The CENTRE for EDUCATION in

MATHEMATICS and COMPUTING

Grade 9
LINEAR RELATIONS: GRAPHING AND ANALYZING
This resource may be copied in its entirety, but is not to be used for commercial purposes without permission from the Centre for Education in
Mathematics and Computing, University of Waterloo.
Different Forms of Linear Function
Please go to http://id.mind.net/~zona/mmts/functionInstitute/linearFunctions/linearFunctions.html first!
You may also go to www.wiredmath.ca for the link.

A table of values represent a linear relationship if:

x a straight line is formed when all the points are connected together.
x the finite differences are all the same for every row in the difference table.

1. State if each graph represents a linear or nonlinear relationship?

a. y b. y c. y

x
x x

d. y e. y f. y

x x x

2. Create a difference table for each set of data. Does the data represent a linear or nonlinear relationship?
a. b. c.
x y x y x y
2 4 2 4 5 3
3 9 3 9 4 2
4 14 4 16 3 1
5 19 5 25 2 0
6 24 6 36 1 1

Expectations: i) identify the properties of linear relations ii) interpret the meanings of points on graphs and scatter plots. iii) construct tables of values, scatter 1
plots, and lines of best fit. iv) direct and partial variation in applications. v) determine values of linear relations. For more activities and resources from the
University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 See how a line of best fit changes with the scatter plot at http://argyll.epsb.ca/jreed/math9/strand4/scatterPlot.htm first.
You may also go to www.wiredmath.ca for the link.

A curve of best fit is a

curve that passes as close as possible to
the plotted points on a scatter plot. The curve
aims to go through as many points as possible, while
dividing the remaining points into 2 equal groups. It
is used to indicate the strength of a relationship Line of
between the variables represented by the best fit
scatter plot.

A curve of best fit can be

either a line or a curve, whichever fits
the situation better.

3. For the following data create an appropriate scatter plot, and determine the curve of best fit.

a. Women’s 100 meter dash b. Wingspread of Birds c. Estimate of World’s

Population
Length Wingspread Population
Year Time (s) Year
(cm) (cm) (millions)
1928 12.2 123 350 – 400 160
1932 11.9 120 300 0 170
1936 11.5 175 250 200 190
1948 11.9 78 222 400 190
1952 11.65 124 157 600 200
1956 11.82 75 128 800 220
1960 11.18 17 27 1000 310
1964 11.49 18 50 1200 360
1968 11.08 48 71 1400 350
1972 11.07 62 75 1600 545
1976 11.08 38 76 1800 980
1980 11.06 48 86 1900 1650
1984 10.97 47 100 1920 1860
1988 10.54 52 100 1940 2300
1992 10.82 51 120 1960 3020
1996 10.94 56 120 1980 4430
2000 10.75 55 127 1990 5260
2004 10.93 70 150 2000 6070

Expectations: i) identify the properties of linear relations ii) interpret the meanings of points on graphs and scatter plots. iii) construct tables of values, scatter 2
plots, and lines of best fit. iv) direct and partial variation in applications. v) determine values of linear relations. For more activities and resources from the
University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
4. For each of the following scatter plots, create a table of values and draw a curve of best fit.
a. b.
Areas and Depths of Seas
Men's 100 meter Breaststroke
8000

68 6000

Depth (m)
66
4000
Time (s)

64
Depth (m)
62 2000
60
0
58
0 1 2 3
1968 1972 1976 1980 1984 1988 1992 1996 2000
Area (millions of km)
Year

5. A few students got together, and decided to plot the number of hours they spent studying versus their
performance on a test.
Math Test Marks vs. Hours of Study
100 a. What does point A represent?

80

60
A b. Draw a line of best fit on the scatter plot.

40
c. Based on this graph, is there a strong
20 relationship between hours of study and a
0
student’s mark? Provide reasoning for your
0 1 2 3 4 5
answer using a line of best fit.
Hours of Study

Direct Variation vs. Partial Variation

When the ratio of two variables is constant, Similar to direct variation, the two variables
the variables are said to be in direct variation. involved change with a constant of variation.
Only, in partial variation, there is a fixed
The points of this relationship form a straight
starting value other than zero.
line which passes through the origin.
Ex. S a la ry E a rn e Ex. S a la ry E a rn e

700 700

600 600

500 500

400 y mx 400 y mx  b
300 300

Constant of Constant of Starting

200 200
variation variation value
10 0 10 0

0 0
0 10 20 30 40 0 10 20 30 40
H ou r s w or k e H ou r s w or k e

Expectations: i) identify the properties of linear relations ii) interpret the meanings of points on graphs and scatter plots. iii) construct tables of values, scatter 3
plots, and lines of best fit. iv) direct and partial variation in applications. v) determine values of linear relations. For more activities and resources from the
University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
6. Alexander Helios and Cleopatra Selene are the twin children of Mark Antony and Cleopatra. For
Alexander’s first birthday, his parents gave him 4 gold coins, and continued giving him the same number of
gold coins until his age of 15. Meanwhile, Cleopatra has received 18 gold coins at birth, and 3 coins for
every birthday after that, also until the age of 15.
a. Create a table of values representing the number of coins each twin had received since the day they
were born. Then, plot both sets of points on the same graph.
b. Draw a line of best fit for each set of data, and write an appropriate equation for the line.
c. At which age will Alexander and Cleopatra have the same number of coins?
d. If they were to receive coins until the age of 25, who would have more coins? How
many more coins?
e. If Cleopatra were to receive 30 coins at birth, instead of the original 18 coins, who
would have received more coins, in total, by the age of 21?

Did You Know?

It is believed that the idea of Gravity and its extent were not
developed (or even considered), until Sir Isaac Newton started
working on the concept after being inspired by a falling apple
LQ·V

7. Create a scatter plot using the side lengths of equilateral

triangles as your x-values and their perimeters as the y-values.
a. What relationship does the scatter plot show?
Write an equation for the relationship?
b. Use your graph to determine the perimeters of triangles
whose side lengths are
i. 12 units long ii. 45 units long

8. Two classes of 21 students were given 30 minutes each to pick apples. Below is a scatter plot showing how
many apples each student picked, where the students are listed in the order they appear on the class list,
starting with zero.
a. Draw a line of best fit for each class. Write the formula for the lines of best fit.
b. How many apples did students 4, 6, and 15 from class A, and student 9 from class B pick?
c. How many apples did students 17 through 20 from
Apples Picked
class B each pick? 52

d. A farmer requires 70 apples to make 21 pies. If only the 48

44
first 5 students from each class give their apples to the 40

farmer, which class would have picked enough apples? 36

Apples Picked

32

e. How many more apples will the 20th student from class 28

Class A
A will have to pick to catch up to the 20th student in
24
20

class B? Class B 16
12
f. In class A, 3 more students were added to the end of the 8

class-list. If they continued picking apples at the same 4

0
rate their classmates did, how many apples would each 0 4 8 12 16 20

Student
student pick?
Expectations: i) identify the properties of linear relations ii) interpret the meanings of points on graphs and scatter plots. iii) construct tables of values, scatter 4
plots, and lines of best fit. iv) direct and partial variation in applications. v) determine values of linear relations. For more activities and resources from the
University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
9. Nhean and Alexis are partaking in a 7250 m bike race. Knowing Nhean is a slower biker, Alexis allows him
a two-minute head start. Alexis’s speed is 290 m/min, while Nhean’s speed is 250 m/min.
a. On the same graph, plot each biker’s distance travelled versus time.
b. Who won the race? By about how many minutes?

TRY THESE!
To practice more for direct and partial variation, visit
http://www.mhhe.com/math/devmath/aleks/wt-
ia/student/olc/graphics/author_ed/chp5sec24.htm

CHALLENGE YOURSELF!

10. Dawn got into her car at 8 in the morning. She accelerated at a constant rate to 40 km/h in 5 minutes. She
drove for 15 minutes at 40 km/h to the store, and then took 5 minutes to slow down to a stop. She parked in
front of the store and was in there for 15 minutes. On the drive home from the store, Dawn accelerated to
70 km/h in 5 minutes and drove toward home, but after 15 minutes, slowed down to a constant rate to 20
km/h in 10 minutes due to traffic, and then drove at that speed for the next 40 minutes until she got home.
a. Graph the progress of Dawn’s car using a time-speed graph.
b. What time did Dawn get home?

EXTENSION

11. Newton tosses an apple straight up in the air from an initial height of 1 m, and recorded the height of the
apple for 4 seconds.

Here is the table of his findings:

Time (seconds) 0 0.5 1 1.5 2 2.5 3 3.5 4

Height (m) 1 9.75 16 19.75 21 19.75 16 9.75 1

a. Plot Newton’s findings on a scatter, and draw an appropriate curve of best fit.

b. Will the apple ever reach a maximum height? Explain why, or why not. If so, what will be the
maximum height, and when will it occur?

Expectations: i) identify the properties of linear relations ii) interpret the meanings of points on graphs and scatter plots. iii) construct tables of values, scatter 5
plots, and lines of best fit. iv) direct and partial variation in applications. v) determine values of linear relations. For more activities and resources from the
University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING

Grade 9
LINEAR RELATIONS: SLOPES AND THE EQUATION OF A LINE
This resource may be copied in its entirety, but is not to be used for commercial purposes without permission from the Centre for Education in
Mathematics and Computing, University of Waterloo.
Play these Slope Games http://www.quia.com/jg/63508.html first.
You may also go to www.wiredmath.ca for the link.

The slope of a line is the measure of the amount of steepness of the line or the pitch of a roof.
The slope of a line, m, is the quotient of the vertical change (rise) divided by the horizontal change (run).

vertical change rise

Slope i.e. m i.e.
horizontal change run Slope Rise

E.g. Determine the slope of this roof.

Run
rise 3
Solution: m
run 10

1. Find the slope of each line segment. 2. Using the grid below, draw line segments with
y 1
F 1
d slopes of , 4,  4 , and  .
E 4 4
A
D

C
x
-1
-2
-3
-4
B
-5

Given two points P(x1, y1) and Q( x2 , y2 ) on a line, the slope of the line
may be found using: y2  y1 Q(x2, y2)
mPQ , x2 z x1
x2  x1 y2 – y1
x Horizontal lines have a slope of 0.
x Vertical lines have no slope. x2 – x1
P(x1, y1)
E.g. Find the slope of the line joining P(  3 , 4) and Q( 1,  2 ).
y2  y1 (x1 , y1 ) ( 3, 4) 2  4 6
Solution: mPQ Therefore, mPQ  3.
x2  x1 (x2 , y2 ) (1,  2) 1  (3) 2

Expectations: i) determine the slopes of a line segment or a line. ii) express the equation of a line in the form y = mx + b. For more activities and resources from 1
the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
3. Determine the slopes of the line segments below?

A
b) D
a)
C
H

B d)
c)
E F G
4. Are the slopes of these lines negative, positive, or 0?
a. b. c. d.

5. Determine the slope of the line that passes through each pair of points?
a. A(0, 3), B(4, 3) b. R(12, 10), S(12, 3)
c. G(2, 5), H(4, 11) d. L(9, 5), M(8, 9)
e. X(8, 3), Y(11,  9 ) f. U (3,  4) , V(3, 4)

6. Given the slope of the line segment and the other end point, determine the unknown.
3
a. (0, 5), (a, 1), slope 2 b. (b, 0), (10, 9), slope c. (17, 21), (c, 5), slope  8
2
7 1
d. (7, 12), (12, d), slope 6 e. (17, e), (32, 9), slope f. (3, f), (7, 4), slope 
5 2

To determine the equation of a line when two points on the line are given.
1. Determine the slope.
2. Determine the value of b by substituting the coordinates from a point on the line
and the slope into y mx  b .
3. Write the equation, using the values for m and b found above.

E.g. Determine the equation of the line that passes through points A(5, 2) and B(1, 8) .
82 6
1. mAB 1
1  (5)  6
2. y mx  b , and using the point A(5, 2) that lies on the line
2 1(5)  b
2 5  b
b 7
3. Therefore, the equation of the line is y  x  7 .

Expectations: i) determine the slopes of a line segment or a line. ii) express the equation of a line in the form y = mx + b. For more activities and resources from 2
the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
7. The coordinates of two points are given. Determine the equation of the line.
a. (0, 0) and (2, 8) b. (4, 2) and (8, 1) c. (10, 21) and (10, 19)
d. (2, 17) and ( 9, 60) e. (6, 25) and (4, 5) f. (8, 1) and ( 9, 2)

Parallel Lines: two lines are parallel if they have the same slope m1 m2
l1 l2

8. Determine an equation of a line that passes through P(9, 6) and is parallel to

a. y 3x  4 b. y  7 x c. y 4 x  12
4 3

CHALLENGE YOURSELF!

Pythagorean Theorem 9. Two ladders, each 17 metres in length, are leaning

Pythagoras, an ancient mathematician,
against a wall. The foot of one of the ladders is 15
discovered this important theorem in the metres away from the base of the wall. The other ladder
sixth century B.C. has its foot 8 metres away from the same base of the
The theorem states that, for a right same wall. How far up the wall will the ladder with the
triangle with legs a and b, and greater slope reach?
hypotenuse c, c
b
a2  b2 c2
10. The inside dimensions of a crate are
36 cm u 48 cm u 45 cm, as shown.
a a. Determine the length of the
the area of the square on the hypotenuse C 48 cm
of a right triangle is equal to the sum of
diagonal, AB, of the base. 36 cm
the areas of the squares on the other two b. What is the length of the
sides. longest item that can be
placed in the crate? 45 cm
For practice on the Pythagorean
theorem, visit (line AC)
http://www.gomath.com/algebra/ B
pythworksheet.php . A

Perpendicular Lines: two lines are perpendicular if the product of their slopes is 1 (that is,
m1 u m2 1 ). We say the slopes are negative reciprocals.

l1 l2
m1 u m2 1

11. Determine the slope of a line segment perpendicular to a line segment with each given slope.
1
a. m 2 b. m  4 c. m
3
2 9
d. m  e. m f. m 0
7 7
Expectations: i) determine the slopes of a line segment or a line. ii) express the equation of a line in the form y = mx + b. For more activities and resources from 3
the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
12. Determine an equation of a line that passes through the point P(9, 6) and is perpendicular to
a. y 3x  4 b. y  7 x c. y 4 x  12
4 3

13. Two perpendicular lines, labelled A and B, are drawn on a grid. The slope of line A is 4 and it intersects
the other line at the point (3, 5) .
a. What is the equation of line A?
b. What is the equation of line B?

EXTENSIONS

14. Two trucks left two towns A and B at the same time, and each was headed to the other town at a
constant speed, passing each other at point C. The truck from town B completed the journey from C to
A in 20 minutes. The truck from A completed the journey from A to C in 45 minutes, while maintaining
its steady speed of 45 km/h. Find the speed of the truck from B in km/h, assuming that it maintains a
constant speed throughout.

15. The following are distance-time and speed-time graphs that depict the same constant motion. What can
be said of the relationship between the slope of the distance-time graph and the speed of the speed-time
graph? Why do you think this is so?
Distance

Speed

Time Time

Did You Know?

0RXQW(YHUHVWWKHZRUOG·VKLJKHVWSHDN
DWDSSUR[LPDWHO\PKLJK, has an
177
DYHUDJHVORSHRI m, because it has
320
DQDYHUDJHUDGLXVRINP

Expectations: i) determine the slopes of a line segment or a line. ii) express the equation of a line in the form y = mx + b. For more activities and resources from 4
the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING

Analytic Geometry –– Solving Systems of Linear Equations by Graphing

This resource may be copied in its entirety, but is not to be used for commercial purposes without permission from the Centre for Education in
Mathematics and Computing, University of Waterloo.
Play Solving Systems of Equations by Graphing first.
Click on http://www.quia.com/cz/10498.html?AP_rand=133531484 to play.
You can go to www.wiredmath.ca for the links.

Linear Systems
¾ A linear system may have exactly one solution. This is true when the two lines
intersect at a single point. Such a system is said to be consistent.
¾ A linear system may have no solution. This is true when the two lines are
parallel. Such a system is said to be inconsistent.
¾ A linear system may have infinitely many solutions. This is true when the two
lines are coincident. Such a system is said to be dependent.

1. a. Analyze each graph to determine whether the system has one solution, no solution, or infinitely many
solutions.
i. _____________________ ii. _____________________ iii. _____________________

l1
l1 l1

l2 l2

l2

iv. _____________________ v. _____________________ vi. _____________________

l2
l1 l2
l1 l1

l2

Expectations: i. Determine graphically the point of intersection of two linear relations ii. interpret the intersection point in the context of an application 1
For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 b. What does this mean about the slopes and the y -intercepts of the two lines, l1 and l2 ?
i. _________________________________________________________________________________
ii. _________________________________________________________________________________
iii. _________________________________________________________________________________
iv _________________________________________________________________________________
v. _________________________________________________________________________________
vi. _________________________________________________________________________________

2. Graph the following equations on the grids supplied. Determine the point of intersection from the graphs.
a. 2 y 3x  2 and 6x  4 y 4 b. y 3x  1 and x  y 3

c. y  2x 1 and 8x  4 y 16 d. y x  2 and x  y 2

3. Determine whether the given linear system has infinitely many solutions, no solution, or one solution.
a. x  2 y 6 b. 4x  y 9 c. 6x  4 y 8 d. x  8 y 2 4 e. 7x  2 y 20
x  2y 2 3x  y 5 9x  6 y 12 2x  16 y 30 5x  y 12
______________ ______________ ______________ ______________ ______________

Expectations: i. Determine graphically the point of intersection of two linear relations ii. interpret the intersection point in the context of an application 2
For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
4. a. Solve the following system graphically and check
your solution.
3x  y 5
x  2 y 4
_________________________________________

b. Multiply equation by 3, and equation by 2.

What is the solution of this system? What can you
conclude about multiplying equations of a linear
system by a constant?
_________________________________________
_________________________________________
_________________________________________
_________________________________________

c. Consider adding equations and , graph this equation on the grid below.
Consider subtracting equations and , graph this equation on the grid below. What do you notice about
the point of the intersection of these two lines in comparison to 4a?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

5. Give an example of another linear system, which has the same point of intersection as each of the following
systems.
a. 2x  7 y 9 b. 5x  y 17 c. x  3y 11 d. 3x  y 7
6x  y 5 x  4 y 5 4x  9 y 2 x  4y 2
______________ ______________ ______________ ______________
______________ ______________ ______________ ______________

6. A ship is travelling on a course given by 3x  2 y 3 , while a submarine is travelling on a course given by

x  y 1 . Determine the coordinates of the point at which their paths cross.

Don’’t forget to try this math drill now! Go to www.wiredmath.ca for the links.
TRY THIS!
Quiz: Solving Systems of Linear Equations by Graphing
http://www.quia.com/quiz/284838.html?AP_rand=449247250

Expectations: i. Determine graphically the point of intersection of two linear relations ii. interpret the intersection point in the context of an application 3
For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 CHALLENGE YOURSELF!
7. Sales personnel at Smitty’s golf equipment shop are given a choice of two methods
for monthly income:
Plan 1: A monthly salary of $250.00 plus a 2% commission on all sales or,
Plan 2: No monthly salary, but a 7% commission on all sales.
Make a graph to represent each plan. Which plan is better for the employee? Explain.

8. A triangle is formed by three intersecting lines y 1 , x  2 y 4 and 2x  y 7 . Find the area of the
triangle.

EXTENSION

Linear programming is a tool for

solving problems that frequently arise
Did You Know?
in business and industry. It uses
graphs of linear equations to solve
practical problems.
Terminology
¾ The quantity a x  b y , which is to
be maximized or minimized, is
called the objective function.
¾ The set of points satisfying the
system of linear inequalities, which
represent the constraints imposed
on the variables x and y is called
the feasible set.
¾ The points of intersection of the
bounding lines of the feasible set
are called extreme points.

9. Students attending an athletic banquet have a choice of two dinners, chicken or pork. Suppose it is known
that at least twice as many students will choose a chicken dinner over a pork dinner. It costs $12 to prepare
a chicken dinner and $9 to prepare a pork dinner. There are 240 invitations issued and at least 150 students
will attend the athletic banquet. What are the minimum and maximum possible costs of the banquet?

10. Sporty's firm manufactures hard and soft baseballs. Each hard ball requires 1 minute on
the stitching machine and 3 minutes on the ball-covering machine. Each soft ball requires
2 minutes on the stitching machine and 2 minutes on the ball-covering machine. The
stitching machine is only available for 100 minutes each day, while the ball-covering
machine is available for 180 minutes each day. The profit on a hard ball is $2 and on a soft
ball it is $3. Find how many hard balls and soft balls should be manufactured each day to
maximize the profit.
Expectations: i. Determine graphically the point of intersection of two linear relations ii. interpret the intersection point in the context of an application 4
For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING

ANALYTIC GEOMETRY: SOLVING SYSTEMS OF LINEAR EQUATIONS

This resource may be copied in its entirety, but is not to be used for commercial purposes without permission from the Centre for Education in
Mathematics and Computing, University of Waterloo.
Play System of E quations Basketball first.
Click on http://www.math-play.com/System-of--Equations-Game.html to play.
You can go to www.wiredmath.ca for the link.

A system of equations is a collection of two or more equations with the same variables.
For example: y 2x  3
is a system of equations in two variables, x and y.
y  2x  1
When we solve a system of equations, we find values of x and y that satisfy both equations. If (a,  b) is
the point of intersection, then when a is substituted for x in the equations, both equations will produce
an answer of b for y.

A system of equations can be solved by graphing both equations on the same axes.
E xample 1
y
Solve the following system of equations:
y 2x  3
y  2x  1 .

Solution
Both equations are in slope y-intercept form. To graph
each line, we plot a point corresponding to the
y-intercept and then use rise and run to get a second
point. Finally, join both points.
In this case, our first line has a slope of 2 and a
y-intercept of 3. We get the first point (0, 3) and use rise
x
of 2 and run of 1 to get a second point (1,  5) .
The second equation has a slope of ± 2 and a y-intercept
of 1 . We get the first point (0,    1) and use rise of  2
and run of 1 to get the other point (1,  3) .
Can you see where the lines cross? This is the point of
intersection as well as the solution to this system of
equations.
The solution to this system of equations is the point
(  1,  1) .

E xpectations i) determine graphically the point of intersection of two linear relations ii) interpret the intersection point in the context of an application. 1
For more activities and resources frRPWKH8QLYHUVLW\RI:DWHUORR¶V)DFXOW\RI0DWKHPDWLFVSOHDVHYLVLWwww.cemc.uwaterloo.ca.
 E xample 2
y
Solve the following system of equations:
x  3y 6
  x  y 2
Solution
When equations are not given in slope
y-intercept form, it is easier to use the x and y
intercepts to obtain two points. To solve for the
x-intercept, we let y = 0, and for the y-intercept,
x we let x = 0.
For x  3y 6 , the x-intercept is 6 and the
y-intercept is 2. These correspond to the points
(6, 0) and (0, 2) on a graph.
For x  y 2 , the x-intercept is 2 and the
y-intercept is   2 . These correspond to (2, 0)
and (0,    2) on a graph.
Graphing these lines, we can see the solution is
the point (3, 1).

E xample 3
Solve the following system of y
equations:
x  2y 8
          y 3x  3
Solution
In the first equation, we obtain two
points by using the intercept
method.
For x  2y 8 , the x-intercept is 8
and the y-intercept is 4. These
correspond to (8, 0) and (0, 4) on a x
graph.
In the second equation, the slope is
3 and the y-intercept is  3 . We get
point (0,  3 ) on the graph, and
using rise of 3 and run of 1 to get
another point (1,  0) .
Graphing these lines, we can see
the solution is point (2, 3).

E xpectations i) determine graphically the point of intersection of two linear relations ii) interpret the intersection point in the context of an application. 2
For more activities and resources frRPWKH8QLYHUVLW\RI:DWHUORR¶V)DFXOW\RI0DWKHPDWLFVSOHDVHYLVLWwww.cemc.uwaterloo.ca.
1. From the following graphs, determine the coordinates of the points of intersection.

a. y x  2,  y  2x  8 b. 2x  3y   1 2,  y 2x  4
y y

c. 3x  2y 4,  y  x 3 d. y 2  x,  2x  y  1 0
y y

E xpectations i) determine graphically the point of intersection of two linear relations ii) interpret the intersection point in the context of an application. 3
For more activities and resources frRPWKH8QLYHUVLW\RI:DWHUORR¶V)DFXOW\RI0DWKHPDWLFVSOHDVHYLVLWwww.cemc.uwaterloo.ca.
2. a. Graph the following systems of equations. From the graph, determine the point of intersection.

A. y 6 x B. 2x  3 y 7 C. y 2 x  13
y 2x  6 6 y  x 19 y 2x  3

D. y x2 E. y x2 F. y  2 x 7
y 2x  4 5 y  2x y  3x 12

G. y x  2 H.   6  x y I. y x4
y  2x  4 2y  x 0 y  2x  9

J. y  3x 2 K. y 8x L. 2x  3y  4 0
y 3x  5 y x4 4x  6y 17

b. From your results above, what characteristic do graphs share that have no point of intersection?

c. Plot your points of intersection on a grid. Label each so that it corresponds to the letter of its
question. Connect the following points:
i. A to D
ii. A to G
iii. B to E
iv. H to K
v. F to I
:KDWOHWWHUGR\RXVHH",I\RXGLGLWFRUUHFWO\DQG\RXVWXG\KDUG\RX¶OOEHVXUHWRJHWPDQ\RI
those in your near future.

Did you Know?

How far do you think the lead (actually graphite) in your pencils can
take you? Well, it has been tested and a typical HB pencil can draw
one continuous line that is 55 kilometres (34 miles) long! That is
roughly the same as writing out 45 000 words! Can you draw a
graph that shows a relationship between the length of a line you
can draw and the number of pencils you must use?

3. Randy is trying to start his own business selling pencils. It costs Randy $5.00 to start his business.
Randy buys each pencil from a manufacturer for 30¢ and sells each pencil for 50¢.
a. :ULWHDQHTXDWLRQWRUHSUHVHQW5DQG\¶VFRVWV WKHDPRXQWKHVSHQGV 
b. Write an equation to represent his revenue (amount of money he receives).
c. Graph the two equations from parts a. and b. on the same set of axes.
d. From the graph, determine the point of intersection. What does this mean in this scenario?
e. If Randy sells 50 pencils, what is his profit (Profit equals Revenue minus Cost or P R  C )?
f. If Randy lowers his price to 30¢, how many pencils must he sell to break even?

E xpectations i) determine graphically the point of intersection of two linear relations ii) interpret the intersection point in the context of an application. 4
For more activities and resources frRPWKH8QLYHUVLW\RI:DWHUORR¶V)DFXOW\RI0DWKHPDWLFVSOHDVHYLVLWwww.cemc.uwaterloo.ca.
 C H A L L E N G E Y O U RSE L F!

4. The lines represented by the equations intersect at three points, which are vertices of a triangle.
Calculate the area of the triangle formed.
y 7x
y 7  7x
y 0

A Slice of History
Algebraic solutions to solving systems of equations were formalized to
the world by Carl Friedrich Gauss, but similar methods can be traced
back as early as 150 AD in a Chinese book called The Nine Chapters of
Mathematical Art.
E X T E NSI O NS

5. On the right, two figures have the same perimeter. m+5

m
a. Write a system of equations to model the perimeters.
b. Graph the equations of the perimeters on the same axes.
c. Determine the coordinates of the point of intersection. m+7
d. Determine the perimeter of the triangle and the parallelogram m+2
when their perimeters are equal.
m

6. Jessica went to the supermarket to buy some fruit. When she got to the cashier, the clerk asked her how
PDQ\RIHDFKIUXLWVKHKDG6KHVPLOHGDQGUHSOLHG³,ERXJKWIRXUIHZHURUDQJHVWKDQWZRWLPHVWKH
QXPEHURIDSSOHV´7KHFDVKLHUORRNHGSX]]OHGVR-HVVLFDDGGHG³7KHQXPEer of oranges I bought is
DOVRWKHVDPHDVHLJKWVXEWUDFWWZRWLPHVWKHQXPEHURIDSSOHV,ERXJKW´
a. Write a system of equations to model how much fruit she bought.
Graph the line represented by each equation.
b. From the graph, determine the point of intersection.
c. How many apples and oranges did she buy?
d. What is the sum of the two equations? How is this helpful?

7. For the following system of equations, find a value of k such that the lines are perpendicular to each
other.
kx  2y  1 0
2x  3y  5 0

'RQ·WIRUJHWWRWU\WKHVHPDWKGULOOVQRZ*RWRwww.wiredmath.ca for the link.

TRY THIS!

Systems of E quations Q uizzes

http://www.quia.com/cz/10498.html?AP_rand=1900171386

E xpectations: i) determine graphically the point of intersection of two linear relations ii) interpret the intersection point in the context of an application. For more 5
DFWLYLWLHVDQGUHVRXUFHVIURPWKH8QLYHUVLW\RI:DWHUORR¶V)DFXOW\RI0DWKHPDWLFVSOHDVHYLVLW www.cemc.uwaterloo.ca.
 The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING

MEASUREMENT AND GEOMETRY – PERIMETER AND AREA

This resource may be copied in its entirety, but is not to be used for commercial purposes without permission from the Centre for Education in
Mathematics and Computing, University of Waterloo.
Play Bucky’s Blueprints first!
Click on http://www.iknowthat.com/com/L3?Area=BluePrints or
you may go to www.wiredmath.ca for the link.

REMEMBER
You should be familiar with the following formulas.

Geometric Figure Perimeter (Circumference) Area

Rectangle

P 2(l  w) A lw

Parallelogram

P 2(b  c) A bh

Triangle

1
P abc A bh
2

Trapezoid

1
P abcd A (a  b)h
2

Circle

C 2S r A Sr2

Expectations: i) solve problems involving optimal values of perimeter and area; ii) solve problems involving the areas and perimeters of composite two- 1
dimensional shapes. For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
1. Find the area of the following shapes. Use
S  3.14 .

a. A rectangle measuring 5 cm by 12 cm. b. A square with side length 6 cm.

c. A parallelogram with base 3 cm and d. A parallelogram with height 10 cm

height 2 cm. and base length of half the height.

e. A triangle with base 7 cm and a height f. A triangle with base 9 cm and

of 6 cm. height 13 cm.

g. A trapezoid with parallel sides measuring h. A trapezoid with parallel sides of

4 cm and 6 cm, with height 5 cm. 14 cm and 1 cm, with height 11 cm.
i. A circle with radius 8 cm. j. A circle with diameter 10 cm.

Did You Know?

There is no regulation size for a soccer field. It can be as small
as 46 m by 91 m or as large as 91 m by 119 m. That’s a
difference of 6643 m2, an area larger than a football field!

2. Find the perimeter of the following shapes. Use
S  3.14 .

a. A rectangle measuring 4 cm by 5 cm. b. A rectangle with length 3 cm and

area of 12 cm2.

c. A parallelogram with side lengths 10 cm d. A rhombus (parallelogram with

and 8 cm. equal sides) with side length 7 cm.

e. A triangle with side lengths 3 cm, 4 cm, f. An equilateral triangle with sides of
and 6 cm. 6 cm.

g. A trapezoid with side lengths 2 cm, 2 h. A trapezoid with 3 side lengths of 5

cm, 3 cm, and 4 cm. cm, and a fourth of length 8 cm.
i. A circle with radius 10 cm. j. A circle with area 9 S cm2.

A Slice of History
The Roman Coliseum, constructed in 80 AD, is 48 m high,
has a base area of about 23 000 m2, has a perimeter of about
540 m, and was capable of seating over 50 000 spectators!

3. A rectangle measuring 8 cm by 4 cm has a triangle with one side length equal to 3 cm cut off of its
corner. 3
a. Determine the area of the shaded region
that remains.
b. Determine the perimeter of the shaded 4
region that remains.
8
Expectations: i) solve problems involving optimal values of perimeter and area; ii) solve problems involving the areas and perimeters of composite two- 2
dimensional shapes. For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
4. A parallelogram with base 7 cm, other side 5 cm, and height 4 cm has both of its triangular regions
removed as shown.
a. Determine its remaining area.
b. Determine its remaining perimeter.

5. A circle with radius 6 cm has a circle of radius 3 cm cut out of its middle.
Determine the shaded area that remains.

6. In the diagram, AB is parallel to DC. The semicircle AED

has diameter AD of length 4 cm. Find the perimeter of
the figure.

7. Find the area and perimeter of the shaded triangle.

a. Area: b. Perimeter:

15

6
8

8. A trapezoid with parallel sides 3 cm and 5 cm has height 4 cm. The trapezoid
is divided into a parallelogram and a triangle. What is the area of the triangle?

9. What is the perimeter of a triangle whose height, which is 12 cm, divides the base into lengths
of 9 cm and 5 cm?

10. a. The diameter of a tennis ball is about 7 cm. How much string would
be required if you wanted to wrap string around the equator of a tennis
ball?

b. If the string could be raised 5 cm above the equator of the tennis ball
at all points, how much extra string would be needed?

c. The Earth has a diameter of about 12 760 km. Imagine a string tied
around the equator of the Earth. Then, as in part b), the string is raised
5 cm above the equator at all points. How much extra string would be
needed for the new equator in this case? Explain.

Expectations: i) solve problems involving optimal values of perimeter and area; ii) solve problems involving the areas and perimeters of composite two- 3
dimensional shapes. For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
11. a. If one of the side lengths of a parallelogram is increased and the other is held constant, what is the
effect on its
i. Perimeter? ii. Area?

b. If unknown changes are made to increase the area of a shape, what is the effect on the perimeter of
the shape if the shape is a
i. Circle? ii. Rectangle?

c. If unknown changes are made to increase the perimeter of a shape, what is the effect on the area of
the shape if the shape is a
i. Circle? ii. Triangle?

12. a. The area of a rectangle is 36 cm2. What is the smallest possible perimeter of the
rectangle?

b. The perimeter of a rectangle is 20 cm2. What is the largest possible area of the rectangle?

CHALLENGE YOURSELF
13. Melissa is building a rectangular area for her cow, Daisy. She plans to build the area along a straight
stretch of river (no fence is needed along the river).
a. Melissa would like to give Daisy 800 m2 of grazing room. What is
the least amount of fencing she will need?

b. The realizes that she only has 60 m of fencing. What is the largest
grazing area she will be able to give Daisy?

14. A circle has a radius of 4. Inside that circle, the largest possible square is drawn. Inside that square, the
largest possible circle is drawn. Finally, inside that circle, the largest square possible is drawn.

a. What is the side length of the smallest square?

b. How does the area of the larger circle relate to the area of
the smaller circle?

Expectations: i) solve problems involving optimal values of perimeter and area; ii) solve problems involving the areas and perimeters of composite two- 4
dimensional shapes. For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
15. Melissa decided that she wanted to keep her other cow, Mu, separate from Daisy, so she opted to tie
Mu to the barn. The barn is a rectangle measuring 20 m by 10 m. Mu’s rope is tied to a hook on the 20
m side of the barn, 8 m from the corner. How much grazing room does Mu have if her rope is

a. 7 m long? b. 17 m long?

EXTENSION
16. Two circles, A and B, each have a radius greater than 1 m. The radius of A is then decreased
by 1 m, and the radius of B is increased by 1 m.
a. What is the effect on the total circumference of A and B combined?

b. What is the effect on the total area of A and B combined if:

i. The radius of B is larger than the radius of A?

ii. The radius of A is at least 2 m larger than the radius of B?

iii. The radius of A is less than 1 m larger than the radius of B?

17. a. What is the minimum number of T-shaped tiles (shown at right) needed to make a square?
b. What is the minimum needed to make a rectangle (that is not a square)?

Expectations: i) solve problems involving optimal values of perimeter and area; ii) solve problems involving the areas and perimeters of composite two- 5
dimensional shapes. For more activities and resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING

Grade 9
Geometry: Polygons
This resource may be copied in its entirety, but is not to be used for commercial purposes without permission from the Centre for Education in
Mathematics and Computing, University of Waterloo.
Play the Interior Angles Matching Game http://www.studystack.com/matching-88926
You may also go to www.wiredmath.ca for the link.

A polygon is a shape enclosed by a path of non-intersecting sides that end at the starting point.

A convex polygon has no interior angle A concave polygon has at least one angle
greater than 180. greater than 180.
E.g. E.g.

1. Connect the dots in order. Always connect back to 1. Determine if the dots produce a polygon, and if so,
label it as convex or concave.

a. 1 d. 1 4

2 5

4 3 2
3
b. 14 e.
13
12 1 5 7
2 1
3 3
11 4 2
9 4 6
10 5

8 6
7 1
c. f. 6 2
1 2

5 3
4 3 4

Expectations i) describe the properties and relationships of interior and exterior angles of polygons ii) describe properties of polygons. For more activities and
resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 Triangle Man’s Lesson:
Remember kids, be it a
b scalene, isosceles or
e
equilateral triangle, the
i sum of the interior
angles of a triangle will
always be 180!
a c d f h j

a  b  c d e f hi j 1 8 0o

2. a. From one vertex, draw diagonals to connect non-adjacent vertices, if possible.

b. What shapes are formed within the polygons by drawing these diagonals?
c. Complete the following chart.

Number of sides 3 4 5 6 100 n

Number of diagonals 0 1
drawn from only one
vertex
Number of Triangles 1 2

Total sum of the 180 360

interior angles of the
triangles

d. Derive a formula to calculate the sum of the interior angles of a polygon with n sides.

Sum of Interior Angles Theorem

A convex polygon with n sides has a total sum of its interior angles equal to:

Expectations i) describe the properties and relationships of interior and exterior angles of polygons ii) describe properties of polygons. For more activities and
resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
3. Calculate the total sum of the interior angles for the following convex polygons.
a. 4 sides c. 9 sides
b. 6 sides d. 1000 sides

4. Determine the number of sides of each convex polygon with the following interior angle sums.
a. 540 c. 1080
b. 900 d. 170 100

Naming Polygons

The number of sides categorizes polygons. We often talk about triangles, quadrilaterals and
pentagons (with prefixes of ““tri””, ““quad”” and ““penta”” meaning 3, 4 in Latin, and 5 in Greek) but
have you ever heard of a nonagon (9 sides), a hendecagon (11 sides) or even a dodecagon (12
sides)? Do not worry; we often name a polygon with n sides an n-gon for simplicity. For example,
an octagon is also an 8-gon.

5. A regular polygon has all angles equal. Calculate the degree measure of each interior angle.
a. a square c. a regular heptagon (seven sides)
b. a regular pentagon d. a regular 99-gon

6. A regular soccer ball is composed of 32 faces. 12 of these are pentagons and 20

of them are hexagons (the shape is called a truncated icosahedron). What is the
total sum of the interior angles of each shape on the soccer ball?

7. In a bowl of corn chips, 80% of the chips are isosceles triangles, while the remaining 20% of the chips
are broken into chip fragments, a triangle portion and a trapezoid portion.
If the sum of the interior angles of all the chips and chip fragments is
12 600, how many chips were there in the bowl?

Check This Out!

Dodecagons (12-gon), squares (4-gon) and triangles (3-gon)

coming together to make a nice tiling. Isn’’t math beautiful?
Try making your own tiling at home.

Expectations i) describe the properties and relationships of interior and exterior angles of polygons ii) describe properties of polygons. For more activities and
resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
8. In 'ABC , CA is extended to D and CB is extended to E. E
a. If ‘ A B C is 47º and ‘ A C B is 49º, what is the measure of ‘ D A B ?
b. Determine ‘ A B E . B
c. If ‘ A B C is b and ‘ A C B is c, write a formula for ‘ D A B
in terms of b and c. y
d. If we join D and B, we form a new triangle, 'BCD .
x
If ‘ A B D is y and ‘ A D B is x, what is the measure of ‘ B A C
D A C
in terms of x and y?
e. Can ‘ A B D ever be greater than ‘ B A C ? Why or why not?

Exterior Angle of a Triangle

In any triangle, if one side is extended, then the exterior angle formed will be equal to:

9. In isosceles ¨EFG, G E G F . EG is extended to point H. F

If ‘ H G F is 32º, what is the measurement angle of ‘ G E F ?

32º

E G H
10. In ¨IJK, a line is drawn from point J to meet IK at point L. J
If ‘LIJ is 37º, ‘IJL is 11º, ‘ J K I is 48º, and JK is 3 metres,
how long is JL? 11º 3m

37º 48º

I 0.95 m 4m K
L
M N
11. In hexagon MNOPQR, diagonals NQ and RO are drawn and meet
at point S to create two parallelograms as well as two triangles.
If ‘NQP is 35º, what is the sum of ‘ORQ and ‘NQR ?
R S O

35º

Q P

Did You Know?

Euclid was a very famous mathematician who wrote the book

Elements, which contains many of the geometric theorems we use
today. In addition to being known as the father of geometry, he
also proved that there are infinitely many primes!

Expectations: i) describe the properties and relationships of interior and exterior angles of polygons ii) describe properties of polygons. For more activities and 4
resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 EXTENSIONS
12. In the diagram the polygon has 18 sides. From each vertex, diagonals are
drawn to connect to all non-adjacent vertices. How many diagonals are there?
Derive a formula for the number of diagonals in any polygon with n sides.

13. Calculate the sum of the exterior angles of the following triangles.

a. B b. 160º
120º F

a
C d
140º E
A
135º D

14. Calculate the sum of the exterior angles for each figure.

a. b. c.
n
e o
a f m

g j
b
i
d
h l k
c

d. Did you find a pattern? Show this is true with an n-gon.

Sum of Exterior Angles of a Polygon

The sum of the measures of the exterior angles of a polygon, one at each vertex equals

15. The figure to the right is a star created out of a pentagon and 5 triangles.
Determine the sum of the angles of the points of the star.

Don’’t forget to try these math drills now! Go to www.wiredmath.ca for the link.
TRY THIS!
Polygons and Angles
http://www.quia.com/pop/176616.html

Expectations: i) describe the properties and relationships of interior and exterior angles of polygons ii) describe properties of polygons. For more activities and 5
resources from the University of Waterloo’s Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 The CENTRE for EDUCATION in
MATHEMATICS and COMPUTING

MEASUREMENT AND GEOMETRY – SURFACE AREA AND VOLUME

This resource may be copied in its entirety, but is not to be used for commercial purposes without permission from the Centre for Education in
Mathematics and Computing, University of Waterloo.
Play the Volume and Surface Area game first!
Click on http://www.scholarnet.co.nz/member/courses/smol/data/site/flash_apps/Measurement.php or
you may go to www.wiredmath.ca for the link.

REMEMBER
You should be familiar with the following formulas.
Geometric Figure Surface Area Volume
Cylinder

S 2S r 2  2S rh V S r 2h

Sphere
4 3
S 4S r 2 V Sr
3

Cone

1 2
S S r 2  S rs V Sr h
3

Square-based pyramid
1 2
S 2bs  b 2 V bh
3

Rectangular prism
S 2(wh  lw  lh) V lwh

Isosceles triangular prism

1
S bh  2ls  lb V bhl
2

Expectations: i) identify the effect of varying the dimensions on surface area and volume; ii) explain the significance of optimal surface area and volume; 1
iii) solve problems involving the surface area and volume of simple and composite figures. For more activities and resources from the University of Waterloo’s
Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
1. Determine the volume of the following figures. Use
S  3.14 .

a. A sphere measuring 6 cm in b. A sphere measuring 20 mm in

radius. diameter.

c. A cylinder with height 12 cm and d. A cylinder with base area 14 cm2

radius 4 cm. and height 7 cm.

e. A cone with radius 9 mm and f. A cone with radius 4 m and slant

height 3 mm. height 5 m.

g. A rectangular (square-based) h. A square-based pyramid

prism measuring 5 m by 5 m by 3 measuring 10 cm by 10 cm by 9
m. cm high.

i. An isosceles triangular prism with j. A triangular-based pyramid

height 4 m, base 5 m, and length 9 with base area 15 cm2 and
m. height 5 cm.

DID YOU KNOW?

The Great Pyramid of Khufu (Cheops)
has a square base that is 229 m long
and has a height of 147 m. That’s two
and a half football fields long and over
one and a half football fields high!

2. Determine the surface area of the following figures. Use
S  3.14 .

a. A cube with side length 5 m. b. A cube with volume 125 mm3.

c. A sphere with radius 10 cm. d. A hemisphere with radius 7 cm.

e. A cylinder with radius 4 mm and f. A cone with radius 5 mm and

height 8 mm. slant height 8 mm.

g. A square-based pyramid with h. An isosceles triangular prism

base length 10 cm and slant with base 12 cm, height 8 cm,
height 12 cm. and length 4 cm.

i. A rectangular prism measuring 3 j. A square-based pyramid with base

m by 6 m by 8 m. length 8 cm and height 3 cm.

Expectations: i) identify the effect of varying the dimensions on surface area and volume; ii) explain the significance of optimal surface area and volume; 2
iii) solve problems involving the surface area and volume of simple and composite figures. For more activities and resources from the University of Waterloo’s
Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
3. The edge length of a cube is 4 cm.

a. What is the volume of the cube?

b. What is the surface area of the cube?

c. If every dimension of the cube is doubled, what effect does it have on its:
i. volume?
ii. surface area?

4. A rectangular prism has edges of 3 cm, 4 cm, and 5 cm.

a. What is the volume of the prism?

b. What is the surface area of the prism?

c. If every dimension of the prism is doubled, what effect does it have on its:
i. volume?
ii. surface area?

d. If all you know is that one dimension was increased by 1 cm and another was decreased by 1 cm,
what, if any, is the change to its:
i. volume?
ii. surface area?

5. The areas of three faces of a rectangular prism are 8 m2, 10 m2, and 20 m2. What is the volume?

6. A rectangular prism measuring 10 cm by 8 cm by 5 cm has a cube with

side length 2 cm removed from its corner.

a. Determine its volume. b. Determine its surface area.

7. A cylinder with height 9 m and radius 4 m has a sphere with radius 4 m resting on top of it.

a. Determine the total volume.

b. Determine the total surface area.

8. A cone of height 8 cm and radius 6 cm has a hemisphere of diameter 12 cm on top

(like an ice cream cone!).
Determine the surface area of the cone and ice cream that can be seen.
Expectations: i) identify the effect of varying the dimensions on surface area and volume; ii) explain the significance of optimal surface area and volume; 3
iii) solve problems involving the surface area and volume of simple and composite figures. For more activities and resources from the University of Waterloo’s
Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 9. What is the largest possible volume of a cone that lies entirely within a cylinder of
volume 30 m3 ?

10. WiredToy Inc. is designing a box for its new remote control car, with a limited budget. They have
determined that they only have enough money to afford 15 000 cm2 of surface area in their
packaging. They have decided that to maximize capacity, their box will be a cube.

a. What are the dimensions of this box?

Through some clever accounting, WiredToy Inc. managed to increase their budget for packaging by four
times for each box.

b. Should the shape of the box change, assuming capacity is still to be maximized?

c. What are the new dimensions of the box?

11. Ahmed is making his bed with a bedsheet measuring 250 cm by 200 cm. When he is done, he notices
that exactly 5 cm of the bedsheet is tucked in under each of the four sides of the mattress.
If the mattress is 20 cm thick, then what is the area of the top (the sleeping area) of the
bed?

12. Jimmy and Johnny were eating lunch. Jimmy had a cylindrical pop can. Johnny had a different cylindrical
container which happened to be exactly twice the height of Jimmy’s pop can but half the radius.
Whose container has the largest volume? Explain.

TRY THIS!
Surface Area and Volume Drills - http://www.321know.com/geo.htm
Select your favourite geometric figure and find its surface area or volume!

Expectations: i) identify the effect of varying the dimensions on surface area and volume; ii) explain the significance of optimal surface area and volume; 4
iii) solve problems involving the surface area and volume of simple and composite figures. For more activities and resources from the University of Waterloo’s
Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.
 CHALLENGE YOURSELF

13. A cube with side length 15 mm has a cylinder of radius 3 mm cut out of its middle.

a. Determine the volume remaining. b. Determine its surface area.

14. A rectangular prism has dimensions r by s by t, with r  s  t . If only one of r, s, or t can be increased by
one unit, which would result in the largest increase in volume? Explain.

15. The Johnsons are on a family camping trip. The family estimates that they need at least 10 m3 of volume to
comfortably fit them all. Their tent is shaped like an isosceles triangular prism. The box says that the tent
has a height of 2 meters and a base length of 3 meters, but it neglects to mention the length of the tent.
However, the box does say that the surface area of the outside of the tent is 38 m2 (including the bottom).
Is the tent large enough for the Johnsons?

EXTENSION
16. WiredToy Inc. is back with another new toy, this time a miniature model plane. In order to fit all the
necessary parts, the box must have the capacity to hold 4 000 cm3. However, since packaging is costly,
WiredToy Inc. wants to use the smallest surface area possible.

a. What shape should the box be to minimize packaging costs?

b. What are the dimensions of this box?

WiredToy Inc. later realized that for display purposes, their box did not need a top.

c. What shape should the new box be to minimize packaging costs?

d. What are the dimensions of the new box?

Expectations: i) identify the effect of varying the dimensions on surface area and volume; ii) explain the significance of optimal surface area and volume; 5
iii) solve problems involving the surface area and volume of simple and composite figures. For more activities and resources from the University of Waterloo’s
Faculty of Mathematics, please visit www.cemc.uwaterloo.ca.