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Algebra - Chapter 2

Canada- Algebra chapter 2

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26 views26 pages

Algebra - Chapter 2

Canada- Algebra chapter 2

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sy99417
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Section 2.1 - The Number Line ¢ 55 BUT e Nl a 2. The easiest way to picture the positive numbers, negative numbers, and zero is with a number line. Zero is a number that is considered neither positive nor negative. +— Negative Numbers —-t+-— Positive Numbers — ‘Numbers to the right of zero are positive numbers. Numbers to the left of zero are negative numbers. Negative numbers are always preceded by a negative sign (—). Positive numbers can be written with or without the positive sign (+), Integers Integers are numbers, positive, negative, and zero, that can be written without a fractional or decimal component. ‘The integers are: 1,0,1,2,3,4,5... (Note: ... implies the pattern continues forever) ‘When comparing integers, the number to the right is always greater. To compare integers, five symbols are used. Greater than Greater than or equal to Less than Less than or equal to Equal to wAANY Compare the pairs of integers on a number line. a) Sand2 b)3and8 ¢) -3and0 d) -2and—3 ©) ~5 and —5 > Solution: 2) 5> 2, since 5 is to the right of 2 on the number line. b) 3.<8, since 3 isto the left of 8 on the number line. ©) —3 <0, since —3 isto the left of 0 on the number line. d) —2>—3, since ~2 is to the right of —3 on the number line. e) —5 =—5, since —5 is at the same location on the number fine. Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without writen permission from the publisher 56 ¢ Chapter 2 - Integers Graph on a number line, a) Integers ~1,0,3 b) Integers x <1, (Integers less than 1) ©) Integers —3 —2 (Integers greater than ~2) ©) Integers x <1 (Integers less than or equal to 1) f) Integers —1 Sx <3 (Integers between —1 and 3, including ~ 1 but not 3) > Solution: Opposite Integers Every integer except zero has an opposite. Every negative integer is the opposite of a corresponding positive integer, if itis the same distance from zero on a number line. 5-4-3 -2-1 9 1 23 4 5 pie! Opposites To indicate the opposite of a number, a negative sign is written in front of the number. Two numbers whose sum is 0 are opposites of each other. Number ‘Explanation 2 Both values are two units from zero on a number line +2 The values 2. and +2 represent the same number. The opposite of 2 is 2, therefore ~(+2) must equal =2 -2 The opposite of ~2 is 2, therefore —(—2) must equal 2 Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be eprodiced without written permission from the publisher. Section 2.1 -The Number Line ¢ 57 2A 1 Exercise Set Write as an integer. a) 15°C above zero b) 10°C below zero ©) $20 in your wallet 4) Owing $15 ©) Sover par in golf 1) 2under par in golf g) Mt. Everest is 8850 m 1h) Death Valley is 86m above sea level below sea level Using the number line provided, fill in the blank space with <, >, or = to make the statement true. a) -4_1 b) a_3 9 ¢_0 @d -3 -1 9) b_-3 ) a_-s g4_2 ny) c_2 ) b_o De w b_-4 ) a_-10 List in order from least to greatest. a) - 0-4, 1 ) -4, 4,-2.2 Graph on a number line. a) Integers: ~3,0,4 b) Integers greater than 2 ) Integers less than or equal to 0 TTT ) Integers greater than — 1 and less than 3 TTT Too €) Integers less than —3 or greater than 2 Copyright © 2009 hy Crescent Beach Publishing. No part ofthis publication may be reproduced without writen permission from the publisher 58 ¢ Chapter 2- Integers 5. Graph the integers on a number line. a) x>3 b) x2-1 Q x<-l @d x53 e) -3Sx<4 6. Express the integer pattern using x, and < or > a) 23,4... b) 4,3,2,... 9) 2.34 @ -1,0,1,... 9 10-1... 1,01 7. Find the opposite of each number. State whether the new number is positive or negative. a) 3 ») 9 +3 oy) H-3) ) -(+3) OS 3) 8. Solve, a) What integer is twice as large as 6? b) What integer is half as large as 6? ©) What integer is twice as large as 6? 4) What integer is half as large as - 6? ©) What is the largest negative integer? 1) What is the smallest positive integer? 8) What is the smallest negative integer? 1h) What is the largest positive integer? i) For what numbers x is —x negative? J) For what numbers x, is —x positive? Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without writen permission from the publisher. Section 2.2 - Multiplication of Integers ¢ 59 a lect ee ss ae ‘The multiplication of integers differs from the multiplication of whole numbers in one very important way. When multiplying whole numbers, the product is always positive. When multiplying integers, the product may bbe positive or negative, depending on the sign of each integer. Multiplication of Two Positive Integers Multiplying two positive integers isa shortened method of repeatedly adding the same positive number. Forexample: 4+4+4 = three d’s = 3-4 = 12 S4+54+545= fours's =4:5=20 ‘The expression (-+3)x(+2) can be modeled by drawing three groups of positive two. ‘The (+3) represents adding three groups into the rectangle. The (+2) represents the value of the groups being added. There are six shaded, or positive discs altogether, therefore (-+3) (+2) = (+6), In general, a positive number x a positive number = a positive number. Multiplication of a Positive Integer and a Negative Integer Multiplying a positive and negative integer is shortened method of repeatedly adding the same negative number. For example: (—8)+(—8)+(—8)+(-8) = four (~8)’s = 4x(-8) (-7)+(-7)+(=7) = three (-7)’s = 3x(-7) =-21 -32 ‘The expression (+3)X(—2) can be modeled by drawing three groups of negative bwo. ‘The (+3) represents adding three groups into the rectangle. The (~2) represents the value of the groups being added, There are six white, or negative discs altogether, therefore (+3)x(—2) = (—6). In general, a positive number X a negative number = a negative number. ‘Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher 60 + Chapter 2 - Integers Multiplication of Two Negative Integers Consider having $20 in your pocket. Ifa debt of $5 is paid to each of four friends, then the $20 dollars would bbe gone (—20). However, ifeach of the four debts (a negative) were taken away (another negative), you ‘would still have the $20 dollars (+20). Another way to consider multiplying two negatives is to look at a pattern of numbers. decreasing by 1 increasing by 5 ‘When the pattern has two negatives being multiplied by each other, it shows that the product is positive. ‘The expression (~3)x(~2) can be modeled by drawing three groups of discs, each with a value of zero, -6JBJ8 ‘The (~3) represents removing discs from each of the three groups in the rectangle. The (~2) represents the value of the groups being removed. There are six shaded, or positive discs left over, therefore (~3)x(-2)= (+6). In general, a negative number X a negative number = a positive number. Summary dex dh ais xX = = XxX aia CxKm= «a positive multiplied by a positive equals a positive «a positive multiplied by a negative equals a negative fs} oh a negative multiplied by a positive equals a negative a negative multiplied by a negative equals a positive {Copyright © 2009 by Crescent Beach Publishing. No par ofthis publication may be reproduced without writen permission from the publisher Section 2.2 - Multiplication of Integers + 61 Multiply. a) (44)(+7) bY (—4)(4+7) ©) (44-7) ) (—4)(- 7) @) (4)(7) ) (—4)(7)_ g) (4-7) > Solution: a) (+4)(+7) = 28 b) (-4(+7) ©) (+4)(-7) =-28 @) (—4)(-7) = 28 &) (47) = 28 f) (—4)(7)=-28 #) (4\(-7) =-28 Simplify. a) (2)(3)(4)_ by (—2)(+3)(4) ©) (—2)(— 344) dy (+2)(—3—4)_&) (—2)(—3)(-4) Solution: a) (2)(3) = 6, (64) = 24, therefore (2)(3)(4) = 24 b) (~2)(3) =—6, (—6)(4) =~ 24, therefore (—2)(+3)(4) =-24 ©) (~2)(=3) = 6, (6)(4) = 24, therefore (-2)(—3)(-+4) = 24 d) (2)(-3) =—6, (—6)(—4) = 24, therefore (+2)(-3)(—4) = 24 e) (—2)(—3) = 6, (6)(—4) =—24, therefore (—2)(—3)(—4) == 24 Evaluate when x a) (2x)(3y)b) (—2x)(3y)_€) (2x)(—3y) dd) (~2x)(—3y), 3, and y ==4. P Solution; a) 2(-3)=—6, 3(—4) =~ 12, therefore (~6)(—12) = 72 b) -2(-3) = 6, 3(—4) =—12, therefore (6)(— 12 ©) 2-3 = 3(—4) = 12, therefore (—6)(1 ) ~2(-3) = 6, ~3(—4) = 12, therefore (6)(12) = 72 Find the missing value. a) (2_)(-3)=-30 by) (—2-4)(_)=-8 ©) (_(-5)(-2) = 40 @& (-3)(4(_)=0 P Solution: a) (2)(—3) =—6, (—6)(5) = b) (—2)(-4) =8, (8-1) ©) (~5)(-2) = 10, (10)(4) = 46, therefore the missing value is 4 4) any integer multiplied by zero equals zero, therefore the missing value is 0 —30, therefore the missing value is 5 8, therefore the missing value is ~ 1 ‘Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without writien permission from the publisher 62 4 Chapter 2 - Integers 2.2 Exercise Set 1. Find the product. a) 3(-2) ob) ~406) ) 5(-2) ——— 9 (-7)(3) ©) (-6)(-3) (-77) @ (-9)(4) —__—__ » (8)(-6) ) (-12)(-6) a 1013) kk) (-12)(-12) yD (17\(4) m) (—75)(—15) n) (—50)(7) 0) 35(—16) p) —11(25) 2. Multiply. a) 6-(—4)(-3) ——— _ ») ~2.(-4)-(-7) e) 4-(-5)3 d) —4-2-(-8) 9 7-4(-1) ) -4-0-(-6) B®) (-4)-(-4)-(-4) h) 5-(~5)-(-5) i) 2(-11)(-5) ——— _ p -3-(12)-(-4) 3. ind the product. a) -3-(-5)-2-(-1) by -2-(=3)-(-3)-(-5) o) -4:3-(-4)3 a) 4-(—3)-5-2 ) 2(-7)-(-3)-(-4) 9) -2-(-3)-(-4)-(-5) a) 5:(-5)-6-(-6) by -4444 4. Multiply. a) ~5-4-(—3)-2-(-1) b) 6-(—5)-4-(-3)-2-(-1) ©) =1-(2)-(3)-(4) (5-6) dy = (= 2)-(-3)- 45-6 Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without writen permission from the publisher. 5. Evaluate for x -2, y= 3,andz Section 2.2 - Multiplication of Integers ¢ 63 a) oy b) 92 oO) ~2xyz a) (—3x)(2y)(-2) e) (—4xy)(22) (3xz)(4y) ®) (—2y)(—Sx) h) (—4yz)(-2y) i) (~3x)(—2y)(—42) D_ (~x)(-3y)(5z) 6. Find the missing value. a) -4-__ = 20 b) 3-_=-12 _ @ _ (-7)=35 9-4 =-32 ) -3-_(-3)=9 ®) -2(-3)__=-18 bh i) 4-(-9). 2=-288 Dp -u (=3):(-5) = 990 7. Determine if the product is positive or negative. a) 1 negative and 2 positive integers b) 2 negative integers ©) 3 negative integers d) 4 negative integers ©) S negative integers and 2 positive integers f) 3 negative integers and 3 positive integers g) 99 negative integers ‘h) 100 negative integers Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher 64 ¢ Chapter 2 - Integers & What must be true of a and b, if —a-b is: 8) positive b) zero ©) negative 10. Jerry lost 2 Ibs every month for a year. If his weight at the beginning of the year was 176 Ibs, what was his weight at the end of the year? 12, Aplane coming in for a landing loses 800 meters per minute in altitude. If the plane took 16 minutes to land, at what height was the plane when it first started its landing descent? 14, Brad’s investments averaged a loss of $45 per week fora year. Ken’s investment lost $180 per month for a year. Who lost the most money, and by what ‘amount? ‘What must be true of a, b, and ¢, if —a-b-c is: a) positive b) zero ©) negative Carol's bank balance at the end of summer was $2460. She allowed her self $32 spending money each week for the next 40 weeks. What was her bank balance at the end of 40 weeks? piece of real estate dropped $1620 in value per ‘month for 5 months. If the home is now worth $245 000, what was the value of the house 5 ‘months ago? 15, What is larger: the product of two negative integers, or the sum of two negative integers? Why? ‘Copyright © 2009 by Crescent Beach Publishing. No part ofthis publication may be reproduced without written permission from the publisher Section 2.3 - Division of Integers ¢ 65 «a positive divided by a positive equals a positive a positive divided by a negative equals a negative a negative divided by a positive equals a negative ‘a negative divided by a negative equals a positive Division Explanation 622 3 ‘The number that produces 6 when multiplied by 2 is 3 12+(-4) | -3 ‘The number that produces 12 when multiplied by —4 is —3. =15+3 =5 ‘The number that produces — 15 when multiplied by 3 is —5. =20=(-5)| 4 ‘The number that produces — 20 when multiplied by 5 is 4. > Solution: > Solution: ‘Suppose a study group of 5 people owe $30 for pizza, and agree to split the cost evenly. How much is each person required to pay’? (Owing is considered negative, and the number of people is considered positive. 30 6 5 Each member of the group owes $6. Vijay owes Linda $12, and agrees to pay the debt in installments of $3 each. How many payments does Vijay make? Owing $12 is considered negative, and each payment is also considered negative. 12 3 ‘Annumber of payments made is a positive number. Vijay makes 4 payments. Copyright © 2009 by Crescent Beach Publishing. Na part ofthis publication may be reproduced without writin permission from the publisher 66 ¢ Chapter 2 - Integers Rules for Zero Division by zero is not defined for any integer. a+ 0= Zero divided by a non-zero number is zero. 0a =0, a#0 Combined Operations ‘Combined operation problems involve working with multiplication and division simultaneously. The most important step in calculating a combined problem is to find out if the answer is positive or negative. Ina problem containing multiple integers: ‘The solution is positive if the number of negative integers is even. The solution is negative if the number of negative integers is odd. Simplify a) pb 2 i Ge vl (<2(=2=2) 9 CNED > Solution: ©) 8 negative integers means the answer is positive. Therefore the answer is 1 4) 5 negative integers means the answer is negative, LMEA-2) Ae 2 Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher 2.3 Exercise Set 1. Fill in the blank, a) The quotient of two numbers with different signs is, b) The quotient of two numbers with the same sign is ©) Every division problem has a related Section 2.3 - Division of Integers ¢ 67 problem. 4) Ina combined multiplication and division problem, an odd number of negatives will have a answer. ¢) Ina combined multiplication and division problem, an even number of negatives will have a answer, 2. Divide if possible. Check each answer by multiplication, a) 24+6 ©) 2842 9 49+(-7) g -2753 ) -48+(-8) w) -99+(-9) m) 011 0) -93+(-3) 3. Simplify. » 4 5 » Dd » ») ») b) 4 h) id 3547 42+(-6) 28+(-7) -60+5 Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher 68 ¢ Chapter 2 - Integers 4. Simplify. Leave answer in mixed fraction form. 2 1d) 9 -30+24 9 -543+| 5. Simplify » EGP 0 Sa 2 age 0 Bia (=3)-8-(~12) » E69) —6:12-(~8) ® 374 =8:(-35)-16 9 Sis (28) Copyright © 2009 by Crescent Beach Publishing. No part of tis publication may be reproduced without writin permission from the publisher 7. An investor lost $180 on each of several days. His total loss was $1080. How many days were involved? 9. Askydiver’s altitude decreased from 1815 metres to 640 metres in 25 seconds, At what rate did her altitude change? 11. A scuba diver dove 21 m below the surface of the sea, On each successive day he dove 3-4 m further. How far did he dive after one week? 13, If8 students eat 8 hotdogs in 8 minutes, how long ‘would it take 50 students to eat 50 hotdogs? Section 2.3 - Division of Integers ¢ 69 8. The population of a mining town decreased by 13.800 in 8 years. Find the average annual change in population 10. The shore in Crescent Beach eroded 30 feet over a 12 year period. By how many feet did it change pet year? 12. A dog lost 1+} Ibs per week for + ofa year. Ifhe first weighed 150 Ibs, how much does he weigh after + ofa year? 14. A ball dropped from a height of 32 m rebounds of the distance from which it fell. How high did the ball bounce after hitting the floor for the third time? Copyright © 2009 by Crescent Beach Publishing. No par ofthis publication may be reproduced without writen permission rom the publisher 70 + Chapter 2 - Integers Cole eae) aero 24 Ina given mathematical expression with multiple arithmetic operators, the outcome will differ depending on the order in which the calculations are completed. The order of operations is a rule used to determine the correct sequence of calculations in a mathematical expression. Brackets Brackets play a very important rol consider the two expressions: determining the outcome of mathematical expressions. For instance, 2344 2-344) Both expressions have the same numbers and arithmetic operators, but only one has brackets. According to the ‘order of operations, calculations inside brackets are to be completed first. Therefore the inclusion of brackets into the expression changes the outcome of the expression. Exponents Often in mathematics, a number is multiplied a repeated number of times. Writing such a number in exponential form is a condensed way of representing repeated multiplication of the same number. For example: 3-3-3-3 = 3¢ ‘This expression is read: “three to the fourth power”. The ‘3*is called the base, and the ‘4” is called the exponent. Note: Any base, a, a #0, raised to the power of 0 is defined as I (a" = 1). 0° is undefined. J) Write 5-5-5-(~2)(-2)(-2)(—2) in exponential form. Solution: 5-5-5 =5', (—2)(-2)(-2(-2 (2) 5°-(=2)" Therefore 5-5-5-(—2)(—2(-2(-2 Simplify a) (-3¥ by) -3° > Solution: a) The exponent belongs to the bracket, therefore every thing inside the bracket, including the negative sign, is multiplied by itself. (-37 = (~3)(-3)=9 b) The exponent belongs to the base, and not the negative sign. ‘Therefore, only the base is multiplied by itself. ‘There is only one negative sign. -3?=-(3-3)=-9 Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher Section 2.4 - Order of Operations ¢ 71 Order of Operations 1. Calculate all operations in brackets first. 2. ‘Simplify all exponent expressions. 3, Do multiplication and division as they occur, working from left to right, 4, Do addition and subtraction as they occur, working from left to right. ‘To remember the order of operations, the acronym BEDMAS is used. B E D M A s Brackets Exponents Division Multiplication Addition Subtraction Simplify 32+8x5+2 > Solution: Do multiplication and division, moving left to right. 3248x542 4x522 20+2 10 EEE simplify (-27-3y. > Solution: Simplify the exponents first, then multiply. (-27- -8-9 -2 Simplify 6-(-2 — 3+ 5-(—2). > Solution: Simplify the exponents first, then multiply, and finally add/subtract, 6-(-27 -3 +5-(-2) 6-(-8)-3+5-(=2) =48-3-10 -61 ‘Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher 72_# Chapter 2 - Integers > Solution: > Solution: > Solution: > Solution: > Solution: Simplify —3°(6 - 2) + 2(5 -8). =37(6 - 2)+2(5-8) Brackets =37-4+2(-3) Exponents =9-4+2(-3) Multiplication ~36-6 Subtraction -42 Simplify (~2)*(2? - 9)- (3? = 10). (-2/(2'- 9)-(3" = 10) 4(8 —9)-(9- 10) 4(-1)-(-1) -441 -3 Exponents inside brackets Subtraction inside brackets Multiplication Addition ‘Simplify [-3(5 — 2)- 4(4 - 1)]+7. [-3(5 - 2)-4(4-1)]+7 [-3(3)- 4(3)]+7 [-9-12]+7 2147 -3 Subtract inner (round) brackets first ‘Multiplication inside square bracket ‘Subtraction inside square bracket Division Simplify —2[3(2 - 4 - (6-4). —2[3(2 — 4 —(6 - 4] =2[3(-29 -(2¥] —2[3-(-8)-4] -2[-24-4] 2-28] 56 Simplify 3°. 10° +3°- 10° =37- 10° +3°- 10? 5*-10 =9: 1000 + 27-100 - 25-10 = 9000 + 2700 = 250 —6300 ~ 250 -6550 Inner brackets first Exponents inside bracket ‘Multiplication inside bracket ‘Subtraction inside bracket ‘Multiplication 10. Exponents ‘Multiplication Addition ‘Subtraction Copyright © 2009 by Crescent Beach Publishing. No part ofthis publication maybe reproduced without writen permission from the publisher. 2.4 Exercise Set 1. Simplify. a (-1) 9 (1 9-1 » » » 2. Evaluate. a) 442-3 9) 10-23 e) 1243-4 g) 24+84+5-2 ) 24435 ky 32+845429 m) 3°-5-2'+4 0) 25-3) @) (5:2-5+4)+3 b) a) ») Dd » >) a hy Dd » P) » Section 2.4 - Order of Operations ¢ 73 (-29 (27 -2 (442)-3 25? 32127 43-168 85-3 — 3248 64+(12-4) (442744 (-8-543)411 Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher 74 ¢ Chapter 2 - Integers 3 ‘Write each number as a power of 10. a) 100 ©) 10.000 Write each number in terms of a power. a) 2-2-2-2 ©) 2-5-2-5-2 Write each number in product form. a) 3-2" 2.59 ° Find the mistake, then determine the correct answer. a) 64+3-2=18 ©) 8-4+2=2 ©) 3:27=36 9 10-643= ) Q4+37=su Wy 3(6-4)=14 b) a b) a b) a b) a hy y 1000 1.000000 2-2-2-3-3 6-7-7-7-6 5+3-4=32 12-3+3=3 4-2 = 64 10-6-3=7 (8-27 =4 6(3 +2)=20 Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher Section 2.4 - Order of Operations + 75 7. Using a combination of the values: 2, —3, and —4, fill in the blanks to make the statement true. _=-i4 a 8 +4_ y=-16 9 __+10x__-__=19 ) __+10x__ 8. Insert brackets to make the expressions correct. a) -54+2-3°=-27 by 5:3-3-6=0 9 -4'=3-27=-20 @) 4-7 4842 =15 ) -6+2414+1-3 9. Find the area of the shaded region. 5 2em Py 10cm dom 4 “ 5 g : g a oom 3 ; a Som em 8 a |6cm e 2 = 8 2om ‘Sem Tem ‘Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without written permission from the publisher 76 # Chapter 2- Integers 10. Evaluate. a) -3°[4~(-6)] ) =2'(-3F-(-1)] 9 aE 4:2?+(-2) ® ae3(4) 1, The temperature change was ~26° C at 4:00 am and warmed to 10° C at 1:00 pm the same day. Find the rate of change in temperature between 4:00 am and 1:00 pm. 13. Karl had $73 in his checking account. After writing a cheque for 11 items at the grocery store, his bank balance was $—37. What was the average cost for each item at the grocery store. by (-2V[-6~(-4)] d) 4 +[4+(-1)F 12, If one generation ago you had two ancestors, how ‘many ancestors did you have 10 generations ago? 14, A scuba diver took 24 minutes to reach the ocean floor off Vancouver Island. Her rate of descent was —8 mvmin, After every 4 minutes she paused for 1 minute to prevent nitrogen buildup. How deep ‘was the ocean floor? ‘Copyright © 2009 by Crescent Beach Publishing. No part ofthis publication may be reproduced without writien permission from the publisher. ler yseagaii Section 2.1 1, Write as an integer. a) Bank account overdrawn by $20 2. Graph on a number line, a) Integers less than —2 b) Integers greater than 1 ©) Integers between ~3 and 3 4) Integers greater than or equal to 2 3. Express the integer pattern using x, and < or > a) 21,0, ° 4. Solve. a) What integer is three times as lange as —6? Section 2.2 5. Multiply. a) 407 ) ~8-(-5) e) =3-(-7)-4 vb) » a b) b) a) Section 2.5 - Chapter Review ¢ 77 Lost $500 in the stock market 0,1,2,-00 -3,-2,-1 What integer is one quarter the size of — 82 3-(-7) -3-45 =2-(-6)-(-8) Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without writien permission from the publisher 78% Chapter 2 - Integers 6. Multiply. a) -1-9-3-5 by 3-(-7)-2-(-4) 9 4(-1)(-3)(-5) a) -7-(-3)-(-4)-(-5) ) -1-2-(-3):4-(-5) f) ~2-(—4)-(—6)-(-8)-(-10) B®) 2(—2)-(— 2) ($2). 220 hy (= 3) (= 3) (= 3) (= 3) 7, Evaluate for x =— —4, and z=—5S. a) (—x)(2y)(—32) —__—_ ) (~4xz)(—2y2) ©) (~3ay)(4y2) (x) 3y(-42) 8. Find the missing value. a) —4-(-3)__=-72 by) __-(2)-(-3)=~114 ©) -7-__-(-2)-(-4) = 616 ad) —3-(-6)-4-__ = 936 Section 2.3. 9. Simplify. =39 85 9 Sr ® 6 ‘Copyright © 2009 by Crescent Beach Publishing. No part ofthis publication may be reproduced without written permission from the publisher 10. Simplify if possible. -4-(-7)-0 9 TEN 9 -12+3 ° ® » _87-(—26)-(~34) » 3g Cin Section 24 11. Simplify a -1" ) -(-1)" e) (-1)” Section 2.5 - Chapter Review + 79 ~3(-6)-4 » O32) a -3+C12) p 46-27 » 212-69 =56-(~65)-153 D Es) 85) b) (-” o-" 9 -(-1" Copyright © 2009 by Crescent Beach Publishing, No part of his publication may be reproduced withou writen permission rom the publisher 80_¢ Chapter 2 - Integers 12. Evaluate. a) 8-43 ©) 16+8-4.2 e) 15535 g) (6-37+3°3 13. Insert brackets to make the expressions correct. a) -6+22822=4 o) -543-74+221- 10 14, Evaluate, a) 3-[2-(2-3)]+(3-2)-9 y ” b) (8-4)-3 ad) 3-2°8-3 43-274 by 2-37-27. D (2-3-2F-5.242 b) 48+44+2=2x2 b) 4—{8~[6-(12 - 15)— 24]- 28} - 32 =3(5- 7-5-4 Y) Cay s-8-4) (<2) = 3 +(-1 Dy Ps(-3)+-4) Copyright © 2009 by Crescent Beach Publishing. No part of this publication may be reproduced without writien permission from the publisher

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