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Table of Contents
Chapter 01 One Million.................................................................... 6
Chapter 02 One Billion..................................................................... 11
Chapter 03 Equivalent Decimals.................................................... 16
Chapter 04 Infinity........................................................................... 20
Chapter 05 Prime Factorization..................................................... 23
Chapter 06 Basic Exponents........................................................... 28
Chapter 07 Square Roots................................................................ 32
Chapter 08 Inverses......................................................................... 37
Chapter 09 Negative Numbers Part 1............................................ 40
Chapter 10 Negative Numbers Part 2............................................ 47
Chapter 11 Negative Numbers Part 3............................................ 54
Chapter 12 Percent Error................................................................ 62
Chapter 13 Decimal Arithmetic...................................................... 67
Chapter 14 Multiplying Decimals................................................... 72
Chapter 15 Scientific Notation....................................................... 76
Chapter 16 Ratios............................................................................. 82
Chapter 17 Arithmetic Properties.................................................. 85
Chapter 18 Order of Operations Part 1......................................... 88
Chapter 19 Order of Operations Part 2......................................... 92
Chapter 20 Order of Operations Part 3......................................... 96
Chapter 21 Practice PEMDAS......................................................... 100
Chapter 22 Rational Numbers........................................................ 107
Chapter 23 Variables....................................................................... 110
Chapter 24 Combining Like Terms................................................. 114
Chapter 25 Second-Degree Equations.......................................... 119
Chapter 26 Factoring Expressions................................................. 124
Chapter 27 Two Variables............................................................... 127
Chapter 28 Inequalities................................................................... 131
Chapter 29 Graphing Inequalities.................................................. 135
Chapter 30 Graphing Part 1............................................................. 138
Chapter 31 Graphing Part 2............................................................. 145
Chapter 32 Graphing Part 3............................................................ 148
Chapter 33 Graphing Part 4............................................................ 153
Chapter 34 Pythagorean Theorem................................................. 157
Continued on next page
 Student
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Table of Contents
Continued
Chapter 35 Perimeter...................................................................... 160
Chapter 36 Circumference and π................................................... 165
Chapter 37 Compound Area........................................................... 168
Chapter 38 Area of Triangles.......................................................... 172
Chapter 39 Surface Area................................................................. 175
Chapter 40 Area of Circles.............................................................. 178
Chapter 41 Volume.......................................................................... 181
Chapter 42 Histograms................................................................... 185
Chapter 43 Scatter Plots................................................................. 188
Chapter 44 Data Part 1.................................................................... 191
Chapter 45 Data Part 2.................................................................... 197
Chapter 46 Data Part 3.................................................................... 201
Chapter 47 Data Part 4.................................................................... 205
Chapter 48 Data Part 5.................................................................... 210
Chapter 49 Statistics....................................................................... 215
Chapter 50 Probability.................................................................... 218
Graphing Inequalities
Instructor
Manual
Sample

BRIDGE
Solving Inequalities
Warm up for this chapter by simplifying each inequality.
Graphing Inequalities
Instructor
Manual
Sample

EXPLORE
Number Lines
Number lines help us graph and visualize inequalities with a variable. To graph an
inequality after isolating x, we start with a circle at the boundary, which is the
number 3 in the first example and 0 in the second example. We use a closed circle if
the boundary itself is a possible solution and an open circle if not, then draw a left
arrow if x is less than the boundary or a right arrow if x is greater than the boundary.

x is greater than -3

x is less than or equal to 0

Graphing Inequalities
Student
Workbook
Sample

USING NUMBER LINES

Graph and describe each inequality.

x is greater than -3

x is less than or equal to 0

Graphing Inequalities
Student
Workbook
Sample

USING NUMBER LINES

Graph and describe each inequality.
Graphing Inequalities
Instructor
Manual
Sample

CONCEPTUALIZE
Two Variables
Remember that when we have two variables in an equation, such as y = 2x + 3, we can
have infinitely many solutions, which we can find by plugging in different values of x.
How does this relate back to the idea of graphing inequalities?

x is less than or equal to 0

Think about how graphing inequalities results in arrows spanning infinitely many
possible solutions.
Graphing Inequalities
Student
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Sample

FUN FACT
🌉 A Journey Through History 🌉
When you graph inequalities on number lines, you're actually tapping into a deep
historical tradition that dates back thousands of years. The concept of a number line
has evolved significantly since its ancient origins.
Over 2,500 years ago, the Egyptians used knotted ropes as a form of number line.
These ropes helped them measure land and lay out their monumental construction
projects accurately. This early form of a number line was a practical tool for everyday
tasks and is one of the earliest examples of humans organizing numbers in a linear
format.
The modern number line, as we know it today with both positive and negative
numbers, was a much later development. It was introduced by the English
mathematician John Wallis in the 1600s. Wallis's work expanded the number line to
include negative numbers, vastly increasing its utility and paving the way for more
complex mathematical concepts and operations, including graphing inequalities.
Imagine having to use a rope to express inequalities!
Circumference and π
Instructor
Manual
Sample

BRIDGE
Reviewing Circles
The number π (“pi”, pronounced like “pie”) is usually introduced to students in a way
that leads to a lot of confusion. Students often have to memorize the equation below
for the circumference of a circle:

Why do we multiply 2 and π at the beginning? Why is the value of π approximately

~3.14? Why do we then multiply it by the radius to come up with the circumference?
It’s no surprise this approach confuses students.
Later on, it’s useful to define circles by their radius instead of diameter. However, it’s
really not necessary or valuable to define circles by their radius when first
introducing these concepts. What’s even more confusing is that the “2” and “radius”
are usually separated by π in the equation used in most books, when the 2 and radius
belong side by side.
Instead, we’re going to use the alternate definition of circumference when we start
the next section:

The only difference here is that we’re using the

relationship between the radius and diameter to
simplify our circumference equation. Let’s start the
lesson by doing a quick review with your student on
the definition of the diameter of a circle .
Circumference and π
Instructor
Manual
Sample

EXPLORE
Rolling a Disk
Now we can show why this is the equation for circumference and why π has the value
it has with a simple experiment.
It’s best to perform this experiment with some manipulatives. You’ll need some kind
of flat disk like a quarter, a piece of paper, a piece of string or twine, and a something
to write with.
Start by tracing the disk 4 times on the paper, with each trace side by side.
Additionally, mark the numbers 0 to 3 on the right side of each trace.

Now place the quarter so that the right edge is starting on the 0 mark, and it’s upright
using the face. Ask your student to where they think the quarter will stop when you
roll the quarter to the right through one full revolution.
Circumference and π
Instructor
Manual
Sample

EXPLORE
Continued
When the quarter finishes one complete
rotation, the very edge of it lands on
3.14159... exactly the value of π! For
simplicity, let your student know it landed
around 3.14.

Ask your student what will happen if you repeat this exercise using different size
disks, starting by retracing each new disk with a new number line. Then try it out!
You’ll always land on π, because the circumference of each disk scales up at the same
rate as its diameter.
Next up, cut a piece of twine so that it wraps around the circumference of the quarter
perfectly. Ask your student how long the twine will be on the number line when you
unravel it, so that it stretches starting from 0. If they guessed 3.14 (π), they’re
catching on.
Leave the twine stretched out over the
number line, and roll the quarter through
again, except this time use a marker to add
small dot to the very bottom center of the
quarter, to help demonstrate how the
quarter is rotating around its circumference.
You can finish up by explain that 3.14 (π) is
just the ratio of every circle’s circumference
divided by its diameter.
Circumference and π
Student
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Sample

FIND THE MISSING VALUE

Estimate the circumference of each circle defined below, rounded
to 1 decimal digit. You can approximate π using the value 3.1.

1.Circle with diameter = 1 Calculate the circumference __________

2.Circle with diameter = 2 Calculate the circumference __________
3.Circle with diameter = 5 Calculate the circumference __________
4.Circle with diameter = 10 Calculate the circumference __________
5.Circle with diameter = 100 Calculate the circumference __________
6.Circle with diameter = 1/2 Calculate the circumference __________
7.Circle with diameter = π Calculate the circumference __________

Now calculate the diameter of each circle below using its

circumference.
1.Circle with circumference = 1 Calculate the diameter __________
2.Circle with circumference = π Calculate the diameter __________
3.Circle with circumference = 3π Calculate the diameter __________
4.Circle with circumference = 5π Calculate the diameter __________
5.Circle with circumference = π/2 Calculate the diameter __________
6.Circle with circumference = π/3 Calculate the diameter __________
7.Circle with circumference = 10 Calculate the diameter __________
8.Circle with circumference = 100 Calculate the diameter __________
 Circumference and π
Student
Workbook
Sample

FINDING THE CIRCUMFERENCE

Calculate the circumference of each circle, paying close attention to whether
the measurment you start with is the radius or diameter.

1. 2. 3.

14 cm 15 cm 8 cm

4. 5. 6.

16 cm 11 cm 6 cm

7. 8. 9.

12 cm 17 cm 40 cm
Circumference and π
Instructor
Manual
Sample

CONCEPTUALIZE
Cylindrical Volume
We’ve previously seen how the volume of a cube or rectangular prism is simply the
the length times width times height.

Notice how this is the same as finding the area of the

rectangular face formed by the width and height,
then multiplying this by the width.
In fact, we can find the rectangular prism’s volume by
using the area of any of its six face then multiplying
that by whichever length adds the third dimension.

How could this help us determine what the volume of a cylinder is?
What if we had 12 cylinders and placed them next to one another
in an array of 3 x 4 cylinders, so that together they looked more
like a rectangular prism?
Circumference and π
Student
Workbook
Sample

FUN FACT
🌉 The Circumference of Earth: Eratosthenes' Calculation 🌉
The story of finding the circumference of the Earth is a fascinating example of how
ancient mathematicians applied the concept of Pi to solve large-scale real-world
problems. Around 240 BC, the Greek mathematician Eratosthenes used the principles
of geometry to estimate Earth's circumference with remarkable accuracy.
Eratosthenes knew that at noon on the summer solstice in Syene (modern-day Aswan,
Egypt), the sun was directly overhead and did not cast a shadow. At the same time in
Alexandria, which was north of Syene, he measured the angle of the shadow cast by a
stick. This angle was approximately 7.2 degrees, which is about 1/50th of a complete
circle (360 degrees).
Using the distance between Alexandria and Syene, which he knew from caravan travel
times to be about 5000 stadia (about 500 miles), Eratosthenes reasoned that if 7.2
degrees is 1/50th of a circle, then the distance between Alexandria and Syene must
be 1/50th of Earth's total circumference. By scaling his measurement up by about 50,
he estimated the Earth’s circumference was about 252,000 stadia. The correct value
is about 254,000! By applying this mathematical idea, Eratosthenes was able to
understand the Earth before most people were even beginning to agree that it was
round.
Area of Circles
Instructor
Manual
Sample

BRIDGE
Circumference
Let’s review the relationship between the radius, diameter, and circumference of a
circle.

The radius of a circle is the distance from any point on the edge
of the circle to its center. The diameter of a circle is twice the
radius, which is the distance from one point on the edge to
another point on the edge that passes through the center.

The circumference of a circle is the length traced around its

edge, which is its diameter times the value π (pi).
Since diameter = 2 x radius (d = 2r), we can represent the
circumference of a circle in either of these ways:
Area of Circles
Instructor
Manual
Sample

EXPLORE PART 1
Arc Lengths
Imagine slicing a pizza into equal sized slices. What would the length of a crust side of
a slice be?
We call this length the arc length of a circle. Remember
that when we measure the crust’s length around the entire
pizza, we’re just measuring its circumference. So the arc
length of a pizza with 4 slices is simply it’s circumference
divided by 4, while the arc length of a pizza with 6 slices is
its circumference divided by 6, and so on.
Since we can write a circle’s circumference as 2πr, that
means we can measure arc lengths for each slice of a
circle like this:

4 slices: 2πr/4
6 slices: 2πr/6
8 slices: 2πr/8
10 slices: 2πr/10
...
Area of Circles
Instructor
Manual
Sample

EXPLORE PART 2
Slicing Circles
Let’s slice this circle into 6 slices like we were slicing a pizza.
The crust side of each slice is the pizza’s circumference
divided by 6, which is equal to 2πr/6. The other two sides
of each slice are the circle’s radius.
Now let’s imagine placing these 6 slices side by side like
this:

We now have 3 equal arc lengths on the top as well as the bottom, meaning the total
length of each of the top and bottom is 3 x 2πr/6, or simply πr. The length of the left
and right sides is the radius of the circle (r).
Do you notice how this new shape looks a bit like a rectangle? That’s the trick as we’ll
see next!
Area of Circles
Instructor
Manual
Sample

EXPLORE PART 3
Finding the Area
Let’s try starting over by slicing a circle into 16 very thin slices and placing them side
by side again.The radius stays the same, but we now have 8 arc lengths of 2πr/8 on
both the top and bottom.

Our new shape still has the same base and side lengths but is starting to look more
like a rectangle! With thinner slices the top and bottom are becoming flatter, while
the right and left side are closer to being perpendicular to the top and bottom.
If we keep repeating this process with smaller and smaller slices, they would
eventually start to fit into a perfectly rectangular shape with a base length of πr and a
height of r. Since we can measure the area of a rectangle by multiplying the base
length by the height, we know the area of our sliced up circle is (r) x (πr)! We
commonly write the equation for the area of a circle like this:
Area of Circles
Student
Workbook
Sample

FIND THE AREA

Calculate the area of each circle, paying close attention to whether the
measurement you’re given is the radius or diameter.
Area of Circles
Instructor
Manual
Sample

CONCEPTUALIZE
Volumes
In the last two chapters, we’ve explored how we can turn curved shapes like circles
and spheres into shapes more like polygons and polyhedrons, helping us calculate
their areas and surface areas. How might this same approach help us measure
volumes of 3D shapes like spheres?
One method involves imagining the sphere as a stack of thin disks. We can measure
the volume of a disk by multiplying the circular area by the width of the disk, and
since we measure the volume of each disk, we can estimate the volume of a sphere by
adding up the volumes of each disk. The thinner and thinner we make the disks, the
closer the stack gets to resembling a perfect sphere, and the more accurate our
estimate is.
As we’ll see in a few years, this is the secret to how much of
calculus works! Calculus provides us with advanced
methods to add up each of these disks as they become
infinitely thin and our estimate becomes a perfect
comparison to a sphere.
Area of Circles
Student
Workbook
Sample

FUN FACT
🌉 Geometry and Pi: The Surprising Relationship with e 🌉
As we’ve learned, Pi (π) is a fundamental constant in mathematics describing the
relationship between the circumference/area of a circle and its diameter. But did you
know that Pi has a surprising relationship with another important mathematical
constant that would otherwise seem completely unrelated?
The constant e (2.718281828459045…) is another fundamental constant that
describes exponential growth. Imagine you see a funny video online and share it with
2 friends, and they each share it with 2 friends, and they each share it with 2 friends...
and all of the sudden, the video is going viral with millions of views. The constant e is
closely related to the mathematics that describes this type of growth.
The mathematician Leonhard Euler found a surprising relationship between these
constants, deriving what many mathematicians consider to be the most elegant
equation in all of mathematics and cementing Euler’s status as one of the top
mathematicians of all time. In a few years, we’ll explore each component of this
equation and how the relationship between these values opens up a world of new
mathematics.
Data Part 4
Instructor
Manual
Sample

BRIDGE
Quartiles
Let’s warm up by finding the quartiles of the following dataset.

Median

10, 11, 12, 13, 15, 16, 18, 25, 30, 32, 34, 39

The plot below shows each value as a red dot. Add the quartiles as vertical lines below.
Data Part 4
Instructor
Manual
Sample

EXPLORE PART 1
Quartiles
Let’s review the dataset from our Bridge lesson with the quartiles filled in.

Median
First Quartile Second Quartile Third Quartile

10, 11, 12, 13, 15, 16, 18, 25, 30, 32, 34, 39
First Quarter Second Quarter Third Quarter Fourth Quarter
12.5 17 31
Data Part 4
Instructor
Manual
Sample

EXPLORE PART 2
Box Plots
Box plots (also known as box-and-whisker plots) helps us visualize quartiles. To form a
box plot, we can start with our previous visualization:

We replace the second and third quarters with boxes and extend dotted lines
(“whiskers”) to the minimum and maximum values of the dataset. Box plots make it
much easier to visualize how our data is spread out from the median.
Data Part 4
Instructor
Manual
Sample

CONCEPTUALIZE
Confidence
Let’s imagine this dataset plots the weather during a cold winter. If someone asked
what weather they could expect on another cold winter day, you could use your box
plot to provide an estimate, sharing the range 12.5° to 30°F. Since half your
measurements were in this range, you might estimate that there’s about a 50%
chance that another measurement should fall in the same range.

Now, let’s tweak this a bit. What if, instead of using quartiles to create the box plot,
we used percentiles? Imagine that the whiskers (the lines extending from the box)
represent the top and bottom 5% of the data, and the box itself covers the middle
90%. If you were to provide the temperature range covered by the middle 90% of
your data, you’d give a broader range. However, you’d also be more confident that
the temperature on the next cold day would fall within this larger range.
How might scientists use this principle when working with data?
Data Part 4
Instructor
Manual
Sample

FUN FACT
🌉 Box and Whisker Plots: An Invention by John Tukey 🌉
Box and whisker plots, a key tool in descriptive statistics, were popularized by the
statistician John Tukey in the 1970s. Tukey was a brilliant academic, helping pioneer
ideas that still impact dozens of fields today. In addition to his work on data
visualization, Tukey co-developed the Fast Fourier Transform (FFT) algorithm.
The FFT algorithm is arguably one of the 10 most important algorithms that powers
modern technology, from cell phones, to audio and visual files, to medical imaging, to
speech recognition, to radar, to seismology, to computer security, and more.
To understand the FFT, imagine you have a really long piece of music, and you want to
know all the different notes (frequencies) that make up the song. Instead of listening
to the whole song and trying to pick out each note by ear, the FFT is like a magic tool
that takes the entire song and instantly tells you all the notes and how loud each one
is.
In simple terms, the FFT takes something that's happening over time (like a sound
wave, which is up and down over time) and tells you what frequencies (notes) are in it
and how strong each frequency is. It's extremely fast for computers to solve and
really good at figuring out this "recipe" of frequencies from a complex signal, which is
why it's used almost everywhere.