Chapter

1
Number
Relationships
GOAL
You will be able to
• use divisibility rules to identify factors
of whole numbers
• determine factors, common factors,
and the greatest common factor of
whole numbers
• determine multiples, common
multiples, and the least common
multiple of whole numbers
• explain what happens when you try to
divide a number by 0
• identify and extend number patterns
to solve problems

Many real-life objects are

arranged in rectangular arrays.
Create a problem about the cars.
How could you use factors or
multiples to solve your problem?

NEL 1
Chapter 1 Mid-Chapter Review

Frequently Asked Questions

Q: How can you use divisibility rules to decide if a number is
divisible by 10, 5, or 2?

A: Because 10, 5, and 2 are factors of any number of tens, you

need to look at the ones digit only. For example, in 2426, 2
is a factor because the ones digit is even.

Q: ... by 3 or 9?

A: The sum of the digits tells you the total left over when each
place value is divided by 3 or 9. If 3 or 9 is a factor of the
sum of the digits, 3 or 9 is a factor of the entire number.
For example, in 6129, the sum of the digits is 18, so 3 and
9 are factors.

Q: ... by 6?

A: You can use the divisibility rules for 2 and 3, because 6 is a

factor of a number if both 2 and 3 are factors.

Q: ... by 4 or 8?

A: When you divide each place value by 8, the total left over is
h ! 4 " t ! 2 " o.
When you divide each place value by 4, the total left over is
t ! 2 " o.
(h # hundreds digit , t # tens digit, o # ones digit)
If 8 or 4 is a factor of the total left over, it is a factor of the
entire number.
For example, in 9756: 7 ! 4 " 5 ! 2 " 6 # 44
• 8 is not a factor because 8 is not a factor of 44.
5 ! 2 " 6 # 16
• 4 is a factor because 4 is a factor of 16.

20 Chapter 1 NEL
 Practice
Lesson 1.1
1. Use a divisibility rule to decide if each number is divisible by
10, 5, or 2. If it is not divisible by 10, 5, or 2, explain how to
use the rule to determine the remainder.
a) 4601 b) 46 050 c) 148 088

Lesson 1.2
2. Matti is using exactly 1405 linking cubes to build a wall
behind his model roller coaster. Which of the heights shown at
the left can he use? Use divisibility rules to help you explain.

3. Determine the greatest three-digit number that is divisible by

3, 5, and 9. Show your work.

4. The number ■2 077 is divisible by 9. Determine all the

possibilities for the missing digit. Explain your strategy.

5. Can you arrange 2043 plants in 3 equal rows? Can you

arrange them in 9 equal rows? Use divisibility rules to explain.

Lesson 1.3
6. Use a divisibility rule to decide which numbers are divisible
by 6. Show your work for one answer.
a) 2376 b) 4863 c) 9192 d) 45 420

7. Can a stadium have 3348 seats in 6 equal rows? Can it have

these seats in 9 equal rows? Use divisibility rules to explain.

Lesson 1.4
8. Use a divisibility rule to decide which numbers are divisible by
4 or 8. If a number is not divisible by 4 or 8, use the rule to
determine the remainder.
a) 4608 b) 35 280 c) 146 089

9. What is the greatest four-digit number that is divisible by 8?

Show your work. Use a divisibility rule to help you explain.

10. Explain why the four-digit number ■048 is divisible by 4 and

8 for any number of thousands.

NEL Number Relationships 21

Chapter 1 Chapter Review

Frequently Asked Questions

Q: How do you determine common multiples and the least
common multiple (LCM) of two numbers?

A: To determine the LCM of two numbers, list the multiples

of one number in order from least to greatest. The LCM is
the first number you write that is also a multiple of the
other number.
For example, to determine the LCM of 15 and 20, list the
multiples of 20: 20, 40, 60, …
15 is not a factor of 20 or 40, but it is a factor of 60.
So, 60 is the LCM of 15 and 20.
Any multiple of 60, such as 120, 180, and 240, is also a
common multiple of 15 and 20.

Q: How do you determine common factors and the greatest

common factor (GCF) of two numbers?

A1: Use divisibility rules to help you list all the factors of both
110 150 numbers. Then circle the factors that appear in both lists.
1 110 1 150
2 55 2 75 The greatest of these circled factors is the GCF.
5 22 3 50
A2: You can use a Venn diagram to help you sort the factors of
10 11 5 30
6 25 the two numbers. The common factors are in the overlap.
10 15 The greatest number in the overlap is the GCF. In the
The GCF of example below, 10 is the greatest number in the overlap, so
110 and 150 is 10.
10 is the GCF of 110 and 150.

Factors of 110 Factors of 150

3 75
55 11 1 15
2 5 150 6 50
22 10
110 25
30

36 Chapter 1 NEL
 Practice
Lesson 1.1
1. List the first number that is greater than 10 000 and divisible
by 10, 5, and 2. Explain your strategy.

2. If you multiply any whole number by 10, will the product

always be divisible by 5 and 2? Explain.

Lesson 1.2
3. a) Explain why 3 is a factor of a number if 9 is a factor.
b) If 3 is a factor of a number, is 9 also a factor? Use an
example to help you explain.

4. Use divisibility rules to solve each problem. Explain your

thinking.
a) If you use 1035 wheels to build tricycles, will any wheels
be left over?
b) Can 1230 people sit in 9 equal rows at a rock concert?

5. 43 ■55 is divisible by 3 and 9. Identify the missing digit.

Lesson 1.3
6. Use a divisibility rule to show that 6 is a factor of 21 456.

Lesson 1.4
7. The number 61 7■8 is divisible by 4. What are the possibilities
for the missing digit? Explain.

8. Can 2232 juice containers be packaged in groups of 4 or 8

without any containers left over? Use divisibility rules to solve
this problem.

Lesson 1.5
9. a) Explain why you can calculate 0 $ 3 but not 3 $ 0.
b) Explain why 0 has only one multiple, while other whole
numbers have an unlimited number of multiples.

NEL Number Relationships 37

 Lesson 1.6
10. Every third car on an assembly line is green. Every fourth car
is a convertible.
a) What is the position of the first green convertible on the
assembly line?
b) How many cars out of the first 100 will be green
convertibles? Show your work.
c) How did common multiples help you solve this problem?

11. Identify the LCM and three other common multiples of

each pair of numbers.
a) 20, 16 b) 40, 50 c) 15, 12 d) 60, 120

Lesson 1.7
12. Which pair of numbers has the greatest GCF?
A 45, 70 B 120, 270 C 135, 270 D 480, 640

13. Brennan has one rope that is 90 cm long and another rope that
is 120 cm long. He wants to cut both ropes so that all the
pieces are the same length. What is the longest piece he can
make? Explain.

38 Chapter 1 NEL
 Chapter

2
Fractions
GOAL
You will be able to
• compare and order fractions using
a variety of personal strategies
• add and subtract fractions and
mixed numbers using models,
drawings, and symbols
• solve problems that involve adding
and subtracting fractions
• estimate sums and differences
of fractions and mixed numbers
• communicate about estimation
strategies

Medicine wheels are symbols

of creation and the cycles of
life. Suppose that the sections
of this medicine wheel were
equal. What fractions would
they show?

NEL 41
Chapter 2 Mid-Chapter Review

Frequently Asked Questions

3 1
Q: How do you compare two fractions, such as %% and %%?
5 8
1
A1: You can compare each fraction to a benchmark, such as %%.
2
Since %3% is greater than %1% and %1% is less than %1%, %3% & %1%.
5 2 8 2 5 8

!8 !5 A2: You can use equivalent fractions with a common

3 24 1 5 denominator. The least common multiple of 5 and 8 is 40.
= =
5 40 8 40
Rename the fractions. %2%
4 5 3 1
& %%, so %% & %%.
!8 !5 40 40 5 8

Q: Why is it easier to add or subtract fractions when the

denominators are the same?

A: When the denominators are the same, then all the pieces
are the same size. You can just add or subtract the
numerators to count the pieces.

Q: What models are helpful for adding and subtracting fractions?

A1: You can use fraction strips that show different numbers of
sections. For example, %7% " %3% # 1%4%.
12 4 12

A2: You can use a grid and counters. Use the denominators of
the fractions to decide what size of grid to use. For example,
for %1% " %1%, use a 2 ! 3 grid.
2 3

Start with %1%. Move 1 counter so you can add %1%.

2 3

" Add %1%. There are 5 counters, so %1% " %1% # %5%.
3 2 3 6

For %3% ' %1%, use a 2 ! 4 grid or a 4 ! 8 grid.

' 8 4

3 1 1
%% ' %% # %%
8 4 8

68 Chapter 2 NEL
 Practice
Lesson 2.1
1. Write each pair of fractions as equivalent fractions with a
common denominator.
3 2 3 2 3 4
a) %% and %% b) %% and %% c) %% and %%
5 6 5 10 10 15

2. Write an equivalent fraction in lower terms.

4 12 21
a) %% b) %% c) %%
6 18 15
1 5 1 2 8 7
3. Order from least to greatest: 3%%, %%, %%, %%, %%, %%.
4 6 9 3 5 3
Lesson 2.3
4. Estimate each sum and then calculate. Show your work.
3 4 7 1 7 2 2 11
a) %% " %% b) %% " %% c) %% " %% d) %% " %%
5 5 12 2 10 5 3 12
1 1
5. At a powwow, %% of the people were fancy dancers and %%
6 4
were traditional ladies. What fraction were fancy dancers or
traditional ladies?

Lesson 2.4
6. Calculate.
4 1 7 5 11 4 3 1
a) %% ' %% b) %% ' %% c) %% ' %% d) %% ' %%
10 10 4 12 10 5 4 12
3
7. In the Yukon Territory, about %% of the people are from 15 to
4
65 years old. About %1% of the people are 14 years old or
5
younger. Use a fraction to describe the difference between the
two age groups.
1 1
8. Which of these expressions have answers between %% and 1%%?
2 2
How do you know?
3 1 3 5 3 1 1 2
A. %% " %% B. %% " %% C. %% " %% D. %% " %%
4 5 4 6 8 2 4 3
Lesson 2.6
9. What size of grid would you use to model each calculation?
Why?
5 1 2 4 2 3 3
a) %% ' %% b) 1 ' %% c) %% " %% d) %% " %%
6 2 5 5 3 8 4

NEL Fractions 69
Chapter 2 Chapter Review

Frequently Asked Questions

Q: What model is helpful for adding and subtracting fractions?

A: You can use a number line with different numbers of

sections. For example, the following number line was used
to subtract %7% ' %1%:
8 2

0 3 1
8
7 1 3
%% ' %% # %%
8 2 8

Q: How do you add or subtract fractions using equivalent

fractions?

A: Choose a common multiple of the two denominators. Then

write a new equation, using equivalent fractions that have
the common multiple as their denominators. For example,
to add %3% " %3%, use the common denominator 20, since 20 is
4 5
a common multiple of 4 and 5.
!5 !4
3 15 3 12 3 3 15 12
# # %% " %% # %% " %%
4 20 5 20 4 5 20 20
!5 !4 27 7
# %% or 1%%
20 20
3 1
Q: How do you add mixed numbers, such as 2%% ! 4%%?
4 2
A1: Add the whole numbers and the fractions separately.

• Add the whole numbers: 2 " 4 # 6

3 1 3 2 3 2 5 1
• Add the fractions: %% " %% # %% " %%, and %% " %% # %% or 1%%.
4 2 4 4 4 4 4 4
• Then add the whole number sum and fraction sum.

6 " 1%1% # 7 %1%

4 4

NEL Fractions 91
 A2: Rename both mixed numbers as improper fractions.
Rename the improper fractions with common denominators
if you need to, and then add.
3 11 1 9
2%% # %% and 4%% # %%
4 4 2 2
11 9 11 18
%% " %% # %% " %%
4 2 4 4
29 1
# %% or 7%%
4 4

Q: How do you subtract a mixed number from a whole number?

A: Use a number line to determine the difference between the

numbers. For example, to subtract 7 ' 1%3%, draw jumps
5
that are easy to add from 1%3% to 7.
5
2
5 5

0 1 3 2 3 4 5 6 7
1
5

The difference between 1%3% and 2 is %2%. The difference

5 5
between 2 and 7 is 5. The total difference is %2% " 5, or 5%2%.
5 5
So, 7 ' 1%3% # 5%2%.
5 5

1 3
Q: How do you subtract mixed numbers, such as 7%% " 2%%?
3 4
A1: Subtract the fractions and whole numbers separately.
Rename the fractions using fractions with a common
denominator. If the fraction being subtracted is greater
than the original fraction, regroup one whole. For example,
you can subtract 7%1% ' 2%3% by regrouping:
3 4
1 3 1 4 3 9
Since %% ( %%, regroup. 7%% # 6%% 2%% # 2%%
3 4 3 3 4 12
16
# 6%%
12
16 9 7
Subtract. 6%% ' 2%% # 4%%
12 12 12

92 Chapter 2 NEL
 A2: Rename both mixed numbers as improper fractions.
Rename the improper fractions with common denominators
if you need to, and then subtract.
1 22 3 11
7%% # %% and 2%% # %%
3 3 4 4
22 11 88 33
%% ' %% # %% ' %%
3 4 12 12
55
# %%
12
48 7
# %% " %%
12 12
7
# 4%%
12

Practice
Lesson 2.1
1 5
1. Name three fractions between %% and %%.
2 4
8 2 1 2 15
2. a) Place %%, %%, %%, %%, and %% on the number line.
7 3 5 5 4

1 1 1 1
0 1 1 2 2 3 3 4
2 2 2 2

b) List them in order from least to greatest.

3. Rename in lowest terms.

6 12 20 81
a) %% b) %% c) %% d) %%
10 36 12 36
Lesson 2.3
4. Calculate.
6 7 5 1 5 1 3 1
a) %% " %% b) %% ' %% c) %% " %% d) %% " %%
12 12 8 4 8 4 5 2
Lesson 2.4
5. Calculate.
4 1 11 2 5 2 3 3
a) %% ' %% b) %% ' %% c) %% ' %% d) %% ' %%
7 3 12 3 6 3 4 5

NEL Fractions 93
 2 1
6. a) Marian has %% of a bag of bagels. She finds another %% bag
3 4
of bagels and puts these bagels in the first bag. What
fraction of the first bag is now full of bagels?
5
b) Marian has a third bag of bagels that is %% full. What
6
fraction describes how many more bagels are in the first
two bags combined than in the third bag?

Lesson 2.6
1
7. Nunavut covers about %% of Canada’s area. Manitoba covers
5
about %1% of Canada’s area. What fraction describes how much
15
more of Canada is covered by Nunavut than by Manitoba?

Lesson 2.7
8. Estimate whether each sum is greater than 1. Explain your
estimate.
2 5 5 1
a) %% " %% b) %% " %%
3 7 6 7
9. Calculate each sum in question 8. Use your estimates to verify
your calculations.

Lesson 2.9
10. Calculate using equivalent fractions. Show your work.
3 2 8 2 7 2 2 3
a) %% " %% b) %% " %% c) %% ' %% d) %% ' %%
5 7 9 3 10 3 3 5
Lesson 2.10
11. Calculate. Show your work.
3 3 5 2 2
a) %% " 2%% b) 4%% " %% c) 6 ' 2%%
10 5 9 3 7
12. Kyle has 3 h to complete a technology project. He thinks that
he will need 1%5% h to design and build. How much time will he
6
have to write the report for his project?

Lesson 2.11
13. Estimate whether each sum is between 1 and 3. Explain your
estimate.
1 1 5 1 2 4 3 9
a) 1%% " 1%% b) %% " %% c) 1%% " 2%% d) %% " 1%%
2 4 6 10 3 7 5 13

94 Chapter 2 NEL
 Chapter

3
Decimal
Numbers
GOAL
You will be able to
• add and subtract decimal numbers
• multiply and divide decimal numbers
• solve real-life problems that invlove
decimal numbers
• express fractions as decimal numbers
• order decimal numbers

Decimals are found

everywhere. What examples
of decimals can you see in
this party picture?

NEL 97
Chapter 3 Mid-Chapter Review

Frequently Asked Questions

Q: How can you add or subtract decimals?

A: You can use base ten blocks and a place value mat.
For example, this place value mat shows that
5.23 " 3.82 # 9.05.
Tens Ones Tenths Hundredths Thousandths

"

Q: How can you multiply two decimals?

A1. You can use base ten blocks to represent the length and
1.5 m 1.5 m width of a rectangle. For example, to multiply 1.5 by 1.2,
1.2 m 1.2 m make a rectangle with 1.5 as the length and 1.2 as the
width. Use 1 flat and 7 rods, as well as 10 small cubes,
which are equal to one rod. So, 1.5 ! 1.2 # 1.8.

A2: You can multiply related numbers and adjust the answer.
For example, 0.3 ! 4.67 can be compared to 3 ! 467.
3 ! 467 # 1401
You can estimate that 0.3 ! 4.67 is about 0.5 ! 4 # 2, so
the answer must be 1.401.
Or, you can multiply 0.3 by 10 to get 3.
3 ! 4.67 # 14.01
Then divide by 10 to reverse the multiplication.
14.01 $ 10 # 1.401.

118 Chapter 3 NEL

 Practice
Lesson 3.2
1. Predict the order of the four sums from least to greatest.
Calculate to check your prediction.
a) 2.67 " 6.24 c) 55.213 " 26.543 " 38.222
b) 65.331 " 21.951 d) 0.236 " 1.897

2. Estimate each difference. What strategy did you use?

a) 22.65 ' 11.20 c) 258.688 ' 23.126
b) 159.32 ' 62.15 d) 30.265 ' 6.697

3. Anita and Joey have $95. They want to buy a guitar for $75.50,
a package of new strings for $16.99, and a pick for $0.69. All
prices include taxes.
a) Estimate the total cost. Do Anita and Joey have enough
money to buy these items?
b) Calculate either the amount they are short or the amount
they would have left over.

Lesson 3.3
4. Calculate using a model.
a) 0.2 ! 0.9 b) 0.6 ! 0.4

Lesson 3.4
5. Predict the order of the four products from greatest to least.
Calculate to check your prediction.
a) 0.9 ! 3.28 c) 1.4 ! 5.3
b) 6.93 ! 0.33 d) 6.3 ! 2.1

6. In 2005, gas cost 79.9¢ for each litre. Hector put 40.5 L in his
car. How much did he pay? Express your answer to the
nearest cent.

7. This box holds 24 cubes of vegetable stock. Each cube has a side
length of 0.8 cm. Determine the area of the bottom of the box.

8. A nickel is 0.185 cm thick. How thick is a roll of nickels

worth $2?
0.8 cm
9. Suppose that the mass of one egg is 0.065 kg and the mass of
an empty egg carton is 16.85 g. One egg carton holds 12 eggs.
What is the mass of six cartons of eggs?

NEL Decimal Numbers 119

Chapter 3 Chapter Review

Frequently Asked Questions

Q: How do you divide a decimal by a decimal?

A1: You can use a number line. For example, to divide 2.5 by 0.5,
use a number line from 0 to 2.5. Count how many 0.5s are
on the number line. There are five 0.5s, so 2.5 $ 0.5 # 5.
0.5 0.5 0.5 0.5 0.5

0 0.5 1 1.5 2 2.5 3

A2: You can use 10 ! 10 grids. For example, to divide 2.5 by

0.4, colour three 10 ! 10 grids to model 2.5. There are
6 sections that represent 0.4, and there are 10 squares left
over. Since 10 squares are another fourth of a group, they
represent 0.25. So 2.5 $ 0.4 # 6.25.
2.5 2.5 $ 0.4 # 6.25

Q: How can you write a fraction as a decimal?

A: You can divide the numerator by the denominator. For

example, the decimal equivalent of %1% is 0.125.
8
1•8G

Q: How can you write a decimal as a fraction?

A: If the decimal terminates, use the decimal as the numerator

and a number such as 10, 100, or 1000 as the denominator.
For example, the fraction equivalent of 0.42 is %4%
2
. If the
100
decimal repeats, use the repeating part as the numerator
and a number such as 9, 99, or 999 as the denominator.
For example, the fraction equivalent of 0.4 ! is %4%
!2 2
.
99

144 Chapter 3 NEL

 Practice
Lesson 3.2
1. Calculate.
a) 3.5 " 370.6 b) 642.13 " 291.89

2. Six students are holding hands to make the longest line they
can. Their arm spans are 1.61 m, 1.66 m, 1.63 m, 1.72 m,
1.78 m, and 1.75 m. How long is their line?

3. Estimate, and then subtract.

a) 39.8 ' 12.6 b) 26.32 ' 19.56

4. Calculate.
a) 57.68 ' 39.39 b) 46.231 ' 16.332

5. An elevator can hold 650.0 kg. Three people moving a piano have
masses of 80.5 kg, 72.8 kg, and 89.9 kg. The piano has a mass of
352.5 kg. Will the elevator hold the people and the piano?

Lesson 3.3
6. Calculate each product. Explain which strategy you used.
a) 9 ! 0.8 b) 215 ! 0.6 c) 57 ! 0.4 d) 0.6 ! 0.9

7. Mariette’s table is 0.8 m long and 0.4 m wide. Julie’s table is

0.9 m long and 0.3 m wide.
a) Estimate whose table has a bigger area. Explain your
reasoning.
b) Calculate the answer, and compare it with your estimate.

8. You want to multiply two decimals that are both less than 1.
What do you know about the answer?

Lesson 3.4
9. A single bus fare costs $2.35. A monthly pass costs $45.75.
a) Céline estimates that she will ride the bus 25 times this
month. Should she buy a monthly pass? Explain.
b) Kamal estimates that he will ride the bus 18 times this
month. Should he buy a monthly pass? Explain.

10. Karen mixed together three 1.36 L cartons of orange juice,

two 0.59 L bottles of ginger ale, and 2.52 L of fruit juice.
How much punch did Karen make?

NEL Decimal Numbers 145

 Lesson 3.6
11. The rungs of a rope ladder are 0.3 m apart. Rapunzel is
climbing down the ladder from a window that is 3.69 m above
ground. How many rungs will Rapunzel climb down?

12. You have a string that is 25.50 m long. You need to cut the
string into 0.25 m pieces. Estimate how many pieces you can
cut. How did you estimate?

Lesson 3.7
13. Predict the order of the four quotients from least to greatest.
Calculate to check your prediction.
a) 36.9 $ 3 c) 0.6 $ 0.2
b) 121.5 $ 12.1 d) 9.2 $ 3.1

14. A stack of 50 sheets of paper is 0.85 cm high. How many

sheets of paper are in a stack that is 48.45 cm high?

15. Estimate 1035.75 $ 24.5. Check your estimate.

Lesson 3.8
16. Estimate, and then calculate.
a) (2.6 ! 6) " 25 ' (3.2 ! 2.1)
b) (6.9 $ 3) " (4.6 ! 0.23)

Lesson 3.9
17. Write a fraction, in lowest terms, for each decimal.
a) 0.8 b) 0.735 c) 0.92 d) 0.250

18. Does the decimal equivalent of each fraction terminate or repeat?

11 5 13 3
a) %% b) %% c) %% d) %%
25 6 15 8
19. Write each fraction in the previous question as a decimal.

20. Order the following numbers from least to greatest:

2 13
0.25, 0.2555 …, 0.252 525 …, %%, %%.
9 15
Lesson 3.10
21. Write the fraction equivalent of each decimal in lowest terms.
a) 0.63 !3
b) 0.6 !

22. Create a problem in which you multiply and divide decimals.

Explain your solution.

146 Chapter 3 NEL

Chapters 1–3 Cumulative Review

Note: Select ALL the correct answers to each question.

1. Which number is divisible by 10, 5, and 2?

A. 1168 B. 2035 C. 21 890 D. 35 572

2. The number 637■16 is divisible by 4 and 8. What is ■?

A. 2 B. 3 C. 5 D. 8

3. Which number is not a factor of 123 456?

A. 2 B. 3 C. 6 D. 9

4. Which number is a factor of 1235?

A. 2 B. 5 C. 4 D. 3

5. Which expression has a value that is between 0.5 and 1.5?

1 1 8 1 5 5 3 7
A. %% " %% B. %% " %% C. 1%% ' %% D. 4%% ' 2%%
4 5 3 9 7 7 4 8
6. Which pairs of fractions can be renamed as twelfths?
1 5 1 3 3 4 6 2
A. %%, %% B. %%, %% C. %%, %% D. %%, %%
2 6 3 4 7 5 7 3
7. Which expressions have a value that is a whole number?
1 4 1 6 2 4 1 8
A. 2%% " 4%% B. 4%% ' 1%% C. 6%% ' 3%% D. 5%% " 3%%
3 6 5 5 7 7 3 9
8. Which equation is represented on the following number line?

0 1 2
2 3 4 4 3 2
A. 2%% ' %% # 1%% C. %% " 1%% # 2%%
5 5 5 5 5 5
2 3 4 2 3
B. 2%% ' 1%% # %% D. 2%% " %% # 3
5 5 5 5 5
9. Which expressions have the same value as 0.5 ! 750?
A. 750 $ 2 B. 5 ! 750 C. 5 ! 75 D. 0.05 ! 75

148 Cumulative Review Chapters 1–3 NEL

 10. Which expressions have the same value as 12.8 ! 48?
A. 128 ! 4.8 C. 2 ! 6.4 ! 4 ! 12
B. 64 ! 9.6 D. 25.6 ! 24

11. Jake takes 0.8 mL of medicine each day. The bottle contains
16 mL of medicine. In how many days will he finish his
medicine?
A. 2 B. 20 C. 8 D. 10

12. How much of 124.345 is 12.4345?

A. one tenth C. one thousandth
B. one hundredth D. one ten-thousandth

13. Estimate to determine which value is the product of

0.7 ! 8.987.
A. 62.909 C. 0.629 09
B. 6.2909 D. 629.09

14. Which value is the best estimate for 12.078 $ 0.498 01?
A. 24 B. 240 C. 2400 D. 24 000

15. Which expression has a product that is greater than 56.8?

A. 1.089 ! 56.8 B. 0.000 123 ! 56.8

16. Which expressions have a quotient of 12.3?

A. 369 $ 30 B. 369 $ 3 C. 36.9 $ 3 D. 3.69 $ 0.3

17. What is the value of ■ in 11.9 ' 3 ! 6.4 " 79.2 # ■?

A. 136.16 B. 761.84 C. 71.9 D. 966.304
1
18. Which decimal represents the same amount as %%?
8
A. 1.25 B. 0.125 C. 0.0125 D. 0.1025

19. Which fraction represents the same amount as 0.6?

6 3 6 30
A. %% B. %% C. %% D. %%
100 5 1000 60
20. Which fraction is equivalent to a repeating decimal?
1 1 1 1
A. %% B. %% C. %% D. %%
84 20 50 500

NEL Cumulative Review Chapters 1–3 149

 Chapter

4
Percent
GOAL
You will be able to
• express percents as fractions and
decimals
• solve percent problems by either
estimating or calculating
• communicate effectively about
percent problems

This is a photo of Yellowknife

from the air. About how much
of the city's area is used for
roads and buildings? Use a
percent.

NEL 151
Chapter 4 Mid-Chapter Review

Frequently Asked Questions

Q: How are percents, fractions, and decimals related?

A: They are all ways to describe ratios or parts of amounts. If

you know one form (percent, fraction, or decimal), you can
determine the other two equivalent forms.
For example, 80% means 80 out of 100 or %8%
0
,
100
which is equivalent to %4%. The fraction %8%
0
means
5 100
80 hundredths, which is equivalent to 0.80 or 0.8.

Q: How do you estimate a percent?

A: Use benchmarks (numbers that are easy to use) to estimate.

For example, 24% of 38 is about 25% of 40. Since 25% of
40 is %1% of 40, 24% of 38 is about 10.
4

Practice
Lesson 4.1
1. How many cents does each percent of a dollar represent?
a) 1% b) 72% c) 100% d) 40%

2. Complete each statement using (, &, or #.

a) 15% ■ 0.2 c) 0.8 ■ 75%
1
b) %% ■ 25% d) 0.5 ■ 5%
4
3. There are 16 children and 24 adults at an art show.
a) What percent of the people are children?
b) What percent of the people are adults?

166 Chapter 4 NEL

 Lesson 4.3
4. Estimate each percent. Show your work.
a) 42 out of 52 c) $19.99 compared to $79.97
18
b) %% d) 29 seconds out of 1 minute
47
5. Is each statement reasonable or unreasonable? Explain how
you know.
a) 12% of 42 is about 4. c) 72% of 60 is about 58.
b) 35% of 150 is about 50. d) 45% of 180 is about 90.

6. Which benchmarks would you use to estimate each amount?

Estimate each amount using these benchmarks.
a) a 15% tip on a restaurant bill of $39.45
b) 6% tax on an item costing $41.95

7. Bones account for about 20% of a person’s total mass.

Estimate the mass of the bones in a 62 kg person.

Lesson 4.4
8. Barry got 17 out of 20 on a science test and 39 out of 50 on a
math test. On which test did he do better? Explain.

9. Tracy and Tristan both earn a percent of any sales they make
at a furniture store. Last month, Tracy earned $750 on sales of
$5000, and Tristan earned $825 on sales of $6875. Who earns
the greater percent? Show how you know.

10. Explain which sale offers the greatest discount.

NEL Percent 167

Chapter 4 Chapter Review

Frequently Asked Questions

Q: How do you solve a percent problem using a proportion?
Reading Strategy
A: Write a proportion in which one of the fractions or ratios is
Draw a three-column out of 100. For example, suppose that a hockey team won
chart. Use these
18 out of 40 games. To determine what percent of the
headings: New Words
and Definitions, Key games the team won, write %18% in a proportion.
40
Points, and Pictures.
Figure out what number you need to
Use your chart to !?
record information from 18 ■ multiply 40 by to get 100.
#
40 100
the Frequently Asked Using division, 100 $ 40 # 2.5.
Questions. !?

!2.5 Multiply the numerator and the

18
#
45 denominator by 2.5.
40 100 18
%% is equivalent to 45%.
!2.5 40
They have won 45% of the games.

Q: How do you solve a percent problem using decimals?

A: Rename the percent as an equivalent decimal. Then

multiply the decimal by the given amount. For example,
suppose that you want to determine 27% of 45.
Rename 27% as 0.27, and multiply 0.27 by 45.
0.27 ! 45 # 12.15
So, 27% of 45 is 12.15.

Q: How can you solve a percent problem using logical reasoning?

A: Use information you already know to make your

calculations easier. For example, if you know that 30% is
20 items, then you can figure out 45%, which is
30% " 15%. Because 15% is half of 30%, and 10 is half
of 20, 45% is 20 " 10 items. So, 45% is 30 items.

186 Chapter 4 NEL

 Practice
Lesson 4.1
1. Rename each percent as a fraction.
■ ■
a) 55% # %% c) 66% # %%
20 50
■ ■
b) 26% # %% d) 5% # %%
50 40
2. Complete the table.

Percent Decimal Fraction (lowest terms)

70%

0.08
3
%%
4
0.15
1
%%
4
55%

3. Write each fraction as a percent.

1 3 9 3
a) %% b) %% c) %% d) %%
5 4 10 12
4. In John’s school, 20% of the students have no brothers or
sisters, and 32% have one sibling.
a) What percent of the students have more than one sibling?
b) There are 355 students in the school. How many have no
siblings?

Lesson 4.3
5. Estimate.
a) 81% of 70 c) 42% of 498
b) 96% of 202 d) 28% of 11

6. What benchmarks did you use for your estimates in the

previous question?

7. In 2001, Statistics Canada found that 8% of Canada’s

population had asthma. When Marla surveyed her school, she
found that 32 of the 301 students had asthma. Estimate if this
number is greater or less than might be expected.

NEL Percent 187

 8. Why is it easier to calculate 5% of 230 than 8% of 230?

Lesson 4.4
9. Josip spent $18 of his $30 on a sweatshirt. Sanjeev spent $13
of his $20 on a CD. Who spent a greater percent of his money?

10. Complete each statement using (, &, or #.

9 7 18 21
a) %% ■ %% b) %% ■ %%
50 40 60 75
Lesson 4.5
11. 14% of a restaurant’s income is from dim sum on Saturdays.
Last week, the restaurant made $4100. How much money
came from dim sum on Saturday?

12. Determine each missing number.

a) 25% of 84 # ■ b) 10% of ■ # 5

13. A movie theatre has sold 75% of its seats for the 7:00 p.m. show.
The theatre has 440 seats. How many tickets have been sold?

14. Renato sold a dining-room set for $144, which was 12% of
its value when new. How much did the dining-room set
originally cost?

Lesson 4.6
15. Calculate.
a) 79% of 20 c) $456 plus 15% tax
b) 40% of 182.8 d) $49.98 plus 6% tax

16. Dmitri scored 112 out of a possible 140 points in a video

game. What is his percent score?

Lesson 4.7
17. a) Describe a quick way to determine 25% of 284.
b) Determine 75% of 284 using your answer to part (a).
Explain.

18. The mass of a sperm whale is 42 t. This is about 70% of the

mass of a fin whale. What is the mass of a fin whale?

19. Mark calculated 34% of 55. Explain each step of Mark’s

thinking.
10% is 5.5. 30% is 16.5. 2% is 1.1. 4% is 2.2. 34% is 18.7.

188 Chapter 4 NEL

 Chapter

5
Measurement
GOAL
You will be able to
• develop and apply a formula for the
area of a parallelogram
• develop and apply a formula for the
area of a triangle
• construct a circle with a given radius
or diameter
• develop and apply formulas for the
circumference and area of a circle

This window is about 50 cm

wide. How can you estimate
its area?

NEL 191
Chapter 5 Mid-Chapter Review

height 4 cm
Frequently Asked Questions
Q: How can you calculate the area of a parallelogram?

A: You can use the formula A # b ! h. The height (h) is the

perpendicular distance from the base (b) to the opposite
side. For example, the area of this parallelogram is
3 cm ! 4 cm # 12 cm2.
base 3 cm

Q: How can you calculate the area of a triangle?

A: You can use the formula A # (b ! h) $ 2. For example, the

6 cm
area of this triangle is (9 cm ! 6 cm) $ 2 # 27 cm2.

9 cm Q: How can you determine the circumference of a circle using the

diameter of the circle?

A: You can use the formula C # ) ! d or C # 2 ! ) ! r, with

3.14 as an approximate value for ). ) (pi) is the ratio of
6.0 m the circumference of a circle to its diameter. The value of )
is 3.14, expressed to two decimal places. For example, the
circumference of the circle at the left is about
2 ! 3.14 ! 6.0 m # 37.7 m.

Practice
Lesson 5.1
1. Calculate the area of each parallelogram. Measure, if necessary.
a) b)
2.0 m

3.5 m

214 Chapter 5 NEL

 Lesson 5.2
2. Calculate the area of each triangle. Measure, if necessary.
a) b)
6.96 m
2.5 m

6.5 m

Lesson 5.4
3. Determine the circumference of a circle with each diameter.
a) 26 cm b) 10.8 m c) 17.2 cm d) 3 km

4. What is the circumference of the circle in each sign?

a) 15 cm c) 20 cm e) 44 cm

b) 60 cm d) 17 cm f) 20 cm

5. Measure the diameter of this circle. Then determine its

circumference.

NEL Measurement 215

Chapter 5 Chapter Review

Frequently Asked Questions

Q: How do you determine the area of a circle?

A: You can use the formula A # ) ! r ! r. For example,

consider the circle at the left:
8 cm
A # 3.14 ! 8 cm ! 8 cm
# 201 cm2
The area is about 201 cm2.

Q. How can you draw a circle when you know its radius or
diameter?

A: Adjust a compass so that the distance between the compass

point and the pencil tip is equal to the radius. Put the
compass point where you want the centre of the circle to
be, and draw the circle.

Practice
Lesson 5.1
1. Calculate the area of each parallelogram.
a) b) 2.5 cm
1.6 cm

3.4 cm

7.0 cm

c)

9.0 m

5.5 m

NEL Measurement 233

 2. Determine the area of this parallelogram.

Lesson 5.2
3. a) Draw three different triangles, each with a height of 5 cm.
b) Calculate the area of each triangle. Explain what you did.

4. Determine the area of this triangle.

Lesson 5.4
5. Determine the circumference of this circle.

A
B
55°
D 6. Determine the circumference of the circle at the left.
3.5 cm
Lesson 5.5
7. Draw the circle in question 6 using a compass.
C
Lesson 5.6
8. Determine the area of the circle in question 6.

Lesson 5.7
9. a) Determine the measure of !ADC in the circle in question 6.
b) Determine the measure of !BDC in the circle in question 6.

234 Chapter 5 NEL

 Chapter

6
Addition and
Subtraction
of Integers
GOAL
You will be able to
• represent addition and subtraction
of integers using concrete materials,
drawings, and number lines
• record the addition or subtraction
of integers symbolically
• solve problems that involve the
addition and subtraction of integers

Why should a pilot know how

to read and use integers?

NEL 237
Chapter 6 Mid-Chapter Review

Frequently Asked Questions

Q: What is the zero principle?

A: The zero principle means that the sum of two opposite

integers is 0. For example, ("3) " ('3) # 0.

Q: How do you add integers, such as ('5) " ("3)?

A1: You can use counters. You can pair red and blue counters
and use the zero principle. Each pair of red ("1) and blue
('1) counters has a sum of 0. Then remove the zero pairs.
The counters that remain give the sum. This model shows
that ('5) " ("3) # ('2).

0 0 0
("1) " ('1) # 0

A2: You can use a number line. Represent the first integer with
an arrow that starts at 0. Represent the second integer with
an arrow that starts at the end of the first arrow. An arrow
points to the left if it represents a negative integer and to
the right if it represents a positive integer. The sum is the
end point of the second arrow. This model shows that
('5) " ("3) # ('2).

'6 '5 '4 '3 '2 '1 0 "1

258 Chapter 6 NEL

 Q: How do you add more than two integers, such as
('38) " ("17) " ('3) " ('14) " ("5)?

A1: You can add the positive and negative integers separately,
and then calculate the total sum. For example,
'14 '3 '38

'60 '55 '50 '45 '40 '35 '30 '25 '20 '15 '10 '5 0
'55
('38) " ('3) " ('14) # ('55)

"17 "5

0 "5 "10 "15 "20 "25 "30

"22

("17) " ("5) # ("22)

"22
'55

'60 '55 '50 '45 '40 '35 '30 '25 '20 '15 '10 '5 0
'33

('55) " ("22) # ('33)

A2: You can look for zero pairs and remove them. Then you add
the remaining integers on a number line or with counters.
For example, in ('38) " ("17) " ('3) " ('14) " ("5),
notice that ("17) makes a zero pair with ('3) " ('14).
'14 '3
"17

'20 '15 '10 '5 0 "5 "10 "15 "20

0

This leaves ('38) " ("5), so the sum is '33.

"5
'38

'60 '55 '50 '45 '40 '35 '30 '25 '20 '15 '10 '5 0
'33

('38) " ("5) # ('33)

NEL Addition and Subtraction of Integers 259

 Practice
Lesson 6.2
1. Draw a picture to represent each sum.
a) ("5) " ('2) d) ("3) " ('4)
b) ('2) " ('5) e) ('2) " ("7)
c) ('4) " ("5) f) ('1) " ('3) " ("4)

2. Complete each equation.

a) ('8) " ■ # ('5) c) ('5) " ■ " ("7) # ("12)
b) ("2) " ■ # 0 d) ("6) " ■ " ('4) # ("10)

3. Think about adding two integers.

a) What must be true about the integers for the sum to be
positive?
b) What must be true about the integers for the sum to
be negative?

Lesson 6.3
4. Anthony hiked uphill from a valley that was 45 m below
sea level. After an hour, he was 100 m higher than where he
started. Using integers, determine how high he was above
sea level. Show what you did.

5. Calculate.
a) ("30) " ('20) c) ('110) " ('20)
b) ('150) " ("50) d) ("20) " ('40)

Lesson 6.4
6. Calculate.
a) ("11) " ('26) " ('15) c) ('50) " ("23) " ('17)
b) ('33) " ('20) " ("12) d) ('40) " ("20) " ('14)

7. Calculate.
("34) " ("17) " ('20) " ('15) " ('2) " ("18)

8. Gillian walks up and down a staircase. She starts on the fifth

step and walks as follows:
• up 2 steps
• down 3 steps
• up 4 steps
• down 5 steps
On what step does she finish?
260 Chapter 6 NEL
Chapter 6 Chapter Review

Frequently Asked Questions

Q: How do you subtract integers, such as ('2) ' ('6)?

A1: You can use counters. If necessary, you can use the zero
principle to add red and blue counters that equal 0. Then
you remove the counters you need to. The remaining
counters represent the answer. This model shows that
('2) ' ('6) # ("4).

('2)

('4) " ("4) # 0

('2) ' ('6) # ("4)

A2: You can use a number line. Determine the difference

between the second number and the first number. If the
arrow from the second number points to the left, the
answer is negative. If the arrow points to the right, the
answer is positive. This model shows that
('2) ' ('6) # ("4).
"4

'10 '9 '8 '7 '6 '5 '4 '3 '2 '1 0

A3: You can add the opposite. This model shows that
('2) ' ('6) has the same value as ('2) " ("6), which is "4.
"4

'6 '5 '4 '3 '2 '1 0 "1 "2 "3 "4

"6
'2

'6 '5 '4 '3 '2 '1 0 "1 "2 "3 "4

NEL Addition and Subtraction of Integers 277

 Practice
Lesson 6.2
1. Write three different addition questions that have a result of '2.

Lesson 6.4
2. On Monday morning, Polly had $30 in her wallet. How much
did Polly put into, or take out of, her wallet on Friday?
Day start Mon. Tues. Wed. Thu. Fri.
Gain/loss ($) "4 "5 '2 '10

Total ($) 30 17

3. Calculate.
a) ('12) " ('6) " ('18) b) ('37) " ('20) " ("12)

Lesson 6.5
4. ■ represents an integer. Which is greater, ■ ' ("1) or
■ " ("1)? Explain your reasoning.

5. Which expression has the greatest result? Which expression

has the least result?
A. ("4) ' ("2)
B. ('7) ' ("4)
C. ("6) ' ('3)
D. ('3) ' ('5)

6. How is subtracting integers like adding integers?

How is it different?

Lesson 6.6
7. Calculate.
a) ("8) " ('3) c) ('7) " ("6)
b) ('8) ' ('3) d) ("2) ' ("4)

8. One integer is 5 greater than another integer. Their sum

is '13. What are the two integers?

Lesson 6.7
9. The temperature dropped 5 °C from midnight to noon. Then it
rose 10 °C from noon to 10:00 p.m. It is now '25 °C. What
was the temperature at midnight?

278 Chapter 6 NEL

 Chapter

7
2-D
Geometry
GOAL
You will be able to
• perform and describe reflections,
translations, and rotations
• locate positions on a grid with integer
coordinates
• construct perpendicular bisectors
• construct parallel line segments
• construct angle bisectors

What transformations
do you see?

NEL 281
Chapter 7 Mid-Chapter Review

Frequently Asked Questions

2nd quadrant 1st quadrant Q: How can you describe a point on a Cartesian coordinate
y system?
('2, 4) (3, 4)
4
A: A set of two numbers is used to describe a point on a
2 Cartesian coordinate system. The first number tells you
how far to move right or left from the origin (0, 0). The
0
x
'4 '2 2 second number tells you how far to move up or down from
'2 the origin.
('4, '3) '4 (3, '3)
Q: How can you tell whether a shape is the image of another
3rd quadrant 4th quadrant
shape after each transformation?
• a translation • a reflection • a rotation

A: Each transformation produces an image that is congruent

to its pre-image.
Relationship between vertices of pre-image and
Transformation vertices of image Example

translation Each pre-image vertex is moved the same distance in A A*

B
the same direction. The image faces the same way as B*
the pre-image. C C*

reflection Each pre-image vertex is the same distance from

reflection line
the reflection line as its image vertex. The image faces A A*
the opposite way to the pre-image.
B B*

C C*

rotation The vertices of the pre-image and the image are the C
C*
same distance from the point that is the centre of rotation.
B
!AXA*, !BXB*, and !CXC* are all the same.
A* B*

A cw angle of
rotation
X

300 Chapter 7 NEL

 Practice
Lesson 7.1
1. Create a shape with four vertices, all in the 1st quadrant.
Label the vertices using letters and coordinates. Describe a
translation that would result in each image vertex being in a
different quadrant.

Lesson 7.2
2. Plot the points A('1, '2), B('4, 2), C(0, 0), D( 4, 7), and
E(3, '5) on a Cartesian coordinate system.

3. Write the letter of the point in question 2 that matches each

description.
a) located at the origin c) farthest to the right
b) in the 2nd quadrant d) lowest

Lesson 7.3
4. a) Draw !ABC, with vertices A(0, 0), B(4, 0), and C(0, 3).
Reading Strategy
b) Translate !ABC 6 units to the left and 2 units up.
Use pictures to show
Determine the coordinates of the image vertices.
what you know about
each transformation. c) Reflect !ABC across the x-axis. Determine the
coordinates of the image vertices.

Lesson 7.4
5. Describe a single transformation that would move
parallelogram HIJK to each image. If possible, give more than
one answer for each image.
a) image A b) image B
2nd quadrant 1st quadrant
y

H I 4
A
2
K J

0
x
'8 '6 '4 '2 2 4 6 8

'2
B
'4

3rd quadrant 4th quadrant

NEL 2-D Geometry 301

Chapter 7 Chapter Review

Frequently Asked Questions

Q: How do you construct a perpendicular bisector?

A1: Fold a line segment end to end to find the midpoint. The
crease creates the perpendicular bisector of the line segment.

A2: Use a transparent mirror to reflect one endpoint of a line

segment onto the other endpoint. Draw along the edge of
the mirror.

A3: Use a compass to draw intersecting circles from each end of

a line segment. The line that joins the points of intersection
is the perpendicular bisector.

A4: Use a protractor to draw a 90° angle at the midpoint of a

line segment.

90 120
60 60
120
150 0
30
0

30
180 15

180
0

NEL 2-D Geometry 325

 Q: How do you construct parallel line segments?

A1: Draw a rectangle using a transparent mirror, a protractor,

or an X made with two line segments that are the same
length and cross at their midpoints. Lines along the top and
bottom, or along the sides, are parallel.

90 120
60 60
120

150 0
30
0

30
180 15

180
0
0

A2: Construct the perpendicular bisector of a line segment.

Construct the perpendicular bisector of the first
perpendicular bisector. The original line segment and the
second perpendicular bisector are parallel.

Q: How do you construct an angle bisector?

A1: Fold the rays of the angle on top of each other. The crease
is the angle bisector.

A2: Place a transparent mirror in the angle so that one ray

reflects onto the other. Draw along the edge of the mirror.

A3: Use a compass, with its point on the vertex of the angle, to
draw an arc across both arms of the angle. Move the
compass point to the points where the arc and the rays
meet, and draw two intersecting arcs. Then draw a line
from the intersection of the arcs to the vertex of the angle.
This line is the angle bisector.

326 Chapter 7 NEL

 Practice
Lesson 7.2
1. Which of the following points matches each description?
Explain how you know.
('14, 0), (0, 0), (14, 0), (0, 14), (0, '14)
a) farthest right c) lowest down
b) farthest left d) highest up

Lesson 7.3
2. a) Draw quadrilateral ABCD with vertices A(0, 2), B(3, 1),
C(3, '2), and D('1, '1).
b) Reflect ABCD in the y-axis to produce A*B*C*D*.
c) Determine the coordinates of A*B*C*D*.
d) Translate A*B*C*D* 2 units to the left and 1 unit up
to produce A+B+C+D+.
e) Determine the coordinates of A+B+C+D+.

3. a) Draw a triangle anywhere in the 1st quadrant. Label the

vertices and name their coordinates.
b) Describe a translation that will produce an image of your
triangle in the 3rd quadrant. Label the vertices of the
image and name the coordinates.
c) Describe a reflection that will produce an image of the
image in the 2nd quadrant. Label the vertices of the new
image and name its coordinates.

Lesson 7.4
4. !ABC has coordinates A('1, 3), B('2, 0), and C(1, '1).
a) Draw !ABC.
b) Rotate !ABC 90° ccw about B.

5. How can you transform triangle 1 to match triangle 2?

Describe as many ways as you can.

1
A B
2

NEL 2-D Geometry 327

 Lesson 7.5
6. A figure has vertices A(2, 0), B(6, 0), C(7, 3), and D(3, 3). The
image of the figure after a transformation has vertices
A*('1, '4), B*('5, '4), C*('6, '1), and D*('2, '1).
a) Draw the figure and its image on a coordinate grid.
b) Describe how to create the image using transformations.
Explain your thinking.

Lesson 7.6
7. a) Draw two line segments that are 8 cm long. Label one line
segment AB and the other line segment CD.
b) Construct the perpendicular bisectors of the two line
segments using different methods.

Lesson 7.7
8. Name three examples of parallel line segments.

9. Construct a pair of parallel line segments.

Lesson 7.8
10. Copy the following angles. Construct the bisector of each angle.
a) c)

b) d)

11. Describe examples of translations, reflections, rotations,

perpendicular bisectors, parallel line segments, and angle
bisectors in this quilt square.

328 Chapter 7 NEL

Chapters 4–7 Cumulative Review

Note: Select ALL the correct answers to each question.

Use 3.14 as an approximate value for π in all calculations.

1. The 13 girls in Susan’s class make up close to 45% of the class.

How many students are in Susan’s class?
A. 13 B. 58 C. 29 D. 6

2. George answered 34 out of 40 questions correctly on an exam.

What percent of the questions did he answer correctly?
A. 35% B. 40% C. 14% D. 85%

3. Eliza scored 90% on an exam with 40 questions. How many

questions did she answer correctly?
A. 30 B. 7 C. 36 D. 97

4. Mary bought a pair of jeans on sale for 25% off. The original
price of the jeans was $79. What was the sale price before tax?
A. $25 B. $54 C. $59.25 D. $40.99

5. Anwar and Ben ate dinner at a restaurant. The bill was $67.
They left a $13 tip. About what percent of the bill was the tip?
A. 10% B. 15% C. 20% D. 25%

6. Which decimal is equivalent to 14%?

A. 0.14 B. 1.4 C. 140 D. 14.0

7. Which fraction is equivalent to 98%?

98 98 100 8
A. %% B. %% C. %% D. 9%%
100 10 98 10
8. A crane operator has to turn the crane 60°. What fraction of a
circle is 60°?
1 1 1 1
A. %% B. %% C. %% D. %%
2 3 4 6
9. A circle has a diameter of 14 cm. What is the best estimate for
the circumference of the circle?
A. 14 cm B. 28 cm C. 42 cm D. 56 cm

330 Cumulative Review Chapters 4–7 NEL

 10. Which circle has a circumference of 20.1 cm?
W X Y Z
3.5 mm 3.2 cm
6.0 cm 7 cm

F A. W B. X C. Y D. Z

11. Which circle in question 10 has an area of 28.3 cm2?

A. W B. X C. Y D. Z
4.5 cm
12. What is the area of !FGH?
A. 27.9 cm2 C. 14.0 cm2
H 6.2 cm G B. 10.7 cm2 D. 14.0 cm

J K 13. What is the area of parallelogram JKLM?

2.5 cm
A. 10.3 cm2 C. 10.3 m2
4.5 cm
B. 1.3 cm D. 5.6 cm
M 4.1 cm L
14. Which expressions have a value of 9?
A. "4 " ("5) C. ('4) " ("5)
B. "4 " ('5) D. ("4) ' ('5)

15. Which set of integers cannot complete the equation

■ ' ■ " ■ # '8?
A. 8, 16, 0 C. 156, 264, 100
B. 19, 32, 5 D. 16, 16, 8

16. What is the sum of ("8) " ('8)?

A. "1 B. '1 C. 2 D. 0

W Y 17. Which diagram at the left shows a perpendicular bisector?

A. W B. X C. Y D. Z

18. Which point is farthest left on a Cartesian plane?

X Z A. ('11, 0) B. (0, '11) C. (11, 0) D. (0, 11)

19. A figure with coordinates A(2, 0), B(6, 0), C(7, 3), and D(3, 3)
is transformed. The coordinates of the image are A*('2, 0),
B*('6, 0), C*('7, '3), and D*('3, '3). What was the
transformation?
A. a rotation only C. a slide only
B. a flip only D. a rotation and a slide

NEL Cumulative Review Chapters 4–7 331

 Chapter

8
Statistics
GOAL
You will be able to
• determine the range of a set of data
• determine and use the mean,
median, and mode of a set of data
• determine how outliers affect
measures of average
• choose the best measure to represent
a set of data

How does knowing a runner’s

average running time help you
predict how well she will do
in a future race?

NEL 333
Chapter 8 Mid-Chapter Review

Frequently Asked Questions

Q: How do you calculate the range of a set of data?

A: Subtract the least value from the greatest value in the set.
For example, the range of 2, 5, 7, 9, 15, 26, 9, and 1 is 25,
because 26 ' 1 # 25.

Q: How do you determine the mode of a set of data?

A: The mode is the value that occurs most often in a set of

data. The data may or may not be numerical. A set of data
can have zero, one, or more than one mode. For example,
for the set
A, B, A, C, A, B, B, D
the modes are A and B.
For the set
12, 20, 20, 24, 25, 39
the mode is 20.

Q: How do you determine the median of a set of data?

A: Arrange the data in numerical order, from least to greatest.

If the set of data has an odd number of values, the median
is the middle value. For example, the median of 11, 13, 14,
15, 16, 18, and 20 is 15. If the set has an even number of
values, the median is halfway between the two middle
values. For example, the median of 13, 14, 15, 17, 18, and
20 is 16, because 16 is halfway between 15 and 17.

Q: How do you calculate the mean of a set of data?

A: Add the values in the set, and then divide the sum by the
number of values in the set. For example, the mean of 8, 5,
9, 6, and 7 is 7, because 8 " 5 " 9 " 6 " 7 # 35 and
35 $ 5 # 7.

352 Chapter 8 NEL

 Practice
Lesson 8.1
1. The amount of fresh fruit eaten by the average Canadian each
year is shown. What is the range of the amount of fruit eaten?
Year 1993 1995 1998 2001 2004
Fresh fruit eaten
117 121 122 124 133
(to nearest kilogram)

2. The depths of the Great Lakes are shown. What is the range of
the depths?
Lake Erie Huron Michigan Superior Ontario

Depth (m) 64 229 282 406 244

Lesson 8.2
3. Ten students wrote short stories and received these letter
grades: A, B, B, A, B, B, C, C, B, A. What is the mode?

4. Determine the median and mode of this set of data:

4.5, 4.7, 4.9, 5.5, 1.3, 1.5, 2.7, 3.9, 4.9, 2.7, 5.6.

5. The heights of 12 plants are 32 cm, 45 cm, 82 cm, 99 cm,

15 cm, 102 cm, 75 cm, 15 cm, 15 cm, 75 cm, 2 cm, and 75 cm.
One plant died and was removed from the group. The median
is now 45 cm, and the mode is now 15 cm. Which plant was
Year Time (s)
removed?
1896 12.0
Lesson 8.3
1900 11.0
6. The winners of the men’s 100 m sprint, and their times, for the
1904 11.0 first 10 Olympic Games are listed in the table at the left.
1908 10.8 a) Determine the mean and median of the times.
b) Are the median and mode of this set of data good
1912 10.8
predictors of the likely results in the next Olympics?
1920 10.8
7. A set of values has a sum of 112 and a mean of 14. How many
1924 10.6
values are in the set?
1928 10.8
8. Six shoppers spent a mean amount of $59. Five of them spent
1932 10.3 $38, $51, $56, $82, and $60. How much did the sixth
1936 10.3 shopper spend?

NEL Statistics 353

Chapter 8 Chapter Review

Frequently Asked Questions

Q: How can you identify an outlier in a set of data?

A: You can plot the data in a line plot or on a graph. Look for
values that are far apart from the other values. For example,
consider the following set of data: 5, 20, 21, 20, 23. For this
set of data, the value 5 is an outlier.
x
x x x x
0 5 10 15 20 25

Q: What is the effect on the mean, median, and mode when you
don’t include an outlier?

A: The mean and the median may change slightly. The mode is
unlikely to change. For example, consider the following set of
data: 5, 20, 21, 20, 23. For this set of data, the mean is 17.8,
the median is 20, and the mode is 20. When the outlier, 5, is
not included, the mean is 21, the median is 20.5, and the
mode is 20. These results represent the data better.

Q: When would you use the mode, mean, or median to represent a

set of data?

A: In some situations, all three measures may represent the

data well. In other situations, you may need to choose
which measure will represent the data best. For example:

• Use the mode when the data are not numerical or when
you are interested in which value occurs most often.

• Use the mean when you think all the values should be
considered. For example, the mean of 77%, 88%, 75%,
and 80% is 80%.

368 Chapter 8 NEL

 • You might choose to use the median when most of the
values are together, but there are some outliers. For
instance, suppose the ages of 11 cousins in a family are 11,
12, 12, 12, 13, 13, 14, 14, 14, 25, and 31. The median
age, 13, represents the data better than the mean age, 16.

Practice
Lesson 8.1
1. Determine the range of each set of data.
a) 25, 87, 92, 29, 33, 98, 19, 33, 45
b) 446, 440, 440, 442, 444, 442, 440, 443, 440

Lesson 8.2
2. Determine the median and mode of each set of data.
a) 4, 8, 8, 9, 3, 4, 4 b) 125, 83, 115, 94, 109, 115, 89, 104

Lesson 8.3
3. Rosa is in a bowling league. She had these scores:
132, 118, 122, 106, 94, 94, 112, 118, 104, 120, 108, 104, 96,
122, 130, 116, 104, 118, 106, 124
a) Display Rosa’s scores on a line plot.
b) Determine the range of her scores.
c) Determine the mean of her scores.

4. Calculate the means and medians of 1, 2, 3, ..., 15 and

1, 2, ..., 21. What do you notice?

5. Each line plot shows the number of books that have been read
by students in a reading club. Does the mean, median, or
mode represent each set of data best?
a) x x
x x x x x x x x
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b) xx x
x
x x x x
x
x x
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

c) x x
x
x x x x x x
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

NEL Statistics 369

 Lesson 8.4
6. Why might you use the mean to describe the average monthly
temperature in your community, but the mode to describe the
pant size that a store sells most often?

Lesson 8.5
7. The following numbers of rooms are rented at a hotel each
night for two weeks:
35, 44, 40, 37, 33, 45, 34, 34, 43, 99, 38, 39, 43, 48
a) Identify the outlier.
b) The hotel manager will use the mean of the data to predict
the number of rooms to prepare each night. Should the
hotel manager use the mean with the outlier or without it?

Lesson 8.6
8. Sandra asks 20 people entering a music store how old they are.
Here are her results:
17, 25, 33, 38, 24, 8, 45, 27, 27, 15, 26, 37, 8, 4, 38, 14, 42,
17, 25, 31
a) Represent her data in a graph.
b) Would you use the mean, median, or mode to describe the
most common age of the people entering the music store?
Explain.

9. These are Shirley’s golf scores this year:

118, 112, 116, 120, 112, 117, 96, 90, 90, 92, 81, 83, 92, 92,
92, 90
a) Determine the mean, mode, and median of Shirley’s golf
scores.
b) Which measure represents Shirley’s golf scores the best?
Explain your choice.

10. A bookstore offers a “scratch-and-win” card to each customer

who buys more than $50 worth of books. One thousand cards
are worth $5 each. One hundred cards are worth $10 each. Ten
cards are worth $20 each, and one card is worth $1000. Which
measure—the mean, median, or mode—best represents the
average value of a card? Explain your choice.

370 Chapter 8 NEL

 Chapter

9
Linear
Relations
and Linear
Equations
GOAL
You will be able to
• describe a pattern rule using a
linear relation
• represent a linear relation using an
algebraic expression
• evaluate an expression given the
value of a variable
• describe the relationship between a
pattern, its table of values, and its graph
• solve a problem represented by a
linear equation and verify the solution

What is the relationship between the number of black stripes

in the centre of the chief’s blanket and the number of black
border pieces? Is the relationship between the number of red
stripes and the number of red border pieces the same?

NEL 373
Chapter 9 Mid-Chapter Review

Frequently Asked Questions

Q: How do you evaluate an expression?

A: Substitute a number for the variable, and then use order

of operations to calculate. For example, you can evaluate
2n " 1 for n # 4 as follows:
2n " 1# 2(4) " 1
#8"1
#9

Q: How do you graph a linear relation?

A: Make a table of values, and then use it to plot points on a

scatter plot. One variable tells the horizontal position of
the point, and the other variable tells its vertical position.
For example, graph f # 3n " 2.
Graph of f # 3n ! 2

n 3n ! 2
1 5 20

2 8 15
3n " 2

3 11
10
4
5
5 17

6
0 1 2 3 4 5 6
n

Q: How can you use the plotted points of a linear relation to

determine other points of the relation?

A: Place a ruler along the plotted points. Other points in the

relation will also lie on the line made by the ruler. For
example, for the graph of f # 3n " 2, you can use a ruler to
see that (4, 14) and (6, 20) are also points in the relation.

398 Chapter 9 NEL

 Practice
Lesson 9.1
1. Write a pattern rule using an algebraic expression for the
number of tiles in any figure in this pattern.
Figure Number
number Picture of tiles
1 3

2 6

3 9

Lesson 9.2
2. a) Draw the next two figures in this pattern.

figure 1 figure 2 figure 3

b) Write a pattern rule using an algebraic expression for the

number of tiles in any figure in this pattern.
c) Predict the number of tiles used in figure 10.

3. Emma and Alex coloured the same pattern of tiles differently.

Emma’s colouring: Alex’s colouring:

figure 1 figure 2 figure 3 figure 1 figure 2 figure 3

a) Write a pattern rule using an algebraic expression for each

colouring.
b) Identify the constant term and the numerical coefficient in
each expression.
c) Describe what the constant term and the numerical
coefficient in each expression tell you about the pattern.

NEL Linear Relations and Linear Equations 399

 4. The cost to rent skates is $3, plus $2 per hour.
a) Write an expression that tells the cost to rent skates for any
number of hours.
b) Determine the cost to rent skates for 8 h.

Lesson 9.4
5. The table of values and the graph show the relation between
the hours that Erin works and her earnings. Enter the missing
numbers in the table of values.
Erin's Earnings
Hours Dollars
worked earned 20

1
15
6

Dollars earned
3
10
4

9 5
6

7 0 5 10 15 20
12 Hours worked

6. Graph these linear relations on the same set of axes. Use a

different colour for each relation.
a) y # 3n " 2 b) y # 3n ' 1 c) y # 3n

7. How are the graphs in question 6 alike? How are they different?

8. a) Write a pattern rule for the number of toothpicks in each

figure.

figure 1 figure 2 figure 3

b) Graph the relation described by the rule.

c) Predict the number of toothpicks in figure 7 using the graph.

400 Chapter 9 NEL

Chapter 9 Chapter Review

Frequently Asked Questions

Q: What is the difference between an expression and an equation?

A: An expression ... An equation ...

… is like a word phrase. … is like a word sentence.
… may contain one or … may contain one or
more operations but does more operations and does
not have an equal sign. have an equal sign.
… can be evaluated by … can be solved by
substituting a number for determining the values of
each variable and then the variables that make the
calculating. equation true.
Examples: 3n, b " 4, Examples: 3n # 6,
2p ' 7 b " 4 # 13, 2p ' 7 # 37

Q: How can you solve an equation?

A1: You can use mental math and reason out the solution by
working backward. For example, to solve 26 # 3b " 5,
you can reason as follows:

• Since you add 5 to 3b to get 26, 3b must be 21.

• Three times a number is 21, so the number must be 7.

• Verify your answer by substituting the value you got for

the variable into the original equation. Both sides of the
equation should have the same value. If not, try again.

26 # 3b " 5 Verify.
21 # 3b Left side: Right side:
7#b 26 3b " 5
# 3(7) " 5
# 21 " 5
# 26 ✔

422 Chapter 9 NEL

 A2: You can illustrate each step with a model or drawing. For
example, to solve 3n " 2 # 17, you can use a balance model.

n represents the number of

counters in each bag.
3n " 2 # 17

3n " 2 ' 2 # 17 ' 2

3n # 15

n#5
Each bag contains 5 counters.

A3: You can use a table of values and a graph. For example,
to solve 2x " 3 # 25, make a table of values. The
coordinates of the points are (1, 5), (4, 11), and (7, 17). Plot
these points.
Graph of 2x ! 3 x 1 4 7
28
25 2x ! 3 5 11 17
24
Value of 2x " 3

20
16 Draw a line from 25 on the vertical axis. Place a ruler
12 beside the dots. Put a dot where the ruler and the 25 line
8 meet. Draw a line down from this point to the horizontal
4 axis. The value on the horizontal axis is the solution. From
0 2 4 6 8 10 12 the graph, x # 11.
Value of x 11

NEL Linear Relations and Linear Equations 423

 Practice
Lesson 9.1
1. Write a pattern rule using an algebraic expression for the
number of toothpicks in any figure in the pattern at the left.

Lesson 9.2
2. A tool rental company rents a spray painter for a flat rate of
$25, plus $5 per hour.
a) Write an expression to represent the cost to rent the spray
figure 1 figure 2 figure 3 painter for any number of hours.
b) Determine the cost to rent the spray painter for 9 h.

Lesson 9.4
3. a) Write a pattern rule to represent the counter pattern at
the left.
b) Graph the relation that the rule represents.
figure 1
c) Determine the number of counters in figure 5 using
your graph.

Lesson 9.5
figure 2 4. A basketball team has to raise $900 for new uniforms. The
players have raised $300 from food sales. To raise the rest,
they are holding a shoot-out challenge. In all, 25 teams have
signed up. How much should each team pay?
figure 3
a) Create an equation to represent this problem.
b) Solve your equation using mental math.
c) Check your solution. Show what you did.

Lesson 9.6
5. Solve each equation.
a) 2x " 1 # 13 c) 4w " 3 # 15 e) 2w " 8 # 24
b) 3a " 4 # 19 d) c " ("3) # ('5) f) 3x " 10 # 25
Graph of 2n ! 4
Lesson 9.7
20
6. Solve 2n " 4 # 20 using the graph. Explain what you did.
16
2n " 4

12
8
4

0 2 4 6 8 10
n

424 Chapter 9 NEL

 Chapter

10
Probability
GOAL
You will be able to
• conduct probability experiments
• describe probabilities using ratios,
fractions, and percents
• determine all the possible outcomes for
a probability experiment using a tree
diagram, an organized list, or a table
• compare theoretical and experimental
probabilities

Suppose that you are

conducting probability
experiments. What is the
probability of getting a 6
in each experiment?

NEL 427
Chapter 10 Mid-Chapter Review

Frequently Asked Questions

Q: How can you describe a probability with numbers?

A: You can describe it as a ratio that compares the number of

favourable outcomes to the number of possible outcomes.
The ratio compares a part to a whole, so you can also write
it as a fraction or a percent.

For example, the probability of rolling a multiple of 3

with a six-sided die can be written as P(3 or 6) # 2 : 6.
You could also write this as the fraction %2%, or %1%. Since
6 3
1
%% # 0.3333 ..., the probability is about 33%. You could
3
show this on a probability line.

impossible less likely more likely certain

1 2
0 P(3 or 6) 1
3 3
0% 33% 66% 100%

Q: Why must the value of a probability be between 0 and 1?

A: The least probability describes an event that never happens,

or happens zero times. Therefore the least probability is
0
%%%% # 0.
number of possible outcomes

The greatest probability describes an event that always

happens. This means that the probability is 100%, or
number of possible outcomes
%%%% # 1.
number of possible outcomes

440 Chapter 10 NEL

 Q: When are two events independent?

A: Two events are independent when the result of one event

has no effect on the result of the other event.
For example, remove one ball from a bag, record its
colour, put it back, and then repeat. The probability of
removing the pink ball on the first draw is %1%. The
5
probability of removing it on the second draw is still %1%.
5
The two draws are independent events.

Now draw the pink ball first, but don’t put it back. There
is now no pink ball in the bag. The probability of drawing
pink on the second draw is 0. These events are not
independent.

NEL Probability 441

 Practice
Lesson 10.2
1. Fred shuffles the cards numbered 2 through 10 from a deck of
cards. He then draws a card. Determine the theoretical
probability of each event as a fraction and a percent, to the
nearest whole number.
a) P(drawing a 10) d) P(drawing an odd card)
b) P(drawing a red card) e) P(drawing a card less than 11)
c) P(drawing a red 10) f) P(drawing a king)

2. Katya rolled a regular six-sided die 16 times. Her experimental

probabilities for three events are given:
P(even number) # %9% P(less than 4) # %8% P(exactly 6) # %1%
16 16 16
a) Which result matches the theoretical probability?
b) Which result is close to, but not identical to, the theoretical
probability?
c) Which result is far from the theoretical probability?

3. A bag contains two red marbles, three green marbles, and

seven black marbles. One marble is removed from the bag.
a) Write P(green) as a fraction and as a percent.
b) Predict the number of times a green marble will be selected
if this experiment is carried out 50 times.
Yes 4. Raj is conducting an experiment. He spins the spinner at the
left twice for each trial.
a) List all the possible outcomes for a trial.
No Maybe b) Determine the probability of getting the same spin result in
both spins of a trial.
c) Determine the probability of not getting a Yes in two spins.

Lesson 10.3
5. Two four-sided dice, each numbered 1 to 4, are rolled.
4 2
a) List all the possible outcomes in the sample space of this
4 2
3 1
1

3
4
2

3 1
experiment.
b) Explain why the rolls of the dice are independent events.
c) Determine the probability that the sum of the dice will be 5.

442 Chapter 10 NEL

Chapter 10 Chapter Review

Frequently Asked Questions

Q: How can you solve a probability problem using an organized
list or a tree diagram?

A: Organized lists and tree diagrams are strategies for listing

1 2 all the outcomes in a sample space. For example, suppose

that you want to know the probability of getting two spins
that are the same with this spinner.
3 You can create an organized list to show the sample space
and highlight the favourable outcomes.

1st spin is 1, 2nd spin is 1 1st spin is 2, 2nd spin is 1 1st spin is 3, 2nd spin is 1
1st spin is 1, 2nd spin is 2 1st spin is 2, 2nd spin is 2 1st spin is 3, 2nd spin is 2
1st spin is 1, 2nd spin is 3 1st spin is 2, 2nd spin is 3 1st spin is 3, 2nd spin is 3

P(both spins the same) # %3% # %1%

9 3
You can also use a tree diagram to represent all the
outcomes, and then identify the favourable outcomes.
1 (1, 1) 1 (2, 1) 1 (3, 1)
1 2 (1, 2) 2 2 (2, 2) 3 2 (3, 2)
3 (1, 3) 3 (2, 3) 3 (3, 3)

P(both spins the same) # %3% # %1%

9 3

Practice
Lesson 10.2
1. Suppose that you randomly choose an integer from 1 to 100.
Write each probability as a fraction and a percent.
a) P(number is even)
b) P(number has two digits)
c) P(number is a multiple of 10)
d) P(number is a multiple of 9)

NEL Probability 461

 2. Supppose that you randomly choose another integer from 1 to
100. Describe an event with each probability.
a) 25% b) 0 c) 100%

Lesson 10.3
rainy

3. Imagine predicting the weather for the next two days using the
sunn

rai y
ny n
s un weather spinner at the left.
cloudy sunny a) Explain why the spins are independent events.
dy su b) Explain why rainy, sunny, and cloudy are not equally
u nn
clo y
dy
sunn

likely events.
clou

Lesson 10.4
4. Conduct an experiment in which you draw one card and spin
the spinner once. List all the outcomes in the sample space.
Then determine each theoretical probability using your list.
a) P(greater than 7 and C) b) P(ace and 5)

C A

Lesson 10.5
5. Consider an experiment in which you spin the spinner at the
7 1
left once and toss a coin. Determine the sample space for the
6 2
experiment by drawing a tree diagram. Then use your tree
5 3 diagram to determine each probability.
4
a) P(7 and H) b) P(odd and T)

Lesson 10.6
6. Roll one die twice.
a) Determine the theoretical probability that the numbers
rolled will be in increasing order.
b) Determine the experimental probability of the outcome
from part (a) by carrying out an experiment using 36 trials.
c) Explain why the theoretical probability in part (a) might be
different from the experimental probability in part (b).

462 Chapter 10 NEL

 Chapter

11
Circle Graphs
GOAL
You will be able to
• analyze and interpret data presented
in a circle graph
• decide what kind of data is best
displayed in a circle graph
• construct a circle graph using various
methods

What can you determine from

the circle graph?

NEL 465
 Chapter 11 Chapter Review

Frequently Asked Questions

Q: How do you read a circle graph?

Favourite Kind of Pie A: Look at the title of the graph, the relative sizes of the
lemon other 7% individual sections, and the labels on these sections.
meringue
10% For example, consider the graph at the left.
The title of the graph gives an overview of the information
displayed in the graph.
pumpkin blueberry Each section represents one part of the whole. The size of
22% 61% each section represents its fraction of the whole.
The label on each section gives the category name and a
percent, so that you know the size of the section.
blueberry There may be a legend that identifies the categories by colour.
pumpkin
lemon meringue Q: How can you draw a circle graph?

other A1: Calculate the number of degrees the central angle for each
section should be by multiplying the percent value,
expressed as a decimal, by 360°. Then draw the sections
using a ruler and a compass. Colour each section, label it
with the category and percent, and give the graph a title.

A2: Convert each amount into a percent of the whole. Then use
a 100% circle template with benchmark percents to draw
sections based on the percents you calculated. Colour each
section, label it with the category and percent, and give the
graph a title.

A3: Enter the data into a spreadsheet program, and use the
program to create a circle graph. Give the graph a title.

488 Chapter 11 NEL

 Practice
Lesson 11.1
1. A company surveyed 4000 employees about how they get to
work. The data collected are shown in the following circle graph.
How People Get to Work
walk or bicycle 7% other means 1%

public transit 11%

passenger (car, truck, van)

7%

drive (car, truck, van)

74%

a) How many employees walk or ride a bicycle to work?

b) How many people use a car, truck, or van to get to work?
c) What could “other means” of transportation be?

Lesson 11.3
2. Anne recorded the colours of 100 cars in the parking lot of a
supermarket.
Colour of car Number of cars of each colour

white 20

silver 32

black 18
red 12

blue 18

a) Why would a circle graph be an appropriate way for Anne

to display her data?
b) Display Anne’s data in a circle graph.

3. A 300 g container of yogurt contains 228 g of water, 54 g of

carbohydrates, 12 g of protein, and 6 g of fat.
a) Display the data in a circle graph.
b) Create a problem based on your graph. Exchange your
problem with a classmate, and solve each other’s problem.

NEL Circle Graphs 489

 4. The revenue of a local hockey team for a season is shown at
Source Revenue ($)
the left.
registration 25 000
a) What was the club’s total revenue for the season?
dances 3 500 b) Create a circle graph that displays the club’s sources of
ticket sales 2 750 revenue.
c) Approximately what percent of the club’s revenue came
sponsors 6 000
from sponsors?
d) How do the revenues from ticket sales and sponsors
compare?
e) What three sources provide about 85% of the revenue?

Lesson 11.4
5. The following database shows the lunchtime drink choices of
the Grade 7 and 8 students in a school:
Type of drink Grade 7 Grade 8

bottled water 12 20

milk 19 12

apple juice 11 13

orange juice 13 27

grapefruit juice 20 4

no drink 5 8

a) Which grade has a greater percent of students who prefer

juice?
b) Which three drinks should be sold in the school cafeteria?
Present your opinion in a letter to the principal. Include a
circle graph to make your letter convincing.

6. a) Look on the Internet or in newspapers and magazines for

data that can be displayed using a circle graph. Create a
circle graph to display the data.
b) Write a statement that explains what the data suggests, and
support your statement with your graph.
c) Trade statements with a classmate. Give each other
suggestions on how to improve your statements.

490 Chapter 11 NEL

Chapters 8–11 Cumulative Review

Note: Select ALL the correct answers to each question.

Cathie received the following marks on five quizzes: 93%, 76%, 85%,
93%, and 3%. Use these marks to answer questions 1, 2, 3, 4, and 5.

1. What is the range of Cathie’s marks?

A. 3 B. 75 C. 90 D. 93

2. What is the mode of Cathie’s marks?

A. 3% B. 76% C. 85% D. 93%

3. What is the median of Cathie’s marks?

A. 3% B. 76% C. 85% D. 93%

4. What is the mean of Cathie’s marks?

A. 70% B. 76% C. 87% D. 93%

5. What is the mean of Cathie’s marks if the outlier is not included?

A. 70% B. 76% C. 87% D. 93%

Questions 6, 7, and 8 refer to the spinner shown at the left.

10 1
9 2 6. What is the theoretical probability of spinning a 5?
A. 5% B. 10% C. 20% D. 50%
8 3

7 4 7. What is the theoretical probability of spinning a multiple of 3?

5
1 3 1 1
6 A. %% B. %% C. %% D. %%
3 10 5 10
8. What is the theoretical probability of spinning an even number
and tossing a tail with a coin?
A. 0.2 B. 25% C. 0.5 D. 50%

9. Which solutions are correct?

A. 7n # 84; n # 77 C. q " 14 # 40; q # 26
B. c ' 9 # 79; c # 88 D. 4z " 4 # 52; z # 13

10. What is the value of p in 13 # p ' 27?

A. '40 B. '14 C. 14 D. 40

492 Cumulative Review Chapters 8–11 NEL

 11. Kim is 10 years old. Which expression tells how old Kim will
be y years from now?
y
A. 10 ' y B. 10y C. 10 " y D. %%
10
12. One pizza serves six people. Chris bought p pizzas for his
party. Which expression tells how many people were served
at Chris's party?
p
A. p ' 6 B. 6p C. p " 6 D. %%
6
n
13. Solve %% " 2 # 7 using the graph below.
5
n
Graph of !2
5

7
6
( 5n " 2)

5
4
3
Term value

2
1

0 5 10 15 20 25 30
Term number (n)

A. n # 13 B. n # 5 C. n # 1 D. n # 25

14. Kale sold 200 ice cream cones at his stand last week. The
following graph shows the percent of each kind he sold.
How many vanilla ice cream cones did he sell?
Favourite Kinds of Ice Cream Cones
marble
14% chocolate
32%

maple walnut
37%
vanilla
37%

A. 32 B. 37 C. 74 D. 6

NEL Cumulative Review Chapters 8–11 493

Glossary

Instructional Words
C E
calculate [calculer]: Figure out the number that estimate [estimer]: Use your knowledge to make a
answers a question; compute sensible decision about an amount; make a
clarify[clarifier]: Make a statement easier to reasonable guess (e.g., Estimate how long it takes
understand; provide an example to cycle from your home to school. Estimate how
many leaves are on a tree. What is your estimate
classify [classer ou classifier]: Put things into
of 3210 " 789?)
groups according to a rule and label the groups;
evaluate [évaluer]: 1. Determine if something
organize into categories
makes sense; judge
compare [comparer]: Look at two or more objects 2. Calculate the value as a number
or numbers and identify how they are the same
explain [expliquer]: Tell what you did; show your
and how they are different (e.g., Compare the
mathematical thinking at every stage; show how
numbers 6.5 and 5.6. Compare the size of the
you know
students’ feet. Compare two shapes.)
explore [explorer]: Investigate a problem by
conclude [conclure]: Judge or decide after questioning, brainstorming, and trying new ideas
reflection or after considering data
extend: 1. [prolonger] In patterning, continue
construct [construire]: Make or build a model; the pattern
draw an accurate geometric shape (e.g., Use a 2. [généraliser] In problem solving, create a
ruler and a protractor to construct an angle.) new problem that takes the idea of the original
create [inventer ou créer]: Make your own problem farther
example
J
D justify [justifier]: Give convincing reasons for a
describe [décrire]: Tell, draw, or write about what prediction, an estimate, or a solution; tell why
something is or what something looks like; tell you think your answer is correct
about a process in a step-by-step way
determine [déterminer]: Decide with certainty as a
M
measure [mesurer]: Use a tool to describe an object
result of calculation, experiment, or exploration
or determine an amount (e.g., Use a ruler to
draw: 1. [dessiner] Show something in picture measure the height or distance around something.
form (e.g., Draw a diagram.) Use a protractor to measure an angle. Use balance
2. [tirer] Pull or select an object (e.g., Draw a scales to measure mass. Use a measuring cup to
card from the deck. Draw a tile from the bag.) measure capacity. Use a stopwatch to measure the
time in seconds or minutes.)

494 Glossary NEL

model [représenter ou faire un modèle]: Show or S
demonstrate an idea using objects and/or pictures show (your work) [montrer son travail ou
(e.g., Model addition of integers using red and présenter sa démarche]: Record all calculations,
blue counters.) drawings, numbers, words, or symbols that make
up the solution
P sketch [esquisser]: Make a rough drawing (e.g.,
predict [prédire]: Use what you know to work out Sketch a picture of the field with dimensions.)
what is going to happen (e.g., Predict the next
solve [résoudre]: Develop and carry out a process
number in the pattern 1, 2, 4, 7, ….)
for finding a solution to a problem

R sort [trier ou classer]: Separate a set of objects,

reason [raisonner ou argumenter]: Develop ideas drawings, ideas, or numbers according to an
and relate them to the purpose of the task and to attribute (e.g., Sort 2-D shapes by the number
each other; analyze relevant information to show of sides.)
understanding
V
relate [établir un lien ou associer]: Describe how
validate [valider]: Check an idea by showing that
two or more objects, drawings, ideas, or
it works
numbers are similar
verify [vérifier]: Work out an answer or solution
represent [représenter]: Show information or an
again, usually in another way; show evidence of
idea in a different way that makes it easier to
understand (e.g., Draw a graph. Make a model. visualize [imaginer]: Form a picture in your head
Create a rhyme.) of what something is like; imagine

Mathematical Words
A B
algebraic expression [expression (n.f.) base [base (n.f.)]: The side of a shape that is
algébrique]: The result of applying arithmetic measured for calculating the area or perimeter of
operations to numbers and variables; e.g., in a shape. Each base has a corresponding height
one formula for the perimeter of a rectangle, that creates a 90° angle with the base. Any side
P # 2 ! (l " w), the algebraic expression of a shape can be the base of the shape.
2 ! (l " w) shows the calculation (Also known
as an expression.)
angle bisector [bissectrice (n.f.)]: A line that cuts
an angle in half to form two equal angles

NEL Glossary 495

C common multiple [multiple (n.m.) commun]: A
Cartesian coordinate system [système (n.m.) de number that is a multiple of two or more given
coordonnées cartésiennes]: A method (named numbers; e.g., 12, 24, and 36 are common
after mathematician René Descartes) for multiples of 4 and 6
describing a location by identifying the distance constant term [constante (n.f.)]: A quantity that
from a horizontal number line (the x-axis) and a does not change; e.g., in 2 ! n " 5, 5 is a
vertical number line (the y-axis). The location is constant term
represented by an ordered pair of coordinates,
convex [convexe]: A design where all interior
(x, y). The axes intersect at (0, 0), which is called
angles measure no greater than 180°
the origin.
coordinates [coordonnées (n.f.pl.) d’un point ou
centre of rotation [centre (n.m.) de rotation]: A
coordonnées (n.f.pl.)]: An ordered pair, used to
fixed point around which other points in a shape
describe a location on a grid labelled with an
rotate in a clockwise (cw) or counterclockwise
x-axis and a y-axis; e.g., the coordinates (1, 3)
(ccw) direction; the centre of rotation may be
describe a location on a grid that is 1 unit
inside or outside the shape
horizontally from the origin and 3 units
circle graph [diagramme (n.m.) circulaire]: A vertically from the origin
graph that shows how the parts make up a whole
counterclockwise (ccw) [dans le sens (n.m.)
circumference [circonférence (n.f.)]: The contraire des aiguilles d’une montre]: Turning in
boundary of a circle; the length of this boundary a sense opposite to the hands of a clock, e.g., a
clockwise (cw) [dans le sens (n.m.) des aiguilles turn from direction OQ to direction OP is a
d’une montre]: Turning in a sense similar to the counterclockwise turn (Also see clockwise.)
hands of a clock; e.g., a turn from direction OP P
to direction OQ is a clockwise turn (Also see
counterclockwise.)
O Q
P
D
diameter [diamètre (n.m.)]: A line segment that
O Q joins two points on the circumference of a circle
and passes through the centre; the length of this
common denominator [dénominateur (n.m.) line segment
commun]: A common multiple of two or more
digital root [racine (n.f.) numérique]: The number
denominators; e.g., for %2% and %3%, a common obtained by adding the digits of a number, then
3 6
denominator would be any multiple of 6. If you repeating the digit addition for each new number
use the least common multiple of the found, until a single-digit number is reached,
denominators, the common denominator is e.g., the digital root of 123 is 1 " 2 " 3 # 6
called the lowest common denominator. divisibility rule [règle (n.f.) de divisibilité ou
common factor [diviseur (n.m.) commun]: A caractères (n.m.pl.) de divisibilité]: A way to
whole number that divides into two or more determine if one whole number is a factor of
other whole numbers with no remainder; another whole number without actually dividing
e.g., 4 is a common factor of 12 and 24 the entire number

496 Glossary NEL

E favourable outcome [résultat (n.m.) favorable]:
equally likely outcomes [résultats (n.m.pl.) The desired result in a probability experiment
également probables]: Two or more outcomes formula [formule (n.f.)]: A rule represented by
that have an equal chance of occurring; e.g., the symbols, numbers, or letters, often in the form
outcome of rolling a 1 and the outcome of of an equation; e.g., Area of a
rolling a 2 on a 6-sided die are equally likely rectangle # length ! width or A # l ! w
outcomes because each outcome has a
1 G
probability of %%
6
greatest common factor (GCF) [plus grand
equation [égalité (n.f.); remarque: en français,
diviseur (n.m.) commun ou PGDC]: The greatest
une équation comporte obligatoirement une
whole number that is a factor of two or more
inconnue]: A statement that two quantities or
whole numbers; e.g., 4 is the greatest common
expressions are equivalent; e.g., 4 " 2 # 6 and
factor of 8 and 12
6x " 2 # 14
equivalent [équivalent]: Equal in value; e.g., two H
1 2
equivalent fractions are %% and %%, two equivalent height [hauteur (n.f.)]: A line segment drawn to
2 4
ratios are 6:4 and 9:6, and the fraction 1
%% is form a right angle with the side of a shape
2
equivalent to the decimal 0.5 base
event [événement (n.m.)]: A set of one or more base height
outcomes in a probability experiment; e.g., the
event of rolling an even number with a 6-sided die height
consists of the outcomes of rolling a 2, a 4, or a 6 height
experimental probability [probabilité (n.f.) base

expérimentale]: In a probability experiment, the height base

ratio of the number of observed favourable
outcomes to the number of trials, or repetitions,
I
improper fraction [fraction impropre (n.f.)]: A
of the experiment
fraction in which the numerator is greater than
expression [expression (n.f.) numérique]: See
the denominator; e.g., %4%
algebraic expression [expression algébrique (f)] 3
independent events [événements (n.m.pl.)
indépendants]: Two events are independent if the
F
probability of one is not affected by the
factor [facteur (n.m.)]: One of the numbers you
probability of the other; e.g., if you toss a coin
multiply in a multiplication operation
and roll a die, the events are independent. The
2 ! 6 # 12
result of rolling the die does not depend on the
↑ ↑
result of tossing the coin.
factor factor
integer [nombre (n.m.) entier ou entier (n.m.)]:
the counting numbers ("1, "2, "3, ...), zero (0),
and the opposites of the counting numbers
('1, '2, '3, ...)

NEL Glossary 497

intersection point [le point d’intersection (n.m.)]: median [médiane (n.f.)]: A representative value of
The point where two lines or line segments cross a set of data; the middle value of the ordered
each other; eg., QR intersects ST at intersection data. When there is an odd number of values, the
point E median is the middle value; e.g., the median of 2,
T 3, and 4 is 3. When there is an even number of
Q E values, it is the value halfway between the two
S R middle values; e.g., the median of 2, 3, 4, 5, 6
and 6 is 4.5.
L mixed number [nombre fractionnaire (n.m.)]: A
least common multiple (LCM) [plus petit multiple number made up of a whole number and a
(n.m.) commun ou PPMC]: The least whole fraction; e.g., 5%1%
2
number that has two or more given whole
mode [mode (n.m.)]: A representative value of a
numbers as factors; e.g., 12 is the least common
set of data; the value or item that occurs most
multiple of 4 and 6 often in a set of data. A set of data might have
linear relation [rapport (n.m.) linéaire ou relation no mode, 1 mode, or more than 1 mode; e.g., the
(n.f.) de variation directe]: A relation whose mode of 1, 5, 6, 6, 6, 7, and 10 is 6.
plotted points lie on a straight line multiple [multiple (n.m.)]: The product of a
line segment [segment (n.m.) de droite ou segment whole number and any other whole number; e.g.,
(n.m.)]: Part of a line with two endpoints; it is when you multiply 10 by the whole numbers 0 to
named using the labels of the endpoints, e.g., the 4, you get the multiples 0, 10, 20, 30, and 40
line segment joining points X and Y is called XY
line segment XY
N
numerical coefficient [coefficient (n.m.)]: The
X Y multiplier of a variable; e.g., in 2 ! n " 5, 2 is
the numerical coefficient of n
lowest terms [sous forme (n.f.) irréductible]: An
equivalent form of a fraction with numerator
O
and denominator that have no common factors
opposite integers [nombres (n.m.pl.) entiers
other than 1; e.g., %3% is the lowest term form of %1%
2
opposés ou entiers (n.m.pl.) opposés]: Two
4 16
since %3% # %1%
2
and 3 and 4 have no common integers the same distance away from zero; e.g.,
4 16
"2 and '2 are opposite integers
factors other than 1
'6 '4 '2 0 "2 "4 "6
M
mean [moyenne (n.f.)]: A representative value of a order of operations [priorité (n.f.) des
set of data; it is determined by sharing the total opérations]: A set of rules people use when
amount of the data evenly among the number of calculating to get the same answer. The rules
values in the set; e.g., consider the set of data 3, for the order of operations are
6, 8, 14, 9. There are 5 values, and their sum is Rule 1: Do the operations in brackets first.
Rule 2: Divide and multiply from left to right.
40. The mean is 8 because 40 divided equally
Rule 3: Add and subtract from left to right.
among 5 values would give each number the
To remember the rules, think of “BDMAS”:
value 8. That is, 40 $ 5 # 8.
Brackets, Divide and Multiply, Add and Subtract.

498 Glossary NEL

origin [origine (n.f.)]: The point from which $ (pi) [(pi) (n.m.) ou $]: The ratio of the
measurement is taken; in the Cartesian circumference of a circle to its diameter; its value
coordinate system, it is the intersection of the is about 3.14
vertical and horizontal axes and is represented by prime number [nombre (n.m.) premier]: A number
the ordered pair (0, 0) with only two factors, 1 and itself; e.g., 17 is a
outlier [observation (n.f.) aberrante]: A data prime number since its only factors are 1 and 17
value that is far from the other data values probability [probabilité (n.f.)]: A number from 0
to 1 that shows how likely it is that an event will
P happen
parallel [parallèle]: Always the same distance apart;
proportion [proportion (n.f.)]: A number sentence
e.g., line segments AB and CD are parallel
that shows two equivalent ratios or fractions;
A B
e.g., %1% # %5%
C D 4 20

pattern rule [règle (n.f.) de la suite]: A way to R

describe a pattern that compares a characteristic of radius [rayon (n.m.)]: Half the diameter of a
the figure to the figure number; e.g., a pattern rule circle; the distance from the centre of a circle to a
for the pattern shown below is b # 4 ! n " 1, point on the circumference
where b is the number of blocks in figure n radius

range [étendue (n.f.)]: The difference between the

figure 1 figure 2 figure 3 figure 4 greatest and least number in a set of data; e.g.,
the range of 6, 7, 7, 8, 9 is 3, because 9 ' 6 # 3
percent [pourcentage (n.m.)]: A part to whole
ratio [rapport (n.m.)]: A comparison of two
ratio that compares a number or an amount to
quantities with the same units; e.g., if you mix juice
100; e.g., 25% # 25:100 # %2%
5
using 1 can of concentrate and 3 cans of water, the
100
perpendicular bisector [bissectrice (n.f.) ratio of concentrate to juice is 1: 4, or 1 to 4
perpendiculaire]: A line that intersects a line reflection [réflexion (n.f.)]: The result of a flip of
segment at 90° and divides it into two equal a 2-D shape; each point in a 2-D shape flips to
lengths; any point on the perpendicular bisector the opposite side of the line of reflection, but
to AB is equidistant from endpoints A and B stays the same distance from the line (Also see
transformation.)
perpendicular
bisector
A B line of reflection

reflection

NEL Glossary 499

relation [relation (n.f.)]: A property that allows you theoretical probability [probabilité (n.f.)
to use one number to get information about théorique]: The ratio of the number of
another number; e.g., the perimeter of a square is favourable outcomes to the number of possible
4 times the length of one side, so if you know the equally likely outcomes; e.g., the theoretical
length of one side of the square, you can determine probability of tossing a head on a coin is %1%,
2
the perimeter. This relation may be represented by
since there are 2 equally likely outcomes and
the formula P # 4s or a table of values.
only 1 is favourable
Side length (cm) 1 2 3 4 transformation [transformation géométrique (f)]:
Perimeter (cm) 4 8 12 16 The result of moving a shape according to a rule;
transformations include translations, rotations,
repeating decimal [suite (n.f.) décimale and reflections
périodique]: A decimal in which a block of one translation [translation (n.f.)]: The result of a
or more digits eventually repeats in a pattern; slide; the slide must be along straight lines, left or
e.g., %2%
5
# 0.252 525 …, %3%
1
# 0.861 111 1 …, right, up or down (Also see transformation.)
99 36
1
%%# 0.142 857 142 857…. These repeating tree diagram [diagramme (n.m.) en arbre ou
7
!5
decimals can also be written as 0.2!, 0.861
!, and arbre (n.m.)]: A way to record and count all
!4
0.1 !2
!!8
!5
!7
! combinations of events, using lines to connect
the two parts of the outcome; e.g., this tree
rotation [rotation (n.f.)]: A transformation in
diagram shows all the combinations that can
which each point in a shape moves about a fixed
happen if you toss a coin twice
point through the same angle
1st toss 2nd toss 1st toss 2nd toss
H (HH) H (TH)
S H
T (HT)
T
T (TT)
sample space [espace (n.m.) des échantillons]: All
trial [essai (n.m) ou événement (n.m.)]: A single
possible outcomes in a probability experiment
event or observation in a probability experiment
scatter plot [diagramme (n.m.) de dispersion]: A
graph that attempts to show a relationship
V
between two variables by means of points
variable [variable (n.f.)]: A letter or symbol, such
plotted on a coordinate grid
as a, b, x, or n, that represents a number; e.g., in
solution to an equation [solution (n.f.) d’une the formula for the area of a rectangle, the
équation]: A value of a variable that makes an variables A, l, and w represent the area, length,
equation true; e.g., the solution to 6x " 2 # 14 and width of the rectangle
is x # 2
statistics [statistique (n.f.)]: The collection, Z
organization, and interpretation of data zero principle [principe (n.m.) de la somme des
nombres opposés ]: When two opposite integers
T are added the sum is zero; e.g.,
terminating decimal [fraction (n.f.) décimale ( )"( )#0
finie]: A decimal that is complete after a certain ('2) " ("2) # 0
number of digits with no repetition; e.g., 0.777

500 Glossary NEL