
The ratio y   determines your grade. The greater the
total possible points
ratio, the better your grade. The highest possible grade is 1.00. Let x  the
number of times each quarter that you figure you will not do your
homework assignment.

First option Second option

y
350  5x 350  4(25  x)
y  y  1.00
500 600
350  100  4x
y  5 x  
350
 y 
500 500 600
y  1 x  7 y  4x   450

Score

100 10 600 600 .50

y  1 x  3
150 4
1. Use the grid at the right to graph both equations.
Which option will give you a higher grade?
Remember, the greater the value of y, the higher 0 4 8 12 16 20 24 x
the grade. Times homework not done

2. Suppose you figure that you can average 80 rather y

1.00
than 70 on the 5 tests. Use the example above to
help derive an equation for each option. Graph both
equations on the second grid. Which option will give
you a higher grade?
Score

.50

0 4 8 12 16 20 24 x
Times homework not done

Glencoe/McGraw-Hill 124 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 376 in Lesson 7-2 of the Student Edition.)

Using Substitution
Materials: algebra tiles, equation mat

Model and Analyze

Since y  x  4, use 1 positive x tile and 4 negative 1 tiles to represent y.
Use algebra tiles to represent 3x  y  8.
1. Use what you know about equation mats to solve for x. What is the
value of x?

2. Use y  x  4 to solve for y.

3. What is the solution of the system of equations?

Algebra 1Chapter 7
Make a Conjecture
4. Explain how to solve the following system of equations using algebra
tiles.
4x  3y  10
yx1

5. Why do you think this method is called substitution?

Glencoe/McGraw-Hill 125 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 7-3)

Elimination Using Addition and Subtraction

Objective Solve systems of equations by the elimination method using

addition and subtraction.

Materials
algebra tiles*
equation mat transparency*
*  available in Overhead Manipulative Resources

Demonstration
Elimination Using Addition and Subtraction
Place 2 positive x-tiles and 1 negative
y-tile on the left side of the equation mat
transparency and 4 positive 1-tiles on the y 1 1 1 1
x x
right side. Ask students what equation is
represented on the mat. 2x  y  4 
1 1 1 1 1
Below the representation for 2x  y  4 x y 1 1 1 1 1
on the mat, place 1 positive x-tile and
1 positive y-tile on the left side of the
equation mat and 10 negative 1-tiles on
the right side. Have students state what
equation is represented below 2x  y  4.
x  y   10
Remind students that, in solving
equations, the goal is to get the 1 positive 1 1
x-tile or 1 positive y-tile by themselves x
on one side. 1 1 1 1 1
Review the use of zero pairs in adding
x y y 
1 1 1 1 1
and subtracting integers. Tell students x
that a zero pair of y-tiles are formed 1 1
when a positive y-tile is paired with a
negative y-tile. On the right side of the
mat there are 5 zero pairs. Remove all
zero pairs.
Arrange the remaining tiles on the
right side into 3 equal groups so they
correspond to the 3 x-tiles. Ask students x 1 1
how many tiles correspond to each x-tile.
2 negative 1-tiles x  1 1
Have students substitute 2 for x in
2x  y  4 and in x  y  10 and solve x 1 1
for y. Ask students, What is the solution
to the system of equations 2x  y  4
and x  y  10? 2, 8

Glencoe/McGraw-Hill 126 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 1, Lesson 7-5)

Graphing Systems of Inequalities

y

Algebra 1Chapter 7

Glencoe/McGraw-Hill 127 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 7-5)

Graphing Systems of Inequalities

Graph each inequality.
1. x  2 2. y x  1 3. 2x  y  6

Solve each system of inequalities by graphing.

4. y  4 5. y  x  4 6. x  y  1
x
1 y 2x  2 yx1

Glencoe/McGraw-Hill 128 Teaching Algebra with Manipulatives

 Chapter

Polynomials
8 Teaching Notes and Overview

Using Overhead Materials

scissors
Manipulatives tape
Multiplying Monomials grid paper
(p. 134 of this booklet) Carefully review the directions to Collect Data
at the top of the sheet. Have students work in
Use With Lesson 8-1. groups of two or three to complete the Collect the
Data section. You will need to supply each group
Objective Multiply monomials using models. with the materials listed to construct four prisms.
Discuss the formulas for finding the surface area
Materials and volume of a prism. Once the students have
algebra tiles* finished making the models, be sure they
product mat transparency* understand the expectations for the Analyze the
transparency pen* Data section. You may want to do part of Exercise
blank transparencies 1 as a large group. Go over the surface area and
*  available in Overhead Manipulative Resources volume of the prism with 2-by-5-by-3 dimensions.
Then discuss Prism A, that is, finding the surface
The demonstration is an activity that uses area, volume, surface area ratio, and volume
algebra tiles and the area of a rectangle to ratio. In groups, have them complete Exercises 1
model multiplying monomials. Students need through 5. When the students are ready, discuss
to know what the 1-tile, x-tile, and x2-tile the answers to these exercises.
represent. (2x)(x) is modeled on the product mat
transparency by marking off a length of 2 x-tiles Extending the Investigation is similar to the
and a width of 1 x-tile. Using the marks as activity with the prism. However, it deals with
guides, a large rectangle is drawn and covered the surface area and volume of a cylinder. Review
with x2-tiles. Students are asked to state the the formulas and the procedure for Collect the
area of the large rectangle, namely, 2x2. Provide Data, Analyze the Data, and Make a Conjecture.
additional examples showing how to use models Allow time for each group to report on their
to multiply monomials. Discuss with students results.
how you can multiply without using models.
Answers
Answers See Teacher Wraparound Edition p. 416.
Answers appear on the teacher demonstration
instructions on page 134. Algebra Activity
Recording Sheet
Algebra Activity Polynomials
Recording Sheet (p. 136 of this booklet)
Investigating Surface Area and
Volume Use With Lesson 8-4 as a preview activity. Algebra 1Chapter 8
(p. 135 of this booklet) This corresponds to the activity on page 431 in
the Student Edition.
Use With Lesson 8-1 as a follow-up activity.
This corresponds to the activity on page 416 in Objective Model polynomials using algebra
the Student Edition. tiles.

Objective Find the surface area and volume of Materials

prisms. algebra tiles*
*  available in Overhead Manipulative Resources

This activity deals with using algebra tiles to

model polynomials. Point out that a polynomial
Glencoe/McGraw-Hill 129 Teaching Algebra with Manipulatives
Chapter 8 Teaching Notes and Overview

is a monomial or the sum of monomials.

Make sure students understand what the
Using Overhead
1-tile(yellow), x-tile(green) and the x2-tile(blue) Manipulatives
represent and that their opposites are red tiles. Adding and Subtracting
Go over the three examples with the class. In Polynomials
groups, have students complete the exercises. (pp. 138140 of this booklet)
As soon as the groups have completed the work,
talk about the answers. If some students are Use With Lesson 8-5.
having difficulty representing the polynomials
with algebra tiles, let them model additional Objective Add and subtract polynomials using
polynomials. models.

Answers Materials
See Teacher Wraparound Edition p. 431. polynomial models transparency*
algebra tiles*
transparency pen*
Algebra Activity blank transparencies
Recording Sheet colored acetate sheets (optional)
Adding and Subtracting *  available in Overhead Manipulative Resources
Polynomials
(p. 137 of this booklet) This demonstration contains two activities and
an extension.
Use With Lesson 8-5 as a preview activity. Demonstration 1 shows how to add two
This corresponds to the activity on pages polynomials using algebra tiles. First, the
437438 in the Student Edition. polynomials to be added are modeled. Then
like terms are combined and all zero pairs
Objective Add and subtract polynomials using are removed. The polynomial that remains
models. models the sum.
Demonstration 2 illustrates subtracting
Materials polynomials using algebra tiles. Remind
algebra tiles* students that subtraction is taking away
*  available in Overhead Manipulative Resources or removing. The polynomial that remains
models the difference.
This activity may be used as a preview to
The extension deals with adding polynomials
Lesson 8-5. It shows how algebra tiles can be
that have x2, xy, and y2 terms. The y2-tile is
used to model addition and subtraction of
represented by a square that is larger than
polynomials. Students need to know the
the x2-tile. The xy-tile is shown with a length
meaning of like terms, combining like terms,
of x and a width of y. You may want to
and removing and adding zero pairs. Like terms
prepare some y2 and xy models using colored
are represented by tiles that are the same
acetate and use these as tiles. Both addends
shape and size. Be sure students know that you
are modeled. Then to find the sum, combine
can remove or add zero pairs without changing
like terms and remove any zero pairs, the
the polynomial. Go over Activities 13 as a
remaining tiles represent the sum.
class. Activities 2 and 3 illustrate two ways
to model the same subtraction. Point out to Discuss with students how you can add or
students that you can subtract a polynomial by subtract polynomials without using models.
adding its opposite. In groups, have students
use algebra tiles to complete the exercises. Answers
Answers appear on the teacher demonstration
Answers instructions on pages 138140.
See Teacher Wraparound Edition pp. 437438.

Glencoe/McGraw-Hill 130 Teaching Algebra with Manipulatives

 Chapter 8 Teaching Notes and Overview

Mini-Project Materials
product mat transparency*
Multiplying Binomials algebra tiles*
(p. 141 of this booklet) transparency pen*
two blank transparencies
Use With Lesson 8-5. *  available in Overhead Manipulative Resources

Objective Model and find the product of two This demonstration has two activities and an
binomials. extension.
Demonstration 1 deals with multiplying a
Materials polynomial by a monomial, that is, x(x  1).
algebra tiles* Algebra tiles are used in conjunction with
*  available in Overhead Manipulative Resources
the area of a rectangle to model the process.
Students should recognize the product as the
This Mini-Project has students draw a rectangle Distributive Property, namely, x(x  1) 
where the width is one binomial and the length (x)(x)  (x)(1).
is the other binomial. Write the area of each
rectangle inside it. Then add the areas of the Demonstration 2 deals again with multiplying
individual rectangles, combining those that are a polynomial by a monomial, that is, 2x(x  3).
like terms. In groups, ask students to read, Algebra tiles are used in conjunction with
study and discuss the illustrated example. the area of a rectangle to model the process.
After the groups have had time to do the latter, Review the sign of the product of two integers:
call on them to explain each step. Ask them ()()  (), ()()  (),
questions to check for understanding. Point out ()()  (), ()()  ().
that the binomials x  1 and 3x  2 are the This is another illustration of the Distributive
length and width of the rectangle. Then add the Property.
areas of the individual rectangles and combine The Extension challenges students to use
those that are like terms. Be sure students algebra tiles to show a given area, and then
know that a tile (1)-by-(1) or (1)(1) find the length and width.
represents 1. Have students use this same
procedure to complete the exercises Answers
Answers appear on the teacher demonstration
Answers instructions on pages 142143.
1. x2  x  6 2. 2x2  x  1
Algebra Activity
3. 4x2  4x  3 4. x2  9
Recording Sheet
5. x2  8x  16 6. x2  4x  4
Multiplying Polynomials
(p. 144 of this booklet)
Using Overhead
Manipulatives Use With Lesson 8-7 as a preview activity. Algebra 1Chapter 8
This corresponds to the activity on pages
Multiplying a Polynomial 450451 in the Student Edition.
by a Monomial
(pp. 142143 of this booklet) Objective Model and find the product of two
binomials.
Use With Lesson 8-6.
Materials
Objective Model the product of a binomial and algebra tiles*
a monomial. product mat transparency*
*  available in Overhead Manipulative Resources

Glencoe/McGraw-Hill 131 Teaching Algebra with Manipulatives

Chapter 8 Teaching Notes and Overview

As a preview to Lesson 8-7, have students

form groups of two or three to complete this
Algebra Activity
recording sheet using algebra tiles. There are Multiplying Polynomials
three activities used as examples. Discuss each (pp. 147148 of this booklet)
activity, and then have the students use the
algebra tiles to model it along with you. The Use With Lesson 8-7.
three activities are to use tiles to find:
(x  2)(x  5); (x  1)(x  4); and (x  3)(2x  1). Objective Multiply polynomials by using the
Distributive Property.
In their groups, have students complete
Exercises 13. Then go over their answers. Let
Materials
them do Exercises 411 on their own. As soon
classroom set of Algebra Activity worksheets
as the groups are finished, discuss the answers.
transparency master of Algebra Activity
Answers Before class, cut the figures on the transparency
See Teacher Wraparound Edition pp. 450451. that are below the dashed line and color them if
you wish. You may want to make similar sets of
Using Overhead squares and rectangles for students from heavy
paper.
Manipulatives
Discuss how to find the area of figures AD on
Multiplying Polynomials the transparency. Students need to know that
(pp. 145146 of this booklet) the area of a rectangle is the product of its
length and width.
Use With Lesson 8-7.
A Area  (6)(6)
Objective Model and find the product of two B Area  (6)(4)  (6)(2)
binomials. C Area  (6)(6)  (6)(2)
D Area  (3)(4)  (3)(2)  (3)(4)  (3)(2)
Materials Be sure students understand that this is an
algebra tiles* application of the Distributive Property.
product mat transparency*
transparency pen* Have students complete Exercises 13 on the
blank transparency worksheet.
*  available in Overhead Manipulative Resources Assign area values to the models: x-by-x  x2,
This demonstration contains two activities and 1-by-x  x and 1-by-1  1. Place the models
an extension. over matching spaces of figures EH on the
transparency. Discuss finding the products by
Demonstration 1 involves finding the product
adding the areas.
of two binomials, namely, (x  1)(x  4) using
algebra tiles. E Area  x(x  1)  x2  x
Demonstration 2 involves finding the product F Area  x(x  3)  x2  3x
of two binomials, namely, (x  2)(2x  3) G Area  x(x  2)  x2  2x
using algebra tiles. H Area  (x  1)(x  4)  x2  5x  4
The Extension deals with comparing the use In groups, have students use diagrams or
of algebra tiles to find a product with the models to complete the worksheet.
FOIL method.
As an extension, challenge students to factor
polynomials by creating a rectangle and
Answers
working backwards.
Answers appear on the teacher demonstration
instructions on pages 145146.

Glencoe/McGraw-Hill 132 Teaching Algebra with Manipulatives

 Chapter 8 Teaching Notes and Overview

Answers the model is a square that measures x  1

on each side. There are three similar squares
1. (6)(1)  (6)(5)  36
along with (x  1)2 to be examined:
2. (6)(6)  (6)(2)  24 (x  2)2  x2  4x  4, (x  3)2  x2  6x  9
and (x  4)2  x2  8x  16.
3. (4)(1)  (4)(5)  (2)(1)  (2)(5)  36
Students are asked to determine if there
4. x2  2x 5. x2  3x
is a relationship between the terms of the
6. x2  3x  2 7. x2  x  12 binomial and the terms of the equivalent
trinomial. Also, using this relationship,
8. 3x  3 9. 2x  16
students are asked to find (x  8)2 without
10. x2  3x 11. x2  4x modeling and to check their result using the
FOIL method.
12. 3x2  2x 13. x2  10x  16
Demonstration 2 focuses on finding the
square of a difference, namely, (x  1)2.
Using Overhead Once again students need to know that
Manipulatives (1)(1)  1. This activity mirrors
Three Special Products Demonstration 1, except it deals with the
(pp. 149151 of this booklet) square of a difference. Students are asked
to determine a relationship between the
Use With Lesson 8-8. terms of the binomial and the terms of the
equivalent trinomial. Using this relationship
Objective Model the square of a sum, the they are asked to find (x  8)2 without
square of a difference and the product of a sum modeling and to check their result using the
and a difference. FOIL method.
Demonstration 3 is about finding the product
Materials of a sum and a difference. After examining
algebra tiles* three similar types of these multiplications,
product mat transparency* students are asked to derive a general form
transparency pen* for finding the product, namely,
blank transparencies (a  b)(a  b)  a2  b2.
*  available in Overhead Manipulative Resources The Extension involves modeling and finding
more products.
This demonstration contains three activities
and an extension. Answers
Demonstration 1 deals with finding the Answers appear on the teacher demonstration
square of a sum, namely, (x  1)2. Remind instructions on pages 149151.
students that (x  1)2  (x  1)(x  1). So

Algebra 1Chapter 8

Glencoe/McGraw-Hill 133 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 8-1)

Multiplying Monomials

Objective Multiply monomials using models.

Materials
algebra tiles*
product mat transparency*
transparency pen*
blank transparencies
*  available in Overhead Manipulative Resources

Demonstration
Multiplying Monomials
Remind students that the area of a rectangle can be used to
model multiplication, and that the width and length represent
factors. Draw a rectangle on a blank transparency and label
the width 8 and the length 4. Ask students to state the area of
this rectangle. (8)(4) or 32 square units
Remove the transparency (it will be used later). Display a 1
1-unit tile. Tell students that the length of each side is 1 unit.
Ask them what the area of the tile is. (1)(1) or 1 square unit
Write a 1 in the center of the tile.
Display an x-tile. Point out that the width is the same as the x
width of the 1-tile, 1 unit. Tell them that the length is x units.
Ask them what the area of the tile is. 1x or x square units
Write an x in the center of the tile.
Display an x2-tile. Point out that the length and width are both
x units. Ask students what the area of the tile is. x2 square x
2

units Write x2 in the center of the tile.

Tell students you want to find (2x)(x). Display the product mat x x
transparency. Remind students that the length of an x-tile is
x units. Ask how you could model the length 2x. the length of
2 x-tiles Use an x-tile to mark off a length of 2x units.

Use an x-tile to mark off a width of x units. Using the marks x x

as guides, draw a large rectangle and cover it with area tiles.

Ask students what the area of the rectangle is. 2x2 Write x
2
x
2

(2x)(x)  2x2 below the model.

Ask students to model (4)(2x). See students models.

Glencoe/McGraw-Hill 134 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 8-1 Follow-Up Activity on page 416 in the Student Edition.)

Investigating Surface Area and Volume

Materials: scissors, tape, grid paper

Analyze the Data

1. Complete the table using the prisms you made.

Surface Surface Area Ratio Volume Ratio

Prism Dimensions
Area
(cm2)
Volume
(cm3)  SA of New

SA of Original  V of New
V of Original 
Original 2 by 5 by 3 62 30
A 4 by 10 by 6
B 6 by 15 by 9

2. Make a prism with different dimensions from any in this activity.

Repeat the steps in Collect the Data, and make a table similar to the
one in Exercise 1.

Make a Conjecture
3. Suppose you multiply each dimension of a prism by 2. What is the ratio
of the surface area of the new prism to the surface area of the original
prism?___________
What is the ratio of the volumes?___________
4. Suppose you multiply each dimension of a prism by 3. What is the ratio
of the surface area of the new prism to the surface area of the original
prism?___________
What is the ratio of the volumes?___________
5. Suppose you multiply each dimension of a prism by a. Make a Algebra 1Chapter 8
conjecture about the ratios of surface areas and volumes.

Extend the Activity

6. Do the conjectures you made in Exercise 5 hold true for cylinders?
Explain.

Glencoe/McGraw-Hill 135 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 8-4 Preview Activity on page 431 in the Student Edition.)

Polynomials
Materials: algebra tiles

Model and Analyze

Use algebra tiles to model each polynomial. Then draw a diagram
of your model.
1. 2x2 2. 5x  4

3. 3x2  x 4. x2  4x  3

Write an algebraic expression for each model.

5. 6.
2 2 2 2
x x x
x
x
x x
1 1 1 1

7. 8.
2 2 2

x
x x x x x
x
x

1 1 1 1

9. Make a Conjecture Write a sentence or two explaining why algebra

tiles are sometimes called area tiles.

Glencoe/McGraw-Hill 136 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 8-5 Preview Activity on pages 437438 in the Student
Edition.)

Adding and Subtracting Polynomials

Materials: algebra tiles

Model and Analyze

Use algebra tiles to find each sum or difference.
1. (5x2  3x  4)  (2x2  4x  1) 2. (2x2  5)  (3x2  2x  6)

3. (4x2  x)  (5x  2) 4. (3x2  4x  2)  (x2  5x  5)

5. (x2  7x)  (2x2  3x) 6. (8x  4)  (6x2  x  3)

7. Find (2x2  3x  1)  (2x  3) using each method from Activity 2 and

Activity 3. Illustrate with drawings and explain in writing how zero
pairs are used in each case.

Algebra 1Chapter 8

Glencoe/McGraw-Hill 137 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 8-5)

Adding and Subtracting Polynomials

Objective Add and subtract polynomials using models.

Materials
polynomial models transparency*
overhead algebra tiles*
transparency pen*
blank transparencies
colored acetate sheets (optional)
*  available in Overhead Manipulative Resources

Demonstration 1
Adding Polynomials
Use the polynomial models transparency to explain guidelines for using
algebra tiles.
Remove the transparency. Place a blank transparency on the screen. Tell
students you want to find the sum of (2x2  3x  2) and (4x2  x  4).
Write the sum on the transparency. Ask students to model the two
polynomials.
2x2  3x  2 4x2  x  4

2 2 2 2
x x
x
x
x
x
x
1 1

x

1
1
1
1
2 2

x
x

Inform students that to find the sum, you must combine like terms and
remove all zero pairs. Ask them what polynomial model remains.

2x 2
4x
2 Complete the addition sentence on the transparency.
2x2  4x  2

2 2
x x
x
x
x
1 1

2 2

x
x

x

1
1
1
1
2 2

x
x

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 Using Overhead Manipulatives

Demonstration 2
Subtracting Polynomials
Tell students you want to find the difference of (3x2  4x) and (x2  2x  2).
Write (3x2  4x)  (x2  2x  2) on the blank transparency. Ask students
to model 3x2  4x.

2 2 2
x x x x x x x

Remind students that subtraction is taking away or removing. You need

to remove 1 positive x2 tile, 2 positive x tiles, and 2 negative 1 tiles. Ask
students how 2 negative 1 tiles can be removed. Add 2 zero pairs, then
remove the 2 negative 1 tiles. Remove those tiles.

1 1
2 2 2
x x x x x x x

1
1

(3x2  4x)  (x2  2x  2)  2x2  2x  2

Ask students what tiles remain and what polynomial they represent.
2 positive x 2 tiles, 2 positive x tiles, and 2 positive 1 tiles; 2x 2  2x  2
Complete the subtraction sentence on the transparency.

Extension
Adding Polynomials Containing x 2, xy and y 2
Tell students you want to find the sum of (x2  2xy  y2) and
(2x2  xy  y2). Write the addition sentence at the top of the blank
transparency.
Place an x2 tile on the screen. Then draw a square larger than the
x2 tile. Tell students that this square represents y2. Mark a negative
sign on it to represent  y2. Ask students how they could represent the
product xy. (Draw a rectangle x-by-y.) (You can prepare some y2 and
xy models using colored acetate and use these as tiles.)
Model the first addend.
Algebra 1Chapter 8
x2  2xy  y2

2
x xy
2

y

xy

Glencoe/McGraw-Hill 139 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Ask students to model the second addend.

2x2  xy  y2

2
x xy
2

y

2
x

Combine like terms and remove any zero pairs. Ask students to state the
sum. 3x 2  xy

2
x xy
2

y

2
x xy

2
x
xy
2
y

Glencoe/McGraw-Hill 140 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 8-5)

Multiplying Binomials
Work in small groups. You can find the product of two binomials,
(x  1)(3x  2), by finding the area of a rectangle.
3x
2
Step 1 Draw a rectangle whose width represents one
binomial and whose length represents the other
binomial. Use a longer segment to represent x
x1
and a shorter segment to represent 1. x and
1 can be represented by squiggly lines.

3x
2

Step 2 Complete the rectangle by drawing the remaining x x x
1
1

sides of each individual rectangle. Write the x1 2 2 2
x x x
x
x
area of each rectangle inside it.

Step 3 Add the areas of the individual rectangles, Area  3x2  3x  2x  2

combining those that are like terms.  3x2  x  2

Would the square at the right represent 1 or 1?
1

Justify your answer.
1

Use the procedure shown above to find each product.

1. (x  2)(x  3) 2. (x  1)(2x  1)

3. (2x  1)(2x  3) 4. (x  3)(x  3)

Algebra 1Chapter 8
5. (x  4)(x  4) 6. (x  2)(x  2)

Glencoe/McGraw-Hill 141 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 8-6)

Multiplying a Polynomial by a Monomial

Objective Model the product of a binomial and a monomial.

Materials
product mat transparency*
algebra tiles*
transparency pen*
two blank transparencies
*  available in Overhead Manipulative Resources

Demonstration 1
Multiplying a Binomial by a Monomial
Point out that algebra tiles used in previous activities are based on the
fact that the area of a rectangle is the product of its width and length.
Tell students they will use algebra tiles to build larger rectangles. The
length and width of the large rectangle will each represent a polynomial
and the area of the large rectangle will each represent their product.
Tell students you want to find x(x  1).
Ask students how to model the length x. Use the length of
an x tile.
Display the product mat transparency. Use an x tile to mark
x
off a width of x units.

Ask students how to model x  1. an x tile and a x tile x 1

Use an x tile and a 1 tile to mark off a length of x  1 units.

Using the marks as guides, draw a large rectangle and cover x 1

it with algebra tiles.
2
x x x

Ask students what the dimensions of the rectangle are.

x-by-x  1 Ask them to state the area of the rectangle as
an algebraic expression. x(x  1)
Ask students to add the values represented by the tiles to
find the area of the rectangle modeled. x 2  x
Write x(x  1)  x2  x below the model.

Glencoe/McGraw-Hill 142 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Demonstration 2
Multiplying a Binomial by a Monomial
Clear the mat. Tell students you want to find 2x(x  3). x
1
1
1
Ask students how to model the length 2x. 2x tiles
Use an x tile to mark off a width of 2x units. x
Use an x tile and a 1 tile to mark off a length of x  3 as
shown at the right.
x

Using the marks as guides, draw a large rectangle and x
1
1
1

cover it with 2 yellow x2 tiles and 6 red x tiles. Point out that
yellow tiles represent the areas with positive dimensions and
2
red tiles represent areas with 1 negative and 1 positive x x
x
x
x
dimension. Ask students to explain this use of the tiles. The
product of two positive numbers is positive; the product of 2
x x
x
x
x
a positive and a negative number is negative.
Ask what color tile would be used if both dimensions were
negative and why. Yellow; the product of two negative
numbers is positive.
Ask students what the dimensions of the rectangle are. 2x by (x
3)
Have them state the area of the rectangle as an algebraic expression.
2x(x
3)
Ask students to add the values represented by the tiles to find the area
of the rectangle modeled. 2x2
6x
Write 2x(x  3)  2x2  6x below the model.

Extension
Given the Area, Model and Find the Length and Width
Have students make possible rectangles for each area. Then have them
find the length and width.
a. 2x2  4 x  2, 2x b. 3x  6 x  2, 3
Algebra 1Chapter 8

Glencoe/McGraw-Hill 143 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 8-7 Preview Activity on pages 450451 in the Student
Edition.)

Multiplying Polynomials
Materials: algebra tiles, product mat

Model and Analyze

Use algebra tiles to find each product.
1. (x  2)(x  3) 2. (x  1)(x  3)

3. (x  1)(x  2) 4. (x  1)(2x  1)

5. (x  2)(2x  3) 6. (x  3)(2x  4)

7. You can also use the Distributive Property to find the

2
product of two binomials. The figure at the right shows x x x x x
the model for (x  3)(x  4) separated into four parts.
Write a sentence or two explaining how this model
x 1 1 1 1
shows the use of the Distributive Property.
x 1 1 1 1
x 1 1 1 1

Glencoe/McGraw-Hill 144 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 8-7)

Multiplying Polynomials

Objective Model products of binomials.

Materials
product mat transparency*
algebra tiles*
transparency pen*
blank transparency
*  available in Overhead Manipulative Resources

Demonstration 1 x 1 1 1 1
Product of Two Binomials
Tell students you want to find (x  1)(x  4).
x
Display the product mat transparency. Use algebra
tiles to mark a width of x  1 and a length of x  4. 1

Using the marks as a guide, draw a large rectangle x4

and cover it with tiles. Ask students what polynomial
is modeled. x 2  5x  4 Ask what the product of
2
x  1 and x  4 is. x 2  5x  4 x1
x x x x x

x 1 1 1 1

Teacher Demonstration 2 x x 1 1 1
Product of Two Binomials
Tell students you want to find (x  2)(2x  3).
x
On the product mat, use tiles to mark a width of
x  2 and a length of 2x  3.
1

1 Algebra 1Chapter 8

(continued on the next page)

Glencoe/McGraw-Hill 145 Teaching Algebra with Manipulatives
Using Overhead Manipulatives

Using the marks as a guide, draw a large rectangle

2x  3
and cover it with tiles. Begin with 2 yellow x2 tiles
and 3 yellow x tiles to represent x-by-x and x-by-1
2 2
areas. Ask students what tiles to use to represent x x x x x
1-by-x areas. red x tiles Place 4 red x tiles on the x
2
rectangle. Ask what tiles to use to represent 1-by-1
x
x
1
1
1

x
x
1
1
1
areas. red 1 tiles Position 6 red 1 tiles to complete
the rectangle.
Rearrange the tiles to simplify the polynomial. Ask
if there are any zero pairs that can be removed.
Yes, there are 3 x tile zero pairs. Remove the zero
pairs. Ask students what polynomial is modeled.
2x2
x
6
Ask what the product of x  2 and 2x  3 is.
2x2
x
6

Extension
Foil Method to Multiply Two Binomials
Place the tiles from Demonstration 2 back on the x x 1 1 1
large rectangle. Place a blank transparency on top
of the model. Outline the following rectangles:
x by 2x, x by 3, 2 by 2x, and 2 by 3. x F O

1
I L

1

Ask students to match the rectangles with the steps

of the FOIL method for multiplying binomials. You
may want to review the meaning of the FOIL method.

F  product of First terms of binomials (x)(2x)  2x2

O  product of Outer terms of binomials (x)(3)  3x

I  product of Inside terms of binomials (2)(2x)  4x

L  product of Last terms of binomials (2)(3)  6

Write 2x2  x  6 below the rectangle.

Glencoe/McGraw-Hill 146 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency

(Use with Algebra 1, Lesson 8-7)

Multiplying Polynomials
Find the area of the region bounded by the solid line.
A B C D
3

6 6 6 

6 4  2 2 4  2

E F

x x

x 1 x
3

G H

x x


1
2
x  4
x

Algebra 1Chapter 8

Glencoe/McGraw-Hill 147 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 8-7)

Multiplying Polynomials
Draw a diagram and find each product.

Example: 6(3  3) 1. 6(1  5) 2. 6(6  2)

3  3

6  3  6  3  36
 ____________________  ____________________  ____________________
3. (4  2)(1  5) Example: x(x  1) 4. x(x  2)

1
x

 ____________________ x2
x
 ____________________  ____________________
5. x(x  3) 6. (x  1)(x  2) 7. (x  4)(x  3)

x
x
x
x 3
x 2

 ____________________  ____________________  ____________________

Draw a diagram or use models to find each product.
8. 3(x  1)  ____________________ 9. 2(x  8)  _______________________

10. x(x  3)  _____________________ 11. x(x  4)  _______________________

12. x(3x  2)  ____________________ 13. (x  2)(x  8)  ___________________

Glencoe/McGraw-Hill 148 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 8-8)

Three Special Products

Objective Model the square of a sum, the square of a difference, and the
product of a sum and a difference

Materials
product mat transparency*
algebra tiles*
transparency pen*
blank transparencies
*  available in Overhead Manipulative Resources

Demonstration 1 x 1
Finding the Square of a Sum
Tell students you want to find (x  1)2. Remind them that
x
(x  1)2 means (x  1)(x  1) so you want to model a square that
measures x  1 on each side.
1
On the product mat transparency, use an x-tile to mark off a
square x  1 units on each side.
Using the marks as guides, complete the square by filling it in x1
with tiles.
Ask students what the area of the large square is. x 2  2x  1 2
x x
Ask students what (x  1)2 is. x 2  2x  1 x1
Have students model (x  2)2. x 1
Ask students what the area of the large square is. x 2  4x  4
Have students model (x  3)2.
Ask students what the area of the large square is. x 2  6x  9
Have students model (x  4)2.
Ask students what the area of the large square is. x 2  8x  16
On a blank transparency, list four equations that represent the
the areas of the four large squares:
(x  1)2  x2  2x  1 Algebra 1Chapter 8
(x  2)2  x2  4x  4
(x  3)2  x2  6x  9
(x  4)2  x2  8x  16
Ask students if there is a relationship between the terms of the binomial
and the terms of its equivalent trinomial. Yes, the first and last terms of
the trinomial are squares of the respective terms of the binomial, and
the middle term of the trinomial is twice the product of the first and
second terms of the binomial.
Have students find (x  8)2 without modeling. x 2  16x  64 Then ask
them to check their result using the FOIL method.

Glencoe/McGraw-Hill 149 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Demonstration 2 x
1
Finding the Product of a Difference
Tell students you want to find (x  1)2. 2
x
x
Place 1 yellow x2 tile, 2 red x tiles, and x
1
1 yellow 1 tile on a blank transparency to
x 1
form a square.
Ask students to state the length of the sides
of the square. x
1
Ask students why the 1 tiles are yellow.
The product of
1 and
1 is 1.
Ask them to state the area of the large square.
x 2
2x  1

Clear the screen. Place tiles on the blank x
2

transparency to model (x  2)2.
Ask students to state the length of the sides 2
x
x
x
of the square. x
2
x
2
Ask what the area of the large square is.
x 1 1
x 2
4x  4
x 1 1
Have students model (x  3)2 and then (x  4)2.
Ask them to state the area of each large square.
(x
3)2  x 2
6x  9, (x
4)2  x 2
8x  16
On a blank transparency, list the four equations
that represent the areas of the four large squares:
(x  1)2  x2  2x  1
(x  2)2  x2  4x  4
(x  3)2  x2  6x  9
(x  4)2  x2  8x  16
Ask students if there is a relationship between the terms of the binomial
and the terms of its equivalent trinomial. Yes, the first and last terms of
the trinomial are squares of the respective terms of the binomial, and
the middle term of the trinomial is twice the product of the first and
second terms of the binomial.
Have students find (x  8)2 without modeling. x 2
16x  64 Then ask
them to check their result using the FOIL method.

Glencoe/McGraw-Hill 150 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Demonstration 3
Finding the Product of a Sum and a Difference
Place 1 yellow x2 tile, 1 yellow x tile, 1 red x tile, and 1 red 1 tile on a
blank transparency to form a square.

Ask students, This is a model of the product of what two binomials?

(x  1) and (x
1)
Ask why the 1 tile is red. The product of 1 and
1 is
1.

Review the use of zero pairs in adding and subtracting integers. Tell
students that zero pairs of tiles are formed when a positive tile is paired
with a negative tile of the same size and shape. Remove all zero pairs.

Ask students what kind of tiles remain and how many there are of each.
1 positive x 2 tile and 1 negative 1 tile.

Ask them to write the simplest form of the product of x  1 and x  1.

x 2
1.

Have students repeat the procedure to model the products of

(x  2)(x  2), (x  3)(x  3), and (x  4)(x  4). x 2
4; x 2
9; x 2
16

Tell students to use the patterns found in the above products to derive a
general form for the product of (a  b)(a  b). (a  b)(a
b)  a 2
b 2

Algebra 1Chapter 8
Extension
Modeling and Finding More Products
Have students make possible rectangles to model and find each product.
a. (2x  2)2 b. (2x  2)2 c. (2x  3)(2x  3)
4x 2  8x  4 4x 2
8x
4 4x 2
9

Glencoe/McGraw-Hill 151 Teaching Algebra with Manipulatives

 Chapter

Factoring
9 Teaching Notes and Overview

blank transparencies
Algebra Activity red and yellow acetate, if available
Recording Sheet *  available in Overhead Manipulative Resources
Factoring Using the
Distributive Property This demonstration contains two activities.
(p. 156 of this booklet) Demonstration 1 uses algebra tiles to model a
binomial. Then the tiles are arranged to form
Use With Lesson 9-2 as a preview activity. This a rectangle. The length and width of the
corresponds to the activity on page 480 in the rectangle are the factors of the binomial.
Student Edition. Demonstration 2 involves factoring 2x2  4xy.
Students are asked to model the binomial
Objective Model and factor binomials using and form a rectangle. Students find out that
the Distributive Property and algebra tiles. x(2x  4xy) is not completely factored,
because each term on 2x  4xy has a common
Materials factor, namely, 2x. Another rectangle needs to
product mat* be formed. Students find 2x(x  2y).
algebra tiles*
*  available in Overhead Manipulative Resources Answers
Answers appear on the teacher demonstration
This activity deals with using algebra tiles and instructions on pages 157158.
a product mat to model and factor binomials.
Guide students through Activities 1 and 2 Algebra Activity
illustrated on the Algebra Recording Sheet.
First, the polynomial is modeled using the tiles. Recording Sheet
Next, the tiles are arranged into a rectangle. Factoring Trinomials
The total area of the rectangle represents the (p. 159 of this booklet)
product, and the factors are represented by its
length and width. Have students begin the Use With Lesson 9-3 as a preview activity. This
exercises. In Exercise 9, students should corresponds to the activity on pages 487488 in
discover that if a binomial cannot be the Student Edition.
represented as a rectangle using the tiles, then
it cannot be factored. Objective Model and factor trinomials using
algebra tiles.
Answers
See Teacher Wraparound Edition p. 480. Materials
product mat*
algebra tiles*
Using Overhead *  available in Overhead Manipulative Resources
Manipulatives
Factoring Using the Activities 1 through 4 illustrate how to factor
Distributive Property trinomials using algebra tiles. If a trinomial
(pp. 157158 of this booklet) represents the area of a rectangle formed by
tiles, then the rectangles length and width are
Use With Lesson 9-2. factors of the area. If a rectangle cannot be
formed, then the trinomial is not factorable.
Objective Model and factor binomials using Have students work in small groups to work the
the Distributive Property and algebra tiles. exercises. Discuss the answers. Have each group
give their examples from Exercise 13. Ask a
Materials student to read each groups paragraph.
algebra tiles*
polynomial models transparency* Answers
transparency pen* See Teacher Wraparound Edition pp. 487488.
Glencoe/McGraw-Hill 152 Teaching Algebra with Manipulatives
 Chapter 9 Teaching Notes and Overview

Algebra 1Chapter 9
This demonstration involves an activity for
Using Overhead factoring 2x2  3x  1 using algebra tiles.
Manipulatives First, students are asked to model the
Factoring Trinomials trinomial. The importance of being able to fit
(pp. 160161 of this booklet) the x tile(s) after the x2 tile(s) and 1 tile(s) are
placed is emphasized. Students are asked why
Use With Lesson 9-3. the latter is similar to making an organized list
of factors and their sum as is shown in the
Objective Model and factor trinomials using Student Edition.
algebra tiles.
Answers
Materials Answers appear on the teacher demonstration
algebra tiles* instructions on page 162.
polynomial models transparency*
transparency pen* Algebra Activity
blank transparencies
*  available in Overhead Manipulative Resources
Factoring Trinomials
(pp. 163164 of this booklet)
This demonstration contains two activities.
Demonstration 1 deals with factoring x2  Use With Lesson 9-4.
5x  6 using tiles.
Demonstration 2 involves factoring x2 
Objective Model and factor trinomials using
algebra tiles.
3x  4. Students are asked to model the
trinomial using tiles, and then to form a
rectangle with the tiles. In order to form the
Materials
product mat*
rectangle, there is a need to add a zero pair of
algebra tiles*
x tiles. Also, students learn that there cannot
classroom set of Algebra Activity worksheets
be a negative 1 tile with a positive width and
transparency master of Algebra Activity
a positive length.
*  available in Overhead Manipulative Resources
Answers
Cut the transparency on the dashed line,
Answers appear on the teacher demonstration
then cut the squares and rectangles apart.
instructions on pages 160161.
Cover Figures 1 and 2 on the Algebra Activity
Using Overhead Transparency. Ask students to identify the area
of the exposed figures.
Manipulatives
Have students make a model of x2  xy with
Factoring Trinomials the algebra tiles. Uncover Figure 1 on the
(p. 162 of this booklet) transparency and discuss the length and width
of the rectangle. Have students state the factors.
Use With Lesson 9-4.
Ask students to make a model of x2  2xy  y2
Objective Model and factor trinomials using with the algebra tiles. Uncover Figure 2 on the
algebra tiles. transparency and discuss the length and width
of the rectangle. Ask students to state the factors
Materials of x2  2xy  y2. As a group or individual activity,
algebra tiles* complete the worksheet. Discuss Exercise 5.
polynomial models transparency*
transparency pen* Answers
blank transparencies 1. See students pictures.
*  available in Overhead Manipulative Resources
2. x  2y; x  3y

Glencoe/McGraw-Hill 153 Teaching Algebra with Manipulatives

Chapter 9 Teaching Notes and Overview

3. factors of the product of the area Answers

Answers appear on the teacher demonstration
4. (2x  y) by (x  y); (x  2y) by (x  y)
instructions on pages 165166.
5. The dimensions of the rectangle represent
the two factors of the trinomial, which is the Algebra Activity
area of the rectangle.
Recording Sheet
Using Overhead Difference of Squares
(p. 167 of this booklet)
Manipulatives
Factoring Differences of Squares Use With the activity on page 501 in Lesson
(pp. 165166 of this booklet) 9-5 of the Student Edition.

Use With Lesson 9-5. Objective Model and illustrate the difference
of squares by constructing a rectangle from two
Objective Model and factor differences of congruent parts of a square and finding its
squares using algebra tiles. area.

Materials Materials
algebra tiles* straightedge
transparency pens* scissors
straightedge
This activity deals with using the area of
blank transparencies
squares and rectangles to model the difference
colored acetate, if available
of squares. Students will draw one square
*  available in Overhead Manipulative Resources
inside and similar to another square. The
smaller square is removed, and the remaining
This demonstration consists of an activity and
portion is cut into two congruent pieces. These
an extension.
pieces then fit together to make a rectangle.
The demonstration features using one large
square and a smaller square to illustrate Answers
factoring the differences of squares. The area See Teacher Wraparound Edition p. 501.
of the large square is a2 and the smaller is b2.
Students are asked to place the small square
in the upper right corner of the large square Using Overhead
and to shade the remaining part of the large Manipulatives
square. Then students find the area of the
Factoring Perfect Square Trinomials
shaded part by cutting it into two trapezoids.
(pp. 168169 of this booklet)
Next, the two trapezoids are rearranged to
form a rectangle. The length is a  b and the Use With Lesson 9-6.
width is a  b. The area is a2  b2.
Objective Model and factor perfect square
Thus, a2  b2  (a  b)(a  b). Then students
trinomials using algebra tiles.
are asked to generalize about factoring
differences of squares.
Materials
The Extension deals with using algebra tiles algebra tiles*
to find the differences of squares. Students polynomial models transparency*
are lead to see that to make a square with transparency pen*
the tiles, a zero pair of xy tiles are needed to blank transparencies
complete the square. Once again, students are *  available in Overhead Manipulative Resources
reminded that adding a zero pair of tiles does
not change the value. This demonstration deals with two activities
and an extension.
Glencoe/McGraw-Hill 154 Teaching Algebra with Manipulatives
 Chapter 9 Teaching Notes and Overview

Algebra 1Chapter 9
Demonstration 1 involves factoring the
perfect square trinomial x2  2x  1. Algebra
Algebra Activity
tiles are used to model the factoring. Factoring Trinomial Squares
Demonstration 2 deals with factoring the (pp. 171172 of this booklet)
perfect square trinomial x2  4x  4. Algebra Use With Lesson 9-6.
tiles are used to model the factoring.
Objective Model and factor trinomial squares
The Extension focuses on analyzing the
using algebra tiles.
information gained from the demonstrations.
Materials
Answers product mat* algebra tiles*
Answers appear on pages 168169.
classroom set of Algebra Activity worksheets
transparency master of Algebra Activity
Mini-Project *  available in Overhead Manipulative Resources
Multiplying Trinomial Squares
(p. 170 of this booklet) Cut the transparency on the dashed line. Then
Use With Lesson 9-6. cut the squares and rectangles apart.
Display the transparency and identify the
Objective Model and factor perfect square representation of each shape. Algebra tiles may
trinomials using algebra tiles. also be used. Arrange the model of x2  2x  1
to form a square.
Materials
algebra tiles* Ask students to state the length of each side.
*  available in Overhead Manipulative Resources
Ask what the relationship is between the length
of the sides and the factors of x2  2x  1.
Have students work in small groups to draw the Display x2  4x  4 on the transparency and
rectangular regions that model each trinomial. arrange the models to form a square. Have stu-
Algebra tiles may be used for this activity. You dents use algebra tiles at their seats if they wish.
may want to check the models made by each Students may cut their own models or use
group. Discuss the answers when the groups algebra tiles to complete the worksheet.
are ready. Allow time to exchange and share
ideas on Exercises 9 through 12. Have students Answers
show their model for Exercise 12.
1. They are the same. 2. (x  2) by (x  2)
Answers 3. (x  3)2 4. (2x  1)2
1. They are the same. 2. (x  2) by (x  2) 5. (x  1)(x  3) 6. (x  1)2
3. (x  3)2 4. (2x  1)2 7. 2(x  2)2 8. (x  4)2
5. (x  3)(x  1) 6. (x  1)2 9. (3x  1)2 10. (3x  1)(x  1)
7. (x  4)2 8. (3x  1)(x  1) 11. (x  2)(x  2) 12. 1, 3, 4, 6, 7, 8, 9
9. x2  6x  9,4x2  4x  1, x2  2x  1, 13. a perfect square trinomial
x2  8x  16
14. The first term is a perfect square, last term
10. perfect square trinomial is a perfect square, and the middle term
11. The first and third terms are squares and must be twice the product of the square
the middle term is twice the product of the roots of the first and last terms.
square roots of the first and third terms. 15. Write two factors that are the sum or
12. (x  2)(x  2) difference of the square root of the first and
last terms (and the same sign as the
middle term).

Glencoe/McGraw-Hill 155 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 9-2 Preview Activity on page 480 in the Student Edition.)

Factoring Using the Distributive Property

Materials: product mat, algebra tiles

Model and Analyze

Use algebra tiles to factor each binomial
1. 2x  10 2. 6x  8

3. 5x2  2x 4. 9  3x

Tell whether each binomial can be factored. Justify your answer

with a drawing.
5. 4x  10 6. 3x  7

7. x2  2x 8. 2x2  3

Make a Conjecture
9. Write a paragraph that explains how you can use algebra tiles to
determine whether a binomial can be factored. Include an example of
one binomial that can be factored and one that cannot.

Glencoe/McGraw-Hill 156 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 9
(Use with Algebra 1, Lesson 9-2)

Factoring Using the Distributive Property

Objective Factor polynomials using algebra tiles.

Materials
polynomial models transparency*
algebra tiles*
transparency pen*
blank transparencies
red and yellow acetate, if available
*  available in Overhead Manipulative Resources

Demonstration 1
Factoring 2x  6 and 2x2  3x
Remind students that when you multiplied polynomials,
you first constructed a rectangle using the factors as the
width and length. You then covered the rectangle with
algebra tiles to determine the product. Tell students they
can reverse the process to find the factors of a polynomial.
Display the polynomial models transparency and review the
values of the algebra tiles. x x
Write 2x  6 on a blank transparency. Ask students how to 1 1 1 1 1 1
model this binomial using the tiles. 2 x tiles and 6 1 tiles
Model 2 x  6 on top of the transparency.
Tell students that if you can form a rectangle with these tiles, x 1 1 1
then you can find its width and length, and you will know the x 1 1 1
factors of the binomial. Ask students to form a rectangle using
these tiles.
Ask them to state the width and length of the rectangle. x3
2, x  3 Write the width and length next to the appropriate x 1 1 1
sides of the rectangle. Have them state the factors of 2x  6. 2
x 1 1 1
2, x  3 Write the factors on the transparency.
2x  6  2(x  3)
Ask students how to factor 2x2  3x. Build a rectangle with an
area of 2x 2  3x. Place the tiles on the screen.
Have students suggest ways to arrange the tiles into a 2x  3
rectangle. Try each suggestion until they arrive at the
rectangle shown at the right. x x
2
x
2
x x x
Ask students to state the width and length of the rectangle.
x, 2x  3 Have them state the factors of 2x2  3x. x, 2x  3
Write 2x2  3x  x(2x  3) on the transparency.

(continued on the next page)

Glencoe/McGraw-Hill 157 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Demonstration 2
Factoring 2x 2  4xy
Use colored acetate to make 4 yellow xy tiles,
or cut four rectangles out of a blank xy xy
transparency and color them with a yellow
2 2
transparency pen. (Make the x-dimension x x
match the length of a 1 tile; make the
y-dimension greater than the x-dimension.) xy xy
Ask students how to model 2x2  4xy.
2 x 2 tiles, 4 xy tiles

Form the rectangle shown at the right. Ask

students to name the width and length. x2 x2 xy xy xy xy
x, 2x  4xy Explain that x(2x  4xy) is not
completely factored because each term on
2x  4xy has a common factor, 2x.

Ask students if a different rectangle can be made from x  2y

the tiles. Form the rectangle shown at the right. Have
them state the width and length of the rectangle. x2 xy xy
2x, x  2y 2x
Ask why 2x(x  2y) is completely factored. x2 xy xy
There are no common factors in x  2y.

Point out that in each of these examples one dimension of the rectangle
involved only one kind of tile (1 tiles, x tiles, or y tiles), and a constant or
variable was a factor in each term of the polynomial. Ask students how
this information can help you factor using the Distributive Property.
Look for factors common to each term.

Glencoe/McGraw-Hill 158 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 9
Algebra Activity Recording Sheet
(Use with the Lesson 9-3 Preview Activity on pages 487488 in the Student
Edition.)

Factoring Trinomials
Materials: product mat, algebra tiles

Model
Use algebra tiles to factor each trinomial.
1. x2  4x  3 2. x2  5x  4

3. x2  x  6 4. x2  3x  2

5. x2  7x  12 6. x2  4x  4

7. x2  x  2 8. x2  6x  8

Glencoe/McGraw-Hill 159 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 9-3)

Factoring Trinomials

Objective Factoring trinomials using algebra tiles.

Materials
polynomial models tranparency*
algebra tiles*
transparency pen*
blank transperncies
*  available in Overhead Manipulative Resources

Demonstration 1
Factoring x2  5x  6
Tell students that you can use algebra tiles as a model for factoring
trinomials. Remind them that when they used tiles to multiply
binomials, the product was often a trinomial. Display the polynomial
models transparency to review the guidelines for working with
polynomial models.

Ask students how to model x2  5x  6. 1 yellow x 2 tile, 2

x x x x x x 1 1 1
5 yellow x tiles, and 6 yellow 1 tiles Place a blank
tranparency on the screen and model x2  5x  6 across 1 1 1

the top.
Tell students that one way to determine if a polynomial
can be factored is if tiles representing the polynomial can
be arranged into a rectangle.

Move the x2 tile to the center of the screen. Arrange the

2
6 1-tiles into a 2-by-3 rectangle as shown. x

1 1 1
1 1 1

Ask students to suggest ways to place the remaining x3

x tiles to complete the rectangle.
2
Have students state the width and length of the x x x x
rectangle. x  2, x  3 Ask them to state the factors of x2
x2  5x  6. x  2, x  3 x 1 1 1
x 1 1 1

Glencoe/McGraw-Hill 160 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 9
Demonstration 2
Factoring x2  3x  4
Clear the screen. Ask students how to model the
polynomial x2  3x  4. 1 yellow x 2 tile, 3 yellow x tiles, x
2
x x x
and 4 red 1 tiles Place the tiles at the top of the screen. 1 1 1 1

Place the x2 tile near the center of the screen. Arrange the
2
1 tiles into a 1 by 4 rectangular array as shown at the x
right.
1 1 1 1

Place the x tiles as shown.

2
x x x x

1 1 1 1

Point out that the rectangle could be completed by adding x4

two more x tiles. Remind students that you can add zero
pairs of tiles without changing the value. Add a zero pair x
2
x x x x
of x tiles as shown. x1
x 1 1 1 1

Have students state the factors of x2  3x  4.

x  1, x  4

Ask whether you could have switched the positive and

negative tiles of the zero pair and why. No, there cannot
be a negative 1 tile with a positive width and a positive
length.

Glencoe/McGraw-Hill 161 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 9-4)

Factoring Trinomials

Objective Factoring trinomials using algebra tiles.

Materials
polynomial models transparency*
algebra tiles*
transparency pen*
blank transparencies
*  available in Overhead Manipulative Resources

Demonstration
Factoring 2x2  3x  1
Ask students how to model the polynomial 2x2  3x  1.
2 yellow x2 tiles, 3 yellow x tiles, and 1 yellow 1 tile x
2
x
2
x x x
Display the polynomial models transparency and place the 1
tiles at the top of the screen.

Ask students to suggest ways to arrange the tiles into a 2x  1

rectangle. Try each suggestion until they arrive at the
rectangle shown to the right. x
2
x
2
x
x 1
x x 1

Ask students to state the factors of 2x2  3x  1.

x  1, 2x  1

Remind students that when you demonstrated how to factor

x2  5x  6 and x2  3x  4, you first placed the x2 tile(s)
and the 1 tile(s). Then you looked for ways to fit the x tile(s)
to make a rectangle. Ask students why this is similar to
making an organized list of factors and their sum, as in the
textbook. When you arrange the x2 tiles, you indicate the
factor of the coefficient of the first term; when you arrange
the 1 tiles, you indicate the factors of the last term. To fit the
x tile(s), you are looking for a sum of those factors that
matches the number of x tiles.

Glencoe/McGraw-Hill 162 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 9
Algebra Activity Transparency
(Use with Algebra 1, Lesson 9-4)

Factoring Trinomials

x x y

x y

Area  ____________ Area  ____________ Area  ____________

Figure 1 Figure 2

x 2  xy x 2  2xy  y 2

Length  ____________ Length  ____________

Width  ____________ Width  ____________

Glencoe/McGraw-Hill 163 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 9-4)

Factoring Trinomials
x2  5xy  6y2

y
y
x x

x y

1. Use algebra tiles to form one rectangle. Draw a picture of your

rectangle below.

2. How long is your rectangle?________ How wide is it?________

3. What do you think the length and width of the rectangle represent?
___________________________________________________________________
4. Repeat the above procedure using the following polynomials and find
the dimensions of the rectangles.
a. 2x2  3xy  y2 ___________________________________________________

b. x2  3xy  2y2 ___________________________________________________

5. What conclusion can you draw regarding the dimensions of the

rectangles?

Glencoe/McGraw-Hill 164 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 9
(Use with Algebra 1, Lesson 9-5)

Factoring Differences of Squares

Objective Factoring the differences of squares using algebra tiles.

Materials
algebra tiles*
transparency pens*
straightedge
blank transparencies
colored acetate, if available
*  available in Overhead Manipulative Resources

Demonstration
Factoring the Difference of Squares
On a blank transparency, draw a line segment 4 inches long.
Label this segment a. Construct an a by a square. Ask
students to find the area of the square. a 2 a

Draw another line segment 1.5 inches long. Label this b

segment b. Construct a b by b square. Have students find the b
area of the smaller square. b 2

Place the small square inside the large square and shade the b
L-shaped part of the square as shown. Ask students to state b
an algebraic expression for the area of the shaded part.
a
a 2  b 2 Point out that this expression is called the
difference of squares.
a

Ask students what the length of the top of the L is. a  b ab
Ask what the length of the right side of L is. a  b Erase b
the unshaded portion of the figure, and label the edges with b
a
length b as shown. Then draw a dashed line to separate the
a b
L into two regions as shown.
a

a b
Place a blank transparency on top of the figure. Trace the
figure and the dashed line. Cut out the figure and cut along a b a b
the dashed line to form two trapezoids. Rearrange the
trapezoids to form the rectangle shown. Label the edges. b a

Glencoe/McGraw-Hill 165 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Ask them to state the width of the rectangle. a  b Have students state
the length of the rectangle. a  b

Ask students to state an expression for the area of the rectangle.

(a  b)(a  b) Point out that the area of the L-shaped figure is a2  b2,
so the expressions have the same value. Write a2  b2  (a  b)(a  b)
below the rectangle.

Have students describe the factors of the difference of two squares.

One factor is the sum of the square roots of the terms; the other
is the difference of the square roots of the terms.

Extension
Factoring the Difference of Squares Using Algebra Tiles
Tell students that you can use algebra tiles to factor the
differences of squares. Place a positive x2 tile and a negative x
2

y2 tile on top of a blank tranparency as shown. Point out that

these tiles represent the difference of squares, x2  y2.
2
y

Ask students what would be needed to form a square from the

tiles. 2 xy tiles Remind students that you can add a zero pair
of tiles without affecting the value of what is shown. Place a
zero pair of xy tiles on the screen to complete the square.

Label the sides of the square as shown. Ask students to xy

state the factors of x2  y2. x  y, x  y Write x2  y2 
(x  y)(x  y) below the square. Ask students if this 2
x x y
matches the description they gave at the end of the previous
demonstration. yes
xy
2
xy y

Glencoe/McGraw-Hill 166 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 9
Algebra Activity Recording Sheet
(Use with the activity on page 501 in Lesson 9-5 of the Student Edition.)

Difference of Squares
Materials: straightedge, scissors

Make a Conjecture
1. Write an expression representing the area of the rectangle.

2. Explain why a2  b2  (a  b)(a  b).

Glencoe/McGraw-Hill 167 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 9-6)

Factoring Perfect Square Trinomials

Objective Factor perfect square trinomials using algebra tiles.

Materials
polynomial models transparency*
algebra tiles*
transparency pen*
blank transparencies
*  available in Overhead Manipulative Resources

Demonstration 1
Factoring x2  2x  1
Use the polynomial models transparency to review the
guidelines for working with polynomial models.
Tell students that a trinomial is a perfect square if it
can be modeled with algebra tiles to form a square,
without adding any zero pairs.
Have students model x2  2x  1 with the algebra tiles.
2
x x x
1

Ask them to form a square using these tiles. Label the x1
length and width as shown. Ask students why the model
correctly shows (x  1)(x  1). (x)(x)  x 2, (x)(1)  x, x
2
x
(1)(x)  x, (1)(1)  1; x 2  (x)  (x)  1  x1
x 2  2x  1 x 1
Have students state the factors of x2  2x  1.
x  1, x  1

Demonstration 2
Factoring x2  4x  4
Ask students to model x2  4x  4.
2
x x x x x
1 1 1 1

Have them form a square using these tiles. Ask students x2
to label the length and width of the square.
x  2, x  2 x
2
x x
Ask students to state the factors of x2  4x  4. x2
x  2, x  2 Have them check the product of the x 1 1
factors by using the FOIL method. x 1 1

Glencoe/McGraw-Hill 168 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Algebra 1Chapter 9
Demonstration 2
Factoring 4x2  4x  1
Have students model 4x2  4x  1.
2 2 2 2
x x x x

x x x x
1

Ask students to form a square using 2x  1

these tiles.
2 2
Ask them what the length and width x x x
are. 2x  1, 2x  1
2x  1
Have them state the factors of 2 2
x x x
4x2  4x  1. 2x  1, 2x  1 Have
them check the product of the factors x x 1
by using the FOIL method.

Extension
Analyzing Perfect Square Trinomials
Ask students what was true about the x2-tiles and the 1-tiles in each
demonstration. They formed squares.

Ask what this means about the first and last term of these trinomials.
They are perfect squares.

Ask if those terms can ever be negative in a perfect square trinomial,

and why. No, any number squared is always positive. Point out that the
middle term could be either positive or negative.

Ask whether 2x2  2x  4 is a perfect square trinomial and why. No, the
first term is not a perfect square.

Glencoe/McGraw-Hill 169 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 9-6)

Factoring Trinomial Squares

2
Use x , x , and 1 to represent x 2, x, and 1, respectively.

Use the models to represent the trinomial Arrange the models to form a rectangle.
x2  4x  4.
x 1 1
x 1 1
2 1 1
x x x x x
2
1 1 x x x

1. What do you notice about the length 2. Give the dimensions of the final
and width of the final rectangle? rectangle. (The dimensions are the
factors of the trinomial.)

Factor each of the following polynomials by forming rectangular

regions with the models.
3. x2  6x  9 4. 4x2  4x  1 5. x2  4x  3

6. x2  2x  1 7. x2  8x  16 8. 3x2  4x  1

9. Which of the rectangles above are squares?

10. What do you call a trinomial whose representation is square?

11. How can you tell whether a trinomial is a perfect square trinomial?

12. Factor x2  4 by forming a rectangular region from two trapezoids.

Glencoe/McGraw-Hill 170 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 9
Algebra Activity Transparency
(Use with Algebra 1, Lesson 9-6)

Factoring Trinomial Squares

Figure 1

2
x x x x 1 1

x 1

x 2  2x  1

x 2  4x  4

Glencoe/McGraw-Hill 171 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use Algebra 1, Lesson 9-6)

Factoring Trinomial Squares

2
Use x , x , and 1 to represent x2, x, and 1, respectively.

Show: x2  4x  4 Arrange the models to form a rectangle.

x 1 1
2 1 1
x x x x x x 1 1
1 1
2
x x x

1. What do you notice about the length and width of the rectangle?

2. Give the dimensions of the final rectangle. (The dimensions are the
factors of the trinomial.)

Factor by forming rectangular regions with the models.

3. x2  6x  9 4. 4x2  4x  1 5. x2  4x  3

6. x2  2x  1 7. 2x2  8x  8 8. x2  8x  16

9. 9x2  6x  1 10. 3x2  4x  1 11. x2  4

12. Which of the rectangular regions above formed squares?

__________________________________________________________________

13. What do you call a trinomial whose representation is a square?

__________________________________________________________________

14. How can you tell if a trinomial is a perfect square trinomial?

__________________________________________________________________
__________________________________________________________________

15. Describe how to factor a perfect square trinomial by inspection.

__________________________________________________________________
__________________________________________________________________

Glencoe/McGraw-Hill 172 Teaching Algebra with Manipulatives

 Chapter

Quadratic and Exponential Functions

10 Teaching Notes and Overview

Check students graphs. When students are

Algebra Activity finished, discuss Exercises 3 and 4.
Recording Sheet
Symmetry of Parabolas Answers
(p. 176 of this booklet) 1. Sample values: (0, 6), (1, 102), (2, 166),
(3, 198), (4, 198), (5, 166), (6, 102), (7, 6),
Use With the activity on page 525 in Lesson (8, 774)
10-1 of the Student Edition.
2. See students graphs.
Objective Graph, fold, and analyze the

Algebra 1Chapter 10
3. The maximum height is 202 feet. The
symmetry of a parabola. maximum height is at the vertex of the
graph, which is at (3.5, 202).
Materials
grid paper Using Overhead
Form groups of two students for this activity. Manipulatives
Before working the exercises, have them read
Steps 1 through 3. Make sure students know Solving Quadratic Equations by
how to set-up a table and find ordered pairs Completing the Square
that satisfy a quadratic function. To determine (pp. 178179 of this booklet)
if, and where, the curve crosses the y-axis, tell
students to substitute x  0 and solve for y Use With Lesson 10-3.
( y-intercept). As soon as they complete the
model, ask students to answer the questions in
Objective Model and solve quadratic equations
using algebra tiles.
Exercises 1 through 4. Discuss the answers to
the questions. Have each group read their
Materials
answer to Exercise 4.
algebra tiles*
equation mat transparency*
Answers
transparency pen*
See Teacher Wraparound Edition p. 525.
*  available in Overhead Manipulative Resources

Mini-Project This demonstration contains one activity dealing

with solving a quadratic equation by completing
Graphing Quadratic Functions
the square. On an equation mat, x2  4x  5 
(p. 177 of this booklet)
3 is modeled with algebra tiles. The part x2 
4x  5 is identified as not being a perfect square.
Use With Lesson 10-1.
Therefore, it is necessary to form zero pairs of
tiles to make a perfect square. Five positive zero
Objective Graph and analyze a quadratic
pairs are added to each side without affecting
function.
the value of the equation. Then students are lead
Divide students into groups of two or three. to see that it is necessary to arrange tiles on the
Have a student read the problem. Ask questions left side to begin to form a square. To finish the
about the problem to check their understanding. square, 4 positive 1-tiles are needed. These are
Be sure that they understand what t and h added to each side. The left side x2  4x  4
represent in the quadratic function. Have factored is (x  2)2. Now the equation modeled on
students begin Exercise 1 of the Mini-Project by the mat is (x  2)2  6. Next, the solution set is
finding values for h, when whole-numbered explained. The same procedure is used to model
values are substituted for t. Students should and solve x2  2x  3  6.
notice that the highest point (maximum point)
is between the points (3, 198) and (4, 198). If t  Answers
3.5, then h  202. The vertex of the parabola is Answers appear on the teacher demonstration
(3.5, 202) and the maximum height is 202 feet. instructions on pages 178179.

Glencoe/McGraw-Hill 173 Teaching Algebra with Manipulatives

Chapter 10 Teaching Notes and Overview

Step 1
Algebra Activity
A Fascinating Fold x 2x (x, 2x ) 3x (x, 3x ) 4x (x, 4x )
(p. 180 of this booklet)
0 1 (0, 1) 1 (0, 1) 1 (0, 1)
Use With Lesson 10-5. 1 2 (1, 2) 3 (1, 3) 4 (1, 4)

Objective Investigate a relationship between 2 4 (2, 4) 9 (2, 9) 16 (2, 16)

certain exponential functions. 3 8 (3, 8) 27 (3, 27) 64 (3, 64)

Materials 4 16 (4, 16) 81 (4, 81) 256 (4, 256)

grid paper 5 32 (5, 32) 243 (5, 243)
straightedge
6 64 (6, 64)
Do this activity with the whole class. Go over
the general plan of the Algebra Activity. Next,
Step 2
have students complete the table for the three
functions in Step 1. Then ask them to prepare 100 y
the grid paper as stated in the directions for 90
Step 2 and graph y  2x. 80
70
In Step 3, have them fold the grid paper along 60
the y-axis of the graph y  2x. Mark the points 50
40
from y  2x onto Quadrant II. Unfold the paper 30 y
2x
and connect the points with a smooth curve. At 20
this time, you may want to review how to 10
x
3
evaluate an expression like 1 2 , that is, 8. O 1 2 3 4 5 6 7 8 9 10

Point out that the reflection of the point (3, 8) Step 3

from y  2x over the y-axis is (3, 8) from

2
x
y  1 . Ask students to complete the table for
12 x, 12 
x
x x

y  1 . Before students begin Exercises 1 3,

x
2 0 1 (0, 1)
they should realize that they are finding the 1 2 (1, 2)
reflections of y  3x and y  4x over the y-axis
and writing a paragraph describing any 2 4 (2, 4)
discoveries they made from doing the activity. 3 8 (3, 8)
Interested students may want to investigate
negative values for x for y  2x and other 4 16 (4, 16)
exponential functions, and share their findings 5 32 (5, 32)
with the rest of the class.
6 64 (6, 64)

Answers

3 4
x x
1. y  1 2. y  1
3. Sample answer: All of the functions in this
activity have a common point, (0, 1). When
you compare a function and its reflection
over the y-axis, the constants that are raised
to a power are reciprocals. So the reflection

Glencoe/McGraw-Hill 174 Teaching Algebra with Manipulatives

 Chapter 10 Teaching Notes and Overview

and (3, 100). Ask students to complete the table


x
of y  2x is y  1 . The reflection of y  3x and Exercises 16 in small groups. Discuss the
2


1 x work. Some students may want to do further
is y   , and so on.
3 investigations on the Richter scale by using the
INTERNET.
Algebra Activity
Recording Sheet Answers
See Teacher Wraparound Edition p. 573.
Graphs of Geometric Sequences
(p. 181 of this booklet)

Algebra 1Chapter 10
Use With the activity on page 569 in Lesson
10-7 of the Student Edition.

Objective Graph geometric sequences and

compare them to exponential functions.

Materials
grid paper
Students will graph geometric sequences. Then
they will compare the graphs to an exponential
function. Finally, they will compare the formula
for an exponential function to the value of the
nth term of a geometric sequence.

Answers
See Teacher Wraparound Edition p. 569.

Algebra Activity
Recording Sheet
Investigating Rates of Change
(p. 182 of this booklet)

Use With Lesson 10-7 as a follow-up activity.

This corresponds to the activity on page 573 in
the Student Edition.

Objective Investigating rates of change by

graphing and analyzing the data, making a
conjecture and extending the investigation.

Materials
grid paper
Point out that the Richter scale is used to
measure the force of an earthquake. Students
are asked in Step 1 to plot on grid paper the
ordered pairs (Rich Number, Increase in
Magnitude). In Step 2, explain how the rate of
change from one value to the next is found.
Have them find the rate of change for (2, 10)

Glencoe/McGraw-Hill 175 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 525 in Lesson 10-1 of the Student Edition.)

Symmetry of Parabolas
Materials: grid paper

Make a Conjecture
1. What is the vertex of the parabola?

2. Write an equation of the fold line.

3. Which point on the parabola lies on the fold line?

4. Write a few sentences to describe the symmetry of a parabola based on

your findings in this activity.

Glencoe/McGraw-Hill 176 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 10-1)

Graphing Quadratic Functions

A ball is thrown vertically into the air with a velocity of 112 feet per
second. The ball was released 6 feet above the ground. The height
above the ground t seconds after release is given by the formula
h  16t2  112t  6.
1. Complete the table
t h
using whole-number
values for t.

Algebra 1Chapter 10
h

2. Use the values in the

Height (feet)

table to graph the

equation representing
the height of the ball.

t
O Time (seconds)

3. What is the maximum height the ball achieves? Explain how you know.

4. How long did it take the ball to return to the ground?

Glencoe/McGraw-Hill 177 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 10-3)

Solving Quadratic Equations by Completing the Square

Objective Use algebra tiles to solve quadratic equations by completing the

square.

Materials
equation mat transparency*
algebra tiles*
transparency pen* *  available in Overhead Manipulative Resources

Demonstration
Solve x2  4x  5
3.
Place tiles on the equation mat transparency to model x2  4x  5  3.
Write x2  4x  5  3 on the transparency.

2
x

1 1 1
x x x x

1 1 1 1 1

x2  4x  5  3

Point out to students that x2  4x  5 is not a perfect square. Tell

students that zero pairs of tiles are formed when a positive tile is
paired with a negative tile of the same size and shape. Ask students
what you might do to remove the negative 1 tiles from the left side of
the mat without affecting the value of the equation. Add 5 positive
1 tiles to each side Add 5 yellow 1 tiles to each side and remove the zero
pairs.

2
x

1 1 1
x x x x

1 1 1 1 1

1 1 1 1 1
1 1 1 1 1

Glencoe/McGraw-Hill 178 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives

Arrange the tiles on the left side of the mat to start to form a square.

2
x x x
1 1

x

x

Algebra 1Chapter 10
Ask students what must be added to each side of the mat so that a
square is formed on the left side. 4 yellow 1 tiles Add 4 yellow 1 tiles to
each side.

2
x x x
1 1

x 1 1 1 1


x 1 1 1 1

Ask students to state the expression for the square on the left side of the
mat. x 2  4x  4 Remind students that when they used models to factor
perfect square trinomials, the length of each side of the square
represented the factors of the trinomial. Have students factor
x2  4x  4. (x  2)2
Tell students to write the equation that is now modeled on the mat.
(x  2) 2
6 Have them find the square root of each side of the equation
and then find the solution set. x  2
6 ;
{6  2, 6   2}
Have students repeat the same procedure for solving x2  2x  3  6.
Ask students to state the solution set for x2  2x  3  6. {1, 3}

Glencoe/McGraw-Hill 179 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 10-5)

A Fascinating Fold
Materials: grid paper, straightedge

Collect the Data

Step 1 Complete the table below for these three different exponential
functions.

x 2x (x, 2x ) 3x (x, 3x ) 4x (x, 4x )

0 20  1 (0, 1) 30  1 (0, 1) 40  1 (0, 1)
1
2
3
4
5
6

12 x, 12 

x x
x
Step 2 Place (0, 0) near the bottom and the center of a
sheet of grid paper. Label the x-axis by units of
12  1 (0, 1)
0
one and the y-axis by units of ten. Graph y  2x 0
by plotting the ordered pairs in Column 3 and
12  2 (1, 2)
1
connecting the points with a smooth curve. 1

Step 3 Fold the grid paper along the y-axis and hold it
2
up to a window. Mark the points from y  2x onto
Quadrant II. Unfold the paper and connect the 3
points with a smooth curve. The function in 4
2
x
Quadrant II is the exponential function y  1 . 5
Use your graph and the table from Step 1 to finish 6
the table at the right.

Analyze the Data

1. Repeat Steps 2 and 3 for y  3x. What is the equation of the function in
Quadrant II?

2. Repeat Steps 2 and 3 for y  4x. What is the equation of the function in
Quadrant II?

3. Write a paragraph describing any discoveries you made in this activity.

Glencoe/McGraw-Hill 180 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 569 in Lesson 10-7 of the Student Edition.)

Graphs of Geometric Sequences

Materials: grid paper

Model
Use grid paper to graph each geometric sequence. Name each
common ratio.
1. 1, 2, 4, 8, 16, 2. 1, 2, 4, 8, 16,

Algebra 1Chapter 10
3. 81, 27, 9, 3, 1, 4. 81, 27, 9, 3, 1,

5. 0.2, 1, 5, 25, 125, 6. 0.2, 1, 5, 25, 125,

Analyze
7. Which graphs appear to be similar to an exponential function?

8. Compare and contrast the graph of geometric sequences with r  0

and r  0.

9. Compare the formula for an exponential function y  c(ax) to the value

of the nth term of a geometric sequence.

Glencoe/McGraw-Hill 181 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 10-7 Follow-Up Activity on page 573 in the Student Edition.)

Investigating Rates of Change

Materials: grid paper

Analyze the Data

1. Describe the graph you made of the Richter scale data.

2. Is the rate of change between any two points the same?

Make a Conjecture
3. Can the data be represented by a linear equation? Why or why not?

4. Describe the pattern shown in the rates of change in Column 3.

Extend the Investigation

5. Use a graphing calculator or graphing software to find a regression
equation for the Richter scale data. (Hint: If you are using the TI-83
Plus, use ExpReg.)

6. Graph the following set of data that shows the amount of energy
released for each Richter scale value. Describe the graph. Fill in the
third column and describe the rates of change. Find a regression
equation for this set of data. If necessary, write your answers on the
back of this sheet.

Richter Number (x) Energy Released (y) Rate of Change (slope)

1 0.00017 metric ton
2 0.006 metric ton
3 0.179 metric ton
4 5 metric tons
5 179 metric tons
6 5643 metric tons
7 179,100 metric tons

Source: The New York Public Library Science Desk Reference

Glencoe/McGraw-Hill 182 Teaching Algebra with Manipulatives

 Chapter

Radical Expressions and Triangles

11 Teaching Notes and Overview

Mini-Project Algebra Activity

Matching Radicals The Pythagorean Theorem
(p. 185 of this booklet) (pp. 187188 of this booklet)

Use With Lesson 11-2. Use With Lesson 11-4.

Objective Simplify radical expressions. Objective Determine whether a triangle is a

right triangle, given the lengths of its sides.
Materials
scissors Materials
classroom set of Algebra Activity worksheets
This activity requires students to work in pairs
transparency master of Algebra Activity
to simplify radical expressions that can be
calculator
simplified. Have them write the simplification
grid paper
in that box and circle it. Then have them cut
scissors*
out the rectangles and match the ones that are
*  available in Overhead Manipulative Resources
equivalent expressions.
Prior to class, you may want to cut the
Answers
transparency on the dashed lines. Using the
A, J; B, L; C, I; D, E; E, D; F, N; G, P; H, O; I, C;
individual squares, explain that the area of
J, A; K, M; L, B; M, K; N, F; O, H; P, G
each large square equals the length of one of its
sides squared.
Using Overhead Form a right triangle using the sides from each
Manipulatives

Algebra 1Chapter 11
square as its legs. As soon as the groups have
The Pythagorean Theorem completed Exercises 1 and 2, ask them what
(p. 186 of this booklet) they learned from completing these exercises.
Discuss the relationship between the sides of a
Use With Lesson 11-4. right triangle.
Discuss the answers to Exercises 3 and 4.
Objective Explore the relationships in a right Point out that squares of three numbers that
triangle and discover the Pythagorean Theorem. satisfy the Pythagorean Theorem are called
Pythagorean triples. Some students may want
Materials to find additional Pythagorean triples. Let
dot paper transparency* students use a calculator to work Exercise 5.
transparency pen*
*  available in Overhead Manipulative Resources Answers
On a dot paper transparency a right triangle is 1. 9, 16, 25; 9  16  25 or 32  42  52
drawn. Squares are drawn on all three sides. 2. right triangle; a2  b2  c2
Each side of each square is as long as the
corresponding side of the triangle. The areas of 3. 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144,
the two smaller squares are found. The area of 169, 196, 225, 256, 289, 324, 361, 400, 441,
the large square requires the use of Picks 484, 529, 576, 625, 676, 729, 784, 841, 900
Theorem. Students are guided to discover the 4. 3, 4, 5; 5, 12, 13; 6, 8, 10; 7, 24, 25; 8, 15, 17;
Pythagorean Theorem. 9, 12, 15; 10, 24, 26; 12, 16, 20; 15, 20, 25;
18, 24, 30; 20, 21, 29
Answers
Answers appear on the teacher demonstration 5a. 39 ft 5b. 12.5 m 5c. 
145 in.  12 in.
instructions on page 186.

Glencoe/McGraw-Hill 183 Teaching Algebra with Manipulatives

Chapter 11 Teaching Notes and Overview

Using Overhead Answers

Answers appear on page 190.
Manipulatives
Graphing Irrational Numbers Algebra Activity
(p. 189 of this booklet)
Use With Lesson 11-4.
Recording Sheet
Investigating Trigonometric Ratios
Objective Use the Pythagorean Theorem to (p. 191 of this booklet)
graph irrational numbers. Use With Lesson 11-7 as a preview activity. This
corresponds with page 622 of the Student Edition.
Materials
compass centimeter grid transparency* Objective Make and use paper triangles to
straightedge transparency pens* investigate trigonometric ratios.
*  available in Overhead Manipulative Resources
Materials
Students apply the Pythagorean Theorem to ruler grid paper protractor
graph an irrational number. Ask students to
Students make right triangles whose legs are
follow along. It is important that students
in a 7:10 ratio. They measure and record the
estimate the value of  13.
lengths of the sides of each triangle, as well as
the ratio between them. The measures of all the
Answers
angles are also recorded. Finally, students
Answers appear on page 189.
examine their table of measures and ratios to
identify and describe the patterns they see.
Using Overhead
Manipulatives Answers
See Teacher Wraparound Edition p. 622.
Similar Triangles (p. 190 of this booklet)
Use With Lesson 11-6.
Algebra Activity
Objective Discover that corresponding Recording Sheet
angles of similar triangles are congruent and
Make a Hypsometer (p. 192 of this booklet)
corresponding sides of similar triangles are
Use With the activity on page 626 in Lesson
proportional.
11-7 of the Student Edition.
Materials
Objective Make and use a hypsometer to
protractor* transparency pens*
measure a large object that cannot be measured
centimeter ruler* blank transparency
directly.
*  available in Overhead Manipulative Resources
Materials
This demonstration deals with projecting a
piece of string protractor straw
triangle on a transparency with lengths of 6 cm,
tall object outside paper clip yardstick
15 cm, and 12 cm. The triangle is traced with
the lengths of the sides labeled. Next, the Students use the materials listed to make a
projector with the same transparency is moved hypsometer. Then they find an object outside
to the left and back until the projected image of that is too tall to be measured directly. They
the side lengths are 8 cm, 20 cm, and 16 cm find the height by using the tangent formula,
long. This triangle is traced and labeled. the angle of elevation, the distance from the
Students compare the measures of the ground to the students eye level, and the
corresponding angles and compare the ratios distance of the object from the student.
of the measures of the corresponding sides.
Answers
See Teacher Wraparound Edition p. 626.

Glencoe/McGraw-Hill 184 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 11-2)

Matching Radicals
Work in pairs. Simplify each radical expression that can be
simplified. Then cut out the rectangles, and match each one to
another equivalent expression. If you do this correctly, each
rectangle will match one and only one rectangle.

A B C D
)(5  2)
(5  2 
93 3(6  221
) 
206


230

  80
45  62 
529 
222
E F G H
  32
53  
169 
75 
81a2b4

  10
12    27
53   48
 
1030 
99

Algebra 1Chapter 11

88 
100a4
b3   215
83    320
1645 
I J K L
  67
32 23 10a2b2 
243

23 
75 
3ab2 7 )(8  2)
(8  2
M N O P
4
100a b4 13 9ab2 
245


43 
311 
3000


63a 
2b4 
10a2bb 
425 6(42  10
)

Glencoe/McGraw-Hill 185 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 11-4)

The Pythagorean Theorem

Objective Explore the relationships in a right triangle and discover the

Pythagorean Theorem.

Materials
dot paper transparency*
transparency pen*
*  available in Overhead Manipulative Resources

Demonstration
The Pythagorean Theorem
Draw a triangle as shown at the right. Ask students why it is called a
right triangle. It contains one right angle.
Using the longest side of the triangle, draw a square. Point out to
students that the side of the square has the same length as the longest
side of the triangle.
Draw squares on the two shorter sides of triangle. Point out to
students that the length of the side of each square is the length of
the corresponding side of the triangle.
Ask students to find the area of each of the two smaller squares.
4 units2; 9 units2
Tell students they can find the area of the large square by using
Picks Theorem. Picks Theorem is A  x  y  1, where x
2
represents the number of dots on the sides of the figure and
y represents the number of dots inside the figure. Have students
find the area of the largest square using Picks Theorem. 13 units2
Ask students to compare the areas of three squares. The sum of the
areas of the two smaller squares equals the area of the largest square.
Have students describe the relationship between the lengths of the three
sides of the right triangle. The sum of the squares of the lengths of the
two shortest sides is equal to the square of the longest side. At this
time name the sides of a right triangle. In a right triangle, the side
opposite the right angle is called the hypotenuse and the other two sides
are called the legs of the triangle.
Inform students that this relationship is called the Pythagorean
Theorem.

Extension
Ask students to use the work-backward strategy and Picks Theorem to
draw a square with an area of 18 units2. Draw a right triangle with each
leg 3 units long. The square on the hypotenuse has an area of
18 units2.

Glencoe/McGraw-Hill 186 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 1, Lesson 11-4)

The Pythagorean Theorem

Algebra 1Chapter 11

Glencoe/McGraw-Hill 187 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 11-4)

The Pythagorean Theorem

1. Cut three squares from graph paper with sides of length 3, 4, and 5.
What is the area of each square?
Write an equation to show that the sum of the areas of two of the
squares is equal to the area of the third square.

2. Place the three squares on a sheet of paper so that their sides form a
triangle. What type of triangle is it?
Write an equation to show the relationship among the squares of the
sides of the triangle. Let a and b represent the length of the legs and c
the length of the hypotenuse.

3. Find the squares of the numbers from 1 to 30. Use your calculator.
12  _________ 72  _________ 132  _________ 192  _________ 252  _________
22  _________ 82  _________ 142  _________ 202  _________ 262  _________
32  _________ 92  _________ 152  _________ 212  _________ 272  _________
42  _________ 102  _________ 162  _________ 222  _________ 282  _________
52  _________ 112  _________ 172  _________ 232  _________ 292  _________
62  _________ 122  _________ 182  _________ 242  _________ 302  _________
4. Find four sets of three squares each such that the sum of two of the
squares equals the third.
______________________________________ ______________________________________
______________________________________ ______________________________________
5. Find the length of the hypotenuse of the right triangle given the
lengths of its other sides. Use a calculator.
a. 15 feet, 36 feet __________________________________________
b. 7.5 meters, 10 meters ___________________________________
c. 8 inches, 9 inches _______________________________________

Glencoe/McGraw-Hill 188 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 11-4)

Graphing Irrational Numbers

Objective Use the Pythagorean Theorem to graph irrational numbers.

Materials
compass
straightedge
centimeter grid transparency*
transparency pens*
*  available in Overhead Manipulative Resources

Demonstration
Graphing the Irrational Number 13 
Tell students that graphing an irrational
number requires the construction of a
right triangle having a side of length
c 2
equal to the length you wish to graph.
Ask students to consider the following
method for graphing 13 .
1 0 1 2 3 4
Have students express 13 as the sum of
two squares. 13  22  32

Algebra 1Chapter 11
Draw a number line on the centimeter
grid transparency. At 3, construct a
perpendicular segment 2 units long.
Use a different color to draw the
hypotenuse. Label it c.
Using the Pythagorean Theorem,
replace a with 2 and b with 3 to show 5
that c is 13. 4
3
Open the compass to the length of the c 2
hypotenuse. With the compass at 0, 1 2
draw an arc that intersects the number 1
line. Label the intersection B. The
1 0 1 2 3 4
distance from 0 to B is 13 units.
Estimate the value of 13  based on the
graph. Check using a calculator.

Extension
Have students explain how to graph 12 . Hint: Think of 12 as 42  22.
On a number line, draw a perpendicular 4 units long at 2. Draw the
hypotenuse and label the perpendicular leg a. Set the compass to the
length of a. With the compass at 0, draw an arc that intersects the
number line. Label the distance D. The distance from 0 to D is 12.

Glencoe/McGraw-Hill 189 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 11-6)

Similar Triangles

Objective Discover that corresponding angles of similar triangles are

congruent and corresponding sides of similar triangles are proportional.

Materials
protractor*
centimeter ruler*
transparency pens*
blank transparency
*  available in Overhead Manipulative Resources

Demonstration
Similar Triangles
Draw a triangle with side lengths of 6 cm, 15 cm, and 12 cm on a blank
transparency. Display the triangle on the chalkboard or white board.

Ask a pair of students to move the projector and determine how far from
the board the projector must be to obtain a triangle with sides 6 cm,
15 cm, and 12 cm long. Have one of the students trace that triangle.

Ask another pair of students to move the projector to the left and back
until the side lengths of the projected image are 8 cm, 20 cm, and 16 cm
long. Have one of the students trace that triangle.

Have students compare the measures of the corresponding angles and

compare the ratios of the measures of the corresponding sides. The
corresponding angles are congruent and the corresponding sides
form equal ratios.

Ask students to repeat the activity with a different initial triangle,

moving the projector back the same distance but to the right. Have
students explain their findings. The findings are the same.

Glencoe/McGraw-Hill 190 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 11-7 Preview Activity on page 622 in the Student Edition.)

Investigating Trigonometric Ratios

Materials: ruler, grid paper, protractor

Collect the Data

Use the table to record your data.

Side Lengths Ratios Angle Measures

C
side B C
side A B
side A BC:AC BC:AB angle A angle B angle C
3.5 5 90
7 10 90
14 20 90
90
90
90

Analyze the Data

1. Examine the measures and ratios in the table. What do you notice?
Write a sentence or two to describe any patterns you see.

Algebra 1Chapter 11
Make a Conjecture
2. For any right triangle similar to the ones you have drawn here, what
will be the value of the ratio of the length of the shortest leg to the
length of the longest leg?

3. If you draw a right triangle and calculate the ratio of the length of the
shortest leg to the length of the hypotenuse to be approximately 0.573,
what will be the measure of the larger acute angle in the right triangle?

Glencoe/McGraw-Hill 191 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 626 in Lesson 11-7 of the Student Edition.)

Make a Hypsometer
Materials: piece of string, straw, paper clip, protractor, tall object outside,
yardstick

Analyze
1. Make a sketch of your measurements. Use the equation tan (angle of
height of object  x
elevation)   , where x represents distance from the
distance of object
ground to your eye level, to find the height of the object.

2. Why do you have to subtract the angle measurement on the hypsometer

from 90 to find the angle of elevation?

3. Compare your answer with someone who measured the same object.
Did your heights agree? Why or why not?

Glencoe/McGraw-Hill 192 Teaching Algebra with Manipulatives

 Chapter

Rational Expressions and Equations

12 Teaching Notes and Overview

Using Overhead Answers

Answers appear on the teacher demonstration
Manipulatives instructions on pages 195196.
Dividing Polynomials by Monomials
and by Binomials Algebra Activity
(pp. 195196 of this booklet)
Recording Sheet
Use With Lesson 12-5. Dividing Polynomials
(p. 197 of this booklet)
Objective Dividing polynomials by monomials
and by binomials using algebra tiles. Use With the activity on page 667 in Lesson
12-5 of the Student Edition.
Materials
algebra tiles* Objective Divide a polynomial by a binomial
product mat transparency* using algebra tiles.
transparency pen*
blank transparencies Materials
*  available in Overhead Manipulative Resources algebra tiles*
*  available in Overhead Manipulative Resources
This demonstration contains two activities.
Both activities use algebra tiles and the area Have students read and study the illustration
of a rectangle to model dividing polynomials. of x2  3x  2 divided by x  1. Discuss the
Students need to know what the 1 tile, x tile, process as a class. Form groups of two or three
and x2 tile represent. students to use algebra tiles to complete the
Demonstration 1 shows how to use algebra Algebra Activity. Ask students to draw the
tiles to divide 2x2  6x by 2x. First, 2x2  6x completed rectangle for each of the Exercises
is modeled. From this model, the two x2 tiles 14 and to draw around the dimension that is
and one x tile are placed on the product mat the quotient. Discuss the quotients. Next, have
transparency. Students are asked to build the them work Exercise 5. Students cannot model
rectangle with the remaining tiles on the this division using algebra tiles, because of the
mat. The length is 2x and the width is x  3. existence of a non-zero remainder. Discuss with
The width, x  3, is the quotient of 2x2  6x students how they can divide without using
and 2x. models.
Demonstration 2 models the quotient of x2 
Answers
5x  6 and x  2. Like in Demonstration 1,
See Teacher Wraparound Edition p. 667.
x2  5x  6 is modeled using algebra tiles.
Then the x2 tile and two of the 1 tiles are
placed on the product mat. Next, students Mini-Project
are asked to build the rectangle with the Rational Roundup
remaining tiles on the mat. The length is (p. 198 of this booklet)
Algebra 1Chapter 12
x  2 and the width is x  3. The width, x  3,
is the quotient of x2  5x  6 and x  2. Use With Lesson 12-9.
Provide additional examples showing how to
use algebra tiles to model dividing polynomials. Objective Solve rational equations.
Let students discover that algebra tiles cannot Add, subtract, multiply, and divide rational
be used to divide polynomials with non-zero expressions.
remainders. The latter situation is addressed in
the Algebra Activity on page 667 of the Student Materials
Edition. Discuss with students how they can scissors
divide without using models.

Glencoe/McGraw-Hill 193 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Have students work in groups to do this Mini-

Project. It deals with solving rational equations.
Also, the work involves a review of adding,
subtracting, multiplying, and dividing rational
expressions. There are twelve exercises to do.
Students must simplify their answers. Next,
they cut out each rectangle displaying the
answer to the exercise. Then students match
each rectangle with another one with the same
answer. Allow each group to explain how they
solved at least one of the exercises. Let them
answer any questions about their work. See
how many groups discovered the mathematical
relationship of the answers.

Answers
A, 1; B, 4; C, 3; D, 2; E, 5; F, 6; G, 4; H, 6; I, 2; J,
1; K, 5; L, 3
Match A, J; B, G; C, L; D, I; E, K; F, H
They are the first six natural numbers.

Glencoe/McGraw-Hill 194 Teaching Algebra with Manipulatives

 Using Overhead Manipulatives
(Use with Algebra 1, Lesson 12-5)

Dividing Polynomials by Monomials and by Binomials

Objective Model dividing a polynomial by a monomial and by a binomial.

Materials
product mat transparency*
algebra tiles*
transparency pen*
two blank transparencies
*  available in Overhead Manipulative Resources

Demonstration 1
Dividing a Binomial by a Monomial
Point out that algebra tiles used in previous activities are based on the
fact that the area of a rectangle is the product of its width and length. Tell
students they will use algebra tiles to build rectangles to find quotients.
Tell students you want to find (2x2  6x)  2x.

Ask students how to model 2x2  6x.

Use 2 x 2 tiles and 6 x tiles. x
2
x
2
x x x x x x

Display the product mat transparency. Place 2 x2 tiles at 2x

the corner of the product mat. Then place one of the x tiles
as shown. 2 2
x x

Ask students how to complete the rectangle on the product 2x

mat. Place 3 x tiles under the first x 2 tile, and 2 x tiles
under the second x 2 tile
x
2
x
2
Algebra 1Chapter 12
Have students identify the length and width of the rectangle. x3
x x
length, 2x; width, x  3 x x
x x
Ask students which dimension of the rectangle represents
the quotient of 2x2  6x and 2x. the width

Have them identify the quotient. x  3

Write (2x2  6x)  2x  x  3 on the transparency.

Glencoe/McGraw-Hill 195 Teaching Algebra with Manipulatives

Using Overhead Manipulatives

Demonstration 2
Dividing a Polynomial by a Binomial
Tell students you want to find (x2  5x  6)  1 1 1
(x  2). x
2
x x x x x
Ask students how to model x2  5x  6. 1 1 1

1 x 2 tile, 5 x tiles, and 6 1 tiles

Display the product mat transparency. Place the x2 tile at the x2
corner of the product mat. Then place two of the 1 tiles as
shown at the right to make a length of x  2. 2
x

1 1

Have students tell how to complete the rectangle on the x2

product mat. Place 2 x tiles on the right side of the x 2 tile,
3 x tiles below the x 2 tile, and 4 of the 1 tiles in the right 2
corner to complete the rectangle. x x x

x3
x 1 1
x 1 1
x 1 1

Ask students to identify the length and width of the rectangle.

length, x  2; width, x  3

Have students tell which dimension of the rectangle represents the

quotient of (x2  5x  6) and (x  2) the width

Ask students to name the quotient. x  3

Write (x2  5x  6)  (x  2)  (x  3) on the transparency.

Glencoe/McGraw-Hill 196 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 667 in Lesson 12-5 of the Student Edition.)

Dividing Polynomials
Materials: algebra tiles

Model and Analyze

Use algebra tiles to find each quotient.
1. (x2  3x  4)  (x  1) 2. (x2  5x  6)  (x  2)

3. (x2  16)  (x  4) 4. (2x2  4x  6)  (x  3)

5. Describe what happens when you try to model (3x2  4x  3)  (x  2).

What do you think the result means?

Algebra 1Chapter 12

Glencoe/McGraw-Hill 197 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 1, Lesson 12-9)

Rational Roundup
Work in pairs. Solve the problems. Cut out the rectangles and
match each rectangle with another one with the same answer.

A. Simplify. G. Solve.
3c 9  3c x1 3
     
c3 3c  9 x2 2

B. Solve. H. Solve.
2 2 3
     
6
 1
5x x3 2y 2y  y2 y2

C. Simplify. I. Simplify.
3y  15 y5 x  5y x  7y
     
y y xy xy

D. Solve. J. Simplify.
5n 1 2 x2  2x  15 x2  x  2
       
12 6 3 x2  4x  5 x2  6  x

E. Simplify. K. Simplify.
4x2 135xy 5x  10 2x  4
     
3y 36x3 3 6

F. Simplify. L. Simplify.
3x  6 x2 12x2  48
    
5 10 4x2  16

Now that you have completed the match, you will see that the final
answers have a mathematical relationship. What is it?

Glencoe/McGraw-Hill 198 Teaching Algebra with Manipulatives

 Chapter

Statistics
13

Algebra 1Chapter 13
Teaching Notes and Overview

Algebra Activity Algebra Activity

Modeling Data Recording Sheet
(pp. 200202 of this booklet) Investigating Percentiles
(p. 203 of this booklet)
Use With Lesson 13-3.
Use With Lesson 13-5 as a follow up activity.
Objectives Collect, organize, and display This corresponds to the activity on pages
data in a histogram. Use the problem-solving 743744 in the Student Edition.
strategy make a table to find various ways to
make sums for two dice and to display data in a Objective Collect and analyze data dealing
graph. with percentiles, and then, make a conjecture,
and conduct an investigation.
Materials
for each pair of students, Materials
grid paper grid paper
two dice
colored pencils Ask students to read the information at the
scissors top of the recording sheet. Then question the
tape students about the information to check on
their understanding. Students should know
This Algebra Activity involves two activities. In the meaning and the relationship between a
the first activity, students roll dice and record the percentile and the cumulative frequency table.
sums in order to have some real-world data to
graph. Before beginning this activity, have Direct the students attention to the SAT data
students guess which sums will be rolled most in the Collect Data section. Discuss the SAT
frequently. Have students work in pairs. Each results displayed in both tables and in the
student can roll a pair of dice 25 times to make histograms. Ask questions about the data.
the collection of data go more quickly. After the Let students tell what the data shows.
students have finished, you may want to compile Divide the class into groups of two or three
the data for the class and graph it to see how the students. Tell students that there are three sets
class graph compares to the graphs of each group. of exercises to complete, namely, Exercises 13,
In the second activity, students use a table to 47, and 8. After each set of exercises is
record the various ways to make sums from completed, the groups will compare and discuss
two dice. Each pair needs two-different colored answers. You may need to monitor each group
dice. Students can use this information to to check on their progress as they work on each
understand why certain sums occurred more set.
often in the first activity. Point out that the sum Interested students may want to do an
1  3 is different from 3  1. Using different investigation of data similar to Exercise 8. Have
colored dice will help them to keep track. them share their investigation and results with
Students will see that the sum of 7 should occur the class.
most frequently and that the sums of 2 and 12
will seldom occur. Interested students may want Answers
to design games where various points are See Teacher Wraparound Edition pp. 743744.
awarded for certain sums that are rolled.

Answers
1. See students graphs.
2. The sums of 2, 3, 11, and 12 occur very
seldom. The sums of 6, 7, and 8 occur fairly
often.

Glencoe/McGraw-Hill 199 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 13-3)

Modeling Data
Materials: two different-colored dice, colored pencils, grid paper, scissors, tape

If you completed the first activity, you made a graph displaying the sums
of two dice that you rolled. In the second activity, you will examine the
various ways that sums can be rolled for two dice.

Collect the Data

Step 1 Get the two dice. Notice that the only way to get a sum of 2 is
roll a 1 and a 1. You can get a sum of 3 in two ways. The red die
can be a 1 and the green die can be a 2 and the red die can be a
2 and the green die a 1. Complete the table below by examining
the various ways to make each sum.

Sum of Dice Ways to Make the Sum Frequency

2 11 1
3 1  2, 2  1 2
4 1  3, 2  2, 3  1 3
5
6
7
8
9
10
11
12

Step 2 Make a histogram for the data on grid paper. Color the bars.

Glencoe/McGraw-Hill 200 Teaching Algebra with Manipulatives

 Algebra Activity

Algebra 1Chapter 13
Analyze the Data
1. Cut out the graph from Step 2 and tape it in the space below.

2. Describe any patterns in the data from the completed table in Step 1.

3. Write a paragraph below to describe any similarities or differences

between the histogram from the first activity and the histogram from
this activity.

Glencoe/McGraw-Hill 201 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 13-3)

Modeling Data
Materials: two dice, colored pencils, scissors, tape, grid paper

Modeling Data involves two activities. In the first activity, you will
perform an experiment, collect and organize the data, and display the data
in a graph.

Collect the Data Sum of Dice Tally Frequency

Step 1 Roll a pair of dice. Find the sum 2
of the numbers that appear face
up on the two dice. In the 3
frequency table, make a tally 4
mark in the correct row for that
sum. Repeat until you have 5
rolled the pair of dice 50 times. 6
Step 2 Count the tally marks for each 7
sum and fill in the frequency
column. 8

Step 3 Make a histogram for the data 9

on grid paper. Color in the bars. 10
11
12
Analyze the Data
1. Cut out the graph from Step 3 and tape it in the space below.

2. Write a paragraph below to describe the results of your experiment.

Glencoe/McGraw-Hill 202 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 1Chapter 13
Algebra Activity Recording Sheet
(Use with the Lesson 13-5 Follow-Up Activity on pages 743744 in the Student
Edition.)

Investigating Percentiles
Materials: grid paper

Analyze the Data

1. Examine the data in the two tables. Explain how the numbers in
Column 3 of Table 2 are determined.

2. Describe the similarities and differences between the two histograms.

3. Which histogram do you prefer for displaying these data? Explain your
choice.
Math SAT Scores
160
140
Cumulative Number

120
Make a Conjecture
of Students

100
4. Use the histogram for Table 2. 80
Place percentile labels on the 60
vertical axis. For example, write 40
100% next to 160 and 0% next 20
to 0. Now label 25%, 50%, and 0
200- 300- 400- 500- 600- 700-
75%. What numbers of students 300 400 500 600 700 800
correspond to 25%, 50%, and 75%? Score

5. Suppose a college is interested in students with scores in the 90th

percentile. Using the histogram, move up along the vertical axis to the
90th percentile. Then move right on the horizontal axis to find the
score. What is an estimate for the score that represents the 90th
percentile?
6. For a more accurate answer, use a proportion to find 90% of the total
number of students. (Recall that the total number of students is 160.)
7. If a student is to be in the 90th percentile, in what interval will the
score lie?

Extend the Activity

Refer to the data on p. 744. Record your answers on the back of
this sheet of paper.
8. Make a cumulative frequency table for the data.
9. Make a cumulative frequency histogram for the data.
10. Find the weight for a baby in the 80th percentile.

Glencoe/McGraw-Hill 203 Teaching Algebra with Manipulatives

 Chapter

Probability
14 Teaching Notes and Overview

Algebra Activity Materials

2 paper bags
Recording Sheet 2 red counters
Finite Graphs 2 white counters
(p. 206 of this booklet) Do the Collect the Data part of this activity
with the whole class. Ask a volunteer to remove
Use With Lesson 14-1 as a follow-up activity. a counter from each bag and then to return the
This corresponds to the activity on page 759 in counters to their respective bags. Select a
the Student Edition. volunteer to record the color combination, that
is, red/white or white/red or white/white, in the
Objective Determine whether or not a order that each student drew the counters on a
network is traceable. transparency, board, or sketchpad. You may
want to suggest that they label the bags 1 and
Materials 2, and always draw out of bag 1 first, and
blank transparency replace the counter immediately to prevent
transparency pen* mixing up the bags. Repeat 99 times. Students
*  available in Overhead Manipulative Resources at their seats may record the information in the
Form groups of two students for this activity. space provided on their worksheet. As a class,
Before working the exercises, have the groups complete each exercise and discuss the answers.
read about a finite graph, a network, a node,
an edge and what it means for a network to be Answers
traceable. Ask students questions to check their 1. Sample answer: about 25%
understanding of the reading. Have each group
follow the three steps to Collect the Data. You 2. Sample answer: about 25%
may want to display on a blank transparency, 3. Sample answer: about 25%
the graph that represents the streets on Aleks
newspaper route. As soon as the groups finish, 4. Sample answer: about 25%
ask them to tell and show the route they chose
for Alek on the transparency. Record the four Algebra Activity
possible routes by listing the order of the
street/avenue used. After listing the routes, Theoretical and Experimental
have them complete Exercises 18. When the Probability
work is completed, discuss all of the responses (p. 208 of this booklet)
to the exercises.
Use With Lesson 14-5.
Answers
See Teacher Wraparound Edition p. 759. Objective Compare theoretical probability and
experimental probability by performing an
experiment in which the outcomes are known.
Algebra Activity
Probability and Compound Events Materials
(p. 207 of this booklet) paper bag
20 two-inch pieces of paper
Use With Lesson 14-3. In this activity, students perform an experiment
in which the outcomes are known. They know
Objective Investigate the probability of how many of each letter is placed in the bag
compound events in which the simple events and can easily calculate the theoretical
are joined by the word and. probability. Theoretical probabilities are
determined mathematically and describe

Glencoe/McGraw-Hill 204 Teaching Algebra with Manipulatives

 Chapter 14 Teaching Notes and Overview

what should happen. Whereas, experimental

probability is determined by using data from
Algebra Activity
tests or experiments. Recording Sheet
Provide a paper bag for each group of two Simulations
students and 20 two-inch pieces of paper. Ask (p. 209 of this booklet)
the pairs to follow the steps to Collect the
Data on the worksheet. Then have them Use With the activity on page 783 in Lesson
complete Exercises 14. As soon as all pairs 14-5 of the Student Edition.
have finished the activity, collect the data from
all groups. Examine the data as a class. Discuss Objective Find experimental and theoretical

Algebra 1Chapter 14
how having a larger set of data affects how probabilities of rolling a given number on a die.
close the experimental probability is to the
theoretical probability. Materials
die
Answers Students will roll a die 20 times and record
1. See students work. the results. They then list the experimental
probability of rolling each number. Students
2. P(X)  20%, P(Y)  35%, P(Z)  45% then find the theoretical probability of rolling
3. See students work. given numbers and compare these results with
their experimental probabilities. Finally, they
4. It should closely resemble the theoretical draw conclusions based on the relationship
probability. between the number of experiments in a
simulation and the experimental probability.

Answers
See Teacher Wraparound Edition p. 783.

Glencoe/McGraw-Hill 205 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 14-1 Follow-Up Activity on page 759 in the Student Edition.)

Finite Graphs
Materials: none

Collect the Data

Use the graph at the right.
Aleks Home
Analyze the Data Town St.
1. Is Aleks route traceable? If so, describe his route. First Ave. State St.

Elm St.

2. Is there more than one traceable route that begins

at Aleks house? If so, how many? Second Ave. Front St.

3. Suppose it does not matter where Alek starts his route.

How many traceable routes are possible now? Main St.

Determine whether each graph is traceable. Explain your reasoning.

4. 5. 6.

7. The campus for Centerburgh High School has five buildings built
around the edge of a circular courtyard. There is a sidewalk between
each pair of buildings.
a. Use the space at the right to draw a graph of the campus.

b. Is the graph traceable?

c. Suppose that there is not a sidewalk between the pairs of adjacent

buildings. Is it possible to reach all five buildings without walking
down any sidewalk more than once?

8. Make a conjecture for a rule to determine whether a graph is

traceable.

Glencoe/McGraw-Hill 206 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 14-3)

Probability and Compound Events

Materials: 2 paper bags, 2 red counters, 2 white counters

Collect the Data

Step 1 Place a red counter and a white counter in each bag.
Step 2 Without looking, remove one counter from each bag. Record the
color combination in the order that you drew the counters.
Return the counters to their respective bags.

Algebra 1Chapter 14
Step 3 Repeat 99 times. Count and record the number of red/red,
white/red, and white/white combinations. Record your results in
the space below.

Analyze the Data

1. P(red and red) 2. P(red and white)

3. P(white and red) 4. P(white and white)

Glencoe/McGraw-Hill 207 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 1, Lesson 14-5)

Theoretical and Experimental Probability

Materials: paper bag, 20 two-inch pieces of paper

Collect the Data

Step 1 Mark 4 slips of paper with an X, 7 slips of paper with a Y, and
9 slips of paper with a Z.
Step 2 Put the slips of paper into the bag and mix well.
Step 3 Draw one slip of paper from the bag and record its letter. Use
the space below to record your results.
Step 4 Return the slip of paper to the bag and mix well. Repeat Steps 3
and 4 until you have completed 20 trials.

Analyze the Data

1. Calculate the experimental probability of choosing each letter.
Express each probability as a percent.

2. Calculate the theoretical probability of choosing each letter.

Make a Conjecture
3. Compare the experimental probability with the theoretical probability.
How similar are they?

4. Predict what will happen to the experimental probability as you

increase the number of trials.

Glencoe/McGraw-Hill 208 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 783 in Lesson 14-5 of the Student Edition.)

Simulations
Materials: die

Analyze the Data

1. Find the theoretical probability of rolling a 2.

2. Find the theoretical probability of rolling a 1 or a 6.

Algebra 1Chapter 14
3. Find the theoretical probability of rolling a value less than 4.

4. Compare the experimental and theoretical probabilities. Which pair of

probabilities was closer to each other: your individual probabilities or
your classs probabilities?

5. Suppose each person rolls the die 50 times. Explain how this would
affect the experimental probabilities for the class.

Make a Conjecture
6. What can you conclude about the relationship between the number of
experiments in a simulation and the experimental probability?

Glencoe/McGraw-Hill 209 Teaching Algebra with Manipulatives

 Chapter

The Language of Algebra

1 Teaching Notes and Overview

record their results in a table. Students then

Algebra Activity use these polygons and the table to identify and
Recording Sheet describe patterns that exist among the number
Distributive Property of sides, vertices, and diagonals. They also write
(p. 212 of this booklet) formulas that express these relationships.

Use With the activity on page 13 in Lesson 1-2 Answers

of the Student Edition. See Teacher Wraparound Edition p. 19.

Objective Modeling the distributive property. Algebra Activity

Materials Solving Equations
(pp. 214215 of this booklet)
product mat*
algebra tiles*
*
available in Overhead Manipulative Resources
Use With Lesson 1-3.

Explain how algebra tiles can be used to model

Objective Solving equations using the
properties of equality.
multiplication. Review how to find the area of a
rectangle. Go over Steps 13 on the Algebra
Activity Recording Sheet. Using the tiles, you
Materials
classroom set of Algebra Activity worksheets
may want to imitate the step-by-step process on
transparency master of Algebra Activity
the overhead projector. Allow sufficient time for
3-by-5-inch index cards
students to do the exercises. Go over their
results. Next, as an extension to the exercises, Prior to class, make the transparency and cut it
have students give a new example of a true on the dashed lines. Discuss a strategy for a
statement, and another new example of a false brother and sister to clean their own rooms.
statement. Have them demonstrate with their (Each person collects dirty clothes, dirty dishes,
algebra tiles. Discuss the examples. and so on.)
Display the transparency to show the clean
Answers
your room strategy for solving equations.
See Teacher Wraparound Edition p. 13.
Compare combining like terms to collecting
laundry or dishes. Solve the simplified equation
Algebra Activity shown at the bottom of the transparency.
Recording Sheet Distribute the Algebra Activity worksheet. Assign
pairs of students different equations from the
Investigating Polygons and Patterns worksheet. (Example: 2x  3  5x
x  8  x)
(p. 213 of this booklet)
Have them write each term of the equation on a
separate index card. (2x 3 5x
x 8 x)
Use With Lesson 1-2 as a follow-up activity.
This corresponds to the activity on page 19 of Tell students to simulate cleaning a room by
the Student Edition. stacking like terms on each side of the equals
sign and adding them together.
Objective Draw polygons and their diagonals
2x 3 x 8
to identify patterns among the number of sides,
5x x
vertices, and diagonals.
7x  3
2x  8
Materials Record the simplified equation on the
ruler worksheet. Then have students solve the
simplified equations. For additional practice,
Students construct six polygons with the
ask students to trade their set of cards with
number of sides ranging from three to eight.
others and complete the worksheet.
They draw the diagonals for each polygon and
Glencoe/McGraw-Hill 210 Teaching Algebra with Manipulatives
 Chapter 1 Teaching Notes and Overview

Algebra 2Chapter 1
Answers Answers
1. 9x  6
13x  8; x
1 1. Students are looking for a pattern.
2
2. 44  3x
4  5x; x
5 2. Answers may vary. Students may say that
the graph of
x  a
 b is the same as the
3. 5x  17
15  x; x
8
graph of
x
 b, but shifted a units to the
4. 8x  15
47  8x; x
2 right.
5. x  3
11x  4; x
7 3. See students graphs
10
6. 3x  2
4x  5; x
3 4. a, 0; b, 1; c, 2; d, 3
7. 6x  66
4  8x; x
35 5. See students graphs
8. x  17
4x  18; x
1 6. See students graphs
3
9. 10x  14
24x  20; x
1
10. 6x  12
5x  10; x
2
11. 3x  2
26  4x; x
4
12. 6  18x
42x  126; x
5

Mini-Project
Solving Absolute Value Inequalities
(p. 216 of this booklet)

Use With Lesson 1-6.

Objective Solve absolute value inequalities.

Let students work in pairs to do Exercises 1
and 2. Have students share and discuss the
pattern illustrated in Exercise 1. Ask three of
the groups to display their description of the
pattern. In Exercise 3 they are asked to use
that pattern to graph the absolute value
inequality. Review the meaning of midpoint.
After finding the midpoint of each graph in
Exercise 1, have them describe the pattern in
their own words. Now, they should be prepared
to graph Exercises 5 and 6. In addition, have
them identify the midpoint of each graph too.

Glencoe/McGraw-Hill 211 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 13 in Lesson 1-2 of the Student Edition.)

Distributive Property
Materials: product mat, algebra tiles

Model and Analyze

Tell whether each statement is true or false. Justify your answer
with algebra tiles and a drawing.
1. 4(x  2)
4x  2 2. 3(2x  4)
6x  7

3. 2(3x  5)
6x  10 4. (4x  1)5
4x  5

Glencoe/McGraw-Hill 212 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 1
Algebra Activity Recording Sheet
(Use with the Lesson 1-2 Follow-Up Activity on page 19 in the Student Edition.)

Investigating Polygons and Patterns

Materials: ruler

Collect the Data

1. Record your results in the table below.

Diagonals From
Figure Name Sides (n) Diagonals One Vertex
triangle 3 0 0
quadrilateral 4 2 1
pentagon 5
hexagon 6
heptagon 7
octagon 8

Analyze the Data

2. Describe the pattern shown by the number of diagonals in the table
above.
3. Complete the last column in the table above.
4. Write an expression in terms of n that relates the number of diagonals
from one vertex to the number of sides for each polygon.
5. If a polygon has n sides, how many vertices does it have?
6. How many vertices does one diagonal connect?

Make a Conjecture
7. Write a formula in terms of n for the number of diagonals of a polygon
of n sides. (Hint: Consider your answers to Exercises 2, 3, and 4.)
8. Draw a polygon on the back of this sheet with 10 sides. Test your
formula for the decagon.
9. Explain how your formula relates to the number of vertices of the
polygon and the number of diagonals that can be drawn
from each vertex. Use the back of this sheet for more space. Connection
Dots (x) Lines (y)
Extend the Activity
10. Use the back of this sheet for your drawings. 3 3

11. Complete the table at the right. 4

12. Use any method to find a formula that relates the number 5
of dots, x, to the number of lines, y. 6
13. Explain why the formula works. 7
8

Glencoe/McGraw-Hill 213 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 1-3)

Solving Equations

2x
6
x  7x  5x
8
Brothers Room Before Sisters Room Before

2x
7x



6
8

x 5x

Brothers Room After Sisters Room After



6
8

3x
2x

3x
6  2x
8
2x 2x _
__________________
x
6 8
6 6
___________________
x  2

Glencoe/McGraw-Hill 214 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 1
Algebra Activity
(Use with Algebra 2, Lesson 1-3)

Solving Equations
Simplify each side of the equation. Then solve for x.
1. 4x  6  5x
13x  8 2. 36  3x  8
5  5x  1

3. x  8  9  4x
15  x 4. 5x  15  3x
72  8x  25

5. 3x  4x  3
8x  4  3x 6. 4x  2  x
4x  5

7. 3x  66  3x
12  8x  8 8. 2x  17  x
4x  22  2x  4  2x

9. 10x  10  4
3x  27x  20 10. 2x  10  4x  2
4x  3  x  13

11. 3x  2  4
30  4x  4 12. 9  18x  15
52x  126  10x

Glencoe/McGraw-Hill 215 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 1-6)

Solving Absolute Value Inequalities

Complete the activity below.
1. Look for a pattern. As soon as you recognize one, see if the rest of the
exercises fit the pattern.
a.
x
 5 b.
x  1
 5

5 0 5 4 01 6

c.
x  2
 5 d.
x  3
 5

3 0 2 7 2 0 3 8

2. Describe the pattern you found. Make up additional examples to test

your pattern.

3. Use the pattern to graph
x  4
 5.

4. What is the midpoint of each segment in Exercise 1?

Graph each inequality and observe the pattern.

5. a.
x
 6 b.
x  1
 6

0 0

c.
x  2
 6 d.
x  3
 6

0 0

6. a.
x
 3 b.
x  1
 3

0 0

c.
x  2
 3 d.
x  3
 3

0 0

Glencoe/McGraw-Hill 216 Teaching Algebra with Manipulatives

 Chapter

Linear Relations and Functions

2 Teaching Notes and Overview

Algebra Activity Materials

acetate sheet or tracing paper
Recording Sheet 2 coordinate grid transparency*
Head versus Height *
available in Overhead Manipulative Resources
(p. 218 of this booklet)
Answers
Use With the activity on page 83 in Lesson 2-5 1. shift graph of y

x
up 1 unit
of the Student Edition.
2. shift graph of y

x
up 2 units
Objective Find and use prediction equations. 3. shift graph of y

x
down 1 unit

Algebra 2Chapter 2
Materials 4. shift graph of y

x
right 1 unit
tape measures 5. shift graph of y

x
right 2 units
Form groups of two or three students to collect 6. shift graph of y

x
right 3 units
the data for this activity. Have each group
measure their height and the circumference 7. shift graph of y

x
left 1 unit
of their head. Then have them record the 8. shift graph of y

x
left 2 units
measurements in ordered pairs (height,
circumference). Next, ask them to gather the 9. shift graph of y

x
left 3 units
data from the other groups. Using the data, 10. shift graph of y

x
right 1 unit and up
each group makes a scatter plot and completes 1 unit
Exercises 2 through 5. Allow time for students
to share and explain their work. 11. shift graph of y

x
right 3 units and up
2 units
Answers 12. shift graph of y

x
left 2 units and down
See Teacher Wraparound Edition p. 83. 3 units

Mini-Project
Graphing Absolute Functions
(p. 219 of this booklet)

Use With Lesson 2-6.

Objective Graph absolute value functions.

Have students work in pairs. As soon as each
pair has finished tracing the graph of y

x
,
you may want to do Exercise 1 with the class.
Prior to class, prepare a transparency of the
graph of y

x
, and also, have another
coordinate grid transparency to show the graph
of y

x  1
. Then model the same procedure
as the students. Make the graph for y

x  1

on the transparency. Place the graph of
y

x  1
on the graph of y

x
. Ask the
students to compare the two graphs. Display
the answer.

Glencoe/McGraw-Hill 217 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 83 in Lesson 2-5 of the Student Edition.)

Head versus Height

Materials: tape measure

Analyze the Data

1. Graph the data in a scatter plot.

2. Choose two ordered pairs and write a prediction equation.

3. Explain the meaning of the slope in the prediction equation.

Make a Conjecture
4. Predict the head circumference of a person who is 66 inches tall.

5. Predict the height of an individual whose head circumference is 18 inches.

Glencoe/McGraw-Hill 218 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 2-6)

Graphing Absolute Value Functions

Trace the graph of y

x
below on an acetate sheet or on tracing
paper. Then place it appropriately on the coordinate plane based
on the changes in the equation. Explain how you determine the
new position from the original shown.
y

Algebra 2Chapter 2
O x

C C
1. y

x
 1 2. y

x
 2 3. y

x
 1

4. y

x  1
5. y

x  2
6. y

x  3

7. y

x  1
8. y

x  2
9. y

x  3

10. y

x  1
 1 11. y

x  3
 2 12. y

x  2
 3

Glencoe/McGraw-Hill 219 Teaching Algebra with Manipulatives

 Chapter

Systems of Equations and Inequalities

3 Teaching Notes and Overview

graph to illustrate the area to be shaded. Ask

Mini-Project students if all the points in the blue area satisfy
Solving Systems of Linear Equations the inequality. Use the same procedure with
by Elimination y  3x. Point out the need for the solid line.
(p. 222 of this booklet) Place the yellow acetate rectangle in the region
below the line. Tell students that the solution
Use With Lesson 3-2. to the system y  x  2 and y  3x is the green
region on the graph. Try some points in the
Objective Solve systems of linear equations by green area to check to see if they satisfy the
elimination. system. In groups, have students complete
the Algebra Activity worksheet.
Materials
scissors Answers
tracing paper
16. See students graphs.
Have students trace and make multiple copies
of the models on the Mini-Project page. Ask Algebra Activity
them to cut the models out. Display a system of
linear equations and illustrate how to use the Recording Sheet
models to find the solution. Graphing Equations in Three
Variables
Answers (p. 225 of this booklet)
1. (2, 1) 2. (0, 4) 3. (2, 1)
Use With Lesson 3-5 as a preview activity. This
4. (4, 2) 5. (
2, 1) 6. (
1, 1) corresponds to the activity on pages 136137 in
the Student Edition.
Algebra Activity
Objective Graph equations in three variables.
Graphing Systems of Inequalities
(pp. 223224 of this booklet) Materials
isometric dot paper (p. 19 of this booklet)
Use With Lesson 3-3. prepare an isometric dot transparency
transparency pen*
Objective Graph systems of inequalities. *  available in Overhead Manipulative Resources

Materials Be sure students understand that there are

classroom set of Algebra Activity worksheets three planes in three-dimensional space,
transparency master of Algebra Activity namely, xy-plane, xz-plane and the yz-plane.
blue and yellow acetate sheets These planes intersect at right angles and
Review graphing linear equations and divide space into eight regions called octants.
inequalities. Remind students that solid lines Give students practice in plotting points in
are used for inequalities  or  and dashed space on isometric dot paper. You can show
lines are used for inequalities involving  or . these points in space on the isometric dot
Now explain the process of graphing a system of transparency. Some students may need help
inequalities. Graph the inequality y  x  2. visualizing three-dimensions on a piece of
Ask students if the following points satisfy the isometric dot paper. Go over Examples 1 and 2.
inequality: (1, 3), (0, 0), (
2, 4). Name several Have students work these examples at their
points above the dashed line and ask the same seats as you do the examples on the overhead
question. Have them describe in their own projector. In the Model and Analyze section, do
words the set of points that are in the solution the first exercise from each set of Exercises 1
set. Place the blue acetate rectangle on the through 12 along with the students. Now form

Glencoe/McGraw-Hill 220 Teaching Algebra with Manipulatives

 Chapter 3 Teaching Notes and Overview

groups of two or three students to work the Answers

remaining exercises.
1. 1; 5; none
Answers 2. See students graphs.
See Teacher Wraparound Edition pp. 136137.
3a. See students graphs; (3, 0, 0), (0, 3, 0),
(0, 0, 3); x  y  3, x  z  3, y  z  3
Algebra Activity
3b. See students graphs; (3, 0, 0), (0, 6, 0),
Equations of Planes (0, 0,
2); 2x  y  6, 2x
3z  6,
(pp. 226227 of this booklet) y
3z  6

Use With Lesson 3-5. 3c. See students graph; (
5, 0, 0), (0, 3, 0),
(0, 0,
15);
3x  5y  15,
3x
z  15,
Objectives Determine the octant in which a 5y
z  15
point in space is located and graph it. 3d. See students graphs; (4, 0, 0), (0, 3, 0),
Graph linear equations in space, and determine none; 3x  12, 4y  12, 3x  4y  12
the intercepts and traces.

Materials
classroom set of Algebra Activity worksheets
transparency master of Algebra Activity
Tinkertoys or similar construction toys (6
sticks, 1 circle per group)
string (about 2 feet per group)
Prior to the activity, assemble a set of

Algebra 2Chapter 3
Tinkertoys to simulate x-, y-, and z-axes.
Calibrate the sticks using 1- or 2-cm intervals.
Cut the transparency on the dashed line. Pass
out the Algebra Activity worksheet.
Form student groups. Ask the groups to
assemble their Tinkertoys to simulate x-, y-,
and z-axes. Show the students your model. Have
the students use their Tinkertoy model to help
them answer Exercise 1 on the worksheet.
Next, display the transparency and graph
(3,
2, 6) (Figure 1). Then graph (
2,
5, 4)
(Figure 2). Then complete Exercise 2 on the
worksheet.
Discuss finding the x-, y-, and z-intercepts of the
equation x  2y  z  4. Wrap the string around
the sticks on the model, where x  4, y  2, and
z  4, connecting the trace in each coordinate
plane. Repeat the procedure for
5x  15y 
6z  30.
Now display the transparency and show the
diagram for the above equations, using Figures
3 and 4. Complete the worksheet as a whole
group or individual activity.

Glencoe/McGraw-Hill 221 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 3-2)

Solving Systems of Linear Equations by Elimination

Trace and make multiple copies of each model below.

1
1

x
x

y
y

Use the models to demonstrate solving systems of linear equations

by elimination.
1. x  y  3 2. 2x  y  4
x
y1
x  y  4

3. 2x  3y  7 4. x  2y  8
3x
y  5 2x
3y  2

5.
3x
2y  4 6. 6x  3y 
3
5x  3y 
7
4x
3y  1

Glencoe/McGraw-Hill 222 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 3-3)

Graphing Systems of Inequalities

y

O x

Algebra 2Chapter 3

Glencoe/McGraw-Hill 223 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 3-3)

Graphing Systems of Inequalities

Graph each inequality.
1. x  2 2. y  x
1 3. 2x  y  6
y y y

O x O x O x

Solve each system of inequalities by graphing.

4. y  4 5. y  x  4 6. x
y  1
x 
1 y  2x
2 xy1
y y y

O x O x O x

Glencoe/McGraw-Hill 224 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 3-5 Preview Activity on pages 136137 in the Student Edition.)

Graphing Equations in Three Variables

Materials: isometric dot paper

Model and Analyze

Use a piece of isometric dot paper to graph each ordered triple on
a three-dimensional coordinate system. Name the octant in which
each point lies.
1. (5, 3, 6) _____ 2. (
2, 4, 3) _____ 3. (1,
5, 7) _____

Use a piece of isometric dot paper to graph each equation. Name

the coordinates for the x-, y-, and z-intercepts.
4. 3x  6y  z  6 5. 2x
5y  4z  20 6. x  3y
6z  3

7.
3x  5y  10z  15 8. 6x  9z  18 9. 4x
6y  24

Write an equation of the plane given its x-, y-, and z-intercepts,
respectively.

Algebra 2Chapter 3
10. 8,
3, 6 11. 10, 4,
5 12. 1, 4,
12
2

13. Describe the values of x, y, and z as either positive or negative for each
octant.

14. a. b. c.

d. Describe and compare the graphs in parts a, b, and c.

e. Make a conjecture about the graph of x 
3 in one, two, and three

dimensions.

Glencoe/McGraw-Hill 225 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 3-5)

Equations of Planes
z

O y

Figure 1 Figure 2 Figure 3

x  2y  z  4
(3,
2, 6) Figure 4

(
2,
5, 4)

5x  15y  6z  30

Glencoe/McGraw-Hill 226 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 3-5)

Equations of Planes
1. In which octant does each point lie?
(2, 8, 6) ______ (
3, 4, 5) ______ (0, 0, 4) ______
2. Graph the following points.
a. (6, 2, 1) b. (
1, 4, 6)
z z

O y O y

x x

3. Graph each equation. Find the x-, y-, and z-intercepts and the traces in
the coordinate planes.
a. x  y  z  3 b. 2x  y
3z  6
z z

Algebra 2Chapter 3
O y O y

x x

c.
3x  5y
z  15 d. 3x  4y  12
z z

O y O y

x x

Glencoe/McGraw-Hill 227 Teaching Algebra with Manipulatives

 Chapter

Matrices
4 Teaching Notes and Overview

0 2 1 0 2 1 1 1
Algebra Activity 2 0 2 1 1 0 1 0
3. 4.
Matrices 1 2 2 0 1 1 0 2
(pp. 229230 of this booklet) 0 1 0 0 1 0 2 0
5. See students graphs
Use With Lesson 4-1.
6. See students graphs
Objective Write and interpret a matrix
representation of a finite graph. Mini-Project
Materials Evaluating Determinants
classroom set of Algebra Activity worksheets (p. 231 of this booklet)
transparency master of Algebra Activity
Use With Lesson 4-3.
Display the finite graph portion of the
transparency on the overhead projector. The Objective Evaluate determinants.
dots (vertices) represent the rest stops and the
lines (edges) represent the trails. Materials
Define a path as a route from stop to stop not for each group of students, two sets of two
passing through any other stop. Find the total different colored 4 by 6 index cards and
number of paths for each element in the scissors
transparency chart. (Note: A path from Cooks This activity develops the process of evaluating
Corner to Cooks Corner may be clockwise or 3  3 determinants. Have students repeat this
counter-clockwise.) same process by cutting another set of strips
Write the chart in matrix form (omit names of and writing different numbers on them. Ask
rows and columns). them to show their work for evaluating the
determinant. Let groups exchange their cutouts
2 1 0 1
with another group and evaluate that
1 0 2 1
determinant. Provide additional 3  3
0 2 2 1
determinants for students to evaluate without
1 1 1 0
using the cutouts. Ask them to find out what
Reverse the process by drawing a graph of happens when the entries in one row of a 3  3
Matrix A on the transparency. are 0. Encourage them to investigate other
properties of determinants.
Distribute the Algebra Activity worksheet. Ask
students to assist you in completing the chart
and writing the matrix for it. Work a couple of
rows in the chart and show those rows in the
matrix. Form groups of three students to
complete the worksheet. As soon as the groups
have finished, discuss and share the answers.

Answers
1. Sum of Row 2
4. There are 4 paths leading
from the Dining Hall. Sum of Column 2
4.
They are the same because there are 4 paths
to and from the Dining Room.
2. 20. There are 10 edges, but each trial leads
two ways.

Glencoe/McGraw-Hill 228 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 4-1)

Dining Hall
Matrices Main
Lodge
Complete the chart. Then Cook's
Corner Nature
write a matrix for the graph Center
at the right. (Remember there Bridge
is one and only one stop on each path.)
Lake

er

er
e
ll
orn

ent
odg
Ha

dge

e
TO

s C

eC
Lak
in L
ing

Bri

tur
Din
ok

Ma
Co

Na
PATHS

Cooks Corner
Matrix
Dining Hall
FROM

Main Lodge

Bridge

Lake

Nature Center

Using the matrix above, complete the following.

1. Add the elements in the second row. What does this number represent
in the graph? How does your number compare to the sum of the second
column?
____________________________________________________________________
2. Add the elements in each row. Find the total of these sums. Is this total
related to the number of edges in the graph? If so, how?
____________________________________________________________________

Write the matrices corresponding to the graphs.

3.
A C 4. W Algebra 2Chapter 4
X
B Z
D
Y
Draw the graphs corresponding to the matrices.
5. 2 1 1 0 6. 2 1 1 1
1 0 0 1 1 0 0 1
1 0 0 0 1 0 2 0
0 1 0 2 1 1 0 2
Glencoe/McGraw-Hill 229 Teaching Algebra with Manipulatives
 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 4-1)

Matrices
Bridge

Cook's
Corner

Nature Center

Lodge
er

er
orn

ent
dge

ge
TO

s C

eC

Lod
Bri

tur
ok
Co

Na

PATHS

Cooks Corner 2 1 0 1 2 1 0 1

Bridge
FROM

Nature Center

Lodge

Matrix A
TO
A B C D
2 2 1 1 A
FROM

2 2 0 1 B
1 0 2 0 C
1 1 0 0 D

Glencoe/McGraw-Hill 230 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 4-3)

Evaluating Determinants
Complete the activity below.
Take two different colored 4  6 index cards and cut each into 6 strips.

Choose any three integers for each strip of one color and randomly write
them in a column. Make a matching set of strips of the other color.

2 0

1 6 ...

5
3

Draw 3 strips at random from one set. Arrange the strips in a 3  3

determinant as shown below. Choose 2 columns from the other set that
match columns 1 and 2 and place to the right of the determinant. Evaluate
each determinant.

3 2 0 3 2

5
6 1 5
6

2 4 5 2 4

Now find the product of the elements in each diagonal. Add the products of
the diagonals that extend from upper left to lower right. Then subtract the
products of the other diagonals. The result is the value of the determinant.

(3)(6)(5)  (2)(1)(2)  (0)(5)(4)  (2)(6)(0)  (4)(1)(3)  (5)(5)(2) Algebra 2Chapter 4

90  4  0  0  12  50

148
The value of the determinant is 148.

Glencoe/McGraw-Hill 231 Teaching Algebra with Manipulatives

 Chapter

Polynomials
5 Teaching Notes and Overview

the line-by-line algebraic procedure. Students

Algebra Activity may benefit from a review of what is meant by
Recording Sheet the Distributive Property, the greatest common
Multiplying Binomials factor, coefficient, and constant term. Go over the
(p. 234 of this booklet) responses to the exercises with the class.
If there is time, let students factor another
Use With the activity on page 230 in Lesson trinomial. Require the pairs of students to make
5-2 of the Student Edition. a conjecture about how to factor the trinomial.
Bring the pairs together and discuss the
Objective Multiply binomials. conjectures.

Materials Answers
algebra tiles* See Teacher Wraparound Edition p. 240.
*
available in Overhead Manipulative Resources

Give each group of two students a set of algebra

Algebra Activity
tiles and a copy of the Algebra Recording Sheet. Finding Radical Roots of
Allow students about five minutes to read the Polynomials
Sheet. Once they have completed the reading, (pp. 236237 of this booklet)
ask students questions about the reading. Make
sure they understand the directions. Use With Lesson 5-5.
If time permits, assign two more binomials to
multiply such as (x  3) and (x  4). Let them
Objective Find radical roots of polynomials.
predict the product before using the tiles for the
modeling. Have students explain their
Materials
classroom set of Algebra Activity worksheets
prediction.
transparency master of Algebra Activity
25 one-inch square algebra tiles and 4 two-inch
Answers
square algebra tiles per group
See Teacher Wraparound Edition p. 230.
Prior to the class, have a set of tiles ready for
each group. Ask each group to complete
Algebra Activity Exercise 1 on the worksheet. Go over the
Recording Sheet answers.
Factoring Trinomials Next, display the transparency showing only
(p. 235 of this booklet) Figures 14. Point out what the figures show.
Now uncover Figures 57. Discuss the area of
Use With the activity on page 240 in Lesson each figure in its factored form and examine
5-4 of the Student Edition. the square roots. Encourage students to identify
the area as perfect squares and the sides as
Objective Factor trinomials. square roots of the area. Use the bottom of
the transparency to discuss factoring whole
Materials numbers into prime factors and grouping pairs
algebra tiles* of like factors. Then find the square roots.
*
available in Overhead Manipulative Resources Emphasize the importance of showing the
step-by-step process and being able to explain
Have students work in pairs to complete the it. Students may complete the rest of the
Algebra Activity Recording Sheet. Provide a set of worksheet in their groups. Call on each group
tiles for each pair. Go over the directions and the to give their answer to at least one of the
drawings under the Model and Analyze heading. exercises. If an explanation is needed, have the
Ask questions. Be sure they see the translation of students from the group give it. Encourage
the information obtained from the modeling to students to explain their work.
Glencoe/McGraw-Hill 232 Teaching Algebra with Manipulatives
 Chapter 5 Teaching Notes and Overview

Algebra 2Chapter 5
Answers when graphing in the complex plane, ordered
pairs are in the form (real, imaginary). As soon
1. 4, 2; 9, 3; 16, 4; 25, 5
as students have completed Exercises 14,
2. See students models. Exercises 57, and Exercise 8, you may want to
stop and go over their answers and answer any
3. x  2, (x  2)2, (x  2)(x  2);
questions they may have. Some students may
2x  x, (2x x)2, (2x x)(2x x);
be interested in investigating, solving, and
3xy  xy, (3xy  xy)2, (3xy  xy)(3xy  xy);
graphing other similar equations. Encourage
b  3, (b  3)2, (b  3)(b  3)
them to pursue these interests and to share
4. 10 5. 9 their findings with the class.
6. 0.2 7. 3
11 Answers
8. 2
x
9. 2x2
6

13. See students work.
10. 4x2y2
14
y 11. 27x3y3
y
4. square

Algebra Activity 56. See students work.

Recording Sheet 7. triangle

Adding Radicals 8. See students work.

(p. 238 of this booklet) 9. regular hexagon

Use With the activity on page 252 in Lesson

5-6 of the Student Edition. Algebra Activity
Recording Sheet
Objective Use dot paper to add radicals. Adding Complex Numbers
(p. 240 of this booklet)
Materials
isometric dot paper
Use With the activity on page 272 in Lesson
Students will use the Pythagorean Theorem to 5-9 of the Student Edition.
construct a right triangle with hypotenuse of
length
2 units on dot paper. They will extend Objective Add complex numbers by modeling
the hypotenuse to twice its length and use the them on a coordinate plane.
models to add the radicals. Students will also
model other irrational numbers using the same Materials
method. grid paper
straightedge
Answers Students will graph the first complex number
See Teacher Wraparound Edition p. 252. from an addition equation on a coordinate grid.
They will then move accordingly on the grid to
Mini-Project add the next complex number. The new point
represents the complex number that is the
nth Roots of Negative Numbers
solution to the equation. Using the coordinate
(p. 239 of this booklet)
grid, students will also model the difference and
absolute value of other complex numbers.
Use With Lesson 5-9.
Answers
Objective Find nth roots of negative numbers.
See Teacher Wraparound Edition p. 272.
Have students work in groups of two or three to
complete the Exercises 1 through 9. Require
students to do and show their work for
Exercises 1, 5, and 8. Remind students that
Glencoe/McGraw-Hill 233 Teaching Algebra with Manipulatives
 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 230 in Lesson 5-2 of the Student Edition.)

Multiplying Binomials
Materials: algebra tiles
Use algebra tiles to find the product of x
5 and x
2.
1. Draw a 90 angle.

2. Use an x-tile and a 1-tile to mark off a length equal to x  5 along

the top.

3. Use the tiles to mark off a length equal to x  2 along the side.

4. Draw lines to show the grid formed by these measures.

5. Fill in the lines with the appropriate tiles to show the area product.
The model shows the polynomial x2  7x  10.

The area of the rectangle is the product of its length and width.
Substituting for the length, width, and area with the corresponding
polynomials, we find that (x  5)(x  2)
x2  7x  10.

Glencoe/McGraw-Hill 234 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 5
Algebra Activity Recording Sheet
(Use with the activity on page 230 in Lesson 5-2 of the Student Edition.)

Factoring Trinomials
Materials: algebra tiles

Make a Conjecture
Study the factorization of 2x2
7x
3.
1. What are the coefficients of the two x-terms in (2x2  x)  (6x  3)?
Find their sum and their product.

2. Compare the sum you found in Exercise 1 to the coefficient of the x

term in 2x2  7x  3.

3. Find the product of the coefficient of the x2 term and the constant term
in 2x2  7x  3. How does it compare to the product you found in
Exercise 1?

4. Make a conjecture about how to factor 3x2  7x  2.

Glencoe/McGraw-Hill 235 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 5-5)

Radical Roots of Polynomials

Figure 1 Figure 2 Figure 3 Figure 4

x
1

x x

x 1 x x 1

Figure 5 Figure 6 Figure 7

100



(2  2) 
2  5
10
 (5  5)


6x 2 y


2  3 
(x  x 
)  y
x

2  3 y
x
6y


Glencoe/McGraw-Hill 236 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 5
Algebra Activity
(Use with Algebra 2, Lesson 5-5)

Radical Roots of Polynomials

1. Using one-inch ceramic tiles, make a square with 4, 9, 16, and 25 tiles.
Complete the chart below based on your models.

Number of tiles used in model 4 9 16 25

Draw the model.

Area of the square

Length of a side

2. Make a square using four 2-inch tiles and Make a square using four 2-inch tiles and
five 1-inch tiles. Draw a picture of the nine 1-inch tiles. Draw a picture of the
model. model.

3. Complete the following chart for the given measures of large and small
tiles squares.

Large Square Small Square Model Model Prime Factors

Sides Sides Side Area of Area
x by x 1 by 1 x1 (x  1)2 (x  1)(x  1)
x by x 2 by 2
2x by 2x x by x
3xy by 3xy xy by xy
b 2 by b 2 3 by 3

Find each square root.

4.
100
 _____________________________ 5.
81
 ___________________________________
6.
0.04
 ____________________________ 7. 9
 _________________________________
121
8.

4x2 _____________________________ 9.

24x4 ________________________________

10.

224x4
y5 _________________________ 11.

729x6
y7 ______________________________

Glencoe/McGraw-Hill 237 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 252 in Lesson 5-6 of the Student Edition.)

Adding Radicals
Materials: isometric dot paper

Make a Conjecture
1. Is
2
 
2


2  2 or 2? Justify your answer using the geometric
models.

2. Use this method to model other irrational numbers. Do these models

support your conjecture?

Glencoe/McGraw-Hill 238 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 5
Mini-Project
(Use with Algebra 2, Lesson 5-9)

nth Roots of Negative Numbers

Work in groups of two or three to complete Exercises 1 through 9.
1. Use multiplication to show that z
1  i, z
1  i, z
1  i, and
z
1  i are the solutions of z4
4.

2. Graph the solutions of z4
4 on the complex plane.

imaginary

1i

real
2 1 O 1 2
1i

3. Connect the points you graphed for Exercise 2 in the order listed in
Exercise 1.
4. What kind of figure did you draw in Exercise 3?

3

3
5. Show that z
1   i, z
1   i, and z
1 are the solutions of
2 2 2 2
z3
1.
6. Graph the solutions of z3
1 on the complex plane.
imaginary

1i

real
1 O 1 2
1i

7. Connect the points you graphed for Exercise 6. What kind of figure did
you draw?

3

8. Let z
1   i. Find z2, z3, z4, z5, and z6.
2 2

9. Graph all six points on the complex plane. If you connect these points
in order, what kind of figure is formed?

imaginary

1i

real
1 O 1
1i

Glencoe/McGraw-Hill 239 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 272 in Lesson 5-9 of the Student Edition.)

Adding Complex Numbers

Materials: grid paper, straightedge

Model and Analyze

1. Model (3  2i)  (4  i) on a coordinate plane.

2. Describe how you could model the difference (3  2i)  (4  i) on a

coordinate plane.

3. The absolute value of a complex number is the distance from the

origin to the point representing that complex number in a coordinate
plane. Refer to the graph. Find the absolute value of 2  5i.

4. Find an expression for the absolute value of a  bi.

Glencoe/McGraw-Hill 240 Teaching Algebra with Manipulatives

 Chapter

Quadratic Functions and Inequalities

6 Teaching Notes and Overview

2g. (0, 10), (1, 5), (2, 2), (4, 2), (5, 5), (6, 10);
Mini-Project (x  3)2  1
Parabolas
2h. (2, 7), (1, 2), (0, 1), (2, 1), (3, 2), (4, 7);
(p. 243 of this booklet)
(x  1)2 2
Use With Lesson 6-1. 3. y  (x  h)2  k
4. y  (x  2)2  3
Objective Write equations for parabolas.

Materials Algebra Activity

6
Algebra 2Chapter x
clear acetate sheet for each group Recording Sheet
Have students work in small groups to complete Completing the Square
this Mini-Project. Give each group a clear (p. 244 of this booklet)
acetate sheet. This sheet will be used to trace
the parabola on the worksheet. Using
1
-inch Use With the activity on page 308 in Lesson
4 6-4 of the Student Edition.
grid paper, place the acetate on a coordinate
plane with the vertex at the given point. Then Objective Solve quadratic equations by
have students align the axis with a vertical line completing the square.
of the grid paper. Next, they list five points that
the graph contains, and write the equation for Materials
the graph. This activity shows students that algebra tiles*
parabolas with the same shape will have equation mats*
different equations depending on the vertex. *  available in Overhead Manipulative Resources
Allow students to share and discuss their
answers for Exercises 3 and 4. You may need to review how to represent a
Some students may become interested in quadratic equation with tiles on the equation
investigating parabolas that face downward. mat. Have students follow along as you go over
These students may use the same parabola that using the mat to complete the square for a
they traced on acetate paper. Encourage them quadratic equation. Ask students to work in
to write about their findings and share their pairs to complete the square for Exercises 1
work with the other students by making a through 4.
presentation.
Answers
Answers See Teacher Wraparound Edition p. 308.

1. See students trace of graph.

Algebra Activity
2a. (2, 9), (1, 4), (0, 1), (2, 1), (3, 4), (4, 9);
(x  1)2
Completing the Square
(pp. 245246 of this booklet)
2b. (1, 9), (0, 4), (1, 1), (3, 1), (4, 4), (5, 9);
(x  2)2 Use With Lesson 6-4.
2c. (0, 9), (1, 4), (2, 1), (4, 1), (5, 4), (6, 9); (x 3)2
Objective Solve quadratic equations by
2d. (4, 9), (3, 4), (2, 1), (0, 1), (1, 4), (2, 9); completing the square.
(x  1)2
2e. (3, 11), (2, 6), (1, 3), (1, 3), (2, 6), (3, 11);
Materials
algebra tiles*
x2  2
classroom set of Algebra Activity worksheets
2f. (3, 5), (2, 0), (1, 3), (1, 3), (2, 0), transparency master of Algebra Activity
(3, 5); x2  4 grid paper*
*  available in Overhead Manipulative Resources
Glencoe/McGraw-Hill 241 Teaching Algebra with Manipulatives
Chapter 6 Teaching Notes and Overview

Prior to class, cut the transparency master on As part of the preparation for class, cut the
the dashed line. Cut out each model on the transparency master of the Algebra Activity.
bottom half. Display the transparency grid with Figure A
overlapping to show f(x)  x2. Then use Figure B
Discuss the definition of a perfect square. Ask
to show f(x)  x2  3.
students to draw their own representation of a
number squared and share the results. Display Compare the graphs to discover that adding 3
the transparency master that matches this causes a slide transformation. Question
activity. Use the squares in the top row to students to predict the graph of f(x)  x2  2.
discuss how the square of an expression can be Then graph it with Figure B. In the same
represented geometrically. manner as you discussed Figures A and B,
compare f(x)  x2 with f(x)  x2 and talk about
In groups, have students cut figures from grid
the flip transformation.
paper like the transparency models. Using the
models, create a representation for x2  6x. Next, compare the graph of f(x)  2x2 (use
Then ask students to determine the number of Figure C) with f(x)  2x2  3 (use Figure D).
unit squares needed to make their figures a
Show the four different graphs below on the
square. Next, discuss completing the square
same grid. Discuss how the coefficients affect
using Figure A of the transparency. Solve the
the openness of the graph of the parabola.
equation on the transparency with the students.
Show students how to check the solution. On Fig. A f(x)  x2 Fig. B f(x)  2x2
the Algebra Activity worksheet, work through
Fig. C f(x) 
1
x2 Fig. D f(x) 
1
x2
Exercises 1 through 6 with the students. Have 2 8
students solve Exercises 7 through 10 in their Be sure students understand what is meant by
groups. As soon as the groups have finished the axis of symmetry. Using the graphs on the
finding the solutions, discuss the solutions. transparency, illustrate the axis of symmetry
and discuss the equation for it. Write the
Answers equation on each graph. In groups, have
students complete the worksheet. Allow time
1. See students diagrams; 16
to discuss the answers to the exercises.
2. See students diagrams; 1
Answers
3. See students diagrams; 4
1 6. See students graphs.
4. See students diagrams; 36
7. The parabolas have the same shape.
5. {8, 6} 6. {8, 2}
8. Their vertex is the origin.
7. {5, 3} 8. {3, 4}
9. 4 and 5 open up, 6 opens down.
9. {13, 1} 10. {3, 13}
10a. (0, 0), y  0 10b. (0, 5), y  0 10c. (0, 4),
Algebra Activity y  0 10d. (0, 0), y  0 10e. (0, 0), y  0
10f. (0, 0), y  0
Quadratic Functions
(pp. 247248 of this booklet) 11. f(x)  (x  0)2  0; f(x)  (x  0)2  5;
f(x)  (x  0)2  4; f(x)  4(x  0)2  0;
Use With Lesson 6-6. f(x) 
1
(x  0)2  0; f(x)  6(x  0)2  0;
4
Objective Graph families of quadratic The vertex is (h, k).
functions. The axis of symmetry is y  h.

Materials
classroom set of Algebra Activity worksheets
transparency master of Algebra Activity

Glencoe/McGraw-Hill 242 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 6-1)

Parabolas
Work in small groups to complete the activity. Axis

1. Trace the parabola given to the right onto a piece of clear acetate.
2. Using
1
-inch grid paper, place the acetate on a coordinate plane with
4
the vertex at the given point. Align the axis with a vertical line of the
grid paper. List five points that the graph contains. Complete the
equation for the graph.

Algebra 2Chapter 6
a. Vertex (1, 0) b. Vertex (2, 0) c. Vertex (3, 0) d. Vertex (1, 0)
x y x y x y x y
Vertex

y y y y
e. Vertex (0, 2) f. Vertex (0, 4) g. Vertex (3, 1) h. Vertex (1, 2)
x y x y x y x y

y y y y
3. Based on the results above, what equation can you write for a parabola
with vertex (h, k)?

4. Based on your generalization, what rule can you write for a parabola
with vertex at (2, 3)?

Glencoe/McGraw-Hill 243 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 308 in Lesson 6-4 of the Student Edition.)

Completing the Square

Materials: algebra tiles, equation mat

Model
Use algebra tiles to complete the square of each equation.
1. x2  2x  4  0 2. x2  4x  1  0

3. x2  6x  5 4. x2  2x  1

Glencoe/McGraw-Hill 244 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 6-4)

Completing the Square

22 32 x2 (x
1) 2

1
2 x

3
x
2 x

3 x
1

Algebra 2Chapter 6
Fill in the blank to make a perfect square. What is the square
root?
x2
6x

Figure A 1
1 ?
1

x 1 1 1

Solve the equation by completing the square.

x2  6x  16
x2  6x  _____  16  _____
(x  _____ )2 
x  _____  

Glencoe/McGraw-Hill 245 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 6-4)

Completing the Square

Draw a diagram. Then fill in the blank to complete the square.
1. x2  8x  __________ 2. x2  2x  __________

3. x2  4x  __________ 4. x2  12x  __________

Solve each equation by completing the square.

Example: x2  4x  12
x2  4x  4  12  4
(x  2)2  16
x24
x  {6, 2}
5. x2  2x  48 6. x2  6x  16

7. x2  8x  15  0 8. x2  7x  12  0

9. x2  12x  7  20 10. x2  10x  42  3

Glencoe/McGraw-Hill 246 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 6-6)

Quadratic Functions
y

Algebra 2Chapter 6
O x

Figure A Figure B Figure C Figure D

Figure E Figure F

Glencoe/McGraw-Hill 247 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 6-6)

Quadratic Functions
Graph each parabola.
1. f(x)  x2 2. f(x)  x2  5 3. f(x)  x2  4
y y y

O x O x O x

4. f(x)  4x2 5. f(x) 
1
x2 6. f(x)  6x2

4
y y y

O x O x O x

7. How are graphs 1, 2, and 3 similar? _________________________________________________

8. How are graphs 4, 5, and 6 similar? _________________________________________________
9. How do graphs 4 and 5 differ from graph 6? __________________________________________
___________________________________________________________________________________
10. Give the vertex and the equation for the axis of symmetry for each graph.
a. __________ ________________ b __________ ________________
vertex axis of symmetry vertex axis of symmetry
c. __________ ________________ d. __________ ________________
vertex axis of symmetry vertex axis of symmetry
e. __________ ________________ f. __________ ________________
vertex axis of symmetry vertex axis of symmetry
11. Write each equation in the form f(x)  a(x
h)2  k. How do h and k
relate to the vertex and the axis of symmetry?
Glencoe/McGraw-Hill 248 Teaching Algebra with Manipulatives
 Chapter

Polynomial Functions
7 Teaching Notes and Overview

process and the first three iterates. Ask

Mini-Project students to complete Exercises 1
4.
Synthetic Substitution and Zeros The second part of the activity focuses on
(p. 252 of this booklet) finding the first three iterates of the function
g(x)  4x for an initial value of x0  0.25, and
Use With Lesson 7-4. then, drawing the graphical iteration. Before
you go over Activity 2, discuss the four basic
Objective Use synthetic substitution to find paths possible when a linear function is
zeros of a function. iterated.
This Mini-Project requires students to use As a class, have students graph the function
synthetic substitution to find the zeros of two g(x)  5x
7 and the function f(x)  x on the
functions and to write a detailed explanation of same set of axes. Then draw the graphical
why synthetic substitution works. Ask students iteration for x0  1. State the slope of the linear
to work in pairs. function and tell what type of path the
graphical iteration forms. The slope is 5
Answers and the path staircases out.
1. 1, 0, 1
10; Ask students to do the same for the function
1, 1,
2, 0;
1, 2,
3, 0; g(x)  1 x  4. The slope is 1 and the path
4 4
1, 3,
2,
4; staircases in.
1, 4, 1,
6;
1, 5, 6, 0; After discussing these exercises, you may want
No need to substitute 2; zeros are
3,
2, to talk about the process in general.
and 1. Step 1 Graph a function g(x) and the line

7
Algebra 2Chapter x
2. 1,
2,
1, 2, 0; f(x)  x on the coordinate plane.
1,
1,
5, 9,
12;
1, 0,
7, 6, 0; Step 2 Choose an initial value, x0, and locate
1,
1,
7,
1, 6; the point (x0, 0).
1, 2,
5,
6, 0; Step 3 Draw a vertical line from (x0, 0) to the
1, 3,
1,
3, 0; graph of g(x). This will be the segment
No need to substitute 3; zeros are
3,
1, 1, from the point (x0, 0) to (x0, g(x0)).
and 2.
Step 4 Now draw a horizontal segment from
3. See students explanations. this point to the graph of the line
f(x)  x. This will be the segment from
Algebra Activity (x0, g(x0)) to (g(x0), g(x0)).
Exploring Iteration Repeat Steps 14 for many iterations.
(pp. 253255 of this booklet)
Tell students that they may think of the line
f(x)  x as a mirror that reflects each function
Use With Lesson 7-7.
value to become the input for the iteration of
the function. The points at which the graph of
Objective Find and graph the first three
the function g(x) intersects the graph of the line
iterates of a function.
f(x)  x are called fixed points. If you try to
There are two parts to this activity: iterate the initial value that corresponds to the
The first part deals with finding the first x-coordinate of a fixed point, the iterates will all
be the same.
three iterates of the function f(x)  1 x  5
2
for an initial value of x0  2. Form groups of Discuss the answers to Exercises 9
10. Ask a
two students. Have them read and write student from each group to read what they
down the work for each step. Discuss the wrote for answers.

Glencoe/McGraw-Hill 249 Teaching Algebra with Manipulatives

Chapter 7 Teaching Notes and Overview

Answers 9. Sample answer: Functions whose slopes are

positive form staircase paths; functions
1. 1, 5, 25 2. 2,
3, 7
whose slopes are negative form spiral paths.
3. 4.6, 1.16, 2.54 4. 2.5, 4,38, 3.55
10. It initially forms a staircase pattern, then
5. 4, staircases out settles into a cyclical pattern.
g (x)
24
g (x )
4x  12
Algebra Activity
18 Inverse Relations
(pp. 256257 of this booklet)
12
g (x )
x
6 Use With Lesson 7-8 as a follow-up activity.

O x Objectives Determine the inverse of a function

6 12 18 24 or relation and graph a function and its inverse.

Materials
g (x)
6. 3, staircases in transparency of p. 256 from this booklet, cut on
5 the dashed line
3 waxed paper
g (x )
x  2
5 grid paper
g (x )
x Display the grid transparency on the overhead
projector and graph f(x)  x  4 using the
Figure 1 template. Then show the inverse of the
O x function using the Figure 2 template. Show
students how the inverse is a reflection of the
original graph. Have students draw these lines
on their own graph paper and trace the graphs
7.
2, spiral out g (x)
on waxed paper. Fold the waxed paper so the
g (x )
2x  3 graphs overlap and crease. Unfold the waxed
8
paper and lay it on the graph paper to discover
4 g (x )
x that the crease is the axis of symmetry. Ask
students to find the equation of the axis of
O x symmetry. y
x
8 4 4 8
4 Repeat this activity using Figures 3 and 4 to
graph f(x)  x2  3 and its inverse.
8

Answers
1. y y  x
3;
8.
1, spiral in g (x)
yes;
3 f (x )
It passes the
1
g (x )
 x  4 vertical line test.
3
O x yes;
g (x )
x y  x;

O x

Glencoe/McGraw-Hill 250 Teaching Algebra with Manipulatives

 Chapter 7 Teaching Notes and Overview

2. y y  
x;
3 Algebra Activity

f (x ) no;
Except for 3, the Recording Sheet
domain values are Inverses of Functions
paired with two (p. 258 of this booklet)
range values.
O x yes; Use With the activity on page 392 in Lesson
yx 7-8 of the Student Edition.

3. y
1
x Objective Use a geomirror to draw the

y ;
2 reflection of a function and write its equation.
no;
Except for 1, the
Materials
domain values are
x
grid paper
O paired with two
straightedge
f (x ) range values.
geomirror
yes;
yx Students graph a function on grid paper then
use a geomirror to graph the reflection of the
function. They also write the equation of the
48. See students graphs for parts ad. reflection and describe the relationship between
4. no the two lines. Finally, students follow the same
procedures with a different function to
5. no determine whether its inverse is also a
6. An element of the domain is sometimes function.
paired with more than one element of the

Algebra 2Chapter 7
range. Answers
See Teacher Wraparound Edition p. 392.
7. yes
8. The inverse is found by interchanging y and
x. This represents a reflection over y  x.

Glencoe/McGraw-Hill 251 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 7-4)

Synthetic Substitution and Zeros

Work with another student to complete the synthetic substitution
chart. Then give the zeros of the function.
1. f(x)  x3  4x2  x
6

r 1 4 1
6

4

3

2

1
0
1
2

2. f(x)  x4  x3
7x2
x  6

r 1 1
7
1 6

3

2

1
0
1
2
3

3. Work together to write a detailed explanation of why synthetic

substitution works.

Glencoe/McGraw-Hill 252 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 7-7)

Exploring Iteration
Each result of the iteration process is called an iterate. To interate a
function f(x), begin with a starting value x0, find f(x0), and call the result
x1. Then find f(x1), and call the result x2. Find f(x2) and call the result x3,
and so on.
Activity 1 Find the first three iterates, x1, x2, and x3, of the
function f(x)
1 x  5 for an initial value of x0
2.
2
Step 1 To obtain the first iterate, find the value of the function for
x0  2.
f(x0)  f(2)
 1 (2)  5 or 6
2
Step 2 To obtain the second iterate x2, substitute the function value
for the first iterate, x1, for x.
f(x1)  f(6)
 1 (6)  5 or 8
2
Step 3 Now find the third iterate, x3, by substituting x2 for x.
f(x2)  f(8)
 1 (8)  5 or 9

Algebra 2Chapter 7
2
Therefore, the first three iterates for the function f(x) 
1
 x  5 for an initial value of x0  2 are 6, 8, and 9.
2
Model
Find the first three iterates of each function using the given
initial value. If necessary, round your answers to the nearest
hundredth.
1. g(x)  5x; x0  0.2 2. g(x) 
2x  1; x0 
0.5

3. g(x)  3
0.4x; x0 
4 4. g(x)  3x
0.5x2; x0  1

Glencoe/McGraw-Hill 253 Teaching Algebra with Manipulatives

Algebra Activity

Graphing iterations of a function can help you understand the process of

iteration better. This process is called graphical iteration.
Four basic paths are possible when a linear function is iterated.
Staircase Out Staircase In Spiral Out Spiral In
f (x) f (x) f (x) f (x )
x f (x) f (x )
x

f (x )
x

f (x )
x
O O x
O x x x O

Activity 2 Perform the graphical iteration on the function g(x)

4x for the first three iterates if the initial value is x0

0.25. Which of the four types of paths does the
iteration take?
Step 1 To do the graphical iteration, first graph the functions
f(x)  x and g(x)  4x.
g (x)

g (x )
4x

f (x )
x

O x

Step 2 Start at the point (0.25, 0) and draw a vertical line to the
graph of g(x)  4x. From that point, draw a horizontal line to
the graph of f(x)  x.
g (x)

g (x )
4x

f (x )
x

O x

Step 3 Repeat the process from the point on f(x)  x. Then repeat
again. The path of the iterations staircases out.
g (x)

g (x )
4x

f (x )
x

O x

Glencoe/McGraw-Hill 254 Teaching Algebra with Manipulatives

 Algebra Activity

Draw
Graph each function and the function f(x)
x on the same set of
axes. Then draw the graphical iteration for x0
1. State the slope
of the linear function and tell what type of path the graphical
iteration forms.
5. g(x)  4x  12 6. g(x)  3 x  2
5

7. g(x) 
2x
3 8. g(x) 
1 x  4

3

Algebra 2Chapter 7
Write
9. Write a paragraph explaining the relationship between the slope of a
linear function and the type of path that the graphical iteration forms.

10. What type of path do you think is formed when you perform the
graphical iteration on the function f(x)  5x
x2? How does it compare
to the iteration of linear functions?

Glencoe/McGraw-Hill 255 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 7-8)

Inverse Relations
y

O x

Figure 1 Figure 2 Figure 3 Figure 4

Glencoe/McGraw-Hill 256 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 7-8)

Exploring Iteration
1. Graph f(x)  x  3 and its inverse. Equation of the inverse _____________
y Is the inverse a function? ___________
Why or why not? ___________________
___________________________________
O x Is it a transformation? ______________
Axis of symmetry ___________________

2. Graph f(x)  x2  3 and its inverse. Equation of the inverse _____________

y Is the inverse a function? ___________
Why or why not? ___________________
___________________________________
Is it a transformation? ______________
O x Axis of symmetry ___________________

3. Graph f(x) 
2x2  1 and its inverse.

Algebra 2Chapter 7
Equation of the inverse _____________
y Is the inverse a function? ___________
Why or why not? ___________________
___________________________________
O x
Is it a transformation? ______________
Axis of symmetry ___________________

Use your own grid paper and graph each function and its inverse.
a. f(x)  5 b. f(x)  3x
1 c. f(x)  (x  2)2 d. f(x) 
x
4. Is the inverse of a linear equation always a function? ___________________________________
5. Is the inverse of any function always a function? ______________________________________
6. Why or why not? ____________________________________________________________________
7. Will the axis of symmetry always be the same? ________________________________________
8. Why or why not? ____________________________________________________________________

Glencoe/McGraw-Hill 257 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 392 in Lesson 7-8 of the Student Edition.)

Inverses of Functions
Materials: grid paper, straightedge, geomirror

Analyze
1. What is the equation of the drawn line?

2. What is the relationship between the line y  2x
3 and the line that
you drew? Justify your answer.

3. Try this activity with the function y 
x
. Is the inverse also a

function? Explain.

Glencoe/McGraw-Hill 258 Teaching Algebra with Manipulatives

 Chapter

Conic Sections
8 Teaching Notes and Overview

Algebra Activity Materials

waxed paper
Recording Sheet
This small group activity requires students to
Midpoints and Distance Formulas in follow a step-by-step process that uses three
Three Dimensions pieces of waxed paper to make three different-
(p. 263 of this booklet) shaped parabolas. Then students compare the
shapes. Students are asked to decide how the
Use With Lesson 8-1 as a follow-up activity. distance between the focus and the directrix
This corresponds to the activity on pages affect the shape of the parabola.
417418 in the Student Edition.
Answers
Objective Find the distance between two See Teacher Wraparound Edition p. 421.
points and the midpoint of a segment in
three-dimensional space.
Mini-Project
Materials Conics
none (p. 265 of this booklet)
This is a follow up activity from formulas for
finding the midpoint of a segment and the Use With Lesson 8-2.
distance between two points in two-dimensional
space to three-dimensional space. As you go Objective Model and analyze parabolas.
over the three-dimensional formulas used in
Examples 1 and 2, you may want to display the Materials
two-dimensional formulas too. Ask students to clear acetate
compare and contrast the formulas. grid paper

Form groups of two or three students to Divide students into groups to complete this
complete Exercises 19. When the groups have Mini-Activity. Groups will need acetate paper
finished these exercises, discuss their answers. and grid paper. At the conclusion of the project,
Before assigning the remaining exercises, have discuss Exercise 5. Then ask each group to
students state the plan they will use to solve display their answers to Exercises 8 10.
each exercise. Discuss their plans. As soon as Require students to explain their work. Discuss
the groups have completed Exercises 1017, Exercise 11. Show the graph of the equation.
have them explain their solutions. Allow for a
few minutes to ask the groups what they Answers
learned from working these exercises. 1. See students work.

Answers 2. parabola
See Teacher Wraparound Edition pp. 417418. 3. See students work.
4. See students work. 8
Algebra 2Chapter x
Algebra Activity
5. The parabola becomes narrower.
Recording Sheet
610. See students work.
Parabolas
(p. 264 of this booklet) 11. y
1 x2
16

Use With the activity on page 421 in Lesson

8-2 of the Student Edition.

Objective Model and analyze the shapes of

three parabolas.

Glencoe/McGraw-Hill 259 Teaching Algebra with Manipulatives

Chapter 8 Teaching Notes and Overview

This activity points out the connection between

Algebra Activity an ellipse and a circle. Form groups of two or
Recording Sheet three students to complete the four-step activity
Investigating Ellipses to locate the foci of an ellipse. Each group will
(p. 266 of this booklet) need grid paper and a compass to draw a circle.
As soon as the groups finish, discuss why this
Use With Lesson 8-4 as a preview activity. This method works. Display the answers. Ask
corresponds to the activity on page 432 in the students if y
5 could have been used in
Student Edition. Step 3 instead of y
5. yes

Objective Model, analyze, and make a Answers

conjecture about the ellipse. See Teacher Wraparound Edition p. 437.

Materials Algebra Activity

two thumbtacks
cardboard
Conic Sections
(pp. 268269 of this booklet)
piece of string
rubber band
ruler*
Use With Lesson 8-6.
*
available in Overhead Manipulative Resources
Objective Graph and write equations for
ellipses and hyperbolas.
An ellipse can be constructed by using a pencil,
two thumbtacks, a piece of string, and a piece of
cardboard. Have groups follow Steps 14 to
Materials
classroom set of Algebra Activity worksheets
construct an ellipse. Before asking students to
transparency master of Algebra Activity
work the exercises, be sure each group has
waxed paper
correctly completed the construction. Give each
scissors
group a turn to share their answers. Require
compass
students to use the vocabulary ellipse and
focus/foci in their explanation. Before class cut a circle 5 inches to 6 inches in
diameter out of waxed paper. Then cut the
Answer Algebra Activity transparency on the dashed
See Teacher Wraparound Edition p. 432. line.
Step 1 Inside the circle, mark the center with
Algebra Activity point O and a second point A about 1
Recording Sheet inch from the edge of the circle.
Locating Foci
(p. 267 of this booklet)
A O
Use With the activity on page 437 in Lesson
8-4 of the Student Edition.

Objective Find the foci of an ellipse. Step 2 Fold a crease in the circle, such that
the edge of the circle touches point A.
Material
grid paper
compass A

Glencoe/McGraw-Hill 260 Teaching Algebra with Manipulatives

 Chapter 8 Teaching Notes and Overview

Step 3 Repeat Step 2, making 20 to 25 folds. 3c. (1, 0), (5, 0); y
x  3, y
x  3;
Notice that the creases form tangents (x  3)2 y2
   
1
to an ellipse. 4 4
3d. (0, 2), (0, 6); y
x  4, y
x  4;
( y  4)2 x2
  
1
A 4 4
O 3e. (4, 3), (0, 3); y
x  5, y
x  1;
(x  2)2 (y  3)2
  
1
4 4
3f. (1, 2), (1, 6); y
x  3, y
x  5;
Discuss the shape of the ellipse and its ( y  4)2 (x  1)2
  
1
relationship to points A and O (the foci). Next, 4 4
display the graph transparency of the grid and
the ellipse to explain the exercises on the Algebra Activity
worksheet. Do the same for the hyperbola part
of the worksheet. Have students complete the Recording Sheet
worksheet in small groups. When the groups Conic Sections
are ready, have them share their results. (p. 270 of this booklet)

Answers Use With Lesson 8-6 as a follow-up activity.

1. See students work. This corresponds to the activity on pages 453
454 in the Student Edition.
x2 y2
2a. 10; (5, 0), (5, 0);   
1
25 4 Objective Graph, model and analyze the
x2
y2 parabola, ellipse, and hyperbola.
2b. 10; (0, 5), (0, 5);   
1
4 25
Materials
x2 ( y  2)2 conic graph paper*
2c. 10; (5, 2), (5, 2);   
1
25 4 *
available in Overhead Manipulative Resources
x 2
(y 4)2
2d. 10; (0, 1), (0, 9);   
1 The use of conic graph paper may be a first-
4 25
time experience for students. Have them read
(x
2)2 ( y  3)2
2e. 10; (3, 3), (7, 3);   
1 the information about the conic graph paper at
25 4
the top of the activity sheet. Then ask them
(x  1)2 ( y  4)2 questions. Point out that there are three
2f. 10; (1, 9), (1, 1);   
1 activities. The first activity deals with a
4 25
parabola, the second with an ellipse, and the
3a. (2, 0), (2, 0); y
x, y
x;
third with a hyperbola. In small groups, have
x2 y2
  
1 students do the parabola activity by following
4 4
the directions listed. After the groups have
3b. (0, 2), (0, 2); y
x, y
x; completed the graph, discuss the results. Use Algebra 2Chapter 8
y2 x2 the same process for the remaining two
  
1
4 4 activities.

Glencoe/McGraw-Hill 261 Teaching Algebra with Manipulatives

Chapter 8 Teaching Notes and Overview

Ask students to complete the Exercises 13. Go

over the results as soon as the groups have
completed the work.

Answers
See Teacher Wraparound Edition pp. 453454.

Glencoe/McGraw-Hill 262 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 8-1 Follow-Up Activity on pages 417418 in the Student
Edition.)

Midpoints and Distance Formulas in Three Dimensions

Materials: none

Exercises
Find the distance between each pair of points with the given
coordinates.
1. (2, 4, 5), (1, 2, 3) 2. (1, 6, 2), (4, 3, 0)

3. (2, 1, 7), (2, 6, 3) 4. (0, 7, 1), (4, 1, 3)

Find the midpoint of each line segment with endpoints at the

given coordinates.
5. (2, 6, 1), (4, 8, 5) 6. (4, 3, 2), (2, 7, 6)

7. (1, 3, 7), (4, 2, 1) 8. (2.3, 1.7, 0.6), (2.7, 3.1, 1.8)

9. The coordinates of one endpoint of a segment are (4, 2, 3), and the
coordinates of the midpoint are (3, 2, 5). Find the coordinates of the
other endpoint.

10. Two of the opposite vertices of a rectangular solid are at (4, 1, 1) and
(2, 3, 5). Find the coordinates of the other six vertices.

11. Determine whether a triangle with vertices at (2, 4, 2), (3, 1, 5), and
(6, 3, 1) is a right triangle. Explain.

The vertices of a rectangular solid are at (
2, 3, 2), (3, 3, 2), (3, 1, 2),
(
2, 1, 2), (
2, 3, 6), (3, 3, 6), (3, 1, 6), and (
2, 1, 6).
12. Find the volume of the solid.

13. Find the length of a diagonal of the solid.

x x y y z z
1
14. Show that the point with coordinates  2


1
, 2 1
,
2
2
is
2 2 
equidistant from the points with coordinates (x1, y1, z1) and (x2, y2, z2).
Algebra 2Chapter 8

15. Find the value of c so that the point with coordinates (2, 3, c) is 36
units from the point with coordinates (1, 0, 5).

The endpoints of a diameter of a sphere are at (2,
3, 2) and

(
1, 1,
4).
16. Find the length of a radius of the sphere.

17. Find the coordinates of the center of the sphere.

Parabolas
Glencoe/McGraw-Hill 263 Teaching Algebra with Manipulatives
 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 421 in Lesson 8-2 of the Student Edition.)

Parabolas
Materials: waxed paper

Analyze
Compare the shapes of the three parabolas. How does the distance
between the focus and the directrix affect the shape of a parabola?

Glencoe/McGraw-Hill 264 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 8-2)

Conics
Complete the activity below.
1. Choose one of the lines on the grid below.
2. Find the points that are equidistant from the point and the line.
Connect them with a smooth curve. What is the graph?
3. Using a different line, repeat the procedure above.
4. Using a third different line, repeat the procedure again.
5. As the line is closer to the point, what is the effect on the graph?
y

O
x

6. Trace each of your three graphs onto clear acetate. Include the line
and the point.
7. Place the graph on 1-inch grid paper, with the vertex on the origin and
4
the line parallel to the x-axis.
Complete the following table for your three graphs.

coordinate of equation of distance between equation of

the point the line the point and line the curve

8.

9.

10.

11. Using the results above, what is the equation of the curve that is the Algebra 2Chapter 8
set of points equidistant from the point (0, 4) and the line y
4?

Glencoe/McGraw-Hill 265 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 8-4 Preview Activity on page 432 in the Student Edition.)

Investigating Ellipses
Materials: two thumbtacks, cardboard, piece of string, rubber band, ruler

Model and Analyze

Follow the directions for Exercises 1 and 2 on page 432.
2. How does this ellipse compare to the one in Exercise 1?

Make a Conjecture
In Exercises 610, describe what happens to the shape of an
ellipse when each change is made.
6. The thumbtacks are moved closer together.

7. The thumbtacks are moved farther apart.

8. The length of the loop of string is increased.

9. The thumbtacks are arranged vertically.

10. One thumbtack is removed, and the string is looped around the
remaining thumbtack.

11. Pick a point on one of the ellipses you have drawn. Use a ruler to
measure the distances from that point to the points where the
thumbtacks were located. Add the distances. Repeat for other
points on the same ellipse. What relationship do you notice?

12. Could this activity be done with a rubber band instead of a piece of
string? Explain.

Glencoe/McGraw-Hill 266 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 437 in Lesson 8-4 of the Student Edition.)

Locating Foci
Materials: grid paper, compass

Make a Conjecture
Draw another ellipse and locate its foci using this method. Why does this
method work?

Algebra 2Chapter 8

Glencoe/McGraw-Hill 267 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 8-6)

Conic Sections

O x

Glencoe/McGraw-Hill 268 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 8-6)

Conic Sections
Complete the activity below.
Trace the following conic sections onto clear acetate.
Include the axes in your sketch.

Transverse Axis
Major Axis

1. Mark coordinate axes on 1 -inch grid paper.

4
2. Place the ellipse with its center at the given point and its axis as
indicated and complete the table below.

Length of
Center Major Axis Major Axis Vertices Equation
a. (0, 0) x-axis
b. (0, 0) y-axis
c. (0, 2) horizontal
d. (0, 4) vertical
e. (2, 3) horizontal
f. (1, 4) vertical

3. Place the hyperbola with its center at the given point and its axis as
indicated. Complete the table.

Center Transverse Axis Vertices Asymptotes Equation

a. (0, 0) x-axis
b.
Algebra 2Chapter 8
(0, 0) y-axis
c. (3, 0) horizontal
d. (0, 4) vertical
e. (2, 3) horizontal
f. (1, 4) vertical

Glencoe/McGraw-Hill 269 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 8-6 Follow-Up Activity on pages 453454 in the Student
Edition.)

Conic Sections
Materials: conic graph paper

Model and Analyze

1. Use the type of graph paper you used in Activity 1. Mark the
intersection of line 0 and circle 2. Then mark the two points on line 1
and circle 3, the two points on line 2 and circle 4, and so on. Draw the
new parabola. Continue this process and make as many parabolas as
you can on one sheet of the graph paper. The focus is always the center
of the small circle. Why are the resulting graphs parabolas?

2. In Activity 2, you drew an ellipse such that the sum of the distances
from two fixed points was 13. Choose 10, 11, 12, 14, and so on, for that
sum, and draw as many ellipses as you can on one piece of the graph
paper.
a. Why can you not start with 9 as the sum?

b. What happens as the sum increases? decreases?

3. In Activity 3, you drew a hyperbola such that the difference of the

distances from two fixed points was 7. Choose other numbers and draw
as many hyperbolas as you can on one piece of graph paper. What
happens as the difference increases? decreases?

Glencoe/McGraw-Hill 270 Teaching Algebra with Manipulatives

 Chapter

Rational Expressions and Equations

9

9
Algebra 2Chapter x
Teaching Notes and Overview

Mini-Project Algebra Activity

Interpreting Powers of a Binomial Recording Sheet
Geometrically Rational Functions
(p. 272 of this booklet) (p. 273 of this booklet)

Use With Lesson 9-1. Use With the activity on page 487 in Lesson
9-3 of the Student Edition.
Objective Interpret and analyze powers of a
binomial geometrically. Objective Use rational functions to graph
This activity requires students to work in small real-life data.
groups to interpret and analyze two geometric
models. Students are then asked to make other Materials
geometric models of their choosing to represent balance
the products of binomials, and then, write an metric measuring cups
analysis of the models. As soon as the groups several various kinds of liquids
have completed Exercises 12, discuss their grid paper
answers. In Exercise 1, take the opportunity to Students use a balance to find the volumes of
show that (x
4)2  x2
16. Also, in Exercise 2, 200 grams of different liquids such as water,
that (a
b)3  a3
b3. After completing cooking oil, isopropyl alcohol, sugar water, and
Exercise 3, have the groups exchange models salt water. Then they find the density of each
with one another and analyze them. liquid and graph the data by plotting the points
(volume, density) on a graph.
Answers
1. The area of the large square is (x
4)2. The Answers
areas of the component rectangles are x2, 4x, See Teacher Wraparound Edition p. 487.
4x, and 16. Since the areas are equal,
(x
4)2  x2
8x
16.
2. The volume of the large cube is (a
b)3. This
cube consists of 8 rectangular prisms with
the following volumes: a3, b3, 3ab2, and 3a2b.
Thus, (a
b)3  a3
b3
3ab2
3a2b.
3. See students models and analyses.

Glencoe/McGraw-Hill 271 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 9-1)

Interpreting Powers of a Binomial Geometrically

Work in small groups to complete the activity.
1. Write an analysis of the following diagram as it relates to (x
4)2.

4 x

2. Write an analysis of the following diagram as it relates to (a
b)3.

a b

3. Make other geometric models to represent the products of binomials.

Write an analysis of your models.

Glencoe/McGraw-Hill 272 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 9
Algebra Activity Recording Sheet
(Use with the activity on page 487 in Lesson 9-3 of the Student Edition.)

Rational Functions
Materials: balance, metric measuring cups, several various liquids, grid paper

Analyze the Data

1. Graph the data by plotting the points (volume, density) on a graph.
Connect the points.

2. From the graph, find the asymptotes.

Glencoe/McGraw-Hill 273 Teaching Algebra with Manipulatives

 Chapter

Exponential and Logarithmic Relations

10 Teaching Notes and Overview

Plot the results and draw the curve.

Algebra Activity
Recording Sheet Discuss the exponential functions and guide the
class in deriving the formula for the experiment.
Investigating Exponential Functions

6
n
(p. 275 of this booklet) f(x)
60 5 , where n is the number of rolls,
and f(x) is the number of dice remaining.
Use With Lesson 10-1 as a preview activity.
This corresponds to the activity on page 522 in The number of dice remaining after any roll
the Student Edition. equals the number of dice used in the next roll.
Overlap the transparency graph onto the curve
Objective Explore exponential functions by drawn from the class experiment. Have
repeatedly cutting a piece of paper in half and students compare the two graphs.
graphing the results.
You may want to conduct an extension to this

2
n
Materials activity. Change the experiment to f(x)
60 1
notebook paper grid paper
scissors calculator by tossing 60 coins and eliminating the heads
toss. Discuss applications of exponential growth
Students repeatedly cut a sheet of paper in half and decay. Ask interested students to do an
and make a table of the results. They graph the investigation related to the latter and share the
data (number of cuts, number of sheets), and results of their work with the class.
make conjectures about similar situations using
different amounts of paper and number of cuts. Answers
Answers
3
9
1. See students graphs; 1, 1 , 2, 1 , (0, 1)

See Teacher Wraparound Edition p. 522. 2. See students graphs; (1, 3), (2, 9), (3, 27),
(0, 1)
Algebra Activity
2
4
3. See students graphs; 1, 1 , 2, 1 , (0, 1)
Exponential Functions 4. See students graphs; (1, 2), (2, 4), (3, 8), (0, 1)
(pp. 276277 of this booklet)
Use With Lesson 10-1. Mini-Project
Objective Graph and interpret exponential Graceful Numbering of Graphs
functions. (p. 278 of this booklet)
Use With Lesson 10-6.
Materials
classroom set of Algebra Activity worksheets Objective Find graceful numberings for
transparency master of Algebra Activity graphs.
60 dice Have students read and study the information
Using an overhead projector, display the about graceful numbering at the top of the
transparency master and complete the chart Mini-Project worksheet. Then ask questions
using the data from the experiment below. about the meaning of a graceful numbering of a
graph. Be sure they understand that a graceful
Step 1 Roll 60 dice. Then remove all dice numbering of a graph requires that the greatest
rolled as a 6. number used to label a dot be equal to the
Step 2 Roll the remaining dice. Then remove total number of segments. Have groups of two
the 6s again. students work on this activity.
Repeat Steps 1 and 2 until all dice are
eliminated, making sure to record the roll Answers
number and the number of dice rolled. 13. See students work.

Glencoe/McGraw-Hill 274 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 10-1 Preview Activity on page 522 in the Student Edition.)

Investigating Exponential Functions

Materials: notebook paper, scissors, grid paper, calculator

Analyze the Data

1. Write a list of ordered pairs (x, y), where x is the number of cuts and y
is the number of sheets in the stack. Notice that the list starts with the
ordered pair (0, 1), which represents the single sheet of paper before
any cuts were made.

Algebra 2Chapter 10
2. Continue the list, beyond the point where you stopped cutting, until you
reach the ordered pair for 7 cuts. Explain how you calculated the last y
values for your list, after you had stopped cutting.

3. Plot the ordered pairs in your list on a coordinate grid. Be sure to

choose a scale for the y-axis so that you can plot all of the points.

4. Describe the pattern of the points you have plotted. Do they lie on a
straight line?

Make a Conjecture
5. Write a function that expresses y as a function of x.

6. Use a calculator to evaluate the function you wrote in Exercise 5 for

x
8 and x
9. Does it give the correct number of sheets in the stack
after 8 and 9 cuts?

7. Notebook paper usually stacks about 500 sheets to the inch. How thick
would your stack of paper be if you had been able to make 9 cuts?

8. Suppose each cut takes about 5 seconds. If you had been able to keep
cutting, you would have made 36 cuts in three minutes. At 500 sheets
to the inch, make a conjecture as to how thick you think the stack
would be after 36 cuts.

9. Use your function from Exercise 5 to calculate the thickness of your

stack after 36 cuts. Write your answer in miles.

Glencoe/McGraw-Hill 275 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 10-1)

Exponential Functions

60
No. of Dice
56
Roll No. Rolled
52
48
44
40

Number of Dice
36
32
28
24
20
16
12
8
4

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Roll Number

60
No. of Dice
56
Roll No. Rolled 52
1 60 48
2 50 44
3 41.67 40
Number of Dice

4 34.73 36
5 28.94 32
6 24.12 28
7 20.1 24
8 16.75 20
9 13.96 16
10 11.63 12
11 9.69 8
12 8.08 4
13 6.73
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
14 5.6
Roll Number
15 4.67

Glencoe/McGraw-Hill 276 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 10-1)

Exponential Functions
Make a table of values and graph the following exponential
functions.

3
x
1. f(x)
1 2. f(x)
3x

x f(x) f (x ) x f(x) f (x )

Algebra 2Chapter 10
O x O x

2
x
3. f(x)
1 4. f(x)
2x

x f(x) f (x ) x f(x) f (x )

O x O x

Answer the following questions about the graphs above.

5. How do the graphs of Exercises 1 and 3 compare?

6. How do the graphs of Exercises 2 and 4 compare?

7. Which graphs might represent the rate of depreciation of a car over a

period of several years?

8. Which graphs might represent the growth rate of bacteria over a period
of time?

Glencoe/McGraw-Hill 277 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 10-6)

Graceful Numbering of Graphs

The dots and segments joining the dots in the graphs below are to be
numbered by the following rules.
(1) Each dot is to be numbered with a different nonnegative integer.
(2) Each segment is to be labeled with the positive difference of the
numbers for the dots that it connects. These numbers must all be
different.
A graceful numbering of the graph requires that the greatest number
used to label a dot be equal to the total number of segments.
Work with your group to see if you can find graceful numberings
for these graphs.
1.

2.

3.

Glencoe/McGraw-Hill 278 Teaching Algebra with Manipulatives

 Chapter

Sequences and Series

11 Teaching Notes and Overview

Mini-Project Algebra Activity

Sequences Recording Sheet
(p. 282 of this booklet) Arithmetic Sequences
(p. 283 of this booklet)
Use With Lesson 11-1.
Use With the activity on page 580 in Lesson
Objective Find the missing term of an infinite 11-1 of the Student Edition.
sequence. Find the total number of rectangles
formed from an n
n grid. Objective Draw a series of figures on isometric
dot paper to illustrate and complete an
Materials arithmetic sequence.
none
Have students work in groups of two or three to Materials
find the missing term for each infinite sequence isometric dot paper*
in Exercises 18. In addition, students are *  available in Overhead Manipulative Resources
asked to use their answers from Exercises 18
to form a special sequence of eight numbers. Using isometric dot paper, students draw the
Then they list the next three terms of the fourth figure in the given pattern. Next, they
sequence. find the volume of all four figures and write an
equation that gives the volume of Figure n.
Exercises 911 deal with finding the total Finally, students use the equation they wrote to
number of rectangles formed when given a find the volume of the twelfth figure in the
1
1, a 2
2, and a 3
3 grid. Exercise 12 sequence.
requires them to generalize the process by

2Chapter11
x
writing a rule to predict how many rectangles Answers
are formed by an n
n grid. The infinite

Algebra2Chapter
See Teacher Wraparound Edition p. 580.
sequence is 1, 9, 32, and so on. Ask students to
find the 4th term and 5th term of this sequence.
4395; 5494 Algebra Activity
Recording Sheet
Answers
Fractals
1. 15 2. 1 (p. 284 of this booklet)

Algebra
3. 24 4. 35
Use With Lesson 11-6 as a follow-up activity.
5. 3 6. 0 This corresponds to the activity on page 611 in
the Student Edition.
7. 8 8. 48
1, 0, 3, 8, 15, 24, 35, 48; 63, 80, 99
Objective Collect and analyze data about a
9. 1 fractal called the von Koch snowflake.
10. 9
Materials
11. 32 isometric dot paper*
*  available in Overhead Manipulative Resources
12. Number of rectangles  n3  n2  n  1
On the Algebra Recording Sheet, have students
read about fractals. Pass out dot paper. Have
students follow along with the illustration and
draw the two stages of the construction of a
fractal called the von Koch snowflake. You may
want to show the two stages on a whiteboard,
an easel, or on a transparency.
Glencoe/McGraw-Hill 279 Teaching Algebra with Manipulatives
Chapter 11 Teaching Notes and Overview

Discuss the completed parts of the table in Answers

Exercise 1. Ask students questions about the See Teacher Wraparound Edition p. 607.
table to check on their understanding. Complete
the missing parts of the table as a class. Algebra Activity
Form groups of two or three to complete Fractal Cut-Outs
Exercises 27. You may want to have the groups (pp. 286287 of this booklet)
complete two of the exercises, then discuss the
answers as a class. Then have them complete Use With Lesson 11-6 as an extension.
two more and discuss the answers and so on.
Encourage students to research other fractals Objective Make a visual model of a
and share their findings with the class. self-similar structure.

Answers Materials
See Teacher Wraparound Edition p. 611. 4 sheets of 8.5-by-11 plain paper
ruler
scissors
Algebra Activity colored pencils or markers
Recording Sheet
Have students work in pairs. Remind students
Special Sequences to measure and cut carefully to obtain the best
(p. 285 of this booklet) results. You may want to give each pair of
students extra paper in case they make an error
Use With the activity on page 607 in Lesson in cutting. Make sure students realize the
11-6 of the Student Edition. pattern of the placement of the cut and the
length of the cut before attempting Cards 3 and
Objective Model, analyze, and make a 4. The cut is always one-fourth the width of the
conjecture about the Towers of Hanoi game. fold and the length of the cut is one-half of the
height of the folded section.
Materials
provide each group of students with the Students need to sharply crease their folds in
following: order to get the desired effect, especially on
penny Cards 3 and 4. You may want students to
nickel attach their cards to poster board to make a
dime three-dimensional display of their work.
quarter
Answers
Point out to students that the object of the
Towers of Hanoi game is to move a stack of n 1. 1, 3, 7, 15
coins from one position to another in the fewest 2. (Card, Area): (1, 20), (2, 25), (3, 26.25),
number of an of moves. Go over the rules with (4, 26.5625), (5, 26.640625), (6, 26.660156),
the students. (7, 26.665039), (8, 26.66626),
Divide the class into groups. Provide a penny, (9, 26.666565), (10, 26.666641)
nickel, dime, and quarter or a facsimile of these 3. Sample answer: The number of boxes for
for each group. Ask each group to keep a record Card 1 is 1. Then for each card, you add a
of the moves required to complete each exercise. power or 2. Card 2  1  21 or 3. Card
As soon as the groups have completed the 3  1  22 or 5, Card 4  1  23 or 7, and
exercises, discuss the answers. Have students so on. Card n  1  2 n1.
explain how they solved the problem. Alternate answer: The number of boxes is
Encourage students to find other mathematical 2 n  1, where n is the card number.
games and to share them with the rest of the 4. 1023
class.

Glencoe/McGraw-Hill 280 Teaching Algebra with Manipulatives

 Chapter 11 Teaching Notes and Overview

5. Sample answer: It appears that the surface

area of the protruding part is approaching
26.67 or 26 2.
3
6. Card Volume (in3)

1 1

2 1.25

3 1.3125

4 1.328125

5 1.3320313

6 1.3330078

7 1.333252

8 1.333313

9 1.3333283

10 1.3333321

It appears that the volume is approaching

1.33 or 11 in3.
3

Algebra 2Chapter 11
Extension
Make a different set of four fractal cards using
different fractions than one fourth and one half
for the cuts. Compare your table and ratios with
the ones from Exercises 2 and 6.

Glencoe/McGraw-Hill 281 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 11-1)

Sequences
Fill in the missing terms for each infinite sequence.
1. 3, 7, 11, _____, 19,... 2. 4, _____, 3, 9,...
3 4 16
7
3. 3, 6, 12, _____, 48,... 4. 175, _____, 7, ,...
5
5. _____,
3
, 1,... 6. 10, 5, _____, 5, 10,...
7. 2, _____, 18, 32,... 8. 2, 4, 12, _____, 240,...
Arrange your answers for Exercises 18 to form a special
sequence of eight numbers. Then list the next three terms of your
sequence.
_____, _____, _____, _____, _____, _____, _____, _____,
List the next three terms of the sequence.
_____, _____, _____
For each of the following n
n square grids, find the total number
of rectangles formed.

9. ___________________ 10. ___________________ 11. ___________________

12. Use the results for Exercises 911 to write a rule to predict how many
rectangles are formed by a 4
4 grid, a 5
5 grid, and so on.

Glencoe/McGraw-Hill 282 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 580 in Lesson 11-1 of the Student Edition.)

Arithmetic Sequences
Materials: isometric dot paper

Model and Analyze

1. Based on the pattern, draw the fourth figure on a piece of isometric dot
paper.

2. Find the volumes of the four figures.

3. Suppose the number of cubes in the pattern continues. Write an

equation that gives the volume of Figure n.

Algebra 2Chapter 11
4. What would the volume of the twelfth figure be?

Glencoe/McGraw-Hill 283 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the Lesson 11-6 Follow-Up Activity on page 611 in the Student Edition.)

Fractals
Materials: isometric dot paper

Model and Analyze

1. Complete the table. Draw Stage 3, if necessary.

Stage 1 2 3 4

Number of Segments 3 12

Length of each Segments 9 3

Perimeter 27 36

2. Write recursive formulas for the number sn of segments in Stage n, the

length ln of each segment in Stage n, and the perimeter Pn of Stage n.

3. Write nonrecursive formulas for sn, ln, and Pn.

4. What is the perimeter of the von Koch snowflake? Explain.

5. Explain why the area of the von Koch snowflake can be represented by
81
3
 27
3
 4
3

the infinite series      3
3
   ... .
4 4 3

6. Find the sum of the series in Exercise 5. Explain your steps.

7. Do you think the results of Exercises 4 and 6 are contradictory?

Explain.

Glencoe/McGraw-Hill 284 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 607 in Lesson 11-6 of the Student Edition.)

Special Sequences
Materials: penny, nickel, dime, quarter

Model and Analyze

1. Draw three circles on a sheet of paper. Place a penny on the first circle.
What is the least number of moves required to get the penny to the
second circle?

2. Place a nickel and a penny on the first circle, with the penny on top.
What is the least number of moves that you can make to get the stack
to another circle? (Remember, a nickel cannot be placed on top of a
penny.)

Algebra 2Chapter 11
3. Place a nickel, penny, and dime on the first circle. What is the least
number of moves that you can take to get the stack to another circle?

Make a Conjecture
4. Place a quarter, nickel, penny, and dime on the first circle. Experiment
to find the least number of moves needed to get the stack to another
circle. Make a conjecture about a formula for the minimum number an
of moves required to move a stack of n coins.

Glencoe/McGraw-Hill 285 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 11-6)

Investigating Fractal Cut-Outs

Materials 4 sheets of 8.5-by-11 plain paper, cut to measure 8 by 10
ruler
scissors
colored pencils or markers

Collect the Data

Fractals are self-similar shapes in which you can find replicas of an entire
shape or object embedded over and over again in different sizes. Follow
these directions and diagrams to make five fractal cards.
Step 1 Fold one of the 8-by-10 sheets of paper in half. (Figure 1.2)
Measure and make cuts on the fold. (Figure 1.3)

Figure 1.1 Figure 1.2 Figure 1.3

Make
2.5 in.
cuts.
10 in.
fold
2 in. 2 in.

8 in.

Step 2 Fold the cut section up as shown and crease sharply (Figure 2.1)
Then unfold the paper and refold the creases in the opposite
direction. Fold it so a box protrudes as shown in Figure 2.2.
Color the two sides of the protruding box blue. This is Fractal
Card 1.

Figure 2.1 Figure 2.2

Pull box out from

surface of original
fold paper.

Step 3 To make Fractal Card 2, take a second sheet of paper and

make a fractal card identical to Fractal Card 1 by repeating
Steps 1 and 2 above, but do not unfold the paper in Step 2.
1.5 inch long cuts.
Step 4 With the inner portion folded up as shown, measure and
make two more cuts. Notice that the distance from the edge
to each cut is one-fourth the width of the folded portion and
the cuts are one-half the distance from the fold to the top of
the paper. 1 in.

Glencoe/McGraw-Hill 286 Teaching Algebra with Manipulatives

 Algebra Activity

Step 5 Fold and crease the new section. Unfold the paper and refold
the creases in the opposite direction. Fold all the box shapes out.
Color all the protruding sides red.
Step 6 With a third piece of paper create Fractal Card 3. Use the
folding and cutting directions from Steps 3 through 5, but do not
unfold the paper. Fold the center flap up to the top and cut slits
that are 0.75 inches long to create Fractal Card 3. Color the
protruding sides for Fractal Card 3 yellow.
Step 7 Repeat the pattern of folding and cutting another step to create
Fractal Card 4. Color the protruding boxes green.

Analyze the Data

1. List the total number of boxes that protrude on each fractal card.
Card 1 _________ Card 2 _________ Card 3 _________ Card 4 _________
2. Find the area of the colored sections on Fractal Cards 1 through 4.
Then find a pattern to help you complete the table.

Fractal Card Area of Colored Section (in2)

1 2(2.5  4) 
2

Algebra 2Chapter 11
3
4
5
6
7
8
9
10

Make a Conjecture
3. Describe the pattern shown in the number of protruding boxes for each
card. Write a formula for finding the number of boxes for any fractal
card where n is the number of the card.

4. How many boxes would protrude from Fractal Card 10?

5. Explain any patterns that you see in the table for Exercise 2.

6. Add a third column to the table in Exercise 2. Find the ratio: area of
colored portion of given card to area of colored portion of Fractal
Card 1. Describe any patterns in these values.
Glencoe/McGraw-Hill 287 Teaching Algebra with Manipulatives
 Chapter

Probability and Statistics

12 Teaching Notes and Overview

Algebra Activity Algebra Activity

Recording Sheet Probability
Area Diagrams (pp. 292293 of this booklet)
(p. 291 of this booklet)
Use With Lesson 12-4.
Use With the activity on page 651 in Lesson
12-4 of the Student Edition. Objective Find the probability of a compound
event.
Objective Model the probability of two events
occurring at the same time using an area Materials
diagram. classroom set of Algebra Activity worksheets
transparency master of Algebra Activity
Materials 3 coins per group of students
none Pass out the Algebra Activity worksheets and 2
This activity involves using an area diagram to coins to each group. Ask the groups of students
model the probability of the two events, namely, to complete Exercise 1 on the worksheet. Then
colored clips and metallic clips, at the same record each groups results on the transparency
time. Explain how the area diagram is master.
constructed. The 1 red and three blue clips Compare the total number of HHs to the total
represent the colored clips. The probability of number of tosses. Use ratios and percents for
drawing a red clip (1) from the colored clips this comparison and record the results on the
(4) is
1
, and drawing a blue clip (3) from the transparency.
4
colored clips (4) is
3
. The probability of drawing Make a scatter plot of each groups results on
4 the transparency. Draw a line that is suggested
a gold clip (1) from the metallic clips (3) is
1
, by the points.
3
and drawing a silver clip (2) from the metallic Use the tree diagram on the transparency to
clips (3) is
2
. Point out that rectangle A illustrate possible outcomes from the toss
3 of two coins. Have students complete
represents drawing 1 silver clip and 1 blue clip, Exercises 2 and 3.
that is,
2
by
3
. Before you separate the class As an extension, ask students to predict
3 4
into groups to complete the exercises, you may outcomes for the toss of 3 coins and perform a
want to go over what rectangles B, C, and D similar experiment. Have students compare
represent. their experimental results to this theoretical
value.
Answers
See Teacher Wraparound Edition p. 651. Answers
1. See students work.
2a.
1

4

2b.
9

20
2c. males 30 and over
3a.
3

10

3b.
9

40
3c. tells where or where not to concentrate
their efforts

Glencoe\McGraw-Hill 288 Teaching Algebra with Manipulatives

 Chapter 12 Teaching Notes and Overview

Mini-Project Algebra Activity

Probability Recording Sheet
(p. 294 of this booklet) Simulations
(p. 295 of this booklet)
Use With Lesson 12-8.
Use With Lesson 12-8 as an extension activity.
Objective Make predictions using probability. This corresponds to the activity on page 681 in
the Student Edition.
Materials
provide the following for each group: Objective Use a simulation to solve a real-life
5 coins situation.
2 dice
deck of 52 cards Material
bag of 6 red chips, 2 white chips, 1 blue chip provide die for each group
Discuss the example and the completion of the This activity deals with using probability to
chart as a class. Then give each group the conduct a simulation to solve a problem.
materials necessary to complete this activity on Students are given a cereal problem. They work
making predictions using probability. As soon in pairs to Collect the Data by following a four-
as the groups have finished Exercises 12, step process. Next, the groups begin to Analyze
compare both your results and the class average the Data by creating two different statistical
to your prediction. Then have each group graphs. Then students find the mean, median,
complete Exercise 3. Discuss both Situations maximum, minimum, and standard deviation of
1 and 2 as a class. Have students read and the data. Next, the groups combine their
discuss their conclusions based on their own results. The remaining exercises require
results, the class average, and the predicted students to Make a Conjecture about further
probability. investigations of the data with defined
alterations. You may want to discuss the work
Answers after the groups have completed Exercises 13
13. See students work. and then after Exercises 47.

Answers
See Teacher Wraparound Edition p. 681.

Algebra 2Chapter 12

Glencoe/McGraw-Hill 289 Teaching Algebra with Manipulatives

Chapter 12 Teaching Notes and Overview

Algebra Activity
Recording Sheet
Testing Hypotheses
(p. 296 of this booklet)

Use With Lesson 12-9 as an extension activity.

This corresponds to the activity on page 686 in
the Student Edition.

Objective Test a hypothesis to determine

whether it is true or false using a five-step
process.

Materials
ruler*
clock
*  available in Overhead Manipulative Resources

Go over the five-step process for testing a

hypothesis. Then follow the process spelled out
under Collect the Data. The hypothesis tested:
People react to sound and touch at the same
rate. Half of the class will investigate the time
it takes to react when someone is told the ruler
has dropped. The other half will measure the
time it takes to react when the catcher is
alerted by touch.
Ask students to work in groups to complete
Exercises 13. As soon as they complete these
exercises, discuss the answers. Exercise 4 deals
with designing an experiment to test a given
hypothesis. They may need assistance.
Emphasize the importance of following the five-
step process for testing a hypothesis. Have the
groups share and exchange their findings.

Answers
See Teacher Wraparound Edition p. 686.

Glencoe/McGraw-Hill 290 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(a reproduction of the activity on page 651 in Lesson 12-4 of the Student Edition)

Area Diagrams
Materials: none

Model and Analyze

1. Find the areas of rectangles A, B, C, and D, and explain what each area
represents.

2. What is the probability of choosing a red paper clip and a silver paper
clip?

3. What are the length and width of the whole square? What is the area?
Why does the area need to have this value?

4. Make an area diagram that represents the probability

of each outcome if you spin each spinner once. Label
the diagram and describe what the area of each
rectangle represents.
Algebra 2Chapter 12

Glencoe/McGraw-Hill 291 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Transparency Master

(Use with Algebra 2, Lesson 12-4)

Probability
Group No. 1 2 3 4 5 6 7 8 9 10 TOTAL
HH
not HH
% win

Scatter Plot
100%

75%
% WIN

50%

25%

0%
1 2 3 4 5 6 7 8 9 10 Total
Group Number

Tree Diagram
2 Coins

H HH

T HT

H TH

T TT

Glencoe/McGraw-Hill 292 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 12-4)

Probability
1. Toss two coins 25 times. Tally each result as Result Tally
Heads-Heads (HH) or not Heads-Heads in the Heads-Heads
chart to the right.
not Head-Heads
Number of HH


 _______% win
Total Tosses
2. A sample of 200 customers in a store gave the following results.
GENDER

Male Female Total

Under 30 60 50 110
AGE 30 & Over 80 10 90
Total 140 60 200

a. What is the probability a customer is under 30 and female?

b. What is the probability a customer is 30 or over?

c. If you were the manager of this store, what population would you
target with your merchandise?

3. Public reactions to a new school tax levy are recorded below.

For Against Did Not Vote Total

Under 20 240 40 40 320
AGE 2040 100 120 60 280
Over 40 100 80 20 200
Total 440 240 120 800
Algebra 2Chapter 12
a. What is the probability a person under 20 will vote for the levy?

b. What is the probability a person over 40 will vote at all?

c. How can the results of the poll be used by political parties to

encourage more people to vote for or against the school tax levy?

Glencoe/McGraw-Hill 293 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 12-8)

Probability
In groups, complete the laboratory activity below.

Materials: 5 coins, 2 dice, deck of 52 cards, bag of 6 red chips, 2 white chips,
and 1 blue chip for each group.

Make predictions using probability for the outcomes of the

situations below. Then actually simulate the situation through
experimentation, filling in the chart. Compare both your results
and the class average to your prediction.

Probability Prediction Experimentation Comparison (
, )

Number of Your Class
Your Favorable Class Number to Average to
Situation Prediction Outcomes Average Prediction Prediction
Example
How often will only
3 heads show when
5 coins are tossed
together 16 times? 10 7 9 3 1
1. How often will the
sum of 2 dice be 7
when they are tossed
together 18 times?
2. One card is selected
from a deck of 52. If
13 cards are drawn
how often will the card
be a red card or an 8?

3. Write a conclusion for each experiment based on your own results, the
class average, and the predicted probability.
a. Situation 1:

b. Situation 2:

Glencoe/McGraw-Hill 294 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 681 in Lesson 12-8 of the Student Edition.)

Simulations
Materials: die

Analyze the Data

1. Create two different statistical graphs of the data collected for 25 trials.

2. Determine the mean, median, maximum, minimum, and standard

deviation of the total number of boxes needed in the 25 trials.

3. Combine the small-group results and determine the mean, median,

maximum, minimum, and standard deviation of the number of boxes
required for all the trials conducted by the class.

Make a Conjecture
4. If you carry out 25 additional trials, will your results be the same as in
the first 25 trials? Explain.

5. Should the small-group results or the class results give a better idea
of the average number of boxes required to get a complete set of
superheroes? Explain.

6. If there were 8 superheroes instead of 6, would you need to buy more

boxes of cereal or fewer boxes of cereal on average?
Algebra 2Chapter 12
7. What if one of the 6 prizes was more common than the other 5? For
instance, suppose that one prize, Amazing Amy, appears in 25% of all
the boxes and the other 5 prizes are equally and randomly distributed
among the remaining 75% of the boxes? Design and carry out a new
simulation to predict the average number of boxes you would need to
buy to get a complete set. Include some measures of central tendency
and dispersion with your data.

Glencoe/McGraw-Hill 295 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity Recording Sheet

(Use with the activity on page 686 in Lesson 12-9 of the Student Edition.)

Testing Hypotheses
Materials: ruler, clock

Analyze
State the null and alternative hypotheses for each conjecture.
1. A teacher feels that playing classical music during a math test will
cause the test scores to change (either up or down). In the past, the
average test score was 73.

2. An engineer thinks that the mean number of defects can be decreased

by using robots on an assembly line. Currently, there are 18 defects for
every 1000 items.

3. A researcher is concerned that a new medicine will cause pulse rates to

rise dangerously. The mean pulse rate for the population is 82 beats per
minute.

Make a Conjecture
4. Design an experiment to test the following hypothesis.
Pulse rates increase 20% after moderate exercise.

Glencoe/McGraw-Hill 296 Teaching Algebra with Manipulatives

 Chapter

Trigonometric Functions
13

2Chapter13
x
Teaching Notes and Overview

Algebra2Chapter
Algebra Activity Answers

Indirect Measurement 1. Approximately 15.5 ft

Algebra
(pp. 299300 of this booklet) 2. Approximately 19.3 m

Use With Lesson 13-1. 38. See students work.

Objective Use indirect measurement as an Algebra Activity

application of trigonometric functions. Recording Sheet
Material Investigating Regular Polygons
classroom set of Algebra Activity worksheets Using Trigonometry
transparency master of Algebra Activity (p. 301 of this booklet)
each pair of students needs the following:
protractor* Use With Lesson 13-2 as a follow-up activity.
5
by 7
index card This corresponds to the activity on page 716 in
straw the Student Edition.
paper clip
transparent tape Objective Use trigonometry to find
kite string relationships between the angle measures,
scientific calculator* number of sides, and length of apothems of
*  available in Overhead Manipulative Resources regular polygons.

Prior to class, assemble a model of the Materials

hypsometer according to the transparency compass
master. protractor
straightedge
Display the transparency on the overhead
projector. Have pairs of students assemble Students inscribe regular polygons with the
hypsometers as shown in the diagram. Tell number of sides ranging from three to ten in
students to make sure the string hangs freely to circles with radius one inch. Using an angle
create a plumb line. If protractors are not formed in the center of the polygon and
available, use the protractor model at the trigonometry, students find the length of the
bottom of the transparency. apothem of each polygon. This, along with the
measure of the angle, is recorded in a table.
Ask students to practice finding a horizontal Students then use the table to identify and
line and the line of sight, and reading the describe patterns and relationships. Finally,
hypsometer angle of inclination. they make conjectures and write formulas
To solve for the height of the object use the based on similar situations with slightly
following: different criteria.
height  d
tan (angle sighted)  
horizontal distance Answers
where d represents the distance from the See Teacher Wraparound Edition p. 716.
ground to a persons eye level. Have the pairs of
students complete Exercises 1 and 2 on the
Algebra Activity worksheet. Go outside and
have students complete the remaining
exercises.

Glencoe/McGraw-Hill 297 Teaching Algebra with Manipulatives

Chapter 13 Teaching Notes and Overview

Mini-Project
Linear Interpolation by Graphing
(p. 302 of this booklet)

Use With Lesson 13-6.

Objective Use the process of linear

interpolation to find values of the sine function
between whole number angles.

Materials
grid paper
calculator*
*  available in Overhead Manipulative Resources

Tell students that it is sometimes necessary to

find the value of a trigonometric function
between whole number angles. This Mini-
Project deals with making a graph to
interpolate to find the values for each 10-
minute interval between the sin 27 degrees
and the sin 28 degrees.
Divide students into groups of 2 or 3. Have
them read the directions for Exercises 14.
They may need assistance with setting up the
scales for the x- and y-axes. Use the suggested
scale 0.0020 for the y-axis. Check their graphs.
Ask them to complete Exercise 4 by first
reading the values from their graph. Then have
them use a calculator to find the values. Ask
students to compare the values from the graph
with the values from the calculator.

Answers
13. Check students work.
4a. Sample answer: 0.457
4b. Sample answer: 0.459
4c. Sample answer: 0.462
4d. Sample answer: 0.464
4e. Sample answer: 0.467

Glencoe/McGraw-Hill 298 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 13
Algebra Activity Transparency Master
(Use with Algebra 2, Lesson 13-1)

Indirect Measurement
HYPSOMETER

90
Straw
80

70

60

50

40

30

ht
sig
20

of
line
90 10

80 0
70 10
60 20
50 40 30
String horizontal line
Paper clip

Place on the edge of the index card.

90 90
A
80 80

70 70

60 60
50 50
40 40
30 30
20 20
10 0 10

Glencoe/McGraw-Hill 299 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra Activity
(Use with Algebra 2, Lesson 13-1)

Indirect Measurement
Find the height of each object. Use a calculator to find the
approximate value of the tangent of the angle.
x  1.7
Example: tan (45)   
9
x  1.7
1.0   
9
9  x  1.7
x 10.7  x
The flag pole is 10.7 meters
high.

45 1.7 m
80
70
60 50 40 30

9m

C B C

1. 2.

30 4'
60
2m
20'

10 m

3. Your school building ________________________________________________

4. The flag pole _______________________________________________________
5. A house close to your school _________________________________________
6. A telephone or electric pole __________________________________________
7. A church or business building _______________________________________
8. Another object _________________ ___________________
(name of object) (height of object)

Glencoe/McGraw-Hill 300 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Algebra 2Chapter 13
Algebra Activity Recording Sheet
(Use with the Lesson 13-2 Follow-Up Activity on page 716 in the Student Edition.)

Investigating Regular Polygons Using Trigonometry

Materials: compass, protractor, straightedge

Analyze the Data

1. Complete the table below by recording the length of the
apothem of the equilateral triangle.

Number of
Sides, n
a
3 60
4 45
5
6 1 in. a
7 120

8
9
10

Inscribe each regular polygon named in the table in a circle of

radius one inch. Copy and complete the table.
2. What do you notice about the measure of
as the number of sides of
the inscribed polygon increases?

3. What do you notice about the values of a?

Make a Conjecture
4. Suppose you inscribe a 20-sided regular polygon inside a circle. Find
the measure of angle
.

5. Write a formula that gives the measure of angle
for a polygon with
n sides.

6. Write a formula that gives the length of the apothem of a regular

polygon inscribed in a circle of radius one inch.

7. How would the formula you wrote in Exercise 6 change if the radius of
the circle was not one inch?

Glencoe/McGraw-Hill 301 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 13-6)

Linear Interpolation by Graphing

The graph of the function y  sin x is a smooth curve. When you use the
process of interpolation to find a value that is not on a chart, you are
actually finding a value on the straight line connecting the known values
from a chart.
Suppose you have a chart that represents sin x for whole number angles.
You could create a graph to interpolate to find values for each
10 minutes.
Interpolate between sin 27 (0.4540) and sin 28
(0.4695) by following the procedure below.
1. On the grid below, mark the x-axis with values 27, 2710,
2720, ..., 28.

2. On the y-axis, mark values between 0.4500 and 0.4700 (suggested scale
0.0020).

3. Plot sin 27 at 0.4540 and sin 28 at 0.4695. Connect with a line

segment.

4. Read values for the following from your graph. Check against calculator
values. (You must change minutes to decimal form. To do this, divide
the minutes by 60.)
a. sin 2710

b. sin 2720

c. sin 2730

d. sin 2740

e. sin 2750

Glencoe/McGraw-Hill 302 Teaching Algebra with Manipulatives

 Chapter

Trigonometric Graphs and Identities

14 Teaching Notes and Overview

Mini-Project
Trigonomessage
(p. 304 of this booklet)

Use With Lesson 14-7.

Objective Solve trigonometric equations.

Form groups of two or three students to solve

Algebra 2Chapter 14
the equations and find the letter that goes with
each exercise number. Point out to students that
most trigonometric equations, like some
algebraic equations, are true for some but not
all values of the variable. Have them check
their solutions. Have a reward for each group
that discovers the secret message. As a class, go
over the solutions. Call on students to show and
explain their solutions. There may be students
interested in developing a similar type of Mini-
Project activity using different equations and
decoding a secret message. Students will learn a
great deal from developing such an activity.

Answers
1. 300; L
2.
45; S
3. 90; D
4. 120; T
5. 150; I
6. 30; M
7. 210; E
8. 0; N
9. 300; L
10. 210; E
11.
30; G
12. 240; H
message: MEETING AT SMALL SHED

Glencoe/McGraw-Hill 303 Teaching Algebra with Manipulatives

 NAME ______________________________________________ DATE ____________ PERIOD ____

Mini-Project
(Use with Algebra 2, Lesson 14-7)

Trigonomessage
Solve each equation for all values of x for the given interval. Then
starting at zero, move the indicated degrees on the circle. Place
the letter in the blank above the exercise number in the message.
Degrees Letter
sin2 x
1.    cos x  2; 270  x  360 _______ _______
cos x
2. tan2 x  1;
90  x  0 _______ _______
3. csc x  cos x  1; 0  x  180 _______ _______

2
2
4. cos x  1
cos x ; 0  x  360 _______ _______

5. 3 cos 2x  3 ; 90  x  180 _______ _______

2
6. 3
3 sin x
2 cos2 x  0; 0  x  90 _______ _______
7. 2 sin x  1  0; 180  x  270 _______ _______
8. cos 2x  sin x  1; 0  x  90 _______ _______
9. 3 tan2 x  1; 180  x  360 _______ _______
10. sin 2x  1;
90  x  90 _______ _______
11. sin 5x  sin 7x  0;
45  x  0 _______ _______
12. 2 cos x  1  0; 180  x  360 _______ _______

90 Here is the secret message!!!!

120 60
135 T
D
F
45 ___ ___ ___ ___ ___ ___ ___
6 9 7 4 5 8 11
150 C A 30
I M
___ ___
10 4
180 Y N 0
___ ___ ___ ___ ___
E G 2 6 10 1 1
210 O S 330
H L ___ ___ ___ ___
225 R 315 2 12 7 3
240 300
270

Glencoe/McGraw-Hill 304 Teaching Algebra with Manipulatives