For Progress in Mathematics Grades 3-6

www.progressinmathematics.com

AUDIO LEARNING

HEAR THE MATH!

VISUAL LEARNING

SEE THE MATH!

INTERACTIVE LEARNING

DO THE MATH!
SHARED LEARNING

SHARE THE MATH!

Sadlier-Oxford
A Division of William H.
Sadlier, Inc.
Sadlier-Oxford
New York, NY 10005- SGT 1
1002

001_008_3603_2_PE3-6.indd 1 7/25/08 12:12:18 PM

 Introduction At www.progressinmathematics.com,
you will find a lot of technology resources that you can use at
home, and your teacher may make them available when you are
at school.

Technology Resources:
www.progressinmathematics.com

AUDIO GLOSSARY
From A to Z Find the meanings and hear the pronunciations
of math words and phrases.

ALTERNATIVE TEACHING MODELS

Tutorials Watch and listen to these animated math lessons.

VIRTUAL MANIPULATIVES
Manipulatives Practice and model math concepts with
virtual manipulatives.

PRACTICE
Problem of the Day Tackle a new problem every day!
Skills Update Review your skills with Lesson and
Practice pages.
Math Minutes Race against the clock with timed activities!
Practice Activities Practice makes perfect with these
fun activities!
Vocabulary Activities Review your math vocabulary while
playing Hangman or Word Scramble.

ENRICHMENT
Activities Challenge yourself with these interactive activities.

MATH ALIVE AT HOME

Take-Home Activities Share your
math experience at home!

SGT 2

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 INTERACTIVE
AUDIO LEARNING
COMPATIBLE

AUDIO GLOSSARY
Click From A to Z.
If you are not sure what a certain word means or how
to pronounce it, use your online Audio Glossary. The
glossary is easy to use. Just choose your grade level
and the first letter of the term you want to review.

www.progressinmathematics.com

Grade home Glossary home

# A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

1 Choose the first

letter of a term you
3 Listen as
want to review. the glossary
pronounces
the word.
2 Click on
the term.

GRADE 3

SGT 3

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 INTERACTIVE
VISUAL LEARNING
COMPATIBLE

ALTERNATIVE TEACHING MODELS

Click Tutorials.
www.progressinmathematics.com
If there is a skill or concept
that you need help with or do
not understand, review the
animated Alternative Teaching
Models (there are 2 for each
chapter). Each Alternative
Teaching Model gives a step-
by-step explanation of one of
the skills or concepts in the
chapter.
Red Team
Blue Team
Green Team

www.progressinmathematics.com
Red Team
Blue Team

GRADE 3
SGT 4

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 INTERACTIVE

COMPATIBLE
VIRTUAL MANIPULATIVES
Click Manipulatives.
www.progressinmathematics.com
Virtual Manipulatives are
visual models that you
can actually move or
manipulate to show what
is happening. You can
use these tools to build
numbers, rotate shapes,
and even jump on a
number line.
Select your grade and the
chapter you are working
on. The manipulatives
that are listed will be
ones that you can use to GRADE 6
visualize the concepts of
the chapter. www.progressinmathematics.com

GRADE 5

SGT 5

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 INTERACTIVE
INTERACTIVE LEARNING
COMPATIBLE

www.progressinmathematics.com
PRACTICE www.progressinmathematics.com

Click Practice Activities. www.progressinmathematics.com

There is an interactive activity for
each chapter in your textbook.
The activity practices the most
important skills of the chapter.
Use the activity while you are
learning the skills, or come back
to it later to review.
GRADE 4

Click Math Minutes.

www.progressinmathematics.com
You can practice your basic facts
as well as compute with larger
numbers to see how accurately
you can compute if you are given
a time limit.

Click Vocabulary Activities.

In each chapter, you will be
learning new math terms that GRADE 4

you will need to know. A good

way to review these terms is to www.progressinmathematics.com

play either the Hangman game

or Word Scramble in your online
vocabulary activities.

SGT 6 GRADE 5

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 INTERACTIVE

COMPATIBLE

www.progressinmathematics.com

Click Problem of the Day.*

Sharpen your problem-
solving skills every day.
Print and solve one
problem each day!
www.progressinmathematics.com
GRADE 6
Name Date

Count by 2s, 5s, 10s

Click Skills Update.* Count by 2s.

14
1. 12, ______, 16 ______,
______, 18 20, ______,
22 24
______, 26
______, 28
______
Print Skills Update lessons 17
2. 15, ______, 19 ______,
______, 21 23, ______,
25 27
______, 29
______, 31
______

and practice pages to review Count by 5s.

20
3. 15, ______, 30
25, ______, 35
______, 40
______, 45
______, 50
______, 55
______
previously taught math skills 35
4. 30, ______, 45
40, ______, 50
______, 55
______, 60
______, 65
______, 70
______

and concepts. Count by 10s.

20
5. 10, ______, 30
______, 40
______, 50
______, 60 ______,
______, 70 80
______, 90
______

30
6. 20, ______, 40
______, 50
______, 60
______, 70 ______,
______, 80 90
______, 100
______

Write the missing numbers.

16
7. 10, 12, 14, ______, 18 20
______, 28 30, ______
8. 22, 24, 26, ______, 32

GRADE 3

ENRICHMENT www.progressinmathematics.com
Click Activities.
The Enrichment activities
online are topics that go
beyond what you are learning
in class.
Each activity starts with a page
that explains the concept and
then gives you time to practice
the concept.

GRADE 3
*Whiteboard projectable only.
SGT 7

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 SHARED LEARNING

MATH ALIVE AT HOME

Click Take-Home Activities. www.progressinmathematics.com
Keep your family involved in
what you are learning. For Dear Family, will learn about place value. Let’s do
Today our class began Chapter 1. We to
review the skills I will need in order
each chapter, there are two the activity below together so I can
understand the math in this chapte
r. Then we can read some of the new
1.
vocabulary I will learn in Chapter
letters to your family. Use the Love, ____________________

first letter at the beginning

How Many Tens, How Many Ones? tens ones
of the chapter, to review With your child, list the age of everyone in your family
on a sheet of paper. Ask your child to say how many
tens and how many ones there are in each age.
previously learned skills with Draw a frame like the one at the right for each family
member. Tell your child to write in each frame the
number of tens and ones for each age. Then have
a family activity, and read
m quantities granted to users of Progress in Mathematics.

her/him write an addition with the number of tens and

the number of ones for each age, and find the sum. + =
about the new skills you will Chapter 1

learn. The second letter tells expanded form

shows the place value of the digits
nearest ten
the number achieved after rounding

your family about the skills you in a number

600 ⫹ 40 ⫹ 7
to the nearest ten
251 250
standard form
learned in the chapter and has 647
nearest hundred
the number achieved after rounding
to the nearest hundred
thousand
another fun activity that you
and your family members can GRADE 3 - ENGLISH

do together.
Both letters are in English and
in Spanish. Querida familia:
Hoy nuestra clase terminó el capítulo
1. Aprendimos a leer, escribir, compara
o
r
de miles. Este conocimiento es necesari
y ordenar números hasta los cientos mos
r el valor posicional. Aprendi
para trabajar con números y para entende nos
en 4, de 5 en 5 y de 10 en 10, lo que
a contar de 2 en 2, de 3 en 3, de 4 ar
de multiplicación. Aprendimos a redonde
servirá para aprender operaciones
4 dígitos hasta la decena, centena o millar más cercano. Este
números de 3 y
Dear Family, conocimiento es necesario para hacer
estimaci ones con números . También
1. We learned how to read, write, cambio.
Today our class completed Chapter ayudará a la hora de dar o recibir
thousands. These skills are practicamos con dinero, lo cual nos
compare, and order numbers to hundred ________
with numbers and to understand place value. Con cariño, _____________________
needed to work
tics, para reproducir esta página para sus estudiantes.

with 2s, 3s, 4s, 5s, and 10s, which

We explored patterns of skip counting
facts. We practiced rounding 3- and
will help us to learn multiplication
ten, hundred , or thousand. This skill is
4-digit numbers to the nearest Destrezas y conceptos claves
. We also worked with money,
necessary for estimating with numbers
make and count change. Lo que aprendieron los estudiantes en el capítulo 1 se hizo poniendo énfasis
which will help us
en las siguientes destrezas y conceptos claves:
Love, ________________________
• Identificar el valor posicional de cada dígito de • Usar la forma desarrollada de representar
números hasta el 10,000. números.
NS 2.3
Key Skills and Concepts
Students’ learning in Chapter 1 was guided by giving particular emphasis to the
users of Progress in Mathematics.

following key skills and concepts:

U l it i i i t d l id l d iñ t d
• Identify the place value for each digit in • Use expanded notation to represent numbers.
numbers to 10,000.
NS 2.3
GRADE 3 - SPANISH

GRADE 3 - ENGLISH

SGT 8

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8206-2_PiM_Title 3/29/06 4:08 PM Page i

Catherine D. LeTourneau
Alfred S. Posamentier
with
Elinor R. Ford

Madelaine Gallin Frank Lucido Lucy Lugones

Former Math Coordinator Associate Professor in Math Coordinator
Community School District #6 Bilingual/Multicultural Education St. Luke’s School
New York, NY Texas A&M University Whitestone, NY
Corpus Christi, TX

Tim Mason Regina Panasuk Rosalie Pedalino Porter

Title 1 Specialist Professor of Mathematics Education Consultant Bilingual/ESL Programs
Palm Beach County School District University of Massachusetts Amherst, MA
West Palm Beach, FL Lowell, MA


Sadlier-Oxford
A Division of William H. Sadlier, Inc.
www.sadlier-oxford.com
3606-3_PE6_ii_Copyright:8205-4_Proto_22-23PSintro copy 7/31/08 10:05 AM Page ii

The publisher gratefully acknowledges Rose Anita McDonnell (1905–2003)

and her colleagues for the important role they played in the development of
Progress in Mathematics for more than sixty years.

The publisher wishes to thank the following teachers and administrators, who read
portions of the series prior to publication, for their valuable contributions.

Grades 3–6 Reviewers

Madonna Atwood John Palladino Debra Wright
Teacher Professor at Eastern Michigan University Principal
St. Louis, MO Ypsilanti, MI Winter Haven, FL

Judith A. Devine Stephanie D. Garland

Educational Consultant Educational Consultant
Springfield, PA St. Louis, MO

Grade-Level Reviewers
Marie Bicsak Sara Kobylarz Br. Ralph Darmento, F.S.C.
Math Coordinator Grade 3 Teacher Deputy Superintendent of Schools
Mt. Clemens, MI Bronx, NY Newark, NJ

Suzanne Ryan Candace Govin Sr. Adriana Cernoch

Grade 4 Teacher Grades 4–8 Math Teacher/Coordinator Grade 6 Teacher
Orono, MN Plantation, FL Dallas, TX

Brandy Roth Elizabeth M. Johnson Linda Hamby

Grade 3 Teacher Grade 5 Teacher Grade 5 Teacher
Kissimmee, FL Bettendorf, IA DesPeres, MO

Barbara Murphy Sr. Martha Carmody, O.P. Jacqueline A. Byrd

Grade 4 Teacher Grade 4 Teacher Grade 5 Teacher
Chesterfield, MO Springfield, IL Chesterfield, MO

Sr. Maristella Dunlavy, O.P. Jeannine Frey Mary E. Stokes

Principal Grade 3 Teacher Grade 5 Teacher
Springfield, IL Chesterfield, MO Oak Forest, IL

Copyright © 2009 by William H. Sadlier, Inc. All rights reserved.

This publication, or any part thereof, may not be reproduced in any form, or by any means, including electronic,
photographic, or mechanical, or by any sound recording system, or by any device for storage and retrieval of information,
without the written permission of the publisher. Address inquiries to Permissions Department, William H. Sadlier, Inc.,
9 Pine Street, New York, NY 10005-1002.
is a registered trademark of William H. Sadlier, Inc.
Printed in the United States of America
ISBN: 978-0-8215-3606-3
3456789 RRDW 13 12 11 10
8206-2_iii.qxd 10/7/07 10:06 PM Page iii

Progress in Mathematics, now in its sixth decade of user-proven success,

is a complete basal mathematics program. Written by experienced teacher-
authors, it integrates a traditional course of study and today’s academic
Standards with the most up-to-date methods of teaching.

Progress in Mathematics is designed to meet the individual needs of all

learners. Teachers who use Progress come to understand that students
may progress as quickly as they can or as slowly as they must.

In Grade 6, the concepts of integers and rational numbers will be further

developed as well as ratios, percents, and coordinate geometry. There will
be an increased emphasis on algebraic thinking. Other topics that are
studied include: data and statistics, probability, geometry, measurement,
and proportions. Special attention is given to critical thinking, problem
solving, mental math, and journalizing.

But overall success in achieving the goals of this program depends on

ongoing teacher-family-student interaction. It is important for you to
encourage your sixth grader to achieve success in mathematics and enjoy
it as well. You can help your student see math as useful and practical by
relating it to everyday situations. It is also helpful to provide a quiet space
and time for homework, and to reinforce the idea that by practicing math
concepts and skills in your home environment, your student can have fun
while learning mathematics.

Throughout the school year, you and your student can access
Math Alive At Home pages at www.sadlier-oxford.com. These
pages include the math vocabulary of each chapter plus
fun-filled activities that will help you relate the math your
student is learning in school to the real world.

We know that by using Progress in Mathematics

your sixth grader will not only learn to value math,
but become a confident problem solver and
learn to reason and communicate
mathematically as well.

iii
8206-2_iv-xi 3/25/06 1:03 PM Page iv

Letter to the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Skills Update Fractions

A handbook for reviewing essential I Add and Subtract Fractions:
and previously taught skills Like Denominators . . . . . . . . . . 12
Introduction to Skills Update . . . . . . . . . . xii Statistics and Graphs
Numeration I Make Pictographs . . . . . . . . . . . . . 13
I Whole Numbers: Place Value, II Make Bar Graphs . . . . . . . . . . . . . 14
Compare, and Order ....1 Probability
II Round Whole Numbers. . . . . . . . . . 2 I Equally/Not Equally Likely
III Factors, Multiples, and Divisibility . . 3 Outcomes . . . . . . . . . . . . . . . . . 15
IV Decimals to Hundredths . . . . . . . . . 4 II List Outcomes . . . . . . . . . . . . . . . . 16
Operations Geometry
I Add Whole Numbers and I Geometric Figures . . . . . . . . . . . . 17
Decimals . . . . . . . . . . . . . . . . . . . 5 II Lines: Intersecting and Parallel . . . 18
II Subtract Whole Numbers III Polygons . . . . . . . . . . . . . . . . . . . . 19
and Decimals . . . . . . . . . . . . . . . 6 Measurement
III Inverse Operations . . . . . . . . . . . . . 7 I Metric Units of Length . . . . . . . . . . 20
IV Properties of Addition and II Metric Units of Capacity
Multiplication . . . . . . . . . . . . . . . . 8 and Mass. . . . . . . . . . . . . . . . . . 21
V Multiply 1- and 2-Digit III Customary Units of Length . . . . . . 22
Whole Numbers . . . . . . . . . . . . . 9 IV Customary Units of Capacity
VI Trial Quotients . . . . . . . . . . . . . . . . 10 and Weight . . . . . . . . . . . . . . . . 23
VII Divide Whole Numbers . . . . . . . . . 11 V Read an Inch Ruler . . . . . . . . . . . . 24
VI Perimeter and Area
of Rectangles . . . . . . . . . . . . . . 25

Introduction to Problem-Solving Strategy:

Write an Equation . . . . . . . . . . . 31
Problem Solving Problem-Solving Applications:
Problem-Solving Model . . . . . . . . . . . . . . 26 Mixed Review . . . . . . . . . . . . . . . . . . . . 32
Problem-Solving Strategy:
Guess and Test . . . . . . . . . . . . . . . . . . 28
Problem-Solving Strategy:
Use More Than One Step . . . . . . . . . . 29
Problem-Solving Strategy:
Use a Graph . . . . . . . . . . . . . . . . . . . . . 30

iv
Lesson promotes algebraic reasoning.
8206-2_iv-xi 3/25/06 1:07 PM Page v

Chapter Chapter

Number Sense, Addition, Multiplication: Whole

and Subtraction Numbers and Decimals
Chapter Opener . . . . . . . . . . . . . . . . . . . . 33 Chapter Opener . . . . . . . . . . . . . . . . . . . . 65
1-1 Place Value . . . . . . . . . . . . . . . . . . 34 2-1 Multiplication Patterns . . . . 66
1-2 Expanded Form . . . . . . . . . . . . . . 36 2-2 Estimate Products. . . . . . . . . . . . . 68
1-3 Place Value and Exponents . . . . . 38 2-3 Multiply Whole Numbers . . 70
1-4 Compare and Order 2-4 Multiply with Decimals . . . . . . . . . 72
Decimals . . . . . . . . . . . . 40 2-5 Exponents . . . . . . . . . . . . . 74
1-5 Round Whole Numbers 2-6 Scientific Notation . . . . . . . . . . . . . 76
and Decimals . . . . . . . . . . . . . . 42
2-7 Problem-Solving Strategy:
1-6 Estimate Decimal Sums Use Simpler Numbers . . . . . . . . . . 78
and Differences . . . . . . . . . . . . 44
2-8 Problem-Solving Applications:
1-7 Addition of Whole Numbers Mixed Review . . . . . . . . . . . . . . . . 80
and Decimals . . . . . . . . . . . . . . 46
1-8 Subtraction of Whole Numbers End of Chapter
and Decimals . . . . . . . . . . . . . . 48 Check Your Progress (Lessons 1–8) . . . 82
1-9 Addition and Subtraction Enrichment: Square Roots . . . . . . . . . . . . 83
of Decimals . . . . . . . . . . . . . . . . 50 Chapter 2 Test . . . . . . . . . . . . . . . . . . . . . 84
1-10 Addition and Subtraction Cumulative Review. . . . . . . . . . . . . . . . . 85
Expressions . . . . . . . . . . 52
1-11 Evaluate Addition and Subtraction
Expressions . . . . . . . . . . 54
1-12 Problem-Solving Strategy:
Write an Equation . . . . . . . . . . . . . 56
1-13 Problem-Solving Applications:
Mixed Review . . . . . . . . . . . . . . . . 58

End of Chapter
Check Your Progress (Lessons 1–13) . . 60
Enrichment: Roman Numerals . . . . . . . . . 61
Chapter 1 Test. . . . . . . . . . . . . . . . . . . . . 62
Cumulative Review. . . . . . . . . . . . . . . . . 63

v
Lesson promotes algebraic reasoning.
8206-2_iv-xi.qxd 10/7/07 10:08 PM Page vi

Chapter Chapter

Division: Whole Expressions and

Numbers and Decimals Equations
Chapter Opener . . . . . . . . . . . . . . . . . . . . 87 Chapter Opener . . . . . . . . . . . . . . . . . . . 121
3-1 Short Division . . . . . . . . . . . . . . . . 88 4-1 Order of Operations . . . . . 122
3-2 Estimate Quotients . . . . . . . . . . . . 90 4-2 Translate Expressions . . . 124
3-3 Divide Whole Numbers . . . . . . . . . 92 4-3 Evaluate Algebraic
3-4 Divide Decimals by 10, 100, Expressions . . . . . . . . . 126
and 1000 . . . . . . . . . . . . 94 4-4 Equations and
3-5 Divide Decimals by Whole Inequalities . . . . . . . . . 128
Numbers . . . . . . . . . . . . . . . . . . 96 4-5 Addition Equations . . . . . 130
3-6 Patterns with Tenths, Hundredths, 4-6 Subtraction Equations . . . 132
and Thousandths . . . . . . 98 4-7 Multiplication and Division
3-7 Estimate Decimal Quotients . . . . 100 Equations . . . . . . . . . . . 134
3-8 Decimal Divisors . . . . . . . . . . . . 102 4-8 Use Formulas . . . . . . . . . 136
3-9 Zeros in Division . . . . . . . . . . . . 104 4-9 Explore Order of Operations
3-10 Multiplication and Division with a Calculator . . . . . 138
Expressions . . . . . . . . . 106 4-10 Problem-Solving Strategy:
3-11 Evaluate Multiplication and Division Use More Than One
Expressions . . . . . . . . . 108 Step . . . . . . . . . . . . . . . 140
3-12 Round Quotients . . . . . . . . . . . . 110 4-11 Problem-Solving Applications:
Mixed Review . . . . . . . . . 142
3-13 Problem-Solving Strategy:
Interpret the Remainder . . . . . . . 112 End of Chapter
3-14 Problem-Solving Applications: Check Your Progress (Lessons 1–11) . 144
Mixed Review . . . . . . . . . . . . . . . 114 Enrichment: Patterns:
End of Chapter Sequences . . . . . . . . . . . . . . . 145
Check Your Progress (Lessons 1–14) . 116 Chapter 4 Test. . . . . . . . . . . . . . . . . . . . 146
Enrichment: Logic: Open and Closed Cumulative Review. . . . . . . . . . . . . . . . 147
Statements . . . . . . . . . . . . . . . . . . . . 117
Chapter 3 Test. . . . . . . . . . . . . . . . . . . . 118
Cumulative Review. . . . . . . . . . . . . . . . 119

vi
Lesson promotes algebraic reasoning.
8206-2_iv-xi 3/20/06 8:18 AM Page vii

Chapter Chapter

Integers Number Theory and

Chapter Opener . . . . . . . . . . . . . . . . . . . 149 Fractions
5-1 Integers . . . . . . . . . . . . . . 150 Chapter Opener . . . . . . . . . . . . . . . . . . . 177
5-2 Compare and Order 6-1 Divisibility . . . . . . . . . . . . . . . . . . 178
Integers . . . . . . . . . . . . 152
6-2 Prime and Composite Numbers . 180
5-3 Add Integers . . . . . . . . . . 154
6-3 Prime Factorization . . . . . . . . . . . 182
5-4 Subtract Integers . . . . . . . 156
6-4 Equivalent Fractions . . . . 184
5-5 Multiply Integers . . . . . . . 158
6-5 Greatest Common Factor . . . . . . 186
5-6 Divide Integers . . . . . . . . . 160
6-6 Fractions in Simplest Form . . . . 188
5-7 Integers and Order of
Operations . . . . . . . . . . 162 6-7 Mixed Numbers and Improper
Fractions . . . . . . . . . . . . . . . . . 190
5-8 Expressions and Equations
with Integers . . . . . . . . 164 6-8 Fraction Sense . . . . . . . . . . . . . . 192

5-9 Temperature . . . . . . . . . . . 166 6-9 Least Common Multiple . . . . . . . 194

5-10 Problem-Solving Strategy: 6-10 Compare Fractions . . . . . 196

Make a Table . . . . . . . . . . 168 6-11 Order Fractions . . . . . . . . 198
5-11 Problem-Solving Applications: 6-12 Relate Fractions to
Mixed Review . . . . . . . . . . . . . . . 170 Decimals . . . . . . . . . . . . . . . . . 200
6-13 Rename Fractions as
End of Chapter
Decimals . . . . . . . . . . . . . . . . . 202
Check Your Progress (Lessons 1–11) . 172
6-14 Rename Decimals as
Enrichment: Inequalities in Fractions . . . . . . . . . . . . . . . . . 204
One Variable . . . . . . . . . . . . . . 173
6-15 Terminating and Repeating
Chapter 5 Test . . . . . . . . . . . . . . . . . . . . 174 Decimals . . . . . . . . . . . . . . . . . 206
Cumulative Review. . . . . . . . . . . . . . . . 175 6-16 Rational Numbers . . . . . . 208
6-17 Compare and Order Rational
Numbers . . . . . . . . . . . 210
6-18 Problem-Solving Strategy:
Find a Pattern . . . . . . . . . 212
6-19 Problem-Solving Applications:
Mixed Review . . . . . . . . . . . . . . . 214

End of Chapter
Check Your Progress (Lessons 1–19) . 216
Enrichment: The Sieve of Eratosthenes . 217
Chapter 6 Test . . . . . . . . . . . . . . . . . . . . 218
Cumulative Review. . . . . . . . . . . . . . . . 219

vii
Lesson promotes algebraic reasoning.
8206-2_iv-xi 3/25/06 1:14 PM Page viii

Chapter Chapter

Fractions: Addition and Fractions: Multiplication,

Subtraction Division, and Probability
Chapter Opener . . . . . . . . . . . . . . . . . . . 221 Chapter Opener . . . . . . . . . . . . . . . . . . . 249
7-1 Addition Properties: 8-1 Multiply Fractions by Fractions . . 250
Fractions . . . . . . . . . . . 222 8-2 Multiply Fractions and Whole
7-2 Estimate Sums and Differences . 224 Numbers . . . . . . . . . . . . . . . . . 252
7-3 Add Fractions . . . . . . . . . . . . . . . 226 8-3 Properties of
7-4 Add Mixed Numbers . . . . . . . . . . 228 Multiplication . . . . . . . . 254
7-5 Subtract Fractions . . . . . . . . . . . 230 8-4 Multiply Mixed Numbers . . . . . . . 256
7-6 Subtract Mixed Numbers . . . . . . 232 8-5 Meaning of Division . . . . . . . . . . 258
7-7 Mental Math: Addition 8-6 Divide Fractions by Fractions . . . 260
and Subtraction . . . . . . . . . . . . 234 8-7 Estimate Quotients of Fractions
7-8 Addition and Subtraction and Mixed Numbers . . . . . . . . 262
Expressions with 8-8 Divide with Whole and Mixed
Fractions . . . . . . . . . . . 236 Numbers . . . . . . . . . . . . . . . . . 264
7-9 Addition and Subtraction 8-9 Order of Operations with
Equations with Fractions . . . . . . . . . . . 266
Fractions . . . . . . . . . . . 238 8-10 Fractions with Money . . . . . . . . . 268
7-10 Problem-Solving Strategy: 8-11 Multiplication and Division
Work Backward . . . . . . . . . . . . . . 240 Expressions with
7-11 Problem-Solving Applications: Fractions . . . . . . . . . . . 270
Mixed Review . . . . . . . . . . . . . . . 242 8-12 Multiplication and Division
End of Chapter Equations with
Fractions . . . . . . . . . . . 272
Check Your Progress (Lessons 1–11) . 244
8-13 Probability . . . . . . . . . . . . . . . . . . 274
Enrichment: Logic:
Statements and Negations . . . . . . . . 245 8-14 Compound Events . . . . . . . . . . . 276
Chapter 7 Test . . . . . . . . . . . . . . . . . . . . 246 8-15 Permutations and Combinations . 278
Cumulative Review. . . . . . . . . . . . . . . . 247 8-16 Predictions and Probability . . . . . 280
8-17 Problem-Solving Strategy:
Use a Diagram . . . . . . . . . . . . . . 282
8-18 Problem-Solving Applications:
Mixed Review . . . . . . . . . . . . . . . 284

End of Chapter
Check Your Progress (Lessons 1–18) . 286
Enrichment: Complex Fractions . . 287
Chapter 8 Test . . . . . . . . . . . . . . . . . . . . 288
Cumulative Review. . . . . . . . . . . . . . . . 289

viii
Lesson promotes algebraic reasoning.
8206-2_iv-xi 3/25/06 1:18 PM Page ix

Chapter Chapter

Data and Statistics Geometry

Chapter Opener . . . . . . . . . . . . . . . . . . . 291 Chapter Opener . . . . . . . . . . . . . . . . . . . 329
9-1 Surveys . . . . . . . . . . . . . . . . . . . . 292 10-1 Measure and Draw Angles . . . . . 330
9-2 Samples . . . . . . . . . . . . . . . . . . . 294 10-2 Lines and Angles . . . . . . . . . . . . 332
9-3 Bias in Surveys . . . . . . . . . . . . . . 296 10-3 Angle Pairs . . . . . . . . . . . . . . . . . 334
9-4 Record and Interpret Data . . . . . 298 10-4 Angles of Parallel Lines. . . . . . . . 336
9-5 Apply Measures of Central 10-5 Line Constructions . . . . . . . . . . . 338
Tendency and Range . . . . . . . 300 10-6 Constructions with Angles . . . . . 340
9-6 Analyze Data. . . . . . . . . . . . . . . . 302 10-7 Polygons . . . . . . . . . . . . . . . . . . . 342
9-7 Box-and-Whisker Plots . . . . . . . . 304 10-8 Triangles . . . . . . . . . . . . . . . . . . . 344
9-8 Stem-and-Leaf Plots . . . . . . . . . . 306 10-9 Quadrilaterals . . . . . . . . . . . . . . . 346
9-9 Line Graphs . . . . . . . . . . . 308 10-10 Angles of Triangles and
9-10 Double Line Graphs . . . . . 310 Quadrilaterals . . . . . . . 348
9-11 Double Bar Graphs . . . . . . . . . . . 312 10-11 Angles of Polygons . . . . . . . . . . . 350
9-12 Misleading Graphs and 10-12 Circles . . . . . . . . . . . . . . . . . . . . . 352
Statistics . . . . . . . . . . . 314 10-13 Congruent and Similar
9-13 Histograms . . . . . . . . . . . . . . . . . 316 Polygons . . . . . . . . . . . . . . . . . 354
9-14 Interpret Circle Graphs . . . . . . . . 318 10-14 Transformations . . . . . . . . . . . . . 356
9-15 Problem-Solving Strategy: 10-15 Symmetry . . . . . . . . . . . . . . . . . . 358
Make an Organized List . . . . . . . 320 10-16 Tessellations . . . . . . . . . . . . . . . . 360
9-16 Problem-Solving Applications: 10-17 Solid Figures . . . . . . . . . . . . . . . 362
Mixed Review . . . . . . . . . . . . . . . 322
10-18 Views of Solid Figures . . . . . . . . 364
End of Chapter 10-19 Problem-Solving Strategy:
Check Your Progress (Lessons 1–16) . 324 Logical Reasoning . . . . . . . . . . . 366
Enrichment: Triple Line and Bar 10-20 Problem-Solving Applications:
Graphs . . . . . . . . . . . . . . . . . . . . . . . 325 Mixed Review . . . . . . . . . . . . . . . 368
Chapter 9 Test . . . . . . . . . . . . . . . . . . . . 326 End of Chapter
Cumulative Review. . . . . . . . . . . . . . . . 327 Check Your Progress (Lessons 1–20) . 370
Enrichment: Networks . . . . . . . . . . . . . . 371
Chapter 10 Test . . . . . . . . . . . . . . . . . . . 372
Cumulative Review. . . . . . . . . . . . . . . . 373

ix
Lesson promotes algebraic reasoning.
8206-2_iv-xi 3/25/06 1:41 PM Page x

Chapter Chapter

Ratio, Proportion, Percent Applications

and Percent Chapter Opener . . . . . . . . . . . . . . . . . . . 413
Chapter Opener . . . . . . . . . . . . . . . . . . . 375 12-1 Mental Math: Percent . . . . . . . . . 414
11-1 Ratio . . . . . . . . . . . . . . . . . . . . . . 376 12-2 Percent Sense. . . . . . . . . . . . . . . 416
11-2 Equivalent Ratios . . . . . . . 378 12-3 Percentage of a Number . 418
11-3 Rates . . . . . . . . . . . . . . . . 380 12-4 Find the Rate . . . . . . . . . . 420
11-4 Proportions . . . . . . . . . . . 382 12-5 Find the Original Number . 422
11-5 Solve Proportions . . . . . . 384 12-6 Percent Problems . . . . . . . . . . . . 424
11-6 Write Proportions . . . . . . . 386 12-7 Discount and Sale
Price . . . . . . . . . . . . . . 426
11-7 Proportions and Similar
Figures . . . . . . . . . . . . . 388 12-8 Sales Tax and Total Cost . 428
11-8 Use Proportions . . . . . . . . 390 12-9 Better Buy . . . . . . . . . . . . 430
11-9 Scale Drawings and 12-10 Commission . . . . . . . . . . . 432
Maps . . . . . . . . . . . . . . 392 12-11 Simple Interest . . . . . . . . . . . . . . 434
11-10 Relate Percents to
Fractions . . . . . . . . . . . 394
* 12-12 Make Circle Graphs . . . . . . . . . . 436
12-13 Problem-Solving Strategy:
11-11 Relate Percents to Decimals. . . . 396 Write an Equation . . . . . . 438
11-12 Decimals, Fractions, and 12-14 Problem-Solving Applications:
Percents . . . . . . . . . . . 398 Mixed Review . . . . . . . . . . . . . . . 440
11-13 Percents Greater Than 100% . . . 400 End of Chapter
11-14 Percents Less Than 1% . . . . . . . 402 Check Your Progress (Lessons 1–14) . 442
11-15 Problem-Solving Strategy: Enrichment: Percent Change . . . 443
Combine Strategies . . . . . . . . . . 404
Chapter 12 Test . . . . . . . . . . . . . . . . . . . 444
11-16 Problem-Solving Applications:
Mixed Review . . . . . . . . . . . . . . . 406 Cumulative Review. . . . . . . . . . . . . . . . 445

End of Chapter
Check Your Progress (Lessons 1–16) . 408
Enrichment: Pythagorean
Theorem . . . . . . . . . . . . . . . . . 409
Chapter 11 Test . . . . . . . . . . . . . . . . . . . 410
Cumulative Review. . . . . . . . . . . . . . . . 411

x
* Develops concept or skill with manipulatives. Lesson promotes algebraic reasoning.
8206-2_iv-xi 3/20/06 8:23 AM Page xi

Chapter Chapter

Measurement More Concepts in

Chapter Opener . . . . . . . . . . . . . . . . . . . 447 Chapter Opener . . . . . . . . . . . . . . . . . . . 495
13-1 Measure Metric Length . . . . . . . 448 14-1 Two-Step Equations . . . . . . . . . . 496
13-2 Measure Metric Capacity 14-2 Addition and Subtraction
and Mass . . . . . . . . . . . . . . . . 450 Equations with Integers. . . . . . 498
13-3 Measure Customary Length . . . . 452 14-3 Multiplication and Division
13-4 Measure Customary Capacity Equations with Integers. . . . . . 500
and Weight . . . . . . . . . . . . . . . 454 14-4 Functions and Ordered Pairs . . . 502
13-5 Compute Customary Units . . . . . 456 14-5 Graph Ordered Pairs . . . . . . . . . 504
13-6 Compute with Time . . . . . . . . . . 458 14-6 Graph Reflections and
13-7 Relate Customary & Metric Units 460 Translations . . . . . . . . . . . . . . 506
13-8 Perimeter. . . . . . . . . . . . . . . . . . . 462 14-7 Graph Rotations . . . . . . . . . . . . . 508
13-9 Area of Rectangles and 14-8 Graph Functions . . . . . . . . . . . . . 510
Squares . . . . . . . . . . . . 464 14-9 Algebraic Patterns . . . . . . . . . . . 512
13-10 Area of Triangles and 14-10 Problem-Solving Strategy:
Parallelograms . . . . . . . 466 Use More Than One Strategy . . . 514
13-11 Area of Trapezoids . . . . . . 468 14-11 Problem-Solving Applications:
13-12 Circumference . . . . . . . . . 470 Mixed Review . . . . . . . . . . . . . . . 516
13-13 Area of a Circle . . . . . . . . 472 End of Chapter
13-14 Surface Area of Cubes, Rectangular Check Your Progress (Lessons 1–11) . 518
Prisms, and Cylinders . 474
Enrichment: Slope . . . . . . . . . . . . . . . . . 519
13-15 Surface Area of Pyramids and
Triangular Prisms . . . . . 476 Chapter 14 Test . . . . . . . . . . . . . . . . . . . 520
13-16 Volume of Prisms . . . . . . 478
13-17 Volume of Triangular Prisms End-of-Book Materials
and Cylinders . . . . . . . . 480 Still More Practice . . . . . . . . . . . . . . . . . 521
13-18 Volume of Pyramids . . . . . 482 Brain Builders. . . . . . . . . . . . . . . . . . . . . 533
13-19 Use Formulas to Solve Mental Math . . . . . . . . . . . . . . . . . . . . . . 537
Problems . . . . . . . . . . . 484 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . 546
13-20 Problem-Solving Strategy: Index . . . . . . . . . . . . . . . . . . . . . . . . . . . 553
Use Drawings / Formulas 486 Symbols and Formulas . . . . . . . . . . . . . 563
13-21 Problem-Solving Applications: Table of Measures . . . . . . . . . . . . . . . . . 564
Mixed Review . . . . . . . . . . . . . . . 488

End of Chapter
Check Your Progress (Lessons 1–21) . 490
Enrichment: Logic: Conjunctions and
Disjunctions . . . . . . . . . . . . . . . . . . . . 491
Chapter 13 Test . . . . . . . . . . . . . . . . . . . 492
Cumulative Review. . . . . . . . . . . . . . . . 493
xi
Lesson promotes algebraic reasoning.
8206-2_xii 2/27/06 6:56 AM Page xii

A Review of Mathematical
Skills from Grade 5

Progress in Mathematics includes a

“handbook” of essential skills, Skills Update,
at the beginning of the text. These one-page
lessons review skills you learned in previous
years. It is important for you to know this
content so that you can succeed in math
this year.
If you need to review a concept in Skills
Update, your teacher can work with you,
using manipulatives, which will help
you understand the concept better.
The Skills Update handbook can be used
throughout the year to review skills you
may already know. Since many lessons
in your textbook refer to pages in the Skills Update, you can use a particular
lesson at the beginning of class as a warm-up activity. Or your class may
choose to do the Skills Update lessons at the beginning of the year so that
you and your teacher can assess your understanding of these previously
learned skills.
You may even want to practice specific skills at home.
If you need more practice than what is provided on
the Skills Update page, you can use the practice
pages available online at www.sadlier-oxford.com.
These practice pages have an abundance of
exercises for each one-page lesson.

xii
8206-2_1-25 4/10/06 2:01 PM Page 1

Whole Numbers: Place Value, Compare, and Order

The value of each digit in a number depends on its place in the
number. Each place is 10 times the value of the next place to its right.

Each period contains 3 digits.

Millions Thousands Ones
Period Period Period
The 4 in 74 is in the ones
ten reds

ten reds

ten reds
place. Its value is 4 ones, or 4.
nd

nd

nd
es

es

es
s

s
hu

on
hu

on
hu

on
The 4 in 741 is in the tens
7 4 place. Its value is 4 tens, or 40.

7 4 1 The 4 in 7415 is in the

7 4 1 5 hundreds place. Its value
,
8 4 2 9 7 4 1 5 , 8 is 4 hundreds, or 400.

To compare and order whole numbers:

Align the digits by place value.

Compare the digits in each place, starting with the greatest place.

39,630 There are no hundred 39,630 3
3 and 1  3

19,578 thousands in the other 19,578 19,578 is least.
130,434 numbers. 130,434 is 130,434 69
36,415 greatest. 36,415 36,415  39,630

In order from greatest to least, the numbers are:

130,434; 39,630; 36,415; 19,578.

Name the period of the underlined digits.

1. 943,862 2. 802,400,253 3. 603,411,218 4. 9,527,000

Write the place of the underlined digit. Then write its value.
5. 73 6. 6,423,728 7. 36,250 8. 24,983,402

Write in order from greatest to least.

9. 9996; 999; 10,000; 9997 10. 32,423; 38,972; 36,401; 31,276

1
Numeration I
8206-2_1-25 2/27/06 8:26 AM Page 2

Round Whole Numbers

The population of Midway is 83,524. Since
populations change frequently, a rounded number
may be used instead of the exact number.

To round a number to a given place:

Find the place you are rounding to.

Look at the digit to its right.
If the digit is less than 5, round down.
If the digit is 5 or greater, round up.

Round 83,524 to the nearest ten.

83,524 The digit to the right is 4. 83,524

4
5
83,520 Round down to 83,520.
83,520 83,530

Round 83,524 to the nearest hundred.

83,524
83,524 The digit to the right is 2.
2
5
83,500 Round down to 83,500.
83,500 83,600

Round 83,524 to the nearest thousand.

83,524 The digit to the right is 5. 83,524

55
84,000 Round up to 84,000.
83,000 84,000

Round each to the nearest ten, hundred, and thousand.

Use a number line to help you.
1. 6709 2. 1256 3. 7893 4. 5649 5. 42,314

6. 11,987 7. 49,678 8. 76,432 9. 148,786 10. 940,067

2
Numeration II
8206-2_1-25 2/27/06 8:27 AM Page 3

Factors, Multiples, and Divisibility

Factors are numbers that are 8
3  24 4
2
3  24
multiplied to find a product.
factors factors

To find all the factors of a number, 5
4  20 Factors of 20:

use multiplication sentences. 10
2  20
1, 2, 4, 5, 10, 20
Find all the factors of 20. 20
1  20

The multiples of a number are the products of that number

and any whole number.

3
00 3
4  12 3
8  24

Multiples of 3: 0, 3, 6, 9, 12, 15, 18, 21, 24, . . .

Multiples of 6: 0, 6, 12, 18, 24, 30, 36, 42, 48, . . .
Multiples of 8: 0, 8, 16, 24, 32, 40, 48, 56, 64, . . .

A number is divisible by another number when you divide

and the remainder is zero.

Divisibility by 2 Divisibility by 5 Divisibility by 10

A number is divisible by A number is divisible by 5 A number is divisible by
2 if its ones digit is if its ones digit is 0 or 5. 10 if its ones digit is 0.
divisible by 2.
80, 32, 294, 856, and 60, 225, 400, 1240, and 40, 280, 500, 2070, and
1908 are divisible by 2. 125,605 are divisible by 5. 46,790 are divisible by 10.

All even numbers are divisible by 2.

List all the factors of each number.

1. 12 2. 18 3. 22 4. 35 5. 7 6. 108

List the first ten nonzero multiples of each number.

7. 4 8. 5 9. 6 10. 7 11. 10 12. 12

Which numbers are divisible by 2? by 5? by 10?

13. 300 14. 7875 15. 22,892 16. 360,000

3
Numeration III
8206-2_1-25 2/27/06 8:28 AM Page 4

Decimals to Hundredths
The value of a digit in a decimal depends on its
position, or place, in the decimal. Each place is
10 times the value of the next place to its right.

hs
s

t The 4 is in the ones place.

red

red
Its value is 4 ones, or 4.
ths
es
nd

nd
s
Ten

Ten
On
Hu

Hu

The 4 in 0.4 is in the tenths place.

4 0 Its value is 4 tenths, or 0.4.
0 4
The 4 in 0.04 is in the hundredths place.
0 0 0 Its value is 4 hundredths, or 0.04.

To read a decimal less than 1:

Start at the decimal point. 0.92

Read the number as a hundredths
whole number. Then say
the name of the place. Read: ninety-two hundredths

Study this example.

37.19

whole number part decimal part

Read: thirty-seven and nineteen hundredths

Read each decimal. Then write the place of the underlined

digit and its value.
1. 0.8 2. 0.02 3. 0.13 4. 5.6

5. 7.1 6. 0.45 7. 9.63 8. 10.1

9. 42.78 10. 26.9 11. 300.09 12. 156.8

4
Numeration IV
8206-2_1-25 2/27/06 8:28 AM Page 5

Add Whole Numbers and Decimals

Add: 8164
4676  ? .

First estimate by rounding: 8000
5000  13,000. Then add.

To add whole numbers:

Add the ones. Add the tens. Add the Add the thousands.
Regroup. Regroup. hundreds. Regroup.
1 1 1 1 1 1 1

8 1 6 4
8 1 6 4
8 1 6 4
0 8,1 6 4

4 6 7 6
4 6 7 6
4 6 7 6
0 4,6 7 6

0 0 0 0
0 0 4 0
0 8 4 0 1 2,8 4 0
Think
12,840 is close to the
The sum is 12,840.
estimate of 13,000.

Add: 0.44
0.3
0.85  ? .

First estimate by rounding to the nearest tenth: 0.4
0.3
0.9  1.6. Then add.

To add decimals:

Line up the Add. Regroup Write the

decimal points. if necessary. decimal point.
1 1

0.4 4
0.4 4
0.4 4

0.3 0
0.3 0
0.3 0

0.8 5
0.8 5
0.8 5

1.5 9
1.5 9
Think
1.59 is close to the
The sum is 1.59.
estimate of 1.6.

Estimate by rounding. Then add.

1.
536 2.
1578 3.
1768 4.
17,243 5.
567,892

143
6421
0063
13,963
132,104

Align and estimate by rounding. Then add.

6. 5751
756 7. 0.56
0.41 8. 0.8
0.47 9. $9.78
$43.85
$5

5
Operations I
8206-2_1-25 2/27/06 8:29 AM Page 6

Subtract Whole Numbers and Decimals

Subtract: 4816
1932  ? .
First estimate by rounding: 5000
2000  3000. Then subtract.

To subtract whole numbers:

More hundreds
Subtract More tens needed. needed. Regroup. Subtract the
the ones. Regroup. Subtract. Subtract. thousands.
17 17
7 11 3 7 11 3 7 11

4 8 1 6
4 8 1 6
4 8 1 6
4 8 1 6

1 9 3 2
1 9 3 2
1 9 3 2
1 9 3 2

0 0 0 4
0 0 8 4
0 8 8 4
2 8 8 4
Think
The difference is 2884. 2884 is close to the
estimate of 3000.

Subtract: 0.7
0.46  ? .

First estimate by rounding to the nearest tenth: 0.7
0.5  0.2. Then subtract.

To subtract decimals:

Line up the Subtract. Regroup Write the

decimal points. if necessary. decimal point.
6 10 6 10
 0.7 0  0.7 0  0.7 0

0.4 6
0.4 6
0.4 6
. 2 4  0.2 4
Think
0.24 is close to the
The difference is 0.24.
estimate of 0.2.

Estimate by rounding. Then subtract.

1.
489 2.
6244 3.
36,243 4.
456,781 5.
587,893

366
0029
13,963
179,660
498,721

6.
0.74 7.
0.81 8.
$.95 9. $14.97 10. 0.8
0.29

0.39
0.6
.59
10.49

6
Operations II
8206-2_1-25 2/27/06 8:30 AM Page 7

Inverse Operations: Addition and Subtraction

Inverse operations are mathematical
operations that undo each other.

Addition and subtraction are inverse operations.

Let a, b, and c be any numbers.

If a
b  c, then c  b  a. If c  b  a, then a
b  c.
Subtraction “undoes” addition. Addition “undoes” subtraction.

Find the missing number. Find the missing number.

Think Think
x
5  12 7
5  12 and x  9  15 24  9  15 and
x  12  5 12  5  7 are x  15
9 15
9  24 are
x7 related sentences. x  24 related sentences.

Multiplication and division are also inverse operations.

Let a, b, and c be any numbers.

If a  b  c, then c  b  a. If c  b  a, then a  b  c.
Division “undoes” multiplication. Multiplication “undoes” division.

Find the missing number. Find the missing number.

Think Think
y  4  12 3  4  12 and y  6  18 108  6  18 and
y  12  4 12  4  3 are y  18  6 18  6  108 are
y3 related sentences. y  108 related sentences.

Find the missing number using inverse operations.

1. 8
a  12 2. 36  b  9 3. r
$2.96  $10.00

4. n  40  56 5. 19  d  418 6. y  3  233

7. 45a  675 8. 23  c  $115.00 9. e
468  9921

10. 99,999  f  9898 11. g  321  123 12. $101.00  2h

7
Operations III
8206-2_1-25 2/27/06 8:31 AM Page 8

Properties of Addition and Multiplication

The following properties of addition and multiplication
are true for any numbers a, b, and c.

Commutative Property of Addition
Commutative Property of Multiplication

Changing the order of the addends Changing the order of the factors
does not change the sum. does not change the product.
a
bb
a Think abba
“order”
5
99
5 3883
14  14 24  24

Associative Property of Addition
Associative Property of Multiplication

Changing the grouping of the addends Changing the grouping of the factors
does not change the sum. does not change the product.
(a
b)
c  a
(b
c) Think (a  b)  c  a  (b  c)
“grouping”
(1
4)
7  1
(4
7) (6  5)  2  6  (5  2)
5
7  1
11 30  2  6  10
12  12 60  60

Identity Property of Addition
Identity Property of Multiplication

The sum of zero and a number The product of one and a number
is that number. is that number.
a
0a 0
aa Think 1aa a1a
“same”
89
0  89 0
89  89 188 818

Zero Property of Multiplication

The product of zero and a number is zero.
0a0 a00 Think
“0 product”
0  33  0 33  0  0

Name the property of addition or multiplication used.

1. 18
53  53
18 2. (7
8)
2  7
(8
2) 3. 90
0  90

4. 11  12  12  11 5. 2  (30  8)  (2  30)  8 6. 1  25  25

8
Operations IV
8206-2_1-25 2/27/06 8:32 AM Page 9

Multiply 1- and 2-Digit Numbers

Multiply: 7
27  ? .
First estimate by rounding: 7
30  210.
Then multiply.

To multiply by a one-digit number:

Multiply the ones. Multiply the tens.

Then regroup. Then regroup.
4 4

2 7
3 2 7

7
3 3 7

9
1 8 9
Think
189 is close to the
The product is 189.
estimate of 210.

Multiply: 32
46  ? .
First estimate by rounding: 30
50  1500.
Then multiply.

To multiply by a two-digit number:

Add the
Multiply Multiply partial
the ones. the tens. products.

4 6 4 6 4 6

3 2
3 2
3 2

9 2 2
46 9 2 9 2 partial
1 3 8 0 30
46 1 3 8 0 products
1 4 7 2
Think
1472 is close to the
The product is 1472.
estimate of 1500.

Estimate by rounding. Then find the poduct.

1.  55 2.  613 3. 7
$8.64 4. 67 5. 329 6. 92
$7.68

6
9
34
43

9
Operations V
8206-2_1-25 2/27/06 12:11 PM Page 10

Trial Quotients
Divide: 2183  46  ? .

Follow these steps to divide:

Decide where to begin 4 6
2
1
83 46
218
the quotient.
The quotient begins in the tens place.

Estimate. Think: 4 6
2

1
83 4  ?  21 Try 5.

Divide. 2 2 2 5 The digit used


4 6
2 1
83 in the quotient

Multiply: 5  46  230 2 3 0 is too large.

2 2 2 4 Try 4.

Subtract and compare 4 6
2
1
83
remainder with divisor. 1 8 4
0 3 4 34
46

 0 0 4 7  47 R21

Bring down the next digit 4 6
2
1
83
from the dividend and 1 8 4
repeat the steps. 0 3 4 3
0 3 2 2
0 0 2 1 21
46

Check. 46  47  2162 2162  21  2183

Estimate to find the missing digit in the quotient.

Complete the division.
08? 07? 03? 04?
0
1. 49
418
 2
2. 67
526
 5
3. 65
273
 2
4. 27
134

0 392 0 469 0 195 0 108
0 0098 0 0536 0 0623 0 0154

10
Operations VI
8206-2_1-25 2/27/06 12:12 PM Page 11

Divide Whole Numbers

Divide: 4782
83  ? .

Estimate by using compatible numbers: 4800
80  60.

Decide where to begin the quotient.

8 3

47
82 83  47
8 3

47
82 83  478

The quotient begins in the tens place.

Divide the tens. Divide the ones. Check.

5 5 5 7 R 5 11 5 7
8 3

4782 8 3

4782 
8 3
4 1 5 4 1 5 1 7 1
 
6 3 6 3 2 4 5 6

58 1 4 7 3 1
5 1 
 5 1
4 7 8 2
Think
57 R51 is close to the
The quotient is 57 R51.
estimate of 60.

Study these examples.

$.2 8 Think $.1 7 Think
3

$. 84 Estimate: 23

$3
. 9
1 Estimate:
6 $.90
3  $.30  2.3 $4.00
20  $.20
  
2 4 1.6 1
2  4 1.61

Estimate by using compatible numbers. Then find the quotient.

2
1. 24
52
 2
2. 45
36
8
 5
3. 79
57
6
 9
4. 65
$.1
0

5
5. 38
18
9
 6
6. 17
13
4
 2
7. 59
46
7
 1
8. 19
$8
.2
4

11
Operations VII
8206-2_1-25 2/27/06 12:12 PM Page 12

Add and Subtract Fractions: Like Denominators

To add fractions with like denominators:
2 4 2 4

Add the numerators.






8 8 8
6

Write the result over the
2

3


0 1 2 3 4 5 6 7 1
8 8 8
common denominator. 8 8 8 8 8 8 8

6 62 3

Express the sum in





GCF of 6 and 8: 2
8 82 4
simplest form.

To subtract fractions with like denominators:

4

Subtract the numerators.


8
2


0 1 2 3 4 5 6 7 1

Write the result over the 8
2 8 8 8 8 8 8 8
common denominator.


8

Express the difference in
2 22 1
simplest form.





GCF of 2 and 8: 2
8 82 4

Study these examples.

1 4





12 9
7 1





12 9
8 84 2 3 33 1







12  4







93
12 3 9 3

Add or subtract the fractions. Write each answer in simplest form.

3 2 5 7 3
1.

2.

3.

4.

5.


5 3 9 12 4
1 1 1 5 3











5 3 9 12 4

8 1 8 7 11 2 12 12
6.



7.




8.



9.




9 9 10 10 24 24 12 12

12
Fractions I
8206-2_1-25 2/27/06 12:13 PM Page 13

Make Pictographs
You can make a pictograph to
CDs Sold at Al’s Audio Outlet
display the data in the table.
Category Number Sold
To make a pictograph: Rock 391

List each category of music. Classical 151

Choose a symbol or picture to

Folk 77
use to represent a number of CDs R&B 247
sold. Examine your data. Select
Jazz 126
a convenient value for the symbol.
World Music 169
Let
50 CDs.

Draw the symbols to represent CDs Sold at Al’s Audio Outlet

the data. Round data to help
you do this. For example: Rock
Classical
391 400 247 250
Folk

Write a key to show the value R&B
of the symbol used. Jazz

Give your graph a title. World Music
Key: Each
50 CDs.
Solve. Use the pictograph above.
1. What does represent? How 2. About how many more CDs are
many symbols were used for needed so that Jazz and R&B
R&B? for Jazz? would have the same number?

3. About how many CDs were 4. Which categories had between

sold in all? How can you use 100 CDs and 200 CDs?
multiplication to help you answer?

5. Make a pictograph using the same

data from Al’s Audio Outlet. Change
the key so that each symbol represents
10 CDs. How does this change the
pictograph? What would it look like if
each represented 100 CDs?

13
Statistics and Graphs I
8206-2_1-25 2/27/06 12:14 PM Page 14

Make Bar Graphs

Henry displayed the data at the Lengths of Some Dinosaurs
right in a horizontal bar graph.
Name Length
To make a horizontal bar graph: Albertosaurus 26 ft

Draw horizontal and vertical axes Allosaurus 36 ft
on grid paper.
Brachiosaurus 52 ft
Tyrannosaurus 39 ft

Use the data from the table to choose
an appropriate scale. (The data range Ultrasaurus 82 ft
from 26 to 82. Choose intervals of 10.)
Title

Draw and label the scale along the
horizontal axis. Start at 0 and Lengths of
Items Some Dinosaurs
label equal intervals.
Albertosaurus

Label the vertical axis. List
the name of each dinosaur. Allosaurus
Dinosaurs

Brachiosaurus

Draw horizontal bars to
represent each length. Tyrannosaurus
Make the bars of equal
width. Ultrasaurus

Scale:

Write a title for your graph. 0 10 20 30 40 50 60 70 80 90
10-ft intervals Length in Feet

To make a vertical bar graph, place the scale along the

vertical axis and the items along the horizontal axis.

Solve. Use the bar graph above.

1. What data are along the vertical 2. Which dinosaurs have lengths
axis? the horizontal axis? between 30 and 40 feet?

3. Make a horizontal or vertical bar graph using the data

on lengths of dinosaurs. Change the scale to represent
20-ft intervals.

14
Statistics and Graphs II
8206-2_1-25 2/27/06 12:15 PM Page 15

Equally/Not Equally Likely Outcomes

For each of the spinners, there are 5 possible results,
or outcomes: 1, 3, 5, 7, 9.
A B
9 1 9
With Spinner A, each number has the same 1
7
chance of occurring. The outcomes are 7 3
equally likely. 5 5 3

With Spinner B, the outcomes are not equally likely.

The spinner is more likely to land on 1 than on 9.

The spinner has 8 equal sections. Of the equal

sections, 3 are red, 3 are green, and 2 are blue.

The probability of the spinner landing on

red is 3 out of 8.

green is 3 out of 8.

blue is 2 out of 8.

For each experiment, list the possible outcomes. Then write

whether the outcomes are equally likely or not equally likely.
1. Toss a marker 2. Spin the spinner. A B
1 2
on the board.
3 4
C

3. Roll the number cube. 4. A jar contains 4 balls: 1 red,

5 1 white, 1 yellow, and 1 blue.
2 4 1 3 Choose a ball without looking.
1

46
6
Use the spinner on the right to find
the probability of landing on:
5. red 6. blue 7. green 8. yellow

15
Probability I
8206-2_1-25 2/27/06 12:16 PM Page 16

List Outcomes
You can make an organized list to show all possible
outcomes of an experiment.

In an experiment, Sandra spins the two given

spinners. Find all possible outcomes. How many
possible outcomes are there?

Look at the spinners to find the possible outcomes.

Spinner 1: Blue (B), Red (R), or Green (G)

Spinner 1
Spinner 2: 1, 2, or 3

Make an organized list of the possible pairs of

outcomes. Then count the number of outcomes.

Blue (B) - 1 Red (R) - 1 Green (G) - 1

2
Blue (B) - 2 Red (R) - 2 Green (G) - 2
1 3
Blue (B) - 3 Red (R) - 3 Green (G) - 3

So there are 9 possible outcomes. Spinner 2

Make a list of all possible outcomes for each experiment.

Then write the total number of outcomes.
1. toss a coin and toss a 2. toss a coin and spin the spinner
green/red counter
1 2

3 4

3. pick a card without looking 4. spin the spinner and pick a cube
and roll a number cube without looking

Yes 5 2
4

16 2 3 4 6 1 3
No
1

16
Probability II
8206-2_1-25 2/27/06 12:17 PM Page 17

Geometric Figures
H
Some simple geometric figures: G

point — an exact location in space, G and H are points.

usually represented by a dot




line — a set of points in a plane that GH is a line.
forms a straight path and extends
indefinitely in opposite directions

line segment — part of a line with
H

G
is a line segment.
two endpoints

plane — a flat surface that extends X. Z.

indefinitely in all directions Y.

Plane XYZ contains

the points X, Y, and Z.

ray — part of a line that starts at an

E C
endpoint and extends 
indefinitely in one direction. Ray EC (EC ) has
endpoint E.

angle — formed by two rays with a common B

endpoint. The common endpoint is
called the vertex of the angle. The
letter naming the vertex is always E
in the middle. C
Think Angle CEB (
CEB) is
 
Point E is the vertex of
E. formed by EC and EB.

Identify each figure. Then name it using symbols.

1. • A 2. 3. 4. P 5. Q
T C

M X

B E
D

17
Geometry I
8206-2_1-25 2/27/06 12:18 PM Page 18

Lines: Intersecting and Parallel

Lines in the same plane either intersect (meet at a point)
or are parallel (never meet).
V R
K
Q

P T
U L S








KL and UV are intersecting lines. QR and ST are parallel lines.



They meet at point P. QR
ST

means “is parallel to.”

Line segments and rays may also intersect or be parallel.

A B M O G F

C D X
N P E
H





A B

CD MN
OP EF intersects 
G
H
at point X.

Identify each pair of geometric figures as intersecting or parallel.

1. 2. 3. 4.

Draw each. You may use dot paper.

5. two intersecting lines 6. two parallel rays





7. U V

WX 8. FG
HY


A
9.  C intersecting DE at point M 10. 3 lines intersecting at point B






11. M X and 
C
R that do not intersect 12. NP and QL that are not parallel

18
Geometry II
8206-2_1-25 2/27/06 12:18 PM Page 19

Polygons
A polygon is a closed plane figure formed side
by line segments that intersect only at their
endpoints. The line segments are the sides
of the polygon.
6 sides
The point where any two sides of a polygon 6 vertices
vertex
6 angles
meet is called a vertex (plural: vertices)
of the polygon. angle
The sides of a polygon do not
cross each other.

Number Number
Polygon of Sides of Vertices Examples

Triangle
3 3
tri means 3

Quadrilateral
4 4
quad means 4

Pentagon
5 5
penta means 5

Hexagon
6 6
hexa means 6

Octagon
8 8
octa means 8

Decide if each figure is a polygon. Write Yes or No. Then name the polygon.
1. 2. 3. 4.

19
Geometry III
8206-2_1-25 2/27/06 12:20 PM Page 20

Metric Units of Length

The most commonly used units of length
in the metric system of measurement
are given below. about
1 m high
meter (m)—standard unit of length in
the metric system

The height of a net on an actual

tennis court is about 1 m.

millimeter (mm) centimeter (cm)

An actual dime is about 1 mm thick. A paper clip is about 1 cm wide.

decimeter (dm) kilometer (km)

A photo frame is about 1 dm long.

Use mm, cm, dm, m, or km to

complete each sentence.
1. The length of a pair of scissors is about 20 ? .

2. The width of your hand is about 85 ? .

3. The swimming freestyle distance is 1500 ? .

It takes about 15 minutes
4. The width of an electric wire is about 1 ? . to walk 1 km.

20
Measurement I
8206-2_1-25 2/27/06 12:21 PM Page 21

Metric Units of Capacity and Mass

The metric units of liquid capacity The metric units of mass are the
are the milliliter (mL) and liter (L). gram (g) and kilogram (kg).

20 drops of water A paper clip has

is about 1 mL. a mass of about 1 g.

1000 milliliters (mL)
1 liter (L) 1000 grams (g)
1 kilogram (kg)

A hardcover dictionary
about 1 L has a mass of about 1 kg.

Multiply or divide to rename units of measurement.

Multiply to rename larger Divide to rename smaller

units as smaller units. units as larger units.

25 L
? mL 72 000 g
? kg
25 L
(25  1000) mL 72 000
(72 000  1000) kg

(25 000 mL
72 kg

Which metric unit of capacity is better to measure each? Write mL or L.

1. milk jug 2. bottle of eyedrops 3. glass of juice

Which metric unit of mass is better to measure each? Write g or kg.

4. a dozen bananas 5. personal computer 6. pencil

Multiply or divide to rename each unit.

7. 9 L
? mL 8. 10 000 mL
? L 9. 72 L
? mL

10. 50 000 g
? kg 11. 50 kg
? g 12. 12 000 g
? kg

21
Measurement II
8206-2_1-25 2/27/06 12:23 PM Page 22

Customary Units of Length

The customary units of length are the
1 foot (ft)
12 inches (in.)
inch, foot, yard, and mile.
1 yard (yd)
36 in.
3 ft
1 mile (mi)
5280 ft
1760 yd

The length of an actual

about 1 in. long shoe box is about 1 ft.

the width
The width of
of aa door
door A person
A person walks
walks a a distance
distance of
of
about
is 1 yd
about 1 yd. about 1
about 1 mile
mile in
in 20
20 minutes.
minutes.
Multiply or divide to rename units of measurement.

Multiply to rename larger Divide to rename smaller

units as smaller units. units as larger units.

5 mi
? yd Think 816 in.
? ft Think

1 mi
12 in.

5 mi
(5  1760) yd 816 in.
(816  12) ft
1760 yd 1 ft

8800 yd
68 ft

Write the letter of the most reasonable estimate.

01. length of a pen a. 6 ft b. 6 in. c. 6 yd
1 1 1
02. height of a table a. 2 2 ft b. 2 2 mi c. 2 2 in.
03. distance between two cities a. 225 mi b. 225 yd c. 225 ft

Multiply or divide to rename each unit.

4. 8 ft
? in. 5. 25 yd
? ft 6. 252 in.
? yd
1
7. 2 2 mi
? yd 8. 126 in.
? yd 9. 26,400 ft
? mi

22
Measurement III
8206-2_1-25 2/27/06 12:24 PM Page 23

Customary Units of Capacity and Weight

The customary units of capacity are 1 cup (c)
8 fluid ounces (fl oz)
the fluid ounce, cup, pint, quart, and gallon. 1 pint (pt)
2 c
16 fl oz
1 quart (qt)
2 pt
4 c
1 gallon (gal)
4 qt
8 pt
1c 1 pt

1 qt 1 half gal 1 gal

The customary units of weight are 1 pound (lb)
16 ounces (oz)

the ounce, pound, and ton. 1 ton (T)
2000 lb

about 1 oz about 1 lb
about 2 T
Multiply or divide to rename units of measurement.
18 gal
? qt Think 56 oz
? lb Think
1 gal
4 qt 16 oz
1 lb
18 gal
(18  4) qt 56 oz
(56  16) lb
1 1
2 2 gal
72 qt 30 oz
3 2 lb

Write the letter of the most reasonable estimate.

01. capacity of a can of soup a. 2 pt b. 2 c c. 2 gal
02. weight of a tennis ball a. 2 lb b. 2 T c. 2 oz
03. capacity of a large bowl a. 4 qt b. 4 fl oz c. 4 c

Multiply or divide to rename each unit.

4. 6 pt
? qt 5. 22 gal
? pt 6. 144 oz
? lb
1
7. 10 2 c
? fl oz 8. 5000 lb
? T 9. 5000 T
? lb

23
Measurement IV
8206-2_1-25 2/27/06 12:27 PM Page 24

Read an Inch Ruler

The tick marks on the scale of a ruler sixteenths fourths
represent fractional parts of an inch.

The length of the tick mark indicates the

particular part of an inch: half, fourth,
eighth, or sixteenth. This helps you read
and record measures in lowest terms.
eighths halves

Think
On this ruler, the distance between
1
one tick mark and the next is 16 in.

3 Think
Read: 1
4
3
1 4 in. is in lowest terms.
3 6 12
Record: 1 4 in. or 1 8 in. or 1 16 in.

Read each length and record it in lowest terms.

Then give the length in as many ways as you can.
1. 2. 3.

4. 5. 6.

24
Measurement V
8206-2_1-25 2/27/06 12:28 PM Page 25

Perimeter and Area of Rectangles

Formulas can be used to find the
perimeter and area of rectangles.

Perimeter of Rectangle Area of Rectangle

P
(2 
)  (2  w) A
(
 w)


length, w
width

length, w
width

14 in.

3 in.

P
(2 
)  (2  w) A

w
P
(2  14 in.)  (2  3 in.) A
14 in.  3 in.
P
28 in.  6 in. A
42 sq in.
P
34 in. (square inches)
The distance around the The surface covered is
rectangle is 34 in. 42 sq in.

Find the perimeter of each rectangle. Use the perimeter formula.

1. 13 in. 2. 12 cm 3.
3.2 m
6 in. 20 cm
8.9 m

Find the area of each rectangle. Use the area formula.

4. 7m 5. 6.
13 cm
2.5 m 2 yd
1
6 2 yd
13 cm

25
Measurement VI
8206-2_026-027 1/26/06 10:59 PM Page 26

Dear Student,
Problem solvers are super sleuths. We invite you to become a
super sleuth by using these four steps when solving problems.

Sleuths use clues to find a solution

to a problem. When working
Use These Strategies
together to solve a problem, you Guess and Test
may choose to use one or more Interpret the Remainder
of these strategies as clues: Use a Graph
Write a Number Sentence
Use Simpler Numbers

Use These Strategies

More Than One Solution
Logical Reasoning
Use a Diagram
Find a Pattern
Use More Than One Step

Use These Strategies

Work Backward
Make an Organized List
Use Drawings/Models
Combine Strategies
Write an Equation
Make a Table

26
8206-2_026-027 1/26/06 11:00 PM Page 27

Create a mental picture.

List the facts and the questions.
As you read a problem, create a picture in your mind.
Make believe you are there in the problem.
This will help you think about:
• what facts you will need;
• what the problem is asking;
• how you will solve the problem.
After reading the problem, it might be helpful to sketch
the picture you imagined so that you can refer to it.
Name or list all the facts given in
the problem. Be aware of extra
information not needed to solve
the problem. Look for hidden
information to help solve the
problem. Identify the question or
questions the problem is asking.

Choose and outline a plan.

Plan how to solve the problem by:
• looking at the picture you drew;
• thinking about what you did when you solved similar problems;
• choosing a strategy or strategies for solving the problem.

Work the plan.

Work with the listed facts and the strategy to find the
solution. Sometimes a problem will require you to add,
subtract, multiply, or divide. Multistep problems require
more than one choice of operation or strategy. It is good
to estimate the answer before you compute.

Test that the solution is reasonable.

Ask yourself:
• “Have I answered the question?”
• “Is the answer reasonable?”
Check the answer by comparing it to the estimate. If the
answer is not reasonable, check your computation.

27
8206-2_028-031 1/26/06 4:03 PM Page 28

Strategy: Guess and Test

Last summer Jane earned $75.50 mowing lawns.
From these earnings, she saved $2.50 more than
she spent. How much money did Jane save?

Visualize yourself in the problem as you

reread it. List the facts and the question.

Facts: Jane saved $2.50 more

than she spent.
Jane earned $75.50.

Question: How much money did

she save?

Since Jane made $75.50, choose a reasonable guess for the

amount of money spent, such as $30.00. Make a table and
compute the amount saved. Find the total to test your guess.

Spent $30.00 $33.00 $36.00 $39.00

Saved $32.50 $35.50 $38.50 $41.50
Total $62.50 $68.50 $74.50 $80.50
Test too low too low too low too high

So the amount spent is between $36.00 and $39.00.

Try $37.00.

Spent $37.00 $36.50

Saved $39.50 $39.00
Total $76.50 $75.50
Check too high correct
Jane saved $39.00.

Subtract the amount saved from the

amount earned to see if $36.50 was spent.
$75.50
$39.00  $36.50
The answer checks.

28
8206-2_028-031 1/26/06 4:04 PM Page 29

Strategy: Use More Than One Step

In a typical week, a chicken farmer collects about
1164 eggs each day. If all of the eggs are sent to the
market, how many dozen eggs are sent each week?

Visualize yourself in the problem as you

reread it. List the facts and the question.

Fact: Each day, 1164 eggs are collected.

Question: How many dozen eggs

are collected in 1 week?

Is there hidden information in the problem?

Yes, there are two hidden facts.
7 days
1 week
12 eggs
one dozen

Step 1: First, to find how many eggs are collected

in one week, multiply:
7  1164
?
days eggs per day eggs in one week
Step 2: Then, to find how many dozen eggs are sent
to the market each week, divide:
eggs collected  12
number of dozens
in one week eggs sent to the market

1 4 2
1 1 6 4 6 6 6 7 9 dozen eggs sent
1 1 1 7 14
1 2
8 8 to the market
8 1 4 8 7 2
6 7 9 4
eggs collected 7 6 8 4
each week 7 6 1
 0 8
7 6 1 0 8
Each week 679 dozen eggs are sent to the market.

Check your computations by using inverse operations.

? ?
8148  7
1164 Yes. 12  679
8148 Yes.

29
8206-2_028-031 1/26/06 4:04 PM Page 30

Strategy: Use a Graph

Number of Seeds Sprouted

Seed Data

The science class plants 40 seeds. The students 10

can display the number of seeds that sprout each 8
day on a graph. How many seeds have not
6
sprouted by May 10?
4
2
Visualize yourself in the problem above as
you reread it. List the facts and the question. 0 2 4 6 8 10 12
Date in May
Facts: total number of seeds— 40
number of seeds sprouted each day —
data given on the line graph

Question: How many seeds have

not sprouted by May 10?

This problem has a hidden question.

How many seeds have already sprouted?

total number
number of seeds  number of seeds

of seeds planted sprouted not sprouted

40
?  ?

So to find the number of seeds that have not

sprouted by May 10, you must:

• First, use the data from the graph and add to find
the number of seeds sprouted up to May 10.
• Then subtract your answer in Step 1 from 40.

First add. (Hint: Look for tens.)

2  0  2  3  5  7  8  6  33

Then subtract: 40
33  7 seeds not sprouted.

Seven seeds have not sprouted by May 10.

Does 2  0  2  3  5  7  8  6  7  40? Yes.

30
8206-2_028-031 1/26/06 4:05 PM Page 31

Strategy: Write an Equation Pet Survey

Stephanie and Alexandria made a survey about Animal Tally Total
pet ownership. Their survey shows that a group of Dog 12
sixth graders owns 56 pets: 12 dogs, 13 cats, and
the rest birds. How many of the pets are birds?
Cat 13
Bird ? ?
56
Visualize yourself in the problem above as
you reread it. List the facts and the question.

Facts: 56 pets
12 dogs
13 cats
The rest are birds.

Question: How many pets are birds?

Use the information to write an equation.

Write words first.
Number
Number  Total
of of dogs number
birds and cats of pets
Let n
represent addition
n
12
13  56
the number equation
of birds. n
25  56 or
addition
You can solve the equation by the Guess and Test sentence
strategy or by using a related subtraction sentence.

n
25  56 n
25  56 and
Try 30. 30
25  55 n  56  25
Try 31. 31
25  56 n  31
There are 31 birds.

Substitute 31 for n in the equation

to test whether the equation is true.
n
25  56
31
25  56 The answer checks.

31
8206-2_032 1/26/06 4:20 PM Page 32

Applications: Mixed Review

Choose a strategy from the list or use another
strategy you know to solve each problem.
1. Blanca has collected 59 boxes of paper clips.
The paper clips in each box make a chain about
Use These Strategies
312 in. long. Does Blanca have enough clips to
Write an Equation
make a mile-long chain? (Hint: 1 mi = 63,360 in.) Guess and Test
Use a Graph
2. Newgate School makes a chain with 12,250 Use More Than One Step
paper clips and rubber bands. The chain
uses four times more paper clips than rubber
bands. How many paper clips does the chain
use? how many rubber bands?

3. Each rubber band in the Newgate chain is 5 cm long.

How many rubber bands are in a length of chain
that measures 1695 cm?

4. A team of 18 students collects paper clips. The team

collects an average of 375 paper clips per student.
How many paper clips did the entire team collect?

5. Cathy and Bill spent $8.89 on rubber bands. Each box

cost $1.27, and Cathy bought 3 more boxes than Bill.
How many boxes of rubber bands did each student buy?

Use the graph for problems 6–8.

Average Number of
6. Sue bought 27 boxes of medium Paper Clips per Box
paper clips and 10 boxes of super 500
Number of Paper Clips

paper clips. How many paper clips 450

in all did she buy? 400
350
7. Would 40 boxes of large paper clips 300
and 12 boxes of small paper clips 250
be more than 15,000 paper clips? 200
150
8. Which is the greater quantity: 100
35 boxes of large paper clips or 50
25 boxes of medium paper clips? 0
Small Medium Large Super
Size of Paper Clips

32
8206-2_033 11/4/05 6:28 PM Page 33

TO BUILD A HOUSE
Here on this plot
Our house will rise
Against the hill
Beneath blue skies

Ruler and tape

Measure the size
Of windows and cupboards
The floors inside
We add, subtract,
Multiply, divide
To build closets and stairs
The porch outside

Without numbers and measure

Would our house ever rise
Against the hill
Beneath blue skies?

Lillian M. Fisher

In this chapter you will:

Explore one trillion
Use exponents to understand place value
Compare and order decimals
Compute with whole numbers and decimals
Write and evaluate expressions
Solve problems by writing and solving
an equation

Critical Thinking/Finding Together

Find Robert’s house number if it is the
seventh number in this sequence: 4119
4008 4037 3926 Chapter 1 33
8206-2_034-035 11/15/05 9:45 PM Page 34

1-1 Place Value

The digits and the position of each digit in a
number determine the value of a number.

To read the number 7,800,000,000,000, A set of three digits

you need to know the place of each digit. separated by a comma
The place-value chart below will help you. is called a period.

Trillions Billions Millions Thousands Ones

The 7 is in the Period Period Period Period Period
trillions place. Its ten reds

ten reds

ten reds

ten reds

ten reds
value is 7 trillions, or
7,000,000,000,000.
es

es

es

es

es
nd

nd

nd

nd

nd
s

s
on

on

on

on

on
hu

hu

hu

hu

hu
Place
The 8 is in the
hundred billions 7,8 0 0, 0 0 0,0 0 0, 0 0 0
place. Its value is 8
hundred billions, or
800,000,000,000. Standard Form: 7,800,000,000,000
Word Name: seven trillion, eight hundred billion
Short Word Name: 7 trillion, 800 billion

To read a decimal, read the numbers and say

the place of the last digit to the right.
th dre ths

s
s
hs

th
th

hs
ten reds

nd

mi and
ten and
th redt

ou d

nt
sa
hu s

s
s

llio
nd

nd
th
es

ou
ou
s

n
ten
hu

on

hu
th

Word Name
0 0 0 0 4 four ten thousandths
0 0 6 0 5 4 six thousand fifty-four hundred thousandths
4 0 0 0 0 2 0 1 forty and two hundred one millionths
The decimal point is read as “and.”

Standard
Word Name Short Word Name
Form
0.0004 four ten thousandths 4 ten thousandths
0.06054 six thousand fifty-four 6054 hundred thousandths
hundred thousandths
40.000201 forty and two hundred one millionths 40 and 201 millionths

34 Chapter 1
8206-2_034-035 11/4/05 6:29 PM Page 35

Write the place of the underlined digit. Then write its value.
1. 131,241,920,057 2. 670,901,230,001,400 3. 80,270,310,000
4. 0.4297 5. 0.81523 6. 7.014325
7. 16.1876 8. 17.92743 9. 0.197608

Use the number 64,310,420,069,346.789125. Name the digit in the given place.
10. millions 11. ten trillions 12. hundred billions
13. trillions 14. millionths 15. hundredths
16. tenths 17. ten thousandths 18. hundred thousandths

Write the word name for each number.

19. 201,000,006,400 20. 20,030,010,000 21. 6,000,121,000,015
22. 0.004 23. 8.0408 24. 0.00062
25. 0.000079 26. 5.042019 27. 1.568970

Write each number in standard form.

28. thirteen million, five thousand 29. three hundred eight billion
30. one hundred twelve trillion 31. ninety-one billion, fifty
32. eleven millionths 33. two thousand ten hundred thousandths
34. 750 trillion 35. 42 ten thousandths

Ellen wrote three statements about the decimals in the

16.07965
box. Tell whether each of her statements is true for 123.00938
(a) all of the numbers, (b) some of the numbers, or 3.789340
(c) none of the numbers. Explain your thinking.
36. My millionth digit is 5.
37. My thousandths digit is 9.
38. My ten thousandths digit is 3 more than my
millionths digit and the same as my ones digit.

39. What is another name for a thousand million?

For a million million?

Chapter 1 35
8206-2_036-037 11/4/05 6:30 PM Page 36

1-2 Expanded Form

A number expressed in expanded form shows the sum of
the products of each digit and its place value.

To express a number in expanded form, multiply each digit

by its value. Then express the products as a sum.

Trillions Billions Millions Thousands Ones

Period Period Period Period Period
ten reds

ten reds

ten reds

ten reds

ten reds
es

es

es

es

es
nd

nd

nd

nd

nd
s

s
on

on

on

on

on
hu

hu

hu

hu

hu
3 has a value of
three trillion or
3 ,0 0 7,0 0 0, 0 9 1, 8 0 6 (3
1,000,000,000,000).

Standard Form 3,007,000,091,806

You can write expanded form in two ways.
Expanded Form Places that hold a zero may be omitted
in expanded form.
(3
1,000,000,000,000)  (7
1,000,000,000)  (9
10,000)  (1
1000) 
(8
100)  (6
1)
or
3,000,000,000,000  7,000,000,000  90,000  1,000  800  6

Decimal numbers can also be written in expanded form. For decimals,

the digits are multiplied by 0.1, 0.01, 0.001, and so on.
th ndre hs

s
s
hs

th
th

hs
hu and

nd
nd
ds

dt

ou d

nt
re
re

sa
sa
s

llio
nd
th
nd

ou
ou
s

e
ten
ten

ten
hu

mi
hu

on

th
th

6 0 5 4 0 0 2 8

Standard Form Expanded Form

60.540028 (6
10)  (5
0.1)  (4
0.01)  (2
0.00001)  (8
0.000001)
or
60  0.5  0.04  0.00002  0.000008

36 Chapter 1
8206-2_036-037 11/4/05 6:31 PM Page 37

Complete each expanded form.

1. 38,500,000,700,000 (3
? )  (8
? )  (5
? )  (7
? )

2. 4.0008 ( ?
1)  ( ?
0.0001) 3. 0.000009 ( ?
0.000001)

Write each expanded form in two ways.

4. 5,042,102 5. 201,407,090,000 6. 15,000,087,000

7. 0.045678 8. 3.050904 9. 78.5009

Write each expanded form in standard form.

10. (9
10,000,000,000,000)  (3
100,000)  (4
100)

11. (4
1,000,000,000,000)  (5
10,000)  (2
1000)  (9
1)

12. 4  0.1  0.07  0.000009 13. 20  0.008  0.0001  0.00005

Write each number in standard form and in expanded form.

14. 95 trillion, 700 million 15. 8 trillion, twelve million, five

16. 13 billion, 7 hundred 17. 14 hundred thousandths

18. 80 and 13 ten thousandths 19. 907 millionths

Solve each problem.

20. In 2005, the population of the 21. In 2005, the population of the world
United States was approximately was approximately six billion, four
294,000,000. How is this number hundred forty million. How is this
written in expanded form? number written in standard form?

Choose the letter corresponding to the correct answer.

22. Which is 5.035 written 23. What is (4
0.01)  (9
0.0001)
in expanded form? in standard form?
A 5035 F 0.0409
B (5
1)  (3
0.1)  (5
0.01) G 0.4009
C (5
1)  (3
0.1)  (5
0.001) H 0.490
D (5
1)  (3
0.01)  (5
0.001) J 4.0009

Chapter 1 37
8206-2_038-039 11/4/05 6:32 PM Page 38

1-3 Place Value and Exponents

exponent
Another way to write 100 is 10  10, or 102. 102
base
An exponent tells how many times to use
the base as a factor.

102
10  10 103
10  10  10
2
Read 10 as “ten to the second power” Read 103 as “ten to the third power”
or “ten squared.” or “ten cubed.”

Positive powers of 10 are used to show whole number place value.

105
10  10  10  10  10
100,000
In positive powers of ten, the
104
10  10  10  10
10,000 exponent indicates the number
103
10  10  10
1,000 of zeros in the product.
102
10  10
100
101
10  1
10 Any number raised to the first power equals that number.
100
1 Any nonzero number raised to the zero power is equal to 1.

Negative powers of 10 are used In negative powers of ten, the exponent

to show decimal place value. indicates the number of decimal places.

101
0.1
Read 101 as “ten to the negative first power.”
102
0.01
103
0.001

s
hs

th
s
ds
nd

nd
dt
re

re
sa

sa

You can write numbers in standard form

s
nd

th

nd
es
ou

ou
s
ten

in expanded form using exponents.

ten
hu

on

hu
th

th

103 102 101 100 10–1 10–2 10–3

Standard Form Expanded Form 8 0 4 0 6 7
804.067 (8  102)  (4  100)  (6  102)  (7  103)
or
(8  100)  (4  1)  (6  0.01)  (7  0.001)

38 Chapter 1
8206-2_038-039 11/4/05 6:32 PM Page 39

Write each power of ten in standard form.

1. 108 2. 102 3. 10
2 4. 10
4
5. 10
1 6. 10
3 7. 100 8. 107

Write each as a power of ten.

9. 10  10  10 10. 10  10  10  10  10 11. 10
12. 0.0001 13. 0.1 14. 0.001

Write each number in expanded form using exponents.

15. 1005 16. 218 17. 52,905 18. 840,500
(1  103)  (5  100)
19. 2.0006 20. 9.107 21. 77.04 22. 7.0034

Write each in standard form.

23. (5  107)  (8  103)  (3  101) 24. (1  106)  (6  103)  (2  100)
25. (6  102)  (8  10
2)  (2  10
4) 26. (9  102)  (9  100)  (9  10
2)

27. Evaluate 101, 102, 103, and 104. Find 28. The distance around Earth’s equator
the pattern in the products and predict is approximately 24,900 miles. How
what 109 would be. Explain how you is this number written in expanded
found your answer. form using powers of 10?

29. Erica has 103 stamps in her collection 30. The distance from the planet Pluto
and Jacob has 104
9000 stamps in to the sun is approximately
his collection. Who has more? Explain. 3,660,000,000 miles. How is this
number written in expanded form?

Use the place-value chart at the right.

th re ths

s
s
hs

th
ten ndth

hs
hu and

nd
dt

31. Copy and complete the place-value

ou d

nt
re

sa
a
s

s
us

chart to the right. Explain the pattern

llio
th

nd

nd
es

ou
o
ten
on

hu

mi
th

you find as you fill in the bases and the

th

exponents from left to right. 100 10–1 10–2 10–3

32. Write each in expanded form using exponents.
a. 3 millionths b. 6 hundredths
c. 9 thousandths d. 4 hundred thousandths

Chapter 1 39
8206-2_040-041 10/7/07 10:44 AM Page 40

1-4 Compare and Order Decimals

You can compare decimals the same way you compare whole numbers.
Start at the left and compare the digits in the same places.

0.834 ? 0.8342 0.8340 ? 0.8342 Remember: You can add a zero

to the right of a decimal without
same 0
2 changing its value. 0.834  0.8340

0.834
0.8342

Check using a number line.

0.834 0.8342

Since 0.834 is to the left of 0.8342

on the number line, 0.834
0.8342.
0.
0. 35
0. 36
0. 37
0. 38
0. 39
0. 40
0. 41
0. 42
83
83
83
83
83
83
83
83
83
43

Order these decimals from greatest to least:

0.1285, 1.6993, 0.0668, 0.0914.

Use place value to compare and order decimals.

Line up the decimal points.

Compare the digits in each place, starting with the greatest place.

0.1285 0.1285 0.0668

1.6993 0.0668 0.0914
0.0668 0.0914
0.0914

1
0 0  0 and 1
0 6  9
1.6993 is greatest. 0.1285 is next greatest. 0.0668 is least.

1.6993
0.1285
0.0914
0.0668

In order from greatest to least, the decimals are:
1.6993, 0.1285, 0.0914, 0.0668.

From least to greatest, the decimals are:

0.0668, 0.0914, 0.1285, 1.6993.

40 Chapter 1 1.1
1.1
8206-2_040-041 11/4/05 6:34 PM Page 41

Compare. Write ,, 5, or ..
1. 0.46 ? 0.39 2. 0.709 ? 0.921 3. 0.06 ? 0.60

4. 9.8 ? 9.80 5. 0.509 ? 0.510 6. 0.623 ? 0.627

7. 0.4286 ? 0.4190 8. 0.5691 ? 0.5690 9. 0.53 ? 0.536

10. 0.8 ? 0.78 11. 7.610 ? 7.61 12. 7.3 ? 7.301

13. 2.34 ? 2.3513 14. 91.42 ? 90.425 15. 0.059 ? 0.59

Write in order from greatest to least.

16. 0.75, 0.39, 0.2, 0.35 17. 0.484, 0.495, 0.523, 0.54

18. 8.63, 8.6, 8.65, 7.99 19. 9.21, 9.0, 9.2, 9.06

20. 0.5478, 0.546, 0.5462, 0.5593 21. 8.134, 8.215, 8.2152, 8.2052

Write in order from least to greatest.

22. 2.7054, 0.9832, 1.2396, 0.9276 23. 2.7993, 0.0803, 0.0779, 0.2396

24. 0.1211, 0.12, 0.121, 0.0911 25. 0.052387, 0.52386, 0.05023, 0.0523

Order the decimals in each table from greatest to least.

26. 27.
Masses of Five Objects
Batting Averages (kilograms)
Ira 0.278 A 0.206
Henry 0.302 B 2.7564
Sam 0.099 C 0.2
Steve 1.000 D 0.8384
Mario 0.525 E 2.76

Solve. Use mental math or paper and pencil.

28. I am a decimal. I am more than 2 tenths greater than
0.029. I am between 0.2 and 0.3. What number am I?

Chapter 1 41
8206-2_042-043 10/10/07 2:29 PM Page 42

Update your skills. See page 2.

1-5 Round Whole Numbers and Decimals

The rules for rounding are the same for whole
numbers and decimals:
• Find the place you are rounding to.
• Look at the digit to its right. If the digit
is less than 5, round down. If the digit
is 5 or greater, round up.

Remember: Nearest cent

Round $0.2274 to the nearest cent. means the hundredths place.
$0.2274 7
5 1 cent  $0.01

$0.23 Round up to $0.23. For decimals, drop all digits to

the right of the place you are rounding to.
$0.2274 rounded to the nearest cent is $0.23.

Round 0.362834 to the nearest ten thousandths place.

0.362834 35
0.3638 Round down to 0.3638. Drop all the digits to the right.

Think
Round 3,181,914,536,112 to its greatest place. The greatest place
is the trillions.
3,181,914,536,112 15
3,000,000,000,000 Round down to 3,000,000,000,000. For whole
numbers, replace each digit to the right of the place
you are rounding to with a zero.

Think
Round 0.96771 to its greatest place. The greatest place
0.96771 6
5 is the tenths.

1.0 Round up to 1.0.

When you round a 9 up,

it becomes a 10.
You must regroup.

42 Chapter 1
8206-2_042-043 11/4/05 6:35 PM Page 43

Round to the nearest cent.

1. $4.368 2. $5.472 3. $35.476 4. $12.525

5. $.463 6. $.085 7. $1.5971 8. $99.9943

Round each number to the underlined place.

9. 94,329 10. 17,721 11. 0.19716 12. 3.14159

13. 2.71828 14. 100.5003 15. 99.59 16. 0.66666

Round each number in the table to its greatest place.

17. Ocean Average Depth (feet) 18. Continent Area in Square Miles
Pacific 12,925 Europe 3,800,000
Atlantic 11,730 Asia 17,200,000
Indian 12,598 Africa 11,700,000
Arctic 3,407 Australia 3,071,000

Round each number to the greatest nonzero place.

19. 2.814 20. 0.69 21. 0.073 22. 0.0394

23. 68.347 24. 44.8243 25. 0.008432 26. 0.00473

Place a decimal point in each numeral so that the sentence

seems reasonable. Then round the decimal to the nearest tenth.
27. Conrad rode his racing bicycle 28. Maria’s science test grades
1575 miles in an hour. averaged 8945 for the month.

29. A meter is approximately 39.37 30. Gasoline is priced at $2.499 per

inches long. To the nearest inch, gallon. What is the price per gallon
how long is one meter? rounded to the nearest cent?

31. The weight of a bag of marshmallows 32. The average distance from the sun
is labeled 6.5 ounces. This weight is to Earth rounded to the nearest
rounded to the nearest tenth of an million is about 93,000,000 miles.
ounce. What is the least that the What is the greatest whole number
actual weight could be? that the actual distance could be?

Chapter 1 43
8206-2_044-045 10/7/07 10:45 AM Page 44

1-6 Estimate Decimal Sums and Differences

You can use front-end estimation or
rounding to estimate decimal sums.
Estimate: 1.82
0.29
0.36

To use front-end estimation:

Add the front digits.
1.82
1.82 about 1

0.29
0.29

Adjust the estimate by using
0.36
0.36
the remaining digits to make 1. 1

The estimated sum is 2. Adjusted estimate: 1
1  2

To use rounding to estimate:

1

Round each decimal to the greatest
1.82
1.8
nonzero place of the least number.
0.29
0.3

0.36
0.4

Add the rounded numbers. 2.5

Both 2 and 2.5 are reasonable estimates of the actual sum of 2.47.

Use the same two methods to estimate differences of decimals.

Front-end Estimation Rounding

Subtract the front digits.
Round to the greatest nonzero

place of the lesser number.

Write zeros for the other digits in the
Subtract the rounded numbers.

whole-number part of the number.

 93.36  93.36
90
 45.09  45.09  50
about 50.00 about 40

Both 50 and 40 are reasonable estimates of the actual difference of 48.27.

44 Chapter 1
8206-2_044-045 11/4/05 6:36 PM Page 45

Estimate the sum or difference. Use front-end estimation with adjustments.

1.
31.6 2.
68.7 3.
7.5 4.
9.1 5.
0.87
 18.1
63.9
2.9
3.6
0.54

6.
0.74 7.
76.67 8.
16.34 9.
0.66 10.
0.84

0.15
23.89
44.59
0.7
0.59
 69.47  39.07  0.19  0.8

Estimate the sum or difference by rounding.

11.
18.1534 12.
4.8359 13.
0.45601 14.
4371.5902
 7.0901
0.7473  0.06428
0127.3246

15.
386,002,444 16.
2.361912 17.
952.0667 18.
7.30267

49,624,973
0.19008 232.608 45.37
 351.03991  00.84652

Estimate by rounding each amount to the nearest dollar.

19.
$78.34 20.
$156.39 21.
$89.96 22.
$702.66

025.29 000045.48 00026.35
0055.45
 0 09.87  012.59

23. Kathleen has covered 46.75 m in the special

race. About how much farther must she go to
complete the 50 m race?

24. During a tour of Europe, Alfredo flew 112.5 km,

41.8 km, and 109.5 km. Estimate the total
distance that Alfredo traveled.

25. Juan earned $15.63, $8.95, and $19.82 over a

3-day period. About how much did he earn?

26. About how much greater is the difference of 325.87
42.76

than the sum of 109.53  59.87? Explain how you could use
estimation to get your answer.

Chapter 1 45
8206-2_046-047 10/7/07 10:46 AM Page 46

Update your skills. See page 5.

1-7 Addition of Whole Numbers and Decimals

Mr. Kopald’s class researched electric
Electric Power Usage
power usage in kilowatts. Three students
collected the data in the table. Each Appliance Kilowatts (kW)
calculated the total number of kilowatts
Microwave oven 1.45067
used by the three appliances in a
different way. Clothes dryer 4

Study their computations below and decide Clock 0.00328

which student has the correct answer.

Charles Anetta Liz

1 1 1 1 1

1.4 5 0 6 7
1.4 5 0 6 7
1.4 5 0 6 7

0.4 .0 0 3 2 8
4.0 0 0 0 0

0.0 0 3 2 8
.1 7 4
0.0 0 3 2 8

1.8 5 3 9 5
1.4 8 3 5 1
5.4 5 3 9 5

Answer: 1.85395 kW Answer: 1.48351 kW Answer: 5.45395 kW

Liz has the correct answer because she remembered to:

Align decimal points in the addends,

one underneath the other.

Place the decimal point in a whole number

to the right of the ones place and write zeros
as placeholders as needed.

Study these examples.

Add: 53,301,089
1,962,752 Add: 5.0953
3.0107

1 11 1 1
53,301,089 5.0953

1,962,752
3.0107
55,263,841 8.106 You may drop the final zero.

46 Chapter 1 2.0
8206-2_046-047 11/4/05 6:38 PM Page 47

Estimate using rounding. Then find the sum.

1. 7.00 2. 6.4922 3. $11,873.52 4. 2,527,004,609

8.56
15.58
4,906.09
38,211,073

5. 3,465,892 6. 1.6902333 7. 526,381,485 8. 3,245,840,900

2,396,087
0.7197807
574,626,009
80,059,275

9. 3.905
4.96 10. 0.4791
1.085 11. 0.10907
0.092

12. 0.2613
0.45
0.852 13. 0.5441
9.3
0.4637

14. 567,074
96,132
8650 15. 9,732,785
13,820,465

Choose the correct addends for each sum. Use estimation to help you.
Explain in your Math Journal the method you used for each exercise.

Sum Addends
16. 6.0108 0.6 4.321 2.1408 3.27
17. 1.4868 0.814 0.143 0.6293 0.7145
18. 1.3861 1.2314 0.005 0.1497 1.147
19. 0.011 0.0009 0.009 0.0201 0.0011

20. A businesswoman has $1123.56 21. The odometer on Anna’s car

in her checking account. She
showed 224 5 6 • 8 . She drove
makes the following deposits:
$23.82, $507.88, $595, $678.20. 234.7 mi. What did the odometer
How much is in her account now? show then?

Add. Explain any shortcuts that you use.

14 14
22. 186
324 200
324  524 524  14  510

$.06 $.06
23. $1.94
$7.86 $2.00
$7.86  $9.86 $9.86  $.06  $9.80

24. 295
25 25. 1289
1514 26. $3.84
$1.98
$5.02

Chapter 1 47
8206-2_048-049 10/7/07 10:46 AM Page 48

Update your skills. See page 6.

1-8 Subtraction of Whole Numbers and Decimals

The Panama Canal is 81.6 km long
and the Suez Canal is 175.5 km long.
How much longer than the Panama
Canal is the Suez Canal?

First estimate by rounding.

180
80  100

Then to find how much longer,

subtract: 175.5
81.6  ?

Line up the Subtract. Regroup Write the

decimal points. if necessary. decimal point.
0 17 4 15 0 17 4 15
 1 7 5.5  1 7 5.5  1 7 5.5

0 8 1.6
0 8 1.6
0 8 1.6
0 9 3 9  0 9 3.9

“is approximately equal to”

So the Suez Canal is 93.9 km 93.9
100

longer than the Panama Canal. The answer is reasonable.

Study these examples.

8,309,000
777,625  ? 3
0.7185  ?
12 9 9 9 9 9
7 2 10 8 10 10 10 2 10 10 10 10

8,3 0 9, 0 0 0
3.0 0 0 0 3  3.0000

8,7 7 7 , 6 2 5
8 0.7 1 8 5

7,5 3 1, 3 7 5
2.2 8 1 5

Add to check: Add to check:

7,531,375  777,625  8,309,000 2.2815  0.7185  3.0

The answer is reasonable. The answer is reasonable.

48 Chapter 1 2.0
8206-2_048-049 11/4/05 6:40 PM Page 49

Estimate by rounding. Then find the difference.

1. 0.586 2. 2.3004 3. $856,079 4. 5,034,012

0.492
0.1544
622,003
316,948

5. 23,594,550 6. 12.80765 7. 596,081,009 8. 403.0078

7,008,142
9.6153
574,116,025
86.25

Align and estimate by rounding. Then find the difference.

9. 0.91
0.745 10. 0.9158
0.7444 11. 8
2.04735

12. 7,106,009
248,310 13. 20,700.675
700.775 14. 1
0.3856

15. $1,012,481.37
926,399.76 16. 5,391,602,140
4,387,899,000

The table shows online sales totals for 2004 and 2005.
Use the table to answer exercises 17–19.
17. What is the difference in sporting
Total Online Sales: 2004 vs. 2005
goods sales from 2004 to 2005?
Merchandise 2004 2005
18. Which type of merchandise had a Books and $1,961,000 $2,143,000
greater sales difference between Magazines
2004 and 2005?
Music and $1,598,000 $1,733,000
Videos
19. Which year had greater total
sales, 2004 or 2005? Explain Sporting $1,031,000 $1,155,000
how you know. Goods
Toys and $1,321,000 $1,638,000
Games

Compute mentally.
20. 1286
1000 21. 0.98
0.08 22. 0.98
0.9

23. 14,500
1500 24. 7
0.5 25. 15.75
4.25

26. 0.525
0.5 27. 262,000
42,000 28. 242
0.75

Chapter 1 49
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1-9 Addition and Subtraction of Decimals

A recent survey shows the amount
Liquid Consumed Yearly
of liquid that the average person
consumes per year: 43.7 gal of juice, 50

Amount (gal)
37.3 gal of water, 27.3 gal of coffee, 40
21.1 gal of milk, and 8.1 gal of soda. 30
How many more gallons of juice, 20
water, and milk were consumed than 10
coffee and soda? 0
Juice Water Coffee Milk Soda
To find how many more gallons, Liquid
first add, then subtract.

First, find the amount of juice, water, and Next, find the amount of coffee and soda.
milk. Add: 43.7
37.3
21.1  ? Add: 27.3
8.1  ?
11 1

43.7
27.3

37.3
8.1

21.1
35.4

102.1

Then find how many more gallons of juice, water, and 9 11

milk were consumed than coffee and soda. 0 10 1 11
Subtract: 102.1  35.4  ? 1 0 2.1
 3 5.4
So 66.7 more gallons of juice, water, and milk were 6 6.7
consumed than coffee and soda.

Study these examples.

52.9045
63
0.7386
5.92  ? 0.067  0.0095  ?

12 11 16

052.9045 5 6 10

063.0000
0.0 6 7 0

000.7386  0.0 0 9 5

005.9200
0.0 5 7 5

122.5631

Check. Change the order of the addends.

Add: 5.92
0.7386
63
52.9045  122.5631

50 Chapter 1 2.0
8206-2_050-051 11/4/05 6:41 PM Page 51

Find the sum.

1.
3.12 2.
0.51 3.
0.008 4.
497.386 5.
390.809

9.94
0.0029
0.11
556.22
905.5

0.0018
0.5

8.87064

0.993
330.008

Find the difference.

6.
$100 7.
0.1 8.
412.009 9.
1.2 10.
$50
 $55.99  0.0001  228.4  0.772  23.75

Align and add.

11. 0.67
39
7.5
58.22 12. 4,509.88
430.618
777.1

13. 0.49
0.006
0.213
0.1 14. 8.02029
28.98
617.7

15. 629.55
401.39201 16. 4,040
3,049.89
2057.52

Align and subtract.

17. 30  28.735 18. 9,002  4,887.56 19. 30.801  17.91

20. 497.1  437.805 21. 3,108.77  2,974.557 22. 1,001.1  802.22

Compare. Write ,, 5, or ..
23. 12  0.0009 ? 12  0.00009 24. 412.089
34.71 ? 498  52.075

25. 0.501
0.3
0.44993 ? 1.2593 26. 55.01  5.501 ? 50.001  0.99

27. Dean bought a birthday card for 28. Wendy bought shoes for $39.99
$2.95. There was an additional $0.18 and sneakers for $29.99. The tax
tax. Dean paid for his purchase on her purchase was $4.90. If
using a $10 bill. How much change Wendy paid using a $100 bill,
should Dean receive? what was her change?

29. Hans wants to buy 10 lb of 30. Ellie gets her car’s oil changed
hamburger meat for a barbecue. every 4,500 miles. Her last oil
He picks out three packages at change was done at 33,798.7
the supermarket. Their weights miles. What will the odometer
are labeled 2.73 lb, 3.2 lb, and read when Ellie needs to get her
2.29 lb. How much more meat next oil change?
does Hans need?

Chapter 1 51
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1-10 Addition and Subtraction Expressions

Andie works 4.5 hours on Thursdays and 5.25 hours on Fridays.
To represent the total hours she works on Thursdays and
Fridays, Andie writes a numerical expression:
4.5
5.25 numerical expression

A numerical expression is a mathematical phrase

that has only numbers and operation symbols.
Each of the following is a numerical expression:
1
60.75  4 2

14 (14  7)
10 32
8

Suppose Andie decides to work on Saturdays as well, but does

not know how many hours she will work. She could use a variable
to represent the unknown number of hours worked on Saturdays.
A variable is a symbol used to represent an unknown quantity.

To represent the total hours worked on Thursdays, Fridays, and

Saturdays, Andie writes an algebraic expression:
4.5
5.25
x algebraic expression

An expression that includes a variable is called an

algebraic expression. Here are some examples:
20  a x
5.2 z
10  w Any letter can be used
as a variable.
Study these examples.

Word Phrase Expression Word Phrase Expression

sum of 1.2 and 2 1.2
2 difference of 8 and 0.9 8  0.9
sum of a number and 7 n
7 difference of m and 88 m  88
5 increased by 20 5
20 0.5 decreased by 0.1 0.5  0.1
x increased by 5 x
5 75 decreased by d 75  d
9 more than 12 12
9 18 less than 30 30  18
10 more than a number c
10 2 less than a number s2
8 added to 6.5 6.5
8 5.5 subtracted from 10 10  5.5
a number added to 4 4
e 7 subtracted from t t7
3.2 plus a number 3.2
b 7.2 minus a number 7.2  w

52 Chapter 1
8206-2_052-053 11/4/05 6:42 PM Page 53

Write each word expression as a numerical expression.

1. the sum of two and seven 2. 14 less than 100
3. ten decreased by 0.5 4. 70 more than 350

Write each word expression as an algebraic expression. Use x as your variable.

5. the sum of a number and 45 6. 12 more than a number
7. the difference of 1 and a number 8. 13 subtracted from a number
9. a number decreased by five 10. eleven less than a number
11. a number added to sixteen 12. a number increased by fifty
13. eight more than a number 14. 45 decreased by a number

Write each mathematical expression as a word expression.

15. 100
5 16. 10
x 17. u  7.99
18. 95  y 19. m
65 20. 35
18.3
21. 7  8 22. a  1 23. $16.02
c

Write a numerical expression or an algebraic expression

to show how you would solve the problem.
24. A baby gained 0.8 pounds since 25. A tree grew 3.75 feet since its height
its last visit to the doctor. The baby was last measured. At the last
weighed 24.5 pounds at its last visit. measurement, the height of the tree
How much does the baby weigh was h feet. How many feet tall is
now, in pounds? the tree now?

26. A man weighs m pounds. The two 27. William earns $8.25 per hour,
packages he is carrying weigh 10 Suzyn earns $9.00 per hour, and
pounds and d pounds. What is the Davy earns $7.50 per hour. How
total weight, in pounds, of the two much more does William earn than
packages? Davy?

28. A student makes a mistake and adds 140,235.97 instead of subtracting it.
The incorrect answer is 3,629,817.4. What is the correct answer? Explain
how you got your answer.

Chapter 1 53
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1-11 Evaluate Addition and

Subtraction Expressions
Taylor is bowling. He knocks down some of the 10 pins.
How many pins are left standing?
This algebraic expression represents
10
x
the number of pins left standing.
What if Taylor knocks down 8 pins?
To determine how many pins are left standing,
evaluate the expression.

To evaluate an algebraic expression:

Replace the variable with a given number.

Compute to find the value of the expression.

Evaluate 10
x, when x  8.
10
x Replace x with 8.
10
8 Subtract.

2 value of expression
So the value of the expression 10
x, when x  8, is 2.
When 8 pins are knocked down, there are 2 pins left standing.

Study these examples.

Evaluate each expression for the given number.
w
$3.50, when w  $100 8  m  p, when m  3.54 and p  18
w
$3.50 Replace w with $100. 8 m  p Replace m with 3.54
$100
$3.50 Subtract. and p with 18.
8  3.54  18 Add.

$96.50 value of expression

29.54 value of expression

Evaluate each expression.

1. 30.6
8.7 2. 18,204
3619 3. 16.8  7.5  30.04

4. j
42, when j  98 5. 300
f, when f  250 6. r  9.3, when r  1.5

54 Chapter 1 1.1
8206-2_054-055 11/4/05 6:45 PM Page 55

Find the value of each algebraic expression when c
0.75 and d
2.06.
Remember to work from left to right.
7. 8
c
d 8. c
d
5.5

9. 35  c  d 10. 10  c  d

11. c
5.37
d 12. d
12.8
c

13. 5
c  d 14. 14.9  c
d

15. d
0.02  c 16. 34.09  c  d

Write and evaluate an expression for each situation.

17. Miguel had x dollars. He spent 18. Alex scored 5 points fewer than
$16.25 of that amount. What Devon. Devon scored 14 points.
expression represents the amount What expression shows the
of money he has left? Evaluate number of points Alex scored?
the expression when x  $34.10. Evaluate the expression.

19. Let y represent the number of 20. Elizabeth collected 38 more cans
home runs Maddy hit last season. to be recycled than Evan. If Evan
Brianna hit 6 more home runs than collected m cans, what expression
Maddy. What expression shows shows how many cans Elizabeth
how many home runs Brianna hit? collected? Evaluate the expression
How many did she hit when y when m equals 87.
equals 8?

Complete the sentences. Use the terms in the box.

21. An ? tells how many times you use the base
as a factor.

22. (3  1000)
(8  100)
(2  1) is the ? of 3802.

base
23. A symbol used to represent an unknown number expanded form
is a ? . exponent
round
24. To find the nearest value of a number based on standard
a given place, you ? . variable

25. In 103, 10 is called the ? .

26. The number 7.023 is expressed in ? form.

Chapter 1 55
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1-12 Problem-Solving Strategy:

Write an Equation
On Friday, 52,200 tickets were sold for a baseball
game. On Saturday, 58,400 tickets were sold. If
165,100 tickets were sold on Friday, Saturday, and
Sunday in total, how many tickets were sold on Sunday?

Visualize yourself in the problem above as you

reread it. List the facts and the question.

Facts: tickets sold on Friday 52,200

tickets sold on Saturday 58,400
total tickets sold all 3 days 165,100
Question: How many tickets were sold on Sunday?

Use the information to write an equation.

Tickets Tickets Tickets Total
sold
sold
sold  number sold
Friday Saturday Sunday all 3 days
52,200
58,400
n  165,100
110,600
n  165,100 equation
You can solve the equation using the Guess
and Test strategy or by using a related equation.

110,600
n  165,100 110,600
n  165,100

Try 55,000. 110,600
55,000  165,600 n  165,100  110,600
Try 54,000. 110,600
54,000  164,600 n  54,500
Try 54,500. 110,600
54,500  165,100
There were 54,500 tickets sold on Sunday.

Substitute 54,500 for the n in the equation

to test whether the equation is true.
110,600
n  165,100
110,600
54,500  154,100 The answer checks.

56 Chapter 1
8206-2_056-057 11/4/05 6:46 PM Page 57

Write an equation to solve each problem.

01. Burrows farm uses 450.75 acres for corn. The remaining
acres are used for potatoes. If the farm has 825 acres,
how many acres are used for potatoes? Burrows Farm

Visualize yourself in the problem

above as you reread it. List the Corn Potatoes
facts and the question. 450.75 acres ?

Facts: 450.75 acres for corn

remaining acres for potatoes 825 acres

Question: How many acres are used for potatoes?

Use the information to write a number sentence.

Acres used
Acres used  total acres on
for corn for potatoes the farm
450.74
p  825
To find how many acres are used for potatoes, subtract:
825  450.75  p number of acres for potatoes

02. Bernice has a collection of 90 stamps from Europe and

Africa. Sixty stamps are from Europe. How many stamps
does she have from Africa?

03. On Monday, Ginger packed 426 boxes, Tuesday 573, and

Wednesday 685. How many boxes did she pack in 3 days?

04. Frank paid $40 for a pair of shoes, $78 for a jacket, and
$6.75 for a pair of socks. He chose not to buy a $32.95 shirt.
After purchasing these articles he had $20.50 left.
How much money did Frank have at first?

05. Carol read 120 pages of a book on Saturday. She read 45

pages on Sunday. On Monday she read the same number
of pages that she read on Sunday and finished the book.
How many pages does the book contain?

06. Marco earned $240 baby-sitting and put the money into
his savings account. He now has $1041.17 in his account.
How much was in his account to begin with?

Chapter 1 57
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1-13 Problem-Solving Applications: Mixed Review

Solve each problem and explain the method you used.
01. Moki and Meg set up a model railroad. The
engine of the train is 10.205 cm long. Write
10.205 in expanded form.

02. The caboose is 9.826 cm long. How long is

it to the nearest hundredth of a centimeter?
to the nearest tenth of a centimeter?

03. Fred connects three freight cars. The red car is

12.64 cm long, the blue car is 12.4 cm long, and the
steel-colored car is 12.6 cm long. Write the lengths in
order from longest to shortest.

04. Marva puts together three sections of railroad

track that are 20.5 cm, 22 cm, and 9.75 cm long.
How long is the section of track that Marva creates?

05. A coal car is 3.87 cm tall. A refrigerator car is

5.02 cm tall. Which car is taller? by how much?

06. Bud buys two miniature buildings for his train set.
A railroad station costs $15.95 and a gas station costs
$1.19 less. How much does the gas station cost?

07. Loretta buys a set of miniature trees that costs $8.59.

How much change does she receive from a $20 bill?

Use the table for problems 8–10.

08. Jackson bought a freight car and Original Sale
a coal car at the sale. How much Item
Price Price
money did he save?
Engine $11.95 $9.50
09. On which type of car do buyers save Freight Car $ 8.95 $7.69
the most money during this sale? Passenger Car $ 9.50 $8.55
Coal Car $ 7.75 $6.99
10. Lea buys a caboose, a passenger Caboose $10.29 $8.09
car, and an engine on sale. Does
she spend more than $26.00?

58 Chapter 1
8206-2_059 11/4/05 6:47 PM Page 59

Use a strategy from the list or another

strategy you know to solve each problem.
11. A train set has 40 six-inch-long pieces of track
and 8 nine-inch-long pieces. What is the
longest track you can build with this set? Use These Strategies
Write an Equation
12. Pam’s train can travel one fourth of the Use More Than One Step
Use a Graph
track in 25.48 seconds. If the train continues
Guess and Test
at the same rate of speed, how long will it
take to travel the entire track?
13. Daryll spends $6.08 for three signs for the
train set. None of the signs costs the same
amount, but each sign costs more than $2.
What is the price of each sign?

14. Train A travels 1387.5 cm uphill at a rate of 55.5

cm per second. Train B travels 1372.5 cm
downhill at a rate of 54.9 cm per second.
Which train arrives at its destination first?

15. Mai builds a mountain for her train set. She uses 2.4 yd
of green cloth as grass, 1.75 yd of white cloth as snow,
and 0.8 yd of brown cloth as dirt roads. Does Mai use
more than 4.5 yd of cloth?

Use the graph for problems 16–19.

Average Train Travel Time
16. About how many minutes of travel 300
time is the State Capital Tour?
250
17. About how many minutes of travel 200
Minutes

time should Kim allow if she is

taking the Rush Hour Express and 150
then going on the Park Nature Tour? 100

18. About how many more minutes of 50

travel time will Theresa spend on
0
the River Valley Tour than Bob will River State Rush Park Beach
spend on the Beach Getaway? Valley Capital Hour Nature Getaway
Tour Tour Express Tour
Trains

19. Make up a problem using the bar graph data.

Have a classmate solve it.

Chapter 1 59
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Lessons 1–13

Write each number in standard form. (See pp. 34–35)

1. three ten thousandths

2. nine trillion, four hundred thousand, twenty

3. sixty-seven and sixty-eight millionths

Write each number in expanded form using exponents. (See pp. 36–39)

4. four and eighty-three thousandths 5. 200,070,040,333

6. 734 7. 329,050 8. 24,082,006

Write in order from greatest to least. (See pp. 40–41)

9. 0.3014; 3.014; 0.0314; 0.314 10. 0.031289; 3.001289; 33.1289

Round each number to its underlined place. (See pp. 42–43)

11. 6,745,199 12. 399.97022 13. 11,542,391.956

Estimate. Use front-end estimation with adjustments. Then use rounding. (See pp. 44–45)
14. 3.45
6
1.02 15. 39.28
46.91
12.24 16. 98 – 44.01

Add or subtract. (See pp. 46–51)

17. 0.97 – 0.426 18. $500.58  $3.79 19. 99.0152
400
3.9848

Write each as an algebraic expression. Use n as your variable. (See pp. 52–53)

20. 8 more than a number 21. a number decreased by 200

Evaluate each expression. (See pp. 54–55)

22. y – 52, for y  96 23. 17.96
m, for m  50.42

(See pp. 56–59)

24. Dana worked for 7 hours on Thursday, 25. Yousif paid $38.55 for cable and
8 hours on Friday, and 4 hours on $62.37 for electricity. He also wrote a
Saturday. She is scheduled to work check to the phone company. If he
20 hours next week. How many hours paid a total of $157.41, how much
did she work this week? did he pay to the phone company?

60 Chapter 1 (See Still More Practice, p. 521.)

8206-2_061 11/4/05 6:48 PM Page 61

Roman Numerals
The ancient Romans used the symbols given below
to represent numerals.

Symbol I V X L C D M
Value 1 5 10 50 100 500 1000

All other numerals are represented through

combinations of these seven different symbols.

Rules for Forming Roman Numerals

No symbol, except for M, is repeated more than

three times in a row.

When a symbol is followed by a symbol with an

equal or lesser value, add the values of the symbols.
XX
10  10
20 CCC
100  100  100
300
DC
500  100
600 MD
1000  500
1500

When a symbol is followed by a symbol with a

greater value, subtract the lesser value from the
greater value.
IX
10  1
9 XL
50  10
40
XC
100  10
90 CM
1000  100
900

Only subtract powers of ten (I, X, or C, but not V or L). Think

For the numeral 95, do NOT write VC (100  5). Roman numerals I,
Do write XCV (XC  V or 90  5). X, and C are
powers of ten.

Sometimes you must add and subtract. I
100 X
101
MCMIV
1000  (1000  100)  (5  1)
1904 C
102
CMLX
(1000  100)  (50  10)
960

Write each as a standard numeral.

1. CL 2. XXXIX 3. MM 4. CDIX
5. CMXC 6. LXVI 7. MCMXCV 8. MCLV

Write the Roman numeral for each.

09. 127 10. 1914 11. 4300 12. 6320

Chapter 1 61
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Write each number in expanded form two ways.

1. 46,000,000 2. eight thousand, eighty and eighty-three millionths

Write each number in standard form.

3. 105 4. (2  103)
(5  102)
(4  100)
(9  102)

Write in order from least to greatest.

5. 0.7968; 0.7000; 0.7909 6. 1.058; 1.0058; 10.0058

Round each number to its greatest place.

7. 3,429,099 8. 0.96153301 9. 954,313.8701

Estimate using front-end estimation with adjustments.

Then find the sum or difference.
10. 1229.13
756
3890.88 11. 1,007,291  2,364.065

Write each as an algebraic expression. Use y as your variable.

12. 24 more than a number 13. a number decreased by 7000

Evaluate each expression.

14. y  14, when y  32 15. 3851.26
m, when m  5257.74

Use a strategy or strategies you 17. On Thursday, 30,861 people attended

have learned. the baseball game. On Friday, 60,192
people attended. On Saturday 30,100
16. Abbey scores 9.985, 8.895, 9.110, and
more people attended the game than
9.65 in four gymnastics events. A perfect
on Thursday. On which day did more
score is 40.00. How many more points
people attend the baseball game:
would Abbey have needed to receive a
Friday or Saturday? Explain.
perfect score?

Tell which estimation strategy produces an estimate

closer to the actual answer. Explain why.
18. 9.585
36.42
7.75 19. 6,207,198  4,582,311

62 Chapter 1
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Test Preparation Chapter 1

Choose the best answer.

1. In 136,299,426.10758 which digit is in the 7. Add.

ten thousandths place?
13,492,488.068
306
247.00195
a. 6,879,268.3068
b. 13,491,935.05
a. 1 b. 5 c. 13,493,041.06995
c. 7 d. 8 d. 13,517,188.569

2. Which is ordered from least to greatest? 8. Choose the standard form.

105
a. 2.47280; 0.204728; 0.024728 a. 10,000
b. 0.024728; 0.204728; 2.47280 b. 100,000
c. 0.024728; 2.47280; 0.204728 c. 1,000,000
d. none of these d. 10,000,000

3. Estimate. Round to the greatest place. 9. Name the place of the underlined digit.
492,488 3,821.003046
241,630 a. 900,000 a. hundred thousandths

352,701 b. 1,000,000 b. ten thousandths
c. 1,100,000 c. ten thousands
d. 1,200,000 d. hundred thousands

4. Choose the algebraic expression. 10. Choose the standard form.

A number plus 4 (3  104)
(7  101)
(5  100)
a. m  4 b. 4  m a. 370 b. 375
c. m
4 d. none of these c. 30,705 d. 30,075

5. Choose the standard form. 11. Choose the correct value for the
evaluated expression.
thirty-two billion, seven million, forty-five
thousand, six 10  p, when p  4.9

a. 32,007,045,006 a. 4.9
b. 320,007,045,006 b. 5
c. 32,000,007,045,006 c. 5.1
d. 32,007,000,045,006 d. 14.9

6. Subtract. 12. Choose the standard form.

7,204,819  834,605 (8  108)
(4  105)
(7  104)

(2  102)
(9  101)
(8  102)

a. 6,360,214 b. 6,370,214 a. 800,470,290.8 b. 800,470,290.08

c. 7,470,214 d. 8,039,424 c. 80,470,290.8 d. 80,470,290.08

Chapter 1 63
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13. Which is ordered from greatest to least? 19. Choose the algebraic expression.
15 less than a number
a. 3.068; 0.3068; 36.068; 0.0368
b. 0.0368; 36.068; 0.3068; 3.068
c. 36.068; 0.0368; 0.3068; 3.068 a. 15
m b. 15  m
d. 36.068; 3.068; 0.3068; 0.0368 c. m  15 d. none of these

14. Choose correct value for the evaluated 20. Estimate. Use front-end estimation with
expression. adjustments.
482
r, when r  64 8.035
2.862
a. 418 b. 546
4.311 a. 13 b. 14
c. 560 d. none of these c. 15 d. 16

15. Choose the standard form. 21. Round 0.874 to its greatest place.
(5  10 )
(4  10 )
5 0

a. 5004 b. 50,004 a. 1.0 b. 0.9

c. 50,040 d. 500,004 c. 0.8 d. 0.7

16. Which is the correct expanded form? 22. Name the place of the underlined digit.
300.7005 9,021,488,107,035
a. (3  10)
(7  1)
(5  1000) a. hundred billions
b. (3  10)
(7  0.1)
(5  0.001) b. hundred millions
c. (3  100)
(7  10)
(5  0.005) c. ten billions
d. (3  100)
(7  0.1)
(5  0.0001) d. ten millions

17. Add. 23. Choose the word form.

$3.35
$0.86
$7.00 40.044
a. forty and forty-four millionths
b. forty and forty-four hundredths
a. $4.28 b. $10.11 c. forty and forty-four thousandths
c. $11.20 d. $11.21 d. four hundred forty-four

18. Which statement is true? 24. What is the value of 9 in 2,192,435,471?

a. 1.025  10.25 b. 10.205  10.025 a. 9,000,000,000 b. 900,000,000

c. 10.25  10.250 d. 10.205  10.025 c. 90,000,000 d. 9,000,000

Explain how you solved each problem. Show all of your work.
25. Argentina has an area of 1,068,296 square 26. Hillside Golf Club used 37,628 golf balls last
miles. Brazil has an area of 8,511,965 square summer. Indian Springs Golf Club only used
kilometers. India has an area of 1,296,338 13,629 golf balls. About how many did both
square miles. How much greater is the area clubs use?
of India than the area of Argentina?

64 Chapter 1
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The Old Math. One.

If a train leaves Union Station,
in Chicago, at eight in the morning
carrying three thousand dozen gross
of dark almond bark and travels
the average speed of fifty-seven miles
per hour for one day, then c o l l i d e s
with a train that left San Francisco one day
earlier full of fifteen hundred dozen
bite-sized chocolate puppies, how many
days will the residents of Left Foothills,
Colorado, have to spend in the
high school gym while the
National Guard, the Environmental
Protection Agency, and the local
sheriff’s department remove
the worst bite-sized
bark bits (or the worst
bark-sized bite bits) and
return the area to its former
habitable condition?
Arnold Adoff

In this chapter you will:

Discover patterns in multiplication
Estimate products
Learn about exponents,
scientific notation, and square roots
Solve problems by using simpler numbers

Critical Thinking/Finding Together

Our product is less than 1125 and our
sum is 64. What two 2-digit numbers
are we?

Chapter 2 65
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2-1 Multiplication Patterns

You can use patterns to multiply by powers and
multiples of 10.
Power of 10:
To multiply a whole number by a power or 101  10
multiple of 10: 102  100
103  1000, and so on.
• Multiply the nonzero digits in the factors.
• Write one zero to the right of the product Multiple of 10:
for each zero in the factor or factors. 10
1  10
10
2  20
nonzero digits 10
3  30, and so on.

1
34  34 35
2  70 6
5  30
10
34  340 35
20  700 60
50  3000
100
34  3400 35
200  7000 600
500  300,000
1000
34  34,000 35
2000  70,000 6000
5000  30,000,000

To multiply a decimal by 10, 100, or 1000:

Count the number of zeros in the
0.07 multiplicand
multiplier.

1000 multiplier with 3 zeros

Move the decimal point in the multiplicand 0.070. 3 places to the right
to the right one place for each zero. Write 1 zero.

Write as many zeros in the product as needed
to place the decimal point correctly.

Study these examples.

1 0
0.5 6  5.6 1 zero: Move 1 place to the right.

1 0 0
0.0 0 4  0.4 2 zeros: Move 2 places to the right.

1 0 0 0
2.0 0 3  2 0 0 3 3 zeros: Move 3 places to the right.

1 0 0
0.8 0  8 0 2 zeros: Move 2 places to the right.

Write 1 zero as a placeholder.

1 0 0 0
1 5.8 0 0  1 5,8 0 0 3 zeros: Move 3 places to the right.

Write 2 zeros as placeholders.

2.3
66 Chapter 2
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Multiply.
1. 10
77 2. 30
40 3. 10
0.5 4. 10
0.0049

5. 100
13 6. 400
125 7. 100
0.7 8. 100
0.1003

9. 20
51 10. 5000
30 11. 10,000
0.02 12. 20,000
0.02

13. 3000
50.123 14. 4000
22 15. 100
19.41 16. 1000
12.0006

Find the products. Then write them in order from least to greatest.
17. a. 10
94 b. 100
930 c. 1000
92

18. a. 100
0.05 b. 10
0.7 c. 1000
0.94

19. a. 1000
0.0062 b. 100
0.005 c. 10
0.042

20. a. 100
0.61 b. 100
0.70 c. 1000
0.0010

Find the missing factor.

21. b
45  900 22. y
96  9600 23. 300
a  5100

24. n
2.06  206 25. 1000
y  8.77 26. 10
m  0.02

27. 48.21
t  48,210 28. 200
p  70,000 29. g
40  20,000

30. Hesperoyucca whipplei is a plant 31. The largest tomato ever grown had a
that can grow 0.857 ft in one day. mass of 1.9 kg. The largest cabbage
At that rate, how much taller is it had a mass of 51.8 kg. Which mass
after 100 days than after 10 days? is greater: 100 of those tomatoes or
10 of those cabbages?

32. Explain in your Math Journal.

a. What happens to a whole number such as 2300 when it
is multiplied by 10, 100, and 1000?
b. What happens to a decimal such as 0.42 when it is
multiplied by 10, 100, and 1000?

Chapter 2 67
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2-2 Estimate Products

A long time ago, the land an ox could plow
in a day was called an “acre.” Today, an acre
is defined as 4840 square yards. Andy says
that an ox could plow 1,766,600 square yards
in a year. Is Andy’s statement reasonable?

Use estimation to find an approximate

answer or to determine if an exact answer
is reasonable.

To estimate a product by rounding:

Round each factor to its greatest place.

Multiply the rounded factors.

Estimate: 365
4840

400
5000  2,000,000 square yards

2,000,000 is close to 1,766,600. Andy’s statement is reasonable.

Study these examples.

Estimate: 47
18 Estimate: 3.42
53 Estimate: 10.25
0.87

50
20  1000 3
50  150 10
0.9  9

47
18
1000 3.42
53
150 10.25
0.87
9

Both factors are rounded Both factors are rounded One factor is rounded
up. The actual product down. The actual product down and the other is
is less than 1000. is greater than 150. rounded up. The actual
product is close to 10.

Estimate each product by rounding. Tell whether the actual product

is greater than, is less than, or is close to the estimated product.
1. 95 2. 491 3. 4.45 4. 9.42

67
52
62
74

68 Chapter 2
8206-2_068-069 11/4/05 6:53 PM Page 69

Estimate the product.

5.
335 6.
824 7.
925 8.
5847 9.
7932

129
617
376
219
324

10. $44.25 11. $53.38 12. $847.69 13. $795.20

142
319
0293
0498

14. 10.6
23 15. 5.52
1.78 16. 0.9
13.6 17. 137
2.85

18. 6235
3.7 19. 2.8
31.89 20. 3.2
14.79 21. 0.7
103.95

22. 10.7
2.9
28.04 23. 1.5
2.8
12.1 24. 4.3
18.07
1.79

25. 3.54
13.9
428 26. 19.45
24
2.3 27. 7.81
67.19
112

Estimate to compare. Write ,, 5, or ..

28. 679
325 ? 679
425 29. 7976
853 ? 7976
753

30. 225
1125 ? 425
1300 31. 9651
438 ? 438
9651

32. 31
239 ? 327
24 33. 3618
2431 ? 3299
2514

34. Volunteers set up two sections of 35. Two numbers, each rounded to the
seating for a concert. The first section nearest ten, have a product of 800.
has 44 rows of 16 seats. The second What are two possible numbers?
section has 25 rows of 14 seats. About
how many seats are set up altogether?

Estimate by rounding one factor to the nearest 10, 100, or 1000.

36. 9.7
0.672 37. 10.2
5.6 38. 100.8
0.8 39. 96
1.235

40. 122
4.125 41. 10.3
17.7 42. 96
0.837 43. 997
14.5

Chapter 2 69
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Update your skills. See page 9.

2-3 Multiply Whole Numbers

When multiplying by a number with a zero, you
may save a step by omitting a partial product.

Multiply: 620
372  n

First estimate by rounding: 600
400  240,000

Then multiply 620
372.
Long Way Short Way
0 0 0,3 7 2 0 0 0,3 7 2
0 0,
6 2 0 0 0,
6 2 0
0 0 0,0 0 0 0
372 Omit this 0 0 7,4 4 0 Align partial
0 0 7,4 4 0 20
372 partial 2 2 3,2 products by
2 2 3,2 0 0 600
372 product. 2 3 0,6 4 0 place value.
2 3 0,6 4 0
Think
The product is 230,640. 230,640 is close to the estimate of 240,000.

Change the order of the factors 6 2 0

to check your answer.
3 7 2
1 2 4 0
4 3 4 0 0
1 8 6 0 0 0
2 3 0,6 4 0
You may use the Distributive Property to
help find products of larger numbers.

902
41,736  (900  2)
41,736 Remember: You

do not need to
 (900
41,736)  (2
41,736) multiply by 0 tens.
 37,562,400  83,472

 37,645,872

Estimate the product by rounding. Then multiply.

1. 237 2. 593 3. 817 4. 385 5. 2365 6. 6549

380
506
609
806
580
302

2.3
70 Chapter 2
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Estimate by rounding. Then find each product.

7. 403
585 8. 209
791 9. 601
482

10. 830
793 11. 740
5565 12. 310
1893

13. 240
3548 14. 902
6071 15. 4003
4203

Use the Distributive Property to compute.

16. 506
831 17. 780
311 18. 470
1211

19. 209
4921 20. 640
39,215 21. 640
390,215

22. In exercise 17, were you able to multiply

780 by 311 mentally? Explain how you
can use the Distributive Property and
mental math to find the product.

23. There are 375 audience tickets available

for each taping of the Win It All game
show. If 204 shows are taped each year,
how many tickets are there in all?

24. The producers of Win It All hand out 150

contestant applications for 204 shows. Did the
producers hand out more or less than 30,000
applications?

25. Lydia has displayed her entire stamp collection in two

100-page books. She has filled each page of the books
with 25 stamps. How many stamps does she have in her
collection?

A 250 B 500 C 2500 D 5000

Chapter 2 71
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2-4 Multiply with Decimals

Mariko exchanged American dollars for British pounds.
If she had $48, and the exchange rate was 0.68 pounds
for each dollar, how many pounds did she receive?

To find the number of pounds, n, multiply: 48
0.68  n.

First estimate by rounding: 48
0.68.

50
0.7  35
Then multiply.

To multiply a decimal by a whole number or

another decimal:

Multiply as you would with whole numbers.

Count the number of decimal places in both factors.

Mark off the same number of decimal places in the product.

Multiply as with Write the decimal point

whole numbers. in the product.

0.6 8
0.6 8

0.4 8
0.4 8

5 4 4
5.4 4 2 decimal places
2 7 2  2 7.2
3 2 6 4 3 2.6 4
Think
Mariko received 32.64 pounds. 32.64 is close to the estimate of 35.

Study these examples.

0.3 2 9 3 decimal places $ 7 2.2 5 2 decimal places

0.0 0.0 2 2 decimal places
0.7 5 2 decimal places

3 6 1 2 5

0.0 0 6 5 8 5 decimal places  5 0 5 7 5
Write 2 zeros. $ 5 4 .1 8 7 5 4 decimal places

$54.1875 rounded to the nearest cent is $54.19.

72 Chapter 2 2.0
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Write the decimal point in each product.

1. 5.9 2. 0.2 3 5 3. 9.2 7 4. 0.4 6 3 5. 1 2 . 9 2

3
7
1.5
0.2 2 6
0.7
1 7.7 1 6 4 5 13 9 0 5 0 1 0.4 6 3 8 9 0 4 4

Multiply. Round to the nearest cent when necessary.

6.
0.9 7.
0.7 8.
0.59 9.
0.47 10.
0.32

.22
.79
0.43
0.21
0.73

11. 0.43 0 12. 0.61 013. 0.163 014. 0.911 15. 0.414

0.19
0.93
0.03
9.11
0.72

16. 13.5 0 17. 0.20 018. $8.05 019. $9.20 20. $10.50

9.2
9.1
1.9
4.5
8

21. $59.50
2.4 22. 8.5
0.6 23. 4.12
1.8 24. 8.74
3.15

25. 9
$56.95 26. 1.5
8.00 27. 6.2
9.5 28. 4.75
$85

29. 2.3
0.2
5.1 30. 12.3
0.9
0.8 31. 2.7
19.5
0.5

Use estimation to check the products. Correct unreasonable products.

? ? ?
32. 0.8
0.817  65.36 33. 4.7
2.6  12.22 34. 6.4
0.8  51.2
? ? ?
35. 4.8
15.94  7.6512 36. 6.6
48.3  31.878 37. 0.94
5.8  5.452

38. Which costs more, 7 lb of beef at 39. Sadie hiked 37.6 km. Sam hiked 0.4 as
$3.25 per pound or 12 lb of chicken at far. How much farther than Sam did
$1.79 per pound? How much more? Sadie hike?

Find the missing factor.

40. 500
n  50,000 41. 9000
s  900,000 42. 10
r  30,000

43. w
0.004  0.4 44. t
0.21  210 45. 100
h  5

Chapter 2 73
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2-5 Exponents
An exponent is used to express a
Remember: An exponent
number that is a product of tells how many times to use
factors that are the same. the base as a factor.

20
1
exponent
21
2
22
2  2
4 26
2  2  2  2  2  2
23
2  2  2
8 base
24
2  2  2  2
16
25
2  2  2  2  2
32 Read 26 as:
26
2  2  2  2  2  2
64 “two to the sixth power,” or
“the sixth power of two.”
27
2  2  2  2  2  2  2
128
28
2  2  2  2  2  2  2  2
256

Study these examples.

42
4  4 53
5  5  5
42
16 53
125

exponential form standard form exponential form standard form

Read 42 as: Read 53 as:

“four squared,” “five cubed,”
“four to the second power,” or “five to the third power,” or
“the second power of four.” “the third power of five.”

Write each product in exponential form.

1. 7  7  7  7 2. 3  3  3  3  3 3. 9  9  9

4. 11  11 5. 15  15  15  15 6. 100  100  100

7. 8  8  8  8  8  8 8. 6  6  6  6  6  6  6  6

9. 2  2  2  2  2  2  2 10. 5  5  5  5  5

74 Chapter 2 2.0
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Write the standard form for each.

11. 31 12. 27 13. 73 14. 65 15. 94

16. 82 17. 105 18. 44 19. 50 20. 132

21. 62 22. 43 23. 17 24. 251 25. 70

26. 35 27. 54 28. 122 29. 15 30. 93

31. 2 to the 6th power 32. the square of 21 33. 19 cubed 34. the 5th power of 3

Write the missing exponents.

35. 7n
49 36. 3x
27 37. 9d
81 38. 11w
121 39. 5t
125

40. 2y
32 41. 10n
1000 42. 4n
64 43. 6a
36 44. 8x
1

Compare. Write ,, 5, or ..
45. 63 ? 34 46. 91 ? 32 47. 103 ? 55 48. 24 ? 42

49. 44 ? 102 50. 82 ? 43 51. 83 ? 162 52. 170 ? 21

53. 14 ? 1  1  1  1 54. 52 ? 5  5  5  5  5

55. Cole puts pennies in a jar for 9 days. 56. The librarian puts away 63 books on
He puts in 21 pennies the first day, 22 shelves. He divides the books evenly
pennies the second day, 23 pennies among 23 shelves. How many books
the third day, and so on. If he does the librarian put away? On to how
continues this pattern, how many many shelves does he put them?
more pennies would Cole put in on
the ninth day than on the fifth day?

Find the missing exponent.

57. 92
3z 58. 161
4m 59. 13
256t 60. 5c
252

61. 30
27r 62. 3a
91 63. 9x
38 64. 2k
44

Chapter 2 75
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2-6 Scientific Notation

Scientists use scientific notation as a
more compact and useful way to write
very large or very small numbers.

The Sun is about 93,000,000 miles

from Earth.

To write a number in scientific notation,

express it as a product of two factors:

One factor is a number greater than
or equal to 1, but less than 10.

The other factor is a power of 10,
such as 102, 103, and so on.

Write 93,000,000 in scientific notation.

Move the decimal point to the left 9 . 3 0 0 0 0 0 0.
to get a number greater than or equal
to 1, but less than 10.

Count the number of places the decimal 7 places moved.

point is moved. This is the power of ten. The power of 10 is 107.

Drop the zeros to the right of the 9.3
107 power of 10

decimal. Express the number as
a product of the factors. number  1, but  10

In scientific notation, 93,000,000  9.3
107.

“greater than or equal to”

Study these examples.

1 8 5,0 0 0  1 . 8 5 0 0 0 .  1.85
105

number  1, but  10 power of 10

4,0 6 4,0 0 0  4 . 0 6 4 0 0 0.  4.064
106

76 Chapter 2 2.0
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Write in scientific notation.

1. 350,000 2. 475,000 3. 2,500,000 4. 1,360,000

5. 87,000 6. 82,000,000 7. 25,500,000 8. 477,000,000

9. 205,000 10. 7,050,000 11. 100,000,000 12. 9,000,000,000

Scientific Notation to Standard Form

Scientific Standard
Notation Form

3.60
103  3.6000  3600 To multiply by 103, move the decimal point
3 places to the right.

9.07
104  9.0700  90,700 To multiply by 104, move the decimal point
4 places to the right.

Write in standard form.

13. 3
102 14. 8
103 15. 3.5
103 16. 3.8
104

17. 4.04
105 18. 1.77
106 19. 4.015
105 20. 6
108

21. 2.65
104 22. 2.165
106 23. 4.323
105 24. 8.743
108

Complete each sentence. Use the terms in the box.

25. In 46, 4 is called the ? .
algebraic expression
26. The
symbol means ? . approximately equal to
base
27. To ? an algebraic expression, replace evaluate
the variable with a given number, then
compute. exponent
numerical expression
28. An expression that includes a variable is
called a(n) ? .

Chapter 2 77
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2-7 Problem-Solving Strategy:

Use Simpler Numbers
A scientist conducted a series of experiments
with a liter of polluted water. At the beginning of
the experiment, the pollutants reached a volume 2.08 cm3 1.19 cm3
of 13.17 cubic centimeters (cm3). Over the next decrease increase
two weeks there was a decrease of 2.08 cm3 13.17 cm3
and then an increase of 1.19 cm3. What was
the volume of pollutants after two weeks?

Visualize yourself in the problem above as you reread it.

List the facts and the question.
Facts: 13.17 cm3 at the beginning
2.08 cm3 decrease
1.19 cm3 increase
Question: What was the volume of pollutants after two weeks?

Substitute simpler numbers to help you choose the operation(s) to use.

13.17 cm3 13 2.08 cm3 2 1.19 cm3 1
Start with 13. Subtract the amount of the decrease, 2.
Then add the amount of the increase, 1.
13
2  11 cm3 11  1  12 cm3

Now solve the problem using the actual numbers.

13.17 cm3
11.09 cm3

02.08 cm3  01.19 cm3

11.09 cm3
12.28 cm3
After two weeks the volume of pollutants was 12.28 cm3.

Work backward to check the answer.

amount increased original amount

(12.28 cm3
1.19 cm)  2.08 cm3  13.17 cm3

amount after 2 weeks amount decreased

The answer checks.

78 Chapter 2
8206-2_078-079 11/4/05 7:02 PM Page 79

Solve. Use simpler numbers to help you decide what to do.

Tow nville
Savings
T BAL
01. Eva had $164.37 in her bank account on September 1. DATE
WITHDRA
WAL DE
POSI
164.37

She has since made four withdrawals of $18.50 and 01 Sept

06 Sept
18.50
18.50
09 Sept 76.18
two withdrawals of $14.25. She has also deposited a 12 Sept 18.50
18 Sept 14.25
check for $76.18. How much is in her account now? 22 Sept
24 Sept
18.50
14.25
28 Sept

Visualize yourself in the problem above as you

reread it. List the facts and the question.

Facts: in her account — $164.37

withdrawals — 4  $18.50; 2  $14.25
deposits — $76.18
Question: How much is in her account now?
Substitute simpler numbers.
$164.37 $160 $18.50 $20
$14.25 $10 $76.18 $80

(4  $20)  (2  $10) $80  $20  $100 amount withdrawn

$160
$100  $60 balance after withdrawals
$60  $80  $140 balance plus the deposit

So there is about $140 in Eva’s account now.

Now solve the problem using the actual numbers.

02. A manufacturer makes a certain machine part that measures

26.4 cm in length. A part will pass inspection if it is no more
than 0.04 cm shorter than 26.4 cm or no more than 0.04 cm
longer than 26.4 cm. What is the shortest measure that can
pass inspection?

03. Andy owed Lynn $35.50. He paid back $20.75 but borrowed
$5 more. Then he borrowed $8.50. When he was paid, he
gave her $25. How much money does Andy still owe Lynn?

04. Ryan earned $122.75 baby-sitting. Vinnie earned $37.15 more

than that. Sharon earned $70.95 less than Vinnie. How much
money did Sharon earn?

05. Craig is on the school track team. He practices seven days a

week. On each of the first five days he runs 4.7 km. On the next
day he runs 6.1 km, and on the last day he runs 3.4 km. How
far does Craig run in one week?

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2-8 Problem-Solving Applications: Mixed Review

Solve each problem and explain the method you used.
01. A pound of apples costs $.79. How much would ten
pounds cost? a hundred pounds? a thousand pounds?

02. Marco plans to return empty soda cans to the

market and collect the deposit money. If he
receives $0.10 for each can he returns, how
much money will he get for 136 cans?

03. Cashews cost $3.98 a pound. Jake’s bag

weighed 2.7 pounds. Use estimation to find
the cost of the cashews.

04. Ming earned $2 working at the grocery store on

Monday, $4 on Tuesday, and $8 on Wednesday.
If this pattern continues, how much would he
earn on Sunday? How can you use exponents
to solve the problem?

05. Dried apricots cost $.29 per ounce. Mr. Carlson’s bag of dried
apricots weighs 18.8 ounces. How much will his bag of apricots cost?

06. Ted buys 100 packages of artificial sweetener. Each pack holds
0.035 oz of sweetener. How many ounces of sweetener does Ted buy?

07. How many ounces of cereal are in a package that includes this
information on the nutrition label?
serving size............................1.25 oz (1 cup)
servings per package ............8.2

08. Andy found that he could buy individual teabags for $0.30 each or
a package of 20 teabags for $4.79. If he plans to buy 20 teabags,
which is the better buy: individual bags or the package?

09. The grocery store sold about 9.6
106 lb of coffee this year and
1.1
107 lb last year. Which year did the grocery store sell more
coffee? How much more was sold?

10. Ms. Lee plans to buy 1.8 lb of pasta at $2.95 per pound; 2 lb of ground
beef at $4.29 per pound; and 2.5 lb of tomatoes at $3.98 per pound.
She has a $20 bill. Is this enough for the purchase?

80 Chapter 2
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Choose a strategy from the list or use another

strategy you know to solve each problem.
11. Fine Foods sells a 2-lb wheel of cheese for $9.28.
Stacey’s Snacks sells the same cheese for $0.27
Use These Strategies
per ounce. Which store has the better price? Use More Than One Step
Use Simpler Numbers
12. Raphael bought 3 pounds of red apples at $2.39 Write an Equation
per pound. Kim bought 2.5 pounds of green apples Guess and Test
at $2.99 per pound. The green apples are larger
than the red apples. Who paid more?
13. A box of macaroni and cheese contains 2.4 servings.
Each serving is 3.5 oz. How many ounces does the container hold?

14. Fine Foods sells raisins in bulk for $0.32 per ounce. A 7-oz box of raisins
sells for $2.39. If Shannon wants to purchase 14 oz of raisins, which would
be a better option: buying the raisins in bulk or buying 2 boxes of raisins?
15. A shop began the day with $437 in the cash register. Three purchases
were made for $7.12, five for $5.68, and two for $11.35. The shop owner
took $300 from the register at noon. How much was left in the register?
16. Lily uses the $25.00 she earns each week from her part-time job
to pay for lunches and snacks. She spends $30.00 more
each week on lunches than she does on snacks. How much does
Lily spend on lunches each week?

Use the table for problems 17–20.

17. What is the price of the larger bottle Product Size Unit Price
of oregano?
0.25 oz 0$.48/oz
18. How many more ounces does the large bag Oregano
00.5 oz 0$.42/oz
of wild rice contain than the small bag?
00.1 lb 0$.09/oz
White Rice
19. A restaurant needs 9 pounds of white rice. 00.5 lb 0$.07/oz
Will it be less expensive to buy one 5-lb bag 00.5 lb 0$.37/oz
and four 1-lb bags or two 5-lb bags? Wild Rice
3.25 lb 0$.25/oz
20. Cindy buys 3 small boxes of raisins. .500 g $5.48/kg
How much less would she have had Raisins
01.2 kg $5.20/kg
to spend to buy one large box instead?

21. Use the table to write a problem modeled on problem 19 above.

Have a classmate solve it.

Chapter 2 81
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Lessons 1–8

Multiply. Look for patterns. (See pp. 66–67.)

1. 10
45 2. 25
2 3. 10
0.3
100
45 25
20 100
0.3
1000
45 25
200 1000
0.3
25
2000 10,000
0.3

Use rounding to estimate the product. (See pp. 68–69.)

4. 62
19 5. 874
26 6. 54.2
1.78

7. 431
156 8. 5.49
62.83 9. 177.08
2684

Round to estimate. Then find each product. (See pp. 68–73.)

10. 709
333 11. 0.26
9.3 12. 382
1101

13. $58.79
209 14. 8009
3206 15. $13.50
42

Write the standard form for each. (See pp. 74–75.)

16. 24 17. 34 18. 91 19. 53 20. 302

Write in scientific notation. (See pp. 76–77.)

21. 46,000 22. 309,000 23. 85,000,000 24. 9,020,000,000

Write the standard form for each.

25. 9
102 26. 6.1
104 27. 3.88
105 28. 5.167
106

(See pp. 78–81.)

29. Tim had $672 in his bank account on 30. Anna plans to buy 2.75 lb of cheese
October 1. He has since made three at $2.96 per pound. She also wants
withdrawals of $44.50 each, and one 3 lb of potato salad that sells for
of $128.95. He has also made two $3.45 per pound. She has $25 in
deposits of $83.20. How much does her wallet. Is this enough for the
he have in his account now? cheese and the potato salad?

82 Chapter 2 (See Still More Practice, pp. 521–522.)

8206-2_083 10/12/07 6:42 PM Page 83

Square Roots
A square is the product of a number and itself.

4
4  16 Remember: You can also

express 4
4 as 42.
two equal factors square

A square root is one of two equal factors of a given number.

For the number 16, 4 is a square root because 4
4  16.
The symbol for a positive square root is
.

16
4

You can read
16

 as “the square root of 16.”

For some numbers you can use multiplication facts

to determine the square root of a number.
The
 49 is 7 since 7
7, or 72  49.

22  4
4
2 42  16
16
4

32  9
9
3 52  25
25
5

You can also use a calculator to find square roots.

To find the square root of 361, or
361

:

Press these keys

19. Display

So, the
361

  19.

Find the square root of each number using

multiplication facts or a calculator.

1.
64 2.
36
 3.
100
 4.
81
 5.
49


6.
121
 7.
144
 8.
900
 9.
256
 10.
400


2.0 Chapter 2 83
8206-2_084 11/15/05 9:53 PM Page 84

Multiply. Look for patterns.

1. 18
10 2. 40
5 3. 10
3.46
18
100 40
50 100
3.46
18
1000 40
500 1000
3.46
18
10,000 40
5000 10,000
3.46

Use rounding to estimate the product.

4. 37
88 5. 521
64 6. 23.2
9.18

Round to estimate. Then find each product.

7. 88
567 8. 3.05
2.3 9. 513
1901
10. $45.19
140 11. 6070
2820 12. 97.45
220

Write the standard form for each.

13. 52 14. 43 15. 60 16. 16 17. 25

Write in scientific notation.

18. 17,000 19. 421,000 20. 20,800,000 21. 503,300,000

Write the standard form for each.

22. 2
102 23. 3.6
104 24. 9.01
105 25. 3.026
106

Use a strategy or strategies you 27. Jack plans to buy 2.25 lb of

have learned. coleslaw at $2.80 per pound. He
also wants 2 lb of macaroni salad
26. Leah had $312 in her bank account
that sells for $3.15 per pound. Jack
on August 1. She has made two
has a $10 bill in his wallet. Is this
withdrawals of $29.75 each, and one
enough for the coleslaw and the
of $165.95. She also made two
macaroni salad? Explain.
deposits of $94.20. How much does
Leah have in her account now?

How many zeros will be in the product? Explain your answer.

28. 300
300 29. 10,000
1000 30. 200
35,000

84 Chapter 2
8206-2_085-086 11/4/05 7:05 PM Page 85

Test Preparation Chapters 1–2

Choose the best answer.

1. Estimate by rounding. 7. Multiply.

43.09
361 4302
145
a. 1200 a. 43,120
b. 1600 b. 236,610
c. 12,000 c. 623,790
d. 16,000 d. 645,000

2. Which is ordered from least to greatest? 8. Choose the standard form.

a. 3.47260; 0.304726; 0.034726 104 a. 10,000
b. 0.015708; 0.105708; 1.572 b. 100,000
c. 0.094768; 9.47680; 0.904768 c. 1,000,000
d. none of these d. 10,000,000

3. Estimate. Use front-end estimation. 9. Name the place of the underlined digit.
34,929 3,821.003046
16,815
a. 60,000 a. thousandths
 49,320
b. 70,000 b. ten thousandths
c. 90,000 c. hundred thousandths
d. 100,000 d. millionths

4. Choose the standard form. 10. Choose the standard form.

43
(5
102)  (2
101)  (3
102)
a. 12 a. 502.03
b. 16 b. 502.3
c. 32 c. 520.03
d. 64 d. 520.3

5. Choose the correct value for the evaluated 11. Choose the correct standard form.
expression.
29.8  p, when p  3.6 6.24
105
a. 26 a. 6240
b. 26.2 b. 62,400
c. 26.4 c. 624,000
d. 33.4 d. none of these

6. Subtract. 12. Choose the standard form.

5,003,208  611,019 (4
107)  (9
105)  (7
102)
a. 5,614,227 a. 4,900,700
b. 5,492,299 b. 40,900,700
c. 4,492,289 c. 400,900,700
d. 4,392,189 d. none of these

Chapter 2 85
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13. Add. 18. Which statement is true?

$16.25
$220.86
$3
a. $236.04 a. 100  48  10  480
b. $237.14 b. 315  10  3.15  1000
c. $239.01 c. 56  10  560  100
d. $240.11 d. 800  40  8  400

14. Choose the related algebraic expression. 19. Round 9.602 to its greatest place.
67 less than a number
a. 67
m a. 9.0
b. 67  m b. 9.6
c. m  67 c. 10.0
d. none of these d. 10.6

15. Choose the correct standard form. 20. Choose the correct value for the
two trillion, fifty million, three hundred one evaluated expression.
8.06  c, when c  0.052
a. 2,000,050,000,301 a. 0.754
b. 2,050,000,301 b. 0.854
c. 2,000,050,301 c. 8.008
d. none of these d. 8.112

16. Multiply. 21. Estimate. Use front-end estimation with

adjustments.
500  8000
a. 40,000 2.111 a. 13
b. 400,000 2.652 b. 14
c. 4,000,000
9.370 c. 15
d. 40,000,000 d. 16

17. Which has an estimated product 22. Which correctly expresses the number below
of 36,000? in scientific notation?
4,070,000
a. 87  42 a. 4.7  107
b. 856  399 b. 4.07  106
c. 917  481 c. 4.07  105
d. 873  39 d. 4.07  104

Explain how you solved each problem. Show all of your work.
23. José purchased a shirt for $37.85, a coat 24. Mary Ann borrowed $62.45 from Karen. She
for $84.99, and a pair of pants for $39.75. paid back $40.00, but borrowed $16.00 more.
He also bought two packages of socks for When she was paid, she gave Karen $35.00.
$3.87 each. How much did he spend in all? How much does Mary Ann still owe?

86 Chapter 2
8206-2_087 11/4/05 7:06 PM Page 87

In this chapter you will:

Learn about short division
Discover patterns in division
Estimate and find quotients
Evaluate multiplication and division expressions
Solve problems by interpreting the remainder

Critical Thinking/Finding Together

The tenth term in a sequence is
1004.58. If the pattern rule is

100,  10, ...,
what is the first term?

A Dividend Opinion
Said the Aliquant to the Aliquot,
“You’re all used up, and I am not.”
“Used up?” said the Aliquot. “Not a bit.
I happen to be a perfect fit.
You’re a raveled thread. A wrong number.
You’re about as useful as scrap lumber.
I slip into place like a mitered joint.
You hang out over your decimal point
Like a monkey asquat in a cuckoo’s nest
With your tail adangle, self-impressed
By the way you twitch the thing about.
Stuck up about nothing but sticking out,
If I’m used up, you will discover
You’re no fresh start. You’re just left over
From nothing anyone would want,”
Said the Aliquot to the Aliquant.
John Ciardi Chapter 3 87
8206-2_088-089 10/7/07 10:53 AM Page 88

Update your skills. See page 3.

3-1 Short Division

Leilani’s sister saved the same amount
of money each month for 9 months for a
vacation. The vacation cost $1908.
How much did she save each month?

To find the amount she saved each

month, n, divide: $1908  9  n.

You can use short division to divide

mentally by a one-digit divisor.
Division Steps
0$ 2 0$ 2 1 0$ 2 1 2 1. Estimate.

9
$ 1
91
0
8 
9
$ 1
9 0
1 1
8 
9
$ 1
9 0
1 1
8 2. Divide.
3. Multiply.
02  .9.  18 01  .9.  9 02  .9.  18 4. Subtract and
19  18  1 10  .9.  1 18  18  0 compare.
5. Bring down
and repeat.
Leilani’s sister saved $212 each month.

Remember:
A number is divisible by:
To predict if a quotient has • 2 if it is an even number.
a remainder, you can use • 3 if the sum of its digits is divisible by 3.
divisibility rules. • 5 if its last digit is a 0 or a 5.

153,278  2 59,679  5 69,123  3

153,278 is an 59,679 does not 69,123

even number. have 0 or 5 as 6
9
1
2
3  21;
no remainder its last digit. 21  3  7
has a remainder no remainder

7 6, 6 3 9 1 1, 9 3 5 R4 2 3, 0 4 1
5
2
1 3
1
,
1
7
2 8
1
 9
5
5 7
,4 6 19
2
 9
3
6  2
,1 1
3


88 Chapter 3 2.0
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Divide using short division.

1
1. 3
8,9
93
 4
2. 6
8,1
74
 9
3. 5
40
,1
35
 1
4. 7
35
,7
14


5. 688,932
4 6. 912,848
8 7. 2,496,598
2 8. 6,975,687
3

Predict if the quotient has a remainder. Explain why

or why not. Then divide to check your prediction.

0
9. 5
59
,8
45
 8
10. 3
6,7
34
 4
11. 2
19
,5
68
 1
12. 3
70
,6
25


Find each quotient by short division. Use R to write remainders.

Check by multiplying the divisor and the quotient
and then adding the remainder.

3
13. 4
17
,9
73
 3
14. 9
86
,1
38
 3
15. 5
19
,8
64
 8
16. 7
10
,5
23


17. $8157.75
5 18. $644.68
4 19. 36,570
7 20. 19,580
6

Write the divisor. Use divisibility rules to help you.

2891 1966 7,489 R3 7,915 R7
7
21. ?
58
2
 8
22. ?
5 
98 7
23. ?
6,4
04
 3
24. ?
6,3
27


25. A manufacturer has 368,536 bottles 26. Air Ways shipped 20,799 radios. The
to pack into 8-bottle cartons. Will radios were packed 9 to a box. Will
46,065 cartons be enough to pack 2311 boxes be enough to pack all
all the bottles? Explain. the radios? Explain.

You can divide by powers and by multiples of 10 mentally.

27. Copy and complete the division patterns below.
Write a rule that tells how to divide by a power of 10
and a rule that tells how to divide by a multiple of 10.

34,000
1  34,000 40,000
5  8,000

34,000
10  ? 40,000
50  800
34,000
100  ? 40,000
500  ?
34,000
1000  34 40,000
5000  ?

Chapter 3 89
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3-2 Estimate Quotients

There are 1895 students and teachers in the
district going by bus to the science fair. The
district is renting buses that hold 48 people each.
About how many buses are needed?

To find about how many buses are needed,

estimate: 1895
48.

One way to estimate the quotient of two numbers

is to use compatible numbers.

Write the nearest compatible whole

Two numbers are
numbers for the dividend and the divisor.
compatible numbers
when one number divides

Divide.
the other evenly.
1895
48 2000
50  40

about about 2000 and 50 are compatible numbers.

2000 50 They are easy to divide mentally.

About 40 buses are needed.

Study these examples.

To make compatible To make compatible

numbers, you can change numbers, you can
both the dividend and the change just the dividend
divisor. (or just the divisor).

30 $ 1,000
7
893
2,0
56
 7
900
2,0
00 4
420
$1
5
,7
86
 4
420
$2
0
,0
00


7
893
2,0
56
  30 4
420
$1
5
,7
86
  $1000

“is approximately equal to”

90 Chapter 3
8206-2_090-091 11/4/05 7:09 PM Page 91

Estimate the quotient. Use compatible numbers.

1. 2164
43 2. 5838
28 3. 7842
37

4. 3984
19 5. 82,461
41 6. $51,206
53

7. 13,642
206 8. 85,136
409 9. $485,725
520

10. 672,385
710 11. 879,500
425 12. $972,360
325

Choose the best estimate.

9
13. 32
24
0
 ? a. 1 b. 10 c. 100 d. 1000

2
14. 19
64
8
 ? a. 3 b. 30 c. 300 d. 3000

8
15. 210
30
,4
93
 ? a. 2 b. 20 c. 200 d. 2000

9
16. 389
72
,4
32
 ? a. 2 b. 20 c. 200 d. 2000

17. A truck driver drove 5845 miles in 19 days.

Did he average more than 250 miles a day?
How do you know?

18. Sheila’s company mails 3580 advertising flyers

in 25 days. Do the mailings average more than
200 flyers per day? How do you know?

19. The mileage on Michael’s new car is 686 miles.

The mileage on his sister’s car is 45,650. About
how many times greater is the mileage on her car?

Estimate by rounding. Then find the product.

20. 54  426 21. 76  549 22. 65  5305 23. 48  4017

24. 630  4454 25. 801  7182 26. 420  $17.82 27. 350  $24.37

Chapter 3 91
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Update your skills. See pages 10–11.

3-3 Divide Whole Numbers

Alaska has 33,904 miles of shoreline.
Connecticut has 618 miles of shoreline.
How many times the length of Connecticut’s
shoreline is Alaska’s?

To find how many times the length, n,

divide: 33,904
618  n.

First estimate by using compatible numbers:

30,000
600  50.
Then divide.
Think
Decide where 3
618
3,9
04
 618  339 Not enough hundreds
to begin the
quotient. 3
618
3,9
04
 618  3390 Enough tens

The quotient begins in the tens place.

Divide the tens. Divide the ones. Check.

5 5 4 R532  0 0,6 1 8
,9
6 1 8
3 304 6 1 8
3
,9
304 0  0 0,5 4
 3 0,9 0  3 0,9 0  0 2,4 7 2
 0 3,0 0  0 3,0 0 4  3 0,9 0
0  2,4 7 2  3 3,3 7 2
0  0,5 3 2  0 0,5 3 2
 3 3,9 0 4
Think
Alaska’s shoreline is about 55 times 54 R532 is close to
the length of Connecticut’s shoreline. the estimate of 50.

Sometimes you need to write one or more zeros in the quotient.

0 0 2 0 R13 0 3,0 0 1 R5

5 3
1 073 3 3
9
,0
9 38
1 0 6 Write zero in 9 9 Write two zeros
0 0 1 3 the quotient.  0 0,0 3 8 in the quotient.
0 0,0 3 3
53  13  0 0,0 0 5

92 Chapter 3 2.0
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Estimate by using compatible numbers. Then find each quotient.

6
1. 52
63
8
 7
2. 34
57
7
 6
3. 15
13
4
 0
4. 40
26
0


5. 36,389
82 6. 30,139
93 7. 25,297
84 8. 72,072
72

9. 86,129
43 10. 36,408
912 11. 2710
759 12. 88,408
514

Find the value of the variable.

13. n  28,671
57 14. d  14,558
29 15. 504,144
36  m

16. 696,024
24  a 17. c  400,458
186 18. b  681,042
223

Use the table to find the number of carats in each gem. (1 carat  20 centigrams)
19. Cut diamond Gem Mass (in centigrams)
20. Ruby Cut diamond 10 600
Ruby 170 000
21. Emerald
Emerald (single crystal) 140 500
22. Sapphire Sapphire (carved) 46 040
23. Opal Opal 527 000

24. Arizona’s land area is 113,642 square 25. Kansas’s land area is 81,823 square
miles and its water area is 364 square miles and its water area is 459 square
miles. How many times greater is the miles. How many times greater is the
land area than the water area? land area than the water area?

26. On planet NO-LEAP, each year has exactly 365 days.

EU-2’s father is 14,977 days old. How many days ago
was his birthday? (Hint: 14,977
365  ? years ? days)

Use each statement and the numbers in the box 133, 1, 0, 133, 4056
to write number sentences. Tell whether the
statement is always, sometimes, or never true
for all the given numbers.
27. The sum is zero. 28. The quotient is zero.

29. The difference is zero. 30. The sum is greater than or equal to 0.

Chapter 3 93
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3-4 Divide Decimals by 10, 100, and 1000

Eddie divided six decimals by 10, 100, and 1000 and discovered
some patterns.
637.4
0010  63.74 53.8
0010  5.38 8.7
0010  0.87
637.4
0100  06.374 53.8
0100  0.538 8.7
0100  0.087
637.4
1000  00.6374 53.8
1000  0.0538 8.7
1000  0.0087

21.76
0010  2.176 6.15
0010  0.615 0.47
0010  0.047

21.76
0100  0.2176 6.15
0100  0.0615 0.47
0100  0.0047
21.76
1000  0.02176 6.15
1000  0.00615 0.47
1000  0.00047

He used these patterns to help him divide by 10, 100, and 1000.

To divide a decimal by 10, 100, or 1000:

Count the number of zeros in the divisor.

Move the decimal point to the left one place

in the dividend for each zero in the divisor.

Write zeros in the quotient as needed.

Study these examples.

6 8.4
1 0  6.8 4 1 zero: Move 1 place to the left.

2 6 8.7
1 0 0  2.6 8 7 2 zeros: Move 2 places to the left.

0 3 2.5
1 0 0 0  0.0 3 2 5 3 zeros: Move 3 places to the left.

Write 1 zero as a placeholder.

3 zeros: Move 3 places to the left.

0 0 1.8 2
1 0 0 0  0.0 0 1 8 2
Write 2 zeros as placeholders.

Find the quotients. Use the patterns.

1. 8329
10 2. 724.8
10 3. 56.39
10 4. 2.8
10
8329
100 724.8
100 56.39
100 2.8
100
8329
1000 724.8
1000 56.39
1000 2.8
1000

5. 4.27
10 6. 8.1
10 7. 0.6
10 8. 0.18
10

4.27
100 8.1
100 0.6
100 0.18
100
4.27
1000 8.1
1000 0.6
1000 0.18
1000

94 Chapter 3 2.0
8206-2_094-095 11/4/05 7:12 PM Page 95

Divide.
9. 0.02
100 10. 0.105
10 11. 30.8
100 12. 9.9
10

13. 849
1000 14. 3.9
100 15. 0.63
10 16. 0.17
100

17. 0.245
100 18. 5.628
1000 19. 9
1000 20. 19.95
10

Find the value of the variable.

21. 4.07
n  0.0407 22. 0.18
m  0.018 23. 22.8
x  0.0228

24. a
100  56.7 25. d
10  0.07 26. y
1000  0.05

Scientific Notation of Decimals Between 0 and 1

Scientific notation can be used to rename The scientific notation of a
decimals that are between 0 and 1. Negative number is a product of two
exponents are used for the powers of 10. factors:
6.4 1 • One factor is greater than or
0.00064    6.4    6.4  104 equal to 1, but less than 10.
10,000 10,000 • The other factor is a power
of 10 in exponent form.
4 zeros

Write 0.00064 in scientific notation.

To write a decimal between 0 and 1 in scientific notation:
• Write the first factor by placing the decimal 0.00064 6.4
point to the right of the first nonzero digit.
• Count the number of places the decimal point 0 . 0 0 0 6 . 4  6.4  104
was moved to the right and use this number
as the negative exponent of the power of 10.
4 places
In scientific notation, 0.00064  6.4  104.

Write in scientific notation.

27. 0.015 28. 0.0000086 29. 0.00000079 30. 0.000124

31. 0.0069 32. 0.0000000147 33. 0.000000009 34. 0.0000716

35. Mike divided 815.6 m of fencing 36. A wasp has a mass of 0.005 mg.
into 100 equal sections. How long Rename this mass in kilograms using
is each section? scientific notation.

Chapter 3 95
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3-5 Divide Decimals by Whole Numbers

Elena and five of her friends went out
for pizza. The total bill was $18.66.
They shared the bill equally. How much
did each person pay?

To find the amount each person paid, n,

divide: $18.66
6  n.

First estimate by using compatible numbers,

$18
6  $3. Then divide.

To divide a decimal by a whole number:

Write the decimal point in the Divide as you

quotient directly above the would with whole
decimal point in the dividend. numbers. Check.

. $ 3.1 1 0 $ 3.1 1

6
$ 1.6
8 6 6
$
1.6
8 6  6
1 8 $ 1 8.6 6
0 0 6
0 0 6
0 0 0 6 Write the
0 0 0 6 dollar sign
0 0 0 0 in the quotient.

Think
Each person paid $3.11. $3.11 is close to the estimate of $3.

Study these examples.

2.1 9 .. 0.3 7 Short Division
4
8
.76 
2 6
9 .6
2
8 6 6 . 7 8 6 0.4 8.

3
1
.4
2
0 7 6 . 1 8 2 4
4 6 . 1 8 2
3 6 . 0
3 6 .

0 .

96 Chapter 3 2.0
8206-2_096-097 11/4/05 7:13 PM Page 97

Divide and check.

1. 67.2
6 2. 7.5
3 3. 49.32
9 4. 0.95
5

5. 21.60
15 6. 13.2
22 7. 0.784
7 8. 8.792
4

9. 62.1
3 10. 9.520
7 11. $77.20
8 12. 0.732
6

9
13. 5
9.5
 3
14. 6
15
.6
 1
15. 7
$7
.8
5 1
16. 8
4.5
2

3
17. 12
$4
.8
0 4
18. 42
39
.4
4 .8
19. 4
064
4
 .8
20. 5
032
5


.9
21. 2
031
4
 5
22. 5
$0
.2
5 .7
23. 3
032
 2
24. 4
$4
.1
2

4
25. 6
1.1
0 .1
26. 3
007
7
 .0
27. 8
016
 .8
28. 6
736


Compare. Write ,
, or .
29. 0.57
30 ? 0.57
3 30. 92.4
6 ? 9.24
6

8
31. 4
4 ? 4
4
.8
 .0
32. 5
015
 ? 5
0
.1
5

33. If 6 packages weigh 0.936 lb, 34. Mary spent $.96 for 8 m
what does 1 package weigh? of ribbon. What does 1 m
What do 12 packages weigh? of ribbon cost?

35. Irma wants to divide a bill of 36. Mr. Clark traveled 456.4 km in 14 days.
$48.24 equally among 8 people. If he traveled the same distance each
How much should each person pay? day, how far did he travel each day?

37. Ray has 1.92 m of copper tubing 38. A large carton of books weighs 34.5 lb
that he cuts into 4 equal pieces. How and is three times the weight of a
long is each piece? smaller carton. How much does the
smaller carton weigh?

Find the mean (average) of each set of numbers.

39. 6.8, 4.9, 5.5, 7.2 40. $35.92, $37.16, $39, $33.95, $40.02

41. 0.099, 0.2, 0.089, 0.12, 0.092, 0.108 42. 4.8, 5, 4.5, 5.1, 4.75, 4.6, 5.25, 4.2, 4.1

Chapter 3 97
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3-6 Patterns with Tenths, Hundredths,

Thousandths
Mario used these patterns for dividing numbers
by 0.1, 0.01, and 0.001 to find the number of
tenths, hundredths, and thousandths in a
whole number or decimal.

34
000.1  340 631.8
000.1  6318

34
00.01  3400 631.8
00.01  63,180
34
0.001  34,000 631.8
0.001  631,800

To divide by 0.1, 0.01, or 0.001:

Count the number of decimal places in the divisor.

Move the decimal point to the right one place in

the dividend for each decimal place in the divisor.

Write zeros in the quotient as needed.

Study these examples.

4.3 6
0 . 1  4 3.6 1 decimal place in the divisor
Move 1 place to the right.

4.3 6
0 . 0 1  4 3 6 2 decimal places in the divisor

Move 2 places to the right.

4.3 6 0
0 . 0 0 1  4 3 6 0 3 decimal places in the divisor

Move 3 places to the right.
Write 1 zero.

When you divide by 0.1, 0.01, or 0.001, the quotient increases

as the divisor decreases.

Find the quotients. Use the patterns.

1. 16
0.1 2. 329
0.1 3. 5.8
0.1 4. 27.6
0.1
16
0.01 329
0.01 5.8
0.01 27.6
0.01
16
0.001 329
0.001 5.8
0.001 27.6
0.001

98 Chapter 3 2.0
8206-2_098-099 11/4/05 7:15 PM Page 99

Divide.
5. 237
0.1 6. 157.5
0.1 7. 42.23
0.1 8. 27.16
0.01

9. 82.06
0.01 10. 784.19
0.01 11. 2.5
0.001 12. 0.8
0.001

13. 0.72
0.1 14. 0.9
0.01 15. 188
0.001 16. 427.01
0.01

17. 56.56
0.01 18. 0.88
0.1 19. 1.56
0.01 20. 1
0.001

Compare. Write ,, 5, or ..
21. 12.9
0.01 ? 12.9
0.001 22. 15.4
0.01 ? 15.4
0.1

23. 5.9
0.01 ? 59
0.01 24. 6.2
0.01 ? 62
0.1

25. How many dimes are in $18.60? 26. How many pennies are in $56?

27. Compare the patterns in the first two columns below. Then
compare the patterns in the last two columns. Summarize your
findings in your Math Journal.

0.63  1000  630 0.63
1000  0.00063 0.63
3000  0.00021

0.63  100  63 0.63
100  0.0063 0.63
300  0.0021
0.63  10  6.3 0.63
10  0.063 0.63
30  0.021
0.63  1  0.63 0.63
1  0.63 0.63
3  0.21
0.63  0.1  0.063 0.63
0.1  6.3 0.63
0.3  2.1
0.63  0.01  0.0063 0.63
0.01  63 0.63
0.03  21
0.63  0.001  0.00063 0.63
0.001  630 0.63
0.003  210

28. Find the value of each variable. Use the patterns in exercise 27 to help you.
a. 0.6  a  0.006 b. 44
m  4400 c. 7.6
c  3800

d. 5.42  t  542 e. 3.16
n  0.316 f. 2.05
w  41

g. 1.14  b  0.00114 h. 0.216  r  0.00216 i. 10.2
s  0.34

Chapter 3 99
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3-7 Estimate Decimal Quotients

The fabric Hannah needs costs $4.65 per yard.
She has $23.50. About how many yards of
fabric can she buy?

To find about how many yards Hannah

can buy, estimate: $23.50
$4.65.

Use compatible numbers to estimate the quotient

of two decimals (or two money amounts):

Write the nearest compatible whole $23.50 $24

numbers for the dividend and the divisor. 0$4.65 0$4

Divide. $24
$4  6

She can buy about 6 yards of fabric.

Compare the dividend and the divisor to help

estimate a quotient if it is greater than or less than 1.

Dividend  Divisor Quotient  1

Think
8
0.16 8  0.16 8
0.16  1

Dividend  Divisor Quotient  1

Think
0.16
8 0.16  8 0.16
8  1

Estimate to place the decimal point in the quotient.

1. 29.52
7.2  41 2. 18.7
5.5  34 3. 49.6
8  62

4. 38.13
15.5  246 5. 40.18
19.6  205 6. 225.15
7.5  3002

7. 396.5
12.2  325 8. 9.21
7.5  1228 9. $37.75
5  $755

100 Chapter 3
8206-2_101 11/4/05 7:18 PM Page 101

Estimate each quotient. Use compatible numbers.

10. 41.9
8.6 11. 54.3
9.3 12. 47.17
6.88

13. 358.8
5.99 14. 225.741
6.8 15. 182.827
3.5

16. 505.905
52.7 17. 798.238
68.4 18. 328
15.9

19. 885
30.9 20. $63.28
4.4 21. $596.78
$9.50

Compare. Write ,,
, or . .
22. 8
9 ? 1 23. 27.6
7.4 ? 1 24. 14.9
8.7 ? 1

25. 6.8
18.9 ? 1 26. 1 ? 0.7
5.88 27. 1 ? 41.1
0.999

28. 1 ? 1.28
3.01 29. 1 ? 12.1
0.894 30. 1
0.1 ? 1

Three Ways to Estimate Quotients

Front End Compatible Numbers Rounding
35.5
3.6 35.5
3.6 35.5
3.6
30
3  10 40
4  10 36
4  9

Estimate each quotient to complete the table.

Compatible
Front End Rounding
Numbers
31. $225.50
15.8 ? ? ?
32. 152.8
6.7 ? ? ?
33. 60
5.8 ? ? ?

34. Which method seems to give the most accurate estimate

in each of exercises 31–33?

35. The closest estimate of 36. The closest estimate of

36.142
8.95 is ? . $464.36
$9.25 is ? .

A4 B 0.4 C 0.04 D 0.004 A 0.5 B 5 C 50 D 500

Chapter 3 101
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3-8 Decimal Divisors

Mrs. Martinez is shingling the roof of
her house. Each shingle is 0.2 m wide.
If the roof is 8.46 m wide, how many
shingles can she put in each row?

To find the number of shingles, n,

divide: 8.46
0.2  n.

First estimate by using front-end estimation:

8
0.2  40.
Then divide.

To divide by a decimal:

Move the decimal point in the divisor 0.2
8
.4
6
to form a whole-number divisor. Then
move the decimal point in the dividend
to the right the same number of places.
4 2.3

Place the decimal point in the quotient .6
2
8 4
and then divide.

Check by multiplying. 4 2.3

 4 0.2
8.4 6
Think
Each row will have 42.3 shingles. 42.3 is close to the estimate of 40.

Study these examples. Remember: The divisor must always

be a whole number.

2 2 2 0.5 3 1 6 6

2.4
1 .2
72 2 4
1
.7
22 0.0 2 7
0
.1
62 2 7
1
6
2
1 2 0 1 6 2
2 2 7 2 6 6 0
Move the decimal 2 2 7 2 Move the decimal
points one place 2 2 7 0 points three places
to the right. to the right.

102 Chapter 3 2.0

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Move the decimal points in the divisor and in the dividend.

Then write the decimal point in the quotient.
0 2 8 1 0 0 0 0 9 2 0 0 003 1 1

1. 2.3
6 .4
63 2. 0.1 9
0
.1
74
8 3. 0.9 2
2
.8
61
2

0 6 0 3 0 0 0 0 0 8 5 0 0 0 0 0 0 1 2

4. 0.8
4 .8
24 5. 0.0 1 1
0
.0
93
5 6. 0.0 1 2
0
.0
01
44

0 0 0 0 3 0 0 0 0 2 0 0 0 0 0 0 0 6

7. 1.5
0 .0
045 8. 0.1 8
0
.0
36 9. 0.0 2 4
0
.0
01
44

Divide and check.

.5
10. 0.5
75 .6
11. 0.6
96 .7
12. 0.4
06 .6
13. 0.7
81

14. 92.4
0.4 15. 6.3
0.3 16. 257.2
0.4 17. 0.96
0.8

18. 2.214
0.9 19. 0.084
0.3 20. 555.6
0.6 21. 391.2
0.4

.3
22. 0.28
496
 .7
23. 0.75
072
5
 .5
24. 0.07
302
8
 .9
25. 0.08
121
6


26. 6.9
2.3 27. 8.93
4.7 28. 0.78
0.26 29. 0.014
0.07

30. Mike is tiling a floor. If each tile is 31. Carlos cut a 25.8-ft length of
0.3 m wide and the floor is 5.4 m wide, rope into 0.6-ft segments.
how many tiles will fit in each row? How many segments did he cut?

32. The perimeter of a square 33. Yvette grew 13.68 in. in 12 months.
floor is 48.8 ft. How long On the average, how many
is each side? inches did she grow per month?

Complete the pattern to find each quotient.

Think
24
3  8 34. 24
0.3  ? 24
0.03  ? 24
0.003  ? .

Think
42
6  7 35. 42
0.6  ? 42
0.06  ? 42
0.006  ? .

Chapter 3 103
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3-9 Zeros in Division

Erin used 8.75 gal of gasoline to drive her car
210 mi. How many miles per gallon of gasoline
did her car get?

To find the miles per gallon, n,

divide: 210
8.75  n.

First estimate by using front-end estimation,

200
8  25. Then divide.

It is sometimes necessary to write one or more zeros

as placeholders in the dividend to complete the division.
0 0 0 2 4
8.7 5
21.
0 8.7 5
2
1.0
0 0 8 7 5
2
1
000
0 1 7 5 0
0 0 3 5 0 0
Place a decimal Move decimal points 0 0 3 5 0 0
point after 210. 2 places to the right. 0 0 0 0 0 0
Write 2 zeros as
placeholders.

Think
Erin’s car got 24 miles per gallon. 24 is close to the estimate of 25.

If needed, write one or more zeros in the quotient

to show the correct place value.

00.0.0 3 0.0 0 3

4.7
0 .1
41 Write 1 zero 5 9
0
.1
77 Write 2 zeros
in the quotient. 1 7 7 in the quotient.
1 4 1
0 0 0 0 0
0

Study this example.

0.0 4 8 Write a zero.

0.5
0 .0
24 
5
0 .2
40 Write a zero. Check.
2 0 Multiply:
0 4 0 0.5  0.048  0.024
0 4 0
0 0 0

104 Chapter 3 2.0

8206-2_104-105 11/4/05 7:21 PM Page 105

Divide. When needed, write zeros as placeholders in the dividend.

.2
1. 0.4
0 .7
2. 0.5
0 .5
3. 0.8
0 .3
4. 1.5
0


5. 0.8
1 
6. 0.4
9 
7. 2.5
6 
8. 1.2
3

.7
9. 0.05
0 .4
10. 0.32
0 .7
11. 0.08
0 6
12. 0.08
1


13. 6
3 
14. 8
4 .0
15. 0.2
03 .6
16. 2.4
0

17. 0.7
1.4 18. 0.3
2 19. 0.03
0.025 20. 0.8
0.032

Divide. Write zeros in the quotient as needed.

.1
21. 5
05 .3
22. 4
06 .1
23. 8
068
 .8
24. 80
0

.8
25. 2.1
061
 .3
26. 6.2
072
 .0
27. 2.1
063
 .0
28. 0.6
036


.0
29. 7
035
 .4
30. 9
014
 .8
31. 2
102
 .0
32. 9
099


.0
33. 9.8
019
6
 .0
34. 0.8
032
8
 .0
35. 3.1
027
9
 .0
36. 0.71
014
2


37. 0.405
0.5 38. 0.352
0.4 39. 0.00092
0.4 40. 0.00042
0.4

41. 0.702
9 42. 0.0096
3 43. 4.32
6 44. 2.62
8

45. Forty laps around a track equal 46. A wheel makes 1 turn in 0.7 second.
2.5 km. How far is 1 lap around What part of a turn can it make in
the track? 0.35 second?

47. Melons cost $.56 per pound. 48. A can of juice costs $.48.
How many pounds can be bought How many cans can be
with $5.60? bought with $12?

49. A greyhound runs at a speed of 50. A baseball card is 0.65 mm

39.35 miles per hour. How far thick. What is the thickness
will the greyhound run in of 20 baseball cards?
0.25 hour? of 100 baseball cards?

51. Melinda bought 3.2 lb of cherries for $2.88. Cody paid

$3.78 for 4.5 lb of cherries. Who paid more per pound?
How much more?

Chapter 3 105
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3-10 Multiplication and Division Expressions

Linda washes dogs to earn extra money on weekends.
She spends 30 minutes on each dog. If she washes
5 dogs on Saturday, write an expression for the total
number of minutes she spends washing the dogs.

30
5 30 • 5 30(5)

multiplication expression

Write an expression for the total number of minutes

Linda spends washing d dogs on Sunday.
Algebraic expressions involving
30
d 30 • d 30(d ) 30d multiplication commonly omit
the multiplication sign.
multiplication expression 30
d 30d

Each of the expressions above can be read as:

30 times d d multiplied by 30
the product of 30 and d

Linda will spend 280 minutes washing dogs 280  20 280

next weekend. If she spends 20 minutes 20
per dog, write an expression for the number
of dogs she will wash.
division expression

Write an expression for the number of dogs 280  m 280

Linda will wash if she spends m minutes m
per dog.
division expression

Each of the expressions above can be read as:

280 divided by m the quotient of 280 and m
the result of dividing 280 by m

106 Chapter 3
8206-2_106-107 11/4/05 7:22 PM Page 107

Write each word phrase as a numerical expression.

1. eight times four 2. the product of two and 15

3. 27 divided by three 4. the quotient of 81 and nine

Write each word phrase as an algebraic expression. Use x as a variable.

5. the product of 37 and a number 6. a number divided by 12

7. six times a number 8. a number multiplied by 29

9. a number divided by ten 10. 30.5 divided by a number

11. the quotient of 621 and a number 12. a number times 45

Write each mathematical expression as a word phrase.

13. 98
45 14. 62.5  25 15. 45 • h
35
16. 7 17. m  65 18. 35  18.3
69
19. 81f 20. s 21. 8.92(y)

Write an expression for each situation.

22. Steve has 8 CD cases. He puts 23. Jane buys packages of 8 hot dogs for
12 CDs in each case. How many a cookout. She buys p packages in
CDs in all does Steve have? all. How many hot dogs does she buy?

24. Eric buys 20 pounds of dog food. He 25. Sela ran 13.5 miles in d days. She ran
places an equal amount of food into the same distance each day. How far
each of 5 containers. How many pounds did she run each day?
of dog food are in each container?

The table shows the number of rows of Number of Rows

strawberries that Osvaldo can pick per hour. Hours Picked
26. Let t stand for the number of hours worked. 1 2
Write an expression for the number of rows picked. 2 4
27. Let r stand for the number of rows picked. 3 6
Write an expression for the number of hours worked. 4 8
28. Explain in your Math Journal how
the expressions you wrote are related.

Chapter 3 107
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3-11 Evaluate Multiplication and

Division Expressions
A train travels at an average rate of 130
miles per hour. After a number of hours,
the train reaches its destination. How many
miles does the train travel in 2.5 hours?
To find how many miles, write the
expression:
Let h represent the number
130h
of hours traveled.

Then evaluate 130h, when h  2.5 hours. Evaluate means find the value.

To evaluate an algebraic expression:

• Substitute the given number
for the variable. 130h  130 • 2.5
• Simplify to find the value  325 value of the expression
of the expression.

The train travels 325 miles in 2.5 hours at 130 miles per hour.

Study these examples.

Evaluate each expression for the value given.
w  20, when w  $500 8a
n, when a  1.5 and n  4
w  20 Replace w with $500. 8a
n Replace a with 1.5 and n with 4.
$500  20 Divide. 8
1.5
4 Multiply.

$25 48

Evaluate each expression.

1. 26 • 2010 2. 0.25
8
30.4 3. 4.2n, for n  20

4. 33t, for t  1.3 5. 0.5r, for r  6000 6. 345  f, for f  15

x
7. 7568 8. 8.4 , for q  1.2 9. 0.07 , for x  2.94
16 q
10. n  160, for n  2992 11. 2 • y • 6, for y  0.1 12. a(2.1 • 0.02), for a  40

108 Chapter 3 1.1

8206-2_108-109 11/4/05 7:24 PM Page 109

Evaluate each algebraic expression for c 5 0.4 and d 5 200.

Remember to work from left to right.
13. d
6  30 14. d
c  200 15. 36
c  d

16. 35  c  500 17. 10
c  d 18. d  1500
c

19. d
20  c 20. cd  12 21. cd
8

22. (d  4)
c 23. 8d  100c 24. 300c
d

Write and evaluate an expression for each situation.

25. Lois spent x dollars on 12 books. 26. Leah spent three times the amount
Each book cost the same amount. Damean spent on CDs. Damean
How much did Lois spend on each spent $33.87. How much did
book, if she spent a total of $143.88? Leah spend on CDs?

27. Let y represent the number of 28. Kristy found the total weight
miles Mandi jogged each of some packages to be 1.926
week. Brittany jogged double kilograms. Each package weighed
the amount Mandi jogged. the same amount. If there were 6
How many miles did Brittany packages, what did each weigh?
jog, if Mandi jogged 6.8 miles?

29. Nina meets her friends for lunch. The bill was $40.24 and
they left an $8 tip. How much did each of the eight friends
pay if they shared the bill equally?

Evaluate each algebraic expression for

c
1000, d
2000, g
0.001, and h
0.009.
30. c times d 31. d divided by c 32. h divided by g

33. the product of d and g 34. d minus c 35. h added to g

36. h multiplied by d 37. h divided by c 38. g times h

39. d more than c 40. g less than h 41. the quotient of d and g

Chapter 3 109
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Update your skills. See page 2.

3-12 Round Quotients

Mei bought 6 containers of apple juice
for $1.90. To the nearest cent, what
is the cost of each container of juice?

To find the cost of each container, n,

divide: $1.90
6  n.

First estimate by using compatible numbers:

$1.80
6  $.30. Then divide.
Rules for Rounding:
• Look at the digit to the
Sometimes the division results in a remainder, right of the place to which
no matter how many zeros are written in the you are rounding.
dividend. You can round these quotients. In this
• If the digit is less than 5,
case, the quotient is rounded to the nearest
round down. If the digit
cent (hundredths place). is 5 or greater, round up.

$ .3 1 6 Divide to the thousandths $.316

.9
6
$ 1 00 place. Write 1 zero.
1 8 $.32
0 1 0 Think
0  06 $ .316666... 65
0 0 4 0 1
6
$.9
00
0
0
0
 Round up to $.32
0 0 3 6
0 0 0 4

To the nearest cent, each container of juice costs $.32.

Study these examples.

Round to the nearest tenth: Round to the nearest thousandth:

7
3. 0.42
0.19.

2.3 3 Divide to hundredths. 0 0 0 0 2.2 1 0 5 Divide to


3
7 .0
0 Write 2 zeros. 0.1 9
0
.4
20000 ten thousandths.
Write 4 zeros.

3  5 Round down. 7
3  2.3 5  5 Round up. 0.42
0.19  2.211

110 Chapter 3 2.0

8206-2_110-111 11/4/05 7:25 PM Page 111

Divide. Round to the nearest tenth.


1. 6
8 
2. 17
6 0
3. 9.2
2 5
4. 6.5
1

.4
5. 2.3
0 .1
6. 0.9
2 .5
7. 3.1
6 .8
8. 0.3
0

.8
9. 0.4
05 .2
10. 0.4
13 .1
11. 0.03
01 .6
12. 0.09
01

Divide. Round to the nearest hundredth or nearest cent.


13. 6
5 2
14. 3
2 .2
15. 7
9 .5
16. 4
1

.5
17. 1.1
4 .4
18. 1.5
0 .1
19. 3.3
8 .5
20. 0.7
4

.1
21. 0.06
7 .3
22. 0.07
9 .5
23. 0.7
08 .7
24. 0.3
01

1
25. 8
$.2
4 8
26. 6
$.2
3 1
27. 2
$.1
1 5
28. 3
$.1
9

Divide. Round to the nearest thousandth.

.4
29. 6
0 .7
30. 8
23 .0
31. 3
755
 .5
32. 27
078


.6
33. 0.3
01 8
34. 9.5
10
8
 3
35. 2.3
27
 .4
36. 0.07
0

37. A 32-oz box of cereal sells for $1.89. To the nearest cent,
what is the price per ounce?

38. Juan can climb 3.7 km in 4 hours. To the nearest hundredth

of a kilometer, how far can he climb in an hour?

39. Edna can run 5.5 km in 26 minutes. To the nearest tenth of a

kilometer, what is her speed in kilometers per minute?

40. Mr. Shapiro used 14.7 gallons of gasoline to drive 392.7 miles. To the
nearest tenth, what was his average number of miles per gallon?

41. Explain in your Math Journal how to find the price per ounce
as in problem 37.

Chapter 3 111
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3-13 Problem-Solving Strategy:

Interpret the Remainder
To celebrate Somerville’s 200th anniversary,
2000 people are invited to a formal dinner.
If 12 people are seated at each table, how
many tables will be needed?

Visualize yourself in the problem above as

you reread it. List the facts and the question.
Facts: 2000 people invited to a dinner
each table seats 12 people

Question: How many tables will be needed?

Since each table seats 12 people, divide 2000 by 12 to find

how many tables, n, will be needed.

2000
12  n.

1 1 1 6 6 R8

1 2
2 0
00
1 1 2 There is a remainder of 8 people,
1  18 0 so 1 more table will be needed.
1 1 7 2
1 1  18 0
1 1 1 7 2
1 1  1 18

Somerville will need 167 tables to seat 2000 people.

Multiply and add to check your answer.

1 1 6 6
1 1 1 2
1 3 3 2
1 6 6 Remember: Check by multiplying the quotient
and the divisor. Then add the remainder.
1 9 9 2
1 1 1 8
2 0 0 0 The answer checks.

112 Chapter 3
8206-2_112-113 11/4/05 7:26 PM Page 113

Solve. Interpret the remainder.

01. A radio station is planning a 12.5 km walk

for a fundraiser. The goal is to raise $98,003.
If the pledge is $1.50 per km, how many
people will need to walk 12.5 km to reach
or surpass the goal?

Visualize yourself in the problem

above as you reread it. List the
facts and the question.
Facts: fundraiser walk—12.5 km
pledge per km—$1.50
goal—$98,003
Question: How many people will need to walk 12.5 km
to reach or go beyond the goal?

First, find how much a person will raise, a, if he or she

walks 12.5 km. Multiply: $1.50  12.5  a.
Think
Then, to find the number of people needed to raise What will a
$98,003, n, divide: $98,003.00  a  n. remainder mean?

02. Each touring van will accommodate 22 people. If one group

has 170 people, how many touring vans will the group need?

03. Two hundred twenty-five dignitaries are invited to a parade.

There are three reviewing stands that each seat 70 people.
How many extra chairs will be needed to seat all the dignitaries?

04. There are 17 floats in the parade. Each float is decorated

with 1026 carnations. If 500 carnations cost $189.50, how
much will it cost to decorate all 17 floats?

05. Festival organizers plan to have 170 fireworks set off at night.
1
The show will last
2
hour. If the same number of firecrackers
are to go off each minute, how many should that be?

06. Local vendors plan to sell hot dogs during the festival. Their goal
is to sell 5000 hot dogs. If hot dogs are packed 48 to a box,
how many boxes should the vendors order?

Chapter 3 113
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3-14 Problem-Solving Applications: Mixed Review

Solve each problem and explain the method you used.
01. Rachel’s craft group is building a collection of model
ships. Rachel cuts 9 masts out of a 75-in. balsa
wood dowel. How long is each mast?

02. A local lumber supplier sells 1000 balsa wood

dowels for $990.00. How much would a hundred
dowels cost? a dozen dowels? 1 dowel?

03. Ramon needs 50 wooden planks to build decks

for 11 ships. If 50 planks cost $99.50, how much
is Ramon spending per ship?

04. Jared uses twine for the ropes on a model ship.

A 35-yd ball of twine costs $2.99. What is the cost
per yard?

05. Miniature brass ship decorations sell for $.29 per ounce.
If Talia pays $7.50 for a bag of decorations, how many
ounces does the bag weigh? Round to the nearest ounce.

06. Ted sends Rachel 100 model sails that he has made.
The total weight of the package is 13.75 oz. If the
packaging weighs 0.25 oz, how much does one sail weigh?

07. The content weight of a box of models is 81 lb. If there

are 9 each of 5 different models in the box, what is the
average weight of an individual model?

08. A collection of model ships has a mass of 8064 g. The mass

of each ship is 448 g. How many ships are in the collection?

09. Models built by four craft groups will be exhibited together.

Each display case will hold 6 model ships. There will be
117 model ships in the exhibit. How many display cases
will be needed?

114 Chapter 3
8206-2_114-115 11/4/05 7:28 PM Page 115

Solve. Use a strategy from the list or another

strategy you know to do each problem.
10. The History Museum displays a variety of models.
A model fort is built entirely from miniature bricks.
Use These Strategies
Each brick has a mass of 115 g. The model fort
Interpret the Remainder
has a mass of 143,175 g. How many bricks are Write an Equation
used in this model? Guess and Test
Use Simpler Numbers
11. Another historical model shows a Civil War battlefield. Use More Than One Step
Use a Graph
There are twice as many Confederate soldiers as
Union soldiers in the model. There are 639 soldiers in
the display. How many Confederate soldiers are there?

12. A model of the Monitor requires 2350 bolts. The

bolts are produced in sets of 15. How many sets
of bolts must be ordered to make this model?

13. Joe’s handmade wooden toy train car weighs 4.923 oz.
A 15-car wooden train set at a local toy store weighs
65.64 oz. How much lighter or heavier is Joe’s train car
than the average for the store’s train cars?

14. A craft club wants to buy model paint kits to raffle off at
their next meeting. The kits come in three sizes: small,
24 oz of paint for $5.19; medium, 32 oz of paint for $6.19;
and large, 48 oz of paint for $7.19. Which is the best buy?

15. The model builder of the Spirit of St. Louis took

45 seconds to place each toothpick. If 4781
toothpicks were used, how many minutes
did it take her to build the entire model?

Use the bar graph for problems 16 and 17. Model Kits Sold
400
16. How many more kits for model aircraft were
350
sold than for model buildings?
Number Sold

300
250
17. Model car kits cost $8.95 each. How much
money was spent on model car kits? 200
150
100
50
0
18. Write a problem modeled on problem 12 Ships Aircraft Cars Buildings
Type of Kit
above. Have a classmate solve it.
Chapter 3 115
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Lessons 1–14

Divide using short division. (See pp. 88–89.)

8
1. 6
69
,3
47
 6
2. 9
35
,4
31
 0
3. 5
75
,8
30
 ,4
4. 2
831
,0
96


Estimate by using compatible numbers. Then find each quotient. (See pp. 90–93.)

6
5. 43
79
 5
6. 35
37
9
 5
7. 432
91
0
 2
8. 389
$7
8
9
.1
3

Write in scientific notation. (See pp. 94–95.)

9. 0.000021 10. 0.00543 11. 0.00065 12. 0.00000175

Divide. (See pp. 94–105.)

13. 0.79
100 2

14. 0.01
1.9
 5
15. 26
20
.9
 2
16. 35
$6
2
.1
5

17. 0.084
0.4 .0

18. 0.6
18 .5
19. 4.8
244
 2
20. 0.5
15


Write each word expression as an algebraic expression.

Use x as the variable. (See pp. 106–107.)

21. the product of 95 and a number 22. a number divided by 25

23. eight times a number 24. the quotient of a number and 49

Evaluate each expression. (See pp. 108–109.)

25. 7.8n, for n  30 26. 45t, for t  1.5 27. 0.7r, for r  9000
8.4
28. 275
f, for f  25 29. q
, for q  2.4 30. n
120, for n  578.4

Divide. Round to the nearest hundredth or nearest cent. (See pp. 110–111.)

31. 16
6 .9
32. 0.11
5 1
33. 8
$.7
7 5
34. 9
$7
.5
9

(See pp. 112–116.)

35. The sixth and seventh grades have 36. Rhode Island has an area of 1545
362 students taking buses for a field square miles and Texas has an area
trip. Each bus holds 46 people. What of 268,601 square miles. How many
is the fewest number of buses needed times greater is the area of Texas
for the trip? than that of Rhode Island?

116 Chapter 3 (See Still More Practice, p. 522.)

8206-2_117 11/4/05 7:29 PM Page 117

Logic: Open and Closed Statements

In logic, a statement is a sentence that states a
fact. A statement is true or false, but not both.

A closed statement can be judged true or false.

All animals have wings. False

A triangle has exactly 3 sides. True
Ten is an odd number. False

An open statement contains an unknown.

If you replace the unknown, the statement
becomes closed. It can then be judged
true or false.
All squares have exactly n sides.
n is an unknown.
All squares have exactly 3 sides. False
10
x  5
10
5  5 True

Tell whether each statement is closed or open.

If the statement is closed, write True or False.
01. Alabama is a continent. 02. A horse has 4 legs.

03. 7
a  5 04. 15  5  155

05. Twenty-one is an even number. 06. Six ten thousandths  0.006

07. 0.45  ?  9 08. 16
0.75  15.25

Find a number or numbers that make each

open statement true.
09. A pentagon has exactly n sides. 10. 0.456 rounded to nearest tenth is n.

11. 30  f  270 12. 48  m  12 13. 2  n  2  16

14. 0.52  0.6  3  n 15. 0.24  0.34  n

Chapter 3 117
8206-2_118 11/4/05 7:30 PM Page 118

Estimate each quotient. Use compatible numbers.

1. 3041
82 2. 300,864
66 3. 736
4.2 4. 37.26
7.1

Write in scientific notation.

5. 0.000056 6. 0.00158 7. 0.00012 8. 0.00000235

Find the quotient.

9. 0.83
1000 8
10. 9
19
,5
67
 1
11. 4
$4
.2
4 .9
12. 0.7
71

13. 0.558
6.2 .2

14. 0.032
088
 7
15. 4.26
1,6
15
.1
 .6
16. 0.25
725


Write each mathematical expression as a word phrase.

17. 98m 18. 62.5
q 19. 45 • 25

Find the value of each algebraic expression for c
0.3 and d
2340.
20. d
6  30 21. c  d
1000 22. 36
c  d

Use a strategy you have learned. 24. Fred spent $10.69 on 9 used books.
23. If art paper comes in packs of 48 Fran spent $8.29 on 7 used books.
sheets, how many packs will Sam Who spent less per book? Explain.
need to get 889 sheets?

Tell how many digits could be in the quotient.

Give an example to support your answer.
25. 5-digit number
2-digit number 26. 6-digit number
3-digit number

Find each quotient to complete each table.

Describe any patterns you see.
27. n n  0.5 28. x x  0.2
2.5 ? 0.08 ?
3.0 ? 0.06 ?
3.5 ? 0.04 ?

118 Chapter 3
8206-2_119-120 11/4/05 7:31 PM Page 119

Test Preparation Chapters 1–3

Choose the best answer.

1. Choose the standard form of 7. Choose the scientific notation

65 billion, 18 thousand and for 294 billion.
7 ten thousandths.
a. 65,000,018.0007 a. 29.4
1011
b. 65,018.0007 b. 2.94
1011
c. 65,000,018,000.0007 c. 294.1010
d. not given d. 2.94
109

2. Choose the short word name for the number 8. Round 97,491,608,123 to the
(9
106)  (7
104)  (6
102)  (8
1). nearest hundred million.
a. 9768 a. 97,490,000,000
b. 9 million, 70 thousand, 608 b. 97,000,000,000
c. 9 million, 7 thousand, 610 c. 97,492,000,000
d. not given d. 97,500,000,000

3. Which numbers are in order from 9. Estimate the quotient.

greatest to least?
402,252  218
a. 5.4534; 5.0435; 5.3403 a. 20
b. 5.4304; 5.4122; 5.041 b. 200
c. 5.4305; 5.42; 5.433 c. 2000
d. 5.0415; 5.42; 5.4305 d. 20,000

4. Subtract 2,665,050 10. Choose the product.

from 30,880,200.
3
0.4
0.8
a. 28,215,150 a. 0.096
b. 28,225,150 b. 0.96
c. 33,542,250 c. 9.6
d. not given d. not given

5. Which numbers are divisible by 3? 11. 8.932  89.32  809.2  3.924

A. 369,720 B. 307,111 C. 34,563
a. A and B only a. 65.780
b. A and C only b. 908.4344
c. B and C only c. 947.276
d. A, B, and C d. not given

6. Choose the standard form. 12. Choose the product.

5.76
105 0.703
0.04
a. 5,670,000 a. 0.002802
b. 576,000 b. 0.02812
c. 0.00576 c. 0.2812
d. not given d. not given

Chapter 3 119
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13. Name the place of the underlined digit. 18. Estimate. Use front-end estimation
with adjustments.
72,951.009846
3.681
9.54
0.87
a. hundred thousandths a. 12
b. ten thousandths b. 14
c. ten thousands c. 16
d. hundred thousands d. not given

14. Find the value of n. 19. Find the quotient to the

nearest hundredth.
n  13,024  32
.4
0.4
250
8

a. 40 R7 a. 6.12
b. 407 b. 6.13
c. 407 R25 c. 6.127
d. not given d. not given

15. 9.21  104 in standard form is: 20. Which number is divisible
by both 2 and 4?
a. 0.000921 a. 903,612
b. 0.00921 b. 142,214
c. 0.0921 c. 46,106
d. not given d. 40,182

16. Which expression has a value 21. Choose the product.

of 10 when n  10?
9.009  0.9
a. 20n a. 810.81
b. 20
n b. 81.081
c. 20  n c. 8.1081
20
d. n d. 0.81901

17. The water in a tank weighs 728.45 lb. 22. Which number is 105 more than
One cubic foot of water weighs 62.5 lb. (4  104)
(3  103)
(2  102)
(1  10)?
About how many cubic feet of water
does the tank hold?
a. 42,000 cu ft a. 43,260
b. 1200 cu ft b. 53,210
c. 100 cu ft c. 143,210
d. 12 cu ft d. 1,432,100

Explain how you solved each problem. Show all your work.
23. Each letter in the statements below represents one
number in the box. What is the value of each letter? 5 4.58 0.1764 4.7564 0.42

C
AD A2  E BAC

120 Chapter 3
8206-2_121 1/9/06 6:33 PM Page 121

Symmetry
A pair of golden orioles sings in the green willows,
A line of white egrets flies across the blue sky.
Through my west window, snows of a thousand autumns cap the mountains.
Beyond my east door, boats from ten thousand miles away dot the river.

Du Fu

n + 9 = 14
3 b = 27
In this chapter you will:
5 x – 3 = 22 Learn about expressions, equations,
inequalities, and formulas
Solve addition, subtraction,
multiplication, and division equations
Explore order of operations with a calculator
Solve problems by using more than one step

Critical Thinking/Finding Together

Explain with models how symmetry in
nature is similar to the balance that occurs
in an equation such as n + 9 = 14.

Chapter 4 121
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4-1 Order of Operations

Frances has 215 apples in each of two crates.
Three other crates have 150 apples each. How
many apples does Frances have in all?

To find how many in all, compute:

2
215  3
150.
Frances computes as follows:
Number of apples  2
215  3
150
 430  450
 880
Frances has 880 apples in all.

Compute: (42  7)
3  4  2  102

Grouping symbols include:

When a mathematical expression
parentheses 12  (6  2)  4
contains more than one operation,
mathematicians have agreed to follow
brackets [7  2]  3  3
16  4  2 14
these order of operations rules:
fraction bars
2
 2 7

First compute operations within (42  7)
3  4  2  102

grouping symbols.

Next simplify numbers with exponents. 6
3  4  2  102

Then multiply or divide from left to right. 6
3  4  2  100

Last add or subtract from left to right. 18  2  100

16  100

116
Study these examples.
48  (3  1)3 52  1.4
0.4
103 4

0.4
1000 48  23 25  1.4

4
400 48  8 23.6
4
 5.9
40

122 Chapter 4
8206-2_122-123 1/9/06 6:34 PM Page 123

Tell which operation is to be done first. Then compute.

1. 3
9  8 2. 16  4  2 3. 15  6  3
7  11
4.
3 5. 21  9  11 6. 27  9
3
9 10 54

7. (14  2)  62 8. 22
[15  3] 9. 64  (8
8)

Use the order of operations to compute. Justify each step in the process.
10. 4
8
3  2 11. 18  6  3  1

12. 9  3
2  42 13. 12  3
1  23

14. (40  4)  5  3  [0.6
40] 15. 5  (34  2)  8  (1.7  2)

16. 10
3  (48  6)2
0.4 17. (50  10)3
2  6
0.6

73
18. 22  1  [5  5
2] 19. (24  12
73  6)  52
3 2

Insert parentheses to make each number sentence true.

20. 48  32  1  7  13 21. 5
102  41  42  20

22. 62  8  2
2  22  35 23. 3.2  4.3  1.5
23  40

24. 8  0.5  6.7  1.2  14 25. 18  52  10  4.5  20

Write the mathematical expression to solve

each problem. Then evaluate.
26. Catherine works after school at a job 27. Leon packs 30 business envelopes
for which she is paid $25 a day. She in each of 25 boxes and 30 regular
makes tips of $15 a day. How much envelopes in each of 20 boxes. How
money does she receive in 5 days? many envelopes does he pack?

28. (42  7)
3  4  2  1 29. 52  [33  2]  9  4

76
A 0 B 2 F 14 G 589
C 8 D 17 H 638 J 51

Chapter 4 123
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4-2 Translate Expressions

Kari orders 5 CDs to give as gifts. Each CD
costs $15. Shipping and handling is $5 per
order. What is the total cost of her CD order?

To find the total cost of her CD order, write

a numerical expression and then compute.
cost of CDs plus shipping and handling fee

(5  $15)
$5 A mathematical expression

or 5  $15
$5  $80 may contain more than
one operation.
The total cost of Kari’s order is $80.

Kari orders some books for the library. Each book costs
$9. Shipping and handling is $8 per order. How much is
the total cost of her order?

The number of books Kari orders is unknown.

To find the total cost of her book order, write an
algebraic expression.
$9b
$8 Let b represent the number of books.

Word phrases can be written as numerical or algebraic expressions.

Word Phrase Expression

two plus 3, times 4 (2
3)  4
7 plus 5, divided by the sum of 3 and 1 (7
5)  (3
1)
a number tripled, plus 2 3n
2
1
one half of y squared, minus 14 2 y 2  14
twice the difference of a number minus 10 2  (m  10)

Write as a numerical expression. Then compute.

1. eight divided by four, plus 11 2. nine minus six, multiplied by seven

3. 27 times 11, minus 35 4. 20 subtracted from 68, divided by 12

5. 19 added to 21, times the sum of 7 and 2 6. 27 times the sum of 3.5 and 0.11

124 Chapter 4
8206-2_124-125 1/9/06 6:36 PM Page 125

Write as an algebraic expression. Use n as the variable.

7. six times the cost of a card, 8. one fourth of a number, increased
decreased by $.05 by 17

9. 100 less than a number tripled 10. 8 added to a number, multiplied by 2

11. 98 times the sum of a number 12. the quotient of a number squared and
and 1.3 the difference of 5.9 and 7

Write as a word phrase.

y
13. 56
4.1  2.5 14. 3n  8 15. 6
10

16. a 2  (b
c) 17. 6.5ab 18. 98  4.5x

Write an expression for each. Then compute if possible.

19. Aaron buys 8 videotapes. The 20. Laura orders 9 balls of yarn. Each
tapes cost $7 each. He buys a ball of yarn costs $3. She pays $6
carrying case for $12. How much for shipping. How much does Laura
does Aaron pay in all? spend in all?

21. Ed has 30 toy trucks. He puts an 22. Mac collects 135 golf balls. He throws
equal number of trucks on 6 shelves. away 10 of them. He divides the rest of
He does the same with his 42 toy the golf balls equally among some buckets
cars. How many toys are on in his cart. What is the number of golf
each shelf? balls Mac puts in each bucket?

23. Dee buys 12 cans of cat food at 24. Sue pays for herself and 4 friends to go to
$1.50 each. She gets a discount. the fair. Admission is $6 per person plus a
What is the total amount Dee pays? group fee. How much does Sue pay in all?

Multiply. Round to the nearest cent when necessary.

25.  4.3 26.  0.45 27.  5.02 28.  $7.49 29.  $49.95
 .0.9  .0.14  . 7.3 . 6 . 9

30.  6.21 31.  0.127 32.  95.6 33.  $7.46 34.  $8.93
 06.7  00.33  .8.05  03.25  001.7

Chapter 4 125
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4-3 Evaluate Algebraic Expressions

Some students are visiting a science
museum. They pay $7 per student and
a group fee of $25. Write an algebraic
expression for the total cost of the trip.
Let s represent the number of students.
total students’ group
cost plus fee

$7s  $25
If there are 124 students going on the trip,
what is the total cost they will pay for the trip?
To find the total cost, evaluate the Remember:
expression $7s  $25, when s  124. To evaluate an expression
is to find its value.
$7s  $25
$7 • 124  $25 Replace s with 124.
$868  $25 Simplify using the order of operations.
$893
The students will pay a total cost of $893.

Study these examples. Evaluate each expression for the values given.
12  a 2
7  3x 3
y, when x  2 b
c , when a  4, b  0.3,
and y  4 and c  0.2
7  3 • 23
4 Replace x with 2 and y with 4.
73 8
4
• Simplify using the order 12  42 Replace a with 4, b with 0.3,
0.3
0.2 and c with 0.2.
7  24
4 of operations.
28 Simplify using the order
31
4 of operations.
0.1

27 280

Evaluate each expression.

1. 56
p(q  r), when p  3, q  4.2, 2. (x  1)2  y  z, when x  3,
and r  5.1 y  8.8, and z  4

3. 15  cj 3, when c  6 and j  5 4. (d  e  9)2
14f, when d  8,

e  45, and f  2

126 Chapter 4
8206-2_126-127 1/9/06 6:39 PM Page 127

Combine Like Terms

Before evaluating some algebraic expressions, you can simplify them
by combining like terms.
The parts of an algebraic expression that are separated by an
addition or subtraction sign are called terms. Terms that have
exactly the same variable parts are called like terms.
1
7a
10a  19 2 x 2
15x  4x 2

like terms like terms

Simplify by combining like terms. Then evaluate the expression

for the given value of the variable.
12w  5w
30, when w  1.5 8c 2  6c
3c 2, when c  4
(12w  5w)
30 Associative Property 8c 2
3c 2  6c Commutative Property
(12  5)w
30 Distributive Property (8
3)c 2  6c Distributive Property
7w
30 Simplify. 11c 2  6c Simplify.
7 • 1.5
30 Replace w with 1.5. 11 • 42  6 • 4 Replace c with 4.

40.5 value of the expression 152 value of the expression

Simplify by combining like terms. Then evaluate the

expression for the given value of the variable.
5. 20n  6n  3, when n  2.5 6. 6x
7x
14, when x  0.34

7. 378
15y  2y, when y  3.1 8. 7m 2
3m 2
2, when m  3

9. 9z 2  5z
3z 2, when z  10 10. 13b
6b  19
14c, when b  15
and c  0.4

Write and evaluate an algebraic expression.

11. Juan buys some T-shirts for $12.95 12. Lucy orders books from an online
each and pays a sales tax of $2.33. bookstore. She pays $12 per book and
If he buys 3 T-shirts, how much does $8.95 for shipping and handling. How
Juan pay in all? much does she pay in all for 13 books?

13. Stanley packs some paperback books in each of 5 boxes and

some hardcover books in each of 4 boxes. If he packs 15 paperback
books in each box and 11 hardcover books in each box, how many
books in all does he pack?

Chapter 4 127
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4-4 Equations and Inequalities

Leslie and Clark each write a word sentence as an equation.
An equation is a statement that shows that two mathematical expressions are equal.
Leslie’s equation is: Clark’s equation is:
Twice nine decreased by three is fifteen. Five times a number n, minus two equals eight.

2•9  3  15 5n  2  8
Leslie’s equation is a closed Clark’s equation is an open sentence
sentence because it contains no because it contains a variable. An open
variables. A closed sentence is sentence is neither true nor false.
either true or false.
To determine whether a value is a
To determine whether an solution of an equation:
equation is true or false:

Replace the variable with the given

Simplify each side of the value.
equation using the order of
Simplify using the order of operations
operations. and determine the value of the variable

Compare the sides to that makes a true statement.
determine if they make a
5n  2  8, when n  3 and n  2
true statement.
5(3)  2  8 and 5(2)  2  8
2 • 9  3  15 ? ?
? 15  2  8 and 10  2  8
18  3  15
13  8 false and 8  8 true
15  15 true
2 is the solution of the equation.
The equation, 2  9  3  15, is a
It makes a true statement.
true statement.

Write as an equation. Then label each equation as open or closed.

If the equation is closed, write whether it is true or false.
1. A number divided by 3.85 is equal 2. Six less than three times ten is equal
to one. to twenty.
3. Two more than twice a number is three. 4. Half of eight is three less than seven.

Determine if the given value of the variable is the solution

of the equation. Write yes or no.
5. 9x
8  35, when x  3 6. 19  2p  6, when p  7
k
7. 3
4.9  8.5, when k  12.3 8. 18  (8  m)  17, when m  7

128 Chapter 4
1.1
8206-2_128-129 1/9/06 6:40 PM Page 129

Inequalities
A word sentence can also represent an inequality. Symbol Read As
An inequality is a statement that uses any of the
symbols in the table at the right.
is less than
 is greater than
Eight plus twice two is greater than ten.
is less than or
 equal to
8
2(2)  10 closed sentence is greater than or
12  10 true  equal to
 is not equal to
Five less than a number is less than twenty-five.
An inequality that includes
n5  25 open sentence a variable, or is open, can
20  5  25 for n  20 have more than one
15  25 true solution. For n  5  25,
n can be any number less
n  15 is one solution of the inequality. than 30.

Write as an inequality. Then label each inequality open or closed.

If the inequality is closed, write whether it is true or false.
9. One more than twice a number is 10. Forty-seven is less than or equal
greater than three. to five times three, added to nine.
11. Nineteen is not equal to the sum of 12. One sixth of thirty-six hundredths is
one and one tenth of one hundred. less than two-tenths less than four.
13. The quotient of a number divided by 14. Eight is not equal to three times
seven is greater than or equal to ten. a number.

Determine if the given value of the variable is a solution

of the inequality. Write yes or no.
15. 50x
12.5  55, when x  0.5 16. 7n  6  n
12, when n  2.1
q
17. 4
2.4  6.5, when q  16.4 18. 25  (5  r)  19, when m  2.3

Equations and inequalities can have more than one variable.

Find a value for each variable that will make each statement true.
12.6x
19. 5.5x  1.5y  3.5x 20. 8.4x  2.4x
3.6y 21. 6
 2y  0.4y

Chapter 4 129
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Update your skills. See page 7.

4-5 Addition Equations

The seating capacity for football games at a sports
stadium is 4117 more than the seating capacity for
baseball games. If the seating capacity is 63,000
for football games, what is the seating capacity for
baseball games?

To find the seating capacity for baseball games,

write and solve an equation.

Let x represent the seating capacity for

baseball games.
seating capacity seating capacity
for baseball plus 4117 equals for football

x
4117  63,000 addition equation

To solve an addition equation, use Subtraction Property of Equality

When you subtract the same
the Subtraction Property of Equality. number from both sides of an
equation, you get a true
x
4117  63,000 Subtract 4117
statement.
from both sides
x
4117  4117  63,000  4117
to isolate the
x  58,883 variable.
Remember: Addition and
Check: x
4117  63,000 subtraction are inverse
? operations.
58,883
4117  63,000
63,000  63,000 True
The seating capacity for baseball games is 58,883.

Study this example.

Solve: 27.5  y
3.3
1.7

27.5  y
3.3
1.7 Simplify by adding the numbers on one side.

27.5  y
5.0
27.5  5.0  y
5.0  5.0 Subtract 5.0 from both sides to isolate the variable.
22.5  y

Check: 27.5  22.5
3.3
1.7

?
27.5  22.5
5.0
27.5  27.5 True

130 Chapter 4
8206-2_130-131 1/9/06 6:42 PM Page 131

Solve and check.

1. x
2597  6233 2. y
13.84  20.29 3. 0.793  n
0.65

4. 119
246
f  893 5. 1.1
1.83
g  6.25 6. 0
m  2.3

7. 4.263  4.263
k 8. 0.52  0.13
0.15
r 9. 3.415  1.626
s

10. z
$3.95  $9.20 11. $8.31  $3.22
w 12. $75.40  $25.40
b

13. p
1.93
1.17  9 14. 5
r
1.435  8.435 15. 4  s
0.367
2.033

16. 9.25
x
1.5  12 17. a
286  123
459 18. 798
m  89.5
943

Write and solve an equation.

19. A number y increased by 3.7 is 20. The sum of a number w and 85 is
equal to 9.372. equal to one hundred eight.

21. Twenty-three hundredths more than 22. When 245 is added to the sum of 130
a number x is equal to six tenths. and a number y, the result is 506.

Write an addition equation for each. Then solve.

23. Some cats and 29 dogs are in the 24. There are 28 bicycles and some
kennels at the vet. There are 45 tricycles on sale at Bert’s. There are a
animals altogether. How many total of 50 bicycles and tricycles on sale.
cats are in the kennels? How many tricycles are on sale?

25. There are 35 students in Mr. Wohl’s 26. Chen has 57 tropical fish. This is 15
class. Some students are girls and more than Tad has. How many tropical
19 students are boys. How many fish does Tad have?
girls are in Mr. Wohl’s class?

27. A total of 762 people, consisting of parents, students, and teachers,

attended the Community Fair. If 212 parents and 386 students were
at the event, how many teachers attended?

28. Explain the steps you would use to compare the values
of g and h, when 35  17
g and h
24  42.

Chapter 4 131
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Update your skills. See page 7.

4-6 Subtraction Equations

John caught a 5.2-lb fish. This was 3.9 lb less than the
fish Sarah caught. How much did Sarah’s fish weigh?

To find how much Sarah’s fish weighed,

write and solve an equation.

Let f represent the weight of Sarah’s fish.

weight of Sarah’s fish minus 3.9 equals weight of John’s fish

f
3.9  5.2 subtraction equation

To solve a subtraction equation, Addition Property of Equality

use the Addition Property of Equality. When you add the same number to both sides
of an equation, you get a true statement.
f
3.9  5.2
Add 3.9 to both sides
f
3.9  3.9  5.2  3.9 to isolate the variable.
f  9.1
Check: f
3.9  5.2
?
9.1
3.9  5.2
5.2  5.2 True

Sarah’s fish weighed 9.1 lb.

Study these examples.

Solve: 3125
y  1527 Solve: a
(29  3.1)  5.3

When the subtrahend is the unknown, a
(29  3.1)  5.3
use a related fact to find its value. a
32.1  5.3
Related Subtraction Facts: a
32.1  32.1  5.3  32.1
a
b  c and a
c  b a  37.4
Check: a
(29  3.1)  5.3
3125
y  1527 37.4
(29  3.1)  5.3
Write the
3125
1527  y related fact.
?
37.4
32.1  5.3
1598  y Simplify. 5.3  5.3 True
Check: 3125
y  1527
?
3125
1598  1527
1527  1527 True

132 Chapter 4
8206-2_132-133 1/9/06 6:47 PM Page 133

Solve and check.

1. x
1456  234 2. t
13.27  6.041 3. c
$3.48  $0.23

4. $57.69
z  $28.35 5. 17.82
b  17.82 6. 3317  f
52,000

7. n
(451  513)  630 8. p
(183  8462)  135

9. s
(9.2  9.8)  2.5 10. 8.7  e
(107  14.3)

11. 446  q
(235  925) 12. 27.2  d
(6.5  4.15)

Write and solve an equation.

13. If Kerry decreases a number 14. The difference between a number w
y by 9.2, the result is 7.239. and 87 is equal to three hundred one.

15. Thirty-four hundredths less than a 16. If Li subtracts the sum of 279 and 38
number x is equal to nine tenths. from a number y, the result is 126.

Write a subtraction equation for each. Then solve.

17. At the first stop, 17 people got off 18. Mrs. Lee has a balance of $125.37 in
the bus. Now there are 35 people her checking account. What was her
on the bus. How many were on the balance before she wrote checks for
bus to begin with? $43.06 and $27.25?

19. A sports club needs to raise $250 20. Bill weighs 127 lb. His weight is 12 lb
for supplies. If it already has $65.55, less than Sam. What is the weight
how much more money is needed? of Sam?

21. If the Washington Monument were 250 ft shorter, it would

be as tall as the Statue of Liberty. The Statue of Liberty is
305 ft tall. How tall is the Washington Monument?

Match each definition with a term in the box.

22. one of two or more numbers that are multiplied exponent
to form a product factor
variable
23. a symbol used to represent a number multiple

24. a number that tells how many times another

number is to be used as a factor

Chapter 4 133
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Update your skills. See page 7.

4-7 Multiplication and Division Equations

An object on Jupiter weighs about 2.6 times its
weight on Earth. If a spacecraft weighs 4914 lb
on Jupiter, what is its weight on Earth?

To find its weight on Earth, write and solve

an equation.

Let y represent the spacecraft’s weight on Earth.

2.6 times object’s weight on Earth is object’s weight on Jupiter

2.6y
4914 multiplication equation

To solve a multiplication equation, Division Property of Equality

use the Division Property of Equality. When you divide both sides of an
equation by the same number,
2.6y
4914 Divide both
you get a true statement.
sides by 2.6
2.6y  2.6
4914  2.6
to isolate the
y
1890 variable. Remember:
Multiplication and division
Check: 2.6y
4914 are inverse operations.
?
2.6 1890
4914
•
4914
4914 True

The spacecraft weighs 1890 lb on Earth.

To solve a division equation, use the Multiplication Property of Equality

Multiplication Property of Equality. When you multiply both sides of an
x equation by the same number, you
Solve: 14
192 division equation get a true statement.
x
14
• 14
192 • 14 Multiply both
sides by 14
x
2688 to isolate the
x variable.
Check: 14
192
2688 ?
14
192
192
192 True

134 Chapter 4
8206-2_134-135 1/9/06 6:48 PM Page 135

Solve and check.

1. 38x
760 2. 1.7c
25.5 3. 8b
0.2416

4. z  13
650 5. d  7.5
18.4 6. f  22.3
6.6

p
7. 200
80n 8. 1.13
0.09 9. 1.8769
1.37w
d
10. 10.5
e  4.3 11. 44,664
16q 12. 274.2
0.6
b $128
13. 15
$120 14. n
$8 15. n • $100
$25

Write and solve an equation.

16. A number y divided by 5.5 is 17. The product of a number w and 3.6
equal to 86. is equal to one hundred twenty-six.

18. Three tenths multiplied by a number 19. The quotient of a number y and 49
x is equal to one and eight tenths. is three hundred two.

20. Divide a number c by fourteen. 21. The factors are five and x. The
The quotient is six. product is fifty-six and one tenth.

Write an equation for each. Then solve.

22. A piece of wood was cut into 23. A pair of designer jeans cost 7.2 times
15 equal pieces. The wood was as much as an ordinary pair of jeans. If
originally 165 cm long. How long the designer jeans cost $93.24, what is
was each piece of wood? the price of the ordinary pair of jeans?

24. Ms. Kelley divided the workbooks 25. Tim’s horses eat 1000 lb of hay a
into 7 equal stacks. Each stack had week. This is one third of what Ben’s
32 workbooks. How many workbooks horses eat. How much hay do Ben’s
were there in all? horses eat?

Solve and check each equation.

n
26. 9n
63 27. n  5
8 28. 3
7 29. 8n
24
n
30. 11
2 31. 6n
12 32. 4n
48 33. n  7
6

Chapter 4 135
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4-8 Use Formulas

A formula is a rule that describes a mathematical
relationship involving two or more quantities. It gives
a simplified way of solving a particular problem.
Each variable in the formula represents a part of
the problem.

A car travels 55 miles per hour. If the distance

between two cities is 330 miles, how long does
it take the car to travel this distance?

To find how long the car travels, use the Distance formula:
Distance formula. distance
rate  time
d
r  t
To solve a problem using a formula:

Write the formula that will solve the problem. d
rt

Substitute the numbers given in the problem. 330 mi
55 mph  t
330 55t

Solve for the unknown variable.
55

55
6
t
It takes the car 6 hours to travel 330 miles. t
6h

Study these examples.

Volume formula: Perimeter formula:
Volume
length  width  height Perimeter
twice the sum of length and width
V

 w  h P
2(
 w)

Solve for height, h, when V
12 m3, Solve for Perimeter, P, when

8 in.


4 m, and w
1.5 m. and w
6 in.
V

 w h P
2(
 w)

12
4  1.5  h P
2(8  6)
12
6h P
2(14)
2
h h
2m P
28 P
28 in.

Use the Distance formula, d 5 rt, to complete.

1. d
? mi 2. d
11.7 mi 3. d
227.5 km
r
55 mph r
3.9 mph r
? kph
t
5h t
? h t
3.5 h

136 Chapter 4
8206-2_136-137 1/9/06 6:50 PM Page 137

Use the Volume formula, V

 w  h, to find each missing dimension.

4. V
75 m3,

5 m, 5. V
1504 ft3,

? ft,
w
5 m, h
? m w
4 ft, h
8 ft

6. V
2304 cm3,

32 cm, 7. V
2912 in.3,

32 in.,

w
? cm, h
8 cm w
13 in., h
? in.

Describe the formula and solve for the missing dimension.

Use the table on page 547.
1
8. A
2 bh, when A
200 ft2 9. P
2(
 w), when

7 yd
and h
10 ft and w
4 yd

10. P
4s, when P
36 cm 11. V
e3, when e
6 in.

12. A
bh, when A
150 m2 13. a  b  c
180°, when a
57°

and h
25 m and c
39°

Write the formula that you would use to solve the problem. Then solve it.
14. A triangle has an area of 20 cm2 and a 15. The perimeter of a square tile is 28 m.
height of 5 cm. How long is the base? What is its area?

16. The length and width of a rectangle 17. A plane travels 2750 miles. If it flies
are doubled. Write a formula for the at a rate of 500 miles per hour, how
new area. How is the area changed? many hours does the plane fly?

18. Write a formula that expresses the 19. Compare your formula in exercise 18
following relationship: Savings (s) are with that of a classmate. Then find s
what is left after subtracting taxes (t) when w
$950.50, t
$266.14, and
and expenses (e) from wages (w). e
$499.

Write a new formula for finding the indicated variable.

(Hint: Write a related sentence.)
20. Selling Price
Cost  Profit, or 21. Circumference
  length of
S
C  P. Find C. diameter, or C
d. Find d.
1 1
22. Interest
principal  rate  time, or 23. Area
2  base  height, or A
2 bh.
I
prt. Find r. Find h.

Chapter 4 137
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4-9 Explore Order of Operations

with a Calculator
You can use a calculator to check your
computation when using the order of operations.
Evaluate the expression:
n 3
(5  2)  4, when n  6

Compute using paper and pencil:

Substitute the value of n 3
(5  2)  4
the variable. 63
(5  2)  4

Compute using the 63
(5  2)  4 1st – parentheses
order of operations. 63
7  4 2nd – exponents
216
7  4 3rd – multiply
216
28  188 4th – subtract

Check your computation using a calculator.

Most scientific calculators automatically
follow the correct order of operations.
display
Input from left to right by pressing these keys:
188.
For calculators that do not follow the correct order
of operations, check your calculations for each step.
1st – Add the numbers in parentheses.
7.

2nd – Compute the exponent.

216.
3rd – Multiply.
28.
4th – Subtract.
188.
The value of n 3
(5  2)  4, when n  6, is 188.

138 Chapter 4
8206-2_138-139 1/9/06 6:51 PM Page 139

List the calculator keys you would press to

evaluate each expression.
1. 12
7  92 2. 6  (7  4)2
13 3. 14  (6
79)  7

4. 194  100
(85  4  2) 5. 156  3  7 3
19 6. (19  6)4
214  2

Evaluate. Use a calculator to check your work.

7. 12
7  9 2 8. 6  (7  4)3
13 9. 104  (6
78)  7

10. 192  100
(85  4  2) 11. 156  3  7 2
19 12. (20  6)2
214  2

13. (4  7
5)2  11
1 14. 87  54
12  53 15. 33  (15
19  10)  9

16. (92  19)
42  6  23 17. 51
52  31
182  9  7

Compare. Write <,
, or >.

18. 162  5  90 ? 90  5  162 19. (64
192)  82 ? 64
192  82

20. 195  5 • 92 ? 195  (5 • 9)2 21. 17(3)2 • (18  3) ? 17 • 32 • (18  3)

Choose the correct expression to solve each problem.

Then evaluate.
22. Jill drove 8 miles to her mother’s a. 8  (2
5)
2
7
house, and then drove home again. b. 8  2
5
2
7
Then she drove 5 miles to school, c. 8  (2
5
2
7)
2 miles to the library, and 7 miles
home. How far did Jill drive?

23. Hunter had a $50 bill. He bought a. $50  (3  $7
2  $3
3  $0.79)

3 notebooks at $7 each, 2 packs b. $(50  3)  $7
2  $3
3  $0.79
of pens at $3 each, and 3 folders c. $50  3  $7
2  $3
3  $0.79
at $0.79 each. How much change
should Hunter get back?

24. Ann buys one piece of fabric that a. 62
2  24  4

is 62 sq ft and 2 pieces that are b. (62
2)  24  4
each 24 sq ft. She uses 4 sq ft to c. 62
2  (24  4)
make a pillow. How many sq ft of
fabric does Ann have left?

Chapter 4 139
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4-10 Problem-Solving Strategy:

Use More Than One Step
Eva has read 300 pages of a 652-page book.
If she reads 22 pages each day from now on,
in how many days will she finish the book?

Visualize yourself in the problem above

as you reread it. List the facts and the
question.
Facts: 652-page book
She has read 300 pages.
She now reads 22 pages each day.
Question: How many days will it take her to finish?

To find how long it will take to finish the book, you must use
more than one step. For each step, write an equation.
Step 1: To find the number of pages remaining, p,
to be read, subtract:
652
300  p
Step 2: To find the number of days, n, it will take
to complete the book, divide:
p  22  n

16
Number of Days
652
300  352 5
22
32


220
132
Pages Remaining

132
It will take her 16 days to finish the book.

Use inverse operations to check each step.

16 352
 22  300
32 652
 32
352
The answers check.

140 Chapter 4
8206-2_140-141 1/9/06 6:53 PM Page 141

Solve each problem by using more than one step.

Use variables to represent the unknown.
01. Mrs. Lopez bought 2 lb of apples at $1.09 a pound,
3 lb of oranges at $.89 a pound, and 3 lb of bananas
at $.39 a pound. How much did the fruit cost her?

Visualize yourself in the problem above as you

reread it. List the facts and the question.

Facts: 2 lb apples at $1.09 a pound

3 lb oranges at $.89 a pound
3 lb bananas at $.39 a pound

Question: How much did the fruit cost

Mrs. Lopez?

To find the total cost you must use more than one step.
Step 1: To find the total cost for each fruit, multiply:
2
$1.09  a
3
$.89  b
3
$.39  c
Step 2: To find the total cost of all the fruit, add the products.

02. Dry cat food comes in regular and jumbo sizes.

The 8-oz regular size costs $.96. The 12-oz
jumbo size costs $1.35. Which is the better buy?

03. Judy’s school has a 0.5-km track. One day at practice

she ran around the track 9 times and then ran
another 1 km in sprints. How far did she run that day?

04. An airplane travels 2044 mi in 3.5 h. Another

travels 3146 mi in 5.2 h. Which airplane is faster?
by how much?

05. Natural Apple Sauce comes in 8-oz, 10-oz, and 16-oz jars.
The 8-oz jar sells for $.54, the 10-oz jar for $.62, and the
16-oz jar for $1.00. Which size jar is most expensive
per ounce?

06. Kim’s mother is 3.5 times her age. Her father is 5 years
older than her mother. Kim is 7 years older than her
brother, who is 3. How old is Kim’s father?

Chapter 4 141
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4-11 Problem-Solving Applications: Mixed Review

Solve each problem and explain the method you used.
1. Regina buys a bag of oranges for $2.88. The average
cost of an orange is $0.12. If n represents the number
of oranges in the bag, write and solve an equation
that can be used to find n.

2. Sarah bought 3 tacos for $0.59 each and 4 burritos

for $0.89 each. Write and evaluate an expression
that tells how much change Sarah would receive
from a $10 bill.

3. A dozen plums cost $2.40, which is $0.60 less than

a dozen peaches cost. If p represents the cost of a
dozen peaches, write and solve an equation that
can be used to find p.

4. Figs cost $2.96 a pound. Kathy bought 3.2 pounds.

Write an expression to estimate the cost of the figs.

5. Ms. Lake buys some bags of pretzels for the sixth-

grade class picnic. Each bag holds 10.5 oz of
pretzels and all the bags hold about 787.5 oz. of
pretzels. If m represents the total number of bags
of pretzels Ms. Lake buys, write and solve an
equation that can be used to find m.

6. The sale price (SP) is what you pay after deducting

the discount (d) from the regular price (RP ). Write
and evaluate a formula to find the sale price of a
1
jar of peanuts with a

off discount from the regular
3
price of $3.75

7. Anna shows this series of equations:

a


 0.5 → ax  7.2 → x  y  5 → z  y  1.3.
8
Solve for the value of z.
142 Chapter 4
8206-2_142-143 1/9/06 6:55 PM Page 143

Use a strategy from the list or another strategy you

know to solve each problem.
8. There are 19 boxes of cherries in the stockroom.
This is 5 less than twice the number of boxes of
kiwis. How many boxes of kiwis are in the Use These Strategies
Use More Than One Step
stockroom?
Interpret the Remainder
Make a Table
9. At Sandwiches to Go, you can buy 1 sandwich at Use Simpler Numbers
half price for every 1 you buy at regular price. Write an Equation
Sandwiches are regularly $3.98 each. If Lisa and her Guess and Test
friends buy 8 sandwiches, how much do they spend?

10. One box of apples weighs 3 lb less than twice another. If the
heavier box weighs 29 lb, how much does the lighter box weigh?

1
11. Each day the price of a cookbook will be reduced by


10
of the sale price until all the cookbooks have been sold.
The original price of each cookbook is $10. What is the
price on the 5th day of the sale?

12. On Monday, Martin packed 927 pieces of fruit for shipping. If he

packed 250 apples and 302 oranges, how many pears did he pack?

Use the table for problems 13–16. Cheese Quantity Price

13. Tara has $7.50. Can she buy American 1 lb, sliced $3.59
two 20-oz blocks of Monterey 1
lb, block $1.89
2
Jack cheese?
Cheddar 8 oz, sliced $2.29
14. How much will Lindsey pay per 24 oz, block $4.19
1
ounce for sliced Swiss cheese? Swiss 1 2 lb, sliced $7.29
Round to the nearest cent. 16 oz, block $5.39
1
Monterey Jack 2 lb, sliced $2.49
15. A quiche recipe calls for 10 oz
of cheese. Which block cheese 20 oz, block $3.99
would be the least expensive to
use in the quiche: American,
cheddar, or Monterey Jack?

16. Use the table to write a problem modeled on

exercise 15 above. Have a classmate solve it.

Chapter 4 143
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Lessons 1–11

Compute. Use a calculator to check your work. (See pp. 121–122, 138–139.)

1. 63
(22  3)  7 2. 21  (0.8  6.4)
1.2 3. (3.2  4.3)
2.5  33

Write as an expression, equation, or inequality. (See pp. 124–125, 128–129.)

Use a variable when necessary.
4. Six less than a number is 3. 5. 25 more than 7 times a number

6. the sum of a number and 41.5 7. A number doubled is greater than 484.

8. Half of ten is three less than eight. 9. Forty is the product of x and five.

10. 5z decreased by 3 11. The sum of z and 35 is less than 98.

Evaluate each expression. (See pp. 126–127.)

12. (x  2)2  y
z, when x  1, 13. r(q  24)  w
2, when r  3,

y  1.2, and z  4 q  30, and w  9

Solve and check. (See pp. 130–135.)

14. a  12.5  35.93 15. 2495  n  209 16. 13.5c  202.5

17. d
1.9  2.05 18. 378  75  x 19. r  2.5  1.3  7.9

20. h  (3.01  2.3)  5 21. 185  y  123.9 22. 6953  17m

Solve for the missing dimension in each formula. (See pp. 136–137.)
1
23. A  2 bh, when A  350 ft2 24. P  2(
 w), when
 12 yd
and h  20 ft and w  5 yd

25. P  4s, when P  48.12 cm 26. V  e 2, when e  5 in.

(See pp. 140–143.)

Write an equation for each. Then solve.

27. Sally is permitted 1000 calories 28. Two hundred twenty students
a day on her diet. At lunch she competed in basketball. Teams
consumed 279 and at breakfast of 5 players each were formed.
344. How many calories may she How many teams were formed?
consume at dinner?
144 Chapter 4 (See Still More Practice, p. 523.)
8206-2_145 10/12/07 6:43 PM Page 145

Patterns: Sequences
A sequence is a set of numbers in a certain order, usually by a pattern.
Each number is called a term. A term can be found by using a pattern rule.

What is the rule for the sequence?

What is the next term in the sequence?
This is an arithmetic sequence
1, 5, 9, 13, 17, . . . because each new term is found

4
4
4
4 by adding or subtracting a fixed
number to the previous term.
Rule: Start with 1 and add 4 repeatedly.
Next term: 17
4, or 21

What is the rule for the sequence?

What is the next term in the sequence?
This is a geometric sequence
2.1, 4.2, 8.4, 16.8, . . . because each new term is found
2 2 2 by multiplying or dividing by a
fixed number.
Rule: Start with 2.1 and multiply by 2
repeatedly.
Next term: 16.8  2, or 33.6

Find the rule.

Then use it to find the next term.
Label the sequence arithmetic or geometric.
01. 10, 18, 26, 34, 42, . . . 02. 5, 20, 80, 320, 1280, . . .

03. 106, 81, 56, 31, . . . 04. 2.5, 5, 7.5, 10, . . .

05. 0.4, 1.2, 3.6, 10.8, . . . 06. 176.5, 17.65, 1.765, 0.1765, . . .

07. 0.125, 0.25, 0.5, 1, . . . 08. 2, 0.4, 0.08, 0.016, . . .

Use the sequence 1, 3, 5, 7, . . . for problems 9 and 10.

09. What is the sum of the first 2 terms? the first 3
terms? the first 4 terms? the first 5 terms?

10. Look at the sums you found. What pattern do you see?
Use the pattern to predict the sum of the first 8
terms in the sequence. Check your prediction.
Chapter 4 145
8206-2_146 1/9/06 6:56 PM Page 146

Evaluate each expression. Watch for the order of operations.

Use a calculator to check your work.
1. (d
e  8)2  10f, when d  18, 2. (2
4)3  66  33
e  56, and f  2

3. 98  w , when w  2 , m  10, and t  2

2
4. 35
42  25
72  9  7
mt

Write as an expression, equation, or inequality.

Use a variable when necessary.
5. 7 multiplied by the sum of a 6. A number decreased by the product
number and 3 of 5 and 7 is not equal to 10.

7. Three times a number is greater than 30. 8. Half of a number increased by 10

Solve for the missing dimension in each formula.

9. A  bh, when A  105 ft2 and 10. P  2(

w), when
 14 ft and
h  15 ft w  9 ft

11. P  4s, when P  22 in. 12. d  rt, when d  210 mi and t  7 h

Use a strategy you have learned. 14. Evaluate the expressions

5x
2 and 5(x
2), when x  2.
13. Ty works at a nursery. He plants lilies
Are the values of the expressions the
in 12 rows of 8 and ivy in 15 rows of
same or different? Explain your
14. How many does he plant in all?
answer.

Match each sentence to an equation and each equation to its solution.

15. A number added to 2 is 64. n  2  64 8
A number doubled is 64. n 2  64 32
A number squared is 64. 2n  64 62
2 subtracted from a number is 64. n  64  0 64
64 subtracted from a number is 0. 2
n  64 66

16. Explain how you solved each equation in exercise 15.

146 Chapter 4
8206-2_147-148 1/9/06 6:57 PM Page 147

Test Preparation Chapters 1–4

Choose the best answer.

1. Choose the standard form of 7. Choose the scientific notation

65 billion, 18 thousand and for 294 billion.
7 hundredths.
a. 65,000,018.07 a. 29.4
1011
b. 65,018.6 b. 2.94
1011
c. 65,000,018,000.07 c. 294.1010
d. not given d. 2.94
109

2. Choose the short word name for the number 8. Round 597,491,608 to the
(9
106)  (7
104)  (6
102)  (8
1) nearest hundred thousand.
a. 9768 a. 600,000,000
b. 9 million, 70 thousand, 608 b. 597,000,000
c. 9 million, 7 thousand, 610 c. 597,492,000
d. not given d. 597,500,000

3. Which numbers are in order from 9. Use compatible numbers to estimate

least to greatest? the quotient.
542,252  258
a. 5.4032; 5.0432; 5.3402 a. 20
b. 5.4302; 5.4032; 5.0432 b. 200
c. 5.4302; 5.4032; 5.4332 c. 2000
d. 5.0423; 5.4023; 5.4302 d. 20,000

4. What is the missing number in the 10. Choose the value of 32
43.
equation 4.7  19.3  n
3?
a. 72 a. 60
b. 24 b. 72
c. 8 c. 576
d. 6 d. 648

5. Find the quotient. 11. Evaluate.

2
0.18
41
2
 42
(15  6)  18
a. 2.34 a. 126
b. 23.4 b. 54
c. 234 c. 26
d. 23,400 d. not given

6. Multiply. 12. Solve for x.

322
265 x  7.9  18.65
a. 85,930 a. x  2.36
b. 85,330 b. x  10.75
c. 8533 c. x  11.56
d. not given d. x  26.55

Chapter 4 147
8206-2_147-148 1/9/06 6:57 PM Page 148

13. Add. 18. Which inequality expresses

the following statement?
56.935
47.09
153.0818
length
is less than 35 ft
a. 257.1068 a.
 35
b. 257.1078 b. 35 

c. 257.1168 c. 35 

d. 257.1178 d.
 35

14. Solve for n. 19. Which is the algebraic expression for the
phrase “six times as old as Mark (m)”?
16n  432
a. n  0.037 a. 6
m
b. n  27 b. 6  m
c. n  416 c. 6m
d. n  6912 6
d. 
m

15. What number is five trillion, 20. Choose the difference.

four billion, eight?
$6006.93  $17.89
a. 5,004,000,008 a. $5098.04
b. 5,000,400,000,008 b. $5989.04
c. 5,400,000,000,008 c. $5999.14
d. not given d. not given

16. Find the value of n. 21. Divide.

106.09  1000 = n 8
47
2,5
67

a. 0.10609 a. 678 R38
b. 10,609 b. 670 R38
c. 106,090 c. 607 R38
d. not given d. 67 R38

17. Amy drove 297 miles in 22. A baseball was pitched at a speed of 88.5
5.4 hours. At what rate miles per hour. A tennis ball was hit at a
did she drive? speed of 1.5 times faster. What was the
speed of the tennis ball?
a. 50 miles per hour a. 53.55 miles per hour
b. 55 miles per hour b. 40 miles per hour
c. 60 miles per hour c. 25.66 miles per hour
d. not given d. not given

Explain how you solved each problem. Show all your work.
23. Kay can run 6 km in 26 min. Beth can run 4 km 24. Naomi added 0.25 to the difference she
in 15.5 min. To the nearest tenth of a minute, obtained from subtracting 1.19 from 3.23.
how much faster does Beth run 1 km? What number did Naomi end up with?

148 Chapter 4
8206-2_149 1/9/06 6:58 PM Page 149

Some Opposites
What is the opposite of riot?
It’s lots of people keeping quiet.

The opposite of doughnut? Wait

A minute while I meditate.
This isn’t easy. Ah, I’ve found it!
A cookie with a hole around it.

What is the opposite of two?

A lonely me, a lonely you.

The opposite of a cloud could be

A white reflection in the sea,
Or a huge blueness in the air,
Caused by a cloud’s not being there.

The opposite of opposite?

That’s much too difficult. I quit.

Richard Wilbur

+5

+4

+3

+2

+1

In this chapter you will: 0

–1
Learn about opposites and
absolute value of integers –2
Compare, order, and compute
–3
with integers
Evaluate expressions and solve –4

equations with integers –5

Solve problems by making a table
Critical Thinking/Finding Together
House A: 5 mi east, 3 mi south of a
point; House B: 5 mi west, 3 mi north of
the point. What is the greatest possible
distance between the houses? Chapter 5 149
8206-2_150-151 10/7/07 11:08 AM Page 150

5-1 Integers
A mountain peak has an altitude of
11,560 ft above sea level. A desert location
has an altitude of 185 ft below sea level.

You can write these numbers as integers.

Integers are the whole numbers and their
opposites. They are either positive,
negative, or zero.
0 ft sea level

11,560 ft above sea level
185 ft below sea level

A number line can help you see the

relationship between integers.

Zero is neither
Negative integers Positive integers
positive nor negative.
are less than 0. are greater than 0.

5 4 3 2 1 0
1
2
3
4
5

Read: negative 2 opposites Read: positive 2

Write: 2 Write:
2 or 2

• Two integers are opposites (additive inverses)

Positive integers
if they are the same distance from zero on the are commonly written
number line, but are on opposite sides of zero. without the positive sign.
Each integer has an opposite.
The opposite of
2 is 2. Write: (
2) = 2
The opposite of 2 is
2. Write: (2) =
2
The opposite of 0 is 0. Write: (0) = 0

• The absolute value of an integer is its distance

from zero on a number line.
The absolute value of 2 is 2. Write: ⏐2⏐  2
The absolute value of
2 is 2. Write: ⏐
2⏐  2
The absolute value of 0 is 0. Write: ⏐0⏐  0

2.3
150 Chapter 5
8206-2_150-151 1/9/06 7:00 PM Page 151

Write the integer to represent the situation. Then describe

the opposite situation and write the integer to represent it.
1. gain of 8 dollars 2. loss of 15 yards 3. 22 degrees warmer
4. 5 seconds before liftoff 5. withdrawal of $50 6. down 21 floors

Identify the point that corresponds to the integer on the number line.
A B C D E F G H I J K

5
4
1 0 2 4

7.
5 8. 4 9.
1 10. C 11. I 12. K

Write the integer that is just before and just after

each given number on a number line.
13. 7 14.
2 15. 1 16.
10 17.
99 18.
14

Write the opposite of each integer.

19.
9 20. 20 21. 16 22.
15 23. 13 24.
10

Write the absolute value of the integer.

25. ⏐
8⏐ 26. ⏐17⏐ 27. ⏐
56⏐ 28. ⏐293⏐ 29.
⏐
701⏐

Name each integer on a horizontal number line.

30. five to the right of negative five 31. seven to the right of negative eight
32. four to the left of positive five 33. three to the left of positive three

34. In a game the card for 10 says 35. Describe your position on a number
“Go ahead 10 steps.” What would line, if you begin at 0, move right 5
the card for
10 say? steps, and then move left 5 steps.

Use the number line.

36. If integer B is the opposite of
integer E, what integer is D? A B C D E
37. If integer A is the opposite of 38. If integer C is the opposite of integer
integer E, is integer C positive E, which of the labeled points has
or negative? Why? the greatest absolute value? Why?

Chapter 5 151
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5-2 Compare and Order Integers

You can use a number line to compare and to order integers.
Any positive number is greater than any negative number.

5 4 3 2 1 0
1
2
3
4
5

To compare integers you can use a number line.

On a horizontal number line: On a vertical number line:

Any number is less than a • Any number is less than a
number to its right. number above it.
3

Compare: 1 ?
2 Compare: 2 ? 0
2

2 is to the right of 1 0 is above 2
1

1 
2 2  0
0

Any number is greater than
Any number is greater than 1
a number to its left. a number below it.
2
Compare: 2 ? 4 Compare:
1 ? 3
3
4 is to the left of 2 3 is below
1
2  4
1  3

To order integers using a horizontal number line:

Least to greatest—Begin with the integer farthest to the left.

Greatest to least—Begin with the integer farthest to the right.
Order
2, 5, and 0 from least to greatest. Think
5 is farthest to the left;
The order from least to greatest is: 5, 0,
2.
2 is farthest to the right;

0 is between 5 and
2.

The order from greatest to least is:
2, 0, 5.

Study these examples.

Compare: ⏐4⏐ ? ⏐2⏐ Compare: ⏐7⏐ ? (3)

42 7 
3
Think Think
So ⏐4⏐  ⏐2⏐ ⏐4⏐  4 So ⏐7⏐  (3) ⏐7⏐  7
⏐2⏐  2 (3) 
3

152 Chapter 5 1.1

8206-2_152-153 1/9/06 7:01 PM Page 153

Choose the greater integer. Use a number line to help.

1. 7, 10 2.
9,
3 3. 3,
5 4.
7, 6

5. 0,
9 6. 8, 0 7.
12,
25 8. 20,
20

Compare. Write ,, 5, or ..
9.
10 ? 6 10. 4 ? 8 11. 3 ?
6 12.
3 ? 4

13. 7 ? 0 14.
4 ? 4 15. 0 ?
3 16.
2 ?
5

17. ⏐
8⏐ ? ⏐7⏐ 18. 0 ?
⏐8⏐ 19. ⏐
6⏐ ?
(6) 20.
(
7) ?
(4)

21.
⏐11⏐ ?
13 22.
(13) ? 0 23. ⏐12⏐ ? ⏐
12⏐ 24.
(
10) ?
⏐
20⏐

Arrange in order from least to greatest.

25. 6, 8, 7 26.
10,
8,
6 27.
6, 0,
3

28. 9, 0, 3 29.
5,
6,
3,
7 30. 4,
2, 5,
4

Arrange in order from greatest to least.

31.
6, 3,
4 32.
2,
10, 5 33. 0,
7,
12

34.
4, 5,
3 35. 8, 12,
15,
30 36. 20, 0,
2,
1

Write always, sometimes, or never to make a true statement.

37. A negative integer is ? less than 38. A negative integer is ? less than
a positive integer. another negative integer.
39. A negative integer is ? greater 40. The absolute value of an integer
than 0. is ? positive.

41. The temperature on Monday was 42. The average daily temperature in

2°C. On Tuesday the temperature Toronto for each of five days was
was
7°C. Which temperature
2°C, 5°C,
3°C, 1°C, and 2°C.

was colder? What was the median temperature?

43. Is there a least positive integer? a greatest positive integer?

a least negative integer? a greatest negative integer? Explain.

Chapter 5 153
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5-3 Add Integers

On an oceanographic expedition, the crew took the
first sonar reading at 2 km above sea level. The next
reading was 3 km below the first reading. What was
the depth of the second reading?
To find the depth of the second reading, n,
add:
2
3  n.
You can use a number line to model 3
the addition of integers.
2
• Start at 0.
• Move right for positive integers. 5 4 3 2 1
1
2
• Move left for negative integers. 0

The depth of the second reading was at
2
3  1

1 km below sea level.

You can also use absolute value to add integers.

To add integers with like signs:  2
4  m
5

3  n

• Add the absolute values of ⏐2⏐
⏐4⏐ ⏐
5⏐
⏐
3⏐

the addends. 2
46 5
38
 2
4  6
5

3 
8
• Use the sign of the addends
for the sum. m  6 n 
8

To add integers with unlike signs:

• Subtract the addend with the lesser
5
8  d
9
7  s

absolute value from the addend ⏐8⏐  ⏐5⏐ ⏐
9⏐  ⏐7⏐

with the greater absolute value. 853 972
• Use the sign of the addend with 5
8  3
9
7 
2

the greater absolute value for the sum. d  3 s 
2

Study these examples.

2

5  a 3
x  5

5 2

2 3

1
2
3
4
5
6
7 7 6 5 4 3 2 1 0
0

2

5 
7 a 
7 3
2  5 x  2

2.3
154 Chapter 5
8206-2_154-155 1/9/06 7:03 PM Page 155

Write an addition sentence that is modeled by each number line.

1. 2.

6 5 4 3 2 1 4 3 2 1 0
1
2
0

Add. Use a number line to help.

3.
2

1 4. 4
3 5. 1
4 6.
6

1

7. 6

4 8.
7
5 9. 5
6 10.
4

4

11. 4

8 12. 8

5 13.
6
0 14. 0
8

15.
4
5
6 16. 6
2

4 17. 3
3
3

18. 2
2
2 19.
7
5
2 20. 8

6

9

Find the value of the variable.

21.
7
a 
16 22. 5
b 
3 23.
11
c 
9

24. d

7  7 25. e
8  13 26. f
15  12

27.
9
k0 28. h
7  6 29. 13
i  15

30. On Monday Sally deposited $60 in 31. In January Raul lost 5 pounds.
her savings account. On Tuesday He gained back 3 pounds in February.
she withdrew $45. What was the net What was his total weight gain or loss
change in savings for the two days? for the two months?

32. Rita started a checking account with 33. An elevator starts at the 23rd floor,
$500. She later wrote a check for $50, goes down 5 floors and then up
made a deposit of $250, and wrote 8 floors. At what floor is it then?
another check for $100. How much Draw a vertical number line to
money was left in Rita’s account? illustrate.

34. Explain in your Math Journal how you can use the
rules on page 154 for adding with zeros (such as
0
7) or with opposites (such as
7
7).

Chapter 5 155
8206-2_156-157 10/7/07 11:10 AM Page 156

5-4 Subtract Integers

Catherine wants to know how
x x
25 x5
to complete this subtraction:
7 7 
5  2 7
52
4
5n
6 6 
5  1 6
51
To study the relationship between
5 5 
5  0 5
50
adding and subtracting integers,
she makes the table at the right. 4 4 
5 
1 4
5?

Look for a pattern in the table. The sequence of numbers in the last
column is 2, 1, 0, . . . . Catherine determines that 4
5 
1 or
4
5 
1. She also makes the following general conclusion.

Subtracting an integer is the same as

adding the opposite of that integer.
a
b  a  (
b), for integers a and b.

To subtract integers:

Add the opposite of the subtrahend.

Rewrite as an addition sentence.
2
1 1 2 3 4 5
0

Then use the rules for adding integers.
4
5 
1

4
5  n Find the opposite of the subtrahend.
6

8  n

4 
5  n Rewrite as an addition sentence.
6  8  n

4 
5 
1
6  8  2
Add.

n 
1 n  2

Study these examples.

7
n  17 Think
7
0 is its own

n  7  10
9
6  n
5
0n opposite.
7

10  7  10
9 
6 
15
5  0 
5

n 
10 n 
15 n 
5

2.3
156 Chapter 5
8206-2_156-157 1/9/06 7:04 PM Page 157

Write a subtraction sentence that is modeled by each number line.

1. 2.

6
5
4
3
2
1 0
4
3
2
1 0 1 2

Subtract. Use a number line to help.

3. 8
4 4. 5
8 5.
4
5 6. 0
6
2

7.
3

7 8. 9
7 9. 7

4 10. 0
5
8

11. 8
10 12. 3

2 13.
8

10 14. 0
3
5

15.
7
2 16. 9
11 17.
5

3 18. 07

9

19. 5

10 20.
6

7 21. 6
0 22.
12
0

23. 9
4 24. 2

3 25. 0

8 26. 00
4

Find the value of the variable.

27.
9
a 
15 28. 14
b 
13 29.
8
c  4

30. d

11 
6 31. e
15  16 32. f

25 
3

33. The high temperature in Chicago 34. Ben asked his mother to hold his
was 67°F and that same day the savings. At the start of June, his
low was
24°F in Minneapolis. savings was $16. That month he
What was the difference between borrowed $20 to spend. What is
the high and the low temperatures? the amount remaining or owed?

Add. Look for opposites.

0 Think
11 
2 
8  4 
11  2  n n
4
8  4 
4
0
35. 23 
17 
23  n 36.
12  15  12 
6 
15 
4  n

37. 35  65 
65  n 38. 22  14 
10  10 
22  14  n

Chapter 5 157
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5-5 Multiply Integers

You can use repeated addition to multiply integers.
Multiply: 3
2  n 2 2 2
Think
3
2 means three groups of 2.
7 6 5 4 3 2 1 0
2  2  2  6 2 6
3

3
2  6

Patterns can also help you to understand how to multiply integers.

• When you multiply two positive () • When you multiply two negative ()
integers, the product is positive (). integers, the product is positive ().
2
3  6 1
3  3
2
2  4 2
3  6
2
1  2 3
3  9

• When you multiply a positive () integer, 3
3  9

and a negative () integer, the product
2
3  6
is negative.
1
3  3

You can also use rules for multiplying integers.

To multiply two integers, multiply their absolute values.

• The product is positive when the factors have like signs.
()()   ()()  
• The product is negative when the factors have unlike signs.
()()   ()()  

Study these examples.

12
3  s 7
7  h
⏐12⏐
⏐3⏐  s ⏐7⏐
⏐7⏐  h
12
3  36 Multiply the factors. 7
7  49
12
3  36 7
7  49
Use the rules to determine
s  36 the sign of the product. h  49

2.3
158 Chapter 5
8206-2_158-159 1/9/06 7:06 PM Page 159

Write each repeated addition as a multiplication sentence.

1. 9  9  9  9  9  9 2.
6 
6 
6 
6 
6 
6

3. 12  12  12  12  12 4.
15 
15 
15 
15

Write the sign of the underlined factor for the given product.

5 9  45 8
5.  __ 6. __ 
96
 12 7.
9
__ 
135
 15

__  12  132
8. 11 7 
26  182
9. __ __ 
22 
374
10. 17

Find the product.

11.
75 0 12. 25 
13 13. 0  21 14.
15 
12

15.
7 
9 
4 16. 5 
8 
12 17. (4 
2)  6 18. 8  ⏐
9 
2⏐

19. Climbing down from the mountain, 20. The change in the price of ABC stock was
Abe descends 12 m each minute. reported as
$2 per share. If Rita owns
What is the total change in altitude 8 shares of ABC stock, what is the total
for a 6-minute descent? change in value of her shares of stock?

21. The table below shows Earl’s weekly bank account transactions.
Explain how the signs of the integers relate to the transactions.

Transaction Representation Result

3 deposits of $50 3  50  150 increase of $150
2 withdrawals of $20 2 
20 
40 decrease of $40
take away 4 deposits of $10
4  10 
40 decrease of $40
take away 5 withdrawals of $40
5 
40  200 increase of $200

Write positive or negative to make a true statement.

Give examples to support your answer.
22. When an even number of negative 23. When an odd number of negative
integers are multiplied, the integers are multiplied, the
product is __
?. product is __
?.

Chapter 5 159
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5-6 Divide Integers

A diver went 15 meters below the surface
of the water in 3 minutes. What integer
expresses the diver’s average change in
depth per minute?

To find the integer, n, divide:
15  3  n.

Division and multiplication are inverse

operations. You can use this relationship
to find the quotient of a division with integers.

Multiplication Division
5  3  15
15  3  5
5 
3 
15

15 
3  5

5 
3  15
15 
3 
5

5  3 
15

15  3 
5

15  3 
5 or
15  3 
5

The diver’s average change in depth

per minute is
5 meters.

You can use rules for dividing integers.

To divide two integers, divide their absolute values.

• the quotient is positive if the integers have like signs. Think

()  ()   (
)  (
)   You cannot divide an
integer by zero.
• the quotient is negative if the integers have unlike signs.
()  (
) 
(
)  () 

• the quotient is zero if the dividend is zero.

Study these examples.

18  6  3
18  6 
3 0  6  0
6  0 is impossible.


18  18


  3 

  3 0 
6  0
6 6

2.3
160 Chapter 5
8206-2_160-161 1/9/06 7:08 PM Page 161

Find each quotient.

1.
54  6 2. 25 
5 3. 80 
10 4. 0 
9

5. 10 0 6.
11  1 7. 20 
1 8. 4  4



36 1 50 80
9.  10. 


1 11. 
10 12.
6 5

Divide to complete each chart. Then write the rule.

13. IN OUT 14. IN OUT 15. IN OUT

8 4 30
5 24 3

10 5 24
4 16 2

12 6 18
3 8 ?

14 ? 12 ? 0 ?

16 ? 6 ? ?
1

? 9 ? 0
16
2

Rule: IN  n  OUT Rule: IN  n  OUT Rule: IN  n  OUT

Compare. Write ,, 5, or ..
16. 5  1 ? 12 4 17. 36  6 ? 20  4 18. 18  2 ? 30  6

19. 12  3 ? 24  3 20. 25  5 ? 4 5 21. 48  4 ? 3  4

22. Lisa’s stock fund changed by 23. A submarine is at a depth of 250

81¢ during a 3-day period. If meters. If it ascends at a rate of
it changed at the same rate 15 meters per minute, can it reach
each day, what is the rate? the surface in a half hour?

Write the pattern rule and the next three numbers in each sequence.
24.
3, 6,
12, 24, ?, ?, ? 25. 128,
64, 32,
16, ?, ?, ?

26.
1, 5,
25, 125, ?, ?, ? 27.
6561, 2187,
729, 243, ?, ?, ?

Chapter 5 161
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5-7 Integers and Order of Operations

A whale descends 5 feet from the surface of the
ocean. Then it descends 13 more feet. It repeats
this dive two more times. After the three dives,
the whale ascends 20 feet. How many feet below
the surface is the whale then?
To find how many feet, write and evaluate
the expression:
5  3 
13  20.

5  3 
13  20

5 
39  20 Remember the order of operations:
1. Grouping Symbols

44  20 2. Exponents
3. Multiply or divide from left to right

24 4. Add or subtract from left to right

The whale is 24 feet below the surface.

Study these examples.

Evaluate each expression. Check using a calculator. Use to enter

100 
175 
25  9 
11 a negative number.

100  7  9 
11
A scientific calculator follows

100  7 
99 Check. the order of operations.

93 
99 100 175 25

192 9 11 —192 Display

150 
75
(
41  111)  (
3)2 Think

(
3)2 means “negative 3, squared”
150 
75
70  (
3)2 or
3 
3.

(3)2 means “the opposite of 3 squared”
150 
75
70  9
or
(3  3) 
(9) 
9

2
70  9 Check.

2
630 150 75 41 111

632 3 2 —632

162 Chapter 5
8206-2_162-163 1/9/06 7:10 PM Page 163

Name the first step to simplify. Then evaluate the expression.

1.
62
84 
4  33 2.
92  (
91  93) 
23

3. 71 
175
56 
8 4. 3 
16
(36)2 
12

5.
4[6  (8
5)2] 6. 4  [(6

4)2  15] 
5

Compute. Watch the order of operations.

7. 16

279  31 8.
226
190  10 
28

9. 80  (93 
77) 
304 10. 67  (68
80)2 
30

11. 7
(
9
5)  22 12.
16
4  (1  1)2

13.
87
60  15  (
40  36)2 14. 24(45 
36)

21
38  3

15. (
24 
3)(
20  4)  2 16.
16

14 
14

16 
8  3

Write an expression to solve each. Then compute.

17. A dolphin descends 12 feet from 18. A spider crawls up 12 inches on Bo’s
the surface of the ocean and then deck to go to its web. Next it drops
ascends 7 feet. Then it descends 15 down 15 inches to go to another
feet and repeats this descent three web. Then it crawls up 92 inches to
more times. How many feet below get out of the rain. How far above or
the surface is the dolphin then? below Bo’s deck is the spider then?

Compute. Choose the best answer.

19.
91  116 
29  (7  7) 
7 20. 173
143 
79 
108  (3)2

A
120 B
83 F
8622 G
978

C 83 D 120 H 978 J 8622

Chapter 5 163
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5-8 Expressions and Equations with Integers

Greg has $80 in his bank account. He withdraws
$50. If the bank charges a monthly fee, f, of $12,
what is the balance of Greg’s bank account?
To find the balance, write and
evaluate the algebraic expression:

$80
$50
f, when f  $12

$80
$50
$12 Replace f with $12.

$30 

$12
$18 Simplify.
Greg’s bank account has a balance of $18.

LeAnn thought of a number. First she added 3 to the number, then doubled
the sum. The answer she got was 16. Is LeAnn’s number 1 or 5?
To find LeAnn’s number, write and solve the equation: A replacement set is the
set of numbers to be used
(n
3)  2  16 with replacement set {1, 5}.
for possible solutions of a
Let n  LeAnn’s number. mathematical sentence.

To solve an equation when given a replacement set, replace the

variable with each value of the replacement set and determine
the value that makes the equation a true statement.

(n
3)  2  16, when n  1 (n
3)  2  16, when n  5

(1
3)  2  16 Replace n with given value. (5
3)  2  16
? ?
(4)  2  16 Simplify. (8)  2   16
8  16 false Determine whether 16  16 true
true or false.

LeAnn thought of the number 5.

Study these examples.

Solve: x
14  9 Solve: 3a 
12
x
14  14  9  14 Isolate the variable. 3a
12

3  3 Isolate the variable.
x 5 Simplify.
a  4 Simplify.
Check: x
14  9

5
14  9 Check: 3a 
12
 9  9 True  3 • 4 
12

12 
12 True

164 Chapter 5 1.1

8206-2_164-165 1/9/06 7:12 PM Page 165

Evaluate each expression when a
15, b
24, c
22, and d
0.

1. b
c 2. a  b 3. a  b • c 4. (b  d )
c
ab b bd
5. 2
c
6. a  c 7. cd  a 8. 3c

9. (a  b)3  c 10. bd  a 2 11. a 2  bc 12. b
(c • d )

Solve each equation. Use the replacement set {15, 25, 0, 125, 225}.
13. n  10  15 14. n  10  15 15. n  5  20
16. n  5  0 17. 25 n0 18. n  25  5

Solve and check.

19. b  4  6 20. x  3  11 21. 5  h  13 22. 8t  104
y d
23. 6  9 24. 15z 0   0
25. 10
26. 14  g  1

9 v
27.  f  20 28. 15  3 29. 33  11r 30. 243  9p

Write and solve an equation for the variable used.

32. 4 less than a number y is 7.
31. A number z divided by 8
equals 20.

33. A number r increased by 15 34. The product of a number d and

12 is 60.
equals 22.

35. Richard scored 12 points in a 36. Ann’s bank account is overdrawn $17.
game. This was three times his The bank charges a fee, f, for the account
previous score. What was his being overdrawn. If Ann deposits $20,
previous score? and the bank’s fee is $15, how much
money does Ann have in her account?

Write in order from least to greatest.

37. 0.28, 0.82, 0.2, 0.08 38. 0.472, 0.481, 0.399, 0.38
39. 2.57, 2.5, 2.48, 1.99 40. 8.4861, 0.9614, 0.0756, 0.8496
41. 59.221, 59.212, 59.122 42. 0.097765, 0.97765, 0.0907765

Chapter 5 165
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5-9 Temperature F C
230 ° 110°

Temperature can be measured in degrees 220°

210 ° 100 ° Water boils
Fahrenheit (°F), or in degrees Celsius (°C). (212°F; 100° C)
200 °
The temperature was 15°C. It dropped 25°. -- 90 °
190 °
What was the new temperature? 180 °
-- 80 °
170 °
To find the new temperature, n, add: 160 ° -- 70 °

15
25 n Think 150 °
140° -- 60 °

15
25  10 Dropped 25°  25° 130 °
120° -- 50 °
The new temperature was 10°C. 110° Normal body
-- 40 ° temperature
The temperature was 10°F. It dropped to 15°F. 100 ° (98.6°F; 37°C )
-- 90 ° A hot day
How many degrees did the temperature drop? -- 30°
(90°F; 32°C )
-- 80 °
-- 70 °
To find the number of degrees, n, subtract: - 20 ° Room
-- 60 ° temperature
15 
10  n Think (68°F; 20°C)
-- 50 ° -- 10 °
(
10)  10 -- 40 °
15
10  25
-- 30° -0° Water freezes
(32°F; 0°C )
The temperature dropped 25 degrees. - 20 °
-- 10 °
-- 10 °
You can use formulas to estimate temperature. -0° -- 20 °
-- 10 °
°C
(°F  30)  2 °F
2°C
30 -- 20 °

Estimate 46°F to degrees Celsius. Estimate 2°C to degrees Fahrenheit.

°C
(°F  30)  2 °F
(2°C
30)
 (46  30)  2 Replace F with 46.  (2 • 2
30) Replace C with 2.
8 Simplify.  26 Simplify.
46°F is about 8°C. 2°C is about 26°F.

Compute the new temperature.

Starting Temperature Change in Temperature New Temperature

1. 35°C rises 15° ?
5°C falls 10° ?
2.
3. 0°C drops 12° ?
8°C climbs 4° ?
4.
2.3
166 Chapter 5
8206-2_166-167 1/9/06 7:14 PM Page 167

Compute the temperature change.

Starting Temperature New Temperature Change in Temperature

5.
20°F 12°F ?
6. 3°F
7°F ?
7. 19°F 23°F ?
8. 11°F
9°F ?

Estimate the temperature in °C or in °F.

Watch for the degree unit.
9. 60°F 10.
8°F 11.
2°F 12. 74°F 13. 200°F
14. 7°C 15.
21°C 16.
4°C 17. 83°C 18. 62°C
19. 86°F 20. 6°F 21.
4°F 22. 114°F 23.
32°F

24. 75°C 25. 5°C 26.
30°C 27. 35°C 28.
10°C

29. What is the difference between 30. The boiling point of nitrogen is
normal body temperature and
196°C. A miniature transistor

the freezing point of water on conducts electricity that is 48°C

the Celsius scale? on the above the boiling point of nitrogen.
Fahrenheit scale? What temperature is this?

31. On one winter morning, the 32. The normal July temperature in
temperature in Boston was
4°F. Toronto, Canada is 27°C.
By noon, the temperature had gone Estimate the temperature in °F.
up 10 degrees. What was the
temperature in Boston at noon?

Match each definition with a word in the box.

equation
33. a diagram used to find the prime factors standard form
of a number algebraic expression
expanded form
34. a statement that two mathematical
factor tree
expressions are equal

35. a mathematical expression that 36. the written form of a number that
contains one or more variables shows the place value of its digits

Chapter 5 167
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5-10 Problem-Solving Strategy:

Make a Table
The outside temperature at 11:00 P.M. is 14°F.
The weather forecaster predicts that it will
drop 5° each hour. Then the temperature will
rise 3° each hour after 2 A.M. What will the
temperature be at 6:00 A.M.?

Visualize yourself in the problem above as

you reread it. List the facts and the question.

Facts: At 11:00 P.M. the temperature

is 14°F.
The temperature drops 5° each
hour until 2:00 A.M.
The temperature rises 3° each
hour after 2:00 A.M.

Question: What will the temperature be at 6:00 A.M.?

Make a table to record the hourly temperature change.

When the temperature drops, use a negative integer.
When the temperature rises, use a positive integer.

Complete the table.

Add 5° (or subtract 5°) for each hour until 2:00 A.M.
Add 3° for each hour until 6:00 A.M.

Time 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00

Temperature
14°
9°
4° 1°
2°
5°
8°
11°

5 5 5
3
3
3
3

At 6:00 A.M. the temperature will be 11°F.

Work backward to check. Subtract
3° (or add 3°) and add
5°.

(
11°)
(3°)
(3°)
(3°)
(3°)
(
5°)
(
5°)
(
5°) 
14°

168 Chapter 5
8206-2_168-169 1/9/06 7:16 PM Page 169

Solve each problem. Make a table to help.

01. Henry saved $130 to buy a $250 bicycle.
His dad paid him for doing chores each week.
Henry received $10 the first week. For each
additional week Henry received $4 more
than the preceding week. How many weeks
must he work to have enough money
to pay for the bicycle?

Visualize yourself in the problem

as you reread it. List the facts
and question.
Facts: amount saved—$130
cost of bicycle—$250
first week—$10
each week—$4 more than the preceding week
Question: How many weeks must he work
to have enough money?

Make a table. Add to find how long

it will take to have at least $250.

Week 1st 2nd 3rd 4th

Amount $130
$10 $140
$14 $154
$18 $172
?

02. A baker uses 3 c of sugar, 3 c of flour, and

2 sticks of butter for each pound cake. How much
of each ingredient is needed for 8 cakes?

03. Sue played a game in which she won 8 points and

lost 5 points in each round. In which round did
her score reach 15 points?

04. Adam inspected apples. He found 2 out of every 15 apples

to be of poor quality. How many apples of poor quality
could he expect to find in a shipment of 165 apples?

05. During an experiment Dana recorded the following temperatures:

22°C, 12°C, 15°C, 5°C, 8°C. If this pattern continues,
predict the tenth temperature in the series.

Chapter 5 169
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5-11 Problem-Solving Applications: Mixed Review

Solve each problem and explain the method you used.
01. Scientists built earthquake stations at
different elevations. One station is 75 m
above sea level, and a second is 35 m
below sea level. What is the difference
in height between the two stations?
02. A submarine is at a depth of 300 ft.
What must happen for the submarine
to reach sea level?
03. How many negative integers are between
4 and
4?

04. How many integers greater than 10 are less

than 3?
05. A balloon is 218 m above sea level.
A submersible is 220 m below sea level.
Which is closer to sea level? How much closer?

06. A diamond-mine entrance begins at

75 ft above sea level. Workers discover
diamonds 48 ft below sea level. How deep
is the mine at that point?
07. The temperature change from 6 A.M. to 7 A.M.
was
3°C. If the temperature at 6 A.M. was
2°C, what was the temperature at 7 A.M.?

8. A parachutist opens her parachute at an altitude of

5000 ft. Her change in altitude is 25 ft per second.
a. Write an equation to find her altitude h at a time
after she opens her parachute.
b. How far, written as an integer, has she descended in
12 seconds?
c. What is her altitude 12 seconds after she opens
her parachute?

9. To map the features of the ocean floor, scientists

take several sonar readings. What is the average
of these three readings they made: 14,230 ft;
14,246 ft; 14,235 ft?

170 Chapter 5
8206-2_170-171 1/9/06 7:17 PM Page 171

Use one or more of the strategies from the list or

another strategy you know to solve each problem.
10. The temperature at 11:00 P.M. was 37°F. If it dropped
2°F every hour until 5:00 A.M. and then rose 4°F every
hour after that, what was the temperature at 9:00 A.M. Use These Strategies
Write an Equation
the next day? Guess and Test
Interpret the Remainder
11. Claire tripled a number and added
14 to it. Use More Than One Step
Her answer was 4. What was her number? Make a Table

12. A sonar device was positioned 100 m below the

surface of the sea. The device was then lowered
175 m. What is the final depth of the device?

13. Each page of Derek’s science scrapbook holds 12 pictures.

If he has collected 151 pictures to put in his scrapbook,
how many more pictures does he need to fill a page?
14. Each time a hot-air balloon rose 65 ft, a downdraft
pushed it back down 35 ft. Its original altitude was 185 ft.
What would be its altitude after the third downdraft?

15. Mr. Torres spent $85.50 for tickets to the National Aquarium
for his family. The tickets cost $19.50 for each adult and
$13.50 for each child. If three adults went to the aquarium,
how many children went?
16. A scuba diver descended 30 m below the ocean surface,
rose 17 m, and then descended 7 m. How far, as an integer,
below the ocean surface is the diver?

Use the table for problems 17–19.

Wind Chill Table
17. The wind was 40 mph and the wind chill
5 27 21 16 12
Miles Per Hour (mph)

was 21°F below zero. How much warmer

10 16 10 3
3
was the air temperature?
15 9 2
5
11
18. How much colder does an air temperature of 20 4
3
10
17
30°F feel with winds at 30 mph than at 20 mph? 25 1
7
15
22
30
2
10
18
25
19. With winds at only 15 mph, an air temperature 35
4
12
20
27
of 15°F feels 7°F colder than when the air 40
5
13
21
29
temperature is 20°F. What is the wind chill at 15°F? 35 30 25 20
Air Temperature (°F)

20. Write a problem that uses the data in the table.

Have someone solve it.
Chapter 5 171
8206-2_172 2/6/06 8:55 AM Page 172

Lessons 1–11

Express each as an integer. (See pp. 150–151.)

1. an increase of 14 dollars 2. a gain of 9 meters

3. 4 hours before arrival 4. a depth of 12 meters

Write the opposite and absolute value of each integer.

5.
15 6. 13 7.
22 8.
7 9. 1

Compare. Write ,, 5, or .. (See pp. 152–153.)

10. 9 ?
9 11. 4 ? 7 12.
5 ? 14 13. 6 ? 6

Compute. (See pp. 154–163.)

14.
6
3 15. 4

9 16. 0
5 17. 7
5

18.
9 
5 19. 6  8 20.
7  11 21. 0 
4

33
22. 5  10 23. 90 
5 24. 0  6 25. 3

26.
4  11 27. 6 
3 28.
8  8 29. 3 
5

30.
40  (
95
79)
214 31.
37
(
8 
10)2  3

Solve each equation. Use the replacement set {23, 0, 13}. (See pp. 164–165.)

32. n 
12  15 33. n
15  15 34. n  5 
8

35. n  3  0 36.
3 n
0 37. n  3 
9

Estimate the temperature in °C or in °F. (See pp. 166–167.)

Watch for the degree unit.
38. 12°F 39. 50°F 40. 32°F 41. 40°C 42. 20°C

(See pp. 168–171.)

43. The temperature was
12C at 44. The football team gained 23 yards
noon. By nine o’clock it was 2C. on 1st down and were penalized
How many degrees did the 5 yards on 2nd down. What was
temperature drop? the net result?

172 Chapter 5 (See Still More Practice, p. 523.)

8206-2_173 10/12/07 6:44 PM Page 173

Inequalities in One Variable

You can solve an inequality in one variable and
Remember:
graph its solution on a number line. An inequality is a statement that
uses one of these symbols: , ,
Solving an addition or subtraction inequality , , or .
is like solving an equation.
< is less than
x
57 addition inequality
≤ is less than or equal to
x
5575 Subtract 5 from both sides.
> is greater than
x2 solution to the inequality
≥ is greater than or equal to
 is not equal to
y 5 
4 subtraction inequality
y  5
5 
4
5 Add 5 to both sides.

y  1 solution to the inequality

To graph x  2, place an open dot at To graph y  1, place a solid dot at

2 on the number line and then shade 1 on the number line and then shade
the number line to the right of 2. the number line to the left of 1.

3 2 1 0
1
2
3
4
5
6
7 7 6 5 4 3 2 1 0
1
2
3
4

x2 y  1

• The open dot at 2 means that 2 is • The solid dot at 1 means that 1 is
not a solution of x  2. a solution of y  1.
• The green line with the arrow • The red line with the arrow shows
shows that all values greater than 2 that all values less than 1 are also
are solutions of x  2. solutions of y  1.
1
Some solutions of x  2: {22, 3, 7.4, . . .} Some solutions of y  1: {. . ., 9, 6, 3}
Not solutions of x  2: {. . . , 2, 0, 1.9, 2} Not solutions of y  1: {1.1, 6, 10, 35, . . .}

Solve and graph the solution of each inequality. Then list three
numbers that are solutions and three numbers that are not solutions.
1. t  34  19 2. w
21  45 3. 19
x  14 4. s  14  12

5. k  5  8 6. p
12  9 7. r
88  92 8. v
2  6

9. a  2  4 10. z  2  10 11. b  4  9 12. c
6  0

1.1 Chapter 5 173

8206-2_174 1/9/06 7:19 PM Page 174

Write each as an integer.

1. a gain of 5 lb 2. 11 m backward 3. 17 floors down

Find the absolute value of the integer.

4. ⏐
18⏐ 5. ⏐19⏐ 6. ⏐
73⏐ 7. ⏐502⏐ 8. ⏐
643⏐

Arrange in order from least to greatest.

9. 9,
9, 0 10.
9, 6,
2 11.
60, 30, 0,
70

Compute.
12.
11 
7 13.
8  4 14. 366  6 15. 2448 
24

Evaluate each expression when a 5 17, b 5 22, c 5 23, and d 5 0.

16. b  (c  a) 17. ad  c 18. a  b • c 19. (a
b)2  c

Solve and check.

20. y 
6  7 21. 15z 0 22.
9  f 
25 23. 17
g 
1

Estimate the temperature in °C or in °F. Watch for the degree unit.

24. 70°F 25.
18°F 26.
2°C 27. 74°C 28. 90°C

Use a strategy or strategies you have Explain how you solved the problem.
learned. Show all your work.
29. Andrew writes an integer pattern by 30. A geologist studied rock forms at
adding 5 and subtracting
2 in order. a site 5 m below sea level. If he
The eighth number in the pattern is moves to a site 9 m higher, how far
20. What number did he start with? above or below sea level will he be?

31. Lee added the same integer

1 2
3 3 4
1
to each number in the magic
square at the left to get a
4 4
new magic square. Find 0
the integer and complete 3
2
1
the square.

174 Chapter 5
8206-2_175-176 1/9/06 7:19 PM Page 175

Test Preparation Chapters 1–5

Choose the best answer.

1. Choose the short word name 7. Estimate by rounding.

for the number.
$529.47
687,400,000,000
623

a. 687 million, 400 thousand a. $30,000

b. 687 billion, 400 million b. $36,000
c. 687 billion, 400 thousand c. $300,000
d. 687 million, 200 d. $500,000

2. Choose the quotient. 8. Choose the product.

.1
0.36
023
1
2
 a. 0.00342 0.91
0.37 a. 0.3367
b. 0.0342 b. 1.28
c. 0.342 c. 33.67
d. not given d. not given

3. An expression for “2 less than x, 9. A mathematical sentence for “10 more than
divided by 3.5” is: one third of a number n is greater than 25”
is:
2
x x
2 1 1
a. 3.5
b. 3.5
a. 10  3
n  25 b. 3
n  10  25
2 x n 1
c. x  3.5
d. 2  3.5
c. 3
 10  25 d. 10  3
 n  25

1
4. Use A  bh. Find b when A  30 ft2 and 10. Choose the equation that is solved by using
2
h  6 ft. the Subtraction Property of Equality.
x
a. 12 ft a. 3
 4.2
b. 10 ft b. x  3  4.2
c. 8 ft c. 4.2  x  3
d. 6 ft d. x  3  4.2

5. When x  2, y  5, and z  6, which 11. Which makes the number sentence true?
expression has a value of 22?
⏐n⏐  8
a. 4z  2x  3y b. x(y  z) 2
a. 10 b.
z 5z
c. x
y d. y
x c. 8 d. 10

6. 113,707 subtracted from 509,911 is: 12. The product of 32,238 and 705 is:

a. 395,204 a. 2,227,790
b. 396,104 b. 2,727,790
c. 396,204 c. 22,727,090
d. 496,204 d. 22,727,790

Chapter 5 175
8206-2_175-176 1/9/06 7:20 PM Page 176

13. Which statement is true? 19. Which does not name an integer?

a.
35 b. 0
a. ⏐
7⏐ 
⏐7⏐ b. ⏐
7⏐ 
(
7) 3 10
c.
⏐
7⏐ 
(
7) d.
⏐
7⏐  ⏐
(
7)⏐ c. 15
d. 2

14. Add. 20. Subtract.

21  (
14) a.
7
45
63 a. 108
b.
35 b.
108
c. 7 c. 18
d. 35 d.
18

15. Estimate by using compatible numbers. 21. Multiply.

584,719  329 a. 2000 8.005 a. 40.5866
b. 3000  5.32 b. 41.5866
c. 4000 c. 42.5866
d. not given d. not given

16. Evaluate 3a2
4b when a 
2 and b  0. 22. Solve.

a.
16 x
(7.65  3.18)  4 a. x  6.83
b.
12 b. x  10.83
c. 16 c. x  14.83
d. 12 d. not given

17. Simplify. 23. In scientific notation, 0.0000631 is:

4
(
2  5) 
1 a.
7 a. 6.31  106
b.
1 b. 6.31  105
c. 1 c. 6.31  10
5
d. 7 d. 6.31  10
6

18. Ray’s aquarium holds 25 gallons of 24. The temperature at noon was 13°F. It
water. One gallon of water weighs 8.33 lb. dropped 17 degrees. What is the
What is the weight of the water if the temperature now?
aquarium is filled to the top?

a. 180.25 lb b. 200.25 lb a. 4°F b.
13°F

c. 208.25 lb d. 280.25 lb c.
17°F d.
4°F

Explain how you solved each problem. Show all your work.
25. Two groups of tourists flew to Japan. 26. A theater has 675 seats. There are three
The first group took 4 hours less than times as many seats in a row as there
the second to fly there. If the first group are rows. How many rows and how many
flew for 17 hours, how many hours did seats are there?
the second group fly?

176 Chapter 5
8206-2_177 1/12/06 3:26 PM Page 177

You may have thought there was no mathematics

in pizza. Well, there is. It turns out there is mathe-
matics in plain cheese pizzas, sausage pizzas, pepper-
oni pizzas, pineapple pizzas, teriyaki pizzas, and
avocado pizzas, just to name a few. (Sometimes, it’s
just not good to take mathematics too seriously.)

From Math for Smarty Pants by

Marilyn Burns

In this chapter you will:

Investigate fractions, primes, and composites
Compare, order, and estimate fractions
Explore greatest common factor and least
common multiple
Relate fractions, mixed numbers, and decimals
Identify terminating and repeating decimals
Solve problems by finding a pattern

Critical Thinking/Finding Together

The number of slices in the 1st giant pizza is a
prime number between 10 and 20. The number
of slices in the 2nd and 3rd giant pizzas together
is a multiple of 5. If the total number of slices is
32, how many slices are there in the 1st pizza? Chapter 6 177
8206-2_178-179 10/7/07 11:17 AM Page 178

6-1 Divisibility
A number is divisible by another 39
number if there is no remainder 5
9
31

when you divide. Since there is no remainder,
27
351 is divisible by 9. 81

81
You can use the divisibility rules in the 0
table below to help you determine if one
number is divisible by another number.

Divisibility Rules
A number is
if . . .
divisible by:
2 it is an even number (ends in 0, 2, 4, 6, or 8)
3 the sum of its digits is divisible by 3
4 the last two digits form a number divisible by 4
5 the ones digit is 0 or 5
6 it is divisible by both 2 and 3
8 the last three digits form a number divisible by 8
9 the sum of its digits is divisible by 9
10 the last digit is 0

Study this example.

Determine whether 3024 is divisible by 2, 3, 4, 5, 6, 8, 9, and/or 10.

3024 4 is an even number. 3024 is divisible by 2.

3024 3  0  2  4  9 and 9  3  3 3024 is divisible by 3.
3024 24  4  6 3024 is divisible by 4.
3024 4 is not 0 or 5. 3024 is not divisible by 5.
3024 4 is an even number and 3024 is divisible by 6.
3  0  2  4  9 and 9  3  3.
3024 24  8  3 3024 is divisible by 8.
3024 3  0  2  4  9 and 9  9  1 3024 is divisible by 9.
3024 4 is not 0. 3024 is not divisible by 10.

So 3024 is divisible by 2, 3, 4, 6, 8, and 9.

178 Chapter 6 2.0

8206-2_178-179 1/12/06 3:28 PM Page 179

Tell whether the number is divisible by 2, 3, 4, 5, 6, 8, 9, and/or 10.

1. 333 2. 128 3. 225 4. 7535 5. 8289

6. 9410 7. 99,483 8. 67,704 9. 67,713 10. 67,722

11. 23,918 12. 35,932 13. 85,446 14. 40,620 15. 90,990

16. 17,934 17. 49,708 18. 77,075 19. 13,104 20. 486,890

21. 207,984 22. 352,860 23. 607,712 24. 581,889 25. 270,228

Find the missing digit or digits that would make each number
divisible by the given number.
Think
26. 3,95 ; by 10
The last digit must be 0 to be divisible by 10.
27. 17,84 ; by 3 28. 243,05 ; by 9 29. 698,39 ; by 3 and by 9

30. 17,39 ; by 5 31. 14,5 2; by 8 32. 13, 12; by 8 and by 3

33. 27,1 8; by 6 34. 20,71 ; by 4 35. 502,7 5; by 3 and by 5

36. 37,6 3; by 9 37. 98 ,124; by 6 38. 109,83 ; by 4 and by 8

39. Ms. Sutphin has 74,516 pennies. 40. Mr. Diaz wants to divide 4952 stickers
She wants to divide them equally equally among some teachers at school.
among some containers. She has He wants to give the stickers to at least
10 containers, but does not need to 4 but no more than 10 teachers. To how
use them all. How many containers many teachers can he give stickers so
could she use so there are no there are none left over? How many will
pennies left over? each teacher get?

41. Which number is divisible by 4? 42. Which number is not divisible by 9?

A 448,274 F 34,947
B 346,493 G 38,999
C 330,902 H 55,026
D 286,156 J 80,973

Chapter 6 179
8206-2_180-181 1/12/06 3:29 PM Page 180

Update your skills. See page 3.

6-2 Prime and Composite Numbers

A prime number is a whole number greater than 1
that has exactly two factors, itself and 1.
Find all the factors of 11.
1
11  11 Factors of 11: 1, 11

Since 11 has exactly two factors, it is a prime number.

A composite number is a whole number The numbers 0 and 1

greater than 1 that has more than two factors. are neither prime nor
composite.
Find all the factors of 25.
1
25  25
5
50  25 Factors of 25: 1, 5, 25
Since 25 has more than two factors, it is a composite number.

Tell whether each number is prime, composite, or neither.

1. 24 2. 35 3. 2 4. 9 5. 19

6. 21 7. 33 8. 11 9. 1 10. 0

11. 51 12. 26 13. 81 14. 100 15. 41

16. 207 17. 613 18. 127 19. 10,011 20. 37,311

Copy these statements in your Math Journal.

Then tell whether each statement is true or false.
Give an example to justify your answer.
21. Any whole number is either prime 22. No composite number is an even
or composite. number.

23. All prime numbers are odd 24. Every even number greater than 2
numbers. is a composite number.

25. The product of two prime numbers 26. The sum of two prime numbers is a
is a prime number. composite number.

180 Chapter 6
8206-2_180-181 1/12/06 3:30 PM Page 181

Make and complete a table like the one below for the
numbers 1–20. Use the table for exercises 27–35.
27. Which numbers are
prime numbers? Number Factors Number of Prime or
Factors Composite
28. Which numbers are 1 1 1 neither
composite numbers?
2 1, 2 ? prime
29. Which numbers have 3 1, 3 ? ?
exactly three factors?

30. Which number has 17 ? ? ?

only one factor? 18 ? ? ?
31. Which numbers have 19 ? ? ?
six factors? 20 ? ? ?
32. Which number is a factor 33. Which numbers have both 2
of all of the numbers? and 3 as factors?

34. Which numbers have both 2 35. Which numbers have both 4
and 5 as factors? and 8 as factors?

36. Why is the number 1 neither prime 37. Why is 2 the only even prime
nor composite? number?
38. Rita’s locker number is a two-digit 39. Carl ran 4 km every day for 5 days.
prime number. There are 25 lockers, Ken ran 3 km every day for 7 days.
numbered 1–20, in Rita’s classroom. Was the total number of kilometers
What are the possible numbers that both Carl and Ken ran prime or
could be Rita’s locker number? composite? How do you know?

Six is called a perfect number because it is the sum of all

its factors, not including itself.
The factors of 6 are 1, 2, 3, 6.
1
2
36

40. Find another perfect number. 41. Are any prime numbers also
Extend the table above to help you. perfect numbers? Explain.
42. Use the internet or reference books to define these two types of numbers: (a)
deficient numbers and (b) abundant numbers. Discuss your results with the class.

Chapter 6 181
8206-2_182-183 1/12/06 3:31 PM Page 182

6-3 Prime Factorization

Every composite number can be written as the product of
prime factors. This is called prime factorization.

Find the prime factorization of 36.

36 Composite.
Composite.
You can use a factor tree to find the prime factors. Factor
Factoragain.
again.

Start with the composite number. 3
12

Choose any 2 factors.
3
3
4

Continue factoring until all the
branches show prime numbers.
3
3
2
2 All prime.

Arrange the prime factors in order
from least to greatest. 2
2
3
3

The prime factorization of 36 is 2
2
3
3.

You can use exponents to express Remember:

the prime factorization of 36. 22
32 2
2  22
3
3  32
No matter which 2 factors you begin with,
the prime factorization will always be the same.

Composite.
Composite. 36 Composite.
Composite. 36 Composite.
Composite.
Factor
Factoragain.
again. Factor again.
Factor again. Factor again.
Factor again.
6 6 4 9

2
3
2
3 2
2
3
3
2
3 2
3
2 2 2 2

Express each in exponential form. Then find the product.

1. 5
2
2
5 2. 2
2
2
3 3. 11
2
11
5

4. 7
3
2
7
3 5. 5
13
5
5 6. 2
7
2
7

Make a factor tree for each to find the prime factorization.

7. 45 8. 64 9. 72 10. 88 11. 48

182 Chapter 6
8206-2_182-183 1/12/06 3:32 PM Page 183

Find the prime factorization and write in exponential form.

12. 32 13. 24 14. 50 15. 125 16. 63

17. 71 18. 44 19. 60 20. 100 21. 96

Prime Factorization Using Divisibility Rules

You can use the divisibility rules to help you find the
prime factorization of larger numbers.

Find the prime factorization of 9450.

9450 ends in 0; divide by 10

Composite.
Factor again. 10
945 digit sum is 18; divide by 9

2
5
9
105 ends in 5; divide by 5

2
5
3
3
5
21 digit sum is 3; divide by 3

2
5
3
3
5
3
7 all prime numbers

So, the prime factorization of 9450 is 2
33
52
7.

Find the prime factorization. Use the divisibility rules

and a factor tree to help.
22. 95 23. 114 24. 153 25. 390 26. 504

27. 189 28. 225 29. 540 30. 1215 31. 2916

Solve for y to complete the prime factorization.

32. 2
y
3  12 33. 2y  82 34. 117  32
y
35. 23
y  88 36. 110  y
5
11 37. 2 2
y
5  60

Make two different factor trees for each number.

Then write the prime factorization for each.
38. 70 39. 99 40. 120 41. 40
42. 48 43. 150 44. 84 45. 54

Chapter 6 183
8206-2_184-185 10/7/07 11:17 AM Page 184

6-4 Equivalent Fractions

Fractions that name the same part of a whole or a set
1 2 3 4
are called equivalent fractions.
2
,
4
,
6
,
8
are equivalent.

1 1 1 1
2 6 6 6

1 1 1 1 1 1
4 4 8 8 8 8

To find equivalent fractions, multiply or divide the numerator

and denominator of the fraction by the same nonzero number.
This does not change the value because it is the same as
multiplying or dividing by 1.
5 n Think 8 1 Think



6

1

8



32

r

6  3  18 881
53 15 .8.  8 1



63

1

8



32  8

4

5 15 8 1



6

1

8



32

4

5 15 8 1


and
1
are equivalent fractions.

and
4
are equivalent fractions.
6 8 32

In each exercise, which two figures show equivalent

fractions? Explain your answer.

1. a. b. c. d.

2. a. b. c. d.

184 Chapter 6
8206-2_184-185 1/12/06 3:34 PM Page 185

Write the missing term to complete the equivalent fraction.

3 n 1 a 2 c 2 q 5 40
3.
4

1

2
4.
1
1

8

8
5.
9

8

1
6.
3

1

2
7.
7

f

1 6 1 3 3 6 9 r 1 4
8.
8

b
9.
1
0

q
10.
1

1

s
11.
1
0



100
12.
2

5

d

9 m 4 t 21 z 40 x 2 1
13.
3
0



10
14.
1
2



3
15.
2

8



4
16.
4

5



9
17.
6

h

4 20 6 24 49 7 x 36 9 y
18. k  25 19. 13  m 20. e  8 21. 15  45 22. 16  144

Write two equivalent fractions for each fraction.

5
23.
9
24.
35
25.
14
26.
15

0
27.
68

3 11 9 25 8
28. 7 29. 15 30. 12 31. 75 32. 12

Complete the equivalent fractions.

1 x y 3
33.
3

6

1

8
34.
4

8s

2t

4
35.
46

0
4

1c

6

d8

4 8 24 1 2 6 2 12
36.
5

a
 b 37.
6

e
 f 38.
7

1n

4
 p

g
39. 50
75
 15  h3 40. 48
64
 12
x
 y3 41. 216
252
m
 42  n6

42. 112
144
a
 36  b7 43. 25
75
 c5  d1 98
44. 441 e
 63  2f

2 36
45. I am equivalent to
3
. My numerator 46. I am equivalent to
6

0
. The sum of my
is 7 less than my denominator. numerator and my denominator is 24.
What fraction am I? What fraction am I?

Chapter 6 185
8206-2_186-187 10/12/07 6:44 PM Page 186

Update your skills. See page 3.

6-5 Greatest Common Factor

The greatest common factor (GCF) of two or more numbers
is the greatest number that is a factor of all of the numbers.

Find the greatest common factor of 8, 12, and 20.

To find the GCF:

List all the factors 08: 1, 2, 4, 8

of each number. 12: 1, 2, 3, 4, 6, 12
20: 1, 2, 4, 5, 10, 20

Find the common Common factors:

factors. 1, 2, 4

Choose the greatest The greatest common

common factor. factor is 4.

The GCF of 8, 12, and 20 is 4.

You can also refer to the greatest common factor of two or

more numbers as the greatest common divisor (GCD).

The GCD of 8, 12, and 20 is 4. Think

4 divides evenly into 8, 12, and 20.

Write all the common factors for each set of numbers.

1. 8 and 24 2. 10 and 30 3. 15 and 35 4. 12 and 18

5. 16 and 20 6. 12 and 24 7. 30 and 18 8. 45 and 20

9. 4, 6, and 8 10. 6, 9, and 12 11. 5, 12, and 14 12. 6, 14, and 22

Find the GCF and the GCD of each set of numbers.

13. 6 and 12 14. 12 and 36 15. 8 and 10 16. 6 and 14

17. 9 and 30 18. 8 and 36 19. 24 and 42 20. 7 and 40

21. 8, 24, and 32 22. 5, 30, and 35 23. 15, 30, and 45

186 Chapter 6 2.4

8206-2_186-187 1/12/06 3:36 PM Page 187

Find the GCF Using Prime Factorization

Find the GCF of 27 and 54.
• First use factor trees to find the prime factors of each number.
Finding the prime factors of a number is called prime factorization.
27 54

3
9 9
6

3
3
3 3
3
3
2

• Then multiply the prime factors that are common to both to find the GCF.

common to both
27  3
3
3 54  2
3
3
3
3
3
3  27
GCF of 27 and 54: 27

Find the GCF. Use prime factorization.

24. 48 and 56 25. 64 and 96 26. 36 and 72 27. 80 and 100

28. 45 and 75 29. 39 and 104 30. 48 and 84 31. 100 and 125

32. 14, 49, and 70 33. 48, 80, and 112 34. 18, 54, and 90

Find a pair of numbers:

35. Between 10 and 20 that have 6 36. Between 12 and 18 that have 4
as their GCF. as their GCF.

37. Between 15 and 30 that have 5 38. Between 16 and 24 that have 8
as their GCF. as their GCF.

39. Can the greatest common factor of 8 and 32 be greater than 8?

Explain your reasoning.

Chapter 6 187
8206-2_188-189 10/7/07 11:18 AM Page 188

6-6 Fractions in Simplest Form

A fraction is in simplest form, or lowest terms, when the
numerator and denominator have no common factor other than 1.

Cass and Arti surveyed 32 classmates to

find out when they did their homework. The
20
results showed that 20 out of 32 (
3

2
) of
the students did homework after dinner.
Rename this fraction in simplest form.

To rename a fraction as an equivalent fraction

in simplest form:

Find the GCF of the 20 factors of 20: 1, 2, 4, 5, 10, 20



numerator and the 32 factors of 32: 1, 2, 4, 8, 16, 32
denominator.
GCF of 20 and 32: 4

Divide the numerator 4
20 20  4 5



4
 1, so the quotient
and the denominator






32 32  4 8 is still equal to
23

0
2
.
by their GCF.
20 5
The simplest form of
3

2
is
8
.

Write the letter of the GCF of the numerator and the

denominator of each fraction.
3
01.
6
a. 1 b. 6 c. 3 d. 18

7
02.
8
a. 7 b. 1 c. 8 d. 14

10
03.
1

2
a. 10 b. 12 c. 2 d. 1

25
04.
4

5
a. 25 b. 9 c. 5 d. 1

80
05.


100
a. 20 b. 10 c. 50 d. 2

11
06.


132
a. 1 b. 11 c. 132 d. 12

188 Chapter 6 2.4

8206-2_188-189 1/12/06 3:38 PM Page 189

Is the fraction in lowest terms? Write Yes or No. If no, rename

the fraction in simplest form.
2 1 4 5 3 1
7.
3
8.
8
9.
8
10.
1
0
11.
1
0
12.
1
2

7 12 10 6 12 5
13.
2
1
14.
2

5
15.
1

8
16.
2
1
17.
1

8
18.
2
4

16 9 14 24 17 18
19.
2

7
20.
1
2
21.
3

5
22.
3

4
23.
3

6
24.
7

2

Rename each as a fraction in simplest form.

18 15 16 3 16 9
25.
3

6
26.
4

0
27.
4

8
28.
1
8
29.
2

0
30.
4

5

5 12 20 21 12 12
31.
5
5
32.
1

6
33.
5

0
34.
4

9
35.
2

4
36.
3

0

12 30 14 14 5 20
37.
4

4
38.
5

5
39.
4

2
40.
1

8
41.
3
5
42.
3

2

14 16 20 9 6 16
43.
2

0
44.
2

4
45.
3

2
46.
3
6
47.
2
7
48.
2

8

Write each answer as a fraction in simplest form.

49. Lions spend about 20 hours a day
sleeping. What part of their day
do lions spend sleeping? What part
of their day are they awake?

50. At the circus, 128 of the 160 animals

are not lions. What part of the animals
are lions?

Write sometimes, always, or never. Give an example to justify your answer.

51. A fraction with 1 as a numerator is in simplest form.

52. A fraction with a prime number in the numerator is in simplest form.

53. A fraction with an even number in its numerator and denominator

is in simplest form.

Chapter 9 189
8206-2_190-191 10/12/07 6:45 PM Page 190

6-7 Mixed Numbers and Improper Fractions

When you compute with fractions, you must
be able to express mixed numbers as
improper fractions and vice versa.

An improper fraction has a value

that is equal to or is greater than 1.
It has a numerator equal to or
greater than its denominator.

1 7
3
2


2

To rename a mixed number as a
fraction:

Multiply the whole number by
the denominator.
1 (2  3)  1
7

Add the product to the
3
2



2

2

numerator. improper fraction

Write the sum over the
denominator.

To rename an improper fraction as a whole number

or as a mixed number:

Divide the numerator 9 R2
38
by the denominator.


4
 4
3
8

Write the quotient as the
whole number part.
38 2



4
 9
4


If there is a remainder,
write it over the denominator 1
38



1
 9
2
Remember: Read 9
2
as
and express the fraction in 4 nine and one half.
simplest form.

Study these examples.

2
18 18 5 (6  10)  5 60  5 65



9
 9
1
8



9
2 10
6

6

6

6

190 Chapter 6 2.4

8206-2_190-191 1/12/06 3:40 PM Page 191

Write the word name for each mixed number.

1 4 1 1 1 11
1. 7
2
2. 8
5
3. 5
1

0
4. 22
8
5. 1
2

0
6. 11
1

2

Write as a mixed number.

7. eleven and one fourth 8. nine and nine tenths

9. sixteen and three fifths 10. thirty and two thirds

11. twenty and fifteen sixteenths 12. twenty-one and seven tenths

Express each mixed number as a fraction.

1 1 3 1 4 2
13. 4
4
14. 2
2
15. 1
8
16. 2
8
17. 3
5
18. 5
7

1 1 1 1 1 2
19. 1
9
20. 1
1

0
21. 11
3
22. 12
2
23. 15
4
24. 12
7

5 2 2 4 7 5
25. 1 8 26. 5 3 27. 8 9 28. 10 5 29. 7 8 30. 19 7

Express each improper fraction as a whole number or a

mixed number in simplest form.
6 9 11 5 14 48
31.
5
32.
7
33.
8
34.
3
35.
2
36.
8

12 15 44 92 88 110
37.
8
38.
9
39.
6
40.
1

0
41.
6
42.
5

27 19 33 29 69 121
43. 6 44. 4 45. 10 46. 11 47. 13 48. 15

3
49. A 14-foot board is divided into 50. A dessert recipe calls for 2
4
lb of
4 equal parts. How long is butter. How many quarter-pound sticks
each part? of butter are needed for the recipe?

51. Explain how each mixed number

in the box can be simplified. 10 24 25
15
2

4
15
2

4
15
2

4

Chapter 6 191
8206-2_192-193 10/7/07 11:20 AM Page 192

6-8 Fraction Sense

1
To estimate if a fraction is close to 0, close to
2
, or
close to 1, compare its numerator to its denominator.

2
A fraction is close to 0 when 16
its numerator is much less
than its denominator. 0 1 1
2
2
is close to 0 because 2 is much less than 16.
16
17
1 30
A fraction is close to when 2
double its numerator is about equal 0 1 1
to its denominator. 2

17
is close to 1 because 17  2  34 and 34 is about equal to 30.
30 2

16
A fraction is close to 1 when 18
its numerator is about equal
to its denominator. 0 1 1
2
16
is close to 1 because 16 is about equal to 18.
18

Write the fraction that names each point.

1
Tell whether the fraction is close to 0,
2
, or 1.
A B
1. 2.
0 1 1 0 1 1
2 2

C D
3. 4.
0 1 1 0 1 1
2 2

E F
5. 6.
0 1 1 0 1 1
2 2

192 Chapter 6 1.1

8206-2_192-193 1/12/06 3:42 PM Page 193

Use Compatible Numbers to Estimate

You can replace the numerator and/or the denominator
of a fraction with compatible numbers to estimate.
1 0 17 15 1
32
is about 32 or 0. 31
is about 30 or 2 .

29 30 1 76 76
62
is about 60 or 2 . 78
is about 76 or 1.

1
Tell whether the fraction is close to 0,
2
, or 1.
Use a number line or compatible numbers to help.
1 2 6 13 7 8
7.
8
8.
1
5
9.
7
10.
1

5
11.
1
3
12.
1
5

13 17 1 3 30 25
13.
2

7
14.
2

8
15.
4
16.
4
17.
4

0
18.


100

Complete. Write a fraction that is close to 0.

a b c 1 7 12
19. 12 20. 20 21. 9 22. d 23. e 24. f

1
Complete. Write a fraction that is close to
2
.
g h j 12 9 n
25. 7 26. 25 27. 15 28. k 29. m 30. 42

Complete. Write a fraction that is close to 1.

p r s 35 24 x
31. 7 32. 30 33. 14 34. t
35. v 36. 100

Input these numbers. Write the product

that comes out of the function machine.

37. 10 38. 9 39. 8

in
6 out
40. 7 41. 12 42. 11

Chapter 6 193
8206-2_194-195 10/12/07 6:45 PM Page 194

Update your skills. See page 3.

6-9 Least Common Multiple

The planet Jupiter takes 12 years to make
one complete revolution around the Sun.
The planet Saturn takes 30 years to make
one complete revolution around the Sun.
If both planets are aligned tonight, how
many years will it be before they have the
exact same position in the sky again?

To find the number of years, you must find

the least common multiple (LCM) of
12 and 30.

The least common multiple of two or more

numbers is the least number, except 0,
that is a common multiple of both (or all)
of the numbers.

Multiples of 12: 12, 24, 36, 48, 60, 72, . . .

Multiples of 30: 30, 60, 90, 120, 150, 180, . . .

Extend the list until you find a common

multiple of the numbers.

The least common multiple (LCM) of 12 and 30 is 60.

So Jupiter and Saturn will have the exact same position

in the sky in 60 years.

Find the LCM of each set of numbers.

1. 3, 4 2. 3, 6 3. 2, 5 4. 8, 24 5. 12, 15

6. 4, 10 7. 1, 9 8. 6, 5 9. 12, 10 10. 40, 16

11. 3, 4, 6 12. 1, 6, 7 13. 4, 5, 10 14. 4, 6, 8

15. 5, 6, 12 16. 3, 9, 12 17. 8, 12, 36 18. 10, 18, 72

19. 4, 6, 9 20. 5, 10, 15 21. 3, 5, 9 22. 8, 9, 10

194 Chapter 6 2.4

8206-2_194-195 1/12/06 3:44 PM Page 195

Find the LCM Using Prime Factorization

Find the LCM of 6, 18, and 24.

To find the least common multiple using prime factorization:

Write the prime factorization 6
23

for each number.
18
2  3  3

Write each prime factor the 24
2  2  2  3 3 appears two times.
greatest number of times it Write two 3s.
appears in any of the numbers.
Then multiply the factors. 2 appears three times.
2  2  2  3  3
72 Write three 2s.
So the least common multiple of 6, 18, and 24 is 72.

Find the LCM of each set of numbers. Use prime factorization.

23. 3, 7 24. 2, 3 25. 7, 21 26. 3, 9 27. 12, 4 28. 10, 5

29. 7, 2 30. 11, 5 31. 3, 15 32. 16, 32 33. 1, 9 34. 12, 1

35. 7, 8, 56 36. 8, 10, 40 37. 12, 48,72 38. 8, 13, 52

39. 5, 9, 27 40. 9, 14, 16 41. 9, 15, 25 42. 4, 14, 49

43. A grasshopper and a frog start 44. In June, Al has a baseball game every
together and jump along the same 4th day starting June 4, and a tennis
path. The grasshopper always jumps game every 6th day, beginning June 6.
12 cm and the frog always jumps On which June days will he play both
15 cm. Will they ever land on the baseball and tennis?
same spot again? Where?

Tell whether the shortcuts below will help you find the least common
multiple (LCM) of a pair of numbers. Explain using examples.
45. If both numbers are prime numbers, 46. If one number is a factor of the other,
the LCM is the product of the two. the LCM is the greater of the two.

Chapter 6 195
8206-2_196-197 10/7/07 11:21 AM Page 196

6-10 Compare Fractions

11 13
Compare:

?


14 14

To compare fractions with

11 13
like denominators, 11  13




14 14
compare the numerators.
The fraction with the greater
numerator is greater.

0 1
You can also use a number
line to compare. 0 5 11 13 14
14 14 14 14 14

Remember: Values increase as you move right on a number line.

Values decrease as you move left.

7 3 The least common denominator (LCD) of

Compare:
8
?
4
two or more fractions is the least common
multiple (LCM) of their denominators.

To compare fractions with

7
unlike denominators:

Multiples of 8: 8, 16, . . .
8

• Find the least common LCM

3
denominator (LCD) of the

Multiples of 4: 4, 8, 12, 16, . . .
4
fractions.

7 3
• Use the LCD to rename the The LCD of
8
and
4
is 8.
fractions as equivalent
fractions with the same
3 ? 32 6
denominator.








4 8 42 8
7 3
• Compare the numerators. 7  6, so
8

4
.

You can also use a number line 0 2 3 4

4 4 4 4
to compare fractions with unlike
denominators. 0 4 6 7 8
8 8 8 8 8
7 3
So
8

4
.

196 Chapter 6 1.1

8206-2_196-197 1/12/06 3:46 PM Page 197

Compare. Write ,,
, or .. You can use a number line to help.

7 5 9 9 14 26 17 10
1.
8
?
8
2.
2
0
?
2

0
3.
3

0
?
3

0
4.
2

1
?
2

1

12 16 9 8 22 32 19 20
5.
7
?
7
6.
8
?
8
7.
6
?
6
8.
1

9
?
1

9

Rename each pair of fractions using the LCD as their denominator.

3 1 3 1 7 5 1 2
9.
5
and
4
10.
4
and
1

0
11.
8
and
6
12.
2
and
3

1 3 1 4 5 12 2 4
13.
1
2
and
2
4
14.
3
and
9
15.
7
and
4

9
16.
5
and
7

Compare. Write ,,
, or .. You can use a number line to help.

1 7 7 3 4 1 6 2
17.
4
?
1
6
18.
1
0
?
5
19.
2
1
?
7
20.
1
4
?
7

3 5 4 6 7 9 10 7
21.
5
?
8
22.
7
?
9
23.
1
2
?
1

5
24.
2

5
?
1
0

11 11 4 12 11 9 11 22
25.
1

6
?
1

6
26.
5
?
1

5
27.
2

0
?
1

5
28.
2

1
?
4

2

1 12
29. Jack rides his bicycle
2
mile to the 30. On a team project, Lisa does
1

6
3 3
park. Jerry rides his bike
1

0
mile to the of the work and Mel does
1

2
. Who
park. Who travels farther? How do you does less for the project? How do
know? you know?

1
Compare. Write , or .. Look for fractions close to 0,
2
, or 1.
6 5 6 1 5 6 5
31.
1
?
6


is close to

;

is close to 1;




1 11 2 6 11 6

11 9 3 21 15 17 16 3
32.
2

0
?
2
0
33.
3
2
?
3

2
34.
1

6
?
1

6
35.
1

7
?
7

10 5 1 6 7 8 15 2
36.
9
?
8
37.
1
1
?
1
3
38.
1
5
?
7
39.

3

1
?
3
0

Chapter 6 197
8206-2_198-199 10/7/07 11:22 AM Page 198

6-11 Order Fractions

1 2 5
Write these fractions in order from least to greatest: 1 4 , 3 , 1 6 .
1 5 2
1 4 and 1 6 have whole numbers. 3
1, so it is the least
number. Now compare and order the mixed numbers.

To compare and order mixed numbers with unlike denominators:

Compare the whole numbers. 11

1 5

Rename each fraction using 14 16 LCD is 12.
the LCD.
3 10
1 12 1 12

3 10 3 10

Compare the numerators.
12

12 , so 1 12
1 12

1 5
14
16

Write the fractions in order 2 1 5
3
,14,16
from least to greatest.
2 1 5
The number line shows that 3
1 4
1 6 .
2 1 5
3
14 16

8 3 6 10 2
0 12 1 112 112 112

2 1 5 5 1 2
From least to greatest: 3 , 1 4 , 1 6 From greatest to least: 1 6 , 1 4 , 3

Study these examples.

Order from greatest to least.
1 3 19 5 3 2
2 8, 2 4, 8 .6 ., .6 ., .6 .
6 5 3
3
28
19
8 19 LCD is 30.
1 6 3 8 25 18 20
2 8, 2 8, 2 8 6 3
0
, 6 3
0
, 6 3
0
3 19 1 5 2 3
From greatest to least: 2 4, 8, 2 8 From greatest to least: 6 6, 6 3, 6 5

198 Chapter 6 1.1

8206-2_198-199 1/13/06 12:16 AM Page 199

Write in order from least to greatest.

4 7 3 5 3 5 3 5 7 2 1 3
1.
5
,
1
,


0 4
2.
1
,

,


2 8 6
3. 9
5
, 9
8
, 9
1

0
4. 7
9
, 7
3
, 7
4

Write in order from greatest to least.

7 1 2 1 1 1 2 7 1 7 4 9
5.
1
,

,


2 2 3
6.
4
,
3
,
5
7.
5
,
1
,


0 3
8.
1
,

,


2 5 10

4 3 7 2 3 4 17 7 2 3 1 3
9. 5
5
, 5
4
, 5
8
10. 2
3
, 3
4
, 2
5
11.
1
,

,


8 9 3
12.
7
,
2
,
1

4

21 12 9 7 14 31 2 18 4 21 5 8
13.
9
,
9
,
1

2
14.
6
,
5
,
1

0
15. 1
1
,

, 1
1

5 15 5
16.
9
, 1
9
,
3

3
17. Tony saw three pumpkins labeled 18. If you put a jar 12
4
inches tall
3 1 5 7
5
8
lb, 5
4
lb, and 5
1
6
lb. Which into a carton 12
1
2
inches high,
pumpkin was the heaviest? Explain. will the jar stick out? Explain.

19. In a standing broad jump contest, the

5 3
results were: Patty, 6
1
2
ft; Hank, 6
4
ft; and
5
Terry, 6
6
ft. Who won the contest? Explain.

20. Which of these model cars can fit into the box? Explain.
a. b. c.
3
1 8 in.
7 5 13
1 8 in. 1 16 in. 1 16 in.

Name three fractions in each A B C

region of the diagram. 1
Fractions > 2 Fractions
21. A 22. B 23. C close to 1
E
D 13 F
24. D 25. E 26. F 15

G
Fractions whose
27. G denominator is 15

Chapter 6 199
8206-2_200-201 1/12/06 3:48 PM Page 200

6-12 Relate Fractions to Decimals

Fractions and mixed numbers with denominators that are powers of ten
can be renamed as decimals. The word names are the same.
7 9 41


0.7 3

3.09

0.0041
10 100 10,000

seven tenths three and nine hundredths forty-one ten thousandths

1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

1 2 3 4 5 6 7 8 9
1 110 110 110 110 110 110 110 110 110 2

17 7
1.7, 10 , and 1 10 all have the same value.
They all name one and seven tenths.

To rename fractions and mixed numbers with denominators

that are powers of ten as decimals:
8

Read the given fraction.

eight hundredths
100

Determine the decimal place. hundredths: two decimal places

Write an equivalent decimal. eight hundredths  0.08

Choose the equivalent decimal or fraction.

7
01.


100
a. 0.700 b. 0.07 c. 0.007 d. 700.7

28
02. 13


100
a. 13.28 b. 13.028 c. 13.0028 d. 0.1328

109
03.


1000
a. 100.9 b. 0.0109 c. 0.109 d. 109.001

9 9 9 89
04. 8.09 a. 8 10 b. 8 100 c. 8 1000 d. 100

37 7 237 37
05. 12.37 a. 12 1000 b. 123 10 c. 1 1000 d. 12 100

200 Chapter 6
8206-2_200-201 1/12/06 3:49 PM Page 201

Write the word name. Then write the equivalent decimal or fraction.
9 35 81 71 2
6.
1
0
7.


100
8.


1000
9.


10,000
10. 6
1

0

19 12 417 2 56
11. 16


100
12. 4


1000
13. 9


1000
14.


1000
15.


10,000

16. 0.87 17. 0.022 18. 0.0563 19. 0.1578 20. 7.52

21. 8.009 22. 16.573 23. 37.069 24. 5.0005 25. 11.0011

Rename Improper Fractions as Decimals

To rename improper fractions with denominators that are
powers of ten as decimals:
28




Rename the improper fraction 6 100
628
as a mixed number.


100
2
100
68

28

Rename the mixed number as 6

 6.28
100
a decimal.

Write the equivalent decimal or whole number.

25 420 372 4620 5390
26.
1

0
27.


100
28.
1

0
29.


100
30.


1000

1472 7000 20,000 34,000 79,500

31.


1000
32.


1000
33.


10,000
34.


10,000
35.


10,000

Complete the sentences. Use the terms in the box.

36. Two fractions that name the same part of a divisible
whole or a set are ? .
LCM
37. A number is ? by another number if there is equivalent
no remainder when you divide. GCF

38. The ? of 4, 6, and 8 is 24.

Chapter 6 201
8206-2_202-203 10/12/07 6:46 PM Page 202

6-13 Rename Fractions as Decimals

3
Write
4
as a decimal.

To rename a fraction as a decimal:

Divide the numerator by the denominator. 4
3


.

Place a decimal point after the numerator 4
3
.
and in the quotient.

0.7 5

Divide. Add zeros as needed. 4
3
.0
0
3
So
4
 0.75.

1
Write 9
1

6
as a decimal.

To rename a mixed number as a decimal:

1 1

Separate the mixed number 9
1

6
 9 
1

6
into a whole number part
and a fraction part.
0.0 6 2 5
1

Rename the fraction part as


16
1 6
1
.0
000
a decimal.

Add the whole number part 9  0.0 6 2 5  9.0 6 2 5

and the decimal.
1
So 9
1

6
 9.0625.

Write each fraction as a decimal.

2 1 1 4 3 6
1.
5
2.
2
3.
4
4.
5
5.
8
6.
1
5

9 3 1 1 22 19
7.
2
0
8.
5
0
9.
2
0
10.
2
5
11.
5

0
12.
2

0

7 5 17 9 5 3
13. 8 14. 32 15. 25 16. 200 17. 16 18. 250

202 Chapter 6 2.0

8206-2_202-203 1/12/06 3:51 PM Page 203

Write each mixed number as a decimal.

4 1 3 5 3
19. 7
5
20. 15
2
21. 28
5
22. 12
8
23. 7


100

4 3 3 11 1
24. 9


1000
25. 11
5

0
26. 80
4
27. 44
2

0
28. 61
8

Shortcut for Renaming Fractions

12
Write
2

5
as a decimal.
Think
When a fraction has a denominator that is 25 is a factor
a factor of 10, 100, 1000, . . . : of 100.

Rename as an equivalent fraction 12  4 48




with a denominator that is a power of ten. 25  4 100

48

Read the fraction. Then write

 0.48
100
the decimal.
forty-eight hundredths
12
So
2

5
 0.48.

Write each fraction or mixed number as a decimal.

Use the shortcut whenever possible.
3 7 9 3 32
29.
2
0
30.
2
5
31. 7
1

0
32. 8
1

0
33.
5

0

11 5 25 12 3
34.
2

5
35.
1
6
36.
3

2
37. 9
2

0
38. 10
2

5

Write each answer as a decimal.

39. Ann has nine tenths of a dollar. 40. Allan has three fifths of a dollar.
How much money does she have? How much money does he have?

41. Roy has one and three fourths 42. Drew has three and two fifths
dollars. How much more money dollars and Rita has four and
does he need to have $3.25? one fourth dollars. How much
more money does Rita have?

Chapter 6 203
8206-2_204-205 1/12/06 3:52 PM Page 204

6-14 Rename Decimals as Fractions

Write 0.35 as a fraction in simplest form.

To rename a decimal as a fraction:

Read the given decimal. 0.35 thirty-five hundredths

Determine the denominator The denominator is 100.

of the fraction.
35

Write an equivalent fraction. thirty-five hundredths
 
100
35 .35.  5 7

Simplify if necessary. 


100 100  5 20

0.0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5
7
So 0.35
2
0
.
0 1 2 3 4 5 6 7 8 9 10
20 20 20 20 20 20 20 20 20 20 20

Study this example.

Write 9.008 as a mixed number in simplest form.
8
9.008 nine and eight thousandths 9 
1000


8  8

8 1
1000 1000  8 125

1 1
So 9.008
9   
9 .
125 125

Rename each decimal as a fraction or mixed number

in simplest form.
? 5 ? ?
1. 0.63
 
100
2. 0.05
?
2
0
3. 0.259
 
1000

750 ? ? 9
4. 0.750
?
4 5. 8.7
8 1
0
6. 4.09
4 ?

? ? ? ?
7. 2.627
2  
1000
8. 5.500
5  
5 
1000 2
9. 38.03
38 ?

204 Chapter 6
8206-2_204-205 1/12/06 3:52 PM Page 205

Write each decimal as a fraction in simplest form.

10. 0.9 11. 0.07 12. 0.43 13. 0.77 14. 0.003

15. 0.127 16. 0.45 17. 0.36 18. 0.675 19. 0.325

20. 0.0033 21. 0.0009 22. 0.441 23. 0.101 24. 0.0500

Write each decimal as a mixed number in simplest form.

25. 1.09 26. 5.7 27. 11.31 28. 12.1 29. 2.5

30. 8.4 31. 9.16 32. 6.35 33. 1.055 34. 3.004

35. 6.0005 36. 8.0010 37. 3.375 38. 2.95 39. 20.0750

Rename each decimal as a fraction or mixed number in simplest form.

40. A tortoise travels 0.7 mile 41. An elephant can run at a speed
per hour. of 24.5 miles per hour.

42. The height of a zebra 43. The height of a flower may be

may be 1.55 meters. 0.44 meter.

Write the missing decimal, word name, or fraction.

Decimal Word Name Fraction in

Simplest Form
44. 4.7 four and seven tenths ?
45. ? two hundred and six thousandths ?
46. ? one thousand eleven ten thousandths ?
47. 101.003 ? ?

48. Mitch got 30 out of 40 questions 49. Patty got 2 incorrect answers out
correct on a test. What is his test of 20 on a test. What is her test
score as a decimal? score as a decimal?

50. Dov got 3 incorrect answers out of 51. Jill got 3 incorrect answers out of
15 on a quiz. If each answer was 30 on a test. Her brother got 1
worth 2 points, would his decimal incorrect answer out of 10 on a
score be the same or different than different test. Who had a higher
if each answer was worth 1 point? decimal score? Explain.

Chapter 6 205
8206-2_206-207 1/12/06 3:53 PM Page 206

6-15 Terminating and Repeating Decimals

Alberto plays baseball for the Piney Creek Wildcats.
In his first 30 times at bat, he gets 10 hits.
Write his batting average as a decimal.
0.3 3 3 3 . . .
10
Rename
3
0
as an equivalent decimal. 3 0
1
.0
0 000

No matter how many zeros you write in the dividend,

the division just keeps on going. When the same
digit(s) repeat in the quotient, you have a
repeating decimal.

Alberto’s batting average is 0.3333 . . . , or 0.333

when rounded to the nearest thousandth.

Every fraction can be renamed as a

terminating decimal or a repeating decimal.

A terminating decimal has a 0.6 2 5

5
definite number of decimal places.


8
8
5
.0
00
When you divide, the remainder
5
is 0.

 0.6 2 5
8

A repeating decimal has one 0.2 7 2 7 2 . . .

3
or more digits that repeat


11
1 1
3
.0
0000
indefinitely. When you divide,
3
the remainder is never zero.

 0.2 7 2 7 . . .
11

Repeating decimals may be written with a bar over

the digit or digits that repeat.

0.2727 . . .  0.2
7 bar 5.13636 . . .  5.13
6 bar

Think Think
The digits 2 and 7 The digits 3 and 6
repeat indefinitely. repeat indefinitely. The
digit 1 does not repeat.

206 Chapter 6
8206-2_206-207 1/12/06 3:54 PM Page 207

Rewrite each repeating decimal with a bar over the

part that repeats.
1. 0.66666 . . . 2. 0.11111 . . . 3. 0.45454 . . . 4. 0.09090 . . .

5. 0.83333 . . . 6. 0.26666 . . . 7. 2.384848 . . . 8. 5.13232 . . .

Write each repeating decimal showing eight decimal places.

9. 0.1
2
10. 0.1


11. 0.14

12. 0.28

13. 5.3
6
14. 12.0


15. 7.27
7
16. 13.21

Rename each fraction as a terminating or repeating decimal.

1 13 5 1 3
17.
8
18.
2

0
19.
1

1
20.
3
21.
4

2 7 5 11 1
22.
9
23.
1
6
24.
1

2
25.
1

8
26.
1

6

Rename each mixed number as a terminating or repeating decimal.

2 1 2 2 3
27. 4
5
28. 6
4
29. 12
3
30. 15
3
31. 1
8

1 1 5 21 13
32. 121
9
33. 33
3
34. 5
1

6
35. 28
3

6
36. 11
2

5

Copy and complete each table. Write the equivalent decimal.

Explain the patterns in your Math Journal.

Fraction Decimal Fraction Decimal

1 1
37.


9
1 9 

0.1 41.


11
?
2 2
38.

? 42.

?
9 11
3 3
39.

? 43.

?
9 11
4 4
40.

? 44.

?
9 11

Chapter 6 207
8206-2_208-209 1/12/06 3:55 PM Page 208

6-16 Rational Numbers

11
Earl’s Software 2
A class is learning about the stock market. Ultimate Graphics 2
The table shows how the stocks performed in
Pelican Steel 31
a one-week period. It shows how much the 4
value of a stock rose (
) or fell () that week. BAC Stores
2
1
A share of Earl’s Software rose
1 2 points. A Clark Electronics
3

4
share of Ultimate Graphics fell 2 points.
1
Mike’s Bikes
You can use a number line to represent all of
1
Ellen Stores 
8
the positive and negative numbers.
ⴚ 31 ⴚ2 ⴚ3 ⴙ1 ⴙ1 ⴙ 11 ⴙ2
4 4 8 2

ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2

1 3 1 
1
The numbers 3 4, 2, 4, 8,
1,
1 2, and
2 are rational numbers.
0 is also a rational number.

A rational number is a number that can be written in the form

a
of a fraction b, where a and b are integers and b ≠ 0.
Rational Numbers
Think
Integers
All whole numbers are integers.
All integers are rational numbers. Whole Numbers

You can write any rational number as a

decimal. Compare the number line above
with the one below.
ⴚ 3.25 ⴚ2 ⴚ 0.75 ⴙ 0.125 ⴙ1 ⴙ 1.5 ⴙ2

ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2

1 3
1 1
Notice that 3 4  3.25, 4  0.75, 8 
0.125, and
1 2 
1.5.

Every rational number has an opposite.

1 1 3

3
The opposite of
2 2 is 2 2. The opposite of 4 is 4.
The opposite of
3.5 is 3.5. The opposite of 0.2 is
0.2.

208 Chapter 6
8206-2_208-209 1/12/06 3:55 PM Page 209

Identify the rational number that corresponds

to the point on the number line.
01. C 2. F 3. A 4. E 5. B 6. D

C B F A D E

ⴚ6 ⴚ5 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4 ⴙ5 ⴙ6

Write a rational number for each point.

7. 8.
ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4

9. 10.
ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4

11. 12.
ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4

13. 14.
ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4

15. 16.
ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4

Write each rational number.

1
17. Express
4 2 as a decimal. 18. Express
2.5 as a fraction.
1
19. Express 9 4 as a decimal. 20. Express 4.85 as a fraction.

Write the opposite of each.

1
21.
5 22. 2 1 23.
6.5 24.  25. 0.75 26. 3 2
1
4 2

27. One day the price of a share of 28. The price of a share of stock
1 1
stock dropped 3 2 points. What rose 12 4. What rational number
rational number represents this represents this gain?
loss?

Chapter 6 209
8206-2_210-211 10/7/07 11:23 AM Page 210

6-17 Compare and Order Rational Numbers

Compare:
6 ?
8 1
2

You can use a number line to compare rational numbers.

ⴚ 81 ⴚ6
2

ⴚ 10 ⴚ 9 ⴚ 8 ⴚ 7 ⴚ 6 ⴚ 5 ⴚ 4 ⴚ 3 ⴚ 2 ⴚ 1 0 ⴙ 1 ⴙ 2 ⴙ 3 ⴙ 4 ⴙ 5 ⴙ 6 ⴙ 7 ⴙ 8 ⴙ 9 ⴙ 10

The number farther to the right is the greater number.

6is farther to the right.
1
So
6 
8 2.

4
Compare:
3 ? 
2 Simplify to compare.

4
 
4  2 
2
2

3 
2

4

So
3  2. Look at the number line above:
3 
2

1
Order from least to greatest: 0, 1 2,
2.5
ⴚ 2.5 0 ⴙ 11
2

ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3

1
From least to greatest:
2.5, 0, 12

Study these examples.

ⴚ83 ⴚ 6.9 ⴚ 6 1 ⴚ12 ⴚ8 ⴙ11 ⴙ ⴙ 9.17
4 4 3 4 3 4.6

ⴚ 10 ⴚ 9 ⴚ 8 ⴚ 7 ⴚ 6 ⴚ 5 ⴚ 4 ⴚ 3 ⴚ 2 ⴚ 1 0 ⴙ 1 ⴙ 2 ⴙ 3 ⴙ 4 ⴙ 5 ⴙ 6 ⴙ 7 ⴙ 8 ⴙ 9 ⴙ 10

Compare: 9.17 ?
8 3 Order from least to greatest: Order from greatest to least:
4
12  11
8

6 1 , ,
6.9 , 4.6, 4
4 3 3
3
12  11
8
9.17 
8 4
6.9,
6 1 , 4.6, , 4
4 3 3

210 Chapter 6 1.1

8206-2_210-211 1/12/06 3:56 PM Page 211

Compare. Write , , 5 , or .. Use the number line.

ⴚ6 ⴚ5 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 ⴙ1 ⴙ2 ⴙ3 ⴙ4 ⴙ5 ⴙ6

1
3
1.  ?  2.
0.5 ? 0.75 3.
3.5 ?
4.25 4. 3 1 ? 3 1
2 4 4 8

6
5.
4 ?  6. 2.5 ?
3 1 7.
5 1 ? 4 8.
6 ?
5.75
3 2 8

3
8
1
9. 0 ?
3.25 10.  ? 0 11.  ?
4 12.  ?
0.125
4 2 8

Write in order from least to greatest. Use the number line

above to help.


13.
3,
4 1, 2 14. 0, 1, 21 15. 5, 0, 2 16.
4, 3 1,
1.5
2 2 4 1 4


17.
2.25, 0.25,
1.5 18.
2 1, 2.5,
11 19. 1, 1, 0 20. 5 1,
1,
2 3
2 4 4 4 4 4


3
4
21. 6, 3,
4 22. 2 1
, , 1 23. 3,
2 1, 3 24. 1
, 1.5,
2 


3 4 4 1 4 2 2 2 2

25. Two metals were cooled to 26. Over a 5-day period, a share of stock
1 3
temperatures of 2 2°F and
3 4 °F. showed the following changes:
Which of the two is the greater
6 1,
2 1, 1 3, 1, and
1. Which was
4 2 4 2
temperature? the greatest gain? greatest loss?

Compare. Write , or .. Think of a number line.

27.
8.95 ? 7 3 28. 6 1 ?
9.9 29.
10.4 ?
9 2

5 4 3

Order from least to greatest. Think of a number line.

30. 10.5,
15 1 , 36 31.
26 1 , 12.5,
83 1
6 2 5

32.
8.91,
23 5 , 

23 33. 62 1 , 38.3,
287
6 4

Chapter 6 211
8206-2_212-213 10/7/07 11:23 AM Page 212

6-18 Problem-Solving Strategy:

Find a Pattern
Tim gave all his baseball cards to Walter. On the first day,
he gave him 1 card. On each day after that, he gave him
3 times the number he had given him the day before.
At the end of 4 days, Tim had given away all the cards
he had. How many did he give to Walter in all?

Visualize yourself in the problem above as you

reread it. List the facts and the question.
Facts: first day–1 card
each day after–3 times the number
he gave the day before
after 4 days–all cards are given away

Question: How many cards did Tim give to Walter?

To find how many cards Tim gave to Walter, use the pattern
rule
3. Make a table to list the cards given away and the daily
total. Multiply the number he gave away the day before by 3. To
find the total, add the amount given away to the total of the day
before. Look for a pattern.

Day 1st 2nd 3rd 4th

Walter received 1 3
13 3
39 3
9  27
Tim’s daily total 1 134 4  9  13 13  27  40
Tim gave Walter 40 baseball cards.

Begin with 40 cards and subtract the number

Tim gave away each day.
Do you have 0 left on the 4th day? Yes.
?
40  1  3  9  27  0
?
39  3  9  27  0
?
36  9  27  0
27  27  0 The answer checks.

212 Chapter 6
8206-2_212-213 1/12/06 3:58 PM Page 213

Solve each problem. Find a pattern to help you.

01. In a science experiment, Joel discovered
that his record of the changes in a liquid’s
temperature formed a pattern. In each of
the first 3 minutes, the temperature increased
1.5° F; in each of the next 2 minutes, it
decreased 0.75° F. Then this pattern repeated
itself. If Joel started measuring the
temperature at 50° F, how long would it take
the temperature to reach 62° F?

Visualize yourself in the problem above as

you reread it. List the facts and the question.

Facts: each of first 3 min–increase 1.5° F

each of next 2 min–decrease 0.75° F
starting temperature–50° F

Question: How long will it take the temperature

to reach 62° F?

To find how many minutes it will take to reach 62° F,

make a table to list the time and degrees
increased or decreased. Look for a pattern.

02. Alice makes a necklace with 24 red and white beads. If she
creates a pattern of 1 red and 3 white beads, how many red
beads will she use? how many white beads?

03. Find the next three terms in this sequence:

1 1 3 3 5


,

,

,

,

, 1. What is the pattern?
8 2 8 4 8

04. Hector caught 2 fish on Monday, 4 on Tuesday, 8 on Wednesday,

16 on Thursday, and so on. Following this pattern, how many fish
did he catch on Saturday?

05. Crystal builds a tower out of blocks for her little brother.
1
She uses 7 blocks. The edge of each block is 1
4
in. shorter
3
than the edge of the block under it. If the bottom block is 9
4
in.
on each edge, how long is the edge of the top block?

Chapter 6 213
8206-2_214-215 10/7/07 11:24 AM Page 214

6-19 Problem-Solving Applications: Mixed Review

Solve each problem and explain the method you used.
01. Stella paints this pattern.
What fraction, in simplest form,
names the shaded region?
1
02. Dom has these tubes of paint:
4
oz crimson,
2 2 6


oz burnt sienna,

oz black, and

oz
3 5 9
magenta. Which two tubes have the same
amount of paint?
19
03. Milly has
4
oz of white paint. Is this more
than 5 ounces?

04. Julio’s favorite brushes are the following

15 1 5 31
lengths:
2
in., 7
3
in., 7
9
in., and
4
in.
How would he arrange the brushes in
order from shortest to longest?

05. One sheet of watercolor paper is

0.01 in. thick. Write 0.01 as a fraction.
5
06. Jeremiah has finished
8
of his painting.
Write this fraction as a decimal.

07. Stella’s newest painting has an area

of 156.25 in.2. Write this decimal as
a mixed number. Color Length
3
3 red 6
4
in.
08. Becky has 3
4
quarts of paint thinner. She
also has 7.5 pints of turpentine. Does she orange 7.8 in.
have more paint thinner or turpentine? 2
yellow 5
5
in.
Use the table for problems 9–11. 11
green

in.
5
09. Which two pencils are the same length? 9
blue 7
1
0
in.
10. What are the longest and shortest pencils? indigo 5.4 in.
40
11. Which pencils are close to 5 in. in length? violet

in.
9

214 Chapter 6
8206-2_214-215 1/12/06 3:59 PM Page 215

Choose a strategy from the list or use another

strategy you know to solve each problem.
1
12. A painting is
4
in. longer than it is wide.
Its length is 8.2 in. The frame is 2.7 in. thick. Use These Strategies
What is the width of the painting? Guess and Test
Write an Equation
13. James folds a sheet of drawing paper in fourths, Use a Graph
then in thirds, and then in half. Estimate into Find a Pattern
how many parts his paper is divided. Check Interpret the Remainder
your answer by following the folds. Use More Than One Step

3
14. Gary uses
8
of a 10-oz tube of raw sienna
2
to paint a fall landscape. He also uses
5
oz
of cadmium red for the same picture.
How much more raw sienna than
cadmium red does he use?

15. Joanne paints these three pictures. If she continues

the pattern in a fourth picture, what fractional part
of that picture will be shaded?

16. Every third day Fran goes to calligraphy class.

Every fourth day she goes to pottery class. On March 1
Fran attends both classes. How many days that month
will the 2 classes fall on the same day?

17. Gesso boards are advertised at 3 boards for $14.20.

How much would Danielle pay for one gesso board?

Use the circle graph for problems 18–20.

Abby’s Artworks
18. What part of Abby’s artworks are oil paintings?
1 Pastels Oils
19. What type of art makes up
5
of Abby’s work? 25
15

20. Abby did 5 charcoals this week. When these 20

30 Acrylics
charcoals are added to the data from the graph, Charcoals 10
what part of her work will be charcoals?
Watercolors

21. Write a problem modeled on problem 17.

Have a classmate solve it.

Chapter 6 215
8206-2_216 1/12/06 3:59 PM Page 216

Lessons 1–19

Find the prime factorization and write in exponential form. (See pp. 180–183.)

1. 28 2. 30 3. 75 4. 84

Write the missing number to complete the equivalent fraction. (See pp. 184–185.)
2 x 3 9 20 z 15 p
5.
3
 9 6.
4
 y 7.
9

0
 9 8.
4

5
 3

10 x 38 19 23 w 7 49
9. 13  65 10. 44  t 11. 69  3 12. 11  s

Find the GCF of each pair of numbers. (See pp. 186–187.)

13. 3 and 27 14. 12 and 48 15. 21 and 35

16. 10, 14, and 34 17. 22, 33, and 55 18. 27, 63, and 81

Find the LCM of each pair of numbers. (See pp. 194–195.)

19. 3 and 5 20. 6 and 18 21. 4 and 15

22. 4, 7, and 8 23. 9, 12, and 15 24. 8, 24, and 36

Rename each as indicated. (See pp. 188–191, 200–207.)

9 2
25.
4
5
in simplest form 26. 4
3
as an improper fraction

3
27. 7
8
as a decimal 28. 0.45 as a fraction in simplest form

29.
17

5
as a decimal 30. 9.6 as a mixed number in simplest form

98 121
31. 16 as a mixed number 32. 132 in simplest form

Write in order from least to greatest. (See pp. 196–199, 206–211.)

2 1 3 5 7 3 3 
33.
9
,
3
,
4
34. 8
6
, 8
1
, 8
4
35.

, 2.5, 4
2 2

36. Marcia bought a bag of red, white, and blue balloons for (See pp. 178–179.)
the party. There were 49 balloons in the bag. If there are
twice as many red as blue and half as many white as
blue, how many of each color are in the bag?
216 Chapter 6 (See Still More Practice, p. 524.)
8206-2_217 1/12/06 4:00 PM Page 217

The Sieve of Eratosthenes

A Greek mathematician named Eratosthenes created
a method for finding prime numbers. The method is called
the Sieve of Eratosthenes. You can use it to find all of
the prime numbers between 1 and 100.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Copy the table above. Then use it to complete the following.

01. Cross out 1, because it is neither prime nor composite.

02. Circle 2, the first prime number. Cross out every multiple of 2.

03. Circle 3, the second prime number. Cross out every

multiple of 3, including those already crossed out.

04. Circle 5, the third prime number. Cross out every

multiple of 5, including those already crossed out.

05. Circle 7, the fourth prime number. Cross out every multiple
of 7, including those already crossed out. Circle the
remaining numbers. The circled numbers are prime numbers.

06. Tell whether each number is prime or composite:

06. a. 13 b. 37 c. 49 d. 57 e. 59 f. 84

07. Find prime numbers that complete each statement.

06. a. 69
?  ? b. ?  ?
66

06. c. 91
?  ? d. ?  ?
76

Chapter 6 217
8206-2_218 1/12/06 4:00 PM Page 218

Find the prime factorization.

1. 34 2. 42 3. 90

Write three equivalent fractions for each.

2 7 5
4. 5 5. 9 6. 6

Rename each as indicated.

16 1
7.
4

8
in simplest form 8. 5
2
as an improper fraction

1
9. 7
8
as a decimal 10. 0.64 as a fraction in simplest form

1
11.
16

1
as a decimal 12. 12
3
as a decimal

Compare. Write ,, 5, or .. Use a number line to help you.

 17
13. 5 ? 2 1 14. 6.75 ? 7 15. 2 1 ?
2 8 8

Use a strategy or strategies you have learned. 17. Lou Ann must choose a melon
16. Dawn makes a quilt pattern from those that weigh
2 3 1
with 45 blue and yellow patches. 4
5
lb, 4
1
0
lb, or 4
2
lb.
If she uses 2 blue patches for If she wants to choose the
every 3 yellow patches, how heaviest, which melon should
many blue patches will she she choose? Explain.
use? how many yellow patches?

Find a pair of numbers, if any, for each description.

18. Between 9 and 25 that have 19. Between 0 and 9 that have
8 as their GCF 1 as their GCF
20. Between 0 and 9 that have 21. LCM is between 100 and 200
8 as their GCF and their LCM and their GCF is 64

218 Chapter 6
8206-2_219-220 1/12/06 4:01 PM Page 219

Test Preparation Chapters 1– 6

Choose the best answer.

1. Find the value of n. 9. 4550

a. 40 R7 a. 10,920
 240
n
13,024  32 b. 407 b. 109,200
c. 407 R25 c. 10,920,000
d. not given d. not given

2. 1000  0.6 a. 0.600

10. Estimate.
a. 30
b. 60 8.7  19.52 b. 80
c. 600 c. 90
d. not given d. 180

3. 3  0.4  0.8 a. 0.096

11. 21.7 a. 0.868
b. 0.96  0.04 b. 8.68
c. 9.6 c. 86.8
d. not given d. not given

4. 0.413  0.01 a. 0.41300

12. Estimate.
a. 5
b. 4.13 218.7  3.9 b. 50
c. 41.3 c. 90
d. not given d. 700

.9
5. 0.7
334
 13. 0.07875  0.75
a. 0.0562 a. 0.105
b. 0.562 b. 1.5
c. 5.62 c. 10.5
d. not given d. not given

6. Which is the GCF a. 3 14. Which is equivalent a. 2.2

of 18 and 30? 2
b. 6 to 2

? b. 2.4
5
c. 9 c. 2.5
d. 90 d. 2.6

7. Which is ordered greatest 7 7 2

a.

,

,

15. Which is equivalent 4
a.


to least? 10 8 3
to 3
14
? 3
9 2 2 13
b.

,

,

b.


10 5 3 3
5 3 1 7
c.

,

,

c.


6 4 2 4
13
d. none of these d.


4

2
8. Which will give a 16. Rename 1

as a a. 
1.2
a. 12 3
terminating decimal repeating decimal. b. 
1.3
b. 13
as a quotient?
c. 17 c. 
1.6
d. 19 d. 
1.7

Chapter 6 219
8206-2_219-220 1/12/06 4:01 PM Page 220

17. Choose the algebraic expression. 22. What is 60
6?

1


of a number, plus 35 a. 12
4
b. 10
a.
3y
5

14
b. y

14
 35 10
c.
c.
1y
 35 d.
14
 y  35 d. 6

18. Which is the greatest number? 23. What is the value of the underlined
digit? 36.098724

a. 7 thousandths
b. 7 ten thousandths
a. 0.546 b. 0.5462 c. 7 hundred thousandths
c. 0.5478 d. 0.5593 d. 7 millionths

19. Estimate by rounding. 24. Choose the standard form of 4.6 x 104.
49.34  5.72

a. about 41 b. about 43 a. 4,600 b. 46,000

c. about 45 d. about 39 c. 46 d. 460

20. A car travels at a rate of 65 miles per 25. Subtract: 3  7

hour. How many miles will it travel in
a. 4
7 hours?
b. 10
a. 9.29 miles b. 420 miles c. 4
c. 455 miles d. 650 miles d. 10

21. Amy and Marcus sell lemonade at the 26. Michael and Emily each have to drive
neighborhood swimming pool. Marcus home from college. Michael’s drive is
has
23
of a pitcher remaining, and 1,286 miles and Emily’s drive is 245
miles. About how many times longer
Amy has
34
of a pitcher. How much more
is Michael’s drive than Emily’s?
lemonade does Amy have?

a.
18
more b.
19
more

a. 4 b. 8
c.
16
more d. not given c. 6 d. 12

Explain how you solved the problem. Show all your work.
27. Jefferson Junior High has 25 days of school remaining until summer vacation.
Williams Junior High has
45
as many days remaining. Leesville Junior High has
1.2 times as many days as Jefferson until their summer vacation begins.

a. How many days of school do Williams students have before summer vacation?
b. How many more days of school do the students at Leesville have than Williams
students have?

220 Chapter 6
8206-2_221 1/9/06 7:20 PM Page 221

4
3
5
4

Where is math in dinnertime?

One whole pizza pie:
Two toppings to choose.
Three slices with peppers: 3/8.
Four slices with pepperoni: 1/2.
(How many slices are plain?)
3
From Math in the Bath by
8
Sara Atherlay

In this chapter you will:

Explore addition properties
Estimate, add, and subtract fractions
Evaluate expressions and
9 solve equations with fractions
Solve problems by working backward
12
Critical Thinking/Finding Together
Work with a classmate to write a pizza
problem similar to the problem above.
1 Use your favorite pizza toppings. Challenge
student pairs to solve the problem.
2

Chapter 7 221
8206-2_222-223 10/7/07 11:24 AM Page 222

Update your skills. See page 12.

7-1 Addition Properties: Fractions

The properties of addition are true for whole numbers,
decimals, and fractions. The properties can help you
compute with fractions mentally.

Commutative Property of Addition: a
b  b
a

1 2 2 1

  

5 5 5 5
1 2 2 1

 

5 5 5 5
0 1 0 1
0 1 2 3 4 5 0 1 2 3 4 5
5 5 5 5 5 5 5 5 5 5 5 5

Associative Property of Addition: (a
b)
c  a
(b
c)

3 1 2 3 1 2
(
)
  
(
)
8 8 8 8 8 8

4 2 3 3

  

8 8 8 8
3 1 2 3 1 2


 
(
)
8 8 8 8 8 8
0 1 0 1
0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

Identity Property of Addition: a
0  a

1 1

0  
2 2
1 1 0 1 1
   2
2 2

Inverse Property of Addition: a
(a)  0

1 1

  0
2 2

00 0 1 1
2

222 Chapter 7
8206-2_222-223 1/9/06 7:22 PM Page 223

Write true or false for each equation. If false, explain why.

3 2 2 3 2
1.







2.

 0  0
9 9 9 9 3
1 5 2 1 5 2 7 7
3. (



) 



 (



) 4. 0 




12 12 12 12 12 12 8 8

Name the property shown.

1 3 3 1 7 7 5 5
5.







6. 0 



7.

 0 


7 7 7 7 12 12 9 9
1 1 1 2 3 1 2 3
8.



 0 9.

 (



)  (



) 


8 8 10 10 10 10 10 10
2 3 5 2 5 3 4 4
10.

 (



) 

 (



) 11. 0 




15 15 15 15 15 15 5 5

Find the value of the variable. Use the properties of addition.

8 3 3 3 7 7
12.

 0  r 13.

 s 

14.





 m
9 10 10 20 20 20
6 6 1 1 3 5 1 5
15. b 





16. (



) 



 (g 

)
7 7 7 13 13 13 13 13
3 5 3 6 1 3 1 3
17.

 (

 0) 

 k 18. (



) 

 (

 y) 


16 16 16 11 11 11 11 11
9 3 9 1 3 5 5 1
19. (0 

) 



 z 20.









 d
20 20 20 10 10 10 10 10

Write an equation to solve each problem.

1
21. Jenny swam

mile on Monday and 22. Of the 7 sixth-grade classes, 2 are on
3 4 3


mile on Tuesday. Bill swam

the second floor. Of the 7 sixth-grade
4 1 4 classes, none has a female teacher.
mile on Monday and

mile on What fraction names the sixth-grade
4
Tuesday. Who swam farther in the classes that are on the second floor
two days? or have a female teacher?

Tell whether each number is divisible by 2, 3, 4, 5, 6, 8, 9, and/or 10.

23. 101 24. 295 25. 682 26. 678 27. 480

28. 1611 29. 79,643 30. 53,995 31. 814,350 32. 652,248

Chapter 7 223
8206-2_224-225 10/7/07 11:25 AM Page 224

7-2 Estimate Sums and Differences

9
A package of cheese weighs
1
6
pound.
Brittany needs 1 pound of cheese. If she buys
two packages, will she have enough cheese?

To find the approximate amount of cheese in

9 9
two packages, estimate:
1
6
lb 
1
6
lb.

To estimate the sum (or difference)

of fractions:
1

Round each fraction to 0,

, or 1.
2

Add (or subtract) the rounded numbers.

1 1 3
9 1

1

6

2
0 4 2 4 1
9 1

1

6

2
0 4 8 9 12 16
9 16 16 16 16 16 16

1

6
1
Think
9 1


is a little more than
2
.
Brittany will have enough cheese. 16
9 9
So
1

6

1

6
is a little more than 1.

Study these examples.

Tell whether the sum or difference is close

1
to 0,
2
, or 1.

1 3 7 1 11 8



5

7



12

9



12

1
0

1 1 1 1
0 
2

2
.

.
2
 0 
2
.1.  .1.  0

1 3 1 7 1 1 11 8



5

7
is close to
2
.


12

9
is close to
2
.


12

1
0
is close to 0.

224 Chapter 7
8206-2_224-225 1/9/06 7:24 PM Page 225

Match each exercise to its estimated sum

or difference in the box.
1 8 6 11 1 1
1.
5

9
2.
7

1

2
a. 1  1  2 b. 1 
2

2

9 5 6 8 1 1
3.
1
0



8
4.
1
3



18
c.
2

2
 0 d. 0  1  1

Estimate the sum or difference.

1 4 15 1 2 5 11 12
5.



6.
1

1
7.
9

6
8.
1

1

11 9 6 0 2 4

7 1 18 13 3 1 1 4
9.
1
5

1
0
10.
2

0

2

4
11.
1
1

6
12.
9

1

0

9 1 3 1 1 1 15 5 4 3
13.
1
0

6

8
14.
9

7

2
15.
1

6

8

9

2
5

Estimate with Mixed Numbers

To estimate the sum (or difference) of mixed numbers:

Round each mixed number to the nearest whole number.

Add (or subtract) the rounded numbers.
1 1
 8
5
 08  15 .
2
.  16
5 9
 9
8
 10 estimated  09
1

0
 10 estimated
5 9

8
9  18 sum 
1
0
09  06 difference

Estimate the sum or difference.

2 1 1 1 1
16.  7
3
17.  9 .
3
18.  16
8
19.  12 .
2
20.  10
6

3 5 8 7 8
 4
4
 3
1

2
 13
9
 04
1

0
 09
9

3 9 2 6 3 10 8
21. 15
4

1

0
22. 19
1

5

7
23. 12
5

1

2
 9
1

5

24. Antonio needs at least 15 pounds of chicken for a dinner

1 3 2
party. He buys three packages: 3
4
lb, 4
7
lb, and 5
3
lb.
Will this be enough chicken? Explain.

Chapter 7 225
8206-2_226-227 10/7/07 11:25 AM Page 226

Update your skills. See page 12.

7-3 Add Fractions

Felix tapes together horizontally three
pieces of paper. They measure
1

9
in.,
M A T H
7 3 6


in., and

in. How long is the
8
taped piece?
4 C L U B

To find the length, n, of the taped piece, 9 7 3

9 7 3 in. in. in.
16 8 4
add:
1
6
in. 
8
in. 
4
in.  n.

First estimate:
9 7 3 1 1



16

8

4



2
 1  1  2
2
.

Then add.

To add fractions:

Find the least common denominator Multiples of 16: 16, 32, 48, 64, . . .
(LCD) of the fractions. Multiples of 08: 08, 16, 24, 32, . . .
Think Multiples of 04: 04, 08, 12, 16, . . .
9 7 3 The LCD is 16.
The (LCD) of

,

, and

is the
16 8 4
least common multiple (LCM) of
the denominators.

9 7  2 9

Rename each fraction as an equivalent 
1

6





8  2 16
fraction with the LCD as the denominator. 7 7  2 14
 .
8
. 




8  2 16
3 3  4 12
 .
4
. 




4  4 16

Add. Express the sum in simplest form. 3 3  4 35 3
 .
4
. 



 2


4  4 16 16
3
n  2
1

6
Think
3
2

is close to the
3 16
The taped piece of paper is 2
1

6
in. long. 1
estimate of 2

.
2

226 Chapter 7
8206-2_226-227 1/9/06 7:26 PM Page 227

Find the LCD for each set of fractions.

2 3 5 5 7 1 1 1 1 1 5 1
1.
3
,
4
2.
1
,


2 6
3.
8
,
6
4.
2
,
4
,
8
5.
3
,
9
,
2

Estimate and then add. Write each answer in simplest form.

1 1 1 1 4 8
6. 
2
7. 
4
8. 
8
9. 
1

2
10.  .
5
11. 
1

5
1 2 5 1 1 1

3

5

6
 .
3

2

0
 .
3

7 5 3 2 3 4
12. 
9
13. 
7
14. 
1

0
15.  .
9
16.  .
8
17. 
9

1 3 1 7 5 1

2

8
 .
6

1

2

2

4

5

1 11 1 3 3 5
18. 
4
19. 
2

0
20. 
6
21. 
4
22. 
2

0
23.  .
6

1 2 1 1 1 5

3
 .
5

9

6
 .
5
 .
8

1 1 1 1 3 7

2
 .
2

9

2

1

0

2

4

Compare. Use ,,
, or ..
1 3
24.
5

1
?
1
4 1 13
25.
7

2
?
1

1 4 2
26.
6

9
?
3

7 1
27.
9

1
? 1
0 2 4 0

9
28. In water, sound travels about
1

0
mi 29. Three fifths of the 2nd floor is used for
3
in a second. How far will it travel hallways and
2
0
for offices. What
in 2 seconds? part of the floor is used for both?

7
30. On Friday Hector skied

mi and 31. Mia has 1 cup of milk that she
5 16 1
then

mi. On Saturday he skied wants to use. She uses

c,
8 1 3 4
2 3


mi and then

mi. On which day

c, and

c in three recipes.
5 10 3 8
did Hector ski farther? Did Mia use the entire cup?

Write as a mixed number in simplest form.

18 11 29 76 57 85
32.
4
33.
5
34.
6
35.
8
36.
9
37.
2

0

Chapter 7 227
8206-2_228-229 10/7/07 11:26 AM Page 228

7-4 Add Mixed Numbers

3
A stock gained 1
8
points on Monday and 4
1
2
8
points on Tuesday. What was the total
gain for the two days? 3
3 1 1
To find the total gain, s, add: 1
8
 2
8
 s. 28
2
3 1
First estimate: 1
8
 2
8
.
1
1  2 3 18
3
Then add.
0
To add mixed numbers with like denominators:
3

Add the fractions.
 1
8

1
 2
8


Add the whole numbers.
4 1
 3
8
 3
2
simplest form

Express the sum in simplest form. 1
s  3
2

Think
1 1
The total gain of the stock was 3
2
points. 3

is close to the estimate of 3.
2

To add mixed numbers with unlike denominators:

Think
1 3

Find the LCD of the fractions.  14
1

0
 14
3

0
LCD of 10
1 2 and 15 is 30.

Rename each fraction as an  26
1
5  26
3

0
equivalent fraction with the 1
 26
1
 40
3

5
 40
6

1
LCD as the denominator. 5 0

Add. Express the sum in simplest

simplest form. form

Study these examples.

 17
5
 11
8
 11 .
8

5 Rename
3
 09
1
the sum.
6 Add whole numbers. 3 6
 05
4
 05 .
8

3 Bring down the fraction.
 26
1

6 3 11 3 3
 05
4
 16
8
 16  1
8
 17
8

228 Chapter 7
8206-2_228-229 1/9/06 7:30 PM Page 229

Complete the addition.

1 ? 4 7 ?
1.  4
6
 4
2

4
2.  08
5
3.  7
2

0
 07 .
?
.
1 ? 1 4 16
 3
4
 3
2

4
 09
5
 4 .
5
.  04
?

1 ? ? ? ? ?
 3
4
 7
2

4
 7
1

2
 17
?
 ? 11
2

0
 12
2

0

Add. Estimate to help.

2 1 1 5 2 2
4.  6
9
5.  6
7
6.  4
6
7.  1
6
8.  2 .
5
9.  6
3
.

2 3 3 1 1 2
10.  3
9
10.  8
7
10.  2
8
10.  2
3
10.  3
1

0
10.  7
5
.

5 3 7 5 1 7
10. 14  7
9
11. 9
8
 4 12. 8
1

2

1

2
13. 16
8
 7
8

7 7 7 1 7 1 3 1
14. 12
1

0
 23
3

0
15. 25
1

8
 15 .
6

. . 16. 3
8
 3
2
17. 8
4
 6
3

11 3 3 2 9 3 5 7
18. 6
1

6
 12 .
4
19. 18
4
 20
3
20. 10
2

0
 08 .
4
21. 15
6
 12
9

. .

3 2 1 1 1 5 3 3 1
22. 9
7
 6
7
 4
7
23. 6
2
 3
3
 4
6
24. 4
5
 2
1

0
 1
2

1 2 7 1 3 3 1 5 1
25. 7
2
 4
3
 5
1

2
. 26. 5
5
 4
1

0
 2
4
27. 3
3
 2
8

4

2
28. It takes 1
3
gal for paint repairs in 29. A butcher sold packages of meat
1 2 3
the den and 1
2
gal for the kitchen. weighing 1
3
lb and 5
4
lb. What
How much paint is that in all? was the total weight of the meat?

Add. Look for sums of 1.

1 3 1 1 2 3 1 3 1
30.
2

4

2
31. 5
4
 6
3
 11
4
32.
4
 7
4

5

6 1 2 1 5 1 1 5
33. 2
8
 9  3
4
34.
3
 1
5
 7
1

5
35. 8
6
 9
7
 2
6

Chapter 7 229
8206-2_230-231 10/7/07 11:26 AM Page 230

Update your skills. See page 12.

7-5 Subtract Fractions

The chart shows the fractional part of family
Family Income Spent
income spent on food for five countries.
on Food
How much greater is the fractional part for
China than for the U.S.A.? 2
India 5
1
To find how much greater, p, subtract: China


1 1 2




 p. 4
2 10 Mexico 15
1 1 1 1
First estimate:





0

. 1
2 10 2 2 Japan 6
1
Then subtract. U.S.A.


10

To subtract fractions:
Think

Find the LCD of the fractions. 1 1
5 5

2
 2
5  10 LCD of
1 2 and 10

Rename each fraction as an 
1
 10
1
0 is 10.
equivalent fraction with the
1 .1.  4 2
LCD as the denominator. 
1

0


10  10
 5
2

Subtract. Express the p 5
difference in simplest form.
simplest form

Think
2


is close to
5
The fractional part of China’s family income spent 1
2 the estimate of
2
.
on food is 5 greater than that of the U.S.A.’s.

Estimate and then subtract. Write each answer in simplest form.

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

0
4.  .
5
5.  .
2

5 1 1 1 3

8

2
 .
5

2

5

1

0

3 7 1 6 3
6. 
4
7. 
8
8. 
2
9. 
7
10.  .
8

2 5 2 1 1

3

6

5

2

1

0

230 Chapter 7
8206-2_230-231 1/9/06 7:32 PM Page 231

Find the difference.

7 4 3 7 4 8 25 3
11. 8  5 12. 10
 30
13. 11
 2
2
14. 4
8
 8

Use Related Sentences to Solve Equations with Fractions

You can use related addition or subtraction sentences

to find missing fractions in some equations.
1 4 1 5
n
5  5 a  3  9

4 1
related 5 1 related
n  5  5 subtraction a  9
3 addition
sentence sentence
3 5 3 8
n  5 a  9
9  9

Use a related sentence to find the missing fraction or whole number.

1 7 1 1 1 1 1 1
15. n
8  8 16. y  6  6 17. m
3  2 18. z  9  1
8

5 3 3 5 3 5
19. p  6  8 20. t
5  6 21. c  0  5 22. d
0  1
2

1 1 1 3 2 1 7 7
23. f  3 2  3 2 24. g  1 4  4 25. 3  r  3 26. 8  b
16

Use the table on page 230 for problems 27–28.

27. How much greater is the fractional 28. How much greater is the fractional
part of family income spent on part of family income spent on
food for China than for Japan? food for India than for Mexico?

29. Mr. Baumbach plans to leave his estate to four charities.

1 1
One charity gets 4 of his estate, the second gets 1
6
, and the third
3
gets 8. How much does the fourth charity get? Explain your answer.

Write a word problem with two fractions so that the:

1 1 12
30. sum is 2 31. difference is 8 32. difference is 4
5

Chapter 7 231
8206-2_232-233 10/7/07 11:27 AM Page 232

7-6 Subtract Mixed Numbers

7
From a 7
1
2
-ft piece of rope, Ray cut
5
off 3
1
2
ft. How much rope was left?

To find how much rope was left, m, subtract:

7 5
7
1

2
 3
1

2
 m.
7 5
First estimate: 7
1

2
 3
1

2
835

Then subtract.

To subtract mixed numbers with like denominators:

7

Subtract the fractions.
 7
1

2
5

Subtract the whole numbers.
 3
1

2
2 1 simplest

Express the difference in simplest form.
 4
1
 4
6

2 form
1
m  4
6

1
Ray has 4
6
ft of rope left. Think
1
4

is close to the estimate of 5.
6

To subtract mixed numbers with unlike denominators:

5 10
Think

Find the LCD of the fractions.  8
6
 8
1

2 LCD of
3 9 6 and 4

Rename each fraction as an  4
4
 4
1

2 is 12.
equivalent fraction with the 3 1
LCD as the denominator.  4
4
 4
1

2

Subtract. Express the difference

simplest form
in simplest form.

When the fraction in the minuend is less than the

fraction in the subtrahend, rename the minuend.
Then subtract.
1 1 1 5
minuend  6
4
6
4
 5  1 
4
 5
4

3 1 4 1 5 3
subtrahend  4
4
6
4
 5 
4

4
 5
4
 4
4

2 1
 1
4
 1
2

232 Chapter 7
8206-2_232-233 1/9/06 8:27 PM Page 233

Estimate and then subtract. Write each answer in simplest form.

4 5 3 9 1 5
1.
6 9 2.
7 8 3.
5 4 4.
2 1
0
5.
9 8 6.
11 7
1 3 3 9 5 6

4 9
3 8
1 4
2 1
0

3 8
09 7

1 5 1 3 2 7 1 2
7. 9 3
1 6 8. 13 6
9 4 9. 10 .5
3 1
0
10. 11 4
6 3

1 3 1 1 3 3 1 1 1
11. 8 6
3 4  2 2 12. 9 1
2

5 8
1 4 13. 6 2  7 3
8 4

Subtract Mixed Numbers and Whole Numbers

3 3 4

9 4
9 4  8 4 981
Subtract whole 3 3 4

3
3 4  3 4 9  8  4
numbers. Bring
3 3 1 4

6 4 down the fraction.
3 4  5 4 9  8 4

Find the difference.

3 1 1 4
14.
7 5 15.
11 8 16.
14 17.
6 18.
8 2 19.
10 7
2 1 1 4

4
06
08 9
2 1
2

1 2
07 7

1 1 1 1
20. 10
1 4 21. 9
1 9 22. 7 2
7 23. 15 5
15

1
24. There are 16 3 yd of material on 25. Tricia usually works 40 hours a week.
3 1
a bolt. If 5 4 yd are used, how Last week she was absent 6 4 hours.
much material is left on the bolt? How many hours did she work?

Match each number sentence below with an addition property in the box.
1
1 7 5 1 7 5 1
26.     0 27. (  )      (  ) Associative Property of Addition
8 8 9 8 4 9 8 4
Commutative Property of Addition
2 2 3 11 11 3 Identity Property of Addition
28.   0   29.       
3 3 5 15 15 5 Inverse Property of Addition

Chapter 7 233
8206-2_234-235 10/7/07 11:28 AM Page 234

7-7 Mental Math: Addition and Subtraction

You can add and subtract fractions and mixed numbers mentally
by using the three strategies below.

Compute the whole-number

part and then the fraction part.
Think
7 5 2 1 The denominators are alike.
8
5
 3


 3


7 5
8 8 8 4 (85)  (
8

8
)

Look for sums of 1.

1 5 1 1 Think
5
 2
6


 8
3
1 5
6 3



1
6 6

Compensate by “adding on”

and then subtracting.
Think
5 3
5 3 3

4
10  3

8
 6



8
8 8
3
Subtract 4, then add

8
.
3 3
10  4  6 and 6 

8
6

8

Study these examples.

7 1 1
7  4

n
16
3

4
 1

2
n
Think Think
7 9 1 1
4




16 16
5 1

2


2
2

9 9 1 1 1 1 3
7 5  2 and 2 

 2


16 16
3

4
2  1

4
and 1

4


2
 1

4

7 9 1 1 3
So 7  4

 2

.
16 16
So 3

4
 1

2
 1

4
.

234 Chapter 7
8206-2_234-235 1/9/06 7:34 PM Page 235

Compute mentally. Find the whole-number part and then the fraction part.
2 1 7 5 1 7
1. 8
3
 5
3
2. 6
8
 2
8
3. 10
1

2
 1
1

2

1 7 3 1 7 2
4. 12
1

6
 8
1

6
5. 10
8
 4
8
 2 6. 9
1

5
 3
1

5
4

Compute mentally. Look for sums of 1.

1 2 3 5 1 1 1
7. 6
3
 8
3
 7 8. 2
8
 1
8
9. 5
4
 1
4

2

1 1 3 1 1 7 1
10. 1
1

6
 5
2
 2
1

6
 2
4
11. 3
1

2
 7
1

2
 8
3

1 4 2 1 3 6 1
12. 3 3  6 5  10 3  3 5 13. 9 4  5 11  6 4

Compensate to compute mentally.

1 5 1 2
14. 8  4
3
15. 12  10
6
16. 5
3

3

2 3 1 3 3 5
17. 7
5

5
18. 22
4
 13
4
19. 10
8
 7
8

1 3
20. Fred mixes 3
2
cups of flour, 21. Angela cuts 5
8
yards of ribbon from
1 2
1
4
cups of sugar,
3
cup of rye flour, a 10-yard spool to make centerpieces.
1
and
3
cup of wheat flour. Will the She orders more ribbon when there is
ingredients fit into a 6-cup bowl? less than 3 yards on the spool. Should
Explain. she order more ribbon now? Explain.

Rename each fraction as a decimal.

1 2 3 4 5 6
22. 15 23. 15 24. 15 25. 15 26. 15 27. 15

7 8 9
28. 15 29. 15 30. 15 31. 10
15
32. 11
15
33. 12
15

34. What fractions are repeating decimals? terminating decimals?

Chapter 7 235