233
| Date post: | 10-Jan-2016 |
| Category: |
Documents |
| Upload: | albert-flowers |
| View: | 229 times |
| Download: | 0 times |
Lesson 2-1 Rational Numbers
Lesson 2-2 Comparing and Ordering Rational Numbers
Lesson 2-3 Multiplying Positive and Negative Fractions
Lesson 2-4 Dividing Positive and Negative Fractions
Lesson 2-5 Adding and Subtracting Like Fractions
Lesson 2-6 Adding and Subtracting Unlike Fractions
Lesson 2-7 Solving Equations with Rational Numbers
Lesson 2-8 Problem-Solving Investigation: Look for a Pattern
Lesson 2-9 Powers and Exponents
Lesson 2-10 Scientific Notation
Five-Minute Check (over Chapter 1)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Rational Numbers
Example 1: Write a Fraction as a Decimal
Example 2: Write a Mixed Number as a Decimal
Example 3: Round a Repeating Decimal
Example 4: Write a Decimal as a Fraction
Example 5: Write a Decimal as a Fraction
• Rational number
• Any number that can be expressed as a fraction
• terminating decimal
• fraction where division ends and remainder = 0
• repeating decimal
• Division NEVER ends, and digits repeat forever
• bar notation
• a line over the repeating digits
• Express rational numbers as decimals and decimals as fractions.
NOTES - Rational Numbers
• Rational Numbers contain ALL
•repeating decimals – 1/3 = .3
•terminating decimals – .25
•Fractions - 1/4
•positive and negative integers – 1, 2, -6, 28
•whole numbers – 1, 2, 3
NOTES - Rational Numbers – Cont.
To convert FRACTIONSDECIMALS
1. TOP IN THE BOX!!
2. Do the Division.
Convert TERMINATING DECIMALS FRACTIONS:
1. Put decimal over the place value
2. Reduce the fraction
To convert MIXED NUMBERS IMPROPER1. Remember the BOWL method or the “Smiley Face”
method!
NOTES - Rational Numbers – Cont.
Convert REPEATING DECIMALS FRACTIONS:
1. Figure out how many places repeat.
2. Put those numbers over that many 9’s.
3. Simplify the fraction
Write a Fraction as a Decimal
Write as a decimal.
0
–160
.1
–128
8
0–112
75
14
12
80–80
0
Divide 3 by 16.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 0.0515
B. 0.0625
C. 0.0875
D. 0.16
Write a Repeating Decimal
You can divide as shown in Example 1 or use a calculator.
Answer:
–35 11 –3.18181818ENTER÷
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 5.1111...
B. 5.1515...
C. 5.2222...
D. 5.9999...
AGRICULTURE A Texas farmer lost the fruit on 8 of 15 orange trees because of unexpected freezing temperatures. Find the fraction of the orange trees that did not produce fruit. Express your answer as a decimal rounded to the nearest thousandth.
To find the fraction of trees that did not produce fruit, divide the number of lost trees, 8, by the total number of trees, 15.
Round a Repeating Decimal
8 15 0.5333333333ENTER÷
Look at the digit to the right of the thousandths place. Round down since 3 < 5.
Answer: The fraction of fruit trees that did not produce fruit was 0.533.
Round a Repeating Decimal
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 0.094
B. 0.148
C. 0.182
D. 0.252
SCHOOL In Mrs. Townley’s eighth grade science class, 4 out of 22 students did not turn in their homework. Find the fraction of the students who did not turn in their homework. Express your answer as a decimal rounded to the nearest thousandth.
Write 0.32 as a fraction.
0.32 is 32 hundredths.
Write a Decimal as a Fraction
Simplify.
Answer:
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
Write 0.16 as a fraction.
A.
B.
C.
D.
Write a Decimal as a Fraction
ALGEBRA Write 2.7 as a mixed number.
Multiply N by 10 because 1 digit repeats.
Let N = 2.7 or 2.777... . Then 10N = 27.777... .
Subtract N = 2.777... to eliminate the repeating part, 0.777... .
Divide each side by 9.
Write a Decimal as a Fraction
Answer:
9N = 25 10N – 1N = 9N
10N = 27.777...–1N = 2.777...
Simplify.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
ALGEBRA Write 1.7 as a mixed number.
A.
B.
C.
D.
Five-Minute Check (over Lesson 2-1)
Main Idea
Targeted TEKS
Example 1:Compare Positive Rational Numbers
Example 2:Compare Using Decimals
Example 3:Order Rational Numbers
Example 4:Compare Negative Rational Numbers
Example 5:Compare Negative Rational Numbers
Comparing and Ordering Rational Numbers
• I can only COMPARE things in math that ????
– LOOK ALIKE!
– I can only COMBINE things in math that ????
– LOOK ALIKE!
•In order to compare rational numbers, convert them to the “SAME THING.”
– Fractions
– Decimals
– Percents
• When comparing NEGATIVE numbers
• LESS IS MORE AND MORE IS LESS.
Compare Positive Rational Numbers
Write as fractions with the same denominator.
Answer:
Replace ■ with <, >, or = to make ■ a true sentence.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. >
B. <
C. =
D. None of the above.
Replace ■ with <, >, or = to make ■ a true sentence.
Compare Using Decimals
Express as a decimal.
In the tenths place, 7 > 6.
Answer:
Replace ■ with <, >, or = to make 0.7 ■ a true sentence.
■
■
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. >
B. <
C. =
D. None of the above.
Replace ■ with <, >, or = to make ■ 0.5 a true sentence.
CHEMISTRY The values for the approximate densities of various substances are shown in the table. Order the densities from least to greatest.
Order Rational Numbers
Write each fraction as a decimal.
Order Rational Numbers
Answer: From the least to the greatest, the densities are
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
AMUSEMENT PARKS The ride times for five amusement park attractions are shown in the table. Order the lengths from least to greatest.
A.
B.
C.
D.
Replace ■ with <, >, or = to make –4.62 ■ –4.7 a true sentence.
–4.62 ■ –4.7
Graph the decimals on a number line.
Answer: Since –4.62 is to the right of –4.7, –4.62 > –4.7.
Compare Negative Rational Numbers
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. <
B. >
C. =
D. None of the above.
Replace ■ with <, >, or = to make –2.67 ■ –2.7 a true sentence.
Since the denominations are the same, compare the numerators.
Compare Negative Rational Numbers
Replace ■ with <, >, or = to make a true sentence.
Answer:
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. >
B. <
C. =
D. None of the above.
Replace ■ with <, >, or = to make a true sentence.
Five-Minute Check (over Lesson 2-2)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Multiply Fractions
Example 1: Multiply Positive Fractions
Example 2: Multiply Negative Fractions
Example 3: Multiply Mixed Numbers
Example 4: Multiply Mixed Numbers
Example 5: Use Dimensional Analysis
• dimensional analysis –
• Multiply positive and negative fractions.
– including UNITS OF MEASURE in your multiplication and division
– Example
• Distance = rate * time
• Distance = 25 miles * 2 hours
» ------------------
» hour
• See your “Fraction Rules” sheet
Couple of rules to ALWAYS remember:
1. If you see a mixed number in a math problem 1. CONVERT IT TO AN IMPROPER FRACTION TO
2. DO THE MATH.
3. CONVERT THE IMPROPER FRACTION BACK TO A MIXED NUMBER WHEN YOU ARE DONE.
2. Reduce the fractions FIRST if you can.
3. To Multiply Fractions:1. Multiply STRAIGHT across the top and the bottom
4. - * + = negative
5. - * - = positive
6. + * + = positive
Multiplying Fractions
Multiply Positive Fractions
Divide 3 and 9 by their GCF, 3.
Answer:
Simplify.
Multiply the numerators.Multiply the denominators.
Multiply Negative Fractions
Divide –3 and 12 by their GCF, 3.
The numerator and denominator have different signs, so the product is negative.
Multiply the numerators.Multiply the denominators.
Answer:
Multiply Mixed Numbers
Divide 16 and 4 by their GCF, 4.
Multiply the numerators.Multiply the denominators.
Multiply Mixed Numbers
VOLUNTEER WORK Last summer, the 7th graders
performed a total of 250 hours of community service.
If the 8th graders spent this much time
volunteering, how many hours of community service
did the 8th graders perform?
The 8th graders spent the amount of time as the
7th graders on community service.
Multiply Mixed Numbers
Answer: The 8th graders did 300 hours of community service last summer.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 175 hours B. 190 hours
C. 200 hours D. 225 hours
VOLUNTEER WORK Last summer, the 5th graders
performed a total of 150 hours of community service.
If the 6th graders spent this much time
volunteering, how many hours of community service
did the 6th graders perform?
Use Dimensional Analysis
WATER USE Low–flow showerheads use gallons
of water per minute. If family members shower a total
of hours per week, how much water does the
family use for showers each week?
Words Water used equals the time multiplied by the water flow rate.
Variable Let w represent the gallons of water used.
Equation
Use Dimensional Analysis
Answer: If the family showers hours per week at a
rate of gallons per minute, they will use
350 gallons of water.
A. A
B. B
C. C
D. D
A B C D
0% 0%0%0%
A. 15 gallons B. 38 gallons
C. 775 gallons D. 897 gallons
Five-Minute Check (over Lesson 2-3)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Inverse Property of Multiplication
Example 1: Find a Multiplicative Inverse
Key Concept: Divide Fractions
Example 2: Divide Fractions
Example 3: Divide Fractions
Example 4: Divide by a Whole Number
Example 5: Divide Mixed Numbers
Example 6: Real-World Example
• multiplicative inverses –
• AKA “reciprocal.”
• Multiplicative inverses are 2 numbers that multiply to get 1.
– Example 4 * ¼ = 1
• Reciprocals –
• Turn the fraction upside down
• Divide positive and negative fractions.
Dividing Positive and Negative Fractions
To Divide a fraction, CONVERT PROBLEM IN A MULTIPLICATION PROBLEM.
This is a 3 step process.
1. KEEP the top (or FIRST) number the same.
2. CHANGE the division to a multiplication.
3. FLIP the bottom (or second) number to get it’s reciprical.
• Remember KEEP – CHANGE – FLIP.
BrainPop:Multiplying and Dividing Fractions
BrainPop:Multiplying and Dividing Fractions
Divide Fractions
The fractions have different signs, so the quotient is negative.
Answer:
Multiply by the multiplicative
Divide Mixed Numbers
The multiplicative
inverse of
Divide 4 and 8 by their GCF, 4.
Simplify.
Divide Mixed Numbers
Check for Reasonableness Compare to the estimate. The answer seems reasonable because –1.5 is close to
Answer:
Divide by common factors.
= 5 Simplify.
Answer: The cinema shows the movie 5 times that day.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 4 times
B. 5 times
C. 6 times
D. 7 times
Five-Minute Check (over Lesson 2-4)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Add and Subtract Like Fractions
Example 1: Add Like Fractions
Example 2: Subtract Like Fractions
Example 3: Add Mixed Numbers
Example 4: Subtract Mixed Numbers
• like fractions
• Add and subtract fractions with like denominations.
• Fractions with the same denominator
Adding and Subtracting LIKE Fractions
• CHECK YOUR FRACTION RULES PAPER IF YOU FORGET THE RULES!
• I can only combine things in math that ??????
• If I have a Mixed number, what do I do with it??
• Can ONLY add/subtract if the denominator (bottom number!) is the SAME!!
• Once the denominator is the same:1. ADD or Subtract ACROSS THE TOP like normal.
2. LEAVE the bottom number the SAME.
• Rules for adding and subtracting fractions with different signs are the same as the rules for integers.
Add Like Fractions
Answer:
Add the numerators.The denominators are the same.
Subtract Like Fractions
Answer:
Subtract the numerators.The denominators are the same.
Add Mixed Numbers
Add the whole numbers and fractions separately.
Answer:
Write the mixed numbers as improper fractions.
Subtract Mixed Numbers
Answer:
Subtract the numerators.The denominators are the same.
Five-Minute Check (over Lesson 2-5)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Add and Subtract Unlike Fractions
Example 2: Add and Subtract Unlike Fractions
Example 3: Add and Subtract Mixed Numbers
Example 4: Test Example
• unlike fractions
• Add and subtract fractions with unlike denominations.
• Fractions with DIFFERENT Denominators
Adding/Subtracting UNLIKE Fractions
• I can only combine things in math that ??????
• If I have a Mixed number, what do I do with it??
• Can ONLY add/subtract if the denominator (bottom number!) is the SAME!!
• If the denominator’s aren’t alike, CONVERT THEM TO A COMMON DENOMINATOR!!!
• Once the denominator is the same:1. ADD or Subtract ACROSS THE TOP like normal.
2. LEAVE the bottom number the SAME.
• Rules for adding and subtracting fractions with different signs are the same as the rules for integers.
• DEMO from NLVM
Add and Subtract Unlike Fractions
The LCD is 2 ● 2 ● 2 or 8.
Rename the fractions using the LCD.
Add the numerators.
Add and Subtract Unlike Fractions
Rename each fraction using the LCD.
Subtract by
adding its inverse,
Add and Subtract Mixed Numbers
Write the mixed numbers as fractions.
The LCD is 2 ● 2 ● 2 ● 3 or 24.
Read the Test Item You need to find the sum of four mixed numbers.
Solve the Test Item It would take some time to change each of the fractions to ones with a common denominator. However, notice that all four of the numbers are about 2. Since 2 x 4 = 8, the answer will be about 8. Notice that only one of the choices is close to 8.
Answer: B
Five-Minute Check (over Lesson 2-6)
Main Idea
Targeted TEKS
Example 1: Solve by Using Addition or Subtraction
Example 2: Solve by Using Addition or Subtraction
Example 3: Solve by Using Multiplication or Division
Example 4: Solve by Using Multiplication or Division
Example 5: Write an Equation to Solve a Problem
Primary Goal of Solving Algebra Equations is:
GET THE VARIABLE BY ITSELF
REMEMBER:
1) Addition And Subtraction are OPPOSITES
2) Multiplication and Division are OPPOSITES
3) Dividing is the same thing as multiplying by the reciprocal - KCF
4) If I do something to ONE SIDE of the equals sign, I must do EXACTLY the same thing to the other side!
Solve by Using Addition or Subtraction
Solve g + 2.84 = 3.62.
g + 2.84 = 3.62 Write the equation.
Answer: 0.78
g + 2.84 – 2.84 = 3.62 – 2.84 Subtract 2.84 from each side.
g = 0.78 Simplify.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 3.08
B. 3.26
C. 7.92
D. 8.38
Solve h + 2.65 = 5.73.
Solve by Using Addition or Subtraction
Rename each fraction using the LCD, 15.
Answer:
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. –12
B. –8
C. –5
D. –2
Solve 3.4t = –27.2.
Write an Equation to Solve a Problem
Words Rate equals distance divided by time.
Variable
Equation
PHYSICS You can determine the rate an object is traveling by dividing the distance it travels by the
time it takes to cover the distance If an object
travels at a rate of 14.3 meters per second for 17 seconds, how far does it travel?
Answer: The object travels 243.1 meters.
Write an Equation to Solve a Problem
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 14.1 miles B. 22.3 miles
C. 288.7 miles D. 379.6 miles
PHYSICS You can determine the rate an object is traveling by dividing the distance it travels by the
time it takes to cover the distance If an object
travels at a rate of 73 miles per hour for 5.2 hours, how far does it travel?
Five-Minute Check (over Lesson 2-7)
Main Idea
Targeted TEKS
Example 1: Look for a Pattern
8.14 The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. (C) Select or develop an appropriate problem-solving strategy from a variety of different types, including...looking for a pattern...to solve a problem.
Look for a Pattern
INTEREST The table shows the amount of interest $3,000 would earn after 7 years at various interest rates. How much interest would $3,000 earn at 6 percent interest?
Explore You know the amount of interest earned at interest rates of 1%, 2%, 3%, 4%, and 5%. You want to know the amount of interest earned at 6%.
Look for a Pattern
Plan Look for a pattern in the amounts of interest earned. Then continue the pattern to find the amount of interest earned at a rate of 6%.
Answer: $1,260
Solve For each increase in interest rate, the amount of interest earned increases by $210. So for an interest rate of 6%, the amount of interest earned would be $1,050 + $210 = $1,260.
Check Check your pattern to make sure the answer is correct.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. $800
B. $900
C. $1,000
D. $1,050
INTEREST The table below shows the amount of interest $5,000 would earn after 3 years at various interest rates. How much interest would $5,000 earn at 7 percent interest?
Five-Minute Check (over Lesson 2-8)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Write Expressions Using Powers
Example 2: Write Expressions Using Powers
Key Concept: Zero and Negative Exponents
Example 3: Evaluate Powers
Example 4: Evaluate Powers
Example 5: Evaluate Powers
• Power– Repeated multiplication
• Base– Factor that is repeatedly multiplied
• Exponent– How many times the Base is multiplied
• Use powers and exponents in expressions.
Definition:
am = a.a.a.a.a…
“m” number of timesbase
exponent/power
Multiply the base times itself “m” times.
Exponents:
a = a1
or 1a1 = aIf no exponent or coefficient – it is understood to be one.
Exponent RulePower of 1
Any number raised to the first power is equal to the number.
Any nonzero number raised to the zero power is 1.
a0 = 1
Exponent RulePower of 0
A negative exponent means
to take the reciprocal of that number, then raise it to the indicated power.
REMEMBER: Negative exponent means FLIP THE LINE AND CHANGE THE SIGN!
mm
aa
1
Exponent RuleNegative Powers
Write Expressions Using Powers
Write 3 ● 3 ● 3 ● 7 ● 7 using exponents.
3 ● 3 ● 3 ● 7 ● 7 = (3 ● 3 ● 3) ● (7 ● 7) Associative Property
Answer: 33 ● 72
= 33 ● 72 Definition of exponents
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 23 ● 53
B. 24 ● 53
C. (2 ● 5)4
D. (2 ● 5)7
Write 2 ● 2 ● 2 ● 2 ● 5 ● 5 ● 5 using exponents.
Write Expressions Using Powers
Write p ● p ● p ● q ● p ● q ● q using exponents.
p ● p ● p ● q ● p ● q ● q = p ● p ● p ● p ● q ● q ● qCommutative
Property
Answer: p4 ● q3
= (p ● p ● p ● p) ● (q ● q ● q)Associative Property
= p4 ● q3
Definition of exponents
Lesson 9 CYP2
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. x3 ● y4
B. x4 ● y3
C. x3 ● y7
D. (x ● y)7
Write x ● y ● x ● x ● y ● y ● y using exponents.
Evaluate Powers
Evaluate 95.
95 = 9 ● 9 ● 9 ● 9 ● 9 Definition of exponents
Answer: 59,049
= 59,049 Simplify.
Check using a calculator.
9 5 59049ENTER
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 30
B. 1,296
C. 6,842
D. 7,776
Evaluate 65.
ALGEBRA Evaluate x3 ● y5 if x = 4 and y = 2.
x3 ● y5 = 43 ● 25 Replace x with 4 and y with 2.
Answer: 2,048
Evaluate Powers
= (4 ● 4 ● 4) ● (2 ● 2 ● 2 ● 2 ● 2)Write the powers as products.
= 64 ● 32 Simplify.
= 2,048 Simplify.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 576
B. 1,846
C. 2,304
D. 3,112
ALGEBRA Evaluate x2 ● y4 if x = 3 and y = 4.
Five-Minute Check (over Lesson 2-9)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Scientific Notation to Standard Form
Example 1: Express Numbers in Standard Form
Example 2: Express Numbers in Standard Form
Key Concept: Standard Form to Scientific Notation
Example 3: Write Numbers in Scientific Notation
Example 4: Write Numbers in Scientific Notation
Example 5: Real-World Example
• Express numbers in scientific notation.
• Scientific Notation– Compact way of expressing very LARGE or very SMALL
numbers
Rules of Scientific Notation
Example: 3.14 * 104
1) First number MUST be between 1 and 10!!
2) Second number will always be 10 raised to a power.
3) The power will be the number of places the decimal point moves
• POSITIVE means to the RIGHT
• NEGATIVE means to the LEFT
Express Numbers in Standard Form
Write 9.62 × 105 in standard form.
9.62 × 105 = 962,000 The decimal point moves 5 places to the right.
Answer: 962,000
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 532
B. 5,320
C. 53,200
D. 532,000
Write 5.32 × 104 in standard form.
Express Numbers in Standard Form
Write 2.85 × 10–6 in standard form.
2.85 × 10–6 = 0.00000285 The decimal point moves 6 places to the left.
Answer: 0.00000285
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 0.000381
B. 0.00381
C. 0.0381
D. 0.381
Write 3.81 × 10–4 in standard form.
Write Numbers in Scientific Notation
Write 931,500,000 in scientific notation.
931,500,000 = 9.315 × 100,000,000 The decimal point moves 8 places.
Answer: 9.315 × 108
= 9.315 × 108 The exponent is positive.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 3.56 × 104
B. 3.56 × 105
C. 3.56 × 106
D. 3.56 × 107
Write 35,600,000 in scientific notation.
Write 0.00443 in scientific notation.
0.00443 = 4.43 × 0.001 The decimal point moves 3 places.
Answer: 4.43 × 10–3
Write Numbers in Scientific Notation
= 4.43 × 10–3 The exponent is negative.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 6.53 × 10–3
B. 6.53 × 10–4
C. 6.53 × 10–5
D. 6.53 × 10–6
Write 0.000653 in scientific notation.
PLANETS The table lists the average radius at the equator for each of the planets in our solar system. Order the planets according to radius from largest to smallest.
First order the numbers according to their exponents. Then order the numbers with the same exponents by comparing the factors.
Step 1
>
Jupiter, Neptune, Saturn, Uranus
Earth, Mars, Mercury, Pluto, Venus
7.14 × 104
2.43 × 104
6.0 × 104
2.54 × 104
6.38 × 103
3.40 × 103
2.44 × 103
1.5 × 103
6.05 × 103
Step 2
7.14 × 104 > 6.0 × 104 > 2.54 × 104 > 2.43 × 104
Answer: The order from largest to smallest is Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, Mercury, and Pluto.
Jupiter Saturn Uranus Neptune
Earth Venus Mars Mercury Pluto
6.38 × 103 > 6.05 × 103 > 3.40 × 103 > 2.44 × 103 > 1.5 × 103
A. A
B. B
C. C
D. D
0% 0%0%0%
A. Jupiter, Saturn, Neptune, Uranus, Earth, Venus, Mars, Mercury, Pluto
B. Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mercury, Mars, Pluto
C. Saturn, Jupiter, Neptune, Uranus, Venus, Earth, Mars, Mercury, Pluto
D. Pluto, Mercury, Mars, Earth, Venus, Uranus, Saturn, Neptune, Jupiter
PLANETS The table lists the mass for each of the planets in our solar system. Order the planets according to mass from largest to smallest.
Five-Minute Checks
Image Bank
Math Tools
Multiplying Fractions
Multiplying and Dividing Fractions
Lesson 2-1 (over Chapter 1)
Lesson 2-2 (over Lesson 2-1)
Lesson 2-3 (over Lesson 2-2)
Lesson 2-4 (over Lesson 2-3)
Lesson 2-5 (over Lesson 2-4)
Lesson 2-6 (over Lesson 2-5)
Lesson 2-7 (over Lesson 2-6)
Lesson 2-8 (over Lesson 2-7)
Lesson 2-9 (over Lesson 2-8)
Lesson 2-10 (over Lesson 2-9)
To use the images that are on the following three slides in your own presentation:
1. Exit this presentation.
2. Open a chapter presentation using a full installation of Microsoft® PowerPoint® in editing mode and scroll to the Image Bank slides.
3. Select an image, copy it, and paste it into your presentation.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 22
B. 25
C. 42
D. 50
Evaluate 8 + (20 – 3)(2).
(over Chapter 1)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 25
B. 7
C. –7
D. –25
Evaluate 16 + (–9).
(over Chapter 1)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 17
B. 3
C. –3
D. –17
Evaluate –7 – 10.
(over Chapter 1)
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 90
B. 19
C. –19
D. –90
(over Chapter 1)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 40
B. 10
C. –10
D. –40
(over Chapter 1)
Solve the equation Then check your solution.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 344
B. 2,150
C. 340
D. 443
Yasmine earns $0.25 for each cup of lemonade she sells. She earned $86 last Thursday selling lemonade. How many cups of lemonade did she sell last Thursday?
(over Chapter 1)
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 1.143
B. 0.875
C. 0.78
D. 0.13
(over Lesson 2-1)
Write the fraction as a decimal.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-1)
Write the fraction as a decimal.
A. –2.4
B. –0.4166
C. 0.416
D. 2.4
¯
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 2.15
B. 2.3
C. 0.3
D. 0.15
(over Lesson 2-1)
Write the
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
Write the decimal 0.08 as a fraction in simplest form.
(over Lesson 2-1)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
Write the decimal 1.375 as a mixed number in simplest form.
(over Lesson 2-1)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
The largest moth is the Atlas moth. The Atlas moth is 11.8 inches long. Which of the following is the length of an Atlas moth written as a mixed number?
(over Lesson 2-1)
A.
B.
C.
D.
0%0%0%
A B C
1. A
2. B
3. C
A. <
B. >
C. =
(over Lesson 2-2)
Use <, >, or = in
0%0%0%
A B C
1. A
2. B
3. C
A. <
B. >
C. =
(over Lesson 2-2)
Use <, >, or = in
0%0%0%
A B C
1. A
2. B
3. C
A. <
B. >
C. =
(over Lesson 2-2)
Use <, >, or = in
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-2)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-2)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
Which number is least?
(over Lesson 2-2)
A.
B. 0.83...
C.
D. 0.61
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-3)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-3)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-3)
A.
B.
C.
D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-3)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-3)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
Which of the following is 0.032 written as a fraction in simplest form?
(over Lesson 2-3)
A. 3.2
B.
C.
D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
Write the multiplicative inverse of 9.
(over Lesson 2-4)
A.
B. 9
C. –9
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-4)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-4)
A.
B.
C.
D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-4)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-4)
A.
B. 1
C. –1
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-4)
A traditional salad dressing requires cup of oil
and cup of vinegar per serving. How much oil
is in a half serving?
A. B.
C. D. 1 cup
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-5)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-5)
A. 9
B.
C.
D. 1
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-5)
A.
B.
C.
D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-5)
A.
B. 0
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-5)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-5)
Julie and Carmen are both long jumpers on the
track team. Julie jumped feet and Carmen
jumped feet. How much farther did Julie jump
than Carmen?
A. B. 1 ft
C. D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-6)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-6)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-6)
A.
B.
C.
D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-6)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-6)
A.
B.
C.
D.
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-6)
Two-eighths of a class wore green shirts and of the
class wore white shirts. What fraction of the class
wore either a green or white shirt?
A. B.
C. D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 7.10
B. 2.84
C. –2.84
D. –16.6
Solve c + 2.16 = 5. Then check your solution.
(over Lesson 2-7)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-7)
A.
B.
C. 12
D. 36
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 120
B. 22
C. –22
D. –120
Solve –49 – d = –71. Then check your solution.
(over Lesson 2-7)
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
(over Lesson 2-7)
A. –112
B.
C.
D. 112
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 3.91
B. 6.82
C. 11.5
D. 21.43
Solve 9.16 = k – (–2.34). Then check your solution.
(over Lesson 2-7)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
(over Lesson 2-7)
A.
B.
C.
D.
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 25
B. 31
C. 37
D. 43
In a stadium there are 10 seats in the 1st row, 13 seats in the 2nd row, 16 seats in the 3rd row, and so on. How many seats are in the 10th row?
(over Lesson 2-8)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 28, 32, 29
B. 23, 27, 24
C. 30, 27, 31
D. 24, 28, 25
Find the next three numbers in the sequences 20, 24, 21, 25, 22, 26. . .
(over Lesson 2-8)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 24
B. 28
C. 30
D. 32
Sarah rents videos from a video rental store that charges a monthly rate of $9.95 plus $0.75 per video rental. If Sarah’s total monthly bill was $30.95, how many videos did she rent?
(over Lesson 2-8)
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 130 miles
B. 162.5 miles
C. 195 miles
D. 227.5 miles
(over Lesson 2-8)
The Ito family is driving to Oklahoma City from Houston. If they average 65 miles per hour, how far
will they drive in hours?
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 9c
B. 9c
C. c8
D. c9
Write the expression c c c c c c c c c using exponents.
(over Lesson 2-9)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. 85
B. 84
C. 54
D. 58
Write the expression 8 8 8 8 8 using exponents.
(over Lesson 2-9)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. (y2)(x6)
B. (y3)(x5)
C. (x6)(y3)
D. (x7)(y2)
Write the expression x y x x y x x x y using exponents.
(over Lesson 2-9)
A. A
B. B
C. C
D. D A B C D
0% 0%0%0%
A. 18
B. 81
C. 128
D. 512
Evaluate 29.
(over Lesson 2-9)
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
Evaluate 6(–3).
(over Lesson 2-9)
A.
B.
C. 36
D. 216
1. A
2. B
3. C
4. D
0%0%0%0%
A B C D
A. (m3)(n5)(p3)
B. (m3)(n3)(p3)
C. (m5)(n3)(p5)
D. (m5)(n3)(p3)
Write the following using exponents m n m p m n m p n m p.
(over Lesson 2-9)
This slide is intentionally blank.
