' Chapter 6 Homework Packet — Solving Inequalities and Equations College Preparatory Math — Course 2 Name Math Teacher Period eee 6.1.1 6-6 to 6-11 6.1.2 6-17 yee | 6.1.3 6-29 to 6-34 6.1.4 7 6-42 to 6-47 E Yes! You may work ahead@ BUT this packet will NOT be collected ahead of time. Each page will be stamped the day that tt is due. Assignments will not be stamped ahead of time unless there is a planned absence.MATH NoTES THODS AND MEANINGS Just as the symbol “=” is used in, mathematics to represent that two quantities are equal, the inequality symbols at right are used to describe the relationships between quantities that are not necessarily equal. Examples: 3<7, 14<14, -7<-3,19214 Inequality Symbols < less than ‘S_ less than or equal to > greater than 2 greater than or equal to Preview! 6-6. Write the expression shown on each of the Expression Mats below. ‘Then simplify them by making zeros and combining like terms. 2 | oe a a. cri ee a es SE=se Ce459o5 6-7. Which expressions are equivalent to the perimeter of the shape? How do you know? a x+34+3xt1 b. Qxt4ex ce. 4x+4 d. 0 2x+24+2x4+2 322 goin wy Core Connections, Course 268. Simplify the following expressions. cas bo F-F ce af 2) ie 2 a. 13403) e $--% f, 44434 6-9, Desmond is rolling a standard six-sided number cube. He plans to roll it 72 times. a) a. About how many times would you expect Desmond to roll a 4? Why? b. About how many times would you expect him to roll an even number? Why? c. Desmond kept track of his results for all | Result Number of ‘72 rolls. The table at right shows some of his Outcomes results. Based on his partial results, how many times 3 did he roll a 5 or a 6? Ha 6-10. In parts (a) through (c) below, you will see pairs of quantities, For each pair of quantities, use words to write a sentence that describes the relationship. For example, “$5, $8” could be, “$8 is three more than $5.” a, $13,939 b. 25 feet, 17 feet c. 38 Ibs., 19 Ibs. 6-11, Copy each part below on your paper. Then use the number line to help you fill in < (less than) or > (greater than) on the blank line. 0 5 1015 a, -5__-2 b. 8-4 c 5_0 d. 0-15-14 (Chapter 6: Solving Inequalities and Equations 3236-17. Write an algebraic expression for each mat below. Then use the legal moves that you have developed to simplify each mat, If possible, crew el ) Preview decide which expression is greater, a Mat A Mat B. b. Mat A Mat B 6-18. When solving a problem about the perimeter of a rectangle using the 5-D Process, Herman built the expression below. Perimeter ax+x+4x+4x feet Draw a rectangle and label its sides based on Herman’s expression. ‘What is the relationship between the base and height of Herman’s rectangle? How can you tell? If the perimeter of the rectangle is 60 feet, how long are the base and height of Herman's rectangle? Show how you know. 6-19. Evaluate the expressions below. a, 4 5?-(-3)-4-6+7 bd. -3-(6+4-2) c. 9+B+(-4)—12 23-3-446(-14+2) e 44+(3+4) £ ff6-20. Write each of the following expressions in two ways, one with parentheses and one without. For example, 4(x—3) can be written 4x12. a, A number reduced by 3 and then multiplied by 2. b. A number increased by 7 and then multiplied by 5. ¢. Ten times a number, and then add twenty. 6-21. Graph these points on a coordinate grid: A(-2,0) , B(0,4) , C(4,1), D(2,-3). Connect the points in order, with point D connected to point A. What shape have you created? ag oy | aL Ha ry Lut. + tt 622, Alan was paying a dinner check, but he was not sure how much he should tip for his bill of $27.38. If a 15% tip is standard, about how much should Alan eave for the server? ¥HODS AND MEANINGS Algebra Vocabulary Variable: A letter or symbol that represents one or more numbers. | | | Expression: A combination of numbers, variables, and operation | symbols. An expression does not contain an equal sign. For example, | 2x + 3(5- 2x) + 8, Also, 5 — 2x is a smaller expression within the | larger expression. | | | ; | | | MATH NoTES ‘Term: Parts of the expression separated by addition and subtraction. For example, in the expression 2x + 3(5 ~ 2x) +8, the three terms are 2x,3(5 — 2x), and 8. The expression 5 ~ 2x has two terms, 5 and 2x. * Coefficient: The numerical part of aterm. In the expression 2x +35 — 2x) +8, 2 is th coefficient of 2x. In the expression Tx-15x* , both 7 and 15 are coefficients. Constant term: A number that is not multiplied by a variable. In the example above, 8 is a constant term. The number 3 is not 4 constant ! term because it is multiplied by a variable inside the parentheses. | | Factor: Part of a multiplication expression. In the expression 3(5 - 21), 3 and 5 — 2x are factors. Seca Cs, «a picninin 6-29. Graph each of the following inequalities on a number line. a. x>3 beers 4 c. x2-4 6-30. Write an algebraic expression for each situation. For example, 5 less than a number can be expressed as n—5. a, 7 more than a number b. Twice a number6-31 6-32. 6-33, 6-34, MATH TALK, Read the Math Notes box in this lesson to review commonly used algebra vocabulary. Then consider the expression below as you answer the following questions. 3x24 7-2(4x+1) a. Name the constant term. b. What are the two factors in 2(4x+1)? What are the two factors in 4x? c. Write an expression with a variable m, a coefficient —3, and a constant of 7. d. Use the words coefficient, constant term, term, expression, and variable, to discuss 4x? +11y-37. e. Use the words factor, product, quotient, and sum to describe the parts of 4 -8(m+n). Hector has a part-time job at a garage. He gets a paycheck of $820 every four weeks. : a. Hector has t6 pay 15% of his income in taxes. How much money does he pay in taxes each paycheck? Show your thinking with a diagram and calculations. b. Hector took a 1-week vacation, so his next paycheck will only be for 3 weeks of work. What percentage of his regular pay should he expect to receive? How much is that? c. The garage owner is impressed with Hector’s work and is giving him a 10% raise. How much will Hector be paid when he receives his next 4- week paycheck? A fair number cube labeled 1,2,3, 4, 5, and 6 is rolled 100 times. About how many times would you expect the number 3 to appear? : Find the perimeter and area of each algebra tile shape below. Be sure to combine like terms. ae eta er rereMATH NoTES HODS AND MEANINGS Graphing Inequalities To solve and graph an inequality with one variable, first treat the problem as if it were an equality and solve the problem. The solution to the equality is called the boundary point. For example, to solve x-428, first solvex—4=8. The solution x=12 is the boundary point for the inequality x-4>8. Since the original inequality is Sere swum * true when x=12 , place your fee boundary point on the number Test Test: x=15 line as a solid point. Then test (8)-42-8 (5)-428 one value on either side in the 42-8 112-8 original inequality,by substituting FALSE! TRUE! it into the original inequality. This will determine which set of © Se numbers makes the inequality true. Write the inequality solution and extend an arrow onto the number line in the direction of the side that makes the inequality true. This is shown with the examples of x=8 and x=15 above. Therefore, the solution is x2 12 (also shown on the number line). ‘When the inequality is < or >, the boundary point is nor included in the answer. On a number line, this would be indicated with an open circle at the boundary point. For example, the graph of x<7 is shown ‘below, “01234567 6-42, 6-43, aN Solve each of the following inequalities. Represent the solutions algebraically (with symbols) and graphically (on a number line). a, 31-3<2-2x b. 4x38 Determine whether each of the numbers betow is 2 solution to the inequality 3x-2<2—2x. Show all of your work. a 2 vo. 4 . 3 a3 Core Connections, Course 26-44, Evaluate the expressions below using x=~2, y a db. x+y) 6-45. On your paper, sketch the algebra tile shape at right. Write an expression for the perimeter, and then find the perimeter for each of the given values of x. a. x=7om b. x=55.cm 6-46. Alden found a partially completed 5-D table: Define Do Decide __| Target 74 Teall: 15 | 205)=30 | -1542=17 5 = 2 fgial 1: |154+2=1 154+30417= | 65 small Trial 2: 18 | 218)=36 | 1g+2=20 | 18+36+20= a : ay just right a, Create a word problem that could have been solved using this table. b. What words would you put above the numbers in the three empty sections in the “Trial” and “Define” parts of the table? 0” column? c. What word(s) would you put above the “ 6-47, Beth is filling a small backyard pool with a garden hose. The pool,holds 30 gallons of water. After 5 minutes, the pool is about one-fourth full. a, Assuming that the water is flowing at a constant rate, about how much water is going into the pool each minute? 'b. About how long will it take to fill the pool? eeeChapter 6 Homework Packet — Solving Inequalities and Equations College Preparatory Math — Course 2 Name =" Math Teacher Period. Lesson Homework Due Date 6.2.1 6-54 to 6-59 6.2.2 6-65 to 6-70 se : 6-81 to 6-86 tae 6-87 to 6-92 a 6.2.4 6-97 to 6-102 6-104 to 6-109 eee 6-110 to 6-115 | 6.2.6 6-122 to 6-127 6.2.7 6-134 to 6-139 Yes! You may work-ahead@) BUT this packet will NOT be collected ahead of time. Each page will be stamped the day that it is due. Assignments will not be stamped ahead of time unless there is a planned absence.THODS AND MEANINGS Using an Equation Mat An Equation Mat can help you visually represent an equation with algebra tiles. It can also help you find the solution to an equation. For example, the equation 2(x-3)+x+4=9-2x+1+x can be represented as shown on the first Equation Mat below. Then it can be solved using simplification steps (also known as legal moves) to show that the solution is x= MATH NOTES Simplify GEG] each side by removing zeros. oo Fao Deedes Add balanced sets to each side and remove zeros. a aan EET + Divide to find the value of 2. Ao Core Connections, Course 2cheview ee, 6-54. Consider the Equation Mat at a a, Write the original equation represented. b. Simplify the tiles on the mat as much gj@—> as possible. What value of x will = [qj make the two expressions equal? 6-55. When Lakeesha solved the equation 3(x + 1) = 12 from problem 6-54, she reasoned this way: “Since 3 groups of (x + 1) equals 3 groups of 4, then I know that each group of (x + 1) must equal 4.” a. Do you agree with her reasoning? Explain. b. How can the result of Lakeesha’s reasoning be written? c. Verify that your answer from problem 6-54 will make the equation you , or = that shows how the two values are related. a, x=0 b. Victor wants to play “Guess My Number.” Use the clues below to figure out his number. Each part is a new game. a. When you double my number and subtract 9, you get my original number, What is my number?” b. “When you double my number and add 5, you get 17. What is my number?” Find the perimeter and area of each triangle below. a b. 143 yas/” g | \ 2 yds 20 ft 15 ft ol oy Seam <— 14 yds — a variable and write an expression for each column of your table. ‘To solve the following problem, use the 5-D Process. Define ty ¥ ae in the first three football games of the season, Carlos gained three times as many yards as Alston. Travis gained ten yards more than Carlos. Altogether, the three players gained a total of 430 yards. How many yards did Carlos gain? as Chanter & Salvine Tnennalitien and Famationa 345THODSANDMEANINGS | Checking a Solution wn uu | 5 To check a solution to an equation, substitute the solution into | > the equation and verify that it makes the two sides of the equation equal. zx | Ee For example, to verify that x=10 is a solution to the equation | < 3(¢~5)=15, substitute 10 into the equation for x and then verify | = | “that the two sides of the equation are equal. (10 — As shown at right, x=10 is a x | solution to the equation 3(x—5)=15. True, ie 40 : What happens when you do this . check if your answer is incorrect? 312-5 ! For example, try substituting 33) Notaue,sox=2 x=2 into the same equation. The -9 415 XX Netmue soa result shows that x= 2 is nota solution to this equation. Review gE Tp CA Preview 6-81. Solve each equation below for x. Check your final answer. a. dx=6x-14 b, 3x4+5=50 6-82. Forty percent of the students at Pinecrest Middle School have a school sweatshirt. There are 560 students at the school. Draw a diagram to help you solve each problem below a. How many students have a school sweatshirt? b. If 280 students have school t-shirts instead of sweatshirts, what percentage of the school has a t-shirt? c. What percentage of the school does not have a t-shirt or a sweatshirt?6-83. 6-84. 6-85. 6-86. 6-87. 6-88. Latisha wants to get at least a B+ in her history class. ‘To do so, she needs to have an overall average of at least 86%. So far, she has taken three tests and has gotten scores of 90%, 82%, and 81%. a. Use the 5-D Process to help Latisha determine what percent score she needs on the fourth test to get the overall grade that she wants. The fourth test is the last test of the grading period b. The toacher decided to make the last test worth twice as much a regular test. How does this change the score that Latisha needs on the last test to got an overalkaverage of 86%? Support your answer with mathematical work. You may choose to use the 5-D Process again, Factor each expression. That is, write an equivalent expression that is a product instead of a sum, a. 20y-84 » b. 246? +966 2 : ‘S a & A cattle rancher gave 4 of his land to his son and kept the remaining 3 for himself. He kept 34 acres of land, How much land did he have to begin with? Copy and complete each of the Diamond Problems below. X Solve each equation. Record your work and check your solution. a, S(x-2)+(-9)=-7(1-x) b. -6x-7=—1(-9+2x) Simplify each expression. a BCD b. 04-03 co -B+% d. 54482 e -g-4 f. A24+C6-89. Sketch the parallelogram shown at right, and units | then redraw it with sides that are half as long. 25 / units a, Find the perimeters of both the original and smaller parallelograms. b. Ifthe height of the original parallelogram (drawn to the side that is 6 units) is 2 units, find the areas of both parallelograms. 6-90. Evaluate the expression 10~2x for the x-values given below. a x2 “bo xed © 6-91. Set up a four quadrant graph and graph the points below to make the four-sided shape PORS P(-2,4) Q(-2,-3) R(2,-2) S(2,3) a, What shape is PORS? b. Find the area of the shape. 6-92. Write and solve an inequality for the following situation. Robert is painting a house. He has 35 cans of paint. He has used 30 cans of paint on the walls. Now he needs to paint the trim. If each section of trim takes + can of paint, how many sections of trim can he paint? Show your answer as an inequality with symbols, in words, and with a number line, Make sure that your solution makes sense for this situation,MATH NOTES THODS AND MEANINGS Defining a Variable When you write an equation, itis important to define the variable carefully. You need to be clear about what you are talking about so that someone else looking at your work understands what the variable represents. This step is an important habit to develop because it is an important step in solving many different math problems For example, suppose you have this problem: At the neighborhood grocery store, grapes cost $3 a pound. If Belinda spent 5.40 on grapes, how many pounds of grapes did she buy? One equation you could write is 3x=5.4, if you know what x stands for. The variable x should be clearly defined, such as x= pounds of grapes , rather than just x= grapes. You could also write = pounds of grapes , since any letter may be used as a variable. 6-97. 6-98. Review 4) oo EH preview For the end-of-year party, Mt. Rose Middle School ordered 112 pizzas. There were eight fewer veggie pizzas than there were pepperoni pizzas. There were three times as many combo pizzas as pepperoni pizzas. Use the 5-D Process to define a variable and write an equation for this situation, Then determine how many of each Kind of pizza were ordered. Consider the equation 7= 3x-5. a. Stanley wants to start solving the equation by adding 5 to both sides, while Terrence first wants to subtract 7 from both sides. Will both strategies work? Is one strategy more efficient than the other? Solve 7=3x-5. Show your steps. Chapter 6: Solving Inequalities and Equations 3556-99. 6-100. 6-101. 6-102. 356 ‘The two triangles at right are similar shapes. 7 : i a. What is the scale factor between shape A. 16 : s and shape B? % b. Find the missing sides. ¢. Tf you wanted to make shape A smaller instead of bigger, what is a scale factor you could use? Find the area and perimeter of each of the following figures. square ao q ari 4 rhe 123 mi oO ‘| ~ a <4 i win e. - stem! As scm tiem Tem Factor each expression by writing it as a product instead of a sum. a. 90k-60 b. 302-184 Write an expression for each mat at right. a. Simplify each mat to determine which expression is greater, if possible. b. If x=3, would your answer to part (a) change? Explain. c. If x=~2, would your answer change? Explain, Core Connections, Course 26-104, 6-105. 6-106. 6-107 6-108. qr wy Preview Solve the following equations using any method. Show your work and check your solution. a Qxt16=5x+4 b, 3x-S=2x+14 ©. Sx-S=x+15 Write an algebraic expression for each situation. a. Three less than a number. b. Nine more than three times a number. c. Two less than five times a number. A triangle has a-base that is three times longer than its height. It has an area of 486 sq em. Use the 5-D Process to find the base and height of the triangle, Write a variable expression for each column of your table. Kandi has a bag of marbles. She has 5 black, 3 white, 2 green, and 4 orange marbles. Kandi reaches into the bag without looking and pulls out a marble. a. What is the probability that she will pull out a green marble? b. If she does get a green marble and does not put it back in the bag, what is the probability that she will now pull the other green marble from the bag? c. Assume that Kandi does get the second green marble and does not return it to the bag. What is the probability that she will now pull another green marble from the bag? Which of the equations below represent proportional relationships? If the relationship is proportional, identify the constant of proportionality. If the relationship is not proportional, explain why. a yaget2 b. y=(43)= © y=ae-1 Chapter 6: Solving Inequalities and Equations 3596-109. 6-110. 6-111. 6-112. 6-113. 6-114. ann ‘The diagram at right represents an acrobat’ssequenceof oy 5 moves on a tightrope, where m represents the distance ++ in feet that she covers each time she does a leap. eee cee meraoe cece a. How long is each of her leaps? How can you tell? b. Write and solve an equation to find the length of each leap. c. How long is the tightrope? Solve the following equations using any method. Show your work and check your solution. a, 3x+10=25) b, 5@-2)=30 ce. 2x-9=x+7 Use the 3-D Process to solve the following problem. Write an expression to represent each column of your table ‘Yosemite Falls, the highest waterfall in the United States, is actually made up of three smaller fails. The Lower Yosemite Falls is 355 feet shorter than the Middle Cascades Falls. ‘The Upper Yosemite Falls is 80 feet more than twice the Middle Cascades Falls. If the entire set of waterfalls is 2425 feet long, how tall is each of the smaller waterfalls? Evaluate the following expressions. a. 7x+8 when x=9 b. 6(y-11) when y=-6 c. 45-Sm+7 when m=-4 d. -2r+9 when 2=-20 Here are some new distances with given lengths to help Cecil cross the tightrope. Find at least two ways to get Cecil across for each situation. Write your solutions in symbolic form. a, Span of tightrope: 19 feet Given lengths: 4,5,7 feet b. Span of tightrope: 25 feet Given lengths: 3, 6,7 feet ¢. Span of tightrope: 23 feet Given lengths: 5,2,9 feet Walter walked 15.5 blocks from his house to work, It took him 35 minutes. What is his rate in blocks per hour? Core Connections, Course 26-115. Jana’s mom gave her $100 to shop for some new school clothes. She is at the store and has picked out a pair of pants that cost $49.50. She wants to spend the rest of her money buying various colors of a shirt that is on sale for $12.99 Write an inequality that can be used to calculate the number of shirts she can buy. Solve your inequality. How many shirts can Jana buy? MATH NOTES THODS AND MEANINGS Solutions to an Equation With One Variable A solution to an equation gives the value(s) of the variable that makes the equation true. For example, when 5 is substituted for x in the equation at right, both sides of the equation are equal. Therefore, x=5 is a solution to this equation. Some equations have several solutions, such as x? =25, where x=5 or -5. Equations may also ave no solution or an infinite (unlimited) number of solutions. Notice that no matter what the value of x is, the left side of the first equation will never equal the right side. Therefore, it could be said that xE2=xt3 has no solution. However, in the equation x-2=x~2, no matter what value x has, the equation will always be true. All numbers can make x-2=x-2 true. ‘Therefore, it could be said that the solution for the equation x-2=x-2 is all numbers. 4x-1=2x+9 4(5)-1=2(5)+9 19=19 Equation with no solution: xt2=x43 243 Equation with infinitely many solutions x-2=x-2 2 ‘(Chapter 6: Solving Inequalities and Equations 3636-122, 6-123. 6-124. 364 cree wy Preview Simplify and solve each equation below for x. Show your work and record your final answer. a, 2442x=3x42(3-4) b. 24+43r=3x+3(7-1) ©. 202+x)=2x+24 Show the “check” for each of these problems and write whether the solution is correct or incorrect. a. For 3x+2=x-2,does x=0? b. For {x~2)=30+2-2-x+2, does x=12? Some steps in solving an equation are more efficient than others. Complete parts (a) through (d) to determine the most efficient first step to solve the equation 34=5x-21. a. If both sides of the equation were divided by 5, then the equation would be 3M=x—21, Does this make the problem simpler? Why or why not? b. If you subtract 34 from both sides, the equation becomes 0 = 5x55. Does this make the equation simpler to solve? Why or why not? c. Ifyou add 21 to both sides, the equation becomes 55=5x. Does this suggestion make this a problem you can solve more easily? Why or why not? d. All three suggestions are legal moves, but which method will lead to the most efficient solution? Why? Core Connections, Course 26-125, 6-126. 6-127. Alex has a job delivering newspapers. He puts 20% of his earnings each week into his college savings account. Each week he puts $16 into the account. a. Draw a diagram to represent this situation. How much money does Alex eam each week? b, Alex spends 10% of his earnings on snacks each week. How much does he spend? c, When Alex has worked for one year, he will get a raise that is equal to 15% of his current earnings. How much more money will he eam each week? Factor each expression below. a. 16x-4 b. -10x4+ 5x? cc. 30y~24x Each of the diagrams below represents a sequence for an acrobat on a tightrope. Each letter represents the unknown length of trick. For each part below, write and solve an equation to figure out how far the acrobat travels during each trick (that is, the length represented by each letter). Show how you know your answer is correct a. Find x. b. Find j. c. Find a, Pa ed ete 365.6-134, 6-135 368 Review 4 = >» resis One way of thinking about solving equations is to work to get the variable terms on one side of the equation and the constants on the other side. Consider the equation 71=9x-37. a, Asa first step, you could subtract 71 from both sides, or divide both sides by 9, or add 37 to both sides of the equation. Does one of these steps get all of the variable terms on one side of the equation and the constants on the other? b, Solve 71=9x~37 for x. Show your steps. For each equation below, solve for x. Sometimes the easiest strategy is to use mental math, a. t x-4=4 b. 4x=6 ©. x446=1296 a. ¥=3 Core Connections. Course 26-136. 6-137. 6-138. 6-139. Due to differences in gravity, a 100-pound person on Farth would weigh about 38 pounds on Mars and 17 pounds on the moon. a, What would a 150-pound person on Earth weigh on Mars? Explain your reasoning with words or a diagram. b. What would a 50-pound person on Earth weigh on the moon? Explain your reasoning with words or a diagram. ¢. Additional Challenge: If an astronaut on the moon weighed about 34 pounds, what would that astronaut weigh on Mars? Show how you know. Evaluate each expression. a, 12-08 b. -4-(2) c. -8-Ch d. 33 e. 068 £ -2-4 Rewrite each fraction below as an equivalent fraction, as a decimal, and as a percent. a § bu F a f a # This problem is a checkpoint for writing and evaluating algebraic expressions It will be referred to as Checkpoint 6. Change each phrase into an algebraic expression. a. Six more than x. b. Five less than y. ¢. Twice a number x, increased by 3. d. The product of 5 and y. e. Evaluate each expression in parts (a) through (d) using x=5 or y=8. Check your answers by referring to the Checkpoint 6 materials located at the back of your book. If you needed help solving these problems correctly, then you need more practice. Review the Checkpoint 6 materials and try the practice problems. Also, consider getting help outside of class time. From this point on, you will be expected to do problems like these quickly and easily. Chapter 6; Solving Inequalities and Equations 3696-16. | LEARNING LOG a In your Learning Log, summarize the methods that your team and class developed in the last two lessons to simplify expressions on the Expression Comparison Mat, Label your Learnitig Log entry “Simplifying Expressions (Legal Moves)” and include today’s date. 6-41, LEARNING LOG Work with your team to describe each step of your process for finding boundary points and deciding what part of the number Tine to shade. ‘Then write down each step in your Learning Log. Be sure to illustrate your ideas with examples. Title this entry “Finding Boundary Points” and label it with today's date. 6-80. LEARNING LOG In your Learning Log, explain what it means to solve an equation. What is a solution? Be sure to give an example. Title this entry “Solving Equations and Checking Solutions” and include today’s date. 6-96. LEARNING LOG In Chapter 5, you learned about variables and using the 5-D Process to solve problems. In this chapter, you simplified expressions using-algebra tiles and focused on solving equations. Tn your Learning Log, describe how variables and equations can be used to solve word problems. Use an example problem to help make your explanation clear. Title this entry “Using the 5-D Process to Write and Solve Equations” and label it with today’s date.